Uncategorized

Writing Your Executive Core Qualifications (ECQ), Part 2/2

by

Your ECQs should be well written narratives that provide information about your strategic, executive achievements in the language of the ECQ and its relevant sub-competencies. When writing your ECQ narratives, OPM recommends using the Challenge-Context-Action-Result (CCAR) Model.

An ECQ narrative may include one or two examples (not more than two) of relevant experience that matches the ECQ (and sub-competency) definitions. Keep in mind that your ultimate audience is the Qualification Review Board (QRB) (again, no one from your agency may sit on your QRB) so your stories must stand on their own. The QRB is looking for specific challenges, actions and results, rather than expressions of your philosophy or technical expertise.

Here is OPM’s definition of CCAR to use when writing your ECQs (along with some edits):

Challenge. Describe a specific problem that needed to be solved. Remember to think as holistically as possible. The QRB is interested in the large-scale, if you have suitable examples. And, it should be something where you had to get others behind you (this is not about your sole contributions but your leadership of others).

Context. Describe the individuals and groups you worked with, and/or the environment in which you worked, to address a particular challenge (e.g., complexity, co-workers, members of Congress, shrinking budget, low morale, impossibly short deadlines). Make sure this is at the executive level—not an example where you were asked to implement someone else’s idea. Think about examples where you were the initiator of an idea that had enterprise-wide impact.

Action. Discuss the specific actions YOU took to address a challenge. Use “I” not “we” even if you were part of a team. The QRB wants to see your personal contributions.

Result. Give specific examples of measures/outcomes that had some impact on the organization. These accomplishments demonstrate the quality and effectiveness of your leadership skills. Metrics always help support your results. If your result was qualitative, how can you show it was substantial? Perhaps a quotation from an award recommendation or performance evaluation, or a comparison to a prior situation.

Before you can begin writing your ECQs, you need to identify your examples. Your examples must be from the past 10 years (the past five years is even better—you don’t want anyone to think your best days are behind you!) and exhibit your strategic thinking, rather than transactional activities. You are limited to two examples per ECQ; each example must be a fully developed CCAR.

How can you identify your examples? Think back over the past five to seven years of your career. What do you consider to be your major achievements? What would your supervisor think was most impressive? Look back over your award citations, performance evaluations, and accomplishment reports—you may get some ideas from those documents. Talk to your colleagues; conversations may prompt your memory for good examples. Don’t forget to think about things outside of work that might show your executive level experience.

Other things to keep in mind:

  • You should not repeat examples in multiple ECQs. However, if you have a large complex story, you can use different parts of the story in different ECQs.
  • Even if your example is highly technical, be sure to simplify it in the telling and focus on your leadership of that issue. Your ECQs are not the place to show off your technical prowess; instead, wow the reader with your leadership savvy.
  • For some, it may be easier to identify examples and then match them to the ECQs; for others, trying to identify a specific story for each ECQ might be more effective.
  • The ECQs are not about your philosophy but rather your demonstration of the ECQs and sub-competencies in specific work situations. Do not include statements along the lines of, “I believe…” or use quotations from famous leaders.
  • You should use “I” throughout your ECQs. Even if the example that you are using is from your work as part of a team, the QRB is interested in your personal contributions. And yes, you can take credit for work done by your subordinates (after all, your leader is taking credit for your work, right? That’s just how it works folks.)
  • Do not refer the reader to earlier ECQs or your resume; each ECQ should stand on its own.
  • Sometimes an example can fit more than one ECQ; in that case, be sure to use the example where it best fits the ECQ definition.
  • Spell out acronyms and keep your stories simple—remember KISS.

