The Defense Nuclear Facilities Safety Board
Professional Development Program
Handbook
Revised July 5, 2002
Washington, DC
Professional Development Program
Table of Contents
B. OVERVIEW OF THE PROFESSIONAL DEVELOPMENT PROGRAM
1. Objectives
2. Initial Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
3. Choosing a Mentor
4. Role of the Mentor
5. Role of the Senior Technical Staff
6. Role of the Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
7. Performance Objectives & Appraisals
8. Individual Development Plans
9. In-House Seminars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
10. Education & Training
11. Graduate School Application & Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
12. Graduate School Time Lines & Guidelines
1. Graduate School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2. Performance Objectives & Appraisals
3. Promotion Upon Receipt of Masters
4. Selection of Professional Practicum Assignment
1. Professional Practicum
2. Performance Objectives & Appraisals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3. Promotion After Year Three
Year 4 & Beyond
G. THE SUMMER SCHOLAR PROGRAM AT THE DNFSB . . . . . . . . . . . . . . . . . . . . . . . .8
1. The Summer Scholar Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2. Objectives of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3. Role of the Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
4. Interview Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1. Your First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
2. Your First Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3. The Following Weeks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
4. Your Final Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
I. ADMINISTRATIVE ASPECTS OF THE PROGRAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
1. Qualifications for Employment Consideration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
2. Recruitment & Selection Process
3. Job Offers
4. Relocation: Agreements & Impact of Resignation on
Reimbursements
5. Service Commitment
6. Failure to Fulfill Service Commitment
7. Beginning of Service Debt Payback. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
8. Resignation During Years 4, 5 or 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
9. How Months Are Computed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
10. Waivers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
11. Conditions Under Which Training Is Not Reimbursed. . . . . . . . . . . . . . . . . . . . . . . . 14
12.Reimbursement for Graduate School
13. What the Board DOES NOT Pay With Respect to Process
14. Information Technology Services, Personal Computers
15. Shipping
16. Software
17. Unique Requirements
18. Returning Equipment
19. Available Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Professional Development Program
Sample of First Year Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Appendix B
Professional Development Program Plan
Orientation Schedule for the First Four Weeks
Appendix C
Professional Development Program
Technical Reading List
Appendix D
Professional Development Program
Sample of First Year Individual Development Plan (IDP)
Appendix E
Sample of
Performance Elements & Standards
Appendix F
Sample Seminar Schedule
Appendix G
Graduate School Template
Appendix H
Service and Reimbursement Agreement ✦ Moving Expense Allowances
Appendix I
Professional Development Program
Continued Service Agreement
The mission of the Defense Nuclear Facilities Safety Board (Board) is to oversee all activities impacting nuclear safety within the Department of Energy’s (DOE) nuclear weapons complex to ensure adequate protection of public health and safety. In the late 1980's, it became increasingly clear to members of Congress that significant public health and safety issues had accumulated at many of the aging facilities in the weapons complex. As an outgrowth of these concerns, Congress created the Board in 1988 as an independent oversight organization charged with protecting the public’s health and safety. The Board is composed of five members who are each recognized as experts in the nuclear safety field, and who are appointed by the President and confirmed by the Senate.
The Board is responsible for reviewing and analyzing facility and system design, operations, practices and events, as well as the content and implementation of health and safety standards, including DOE’s Orders, rules and other safety requirements relating to the design, construction, operations and decommissioning of DOE’s defense nuclear facilities. It may also conduct investigations, issue subpoenas, hold public hearings, gather information, conduct studies, establish reporting requirements for DOE, and take other actions in furtherance of its health and safety mission.
Based on the findings of Board reviews, it recommends to the Secretary of Energy any specific measures that it believes DOE should adopt to ensure public health and safety, after considering the technical and economic feasibility of implementing the recommended measures.
