American University Event: College Recruiting Interviewed: 13 (10 non-minorities; 3 minorities; 5 males; 8 females) Referred to Divisions: None at this time Barriers: None Comments/Recommendations: Most of the students interviewed at American University were comparable to students currently being interviewed for Research Assistant positions. Most had very good GPAs and relevant computer and economics courses. Lendman Group Technical Career Fair Washington, D.C. Event: Minority Career Fair (joint sponsorship with the Urban League of Fairfax County Interviewed: 354 (208 males; 146 females; 194 White; 93 Blacks; 67 Asians) Referred to Divisions: male) Barriers: None 6 (4 White males; 1 White female; 1 Asian Comments/Recommendations: The Lendman Group has been successfully used in the past to recruit technical staff to the Board. The advantages of using Lendman includes their mailing list to potential candidates, advertising, and their ability to target various segments of the public. In addition to Recruitment Staff, Butch Easton of IRM also attended the event. We were looking for entry level candidates for the IRM division, and it was helpful having Butch speak to each candidate for a few minutes. While it was a slow process, he was able to quickly determine the applicant's skill level. We were able to identify six candidates who will be invited to the Board for interviews. We will continue to participate in the Lendman Group career fairs. Other Activities: Hispanic Association of Colleges and Universities Recruitment staff participated in the annual two-day HACU conference designed to educate and increase the awareness of business and industry regarding the importance and methods of attracting and retaining Hispanic students. A critical element in long-term success begins with providing summer internship opportunities. LERO A goal of a male or a female rancrity is considered one goal. → The goal is MFE hares of that category. =11% of the EEO goals has been accomplished in 75% of the tir Board of Governors of the Federal Reserve System Attachment G Training and Development Policy Basic Management Training Curriculum Career Development Program Directory Training and Development Opportunities July to September 1992 Training Strategic Objectives Cultural Diversity Training Announcement Upward Mobility Program Career Planning and Development Model Training Summary Report 1991 Training and Development Activity 1992 AEP Training Review for Minorities and Women Academic Assistance Program Policy Management Succession Planning The policy of the Board is to provide training programs that improve individual and organizational effectiveness. To this end, training programs will focus primarily on improving the knowledge and skill of the staff. While ensuring that the Board staff is sufficiently prepared to meet its future work needs, these training programs will also help staff members in their career development. The Board will provide a reasonable level of material support--including budget, facilities, equipment, and other training resources--to emphasize that it employs training as a means to perform its responsibilities and achieve its mission. All levels of employees at the Board are accountable for carrying out their training responsibilities effectively. Managers are expected to demonstrate support for training by systematically identifying training needs, preparing sound plans to meet these needs, providing reasonable budget support, supporting the attendance of staff members at training programs, and assessing the effect of training on performance. Staff members are expected to assist managers in identifying valid training needs, to conscientiously participate in training, and to apply the training to their work assignments. Cost-effective technology will be used in developing and maintaining a training program. Training must reflect the Board's culture, the specific needs of different divisions and job families, and the changing responsibilities and skills involved in the Board's work. The Board supports both internal and external training programs that are cost-effective. A Training Advisory Committee composed of senior staff members of the divisions will periodically advise the Division of Human Resources Management (HRM) on Board training issues, including training strategy, programs, and effectiveness. GUIDELINES Internal vs. External Training Either internal or external training programs may be used to meet specific training needs depending on their relative cost effectiveness. With the exception of the curriculum developed by the Division of Information Resources Management (IRM), specialized technical training will generally be provided by external training resources. Internal training programs will generally be used to meet common needs of the Board staff and may be tailored to the peculiar needs of a division or job family. Internal instructors or outside experts may be used to conduct training, depending on the content of the program and the available expertise. Each division will determine external training needs, identify and justify budget needs, review requests for external training, and, throughout this process, ensure that external training is the cost-effective solution. Each division will provide HRM with its training requirements for review as part of the budgetpreparation process to ensure that the training being requested is consistent with Board policy, cost-effective, and not redundant with internal training programs. HRM will compare these requirements with the nonpersonal, aggregate summary of development activities identified in the PMP documents to assess the degree to which the training requirements are consistent with the PMP development plans. Further, HRM will review all requests for external training to ensure that the specific training course being requested is consistent with this prior review. To ensure that it is the appropriate response to a valid development need, each internal training program will be the product of a systematic analysis of training needs and a systematic design and development effort. The process described in the Training Design Guide, which is maintained by HRM and which includes review and approval milestones, will be followed. Scheduling Training programs will be as brief as practicable to meet the training need. The decision of how long a training program should be will be made as part of the analysis of training needs conducted collaboratively by the division and HRM. The primary determinant will be the complexity of the training. Training programs may also be designed to be conducted on an uninterrupted or intermittent basis over a period of several days or weeks. The schedule will be based on the complexity of the training and the availability of staff. Because it should be viewed as an essential part of improving work effectiveness, training usually should be conducted during normal working hours. However, staff availability and the purpose and type of training may dictate conducting the training after normal working hours. The primary exception is academic courses, which are expected to be taken after normal working hours as scheduled by the academic institution. |