THE STATE OFFICE BUILDING CAMPUS. ALBANY, NEW YORK 12239 ===
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COMMISSION
| New York State Department of Civil Service
|
John J. Mooney
Victor S. Bahou ADMIN
pReSiBEir ISTRATIVE DIRECTOR
Josephine L. Gambino
James T, McFarland NEW YORK STATE'S
CLERICAL AND SECRETARIAL
EMPLOYEE ADVANCEMENT PROGRAM
Attached is a detailed description of the six employee advancement
concepts included in a Memorandum of Intent agreed to between New York State
and the Administrative Services unit of the Civil Service Employees Association
(CSEA). é
The Memorandum of Intent (Blue Appendix A) includes six concepts de-
signed to provide increased training, development and advancement opportunities
for clerical and secretarial employees within various State departments and
i agencies, Successful implementation of these concepts has a high priority
in New York State for the following reasons:
Limited advancement opportunity--current opportunities
t for clerical/secretarial empicyee advancement are
extremehy limited. In fact, for many cleriaal/secretarial
employees they are non-existent.
Affirmative Action--most of the classes of positions
that these concepts will affect are composed primarily
of women and minorities. Existing barriers to pro-
motion and development of these employees are illegal
under Federal Civil Rights and Equal Employment
Opportunity legislation and contrary to all existing
i affirmative action principles.
Efficiency and productivity--the current lack of
advancement opportunity breeds discontent and low
morale. We believe that the existence of real op-
portunities for advancement will result in improved
employee morale, efficiency, productivity, career
mobility and decreased separations from entry-level
clerical positions of State employees, because of
greater opportunity for advancement.
Management _flexibility--many of the programs
provide managers with greater appointment flexibility,
will result in better trained employees and will
eliminate some existing recruitment and training costs.
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More effective use of training resources--where
possible, training resources will be focused more
directly on job advancement and job performance
improvement programs.
Although the idea of "clerical bridging" is not new, previous
attempts have had only limited success. By developing new concepts and ex-
panding existing ones, we hdpeto provide real: opportunities for employees,
while meeting management's needs for competent staff and more flexible staf-
fing arrangements. By providing advancement opportunities, we expect improved
morale to result in greater productivity and efficiency. Although the
Memorandum of Intent was developed with the Administrative Services Unit,
some of the programs will be available to employees in titles outside of the
Administrative Services Unit.
The Memorandum of Intent and the Employee Advancement Program that
was established to implement it, have wide ranging support from the Office of
Employee Relations, Governor's Office, Women's Division of the Governor's Office,
Personnel Council, CSEA and various employee advocacy groups.
portant to note that:
It is also im-
These are not giveaway programs. Employees who advance
through them will be required to take on additional
duties and responsibilities and will be provided with
the skills necessary to do so.
These programs will not benefit every employee in the
State service nor will they make everyone happy.
However,
they will be designed to identify, train and advance
those individuals who are interested in and capable of
performing at a higher level or in a different occupa-
tional area.
Program development is not occurring in a vacuum.
The
Department of Civil Service is working with agency man-
agement to resolve administrative, management, recruit-
ment and retention problems, while at the same time
identifying new opportunities for employees. The pro-
gram's constituency includes both State employees and
State management.
Traineeship plans and programs developed in conjunction
with this Program, will be closely monitored and con-
trolled by Employee Advancement Section staff to insure
that trainees receive necessary training and development
to perform successfully. Obviously, these plans will
reflect the program needs of the agencies involved.
All programs will be evaluated for utility and efficiency
and may be adjusted or eliminated in the future.
We believe that increased initial costs will be offset by
increased productivity, efficiency, possible elimination
of existing positions and/or enhancement of existing
positions.
In order to implement these concepts, staff from the Department of
Civil Service have met (or will be meeting) with the Personnel, Labor Relations
and Affirmative Action staff of State departments and agencies to explain the
six concepts and to discuss possible applications. As a result of these dis-
cussions, new traineeship or aide positions are being created. These meetings
are also attended by representatives of Classification and Compensation and
Staffing Services.
The Employee Advancement Section, located within the Department of
Civil Service in Albany, has been established to implement the Memorandum
of Intent. Appendices B and C contain an organization chart, a list of respon-
sibilities, and a list of agency assignments for the staff of the Employee
Advancement Section.
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1, Pevelopment of Increased Training, Development and Advancement Opportunities for
ent
Entry ‘Level Employees
Application of this concept will potentially affect the largest number
ef clerical and secretarial employees who are concentrated in the grade 3-7
Fange. Therefore, it may be the most difficult to implement. It is also the
ieast developed of the six concepts.
Attempts to address the need to clearly define job responsibilities. have
sometimes resulted in overspecialization of clerical titles. ‘This overspecialin
pation can result in a lack of management flexibility in utilizing staff and gan
atse severely affect clerical and secretarial employees by limiting training, per
Sonal development and career advancement opportunities available to them, Many
clerical positions in grades 3-7 are classified into specialized departmental and
interdepartmental titles, although as a group they share many of the same funetion
skills and qualifications, Overspecialization may usually be traced to efforts tq
more precisely define jobs, limit promotion fields, and provide a means to evaluate
pnique skills required for certain positions where incumbents perform high-volume,
essentially independent functions, Despite similarities in qualifications and
examinations, there are limited opportunities for transfer, cross-occupational
training, job rotation or career advancement via cross-over from one series to
another,
. In order to provide more meaningful job opportunities, training,
advancement and flexibility in assignment of support staff, we are considering the
models described below. Although there are examples of Model C, Models A and B are
still in the conceptual stage. Therefore our descriptions of these ideas are open
to further revision and change.