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B. OVERVIEW OF THE PROFESSIONAL DEVELOPMENT PROGRAM
The Professional Development Program is a 3-year program. Exceptions may be made to shorten or lengthen the program based on the individual’s background or desire to complete additional specialized training or to acquire new qualifications that will add to his or her effectiveness within the Board while keeping with the overall objectives of the program. Under no circumstances will an individual be kept in the program indefinitely.
The Professional Development Program is designed to recruit, train, and retain high-quality employees who are capable of supporting the Board in carrying out its oversight responsibilities. The Professional Development Program is a means to bring new talent into professional positions within the Board through a series of individually tailored developmental assignments, through formal academic schooling, and an extensive “hands-on” field assignment at one of the Department of Energy (DOE) sites or with a private company, national laboratory or other government agency. New employees are placed in entry-level permanent positions specifically tailored to provide broad developmental training and specialized technical training appropriate to their field (see Appendix A, Sample of First Year Assignments). After completion of the 3-year program, the employee is considered a full professional staff member.
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1. Objectives
The primary objective of the first year is to orient the individual to employment in public service generally and the Board specifically. Under the guidance of a senior technical mentor, the first year’s fundamental goals include the following:
■ A working knowledge of the Board’s mission, organization structure, policies, operation, including the process for the development, issuance and implementation of Board recommendations, reporting requirements, or other forms of Board communication to DOE.
■ An initial working knowledge of system concepts, technical design, operations, and personnel training related to nuclear facilities. This knowledge should include an understanding of the engineering design process, construction, testing, engineering installation, and maintenance related to nuclear facility or plant operations.
■ A familiarity with defense nuclear facilities under the Department of Energy (DOE) including the Headquarters organization, the DOE field offices, chemical processing and separation facilities, waste disposal facilities, national laboratories, nuclear weapon assembly, disassembly, and testing facilities, nuclear land waste management and environmental restoration facilities.
■ A better understanding of the roles and responsibilities of the Board’s site representatives. To achieve this understanding, during the second half of the first year, entry-level engineers will spend 2 weeks at one of the DOE sites.
■ A working knowledge of the technical standards, specifications, regulations, rules, policies, orders, and instructions that govern the activities of the defense nuclear facilities under the DOE.
■ Acceptance in a graduate school program appropriate to support the Board’s mission.
2. Initial Orientation
During the first week of entering-on-duty with the Board, the Deputy Technical Director or another senior technical saff member will meet with the new employee and explain the Orientation Schedule for the First Four Weeks (see Appendix B), and assign the technical readings (see Appendix C, Technical Reading List).
3. Choosing a Mentor
During the first week of orientation, the Deputy Technical Director or another Senior Technical Staff member will provide the new employee with a list of potential mentors, and explain the process for selecting one. In addition, the individual who recruited the new employee will be available to offer support and guidance, and will ensure that the new employee understands the expectations of the Technical Director and the Deputy Technical Director.
4. Role of the Mentor
The mentor is not a supervisor, but assumes the role of sponsor, teacher, and counselor, and will provide assistance and guidance in navigating the employee through the program.
Care is taken to match an appropriate mentor to each new employee. Mentors are selected on the basis of their willingness to act in that role, their commitment to employee development, their broad experience, their ability to devote sufficient time to the relationship to ensure adequate opportunities for counseling and discussion, and an ability to assess development needs. Mentors are encouraged to demonstrate openness, candor and a willingness to share concerns and give constructive feedback. Specifically, the mentor helps the employee in tailoring an Individual Development Plan (IDP) (see Appendix D) and advises, encourages, and counsels the employee on any problems that should arise during the Professional Development Program. Employees are encouraged to meet with their mentors regularly. Mentors are responsible for providing a means for success of the employee, regardless of whether or not they have the same educational backgrounds.
5. Role of the Senior Technical Staff
Additional mentoring by experts in the employee’s field of study is also available to enhance the professional development and the quality of the new employee’s work assignments. Staff members with similar technical backgrounds as the entry-level engineer are able to enhance the first year through special projects and assignments in the individual’s field of study.
