Message from the Functional Chief

It gives me great pleasure to introduce this revised Army Civilian Training, Education and Development System (ACTEDS) Plan for DA E&S (NC). This ACTEDS Plan identifies the professional development assignments, training, and education that will enhance your career development.

This revised ACTEDS Plan extends career development guidance to our technicians and wage grade employees, who now have their own subcareer program, master training plan and their own Assistant Functional Chief's Representative. Additionally, because many of our careerists are part of the Army Acquisition Workforce/Army Acquisition Corps, master training plans have been updated to correlate more directly with Acquisition Corps/Workforce career development policies and procedures.

You are responsible for your professional development. Use this ACTEDS Plan to take charge of your career by building and fulfilling your professional development program. You will have the opportunity to fulfill your training, education, and developmental assignment needs.

Each Major Army Command and Activity Career Program Manager (MACOM/ACPM) in C16/CF16 must ensure that E&S (NC) careerists receive needed training, education and developmental assignments. A minimum of 80 hours of training and education should be afforded annually to each DA E&S (NC) careerist. Developmental assignments of 6 to 12 months' duration should occur at least once every five years.

We must continue to emphasize mentoring as a vital part of career development. Our senior talented engineers and scientists can make a great contribution in assisting our younger members in molding and fulfilling their career development programs.

John G. Coburn
General, USA
Functional Chief, DA Engineers & Scientists (NC)
Career Program/Career Field 16

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A number of initiatives are now under way in response to major changes in the availability of resources and personnel throughout the Army. To improve intern recruitment, a student work-study program entitled "Career-Related Experience in Science and Technology (CREST)" has been developed and is now being piloted. The CREST program is targeted to both undergraduate and graduate students pursuing selected engineering and science degrees. Graduates of the CREST program have the opportunity to enter the Army as ACTEDS interns.

The new centrally funded Military Orientation ("Greening") course now being designed, will provide our interns and careerists with knowledge of the field Army (how it is organized, how it functions) through formal classroom and field experiences. Broader, deeper knowledge of the field Army will allow more of us to focus directly on technology needs as well as determine how new technologies are best exploited to benefit the Army.

To maintain training when local training funds are exhausted, centrally funded training, previously limited to long-term training (more than 120 days), has now been expanded to include short-term training. Short-term training includes technical courses, conferences, workshops, seminars, and managerial/supervisory training. Central funding of short-term training is intended to complement - not replace - local funding of such training.

Because so many E&S (NC) careerists are in the acquisition arena, CP/CF16 needs to establish closer ties with the Army Acquisition Corps/Workforce. Both need to build joint, mutually reinforcing career development opportunities to provide the variety of experiences needed for advancement. To this end, CP/CF16 plans to sponsor many more developmental assignments at the headquarters of major commands. Funding and TDA spaces are now being arranged for more developmental assignments ranging from 6 to 12 months in length.

For consistency with current business practices, Career Program 16/Career Field 16 is moving to the Internet. Our homepage - located at www.dacp16.net - provides the careerist with complete, current information on CP/CF points of contact, policies, practices, training plans, and career development opportunities. Links will allow the careerist to visit all affiliated training and career development sites.

A similar change is under way in our vacancy announcement distribution system to allow you faster access to job opportunities. The old Department of the Army Civilian Announcement Distribution System (DACADS), which uses FAX and regular mail for registration and announcement distribution, will be replaced by a totally electronic version located on the CP/CF16 website. Renamed CP16 Job Center, the new system will allow careerists to register via the Internet. Vacancy announcements for all CP/CF16 occupational series are electronically posted to CP16 Job Center from the ASA (M&RA) site, http://cpol.army.mil. You will be notified by e-mail of those vacancy announcements meeting your selection criteria, usually on the same day the announcement opens. With successful completion of the pilot program for CP16 Job Center, use of DACADS by CP/CF16 will be discontinued. This is scheduled to take place no later than 30 September 1999.

Notes from the Functional Chief's Representative will be a part of the CP/CF16 homepage. Please use it to keep abreast of future initiatives. I am committed to constantly improving our service to all E&S (NC) careerists.

Clarence W. Kitchens, Jr.
Functional Chief's Representative
Engineers & Scientists (NC)
Career Program/Career Field 16

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1. Proponent
   
   The proponent agency for this document is the U.S. Army Materiel Command.
   
   
2. Description
   
   This document is the DA E&S (NC) Army Civilian Training, Education and Development System (ACTEDS) plan. It identifies the training, education, and developmental opportunities to guide CP/CF-16 careerists in planning their own career development.
   
   1. This ACTEDS Plan is a revision of the 1995 ACTEDS Plan. The goals of publishing this revision are to ensure that the plan:
      1. Properly addresses DA E&S (NC) career development as part of the acquisition workforce.
      2. Updates identification of training, education, and developmental opportunities.
      3. Incorporates the revised ACTEDS Intern Program.
      4. Includes career development guidance for the Medical Research and Development Subcareer Program and for the E&S (NC) Technicians and Research Laboratory Mechanics.
   2. The principal modifications to the plan consist of:
      1. A new Master Intern Training Plan (Chapter 5).
      2. A new chapter on acquisition workforce requirements (Chapter 6).
      3. A new chapter on career development for Technicians and Research Laboratory Mechanics (Chapter 7).
      4. A Master Training Plan which includes the Medical Research and Development Subcareer Program (Appendix B).
      5. Integration of acquisition training requirements into the updated Master Training Plan (Appendix B) and the Master Intern Training Plan (Appendix C).
         
