1

Human Resources Specialist 

(Executive Services) 

Career Path Guide 

Office of the CHCO Council 

U.S. Office of Personnel Management, Suite 5H27 

1900 E Street, NW, Washington, DC 20415 
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Table of Contents 

Introduction .................................................................................................................................................. 3

Understanding the Career Path Diagrams ................................................................................................ 3

Understanding Success Factors ................................................................................................................. 3

Understanding the Competency Information ........................................................................................... 4

Understanding the Training Areas ............................................................................................................ 5

Understanding the Critical Developmental Activities ............................................................................... 5

Qualifications Requirements ..................................................................................................................... 5

Human Resources Specialist (Executive Services) Career Path Overview .................................................... 6

Success Factors .............................................................................................................................................7

Full Performance and Supervisor / Expert Career Stages ............................................................................. 9

Full Performance, GS-12 .........................................................................................................................10

Expert, GS-13/14/15 ...............................................................................................................................15
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Introduction 

This guide contains a detailed career path for an individual working in the Executive Services specialty area. Career 

paths, and the information associated with them, are extremely useful in planning a career. In essence, they 

represent a road map that shows: (1) how people advance through a career, (2) qualifications and competencies 

required at each career stage, and (3) suggested activities, such as developmental activities and formal training, that 

strengthen competencies. 

This career path was developed by subject matter experts working in the Human Resources Management (HRM) 

Series (GS-0201) at agencies across the Federal Government. As such, the information contained in this career path 

reflects expert recommendations regarding the developmental experiences that prepare individuals at each career 

stage for the next level. While the grade at which individuals enter the HR occupation and the full performance level 

of each position varies greatly across the Federal Government, for the purposes of this guide, we have defined Full 

Performance as GS-12, Expert as GS-13/14/15 and Managerial as GS-15/SES. 

There are several important points that you should keep in mind as you review this guide. 

 While the career paths described are recommended by experts, these are not the only ways to 

succeed. There are many avenues to success as a human resource specialist. Regardless of the 

specific path that your career follows, you should constantly strive to strengthen the competencies 

that are relevant to your career goals. 

 The developmental experiences described are not the only ones that contribute to career success. 

While these experiences were specifically identified by job experts as being important, there are 

many other experiences that will also help you to gain the competencies needed to be successful. 

Understanding the Career Path Diagrams 

The career paths outline typical avenues for moving among and across jobs in ways that facilitate growth and career 

advancement. Within this guide, there are two types of career path diagrams. The first diagram, shown after this 

section, is a general overview of your specialty area and describes the career as a whole. Arrows represent typical 

movement between career stages or specialty areas. An additional set of detailed diagrams shows movement that 

occurs within each career stage (e.g., Full Performance, and Expert/Team Leader/Supervisor/Managerial). For both 

diagrams, solid arrows depict the most common career moves, while dotted arrows show less common, yet equally 

feasible career moves. 

Understanding Success Factors 

Success factors are typically broad in scope and can be viewed as “pieces of advice” from senior members who have 

reflected on their experience in the HR field and provided statements on how to maximize performance and career 

advancement. You will notice that many of the success factors are not tied to any particular specialty area or career 

stage. After reading through the success factors, you should seek clarification from your supervisor on how best to 

implement some of the suggestions. 
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Understanding the Competency Information 

For each of the points along the career path (i.e., Full Performance), the guide identifies both general and technical 

competencies. A competency is the combination of knowledge, skill, and/or ability one needs to successfully perform 

a job function. General competencies cut across occupations, while technical competencies are specific to an 

occupation and/or specialty area. This guide provides definitions of the technical competencies along with illustrative 

work behaviors. Mastering the activities listed under each of the technical competency sections may increase your 

likelihood of success, within both your current and future positions. 

For both general and technical competencies, a desired proficiency level is listed for each competency. The numeric 

proficiency scale used for the competencies in this guide is shown below: 

Proficiency Level General Competencies Technical Competencies

5 = Expert  Applies the competency in 

exceptionally difficult 

situations.

 Serves as a key resource 

and advises others.

 Applies the competency in 

exceptionally difficult 

situations.

 Serves as a key resource 

and advises others.

 Demonstrates 

comprehensive, expert 

understanding of concepts 

and processes.

4 = Advanced  Applies the competency in 

considerably difficult 

situations.