A, The "General Clerical Model"/Job Restructuring and Enrichment
This involves developing criteria for a "General Clerical
Model" series to reorganize the existing clerical titles into generic
titles. It would have the effect of broadening the range of duties
performed by clerical employees in these titles, provide incentives
to managers to train staff in more varied job skills, provide promo-
tion opportunities by removing artificial barriers between title
series, and permit better utilization of currently untapped resources
and abilities of individual employees. This model would be applicable
to populous interdepartmental classes such as an Office Assistant
Series.
An agency's support staff will be carefully reviewed and
where duties, responsibilities and qualifications are determined to
he similar, specified functions will be combined and described by a
new generic Grade 3-5-7 title series. For each level in the series
the range of duties, activities and responsibilities, as well as
levels of performance, would be comprehensively described, Incumbents
of these positions would perform a broad range of clerical functions
and the positions would be allocated based on the level of responsibility;
the difficulty and complexity of the segregation or selection of -
assignment; procedures followed by the employee; degree of controi
of the employee's work by others; the variety and scope of the
tasks; the amoynt of independent action; the need for accuracy;
xesponsibility for public contact; and the availability and nature
of guidelines. While the existence or absence of supervisory
responsibilities would be a factor in classification and allo-
cation within the series, it would not be the controlling one,
The required qualifications to perform would be delineated
for each level, and the means provided to advance from one level to
another via on-the-job training, formal course work and experience,
Qualifications and selection for entry into the new series will also.
be established, as will requirements for movement from one position
to another as additional qualifications are met.
B. The "Specialized Clerical Model"
Where a continuing need exists to provide specialized
Support service, and the positions do not lend themselves to
inclusion in Model A, such functions will be identified and des-
oribed. Within the title series, one of several levels of assign-
ments and responsibilities could be described and means provided to
move into the positions and to move up through the title series via
examination and/or specialized training, Such specialized functions
may be defined, for example in the areas of secretarial services,
receptionist-typist functions, or in agency program areas such as
"Agency District Office Worker", In the example of the Distriot
Office Worker, duties and responsibilities currently performed by
individuals in various specialized titles would be combined into
one generic title, with different levels reflective of the level
of responsibility and variety of duties being performed. For example,
an incumbent could Progress from District Office Worker I through
District Office Worker IV as he or she assumes a prescribed set of
duties and responsibilities at each level. In general, a broad range
of duties would be formulated for the titles, including special skills
and qualifications needed at each level. To the extent that levels
. of performance are defined within these series, specialized ocoupa-
tional skills would be required such as typing or shorthand, Train~
ding and development programs would be offered to provide employees
with the skills needed to advance to higher level positions within
the series, or to move to other positions,
C+ "Clerical, Secretarial Mobility Plans"
This would provide increased opportunities for movement. of
entry-level employees across occupational lines. Recognizing the need
to provide flexibility to employees in career Planning, and to manage
ment in most effectively utilizing staff resources, opportunities for
“36 #1
movement to and/or cross-training
will ke provided, This will enable entry-level employees to move
to other occupational areas and/or obtain the required knowledge,’
in different occupational areas
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skills and abilities hy means of formal training, on-the-job train-
ing, xetational assignments and apprenticeships ta move into tegh~
nical, client service, building trades and other occupational. areas,
Such training programs would maximize advancement opportunities
available to entry-level employees, not only within agencies, but
across agency lines, It will be particularly advantageous in
agencies where the bulk of positions exist jn technical specialities
and there are limited promotion opportunities within the elerical/seca-
retarial support functions. From
a management perspective, this pror
gyam gan also salve long-standing recruitment Problems in gertain
occupational areas. (See Appendices D and E -- Announcements for
Engineering Aide and Drafting Aide
ys
2, Development of two-year training plans intended to lead to transition
‘ef clerical, secretarial and other administrative employees to G-18
administrative positions, :
This concept is the first to be. implemented through the
Public Administration Traineeship Transition Program (PATT) (see
{ Appendix F),
How Position is Created
Roe ee ae ee nt
Two-year traineeships would be created to provide an optional
alternative to filling traineeships leading to Grade 18 administrative positions
traditionally filled via the open-competitive Professional Careers
examination. (e.g., Personnel Administrator, Budget Analyst, Budget
Examiner, etc.) Comprehensive job-related training and development
programs will provide appointees with the necessary knowledge, skills,
and abilities to perform the duties and responsibilities of the G-18
adminigtrative positions.
How Concept "Bridges" Employees
Successful completion of the two-year traineeship bridges
employees from clerical and secretarial positions directly to permanent,
professional administrative positions.
Nature of Duties Performed
i
fhe trainee will perform increasingly broader and more
wesponsible duties leading to satisfactory performance of the full
xange of activities of the Grade 18 administrative position. The
two-year traineeship will consist of comprehensive training and
development including formal course work, on-the-job training, and
departmental and interdepartmental training. Agency administration
of the traineeship and the trainee's participation in the traineeship
will be closely monitored by the Employee Advancement Section in an
attempt to insure required skill acquisition. (See Appendix # -
Central Administration and Monitoring of Traineeship Programs)
Experience acquired from the current two-year administrative trainee~-
ships should improve these traineeships.
Minimum Qualifications
Candidates must have permanent competitive service in a title
whose duties and activities are primarily clerical or secretarial in
nature as follows:
a) three years in a title allocated to G-7 or higher; or
b) two years in a title allocated to G-1l or higher; or
| ce) one year in a title allocated to G-14 or higher; or
a) a satisfactory equivalent combination of the service
described in a, b, and c.
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Examination
The selection process is designed to evaluate a candidate's
ability to acquire during the two-year traineeship, the knowledge, skills
and abilities necessary to perform the duties and responsibilities at the
full Grade 18 performance level. It includes the following:
1. Written test held September 15, 1979
2. Evaluation of training and experience
3. Qualifying oral test
4. Two-year traineeship/probationary period
Probationary Period
The probationary period will coincide with the traineeship and
will be from 12 weeks to two years. Unsuccessful appointees will revert
to their permanent positions.