         
3. Revisions
   Revised or new information will be posted on the appropriate webpages to maintain the accuracy and currency of the information contained in this document.
   
   
4. Suggestions for Improvement
   Users are invited to send comments and suggestions for improvement on DA Form 2028 (Recommended Changes to Publications and Blank Forms) directly to:
   
   Headquarters, U.S. Army Materiel Command
   ATTN: AMSRD-HR (Ms. Martha Newman)
   6000 6th Street, Suite 100
   Fort Belvoir, VA 22060-5608
   703-806-0893
   martha.newman1@us.army.mil
   
   
5. Distribution
   Primary access to this plan will be via the Internet at http://cpol.army.mil, which is linked to the CP/CF16 webpage at http://www.dacp16.net. This latter link should be used to submit comments or suggestions for improvement of this plan.

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1. Purpose
   
   The ACTEDS is a DA program that provides guidelines to civilian careerists to support their professional growth and career development.
   
   1. The ACTEDS Plan is a systematic, competency-based approach to providing technical, professional, managerial, and leadership training to civilian personnel at appropriate times in their careers. Competencies are the occupational-based knowledge, skills, and abilities required for acceptable job performance. Training opportunities are offered to provide careerists an effective mix of formal training, on-the-job training, education, sequential developmental assignments, and various self-development activities.
   2. Each Career Program (CP)/Career Field (CF) listed in Army Regulation (AR) 600-3 reflects professional, technician, and wage grade occupational series and functional fields. They are grouped on the basis of population, occupational structure, grade range, and commonality of job and qualification characteristics. Each CP listed in AR 690-950 includes the professional occupational series. The CF includes professional, technician, and wage grade series. CF16, DA Engineers and Scientists (Non Construction), is the career field for those Army civilian engineers, scientists, technicians, and wage grade personnel working in Army research, development, and acquisition functions.
   3. This ACTEDS Plan describes the education, training, and professional development that provide competencies necessary for successful career progression within CP/CF16.
   4. This plan places responsibility squarely on careerists for their own professional development as they progress from entry level to senior management positions. Careerists should use this ACTEDS Plan to organize their training, career development, and professional growth. Supervisors and mentors should encourage, guide, and advise individual careerists in the selection of the most advantageous on-the-job training, formal training courses, and self-development programs to assist them in achieving their goals as they progress through their careers.
      
      
2. Objectives 
   
   The objectives of this ACTEDS Plan are to:
   
   1. Provide direction on professional development and career progression for DA E&S (NC) CP/CF16 from intern and entry levels through Senior Executive Service (SES)/Leading Scientific/Technical Expert (ST). This ACTEDS Plan will serve as a valuable planning and professional development tool. Figure 1 displays the DA E&S (NC) career development roadmap. It shows a logical progression in personal and career development by assisting the careerist in setting achievable goals and then devising strategies to achieve those goals.
   2. Provide contemporary Master Training and MITP that reflect progressive career patterns, thus allowing maximum opportunity for high-potential individuals to advance and to perform at their highest capability. The MITP is a comprehensive outline of training and developmental requirements from entry level through appointment to SES/ST positions. Functional requirements for each level are based upon competencies identified by job analyses of CP/CF16 positions and recommendations by training officials. The Master Intern Training Plan outlines the training and development in the core competencies that DA E&S (NC) interns should accrue by the time they reach their target grade.
   3. Encourage the use of the Individual Development Plan (IDP) in career development. The IDP is a written plan that is to be followed to prepare the intern or careerist for target level performance. The IDP is used to facilitate planning, development of short- and long-term career goals, identification of developmental objectives, selection and participation in training and developmental assignments, and periodic reevaluation of goals, objectives, and training needs. Individual Development Plans should be completed and updated at least annually. The form at Appendix D can be downloaded and opened by most word processors, filled out by the user, and printed for local use. A saved electronic file can be used as the basis for periodic changes or annual updates.
   4. Establish a highly responsive system, through which all forms of professional development are achieved, that will ensure that essential managerial and technical training and development are systematically made available to DA E&S (NC) careerists.
   5. Expand the capabilities of DA E&S (NC) careerists by broadening their scope of work and responsibilities so that the Army maintains a world-class workforce of engineers, scientists, and technicians.
   6. Expand interaction with business, industry, academia, and other governmental professional development programs to continuously improve these programs at all locations for all DA E&S (NC) careerists.
   7. Provide guidance and counsel on a variety of leadership and management development activities, including mentoring of employees.
      
      
3. Applicability
   
   Army interns and careerists in the following occupational series who work in research, development, and acquisition should use this ACTEDS Plan to guide their career planning. For additional information, see AR 600-3, The Army Personnel Proponent System.
   