 Generally requires little or 

no guidance.

 Applies the competency in 

considerably difficult 

situations.

 Generally requires little or 

no guidance.

 Demonstrates broad 

understanding of concepts 

and processes.

3 = Intermediate  Applies the competency in 

difficult situations.

 Requires occasional 

guidance.

 Applies the competency in 

difficult situations.

 Requires occasional 

guidance.

 Demonstrates 

understanding of concepts 

and processes.

2 = Basic  Applies the competency in 

somewhat difficult 

situations.

 Requires frequent 

guidance.

 Applies the competency in 

somewhat difficult 

situations.

 Requires frequent 

guidance.

 Demonstrates familiarity 

with concepts and 

processes.
5

1 = Awareness  Applies the competency in 

the simplest situations.

 Requires close and 

extensive guidance.

 Applies the competency in 

the simplest situations.

 Requires close and 

extensive guidance.

 Demonstrates awareness 

of concepts and 

processes.

Understanding the Training Areas 

Training areas are subjects for study that strengthen either general or technical competencies. By seeking training in 

these subject areas, you can maximize success within the current role and prepare for advancement to the next. 

Some of these training areas will be linked to internal training courses offered by your agency, while others may be 

linked to external training provided by governmental or non-governmental sources. You should discuss these training 

areas and/or courses with your manager to determine your options for completing formal coursework in your field. 

Keep in mind, however, that much of your training may occur through on-the-job experiences listed under “Critical 

Developmental Activities.”

Understanding the Critical Developmental Activities 

Critical developmental activities are experiences employees can seek as they move through the career paths. Each 

of these experiences is associated with a specific career stage and provides the opportunity to strengthen both 

general and technical competencies. Within each career stage, the developmental activity may be the same but will 

vary in complexity depending on the grade level. 

The experiences listed in this document are recommended, but not required. Before you engage in a particular 

developmental experience, you should discuss the experience with your manager. Remember that workload 

considerations may affect the ability of your supervisor to provide you with some of the developmental assignments 

suggested in this document. For this reason it is a good idea to seek out opportunities for learning that may not 

involve formal assignments. When you and your supervisor have agreed on a developmental experience, discuss 

what you should gain from the experience. 

Qualifications Requirements 

Please note that this guide is for development purposes only and does not address position requirements or your 

eligibility for a particular job. For information about Governmentwide qualifications requirements, please refer to 

www.opm.gov/qualifications/Standards/IORs/gs0200/0201.htm. Additionally, there may be position-specific 

requirements, including specialized experience. Your supervisor can provide more information on these additional 

requirements. 
Full Performance 

(GS-12) 

Expert 

(GS-13/14/15) 

Managerial 

(GS-15, SES) 

Hired from outside the Federal 

Government 

Transfer from another job 

series (e.g., 300 series) 

Other specialties within Executive Services: 

Classification 

Compensation 

Employee Benefits 

Information Systems 

Recruitment and Placement 

Human Resource Development 

Performance Management/Employee Relations/Labor Relations 

Policy 

Human Resources Specialist (Executive Services) 

Career Path Overview 

6 

This graphic shows a bird’s eye view of how individuals progress through career stages in the 

HRM Series, 0201. Solid arrows represent the most common career advancement;

dotted arrows represent equally viable, but less commonadvancement.

As this diagram shows, it is fairly common for individuals to transfer into or out of a 

specialized Executive Services position at the Full Performance stage and into one of the 

specialty areas listed in the top box. This becomes less common at the Expert stage. At the 

Full Performance and Expert stages, it is more common for individuals to transfer into Policy.
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Success Factors 

Success factors provide general advice and guidance regarding your human resources management career. These 

statements are not tied to any specific position, grade, qualification requirement, or developmental experience. 

Career Movement 

 Obtain expertise in staffing and classification as this knowledge is foundational; it is also important for 

success at higher levels of HR. 

 Become fully proficient in more than one technical specialty area if you wish to enter positions beyond full 

performance. 

 Develop breadth of experience by working in offices of differing sizes or locations – but gain depth of 

experience at each position before moving. 

 Before specializing in policy work, gain a solid foundation in operations. 