Qpportunity for Further Advancement
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After successful completion of the two-year traineeship,
appointees will be eligible to compete in examinations for promotion
to higher administrative and managerial positions.
Miscellaneous Information
Managers will have the option of filling the target administrative
traineeships from the PATT or the Professional Careers eligible list. - The
extensive selection process should result in excellent candidates being
reachable for appointment and should encourage agencies to appoint at least
100 PATT candidates per year, Although 100 appointments from the initial
4000 approved applicants for the written portion is not great, it is much
greater than previous attempts and should increase employee morale and pro~
vide an incentive for increased productivity.
3.
Expansion in Use of Administrative Aide Positions
How Position is Created
Administrative Aide positions, Grade 11, are created by
restructuring jobs, extracting paraprofessional duties and responsi-
bilities from existing administrative professional positions or by
describing new functions to be performed at a level between that of
clerical and professional.
How Concept "Bridges" Employees
Administrative Aides are eligible to compete for traineeships
leading to Grade 18 administrative positions. Currently, after being
an Administrative Aide for 18 months, the incumbent may be nominated to
take a non-competitive promotion examination for the two-year traineeships
leading to Grade 18 administrative positions. However, this policy may
be changed.
Nature of Duties Performed
Administrative Aides perform paraprofessional duties and
responsibilities related to, and supportive of, the entry-level admini-
strative professional positions. Usage of Administrative Aide positions
will result in enhancement of the entry-level professional position as
well as provide expanded opportunities for clerical and secretarial
employees.
Minimum Qualifications
For the last Administrative Aide examination (in 1975), the
minimum qualifications were one year permanent competitive service,
Grade 6 or above, Minimum qualifications for the next examination in
February, 1980 are being reviewed by the Employee Advancement Section
at this time but will include a stipulated length of permanent competitive
service in positions allocated to certain grade levels.
Examination
The last examination was a written examination designed to
determine one's ability to perform as an Administrative Aide after a
brief period of on-the-job training. The resulting list was certified
for promotion on a departmental basis only. The scope and possible
selection device(s) for the February 1980 exam are being reviewed by
the Employee Advancement Section.
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Probationary Period
The probationary period will be 12 to 26 weeks,
Opportunity for Further Advancement
Administrative Aides will be eligible to compete for traineeships
leading to Grade 18 administrative positions.
Miscellaneous Information
We are currently encouraging agencies to review their staffing
patterns in administrative offices (Personnel, Budget, Staffing Services,
Training, etc.) to determine the appropriateness of expanding the use of
Administrative Aides in various administrative areas. Since the Employee
Advancement Section was established, there has been an increase in the
requests and approvals for Administrative Aide positions in various offices
which have administrative responsibilities and we would expect this to con-
tinue.
Of the 12,000 employees who took the last examination (in 1975)
85 appointments were made to 55 positions. Thirty employees transitioned
to the two-year administrative traineeships as a result of non-competitive
examinations.
The Employee Advancement Section is presently reviewing the
duties and responsibilities of the Administrative Aide positions before
Proceeding with the next examinations,
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4,
Creation of Paraprofessional Program Aide Positions
How Position is Created
Paraprofessional Program Aide positions will be created in
various program and technical areas by job restructuring, extracting
duties from existing entry-level professional positions, or by describ-
ing new fumctions to be performed at a level between that of clerical
Support and the professional. These paraprofessional positions will
be allocated to a specific grade level.
How Concept "Bridges" Employees
Appointment as a "Program Aide" bridges an employee into a new
occupational field with increased opportunity for future advancement.
Future advancement will occur via examination.
Nature of Duties Performed
Paraprofessional duties and responsibilities are related to, and
Supportive of, the entry-level professional position from which they were
derived. Creation of "Program Aide" positions will not only provide new
opportunities for clerical and secretarial employees, but will result in
the enhancement of the entry-level professional position.
Minimum Qualifications
A stipulated length of permanent competitive service in positions
allocated to certain grade levels, possibly in certain occupational fields,
will be required. Additional training and/or experience may also be
required. These qualifications will be determined through an analysis
of the particular "Program Aide" position.
Examination
Subject Matter. Written test will be a subject matter test
designed to assess the candidates’ possession of the knowledge, skills,
and abilities necessary to perform the duties and responsibilities of
the "Program Aide" position. Selection Process may also include one or
more of the following: oral test, rating of training and experience,
performance evaluation.
Probationary Period
The probationary period will be twelve to twenty-six weeks
or as specified in Rule 4.5 of the Civil Service Rules and Regulations.
Opportunity for Further Advancement
"Program Aide" titles may be considered a field of promotion
for target entry-level professional program positions, related
entry-level positions, and for further advancement beyond the entry-level,
Advancement will occur via examination.
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Miscellaneous Information
By redistributing duties and responsibilities among
professionals, paraprofessionals, and clerical support staff, work
should be completed in a more efficient manner. Increased oppor
tunity for clerical staff to compete for paraprofessional Program
Aide positions within a program area, should increase productivity
and employee morale.
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Creation of Promotion Traineeships in Program Areas as an Optional
Alternative to Open-Competitive Situations
How Position is Created
ae ee ton 25 Created
New program traineeships will be created to provide an
optional alternative to’ filling existing performance level target positions
traditionally filled via open-competitive recruitment and examination. The
grade level and salary will be commensurate with the duties and responsibil-
ities of the traineeship. Comprehensive job-related training and develop-
ment programs will provide appointees with the necessary knowledge, skills,
and abilities to perform the duties and responsibilities of the performance
level target positions.