   

   GS-062 Clothing Design GS-150 Geography GS-180 Psychology GS-401 General Biological Science GS-403 Microbiology GS-405 Pharmacology GS-408 Ecology GS-410 Zoology GS-413 Physiology GS-414 Entomology GS-415 Toxicologist GS-430 Botany GS-434 Plant Pathology GS-435 Plant Physiology GS-437 Horticulture GS-487 Animal Science GS-493 Home Economics GS-499 Biological Science Student Trainee GS-602 Medical Officer GS-801 General Engineering GS-802 Engineering Technician GS-806 Materials Engineering GS-810 Civil Engineering GS-819 Environmental Engineering GS-830 Mechanical Engineering GS-840 Nuclear Engineering GS-850 Electrical Engineering GS-854 Computer Engineering GS-855 Electronics Engineering GS-856 Electronics Technician

   GS-858 Biomedical Engineering GS-861 Aerospace Engineering GS-871 Naval Architecture GS-892 Ceramic Engineering GS-893 Chemical Engineering GS-894 Welding Engineering GS-895 Industrial Engineering Technician GS-896 Industrial Engineering GS-1301 General Physical Science GS-1306 Health Physics GS-1310 Physics GS-1311 Physical Science Technician GS-1313 Geophysics GS-1320 Chemistry GS-1321 Metallurgy GS-1340 Meteorology GS-1341 Meteorological Technician GS-1382 Food Technology GS-1384 Textile Technology GS-1399 Physical Science Student Trainee GS-1515 Operations Research GS-1520 Mathematics GS-1521 Mathematics Technician GS-1529 Mathematical Statistics GS-1530 Statistician GS-1531 Statistical Assistant GS-1550 Computer Science GS-1599 Mathematics and Statistics Student Trainee WG-4745 Research Laboratory Mechanic

   
   
4. Subcareer Programs
   
   Subcareer programs have been established to address the functional diversity of the DA E&S (NC) CP/CF. The subcareer programs identify major functional elements within the overall CP/CF and are subject to change as the direction of Army research, development, and acquisition changes. Non-commonality of work performed at the various major commands, major subordinate commands and activities preclude relating job series to particular subcareer programs. Job series fall within the purview of a subcareer program when the nature of the work performed closely aligns with the subcareer program. Subcareer programs are:
   
   1. Research.
   2. Systems Planning, Research, Development, and Engineering (SPRDE).
   3. Manufacturing and Production.
   4. Quality/Product Assurance.
   5. Test and Evaluation Engineering.
   6. Operations Research/Systems Analysis.
   7. Software Engineering.
   8. Logistics Engineering.
   9. Medical Research and Development.
   10. Technicians/Wage Grade.
       
       
5. CP/CF16 Operations
   
   DA E&S (NC) CP/CF16 is composed of engineers, scientists, and technicians in many disciplines and specialties.
   
   1. The types of technical training, work experiences, and accomplishments needed for professional development and career progression are closely tied to the organizations in which the careerists work. It is neither practical nor effective for the CP/CF16 office through this ACTEDS Plan to specify which technical training is needed for the many disciplines and specialties of its careerists. Neither is it practical for this office to determine the necessary qualifications and accomplishments for promotion and then evaluate individuals against these criteria. Rather, within CP/CF16, these determinations have been decentralized so career decisions can be made by careerists and senior officials in each careerist's organization.
   2. The type of specialized technical training necessary for job performance should be determined by the careerist and the careerist's supervisor, with input from the careerist's mentor. Organizations frequently sponsor such unique technical training activities tailored to assist in the skills development of CP/CF16 careerists. This ACTEDS Plan establishes policies and standards for such career development programs. Supervisors and MACOM/ACPM are responsible for implementing these standards and for the introduction of initiatives to significantly enhance the professional development of each member of the CP/CF16 workforce. Detailed course information is provided on this plan for common training needs such as basic technical skills, program planning, communication skills, knowledge of the Army, and budgetary and administrative methods and procedures.
   3. The mere accomplishment of prescribed training in support of a career development plan is not in itself a guarantee for success. Individuals must still balance factors such as on-the-job performance, cooperation, teamwork, education, and discipline in pursuit of self-development and advancement. The training and special development programs contained in this plan serve as a common base, which all individuals can use as the foundation for their professional development. The dedication, initiative, and perseverance of each careerist will be another major gauge for success.
   4. Because CP/CF16 is decentralized, vacancy announcements for E&S (NC) positions generated by local personnel offices are not forwarded to the CP/CF16 office. Rather, they are subject to various levels of distribution depending on the grade of the position, preferences of the supervisor, and local policy. To assist careerists in their career advancement and promotion, the CP/CF16 homepage at http://www.dacp16.net has a vacancy announcement and distribution system for CP16 careerists, entitled "CP16 Job Center." Careerists should register with CP16 Job Center to receive electronic mail notification of position vacancies.
      
      
6. Trends in Army Engineering and Science (The World of Work)
   
   This revision of the ACTEDS Plan for DA E&S (NC) careerists comes at a time when far-reaching changes are under way in Army engineering and science, prompted by recommendations from the National Performance Review and the Report on the Commission on Roles and Missions of the Armed Forces.
   