Learning the HR Field 

 Strive to understand the foundation of the entire HR system and how it ties together, such as: 

o Title 5, Code of Federal Regulations (e.g., legal authorities for issues of concern to Federal 

employees, applicants for Federal jobs, preference eligibles); Title 5, Merit System Principles 

(Information about the nine merit system principles that are required of Federal personnel 

management); Title 5, United States Code (e.g., regulatory authorities for addressing issues of 

concern to Federal employees, labor unions, compliance monitors, applicants for Federal jobs, 

preference eligibles) 

o Recent developments in the HR area (e.g., hiring reform, Governmentwide changes, legislative 

impacts) 

 Pay attention to HR-related news within the Federal Government and trends externally (e.g., related to 

recruitment). 

Skills to Develop throughout Your Career 

 Learn how to clearly define a problem and probe at the root causes. 

 Learn how to use technology to your advantage. 

 Continually develop your listening and communication skills. 

 Learn how to effectively communicate and navigate the virtual world, including the use of social media. 

 Learn how to serve as a business partner and advisor. For example: 

o Develop effective consulting skills. 

o Learn the process of data collection and analysis. 

o Learn how to produce well-written and effective reports that communicate useful information. 

o Seek opportunities to prove your value to customers. 

Ways to Stand Out 

 Show a willingness to do independent research when solving problems. 

 Adopt a product-focused perspective and learn how to deliver results. 

 Seek out a mentor and consider becoming one when you reach a higher level. 

 Maintain a high level of attention to detail. Do accurate and thorough research. 

 Make a commitment to understand your agency’s organizational structure, mission, and culture. 
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Working with Your Customers Effectively 

 Attend customer staff meetings and listen for opportunities to show your value. 

 Be resilient and patient when working in the HR field. Avoid taking things personally when solutions are not 

adopted; many ideas are rejected due to factors beyond your control. 

 Learn how to be ethical and flexible at the same time. Find ways to get to “yes” legally and/or present 

options that meet management needs. 

 Find ways to relate to your customers and better understand them. Use their terminology and translate what 

you are doing into their language. When you have gathered data, take the time to interpret the data in ways 

they can understand. 
GS-14 

SUPERVISORY GS-15

SUPERVISORY 

GS-13 

EXPERT 

GS-14 

EXPERT 

GS- 12 

SPECIALIST 

GS-15 

EXPERT 

SES 

Hired from 

outside the 

Federal 

Government 

Hired from the 300 

Series 

Presidential 

Management 

Fellows 

Lateral move from 

other specialty 

area (as GS-12)

Human Resources Specialist (Executive Services) 

Full Performance and Supervisor / Expert Career Stages 

9 

LEGEND

Represents the most common career advancement

Represents equally viable, but less common career advancement
10

Human Resources Specialist (Executive Services) 

Full Performance, GS-12

General Competencies Proficiency

GS-12

Attention to Detail: Is thorough when performing work and conscientious about attending 

to detail. 4

Customer Service: Works with clients and customers (that is, any individuals who use or 

receive the services or products that your work unit produces, including the general 

public, individuals who work in the agency, other agencies, or organizations outside the 

Government) to assess their needs, provide information or assistance, resolve their 

problems, or satisfy their expectations; knows about available products and services; is 

committed to providing quality products and services.

4

Decision Making: Makes sound, well-informed, and objective decisions; perceives the 

impact and implications of decisions; commits to action, even in uncertain situations, to 

accomplish organizational goals; causes change.

3

Flexibility: Is open to change and new information; adapts behavior or work methods in 

response to new information, changing conditions, or unexpected obstacles; effectively 

deals with ambiguity.

4

Information Management: Identifies a need for and knows where or how to gather 

information; organizes and maintains information or information management systems. 3

Integrity/Honesty: Contributes to maintaining the integrity of the organization; displays 

high standards of ethical conduct and understands the impact of violating these standards 

on an organization, self, and others; is trustworthy.

4

Interpersonal Skills: Shows understanding, friendliness, courtesy, tact, empathy, 

concern, and politeness to others; develops and maintains effective relationships with 

others; may include effectively dealing with individuals who are difficult, hostile, or 

distressed; relates well to people from varied backgrounds and different situations; is 

sensitive to cultural diversity, race, gender, disabilities, and other individual differences.