10 Things You Can Do Right Now to Improve Your Resume

by

Most of us are looking for quick and easy things to improve our resumes without a lot of work or time. Here are 10 things you can do; all totaled, these should take less than 30 minutes:

  1. Is your education listed first? If so, move it to the end unless you have no work experience. Most employers value your work experience more than your education. EXCEPTION: if you are an academic and presenting a formal CV.
  2. Are there tables embedded in your resume? If so, remove them.
  3. Does your resume go back more than 10 years or so? If so, eliminate your earlier work experience; employers want to know what you have done lately.
  4. Do the dates and jobs on your resume match the dates and jobs on your LinkedIn Profile? If not, make them match.
  5. Does your resume include a Hobbies section? A Personal section? Something similar? Delete them; everything on your resume should be focused on your target job.
  6. Does your resume include references? Or the statement, “references available upon request”? If so, delete this; all employers know that you will provide references if asked.
  7. Do you still have your college graduation date? And it was more than 10 years ago? Delete it.
  8. Is your private sector resume more than 2 pages? It shouldn’t be. Likewise, if your federal resume is ONLY 2 pages, more content is needed. A typical federal resume is 4-6 pages.
  9. Do you have an objective statement? If so, get rid of it; your objective is to get the job! Which is implied by applying for it.
  10. Does your resume have typos or grammatical errors? Not sure? Ask someone else to read it and fix them.

BONUS: Does your resume contain key words for the positions you’re targeting? If not, add them. It’s not about knowing that you can do the job but proving that you already have!

Writing A Senior Executive Service (SES) Resume

by

While you are probably familiar with writing a resume, writing your SES resume is somewhat different. Not only must your resume include the required information for federal resumes, it must also show your executive-level experience and accomplishments. Typically grade 15 work (and sometimes grade 14, depending on the specific position) meets the basic qualifications requirement; therefore, your resume should focus on your highest-level work—there is no need to focus on earlier work experience – most resumes only go back about 10 years or so. In addition, like with other resumes, your executive resume should include the key words from announcement, as well as the five Executive Core Qualifications (ECQ), and as many of the sub-competencies as possible, in addition to the key words from technical qualifications.

Before starting to put your resume together, you should carefully review the job posting, especially the technical qualifications (TQs; also known as Professional Technical Qualifications or Mandatory Technical Qualifications). If you cannot provide specific examples of when you demonstrated each of the TQs, you should probably pick another announcement.

Additionally, you should carefully check the “how to apply” section of the announcement for any special requirements, such as a transcript, performance evaluation, supervisory endorsement, references, or something similar. You do not want to be applying at 11:59 PM on the closing date and find that you are lacking a critical document! Finally, you should carefully check the announcement to determine any character limits, font sizes, or application requirements (such as no uploaded resumes) before you start writing.

An executive resume typically includes several parts:

  • Executive Qualifications
  • Executive Experience and Achievements
  • Professional Leadership Development
  • Awards and Honors
  • Professional Presentations and/or Publications
  • Relevant Certifications and/or Licenses
  • Education

This is a lot of content; in most instances, your federal executive resume will be five or six pages. While this may sound long, it is important to remember that from a Human Resources (HR) review perspective, if it is not on your resume, you did not do it. So, a traditional two-page resume will rarely get your application in front of the agency Executive Resources Board (ERB).

Many agencies are restricting SES resumes to 5 pages. In these situations, many agencies are considering the resume as the entire application; in this case it is critical that you demonstrate your executive leadership through your resume. This means focusing on the language of the ECQs in addition to your technical qualifications. Do not rely on your resume “passing” because you are already in the agency. Throughout your resume, be sure to include metrics to give your work context (how many people do you lead? What is your budget? Etc.) and accomplishments to demonstrate that you can achieve results.

In addition to the above-mentioned parts, be sure to include all required information such as your title, job series, and grade, name of your supervisor, etc. Check the announcement to see if your Social Security Number is required (or prohibited). You do not want to be disqualified for failing to follow the rules.

Since veterans’ preference is not a consideration in the SES, this is less important in your executive resume. However, if you have military leadership experience at a high level (typically Colonel or above), you may want to include it in your SES resume.

Special Workforce Authorities for Cybersecurity Professionals

by

In July 2016, the Office of Management and Budget (OMB) and the Office of Personnel Management (OPM) jointly issued the Federal Cybersecurity Workforce Strategy to address the need to employ a Federal civilian cybersecurity workforce with the necessary knowledge, skills, and abilities to enhance the security of the Federal digital infrastructure and improve the ability to detect and response to cyber incidents when they do occur. The Strategy presents new approaches and government wide actions to identify, expand, recruit, develop, retain, and sustain a capable and competent workforce to address complex and ever-evolving cyber threats.

