This guidance is intended to provide agency heads, managers, training and development professionals, employees and other interested parties with a single, topically organized source for Governmentwide training policy.
Using the policies and guidance referenced here as a foundation, agencies should develop their own training policies in alignment with their respective strategic plans and missions. Agency training policies should be communicated widely and regularly to managers and employees and should be continually updated to reflect changing directions and priorities.
Agencies are responsible for developing, implementing, and evaluating their training programs in support of achieving their mission and goals. To assist this effort, the United States Office of Personnel Management (OPM) compiled existing policies, laws, regulations, Executive orders, memoranda, and directives authorizing and directing training for Federal employees into this one comprehensive Handbook. The information in this Handbook supplements and aides in the interpretation of instructions and guidelines found in the Government Employees Training Act (5 U.S.C. 4101-4121), Code of Federal Regulations (CFR), 5 CFR parts 410 and 412, and other applicable statutes, regulations and directives.
This Handbook is intended to provide agency heads, managers, training and development professionals, employees and other interested parties with a single, topically organized source for Governmentwide training policy. Topics include foundation principles; basic training policy and goals; roles and responsibilities of agency heads, managers and employees; mandated training; reporting of training data; training restrictions; and training administration and operations. The policies described in this Handbook delegate training authorities to department and agency heads in ways that allow flexibility in and local control over how they are carried out, but they do so within a context of holding managers accountable for meeting certain organization and Governmentwide training goals.
Using the policies and guidance referenced in this Handbook as a foundation, agencies should develop their own training policies in alignment with their respective strategic plans and missions. Agency training policies should be communicated widely and regularly to managers and employees and should be continually updated to reflect changing directions and priorities. All cited statutes and regulations are applicable as of the date of this publication. Agencies should consult original legal source material for context and to ensure cited statutes and regulations are still current. For questions or comments regarding anything in this Handbook, please email hrdleadership@opm.gov.
Agencies are required to assess periodically, but not less often than annually, the overall agency talent management program to identify training needs within the agency (5 CFR 410.201(4)). This can be accomplished by conducting a needs assessment. The purpose of conducting a training needs assessment is to identify performance requirements and competencies needed by an agency’s workforce to achieve the agency’s mission (5 CFR 410.201(d)).
A needs assessment identifies the gap between performance required or desired and current performance. The assessment then explores reasons for the gap and methods for closing or eliminating gaps. An effective training needs assessment will help direct resources needed to fulfill organizational mission, improve productivity, and provide quality products and services to the areas of greatest demand. Needs assessments should examine training needs on three levels:
This index highlights the laws, regulations, and other references relating to Federal Training administration. The index is a valuable resource for researching major training policy subject-matter areas. Many of the cited documents are available on the Internet. You also may contact your agency's human resources office, library, legal office, or information technology office to obtain copies of the documents cited (e.g., laws, regulations, Executive orders, etc.). Since each agency is responsible for Federal training administration, it is imperative that you also consult your agency's internal policies and collective bargaining agreements, as applicable.
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Under section 1331 of the Homeland Security Act of 2002 (Pub. L. 107–296), codified in 5 U.S.C. 4107, agencies have the authority to select and assign employees to academic degree training and to pay or reimburse all or part of the costs of academic degree training from appropriated or other available funds (if such training:
(1) contributes significantly to—
(A) meeting an identified agency training need;
(B) resolving an identified agency staffing problem; or
(C) accomplishing goals in the strategic plan of the agency;
(2) is part of a planned, systemic, and coordinated agency employee development program linked to accomplishing the strategic goals of the agency; and
(3) is accredited and is provided by a college or university that is accredited by a nationally recognized body (5 U.S.C. 4107 (a)).
In exercising this authority, agencies shall:
(1) consistent with the merit system principles set forth in paragraphs (2) and (7) of section 2301 (b), take into consideration the need to—
(A) maintain a balanced workforce in which women, members of racial and ethnic minority groups, and persons with disabilities are appropriately represented in Government service; and
(B) provide employees effective education and training to improve organizational and individual performance;
(2) assure that the training is not for the sole purpose of providing an employee an opportunity to obtain an academic degree or qualify for appointment to a particular position for which the academic degree is a basic requirement;
(3) assure that no authority under this subsection is exercised on behalf of any employee occupying or seeking to qualify for—
(A) a noncareer appointment in the senior Executive Service; or
(B) appointment to any position that is excepted from the competitive service because of its confidential policy-determining, policy-making or policy-advocating character (5 U.S.C. 4107(b)).