How Concept "Bridges" Employees
Successful completion of the various "Promotion Traineeships" will
bridge employees directly to permanent appointment at the full-performance
Erofessional level.
Nature of Duties Performed
The trainee performs increasingly broader and more responsible
duties leading to satisfactory performance of the full range of activities
characteristic of the target position, Trainees perform under close super~
vision. They receive on-the-job training and participate in other training
activities as prescribed in the specific training and development plan,
Ongoing reporting systems to monitor completion and effectiveness of train-
ing will be jointly developed and administered by the employing agency and
the Department of Civil Service, (See Appendix H - Central Administration
- and Monitoring of Traineeships) .
Minimum Qualifications
A stipulated length of permanent competitive service in positions
allocated to certain grade levels, possibly in certain occupational fields,
will be required. Additional training and/or experience may also be
required. These qualifications will be determined through an analysis of
the particular "Promotion Traineeship",
Examination
The overall selection process for a particular "Promotion
Traineeship" may include one or more of the following: written test, oral
test, rating of training and experience, performance evaluation,
The written test will be a general abilities test designed to
evaluate the candidates’ ability to acquire, during the stipulated length
of the traineeship, the knowledge, skills and abilities necessary to per-
form the duties and responsibilities of the target position,
=2- #5
Probationary Period
The probationary period will be the duration of the traineeship,
If unsatisfactory, the incumbent will return to his/her permanent position.
Opportunity for Further Advancement
After successful completion of the "Promotion Traineeship",
appointees will be eligible to compete in examinations for promotion to
middle and top level positions within an agency.
Miscellaneous Information
In most instances, program managers will have the option of
appointing on an open-competitive basis, or from the promotion traineeship
list. In addition to providing advancement opportunities for lower level
employees, program traineeships can be an efficient mechanism for dealing
with recruitment problems, high turnover areas, and/or a low supply of adequately
trained professionals.
An example of an area where this concept has been implemented
successfully is Computer Programmers, Agencies have been extremely satis-
fied with departmental employees promoted to these traineeships and
transitioned to the full performance level. Other newly created Promotion
Traineeships include Employment Security Claims Trainee and Employment
Security Placement Trainee in the Department of Labor (see Appendix G) and
Purchasing Agent (Printing) Trainee and Surplus Property Trainee in the
Office of General Services,
Expansion of Transfer Opportunities of Current Employees to New
Occupational Areas
The yellow Appendix explains the rationale and criteria for
Section 70.4 of the Civil Service Law. Employees meeting the require-
ments are provided with a method to transfer to a new occupational
series.
The Employee Advancement Section is publicizing the
availability of this section in an attempt tq provide an additional
opportunity to lower level employees. As a result of this publicity,
more requests should be submitted for transfer under Section 70.4.
APPENDIX A
New York State Clerical and Secretarial Employee Advancement Program
TEXT OF MEMORANDUM OF INTENT (without attachments)
The following shall constitute a memorandum of intent between the State of New York and the
Administrative Services Unit of the CSEA,* .
Both parties recognize the need to provide meaningful training, development and advancement
opportunities for employees of the Administrative Services Unit. Both parties further recognize that
there is a need to improve employee morale, mobility and productivity and to provide increased
advancement opportunities for women, minorities and disadvantaged within State service.
In order to meet these needs, the State of New York agrees to pursue implementation of a Clerical
and Secretarial Employee © Advancement Program within its various departments, agencies and
institutions based upon the concepts described in attachments 1 - 6 which are summarized below:
1, Development of increased training, development and advancement opportunities
for entry-level employees,
2, Development of two-year training plans intended to lead to transition of clerical,
secretarial and other administrative employees to G-18 administrative positions.
8, Expanded use of Administrative Aide positions,
4. Creation of new Paraprofessional Aide Positions in program areas,
5. Development of traineeship promotion opportunities as an optional alternative to
certain open-com petitive situations.
6, Expand opportunities to: allow the transfer of current State employees to new
occupational series, .
To promote the maximum use of the concepts the State will:
1. Provide resources for a centralized ‘program to develop and implement programs
based upon the concepts,
2. Monitor agency compliance with the intent of this memorandum by requiring
each State department and agency to submit periodic plans and reports.
8, Provide funds from such sources as the educational, development and training
funds under Article 14, Employee Development and Training, of the 1979-82
agreement between the State and CSEA (e.g., the funds specifically designated to
support the Clerical and Secretarial Employee Advancement Program, employee
benefit training funds and agency experimental training funds) and available
agency training funds to support training required as part of approved
development and advancement programs resulting from implementation of the
concepts. In addition, the State, in a joint effort with CSEA, will seek, Federal
funds to support the training described in this subparagraph.
It is also agreed that the State and the Administrative Services Unit of CSEA will establish a
“committee to publicize the concepts, encourage development and implementation of programs
based upon such concepts, and éncourage employee and agency participation in such programs,
It is agreed that the committee mentioned above will meet at least semi-annually to monitor agency
plans, reports and implementation progress and to discuss problem areas and make
recommendations for modifications and/or improvements. It shall also review and have input into
all initial program criteria established by the Department of Civil Service before distribution to
State departments and agencies.
* This memorandum of intent shall not constitute an agreement under Article 14 of the Civil Service Law and its
terms and provisions shall not be subject to grievance or arbitration.