4

Oral Communication: Expresses information (for example, ideas or facts) to individuals 

or groups effectively, taking into account the audience and nature of the information (for 

example, technical, sensitive, controversial); makes clear and convincing oral 

presentations; listens to others, attends to nonverbal cues, and responds appropriately.

3

Problem Solving: Identifies problems; determines accuracy and relevance of information; 

uses sound judgment to generate and evaluate alternatives, and to make 

recommendations.

3

Writing: Recognizes or uses correct English grammar, punctuation, and spelling; 

communicates information (for example, facts, ideas, or messages) in a succinct and 

organized manner; produces written information, which may include technical material 

that is appropriate for the intended audience.

3
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Reasoning: Identifies rules, principles, or relationships that explain facts, data, or other 

information; analyzes information and makes correct inferences or draws accurate 

conclusions.

3

Self-Management: Sets well-defined and realistic personal goals; displays a high level of 

initiative, effort, and commitment towards completing assignments in a timely manner; 

works with minimal supervision; is motivated to achieve; demonstrates responsible 

behavior.

3

Stress Tolerance: Deals calmly and effectively with high stress situations (for example, 

tight deadlines, hostile individuals, emergency situations, dangerous situations). 4

Teamwork: Encourages and facilitates cooperation, pride, trust, and group identity; 

fosters commitment and team spirit; works with others to achieve goals. 3

Technical Competence: Uses knowledge that is acquired through formal training or 

extensive on-the-job experience to perform one's job; works with, understands, and 

evaluates technical information related to the job; advises others on technical issues.

3

Creative Thinking: Uses imagination to develop new insights into situations and applies 

innovative solutions to problems; designs new methods where established methods and 

procedures are inapplicable or are unavailable.

3

Influencing/Negotiating: Persuades others to accept recommendations, cooperate, or 

change their behavior; works with others towards an agreement; negotiates to find 

mutually acceptable solutions.

3

Legal, Government and Jurisprudence: Knowledge of laws, legal codes, court 

procedures, precedents, legal practices and documents, Government regulations, 

executive orders, agency rules, Government organization and functions, and the 

democratic political process.

3

Planning and Evaluating: Organizes work, sets priorities, and determines resource 

requirements; determines short- or long-term goals and strategies to achieve them; 

coordinates with other organizations or parts of the organization to accomplish goals; 

monitors progress and evaluates outcomes.

3

Organizational Awareness: Knows the organization's mission and functions, and how 

its social, political, and technological systems work and operates effectively within them; 

this includes the programs, policies, procedures, rules, and regulations of the 

organization.

3

Client Engagement/Change Management: Knowledge of the impact of change on 

people, processes, procedures, leadership, and organizational culture; knowledge of 

change management principles, strategies, and techniques required for effectively 

planning, implementing, and evaluating change in the organization.

3

Project Management: Knowledge of the principles, methods, or tools for developing, 

scheduling, coordinating, and managing projects and resources, including monitoring and 

inspecting costs, work, and contractor performance.

3

Reading: Understands and interprets written material, including technical material, rules, 

regulations, instructions, reports, charts, graphs, or tables; applies what is learned from 

written material to specific situations.

4

Workforce Planning: Knowledge of HR concepts, principles, and practices related to 

determining workload projections and current and future competency gaps to align human 

capital with organizational goals.

3

Technical Competencies
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Executive Services: Knowledge of concepts, principles, and practices related to staffing, 

recruitment, compensation, executive development, position management, and 

performance management related to the Senior Executive Service (SES), SL/ST, and 

political appointees.

4

Supervisory Competencies 

HR Specialists at the Full Performance level may either be specialists or supervisors. Supervisory 

competencies are determined by the hiring agency. OPM developed guidance for agencies to help them 

determine requirements for supervisory positions including supervisory competencies. For more information 

on OPM’s Supervisory Qualification Guide, click on www.opm.gov/qualifications/standards/SpecialtyStds/GS-SUPV.asp.

Typical Duties 

Specialist or Supervisory Positions GS-12

Consults and coordinates with the Executive Resources Board to facilitate sound decisions on 

a variety of executive resources needs and priorities (e.g., oversight of staffing process, 

allocation process, and SES candidate development program).