   1. These recommendations include challenges to reengineer programs and processes to make them more innovative, effective, and efficient. To become proactive in managing the force, Army E&S (NC) careerists must become proficient in reengineering and, when appropriate, reengineer local programs and processes to achieve command objectives with fewer resources.
   2. As the Army budget shrinks and can support fewer Army engineers and scientists, individual contributions take on greater significance. Workforce management becomes increasingly important. Assignment mismatches can no longer be tolerated. New personnel policies and practices are studied to improve efficiency and effectiveness of recruitment, job assignment, productivity, rewards, and compensation. These future policy initiatives may more closely approach private sector practices. For example, the salaries of DA E&S (NC) careerists in active demonstration projects are based on performance, rather than being restricted by grade/step limitations. Therefore, outstanding performers have a greater opportunity to leverage both their contributions to the Army and the rewards they will receive from their service.
   3. Centers of expertise within the Army will be increasingly confined to those that are defense unique. Army research, development, and acquisition will rely increasingly on outsourcing rather than attempting to duplicate private sector areas of expertise. Increasingly, Army engineers and scientists will function as "smart buyers" in dealing with industry for new and improved technologies, weapons systems, and support capabilities. All DA E&S (NC) careerists will be challenged to maintain their "smart buyer" capability.
   4. The key to "smart buyer" capability is maintaining technical expertise. Traditionally, in-house efforts were used to maintain technical expertise. Presently, there is no clear consensus that training, education, and developmental assignments can effectively substitute for hands-on experience. There is broader agreement that in the absence of an in-house technical effort, appropriate developmental assignments, when reinforced with yearly technical courses, hold the key to maintaining technical expertise. Training with Industry is the most important of these assignments because it affords careerists hands-on experience in state-of-the-art technical surroundings and an opportunity to see first-hand the development and application of emerging technology.
   5. Reengineering of Army engineering and science will challenge the E&S (NC) community to develop more ways to leverage existing materials and technologies to enhance the effectiveness of existing weapons and support systems. Effective leveraging can maintain superiority on the battlefield and reduce the cost and number of new systems that would otherwise be needed.
   6. "Greening" programs designed to acquaint E&S (NC) careerists with Army weapons and support systems through classroom and field experiences are important new ACTEDS initiatives.
   7. Modeling of the DA E&S (NC) workforce is under way to acquire greater insight into how size and skill mix is affected by decreased funding for Army engineering and science. Objectives of workforce modeling are the Near Future (about 7 years from now) Civilian Objective Force (COF) and the more Distant Future (about 15 years from now) COF. In each case, the COF sought is a balanced workforce wherein the number of careerists and mix of disciplines are optimal for the engineering and scientific work expected to prevail at these selected target dates.
   8. Alternative practices may include more outsourcing and greater reliance on university/industrial centers of expertise.
   9. Recruitment of engineers and scientists will, of necessity, be more limited and will focus on identifying and selecting only those persons needed to achieve the desired skill mix.
      
      
7. Affirmative Action
   
   Training and developmental opportunities for career program/field participants covered by this plan will be applied to all DA E&S (NC) careerists regardless of race, color, sex, religion, national origin, non-disqualifying disabilities, or age.
   
   
8. References
   
   
   1. DoD Regulation 5000.52-M, Career Development Program for Acquisition Personnel.
   2. Army Regulation 600-3, The Army Personnel Proponent System.
   3. Army Regulation 690-400, Chapter 410, Training.
   4. Army Regulation 690-950 (Draft), Career Management.
   5. DA Pamphlet 690-43, A Supervisor's Guide to Career Development and Counseling for Career Program Employees.
   6. DA Pamphlet 690-46, Mentoring for Civilian Members of the Force.
   7. DA Pamphlet 690-400, Total Army Performance Evaluation System (TAPES).
   8. Catalog of Army Civilian Training, Education, and Professional Development Opportunities at http://www.cpol.army.mil.
   9. Army Acquisition, Education, Training and Experience Catalog at http://asc.army.mil/career/pubs/aete/default.cfm.

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1. General
   
   This chapter includes general information about the roles and responsibilities of key participants in CP/CF16 career program management. Section II, AR 690-950 (Draft), Career Management, describes the functions of the senior participants in detail.
   
   
2. Assistant Secretary of the Army for Manpower and Reserve Affairs (ASA (M&RA))
   
   Within the overall responsibility of the Secretary of the Army, the Assistant Secretary of the Army (ASA, M&RA):
   1. Provides overall policy and direction for career management, administration, and compliance.
      
   2. Appoints Functional Chiefs (FCs) of all Career Programs and provides oversight, management, and evaluation of all Career Programs.
      
   3. Serves as Functional Chief (FC) for Civilian Personnel Administration, Manpower and Force Management, and Equal Employment Opportunity.
      
      
3. Deputy Assistant Secretary of the Army (Civilian Personnel Policy) (DASA (CPP))
   
   On behalf of the ASA (M&RA), the DASA (CPP):
   1. Develops Army-wide career management policies, procedures, and program requirements with FC assistance and coordination.
      
   2. In conjunction with FCRs, estimates annual career management central resource needs, develops budget data to support those needs, and manages and monitors the use of ACTEDS central resources.
      
   3. Projects ACTEDS annual intern requirements based on input from FCs and MACOMs and allocates ACTEDS resources annually to support central intern requirements and centrally funded CP training and development programs.
      
   4. Approves and exercises operational control of DA Central Referral Offices.
      
   5. Approves ACTEDS Plans prepared by FCs and personnel proponents.
      
      
4. Career Program Functional Chief (FC)
   
   Each Career Program FC is an Army leader designated by Headquarters, Department of the Army, to carry out career management responsibilities for assigned Career Programs. The FC for the DA E&S (NC) Career Program is the Commander, U.S. Army Materiel Command (CG, USAMC). In that role, he discharges responsibilities outlined in AR 690-950. The CG, USAMC also serves as the E&S (NC) Personnel Proponent. For these specific responsibilities, see AR 600-3, The Army Personnel Proponent System.
   