EAS/VJG/6-79 Reprinted By New York State Department of Civil Service
ORGANIZATION CHART FOR EMPLOYEE ADVANCEMENT SECTION Appendix 8
Coordinator of Employee Advancement G-28
JIM GUTOWSKI 7-6309
- Program development; administration
- Special project assignments
- Performance evaluation and work performance standards
for CSEAP's
Supervision and staff development
Member Joint State CSEA Committee on CSEA Program
ROBERTA BOLLOCK
Steno G-5
Asst. Coordinator of Employee Advancement G-25 TEAM #1
Empl. Adv. Specialist G~23
7-6306/6307
BETSY GORDON 7-6312 Asst. Empl. Adv. Spec. G-18
Traineeship development advisor
Liaison with Training Division
ANN HODGSON CAROL PRAYLOR
Monitor and control of training programs,
traineeships, and training funds toward
advancement programs
- Special project to re-direct training program
IPA Grant Administration
- Special Training and "Self-Help" programs for
clerical and secretarial employees
- Member of Personnel Council Training Committee
and Joint project for Administrative ‘training
Expansion of 70.4 criteria
Reporting systems; internal,
external
IDP 3-5-7 programs
Liaison on selection programs
and class standards for
upper-level clerical positions
- Skills training promotional
programs for entry-level
clerical employees
~ Special PR project on 70.4
transfer opportunities and
requirements
‘TNE LEO
Steno G-5
Empl. Adv. Specialist G-23
(1/2 time)
MARY ELLEN CARPENTER
TEAM #2
Emp. Adv. Spec. G-23 (1/2 time)
JUDY THOMSON
- Public Adm. Traineeship
Transition Program
- Accounting Traineeship
- EDP Technician series
~ IDP Prom. Traineeship Test
Battery procedures and guidelines
for agency meetings, etc.
7~6307/6308
Empl. Adv. Spec. G-23
ALEXANDRIA DOUGLAS
~ Administrative Aide
- Program for monitoring,
control and analysis of
all CSEA selection
programs
Agency
Adiron. Park Agency
Aging, Office for The
Agriculture & Markets
Alcoholic Bev. Con. Brd.
Audit & Control
Banking
Bridge Authority
Budget
Cable TV
Civil Service
Commerce
Comm. on the Qual. of
Care of Ment. Disab.
Consumer Protection
Correction, Comm.
Correctional Services
Council of the Arts
Crime Victims Comp. Bd.
Criminal Justice
East Hudson Pkwy. Auth.
Economic Dev. Bd.
Education
Elections
Employee Relations
Environ. Conservation
Energy Office
Energy Research &
Develop. Authority
Agency Assignments
Agency EAS
Code Specialist
01300 Judy Thomson
01370 Carol Praylor
06000 Alexandria Douglas
01030 Carol Praylor
02000 Mary Ellen Carpenter
07000 Mary Ellen Carpenter
55020 Judy Thomson
01010 Mary Ellen Carpenter
01480 Mary Ellen Carpenter
08000 Mary Ellen Carpenter
22000 Mary Ellen Carpenter
01590 Carol Praylor
01120 Mary Ellen Carpenter
01530 Alexandria Douglas
10160 Alexandria Douglas
01360 Mary Ellen Carpenter
01400 Mary Ellen Carpenter
01490 Alexandria Douglas
55190 Judy Thomson
01150 Mary Ellen Carpenter
11000 Alexandria Douglas
01540 Mary Ellen Carpenter
01150 Mary Ellen Carpenter
09000 Ann Hodgson
Carol Praylor
Judy Thomson
21190 Judy Thomson
Appendix ¢
Telephone
Number/
457-6307,8
457-6306 ,7
457-6307 8
457-6306 ,7
457-6307,8
457-6307,8
457-6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6307 ,8
457-6306,7
457-6307,8
457-6307,8
457-6307,8
457-6307,8
457-6 307,8
457-6307 ,8
457-6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6307,8
457-6306 ,7
457-6306 ,7
457-6307,8
457-6307,8
‘
,
Agency
Equal. & Assessment
Executive Chamber
Gen Svcs., Office of
Health Systems Mgmt.
Higher Ed. Serv. Corp.
Housing & Comm. Renewal
Housing Finance Agency
Human Rights App. Bd.
Human Rights, Div. of
Insurance
Interoffice Coord. Comm.
Investigation, State Conmm,: of
Job Development
Judiciary
Labor (excl, WCB & SIF)
Labor Relations Bd,
Law
Legislature
Lottery
Mental Health, Office of
Mental Retardation &
Dev. Disab., Office of
Military & Naval Affairs
Misc. Commissions
Motor Vehicles
Agenoy EAS
Code Specialist
01310 Alexandria Douglas
01000 Mary Ellen Carpenter
01050 Mary Ellen Carpenter
12000 Alexandria Douglas
11100 Alexandria Douglas
01080 Mary Ellen Carpenter
07950 Alexandria Douglas.
01430 Ann Hodgson
Carol Praylor
01090 Ann Hodgson
Carol Praylor
13000 Mary Ellen Carpenter
56000 Carol Praylor
21450 Alexandria Douglas
55100 Judy Thomson
Judy Thomson
14020 Ann Hodgson
Carol Praylor
14030 Ann Hodgson
Carol Praylor
03000 Carol Praylor
Judy Thomson
20050 Judy Thomson
5000 Ann Hodgson
Carol Praylor
5100 Ann Hodgson
Carol Praylor
01070 Alexandria Douglas
Judy Thomson
23000 Judy Thomson
Telephone
Number
457-6307,8
457-6307,8
457-6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6307,8
457-6306 ,7
457-6306 ,7
457-6306 ,7
457-6306 ,7
457-6307,8
457-6306,7
457-6307,8
457~6307,8
457-6307,8
457-6306 ,7
457-6306 ,7
457-6306 ,7
457-6306,7
457~6306 ,7
457-6307,8
457-6307,8
457-6306 ,7
457-6306 ,7
457-6306,7
457-6306 ,7
457-6307,8
457~6307,8
457~6307,8
Agency
Office of Alcoholism §
Substance Abuse
Parks & Recreation
Parole, Div. of
Probation
Public Employ. Rel. Bd.