OPM recommends agencies identify mission-critical occupation and competency needs before determining the programs the agency will support in its academic degree training program.
OPM also recommends that agencies establish written policies regarding academic degree training programs. These policies could include the following:
Any employee as defined in 5 U.S.C. 4101(2) is eligible to participate. Employees ineligible to participate are those who occupy or seek to qualify for an appointment to any position that is excepted from the competitive service because of its confidential, policy-determining, policy-making, or policy-advocating nature (i.e., Schedule C appointments—political appointees), or a noncareer appointment in the Senior Executive Service (5 U.S.C. 4107(b)(3)).
Selection and assignment to academic degree training must follow merit promotion requirements (5 CFR 335.103(b)(3)) and competitive procedures (5 CFR 335.103(c)(1)(iii) and 5 CFR part 300 subpart A). The selection and assignment must be accomplished to meet one or more of the criteria identified in 5 U.S.C. 4107(a). Therefore, an agency may competitively select and assign an employee to an academic degree training program that qualifies the employee for promotion to a higher graded position or to a position that requires an academic degree (5 CFR 410.308(c)).
Agencies may pay or reimburse all or part of the expenses of an employee’s academic degree training (5 U.S.C. 4109(a)(2)). These expenses include course tuition, books, materials, lab fees, and other fees associated with the program. 5 U.S.C. 4109(a)(2) does not require agencies to pay for an entire academic degree program. For example, agencies can decide to pay for the college courses specific to an employee’s major but not pay for general requirement courses (e.g., courses required to graduate, but not specific to the major).
All training, including academic degree training courses, must be reported under 5 CFR 410.601, and OPM recommends the use of an SF-182 for the approval and reporting of training. To learn more about the SF-182, please refer to the SF-182 section in this Index and the Guide for Collection and Management of Training Information.
OPM recommends agencies establish policies for probation and termination from academic degree programs. Here is one example of a probation and termination policy:
Agency X requires all employees participating in the academic degree program to maintain a grade point average (GPA) of 3.0 or better. If an employee does not maintain a 3.0 GPA for two continuous semesters, Agency X puts the employee on probation for one semester. The employee must recover to at least a 3.0 GPA at the end of the semester. If the employee does not receive at least a 3.0 GPA, the employee will be terminated from the agency academic degree program.
OPM advises agencies to also establish policies granting a temporary leave of absence from academic degree programs to employees who are unable to participate in the program due to extenuating circumstances. For example, if the employee suffers from a recent death in the family and cannot take or complete the courses for that semester, the agency may grant a temporary leave of absence from the program for that semester.
Agencies must assess and maintain records on the effectiveness of academic degree training assignments (5 CFR 410.308 (d)). Agencies must also maintain and submit to OPM’s Governmentwide Electronic Data Collection System records of training plans, expenditures, and activities (5 CFR 410.601 (a). This includes all courses included in approved academic degree training programs. To learn more about collection and management of training data, click on the Guide for Collection and Management of Training Information.
Colleges and universities participating in an academic degree training program must be accredited by a nationally recognized body (5 CFR 410.308(b)). The U.S. Department of Education maintains a database of accredited postsecondary institutions and programs. To find out which institutions are accredited, click on http://ope.ed.gov/accreditation/. To the greatest extent practicable, agencies should facilitate the use of online degree training (5 U.S.C. 4107(b)(4)).
Agencies may determine whether to require an employee assigned to academic degree training to sign a continued service agreement (CSA), and this must be specified in the agency’s academic degree policy (5 CFR 410.309(b); see also 5 U.S.C. 4108). Agencies may require an employee who participates in training to continue to work in the Federal Government for at least three times the length of the training period (5 CFR 410.309(b)(2); see also 5 CFR 410.310). To learn more about CSAs, please see the CSA Fact Sheet.
