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for these employees were undesirable.

One file room we

visited did not have enough chairs for all of the clerks.

Some offices were dirty, crowded, noisy, drafty, and

poorly lighted.

The employees generally believe that personnel rules

and regulations are used against them, but that there are

loopholes for the favored few.

These rules cover the whole

gamut of procedures, such as:

time-in-grade and promotions,

training, leave and employee evaluations.

It should also be pointed out that minorities and wonen

find themselves in dead-ended jobs not out of choice but

because of the necessity to work and because these are the

only jobs available.

Discriminatory practices that pre

vail in the world of work have relegated them to their

[blocks in formation]

or unjustified, must be accepted as a reality for them.

6.

Conclusion

The climate that presently exists in the Department

makes equal employment opportunity exceedingly difficult

to achieve. The lack of sensitivity to the plight of the

nonprofessionals must be overcome so that an atmosphere

will exist that is conducive to the development and ad

vancement of these employees. Top management and admin

istrative personnel must bridge the credibility gap by

showing real commitment to a policy by which all employees

are given the opportunity to advance as far as their

abilities will take them.

B.

Upward Mobility Recommendations

The specific recommendations described here are

geared to a positive action approach to upward mobility.

Because minorities and women are concentrated in the lower

grades and have had fewer opportunities for growth and

advancement, an intensive effort must be made to upgrade

them.

Goals. must be established where by the effectiveness

of the programs to be implemented can be measured and the

means for accomplishing these goals can be determined.

The following recommendations are designed to achieve

these objectives.

1.

There should be 300 trainees in upward mobility

programs over the two year period FY 1972-733/.

This number

should be distributed throughout the Department on the

basis of the size of the nonprofessional workforce of each

A&O.

2.

An application for the upward mobility programs

(See Appendix B-2) should be used to identify the nonpro

fessional employees with the desire and potential for

career advancement.

This application should consist of

a questionnaire designed to (1) elicit from the applicant

any training or skills he may possess that are not being

fully utilized in his present position and (2) inquire of

[blocks in formation]

3/

This figure was arrived at as the result of reviewing the upgrading programs at DHEW and HUD and examining the past performance in this area in DOL. The goal of 300, which represents less than 5 percent per year of the clerical workforce, appears to be a reasonable objective.

41.

The programs designed by each A&O should be open to all employees throughout the Department.

The Directors of Personnel should convene panels of

5/ qualifications rating examiners to review the applications

and personnel records and also to interview each appli

cant. 6

The applicants would then be notified and selected

in the usual manner and the chosen candidates would then

enter the training programs.

3.

A career development plan must be established

for each trainee to prepare him for work at a higher level.

This plan would be based on the needs, potential and

career objective of the trainee.

It would consist of (a)

on-the-job training, (b) college and technical training

and (c) a training agreement. The training agreement

makes it possible to substitute intensive accelerated

training for a portion of the normal qualifications

quirements and thus is an effective tool for upward

mobility.

The Directors of Personnel must assign a trained

counselor to assist and guide the trainee throughout the

5) ,

See DLS Appendix A, FPM 335, T.S. No. 90, January 1971, p. 34.

6/ The area of consideration should be limited to the applicants for upward mobility.

program.

In addition, the counselor together with the

supervisor and trainee should participate in mapping out

the plan.

Consideration should be given to establishing work

study programs such as the one recently developed in the

Office of Program Review and Analysis in OASA, and those

[blocks in formation]

The sample career system (see Appendix B-3) illus

trates this concept quite graphically.

Further, funds must be allocated to implement the

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