Public Health Mgmt.
Public Service Comm,
Racing & Wagering Bd,
St. Lawrence-Eastern
Ontario Commission
Social Services
Social Welfare Board
State
State Insurance Fund
State Police
State University
Tax & Finance
Teachers' Retirement Syst.
Thruway Authority
Transportation
Veterans' Affairs
Vocational .Rehab.
Workers' Comp. Bd.
Youth, Division for
3+
Agency EAS
Code Specialist
52000 Carol Praylor
49070 Alexandria Douglas
01020 Alexandria Douglas
01200 Alexandria Douglas
08010 Judy Thomson
12000 Alexandria Douglas
16000 Alexandria Douglas
01510 Judy Thomson
01550 Alexandria Douglas
01800 Alexandria Douglas
01160 Alexandria Douglas
19000 Judy Thomson
00640 Carol Praylor
01060 Alexandria Douglas
28010 Judy Thomson
20010 Judy Thomson
11340 Judy Thomson
55090 Alexandria Douglas
3000 Alexandria Douglas
01190 Judy Thomson
11700 Alexandria Douglas
14010 Carol Praylor
O1L70 Carol Praylor
Telephone
—Number_
457-6306 ,7
457-6307,8
457-6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6307,8
457-6307,8
457~6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6306,7
457-6307,8
457-6307,8
457~6307,8
457-6307,8
457-6307,8
457-6307 ,8
457-6307,8
457-6307,8
457-6306 ,7
457-6306 ,7
APPENDIX D
New York State Announces a Competitive Transition Examination
Written Test To Be Held Applications Must Be Postmarked
: No Later Than
| OCTOBER 9, 1979
NOVEMBER 17, 1979
NO. 00-029 DRAFTING AIDE 6-5
THIS EXAMINATION IS OPEN TO ALL QUALIFIED EMPLOYEES OF
THE DEPARTMENT OF TRANSPORTATION
At present there are 20 vacancies located throughout the State in the various Department
of Transportation regions.
TRANSITION EXAMINATION: ‘This type of examination provides an opportunity not previously
offered. It is one of several transition concepts included in a Memorandum of Intent
agreed to by the State and the CSEA, designed to provide increased career mobility and
advancement opportunities for employees within State service.
Upon completion of one year of permanent service as a Drafting Aide, you will be eligible
to compete in promotion examinations for Drafting Technician G-8. Success on subsequent
promotion examinations may lead to appointment as Assistant Architect G-19.
QUALIFYING EXPERIENCE:
\ For Taking The Test:
On or before the date of the written test, candidates must have had three months
| of permanent service in a clerical or technical position in the competitive or
| non-competitive class.
Candidates permanently appointed to a qualifying title on or before August 30, 1979
and who have served continuously in this title since that date, shall be deemed to
meet the Qualifying Experience For Taking The Test.
For Appointment From
The Eligible List: one year of the Qualifying Experience For Taking The Test.
I SUBJECT OF EXAMINATION: ‘There will be a performance test in which candidates will be
| asked to prepare a drawing or tracing to scale with freehand lettering. If you do not
have drafting experience or have not taken instruction in drafting, this problem will be
very difficult.
Candidates will be notified prior to the examination of the materials they will have to
bring to the performance test.
In addition, there will be a wrttten test which will test for knowledge, skills, and/or
abilities in such areas as:
1. Interpretation of graphs and tables
2. Understanding and interpreting technical instructions and dimensional drawings
3. Basic mathematics
4. Drafting techniques, terminology and instruments
\
F
t
Points will be added to eligible scores of competitive class. employees only as follows:
Sentority'. . . «+. + + + « « «4 « For Each Year 0.2
You May obtain Announcements And Promotion Application Cards, XD+5;,
i From Your Agency Personnel Office
i S-4/T-2-ELS-we SEE REVERSE SIDE ISSUED: 8-31-79
| . NO. 00-029 DRAFTING AIDE G-5 .
| —tnnnnnnnnnenneneen New York State e An Equal Opportunity Employer
: APPENDIX E
d New York State Announces a Competitive Transition Examination
Written Test To Be Held [Applications Must Be Postmarked
No Later Than
SEPTEMBER 10, 1979
OCTOBER 20, 1979
NO. 00-026 ENGINEERING AIDE G-5
THIS EXAMINATION IS OPEN TO ALL QUALIFIED EMPLOYEES OF
THE DEPARTMENT OF TRANSPORTATION AND THE EAST HUDSON PARKWAY AUTHORITY
TRANSITION EXAMINATION: ‘This type of examination provides an opportunity not previously
offered. It is one of several transition concepts included in a Memorandum of Intent
agreed to by the State and the CSEA, designed to provide increased career mobility and
advancement opportunities for employees within State service.
QUALIFYING EXPERIENCE:
For Taking The Test: On or before the date of the written test, candidates must
have had three months of permanent service in a clerical or
technical position in the Competitive or Non-competitive Class.
Candidates permanently appointed to a qualifying title on or
before August 2, 1979 and who have served continuously in this
title since that date, shall be deemed to meet the Qualifying
Experience For Taking The Test.
For Appointment From
The Eligible List: one year of the Qualifying Experience For Taking ‘The Test
Norn: The eligible list resulting from this examination will also be used to fili
seasonal postttons.
SUBJECT OF EXAMINATION: Written test which will test for knowledge, -skills and/or
abilities in such areas as:
1. Basic mathematics
2. Interpreting charts, graphs, and tables
3. Understanding and interpreting technical instructions and dimensiona™ drawings
Points will be added to eligible scores of Competitive Class employees only
Sentortty . . 6 ee ee ee ee eee ee ws. For Bach Year 0.2
DUTIES: As an Engineering Aide you would assist in engineering work by doing basic
technical tasks or manual work with a field survey party or other field location, or in
a drafting room, office, or laboratory, under the immediate supervision of an engineex
or higher-ranking technician. You may work with equipment used in surveying activities
such as a rod, chain or axe under the direction of an engineer or technician. You may
also reduce notes, trace maps and plans, make simple engineering computations, and assist
with observations, inspections, and laboratory tests.