✓

Researchers and analyzes data from a variety of sources to build a business case for approval 

of executive resources programs. ✓

Partners and collaborates with senior management to develop strategies and advise on a 

range of issues that impact leadership. ✓

Seeks out and understands agency operations and priorities at the highest levels and provides 

consulting on how to optimize these resources. ✓

Consults and coordinates with the Performance Review Board to facilitate sound decisions on 

a variety of pay, performance, and award decisions while taking into account organizational 

performance goals.

✓

Advises SES and political appointees on legal implications specific to daily operations and 

personnel practices. ✓

Supervisory Positions Only

Plans and schedules ongoing work on a quarterly or annual basis. ✓

Recommends adjustments to staffing levels or work procedures to accommodate resource 

decisions made at higher levels. ✓

Oversees the development of technical data, estimates, statistics, suggestions, and other 

information useful to higher-level managers in determining goals and objectives to emphasize. ✓

Conducts a wide range of activities related to staff work, such as: assigning work, tracking 

progress, and approving the final work product. ✓

Evaluates subordinate work performance and counsels subordinates on both work and 

administrative matters. ✓

Identifies developmental and training needs of employees. ✓

Resolves complaints and effects minor disciplinary measures when necessary. ✓

Prepares reports and communications for senior management/supervisors. ✓
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Training Areas 

Executive / Leadership Development (5 CFR 412 and 334; 5 U.S.C. 3396) 

Succession Planning 

SES Allocations (5 CFR 317, subpart F; 5 U.S.C. 3133 and 3134) 

SL/ST Allocations (5 CFR 319) 

SES Recruitment and Selection (5 CFR 317; 5 U.S.C. 3391-3395) 

SL/ST Recruitment and Selection (5 CFR 319) 

SES Performance and Compensation (5 CFR 430, subparts C and D; 5 CFR 534, subpart D; 5 

U.S.C. 4311-4315 and 5381-5385) 

SL/ST Performance and Compensation (5 CFR 430, subparts B and D; 5 CFR 534, subpart E; and 5 U.S.C. 

5376)

General Schedule / Executive Classification (5 CFR 214 and 319; 5 U.S.C. 3132, 3104, and 5108) 

Mentoring Employees 

Improving Employee Performance and Productivity 

Conducting Employee Performance Appraisals in Accordance with Agency Systems 

Identifying and Assisting Employees with Unacceptable Performance 

Training Individuals Making Career Transitions (e.g., non-supervisory to manager, or manager to executive) 

Critical Developmental Activities 

Developmental Activities for Specialist or Supervisory Positions 

To Strengthen General Competencies 

 Participate in all stages of, or manage a project. 

 Lead a team effort by acting as a project lead, program lead, or team lead. 

 Participate in projects that are highly visible, sensitive, or political. 

 Act as a subject matter expert (SME) in a panel. 

 Consult with customers to define and/or solve customer problems. 

 Cross-train into another area of expertise (e.g. temporary job rotations, job shadowing, 

or developmental assignments). 

 Participate in online training, attend briefings, or obtain on-the-job training to understand 

the policies and politics relevant to your work. 

 Collaborate and coordinate with another group to perform project work (e.g., outside group). 

 Develop a broad professional network through joint projects, participation in workshops, 

membership in professional and trade associations, and internal and external customer 

relationships. 

 Demonstrate your work at a technical conference, meeting, or seminar. 

 Provide informal mentoring to others in your specialty area. 

 Attend university and industry association educational events. 

 Maintain awareness of trends and state-of-the-art in your field. 

 Discuss ideas to resolve project issues with senior staff members or a mentor. 

 Meet with your manager to present and discuss your analysis of options, tradeoffs, 

and recommendations for action relating to a problem or issue in a project/program. 

 Participate on a workforce planning team. 
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To Strengthen Technical Competencies 

 Provide assistance to senior staff and/or Executive Review Board relative to the Candidate 

Development Program. 

 Contribute to writing a business case for an executive resource program. 

 Conducts Executive Resources Board (ERB) panels for Senior Executive Service and Senior Level 

positions. 

 Conduct the complete merit staffing process to competitively fill SES positions. 

 Assist in the process to fill SES positions via non-career and limited appointments. 

 Assist in the process to reassign, transfer, detail, and/or reinstate SES members. 

 Manage SES performance appraisal system activities for the complete performance cycle. 

 Assist in the process to request SES allocations from OPM. 

 Establish SES positions using the SES criteria. 

 Assist in administering applicable awards programs. 