See Training for PromotionIn addition to training that is offered under 5 U.S.C. chapter 41 during an employee’s work hours, an agency may authorize a special tour of duty not less than 40 hours to permit an employee to take one or more courses in a college, university, or other educational institution when it is determined that:
The agency may not pay to the employee any premium pay solely because the special tour of duty authorized under this section causes the employee to work on a day, or at a time during the day, for which premium pay would otherwise be payable (5 CFR. 610.122(b)).
Agencies may allow employees to study for exams and complete course assignments or homework during the employees’ scheduled duty hours for agency- approved training. An agency head has general authority to schedule the work of his or her employees to accomplish the mission of the agency (5 CFR 610.121(b)(1)). In addition, agencies may pay all or part of the pay (except overtime, holiday, or night differential pay) of an employee of the agency selected and assigned for training under 5 U.S.C. 4109 for the period of training (5 U.S.C. 4109 (a)(1)).
Agencies must prescribe procedures for obtaining U.S. Department of State advice before assigning employees stationed within the continental limits of the United States to training outside of the continental U.S. provided by a foreign government or international organization, or an instrumentality of either (5 CFR 410.302(f)).
Agencies are required under 5 CFR 330.603 to establish career transition assistance plans (CTAP) (5 CFR 410.307 (c)(4)). These plans are to provide career transition services, including training and retraining to displaced and surplus employees.
For more information on paying for training-related expenses, please refer to the Paying for Training section in this Index.
For more information on Career Transition Services, see OPM's website.
Meetings and conferences provide opportunities to learn information relevant to improving the conduct and/or management of agency programs. Agencies may sponsor an employee’s attendance at a conference as a developmental assignment when:
Employees who are veterans or dependents of active duty military personnel are eligible for educational benefits as a result of the Post-9/11 Veterans Educational Assistance Act of 2008 (“Post-9/11 GI Bill,” Title V of the Supplemental Appropriations Act, 2008, Pub. L. 110-252) (38 U.S.C. 3301 et seq.). The new law went into effect on August 1, 2009 and is the most comprehensive educational benefit package since the original GI Bill was signed into law in 1944.
On August 16, 2017, the President signed the Forever GI Bill-Harry W. Colmery Veterans Educational Assistance Act. The legislation contains 34 new provisions, which will enhance or expand educational benefits for Veterans, Service members, Families and Survivors. To learn more about the provisions, visit the Department of Veterans Affairs website.
In order to protect the public fiscally, certain types of veterans educational assistance may not be used to pay for training when the training has already been paid for by the employee’s agency under chapter 41 of title 5, U.S. Code (38 U.S.C. 3681(a)). This measure helps to ensure that multiple payments are not made for the same training activity.
For example, an employee may have one training course paid for under chapter 41 of title 5 and another course taken concurrently which is paid for under veterans’ educational assistance allowances. An employee could take a course in IT Security which is paid for under chapter 41 of title 5 during duty hours while receiving an allowance from the Department of Veterans Affairs for college instruction in business administration after hours during the same academic term. The IT Security course, however, cannot be a part of the same program of study for which the employee is receiving veterans’ educational assistance.
This section addresses the pay of an employee while attending agency-approved training. Time spent in training during regular working hours shall be considered hours of work (5 CFR 551.423(a)(1)). Agencies are reminded that, under 5 CFR 410.402(a), no funds appropriated or otherwise available to an agency may be used for the payment of premium pay to an employee engaged in training, with certain exceptions in 5 CFR 410.402(b). These exceptions for continuation of premium pay include:
As a general rule, employees may not receive overtime, holiday, or night differential pay for time spent in training (5 U.S.C. 4109(a)(1)).
The prohibition on overtime pay is not applicable to training treated as hours of work under Office of Personnel Management regulations implementing the Fair Labor Standards Act (FLSA), as amended. For employees covered by FLSA (i.e., FLSA non-exempt), time spent in training or preparing for training outside regular working hours is considered hours of work (See also 5 CFR 410.402(d), 5 CFR 551.423(a)(2) and 29 CFR 785.27 through 785.32.) if:
Entitlement to compensatory time off depends on entitlement to overtime pay. Sections of title 5 of the CFR prohibit overtime pay and compensatory time off for employees attending training, with a few exceptions (See 5 CFR 550.114, 5 CFR 551.423, Comptroller General Decision B-141321, and Comptroller General Decision B-249835).