6. Role of the Supervisor
Normally, the Deputy Technical Director acts as the employee’s supervisor during the Professional Development Program. The supervisor has principal responsibility for outlining performance objectives and ultimately providing the employee’s written performance appraisal. In conjunction with this responsibility, the supervisor will review the final IDP that the employee and mentor develop to ensure that the employee is pursuing the necessary and appropriate training, course work, and work activities, during the first and second years of the program. The supervisor will guide each employee through the orientation process upon entering-on-duty with the Board to ensure that each employee is given an opportunity to meet and select a mentor from among several senior staff members. The initial focus of the supervisor is to monitor the mentor selection process to avoid any unnecessary delays, and to help the employee integrate smoothly into the technical staff. The supervisor conducts frequent meetings with the employee to ensure that technical assignments are appropriate.
In addition, the supervisor analyzes program activities, makes recommendations for changes, and serves as liaison with the mentors, and other technical staff.
7. Performance Objectives & Appraisals
The supervisor is responsible for communicating the performance elements and standards for which the employee will be evaluated, and will also write the employee’s performance appraisal. This appraisal may include summary evaluations by technical staff members cognizant of the employee’s work performance during the year. Moreover, if performance elements and standards need to be revised during the appraisal period (this begins July 1 and ends June 30 of each year), it is the supervisor’s responsibility to ensure this is accomplished. (See Appendix E, Sample of Performance Elements and Standards.)
Progress Reviews are another component of the Performance Appraisal process. Each year, about mid-way through an employee’s performance cycle, the employee and supervisor discuss progress. This discussion may also address adjustments to assignments, clarification of performance expectations, resolution of problems, and reinforcement of positive work behaviors.
8. Individual Development Plans
An Individual Development Plan (IDP) is mandatory for individuals hired under the Professional Development Program. Each IDP is individually tailored to outline an employee’s short and long-range objectives, and is directly linked to the individual’s performance elements and standards. Typically an IDP includes formal and informal training, development assignments that are mutually agreed upon by the supervisor, mentor and employee. The mentor assists the employee in developing the IDP. The IDP is sufficiently specific to ensure that performance elements will be met, and sufficiently flexible to allow for several alternative learning experiences. Suggested changes to the IDP by the employee or mentor are encouraged when appropriate. The supervisor has final approval authority on an employee’s IDP. (A sample IDP is provided as Appendix D).
9. In-House Seminars
During the employee’s first year, training seminars are given by various staff members to introduce the new employees to new and relevant topics. Moreover, through these seminars, the employees learn the technical capabilities of the staff, and can begin to build a support network for his or her own assignments. (See Appendix F, Sample Seminar Schedule.)
10. Education & Training
The following are potential opportunities for education, training and professional development which should be considered by the employee and respective mentor during the first year.
■ Education
The following education is not required, but the Board prefers that individuals with non-nuclear engineering backgrounds complete at least two nuclear engineering related university courses during the first year. Courses may be taken at local colleges or universities, through web-based training, or through distance learning such as Georgia Tech and the University of Virginia. The mentor will guide the employee on knowing whether or not he or she needs to enroll in these courses based on a review of the individual’s education and experience. If a university course is to be taken, enrollment should be pursued as early as possible, since substantial lead time is required to arrange courses.
At least one graduate level course should be in the area of nuclear engineering with a goal of obtaining basic fundamentals in the areas of radioactivity, core physics, shielding, dose calculation, etc., and a better understanding of the areas that relate to the Board’s mission such as, health physics, risk assessment, safety analysis, or waste management.
■ Training
Radiation Worker II Training and Hazardous Material (HAZMAT) training are required of all new employees. In addition, the mentor will guide the employee on whether or not he or she needs to attend and/or complete other specified training such as:
∙ The two week Nuclear Regulatory Commission (NRC) course on Power Plant Engineering in Chattanooga, TN.
∙ The Engineer-In-Training (EIT) exam if not previously accomplished.