 Assist in full range of HR processes for SL/ST employees. 

Additional Developmental Activities for Supervisory Positions Only 

 Seek periodic feedback from others on your management and leadership skills. 

 Find a mentor or talk with other managers to learn about their leadership styles, challenges, and 

experiences. 

 Look for ways to praise and highlight others’ achievements. 

 Identify and communicate your priorities to your employees. 

 Offer to serve as a sounding board for others if they run into technical difficulties, and ask them to 

do the same for you. 

 Develop and execute a budget for a project or assignment. 

 Learn strategies on how to handle conflict in the organization. 

 Contribute to processes that create and support a diverse environment (e.g. hiring and training). 
15

Human Resources Specialist (Executive Services) 

Expert, GS-13/14/15 

General Competencies Proficiency Level

GS-13 GS-14 GS-15

Attention to Detail: Is thorough when performing work and 

conscientious about attending to detail. 4 4 4

Client Engagement/Change Management: Knowledge of the impact 

of change on people, processes, procedures, leadership, and 

organizational culture; knowledge of change management principles, 

strategies, and techniques required for effectively planning, 

implementing, and evaluating change in the organization.

3 4 4

Creative Thinking: Uses imagination to develop new insights into 

situations and applies innovative solutions to problems; designs new 

methods where established methods and procedures are inapplicable 

or are unavailable.

4 4 5

Customer Service: Works with clients and customers (that is, any 

individuals who use or receive the services or products that your work 

unit produces, including the general public, individuals who work in the 

agency, other agencies, or organizations outside the Government) to 

assess their needs, provide information or assistance, resolve their 

problems, or satisfy their expectations; knows about available products 

and services; is committed to providing quality products and services.

4 4 5

Decision Making: Makes sound, well-informed, and objective 

decisions; perceives the impact and implications of decisions; commits 

to action, even in uncertain situations, to accomplish organizational 

goals; causes change.

4 4 5

Flexibility: Is open to change and new information; adapts behavior or 

work methods in response to new information, changing conditions, or 

unexpected obstacles; effectively deals with ambiguity.

4 4 4

Influencing/Negotiating: Persuades others to accept 

recommendations, cooperate, or change their behavior; works with 

others towards an agreement; negotiates to find mutually acceptable 

solutions.

4 4 4

Information Management: Identifies a need for and knows where or 

how to gather information; organizes and maintains information or 

information management systems.

4 4 4

Integrity/Honesty: Contributes to maintaining the integrity of the 

organization; displays high standards of ethical conduct and 

understands the impact of violating these standards on an organization, 

self, and others; is trustworthy.

4 4 5
16

Interpersonal Skills: Shows understanding, friendliness, courtesy, 

tact, empathy, concern, and politeness to others; develops and 

maintains effective relationships with others; may include effectively 

dealing with individuals who are difficult, hostile, or distressed; relates 

well to people from varied backgrounds and different situations; is 

sensitive to cultural diversity, race, gender, disabilities, and other 

individual differences.

4 4 5

Legal, Government and Jurisprudence: Knowledge of laws, legal 

codes, court procedures, precedents, legal practices and documents, 

Government regulations, executive orders, agency rules, Government

organization and functions, and the democratic political process.

4 4 5

Oral Communication: Expresses information (for example, ideas or 

facts) to individuals or groups effectively, taking into account the 

audience and nature of the information (for example, technical, 

sensitive, controversial); makes clear and convincing oral 

presentations; listens to others, attends to nonverbal cues, and 

responds appropriately.

4 4 5

Organizational Awareness: Knows the organization's mission and 

functions, and how its social, political, and technological systems work 

and operates effectively within them; this includes the programs, 

policies, procedures, rules, and regulations of the organization.

4 4 4

Planning and Evaluating: Organizes work, sets priorities, and 

determines resource requirements; determines short- or long-term 

goals and strategies to achieve them; coordinates with other 

organizations or parts of the organization to accomplish goals; monitors 

progress and evaluates outcomes.

4 4 4

Problem Solving: Identifies problems; determines accuracy and 

relevance of information; uses sound judgment to generate and 

evaluate alternatives, and to make recommendations.

4 4 4

Project Management: Knowledge of the principles, methods, or tools 

for developing, scheduling, coordinating, and managing projects and 

resources, including monitoring and inspecting costs, work, and 

contractor performance.