   
5. Functional Chief's Representative (FCR)
   
   The FCR is a senior civilian, in a top-level position in the occupational field, who is selected by the Functional Chief to manage the Career Program and corresponding Career Field. The FCR prepares career program/career field regulations, chairs the CP/CF16 Planning Board, oversees career intern programs, and monitors program effectiveness. AR 690-950, Army Civilian Career Management, lists the full range of responsibilities of the FCR. Currently, the FCR for the DA E&S (NC) Career Program/Career Field is the Principal Deputy for Technology at Headquarters, U.S. Army Materiel Command. The major responsibilities of the FCR are to:
   1. Chair the DA E&S (NC) Planning Board and select appropriate participants to assist him in that work.
      
   2. Appoint an Assistant FCR for each subcareer program.
      
   3. Identify career program training requirements and provide guidance for the preparation of IDPs.
      
   4. Provide policy, direction, and oversight for the DA E&S (NC) ACTEDS Plan.
   5. Determine annual CP ACTEDS competitive professional development needs and submit supporting information to Office of the Assistant Secretary of the Army for Manpower and Reserve Affairs (OASA (M&RA)), Central Program Operations Division (CPOD).
      
   6. Project annual CP16 intern requirements and related information to support programming and budgeting of ACTEDS central resources.
      
      
6. Assistant Functional Chief's Representatives (AFCRs)
   
   
The E&S (NC) Career Field contains 59 occupational series (paragraph 3, Chapter 1) and is characterized by broad functional diversity. Subcareer programs identify major functional fields of work within the overall career program. Occupational series are generally broader than any particular subcareer program. Occupational series fall within the purview of a specific subcareer program when the nature of the work closely aligns with that subcareer program. An Assistant Functional Chief's Representative oversees each subcareer program and has overall responsibility for the maintenance and development of that subcareer program. AFCRs are identified on the "Organization & Management" page of the CP/CF16 website. The specific responsibilities of the AFCRs are to:
1. Act as subject matter specialists and advisors to the Functional Chief's Representative.
   
2. Identify training, education, and developmental assignments for their subcareer program.
   
3. Ensure the availability of training, education, and developmental assignments for members of their subcareer program.
   
4. Review subcareer program training plans annually and provide applicable updates to the FCR.
   
5. Provide assistance and guidance to careerists in their subcareer programs or assist careerists in determining their proper subcareer program.
   
6. Perform other responsibilities outlined in paragraphs 1 through 12, AR 690-950.
   
   
7. MACOM Career Program Managers (CPMs)
   
   The MACOM CPMs are normally the senior level individuals in CP/CF16 at the MACOM Headquarters. MACOM CPMs:
   1. Identify the necessary program and administrative support to effectively carry out CP/CF16 Career Program management responsibilities.
      
   2. Advise MACOM headquarters and Major Subordinate Commands and Activities on career management.
      
   3. Advise and assist the FCR in matters related to career management.
      
   4. Serve on the CP/CF16 Planning Board.
      
   5. Broker distance-learning programs to incorporate acquisition training and certification requirements; identify and facilitate long-term training opportunities, training-with-industry, academia, and other federal laboratories; and develop community outreach activities using DA E&S (NC) personnel as teachers or laboratory trainers.
      
      
8. Activity Career Program Managers (ACPMs)
   
   The ACPMs are senior-level engineers and scientists in CP/CF16 at the Major Subordinate Commands and Activities. The ACPMs:
   
   1. Serve as the CP/CF extension at each command/activity. They provide career guidance and planning to ensure that training and professional development sources and schedules are available. They establish the career paths for careerists at their organization, including suggested accomplishments at each grade level.
      
   2. Manage the mentor/protégé program and assist DA E&S (NC) careerists in obtaining career counseling beyond that available from their supervisor and mentor.
      
   3. Forecast installation training and professional development requirements. The ACPM should help each individual locate and obtain distance training and professional development courses and assignments. (NOTE: It is the careerist's individual responsibility to apply for all desired training and professional development courses.)
      
   4. Broker distance-learning programs to incorporate acquisition training and certification requirements; identify and facilitate long-term training opportunities, training-with-industry, academia, and other federal laboratories; and develop community outreach activities using DA E&S (NC) personnel as teachers or laboratory trainers.
      
   5. Ensure an adequate budget for professional development and training activities. They should monitor and use appropriate available automated systems for identifying, processing, and obtaining training, education, and professional development opportunities. Relevant training should be properly recorded in the careerist's personnel records.
      
   6. Establish goals to ensure that careerists are afforded the opportunity for 80 hours of training and professional development activities per year and receive a 6- to 12-month career developmental assignment once every five years.
      
   7. Advise employees regarding career development, which includes identifying training needs and training courses appropriate for improved performance and career progression.
      
   8. Encourage supervisory counseling.
      
   9. Approve IDPs for interns.
      
   10. Approve performance plans for interns and act as approving officials on intern appraisals.
   11. Monitor selection of interns in terms of qualifications and high potential.
       
   12. Monitor the management, training, and performance of interns.
       
       
9. Supervisors
   
   Supervisors at all levels need to understand the fundamental relationship between training and performance management and realistically determine employee training and development needs. Supervisors are required to:
   
   1. Identify the professional development needs of the careerists they supervise.
      
   2. Encourage and assist careerists throughout their entire career, recommending the most advantageous on-the-job training, formal training courses, and self-development programs.
      
   3. Consult with employees in developing IDPs based on this ACTEDS Plan and individual training needs. Supervisors will ensure that employees attend mandatory courses and will release employees to participate in competitive training and development activities.
      