∙ NRC Self Study Course
∙ Other DOE or industry training opportunities.
11. Graduate School Application & Selection
Preparation during the first year is key for the employee to achieve success in the second. It is important that individual school deadlines are met to ensure timely acceptance and entrance into graduate school. The mentor and supervisor play a pivotal role in this preparation by ensuring the employee has taken the necessary entrance exams, and that specific academic course work, if needed, is completed during the first year.
Moreover, the mentor and supervisor act as liaisons between the employee and Board members so that a mutually agreeable graduate-level school and engineering program is found. That said, candidate graduate schools should be of high academic standing, have top-ranked engineering programs and Masters degrees that can be completed within one year. When selecting graduate schools, there is an expectation to consider those that offer a nuclear engineering program, or ones that offer nuclear engineering/science related courses. Individuals are encouraged to take at least one or more nuclear engineering/science courses as part of their course study.
12. Graduate School Time Lines & Guidelines
■ June, July, August
∙ Set a date for taking the Graduate Record Exam (GRE), but schedule it no later than early September.
∙ Study for the GRE using software, Internet, prep courses, or books as necessary.
∙ Develop a list of potential top engineering programs and graduate schools using reference material such as US News & World Report and Gourmann Report.
∙ Commence researching 3 - 5 candidate graduate schools with top-ranked engineering programs and ones with Masters degrees that can be completed in one year.
∙ Conduct Internet searches of the University’s web pages.
∙ Interview, and ask suggestions of, Board staff members who are graduates of your candidate schools. Also, interview Board staff members who have a degree in your intended major.
∙ Consult peers and professors in the academic community.
∙ Discuss potential school candidates with your mentor, supervisor, and the Vice Chairman before applying.
■ September, October
∙ Take the GRE by the end of September, if you have not already done so.
∙ Finalize the schools for which you are applying (Board will pay the fees for five applications).
∙ Meet with your mentor, supervisor, and Technical Director in late September or early October to discuss the selection of schools for which you are proposing to apply.
∙ Start collecting the materials required to submit your application;
1. Applications from the schools (some on-line applications are available).
2. Three recommendations from professors. There is often a delay in acquiring these recommendations from professors, so pursue them vigorously.
3. Transcripts form previous schools.
4. GRE scores.
5. Statement of Purpose. Create a general version and then tailor it to each school. Ask a few Board staff members to assist in writing the Statement of Purpose so it relates to your work and also how the education will contribute to that work.
■ November, December
∙ As soon as possible, submit your applications. Mention in your applications that financial aid is not needed.
∙ Even if you have not been accepted yet, visit the school. Activities at these schools tend be very busy in January and February.
∙ Take good notes on the programs including your courses, nuclear engineering courses, professors, and the one-year requirement. The Board will want to know details.
∙ Arrange to observe classes and tour the facility with professors and current graduate students.
■ January, February
∙ Begin school visits.
∙ Start planning a Board brief. Consult the Vice Chairman as appropriate.
■ March
∙ Complete School Visits
∙ Develop a briefing chart on your top schools and proposed program of study using suggested templates in Appendix G.
∙ Start finalizing your decision on the school you would like to attend, as acceptance letters should be forthcoming now.
∙ Gather any additional information the Board may request.
■ April
∙ Conduct the Board briefing using the chart.
∙ By mid-April, submit your acceptance letter to your school of choice.
∙ Smile! ☺
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1. Graduate School
The Board encourages all staff to continue its formal education, and under the Professional
Development Program, it is a requirement. The second year is spent in graduate school, and the employee is paid full tuition and full salary during this year.
2. Performance Objectives & Appraisals
The performance expectations of the employee during his or her second year are: (1) to successfully complete (as defined by the institution) the graduate-level program mutually agreed upon by the employee and the Board, including preparing any written products or making an oral presentation; and (2) to provide the mentor with frequent progress reports. (See Appendix E, Sample of Performance Elements and Standards.)