Here are some things you might want to know:

  • CyberCorps®: Scholarship For Service (SFS) is a unique program designed to increase and strengthen the cadre of federal information assurance professionals that protect the government’s critical information infrastructure. This program provides scholarships that may fully fund the typical costs incurred by full-time students while attending a participating institution, including tuition and education and related fees. Additionally, participants receive stipends of $22,500 for undergraduate students and $34,000 for graduate students. The scholarships are funded through grants awarded by the National Science Foundation. See https://www.sfs.opm.gov/ for more information.
  • Special pay rates are available for entry- and developmental-level computer engineers, computer science specialists, and Information Technology (IT) Management Specialists. These are rates which are higher than the published GS salary tables.
  • Other incentives, including recruitment and relocation incentives, student loan repayment, and advanced leave accrual, may be available for hard-to-fill positions in cybersecurity.
  • Critical Pay may be available for highly technical and/or scientific positions; see: https://www.opm.gov/policy-data-oversight/pay-leave/pay-administration/fact-sheets/critical-position-pay/
  • There is government-wide direct hire authority for Information Technology Management (Information Security / Cybersecurity for GS-2210-9 through GS-2210-15; there are also agency-specific excepted service hiring authorities for the Department of Defense (DoD), Department of Homeland Security (DHS), General Services Administration (GSA), the Office of Management and Budget (OMB), and the Veterans Administration (VA) for IT security and related positions.
  • There is a temporary authority to use excepted service hiring for digital services staff to support the President’s Management Agenda’s Smarter Information Technology (IT) Delivery Initiative. These appointments are not to exceed September 30, 2017.

None of the above is a guarantee, of course. But, if you are a committed Cybersecurity expert, knowing the federal hiring options can help you navigate the federal hiring process and network your way to success. And be sure to look at: www.cybercareers.gov, your updated source for everything cyber..

Take Advantage Of Informal Development Opportunities

by

Development is about more than just training. Most agencies offer both formal and informal development opportunities. The formal type of development encompasses traditional training programs, while informal development occurs during every day work. Do not neglect the multiple informal opportunities most of us have to improve ourselves at work. And, in these times of increasing budget pressures, it may be easier to take advantage of informal, rather than formal opportunities.

The following describes some examples of typical formal development programs. Not all agencies offer all of these opportunities.

Tuition Assistance Programs
Agencies may offer employees assistance to attend academic courses that are job related.

Targeted Career Training
In the case of the Career Intern Program, a centralized effort is used to provide effective and consistent training. This training often combines formal coursework with rotations and is based on defined competencies. Such program designs provide professional, technical, and leadership training.

Professional Development
Agencies may establish professional development programs designed to provide technical and general knowledge and experience to career employees. Agencies may also establish leadership development programs to ensure leaders continue to develop and “grow” the knowledge and skill necessary to effectively lead the organization. Such programs usually include well-rounded orientation consisting of formal coursework and on-the-job training assignments throughout the agency. The Senior Executive Service (SES) Candidate Development Program (CDP) is one such example.

Individual Learning Account
An Individual Learning Account (ILA) is a base amount of resources expressed in terms of dollars or hours, or both, set aside for an individual employee to use for his or her learning and development. Accounts may be used to develop knowledge, skills, and abilities directly related to the employee’s official duties. ILAs provide employees with flexible learning opportunities, and put the responsibility for learning in the hands of the learner.

Informal Development Opportunities

Managers can create development opportunities by creating situations for employees to learn informally. This type of development sometimes has a greater impact than more expensive formal training. Examples of informal development include the following:

Job rotations
Employees are appointed to new positions to learn about a different facet of the organization.

Special assignments
Tasks are given to employees to help them explore new areas and learn new skills.

Self-assessment
Employees are asked to analyze their needs and the efficacy of past training.

Coaching and counseling
Managers, team leaders, other employees give assistance and feedback on employee’s performance.

Job Aid/Demonstration
Sometimes a performance problem can be addressed with a quick demonstration or a simple instructional tool.

Mentoring
Senior colleague works with employee to help network, clarify goals, etc.

Learning teams
A team that is formed to address individual or group learning.

Self-development
Employees identify their own development needs and manage their own learning process.