   4. Work with mentors to ensure active mentor-protégé relationships.
      
   5. Plan and distribute the workload as necessary to release employees for scheduled training. If an employee is unable to attend scheduled training, supervisors must make every effort to use the training space for an alternate employee whose IDP includes the requested course. Scheduled training spaces should not be cancelled except under extraordinary or unavoidable circumstances.
      
   6. Evaluate intern performance, counsel interns on the quality of their performance, and record intern performance on performance appraisal forms in accordance with the TAPES.
      
      
10. Mentors
    
    This ACTEDS Plan recognizes and supports both formal and informal mentor-associate relationships. Chapter 3 describes the mentoring program. For additional details, see DA Pamphlet 690-46. The mentor acts as advisor, role model, and confidant. Formal mentors are usually members of the organization who do not have direct supervisory and management responsibility for the associate or protégé.
    
    
11. Careerists
    
    Responsibility for professional development rests first and foremost with the careerist, and secondly with managers, supervisors, and Career Program Managers. In accepting this responsibility, each careerist will:
    
    1. Increase his or her contribution to the mission through a positive attitude and interest in the development of individual capabilities and potential through training and professional development.
       
    2. Develop and maintain an IDP as an integral element of his or her career development, performance appraisal, and counseling processes. The individual will prepare an IDP by comparing personal education and experience with the professional development needed to achieve recorded career goals. The initial year's training and development objectives should be reflected in the E&S (NC) careerist's personal TAPES evaluation. Appendix D includes a sample IDP that may be filled in on-line, printed out, and used locally. When completed, this sample meets the Army Acquisition Corps requirements for an IDP (see DoD Regulation 5000.52-M).
       
    3. Careerists should continually seek to achieve the knowledge, skills, and abilities recommended in the CP/CF16 ACTEDS Plan through experience, self-development, and training.
       
    4. Careerists should seek help from supervisors, local personnel officers, and functional officials to assess their individual strengths and weaknesses and to seek appropriate training.
       
    5. Careerists should also aggressively pursue a variety of developmental assignments through organizational, functional, and geographic mobility.
       
       
12. CP/CF16 Planning Board
    
    Planning Board functions and membership are governed by paragraph 1-14, AR 690-950. The Planning Board addresses the organizational needs and operation of the E&S (NC) CP/CF16 in response to the changing needs of Army and E&S (NC) careerists. The Planning Board includes the AFCRs, the MACOM CPMs, ACPMs, and representatives from OASA (M&RA). It meets as required to address how the Army should recruit, train, educate, and develop its engineers, scientists, technicians, and wage grade personnel. The CP/CF16 Planning Board will normally meet yearly or as deemed necessary by the FCR. The functions of the board include:
    
    1. Forecasting and planning for staffing needs.
       
    2. Reviewing proposals to change the CP/CF, CP/CF policy, and the ACTEDS Plan.
       
    3. Ensuring relevancy of the job-related criteria used in evaluating individuals for referral.
       
    4. Ensuring that ACTEDS requirements for the CP are fully and economically managed.
       
    5. Recommending changes or modification to the ACTEDS Master Training and Master Intern Training Plans, career ladders, and other elements of the CP/CF ACTEDS Plan.
       
    6. Furnishing information to the FCR to support the programming and budgeting of ACTEDS resources.
       
    7. Membership of the CP/CF16 Planning Board is expected to be representative of the workforce by including minorities and women.
       
       
13. Key Positions within the Career Field
    
    The FCR designates key positions. Usually positions in grades GS 14/15 and SES/ST in which incumbents have a unique impact on policy making or program management are considered key positions. Certain GS-13 positions may also be identified as key positions if deemed appropriate by the FCR.
    

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1. General
   
   Mentoring is an essential component of career development since an effective program can result in leveraging human talent. Mentoring facilitates partnerships between experienced mentors and less experienced individuals by sharing insights and experiences that lead to enhanced career development and growth.
   
   1. Mentoring is a relationship between two individuals in which a more experienced person (the mentor) assists a less experienced person (the protégé or associate). This assistance takes many forms, but for the purposes of this ACTEDS Plan, the focus is on the professional and career development of their protégés or associates. Formal mentor-associate relationships are encouraged because of the favorable impact a mentor can have on the career development and professional growth of a younger person.
   2. DA Pamphlet 690-46, Mentoring for Civilian Members of the Force, is a comprehensive resource and is recommended reading for mentors and associates. Periodic review of DA Pam 690-46 will enable the Army, CP/CF16 mentors, and their associates or protégés to gain the greatest benefit from these relationships.
      
      
2. Mentoring Relationships - A Partnership between the Mentor and Associate
   
   The most effective programs are those in which mentors and associates form a partnership to create and further mutual trust and respect.
   
   1. In strong mentor-associate relationships, mentors and associates frequently discuss their expectations and agree on their respective roles and responsibilities. Conversely, if mentors and associates feel their roles are ambiguous or uncertain, they tend to report dissatisfaction with their mentoring relationships. Good listening and role clarification skills are essential to success.
   2. MACOM/ACPMs should nurture their planned mentoring program by establishing guidelines, providing professional training and evaluation for the mentor and associates, and recognizing and rewarding successful mentors. Figure 2, Mentoring Relationships, outlines roles, responsibilities, and benefits, as well as the difficulties which may be encountered in organizations that are developing their mentoring programs.
      
      
3. Mentors' Role
   
   Mentors serve as unbiased confidants and advisors with whom the careerist may discuss work-related and other concerns that may impede their job performance and/or career development.
   