The supervisor is responsible for writing the employee’s performance appraisal for this second year, with input from the mentor. The mentor, school advisor, and employee will work together if any problems arise where the employee does not complete the graduate-level program within the prescribed one-year time frame.
3. Promotion Upon Receipt of Masters
Employees who successfully complete the second year, as evidenced by being awarded a Masters degree, will automatically be promoted to the DN-II pay band. (Please refer to Administrative Directive 124.1, “Position Classification and Pay Administration for Scientific and Technical Personnel” for details on how promotions are calculated). The Human Resources office needs an official record of the employee’s receipt of the Masters, whatever form that takes, and also a record of the employee’s grades during the year.
4. Selection of Professional Practicum Assignment
Approximately six months into the second year, the employee and mentor must begin making decisions on third-year options, as there are several individuals involved in the coordination and approval of the professional practicum. Moreover, as a practical consideration, the Board prefers to relocate the employee from his or her graduate school location to the location of the third-year assignment. Specifically, the employee is responsible for taking the following actions:
1. During the early part of his or her second-year, provide the mentor with a written memorandum of choice for third-year assignment. The memo will explain the work to be accomplished in the outside organization, the benefit to the Board, and the relevance to the employee’s professional interest;
2. Visit the outside organization, at the Board’s expense, to make a more informed final decision; and
3. Meet with the Technical Director and the Board Members to discuss the choice. No one person can control when the Board will issue its approval on the employee’s choice, but the goal is to obtain their approval in March or April.
The employee’s mentor will:
1. Review the choice of field assignments and make/recommend changes;
2. Meet with the Technical Director and Board Members to discuss the employee’s choice; and
3. Represent the Board and employee in final negotiations with the representative from the outside organization.
Most often, a written Memorandum of Understanding (MOU) between the Board and the outside organization, or some other equivalent document is not required, but it depends upon the specific assignment. If an MOU is necessary, the Director, Human Resources will work with the mentor in preparing the document.
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1. Professional Practicum
The mentor and employee work together to arrange a third-year assignment that will benefit both the employee and the Board, and one that is commensurate with the employee’s education, experience and professional interests. The third year is meant to provide the employee with a meaningful technical assignment. Possibilities include working at one of the DOE sites with a Board Site Representative, with a private company, national laboratory or other government agency.
2. Performance Objectives & Appraisals
Prior to the third year assignment, the mentor and employee must establish a clear understanding of the work he or she will be assigned by the outside organization. The mentor will monitor the employee’s progress, and will obtain a written performance evaluation by the employee’s professional practicum supervisor. (See Appendix E, Sample of Performance Elements and Standards.)
3. Promotion After Year Three
Promotions after the third year are not automatic. They are based primarily on performance compared with grade-level peers on the technical staff, i.e. how capable the individual is of taking on more difficult assignments as a full technical staff member. Promotions are recommended by the individual’s supervisor.
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Year 4 & Beyond - At the completion of third-year assignment, the employee is expected to become a full, contributing member of the DNFSB technical staff.
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G. THE SUMMER SCHOLAR PROGRAM AT THE DNFSB
1. The Summer Scholar Program
The Board has implemented an internship program for high-caliber juniors and seniors, which functions as a feeder pool for its Professional Development Program. Students receive competitive salaries, a technical mentor, structured technical assignments, vacation and sick leave benefits, as well as other federal benefits. This program is designed for students to work year-round in fitting with their academic program, but typically, students come during the summer months.
2. Objectives of the Program
Selected students spend approximately three months working with the Board’s technical staff (typically during the summer) to become acquainted with public service generally, and the Board’s environment specifically. The time will be spent in various ways, such as:
∙ Participating in two or three large projects which involve:
– research
– discussions with technical staff
– visits to defense nuclear facilities, and
– writing technical documents regarding their findings
∙ Participating in several smaller projects which involve:
– summarizing findings of relevant study, or
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