3 4 4

Reading: Understands and interprets written material, including 

technical material, rules, regulations, instructions, reports, charts, 

graphs, or tables; applies what is learned from written material to 

specific situations.

4 4 5

Reasoning: Identifies rules, principles, or relationships that explain 

facts, data, or other information; analyzes information and makes 

correct inferences or draws accurate conclusions.

4 4 5

Self-Management: Sets well-defined and realistic personal goals; 

displays a high level of initiative, effort, and commitment towards 

completing assignments in a timely manner; works with minimal 

supervision; is motivated to achieve; demonstrates responsible 

behavior.

4 4 4
17

Stress Tolerance: Deals calmly and effectively with high stress 

situations (for example, tight deadlines, hostile individuals, emergency 

situations, dangerous situations). 4 4 4

Teamwork: Encourages and facilitates cooperation, pride, trust, and 

group identity; fosters commitment and team spirit; works with others to 

achieve goals.

4 4 4

Technical Competence: Uses knowledge that is acquired through 

formal training or extensive on-the-job experience to perform one's job; 

works with, understands, and evaluates technical information related to 

the job; advises others on technical issues.

4 4 5

Workforce Planning: Knowledge of HR concepts, principles, and 

practices related to determining workload projections and current and 

future competency gaps to align human capital with organizational 

goals.

3 4 4

Writing: Recognizes or uses correct English grammar, punctuation, 

and spelling; communicates information (for example, facts, ideas, or 

messages) in a succinct and organized manner; produces written 

information, which may include technical material that is appropriate for 

the intended audience.

4 4 4

Technical Competencies

Executive Services: Knowledge of concepts, principles, and practices 

related to staffing, recruitment, compensation, executive development, 

position management, and performance management related to the 

Senior Executive Service (SES), SL/ST, and political appointees.

4 4 4

Supervisory Competencies 

HR Specialists at the Expert level may either be specialists or supervisors. Supervisory competencies are 

determined by the hiring agency. OPM developed guidance for agencies to help them determine 

requirements for supervisory positions including supervisory competencies. For more information on OPM’s 

Supervisory Qualification Guide, click on www.opm.gov/qualifications/standards/Specialty-Stds/GSSUPV.asp.

Typical Duties 

Specialist or Supervisory Positions GS-13 GS-14 GS-15

Consults and coordinates with the Executive Resources Board to facilitate 

sound decisions on a variety of executive resources needs and priorities 

(e.g., oversight of staffing process, allocation process, and SES candidate 

development program).

✓

✓ ✓

Researchers and analyzes data from a variety of sources to build a 

business case for approval of executive resources programs. ✓

✓ ✓
18

Partners and collaborates with senior management to develop strategies 

and advise on a range of issues that impact leadership. ✓

✓ ✓

Seeks out and understands agency operations and priorities at the highest 

levels and provides consulting on how to optimize these resources. ✓

✓ ✓

Consults and coordinates with the Performance Review Board to facilitate 

sound decisions on a variety of pay, performance, and award decisions 

while taking into account organizational performance goals.

✓

✓ ✓

Advises SES and political appointees on legal implications specific to daily 

operations and personnel practices.

✓ ✓ ✓

Supervisory Positions Only

Oversees annual, multiyear, or similar types of long-range work plans or 

schedules for in-service or contracted work. ✓

✓ N/A

Ensures that the goals or objectives for area of responsibility (e.g., division, 

program area, function, etc.) are met and determines goals and objectives 

that require additional emphasis.

✓

✓ N/A

Determines best approach for solving budget shortages or other issues. ✓

✓ N/A

Exercises significant responsibility in dealing with officials of other units or 

organizations. ✓

✓ N/A

Assures equity among units, groups, teams of performance standards and 

rating techniques developed by subordinates. ✓

✓ N/A

Makes decisions on work problems presented by subordinate supervisors. ✓

✓ ✓

Serves as the senior HR advisor for a multi-mission agency engaged in 

research, development, test, evaluation, and maintenance functions on a 

national and/or international scale.

N/A N/A ✓

Integrates the interests of key internal and external stakeholders, including 

Congress, Administration and the public, when developing strategic 

business plans.