   1. Mentors listen; offer information, contacts, support, and encouragement; and share their experience and knowledge. Mentors should provide information and encouragement that will assist careerists in assimilating the culture and values of the organization and provide objective and positive suggestions on appropriate office demeanor and acceptable work ethics. On a regular basis, a mentor must assess the progress of the careerist, evaluate the effectiveness of their relationship, and provide positive suggestions to help careerists improve their proficiency and productivity.
   2. Mentors frequently act as technical advisors by providing practical problem-solving insights that their associates can apply on the job. They may also serve as role models who demonstrate professional attitudes and values and share personal experiences on issues that their associates may face in their own careers.
      
      
4. Associate's or Protégé's Role
   
   The associate’s most important role is that of a competent professional who demonstrates dedication to quality, integrity, perseverance, and the ability to apply what he/she has learned. This attitude and effort are extremely important in the relationship. The protégé must observe, listen, act upon the advice given, master the skills and competencies needed to succeed in his/her current job, and grow into target positions.
   
   
5. Guidelines for Mentors and Supervisors
   
   Mentors may or may not be direct supervisors of the associate. Because mentors and supervisors may have distinct differences in focus, it is important that mentors should be outside the chain of supervision, when possible. Mentors outside the chain of supervision can provide unbiased and unconstrained assessments and different perspectives on the organization than the supervisor. Associates must balance their relationship with their supervisor and their new relationship with a mentor. The following operating guidelines will assist in achieving an acceptable balance:
   
   1. The mentor does not replace or usurp the supervisor's inherent authority and responsibility, but rather augments and complements the supervisor.
   2. The supervisor will be informed of the mentor-protégé relationship and key program parameters. This ensures that these mentor-protégé relationships are authorized and supported.
   3. The special relationship between the mentor and protégé should never be used to circumvent the chain of command.
      
      
6. Selection Criteria for Mentors
   
   Senior careerists who mentor others must:
   
   1. Exhibit a high degree of proficiency and initiative in their career patterns.
   2. Serve as role models and resource persons for their protégés.
   3. Be good listeners.
   4. Possess tact, diplomacy, and sensitivity in order to work closely with others who may be of a different age group, background, and/or culture.
   5. Exhibit a high degree of patience and cooperation in working with others.
   6. Be willing, able, and motivated to devote a reasonable amount of duty time to mentoring responsibilities.
   7. Be in the same CP/CF as the protégé and, where practical, at least two grade levels higher than the protégé's grade level.
   8. Be committed to assisting and advising their protégés in their professional development and in achieving their full potential.
      
      
7. Various Types of Mentoring Relationships
   
   All forms of mentoring relationships are encouraged to assist in professional development. Figure 2 describes a continuum of mentoring relationships that ranges from spontaneous to structured mentor-associate relationships.

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1. General
   
   The contents of this chapter provide the background for development and use of the MTP tables shown in Appendix B. Each table is designed to clarify as succinctly as possible the training type, source, length, priorities, and core competencies to be developed for both managerial and technical tracks from entry through the most senior levels.
   
   
2. Career Levels
   
   ACTEDS career paths for DA E&S careerists in professional occupational series are divided into four levels of progression. Above the entry level, career levels split into separate managerial and technical tracks. Advancement occurs either through increasingly competent managerial ability or through demonstrated technical ability and significant technical accomplishments. The career levels are:
   
   1. Entry (non-intern) Level (N). These individuals are typically in grades GS-5 through GS-11. The primary purpose of training at this level is to gain knowledge of the Army, develop basic leadership skills, acquire knowledge of the functional area represented by their subcareer program, and, if necessary, complete those acquisition courses required for level 2 certification (see paragraph 8, Chapter 6) in their acquisition career field.
   2. Team Leader (T)/Journeyman (J). This level typically includes individuals in grades GS-11 through GS-13. The primary focus of training should be to increase the technical knowledge and skills of the DA E&S (NC) careerist. More emphasis should also be placed on developing management and human relation skills for careerists who perform as Team Leaders. Work assignments should add to the depth and breadth of technical competence.
   3. Supervisor (S)/Manager (M)/Senior Technical Specialist (STS). At this level, CP16 careerists are typically in grades GS-13 through GS-15. Initial needs for careerists following the management track are mandatory supervisory training courses. Subsequent training advances supervisory and management skills and knowledge of national defense and domestic policy issues. These careerists should have earned a Master's degree or be enrolled in a graduate program that will lead to a Master's degree. At the GS-14 or GS-15 levels, careerists should plan to attend one of the senior service colleges. In the technical track, training and developmental assignments should improve technical proficiency and broaden technical challenges. Careerists should be in positions that provide significant managerial or technical challenges.
   4. Senior Executive Service (SES)/Leading Scientific Technical Expert (ST). DA E&S (NC) careerists at this level are generally developed through broad-based assignments requiring staff contacts with top management, officials within the DoD, or industry. Executive development courses and management seminars are an integral part of this developmental process. At this level, most careerists will have earned advanced degrees. For the SES, leadership and management skills are paramount; knowledge of national defense policy issues is important. For the ST, training and assignments have a pronounced technical focus. Training and professional activities for technical experts must maintain contemporary in-depth knowledge of their technical specialties.
      