Start an Individual Development Plan with a Few Easy Steps

by

An Individual Development Plan (IDP) can help you stay on course toward achieving your career development goals. But where and how do you begin? With these tips, you will learn to identify and describe your goals, choose activities that will help you meet them, set key milestones, and create a timeline for the completion of your goals.

Brainstorming and Preparation
To start the IDP process, first spend some time thinking about your career. As you do, ask yourself these questions:

  • How am I doing in my current job? In what areas do I excel? In what areas do I fall short, and what can I do to improve? Do I have all of the skills necessary to succeed?
  • What are my short-term career goals and developmental needs?
  • What developmental activities in my current job could help me develop the skills and knowledge I need for my target job?
  • Are there projects or experiences at work that could be helpful in my development?
  • Are there formal learning opportunities (e.g., conferences, virtual trainings, classes) that I would like to participate in?

As you consider these questions, write down your thoughts and note the areas with which you might need help. Be open and honest about your developmental needs. Finally, write down any career goals that emerge as a part of this brainstorm.

IDPs: Getting Started
Once you finish brainstorming, you should have some initial ideas for goals and relevant developmental opportunities. Now, begin to organize these ideas. Depending on where you work, you may have access to an IDP form. Your supervisor or HR specialist should be able to provide you with a form or another option if your organization does not participate in a formalized IDP process.

Generally, your IDP should include the following:

  • A clear statement of short-term career goals (within 1-2 years)
  • A clear statement of long-term career goals (within 3-5 years)
  • A specific action plan for the next year designed to help you move closer to achieving these goals

Creating Strong Goals
Don’t be afraid to set tough, but realistic, goals for yourself. Good career goals will help you to identify and focus your developmental efforts, bringing you closer to where you want to be in your career. By capturing both long-term (3-5 years) and short-term (1-2 years) goals, you can make sure your current efforts are supporting your future ambitions. Try to capture at least one long-term career goal and three to six short-term career goals in your IDP.

As you develop your IDP, make sure all of your goals:

  • Are SMART—Specific, Measurable, Attainable, Relevant, and Time-bound
  • Complement your organization’s mission, vision, and goals
  • Include any competencies you wish to develop
  • Contain the strategies you will use to accomplish your goals
  • Include the resources you will need
  • Explain how you will measure your progress
  • Include a deadline for achieving your goals
  • Finally, for each goal you set, identify one to three developmental activities that will help you achieve that goal.

Roles and Responsibilities for the IDP Process
To make your IDP experience as productive and efficient as possible, it helps to understand your role and your supervisor’s role in the process.

Your role is to:

  • Understand how well your skills and knowledge match what you need to complete your goals
  • Identify career goals, development needs, and training or developmental opportunities geared toward the achievement of your goals
  • Assess your progress toward reaching your goals

Your supervisor’s role is to:

  • Help you assess your strengths and development needs
  • Provide opportunities to discuss and plan your development
  • Help you identify training and developmental opportunities
  • Make sure that training and developmental opportunities align with your goals
  • Make sure that your goals and developmental needs align with the agency’s goals and objectives
  • Evaluate the outcome of your training and development

Planning for Your IDP Conversation
Once you’ve developed your IDP, you’ll want to set a time for reviewing your plan with your supervisor. Your supervisor is a valuable resource for your career planning and can help you explore possibilities you may not have considered.

The purpose of an IDP meeting with your supervisor is to come away with a comprehensive plan for your development. This includes goals as well as action items that will help you pursue your goals. You will have the opportunity to share what you have brainstormed and your supervisor will help you explore possibilities you may not have considered.

Be sure to schedule a follow-up meeting to review and adjust your plan as needed and check on your progress toward your goals.

Making Your IDP Conversation a Success
To make the most out of your conversation with your supervisor about your IDP:

  • Bring your development needs, goals, and potential resources to the discussion
  • Be open to your supervisor’s feedback and suggestions
  • Choose a time when both of you can stay focused on the development conversation without distractions or interruptions
  • Place timelines on your goals and objectives and set specific guidelines for follow-up
  • Schedule a follow-up meeting to review your progress

*Hat tip to the Department of Veterans Affairs for their excellent advice on career development.