You May Obtain Announcements And Promotion Application Cards, XD-5,
’'From Your Agency Personnel Office
$-4/T-2-FAY-Ir SEE REVERSE SIDE Issued: 8-3-79
NO. 00-026 ENGINEERING AIDE G-5
~Toonnrnnn———on—m New York State « An Equal Opportunity Employer -——————_-——
APPENDIX F
New York State Announces a Competitive Examination for
Public Administration Traineeship
Transition Program — no0o-020
For Advancement in State Departments, Institutions, and Agencies
4. Within Promotion Units 2. Within Entire Departments 3. To Other Departments
Written Test To Be Held Applications MUST Be Postmarked
No Later Than ~
SEPTEMBER 15, 1979 AUGUST 6, 1979 ©
The PUBLIC ADMINISTRATION TRAINEESHIP TRANSITION PROGRAM provides qualified clerical and
secretarial employees an opportunity to advance to the entry-level of a two-year Public Administration Traineeship
leading to Grade 18 Administrative Positions, These traineeships will provide employees with formal training and
course work, including: college course work, extensive on-the-job training, workshops and seminars, and carefully
designed and monitored work experience. Successful completion of the two-year Public Administration Traineeship
Transition Program will result in permanent appointment at the Grade 18 level in one of the following titles:
Senior Administrative Analyst Senior Personnel Services Representative
Senior Budgeting Analyst Senior Employee Insurance Representative
Senior Personnel Examiner a Senior Personnel Administrator
Budget Examiner Senior Personnel Technician
Budget Examiner (Employee Relations) Senior Staffing Services Representative
Budget Examiner (Management) Senior Training Representative
Budget Examiner (Public Finance) Senior Training Technician
Senior Municipal Personnel Consultant Senior Career Opportunities Analyst
Senior Classification and Pay Analyst
QUALIFYING EXPERIENCE: On or before the date of the written test, candidates must have had permanent
competitive service in a title whose duties and activities are primarily clerical or secretarial in nature as follows:
a) three years in a title allocated to G-7 or higher; or
b) two years in a title allocated to G-11 or higher: or
c) one ybar in a title allocated to G-14 or higher; or
d) asatisfactory equivalent combination of the service described in a, b, and c.
Please note: In order to be considered qualifying, a candidate’s permanent competitive service must have been ina
title where the duties and responsibilities of the overall class of positions are primarily clerical or secretarial in
nature. Out-of-title work cannot be credited in determining eligibility to compete in this selection process.
A description of the selection process and other information about this program appears on the following pages.
APPENDIX G
New York State Announces a Competitive Transition Examination
Written Tests To Be Held: Applications Must Be Postmarked|
; No Later Than
OCTOBER 9, 1979
NOVEMBER 17, 1979
NO. 00-021 EMPLOYMENT SECURITY CLAIMS TRAINEE
NO. 00-022 EMPLOYMENT SECURITY CLAIMS TRAINEE (Spanish Speaking)
NO. 00-023 EMPLOYMENT SECURITY PLACEMENT TRAINEE
NO. 00-024 EMPLOYMENT SECURITY PLACEMENT TRAINEE (Spanish Speaking)
Trainee Salary $10,624
THESE TRANSITION EXAMINATIONS ARE OPEN TO ALL QUALIFIED EMPLOYEES OF THE DEPARTMENT OF LABOR
(exclusive of the Worker’s Compensation Board, State Insurance Fund and the Labor Relations Board)
These positions exist at a variety of locations throughout the State.
These TRANSITION EXAMINATIONS provide an opportunity not previously offered. !t is one of several transition concepts
included in a memorandum of intent agreed to by New York State and CSEA, and is designed to provide opportunities for employees
within State service.
The eligible lists resulting from these transition examinations will be used to fill one-year traineeships leading to permanent
appointment at full-performance-level positions at G-14. The Department of Labor will have the option of filling the positions from
gither the lists resulting from these examinations or from the open-competitive examinations for these titles which have also been
scheduled for November 17, 1979.
Transition examinations are similar to normal promotion examinations in many respects. However, since they represent an
experimental alternative to filling positions normally filled via open-competitive recruitment, they differ with respect to
i eligible list certification and use. It should also be noted that qualifications and other elements of these programs may be
\ changed in the future and/or programs may be discontinued as determined by the New York State Department of Civil
| Service.
QUALIFYING EXPERIENCE FOR TAKING THE TESTS: On or before the date of the written tests, candidates must be
| permanently employed in the competitive class and have had permanent competitive service as follows . . .
A. five years in a title allocated to G-5 or higher;
or B. three years in a title allocated to G-7 or higher;
or C. one year in a title allocated to G-10 or higher.
NOTE: College credits from a regionally accredited college or university, or one recognized by the New York State Education
} Department as following acceptable educational practices can be substituted forup to four years of the qualifying experience
— under A above and for up to two years of the qualifying experience under B above at the rate of 15 credit hours equalling
six months of permanent competitive service. !f you wish to substitute college credits for permanent competitive service,
you must attach Form XD-33, Training and Experience Application Supplement to Form XD-5, Promotion Examination
Application.
