-Are efforts made to advance the careers of women in dead-end positions? Is career counseling available?

-Has the agency reviewed its job structure and management practices to identify any organizational or occupational areas where traditional thinking limits the utilization or progression of women (e.g., apprentice training, skilled trades, technicians)?

-Are women afforded opportunities for top-level positions through training, job rotation, and special assignments?

—Are there job patterns or other conditions which create barriers to the employment and advancement of women?

Equal Employment Opportunity for Spanish-Speaking Americans

On November 5, 1970, the President announced the initiation by the Civil Service Commission of a 16-point program to assist Spanish-speaking American citizens who are interested in joining the Federal civilian service. Below are unique concerns based on the 16-point program, involving equal opportunity for Spanish-speaking persons, which require special evaluation attention.

-Is there an intensified drive to recruit Spanish-surnamed persons, particularly for identified public contact positions, in areas of heavy Spanish-speaking population (in addition to Southwestern cities and States, such cities and States as Chicago, New York, Detroit, Florida, etc.)? -Do recruitment teams include Spanish-speaking persons, particularly at colleges with heavy Spanish-speaking enrollments?

-Have efforts been made to recruit for the Cooperative Education Program at colleges with significant numbers of Spanish-speaking students to permit entry from FSEE registers without the necessity of written examination?

-Is the agency aware of the availability of selective placement on a bilingual basis so that Spanish-speaking persons may be reached for appointment to positions dealing with the Spanish-surnamed population?

-Does the agency work with high schools in Spanish-speaking areas to make known job opportunities in the Federal Government and to counsel and to encourage students to stay in school?

-Has the agency hired for summer employment high school and college teachers from schools serving Spanish-speaking students to give them an understanding of the Federal Government which they can relate to students?

-Have special efforts been made to inform Spanish-surnamed veterans of the availability of noncompetitive appointments for Vietnam era veterans?

-DO EEO action plans include action items for the problems of the Spanish-surnamed population?

-Is there management understanding of the special problems of the Spanish-speaking?

-Do training programs on EEO include the problems of the Spanishspeaking population?

-Are the needs of the Spanish-speaking considered in planning upward mobility programs?

-Are there any Spanish-surnamed persons on the EEO program staff?

VI. Evaluation Methods

The desirability of using line managers as an important part of the evaluation process and of blending the EEO program evaluation with planned internal evaluation of other personnel management program areas has already been pointed out in the preceding text. Agencies are encouraged to use these approaches when their use will permit separate consideration of EEO factors and will contribute to effective evaluation of the total EEO program.

Agencies must view each program goal, plan, action, and followup, as well as related employment and personnel policies and practices as subjects for searching inquiry and evaluation; EEO principles are applicable to all personnel management areas. The review, analysis, and evaluation must be of sufficient depth and detail to assure management that all program areas reviewed are:

-In line with all merit system principles;

Carried out in full accord with public policy so that all minority group members, women, economically disadvantaged persons, or members of other groups in which membership holds potential for any form of employment discrimination are given true equality of opportunity in employment.

Management should be alert to the need for keeping internal evaluation efforts current. Specifically:

-Management should be aware of changes in the program or in operations (new requirements, employment decreases, job realignments, etc.).

-Subordinate level reports should keep top management aware of EEO developments, problems, and advancement.

-Evaluation should be timely to permit early attention, restudy, further reports, change in approach, or corrective actions as needed.

—Information on program results should be current with provision for effective followup.

The choice and use of one or a combination of analysis methods should follow careful determination of which approach will best meet the specific needs and circumstances. Possible methods include:

-Onsite visits by management and program staff.

-Special task force for overall or specific area review.

-Program committees with continuing review and report responsibility. -Written reports by subordinate levels.

-Periodic review and analysis of statistical studies.

-Periodic review of the adequacy of the EEO Complaint process.

-Continuing review of personnel programs (recruitment, promotion, training, etc.) and related actions (information to employees, details, etc.).

-Interviews with employees, supervisors, and management.

-Administration of voluntary questionnaires to sample of workforce. -Assessment of results of employce EEO Committee activities.

-Review of contributions from community sources (civic organizations, minority groups and leaders, women's organizations, other special interest groups, local government employment offices, etc.).

The attached revised Civil Service Commission Equal Employment Opportunity
Action Plan, which is based to a large extent on comments, thoughts, and
suggestions from employees and employee organizations is designed to do
the following:

It is aimed at the development of a true agency-wide umbrella
type plan.

It is geared to a much greater extent toward measurement of
results through emphasis on program evaluation.

It places the overall plan on a fiscal year rather than a
calendar year basis and therefore dovetails more effectively
with various other Commission internal reports.

Supplemental Action Plans are still required from Bureau
Directors, Regional Directors, and Heads of BAR and OGC,
the largest staff offices, on an annual basis.
However,
revised supplemental plans will be due by September 30,
1971, to put them on a current basis under the new plan.

Supplemental plans should include specific actions needed
to assure that they reflect special programs such as the
Sixteen-Point Program for the employment of Spanish-Speaking
Americans and the Commission's Federal Women's Program.

The plan hopefully provides a framework within which there is
maximum flexibility for each reporting organization to identify
its own problems and to take action to deal with them, while
also providing an effective means for assessing the results of
the actions taken.

O The overall plan lists under each major heading a number
of suggested items which are listed to illustrate

the kinds of actions that supplemental plans might contain,
depending on the kinds of problems identified.

This new plan provides a fresh opportunity to fully integrate EEO into
all areas of day-to-day management and personnel administration. We
believe this results-oriented action plan contains the built-in flexibility
which will assist you in identifying those particular areas that need
attention and developing a course of action designed to cope with them.

Attachment