      
3. Core Competencies
   
   The E&S (NC) core competencies for interns through professional occupational series careerists are listed in Appendix A. These lists of core competencies will serve as a general guide to those capabilities required at different career levels. Core competencies differ somewhat among career levels and between technical or managerial tracks. These differences must be considered when determining professional development needs.
   
   
4. Career Progression
   
   The general patterns of career progression are shown in Figure 3. Careerists may move both vertically and laterally through the technical and managerial tracks of their career ladder. As one progresses, however, the differing demands of each track make it increasingly more difficult to make lateral transitions without first obtaining the requisite experience within that specific track.
   
   
5. Training and Development Categories
   
   Generally, both ACTEDS training and development activities are divided into two categories: Universal and Competitive Professional Development.
   
   1. Universal training requirements provide standardized knowledge, skills, and abilities (KSAs) across the occupational area to all individuals who have similar duties and responsibilities. Universal requirements are prioritized to assist commanders in planning and programming for ACTEDS funding. There are three universal training priorities:
      
      1. Priority 1 (P1) - Mandatory. Typically, this training is a condition of employment. It must be successfully completed within a specific period and is expected to meet one or more of the following criteria:
         1. Employee must have this training to meet acceptable performance.
         2. Essential for mission accomplishment.
         3. Required by higher authority (Law, DoD, OPM) or required for acquisition certification, health, or safety reasons.
         4. Mandated by ASA (M&RA) as an ACTEDS leader-development core course.
         5. Must be essential functional intern training.
            
      2. Priority 2 (P2) - Desirable. This is training that personnel should have for effective performance. The training:
         1. Provides skills, knowledge, and experience for careerists to achieve maximum job proficiency.
         2. Improves the quality of mission accomplishment.
            
   2. Competitive Professional Development (COM) Training is training for which DA E&S (NC) careerists must apply and for which they must be competitively selected. The mode of training is usually Formal Classroom Training and may be either short or long term. Usually, this training is designed to develop these individuals for positions of greater responsibility. Competitive professional development generally consists of a combination of training in Army-sponsored programs and a series of developmental assignments.
      
      1. Competitive professional development can be achieved through established Army programs such as Senior Service Colleges, Defense Leadership and Management Program (DLAMP), Army Research and Study Fellowship, Training with Industry and the Army Management Staff College, as well as CP/CF16-sponsored programs, such as long-term training at colleges and universities. Details, application procedures, and application forms can be found in the Catalog of Army Civilian Training, Education and Professional Leader Development Opportunities, which is published on the Internet at www.cpol.army.mil.
      2. Developmental assignments at HQ, DA, or HQ MACOMs are usually for one year. They provide unique opportunities for candidates to broaden and deepen their leadership and management skills. The DA E&S (NC) CP/CF Office announces long-term training opportunities through the CP/CF16 website at www.dacp16.net and through the MACOM/ACPMs. Application procedures are contained in each announcement. Developmental assignments to strengthen technical expertise include research positions in academia, training with industry, and work at other federal or national laboratories, other Armed Forces Research, Development, and Engineering Centers (RDECs), foreign RDECs or laboratories, and other sections of the same MACOM. Reciprocity of assignment of an individual from the other organizations is not required but is clearly desired and is normally beneficial to both organizations. These individuals are ambassadors from the Army and should be carefully briefed before their assignment. Participants may incur a continued service obligation based on the type and duration of the assignment.
      3. Opportunities for competitive professional development are limited and must be broadly publicized and supported at MACOM, MSC, and activity levels so that all eligible careerists are aware of these opportunities and are given the opportunity to apply. MACOM/ACPMs and supervisors must assure that nomination procedures include all eligible careerists with particular attention being given to minorities, women, and those who may be disabled.
         
         
6. MTP Tables
   
   The MTP tables for professional series of the DA E&S (NC) Career Programs appear in Appendix B. The MTP consists of a CP16 Common Program, containing Civilian Leadership Common Core Training, and separate sets of training courses and activities for each professional subcareer program listed in paragraph 4, Chapter 1 of this ACTEDS Plan. The Common Program lists those training, education, and developmental assignments used by all professional subcareer programs to acquire core competencies. Training unique to each subcareer program is grouped by subcareer program in the MTP.
   
   1. The MTP is a comprehensive plan that delineates core training needs and training courses, starting with entry-level engineers and scientists who have not served as interns. It provides a logical career development plan for careerists at all levels from entry into the CP through SES/ST. Careerists who enter as interns will first follow the MITP in Appendix C. After graduating from the intern program, careerists will then use the appropriate MTP, starting at the Team Leader/Journeyman level.
   2. The training, education, and developmental assignments described on this plan are not intended to be all-inclusive; rather, the plan shows the range of courses that should be considered by careerists for career development planning. Training opportunities listed in the MTP serve as a reference for careerists when preparing their IDPs. Employees are encouraged to identify and participate in the training that is necessary to fulfill mission requirements and to enhance their career progression. Their supervisors and the MACOM/ACPM may also suggest or recommend substitute courses to meet the requirements of the mission and the developmental needs of the workforce.
      
      
7. Self-Development Activities
   
   In addition to training outlined in the MTP, DA E&S (NC) careerists at all levels are encouraged to undertake individual self-developmental activities. Careerists should seek to increase their awareness and depth of knowledge in their specific and other related disciplines, including key defense sciences and technologies, public affairs, public administration, and domestic and foreign policies. Some recommended self-development components are:
   
   1. Professional reading programs.
   2. Correspondence courses.
   3. Technical papers.
   4. Participation in professional societies.