SUBJECT OF EXAMINATION: The written test will consist of multiple-choice questions For Examinations
i designed to test for knowledge, skills, and/or abilities in such areas as: 00-021 00-023
00-022 00-024
1. Interviewing x x
2. Reading, understanding and applying complex written material x x
: 3. ‘Preparing written material x
4, Understanding and interpreting material presented in tabular form x
Candidates successful on the written test, will also be required to pass a qualifying oral test designed to evaluate, against the
general background of the position(s), the ability to: (1) reason clearly and make sound judgments; (2) present ideas clearly
and effectively; and (3) establish satisfactory relationships with others.
The Department of Civil Service reserves the right to call to the qualifying oral tests only sufficient numbers of candidates to
fill existing and anticipated vacancies.
Points will be added to eligible scores as follows:
Seniority... 0... c eee seen O2
You May Obtain Announcements And Promotion Application Cards, XD-5,
From Your Agency Personnel Office.
$-2/T-3-TJ-map ‘. SEE REVERSE SIDE Issued: 8/31/79
ae New York State e« An Equal Opportunity Employer
Appendix 4
Central Administration and Monitoring
of Traineeship Programs
Agencies, trainees and various study committees have criticized
existing traineeship Programs for the following reasons:
_ Guidelines for program development have been
inadequate,and standards for effectiveness
have not been set,
_. Programs have not been monitored to insure
quality and effectiveness of training.
_ Technical assistance in developing plans for
training and development of trainees has not
been available to agencies.
_ Performance standards for various levels of
the traineeship have not been established.
_. Centralized "core" training programs have
not been readily available. \
__ The quality and quantity of training received
for the same job title has varied widely from
agency to agency.
The Employee Advancement Section (EAS) plans to structure the traineeships
included in the Employee Advancement Program to avoid these pitfalls. at every step
in the planning and implementation of a traineeship program, guidelines and techni-
cal assistance will be available. Central administration and monitoring will insure
that each trainee is developing the required knowledge, skills and abilities to per-
form successfully in the target position.
Each traineeship will vary depending on the requirements of the target
positions and the previous experience of the individual trainee. However, trainee-
ships will generally include the following: formal training on New York State
government operations, agency brocedures, and the specialty area; receipt of Agency
Procedures Manual; developmental assignments and on-the-job training provided by
supervisors; completion of staff assignments designed to demonstrate competency at
the level required for continuing the traineeship; assigned readings; attendance
at professional meetings; etc.
The major steps in carrying out a traineeship and the role of the Employee
Advancement Section in each step is briefly described below:
Step 1: Development of Individual Training Plan
EAS Staff will provide "Guidelines for Developing
Training Plans" and hold orientation sessions for
supervisors and trainees. Technical assistance
in developing the plan will be provided. EAS Staff
will review training plans to determine if they are
realistic and practical and to make sure that per-
formance goals for the trainee have been spelled
out.
mg Appendix H
1
Step 2: Implementation of Individual Training Plan
The Employee Advancement Section will assist agencies
by providing handbooks on New York State Administration
and/or the trainees specialty area, and by developing
and conducting core training in the specialty areas,
where appropriate.
Step 3: Monitoring and Evaluation
The Employee Advancement Section will monitor the
general traineeship program and the progress of
individual trainees through:
Review of individual training plan
Evaluation reports from supervisors
and trainees
Evaluation conferences with super-
visors and trainees as needed
Meetings with the trainee group
Meetings with supervisors of trainees
Annual meetings with members of Agency
Traineeship Review Boards
Step 4: Certification of Agencies and Trainees
Agencies will be certified for compliance with EAS
guidelines in developing meaningful traineeship pro-
grams. Those agencies which are not certified will
not be allowed to appoint additional trainees until
defects in the program are remedied.
Based on trainee and supervisory evaluations, successful
completion of competency assignments, etc, EAS will
certify that trainees have the skills needed to advance
to the full performance level.
Trainees who do not meet certification requirements
will be evaluated by FAS in cooperation with super~-
visors and Agency Review Boards to determine if
remedial training, reassignment to another specialty
or termination is the most appropriate course of
action
New York State Department of Civil Service
TRANSFERS UNDER SECTION 70.4
The New York State Civil Service Law (Section 70) provides the means for transfer between
positions in the public service. Subparts of the Section address specific situations under which
transfer is appropriate.
— Section 70.1 provides authorization for transfer between positions with
essentially similar duties, grade level, tests and qualifications,
~ Section 70.2 deals with transactions necessitated by transfer of functions
between agencies and other jurisdications.
— Section 70.4 affords transfer opportunity for qualified permanent competitive
class employees via non-competitive examination to positions in different
occupational areas.
Why Was Section 70.4 Adopted?
The Section was included in the Civil Service Law to allow for transfer within the Classified Service
for employees who further their education and training and thereby become qualified for other
lines of work. The mechanism promotes flexibility for both the appointing authority and the
permanent competitive class employee. Agencies are provided the opportunity to nominate proven,
committed and qualified workers for transfer. Use of the Section should result in mote efficient and
effective utilization of the State’s work force by providing the opportunity for career mobility to -
other occupational areas by means of transfer rather than by open-competitive examination.
When Can Section 70.4 Be Used?
Nominations for transfer under Section 70.4 may be submitted to the Department of Ciyil Service
by appointing authorities when:
1. The appointing authority and the employee agree to the transfer. For transfers
between agencies, both appointing authorities and the employee must agree to
the transfer. .
2. The use of an open-competitive list would be in order to fill the position.
8. The prospective nominee is a permanent employee in the competitive class in a
position within two salary grades of the position to which transfer is sought.
For purposes of this Section, employees in permanent competitive
Non-Statutory positions will be considered to be serving at a grade level
equivalent to the budgeted salary for the Non-Statutory position.
4, The nominee meets the open-competitive qualifications for the position to
which transfer is sought.
When these conditions are met, the nominee should complete an application form XD-10 to be sent
to the appropriate Staffing Services Section along with a letter from the appointing officer
nominating the employee for transfer. ~