N/A N/A ✓

Formulates new HR concepts, principles, and methods. N/A N/A ✓

Advises top agency management officials on the development and 

implementation of innovations related to any HR technical area. N/A N/A ✓

Counsels top agency officials who may appear before Congressional 

committees and the national media concerning the agency’s HR program. N/A N/A ✓
19

Training Areas 

Executive / Leadership Development (5 CFR 412 and 334; 5 U.S.C. 

3396) Succession Planning 

SES Allocations (5 CFR 317, subpart F; 5 U.S.C. 3133 and 3134) 

SL/ST Allocations (5 CFR 319) 

SES Recruitment and Selection (5 CFR 317; 5 U.S.C. 3391-

3395) SL/ST Recruitment and Selection (5 CFR 319) 

SES Performance and Compensation (5 CFR 430, subparts C and D; 5 CFR 534, subpart D; 5 U.S.C. 

4311-4315 and 5381-5385) 

SL/ST Performance and Compensation (5 CFR 430, subparts B and D; 5 CFR 534, subpart E; and 5 U.S.C. 

5376)

General Schedule / Executive Classification (5 CFR 214 and 319; 5 U.S.C. 3132, 3104, and 5108) 

Mentoring Employees 

Improving Employee Performance and Productivity 

Conducting Employee Performance Appraisals in Accordance with Agency Systems 

Identifying and Assisting Employees with Unacceptable Performance 

Training Individuals Making Career Transitions (e.g., non-supervisory to manager, or manager to executive) 

Critical Developmental Activities 

Developmental Activities for Expert or Supervisory Positions 

To Strengthen General Competencies 

 Lead a team working on multiple projects. 

 Act as a subject matter expert (SME). 

 Acquire resources or support from outside organization for a project. 

 Mentor others informally or formally, providing technical and career guidance. 

 Share knowledge of lessons learned with your team and management. 

 Serve as an advisor to teams working on high visibility projects. 

 Develop relationships with customers to understand the customer base. 

 Expand your professional network (including contacts with people in industry, academia, and other 

relevant organizations) through joint projects, participation in workshops, memberships in 

professional and trade associations, and internal and external customer relationships. 

 Present invited talks or papers at technical conferences. 

 Maintain awareness of trends and state-of-the-art in your field. 

 Interview someone who is faced with pressure to make decisions constantly. Ask him or her to 

describe the criteria he/she uses to evaluate the quality of potential decisions, the 

methods/techniques he/she uses to make decisions, and the lessons he/she has learned about 

thinking through decisions. 

 Evaluate proposals with the guidance of senior staff members. 

 The next time you face a major policy or procedure change, find a way to access a broad range of 

ideas. Pose difficult challenges and ask for others’ thoughts or related experience. 

 Participate on a workforce planning team. 

To Strengthen Technical Competencies 

 Conduct studies of leadership development programs. 

 Contribute to a succession planning effort. 
20

 Answer questions on the SES/SL/ST from current and potential SES/SL/ST members. 

 Advise senior leadership on SES/SL/ST matters. 

 Conduct the complete merit staffing process to competitively fill SES/SL/ST positions. 

 Conduct the process to fill SES positions via non-career and limited appointments. 

 Conduct the process to reassign, transfer, detail, and/or reinstate SES/SL/ST members. 

 Manage SES/SL/ST performance appraisal system activities for the complete performance cycle. 

 Request SES/SL/ST allocations from OPM. 

 Establish SES/SL/ST positions using the appropriate criteria. 

 Administer applicable awards programs. 

 If your agency has only SES members, try and gain experience at an agency with substantial 

numbers of Senior Level (SL) and Scientific and Professional (ST) positions. 

Additional Developmental Activities for Supervisory Positions Only 

 Find an opportunity to clearly communicate your vision and the values of your organization or work 

group, along with the message that you expect people to excel. 

 Gain commitment from necessary players and maintain their support throughout a change process. 

 Pay attention to advances or changes in technology. Look for ways that new or different technology 

could improve your work processes or the quality and/or efficiency of your work. 

 Identify people who hold similar positions to yours. Choose one or two who share common job 

concerns or problems, and meet with them informally to ask for ideas on resolving problems and 

expediting work flow. 

 Establish contact with other federal agencies for benchmarking opportunities, lessons learned, and 

innovative approaches for accomplishing objectives. 

 Contribute to processes that create and support a diverse environment (e.g. hiring and training).