Whether an employee is eligible for overtime pay for time spent in travel to and from training is determined by law and regulations concerning hours of work, and depends on whether an employee is covered by the FLSA. For employees not covered by the FLSA (i.e., FLSA exempt), the crediting of travel time as hours of work is governed by title 5 rules--in particular, 5 U.S.C. 5542(b)(2) and 5544(a)(3) and 5 CFR 550.112(g) and (j). Official travel away from an employee's official duty station is hours of work for training purposes if the travel is within the days and hours of the employee's regularly-scheduled administrative workweek, including regularly-scheduled overtime hours (See 5 CFR 550.112 (g) for more information). Official travel away from an employee's official duty station is also hours of work if the travel:
For employees who are covered by FLSA (i.e., non-exempt), travel time is credited if it is qualifying hours of work under 5 CFR 551.401(h) and OPM's FLSA regulations (5 CFR 551.422).
For further information about overtime pay and travel, see also 29 CFR 785.33 through 785.41 and Comptroller General Decision B-165311.
In Comptroller General Decision B-163654 (1971), the phrase "could not be scheduled or controlled administratively" was determined to refer to "the ability of an executive agency…to control the event that necessitates an employee’s travel. The control is assumed to be the agency’s when the agency has sole control, or the control is achieved through a group of agencies acting in concert such as:
When an outside institution contracts with the Government to conduct a training course, the event is under the administrative control of the Government. In Comptroller General Decision B-190494, an employee was denied overtime pay for travel on Sunday to attend such a training event.
Section 504 of the Rehabilitation Act of 1973 (Pub. L. 93-112), codified in 29 U.S.C. 794(a), states, “No otherwise qualified individual with a disability in the United States, as defined in section 705(20) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.” In accordance with this law, agencies must ensure that employees with disabilities are not excluded from participation in, denied the benefits of, or be subject to discrimination under trainings and/or training programs based solely on her or his disability.
Section 508 of the Rehabilitation Act of 1973, codified in 29 U.S.C. 794d, requires that, unless it would result in an undue burden for an agency, an agency must ensure that its electronic and information technology allows individuals with disabilities to have access to and use of information and data that is comparable to the access to and use of information and data by individuals without disabilities.
As specified in 5 CFR 410.302(a)(1), agencies must ensure that the selection and assignment of employees to training is made without regard to disability. Agencies are also prohibited from using a training facility that discriminates in the admission or treatment of students (5 CFR 410.302(a)(3)). The head of each agency must develop procedures to ensure training facilities and curriculum are accessible to employees with disabilities (5 CFR 410.302(a)(2), Executive Order 13164 and EEOC Enforcement Guidance: Reasonable Accommodation). To ensure that the training facilities and curriculum are accessible for employees with disabilities, agencies must provide reasonable accommodations, as appropriate unless doing so would constitute undue hardship (See EEOC Enforcement Guidance: Reasonable Accommodation, Reasonable Accommodation Related to the Benefits and Privileges of Employment).
The law allows agencies to pay for individuals to accompany or aid employees with disabilities traveling on official Government business, including to and from workshops, training classes, and conferences (See 41 CFR 301.13.3(g)).
The Department of Defense’s Computer/Electronic Assistance Program (CAP):Following the National Defense Authorization Act of October 2000, Congress granted CAP the authority to provide assistive technology, devices and support services free of charge to Federal agencies that have a partnership agreement with CAP.
To learn more about CAP, go to CAP.mil.
The Job Accommodation Network (JAN): JAN is one of several services provided by the U.S. Department of Labor's Office of Disability Employment Policy (ODEP). JAN provides free, expert, and confidential guidance on workplace accommodations and disability employment issues. To learn more about JAN, visit AskJan.org.
The Federal Workforce Flexibility Act of 2004 (P.L. 108-411) and 5 CFR 410.202 require agencies to evaluate their training programs on a regular basis and ensure alignment with strategic goals. Training evaluation is an objective summary of data gathered about the effectiveness of the training. The primary purpose of evaluation data is to inform decisions. Training evaluation data helps the organization determine whether the training is accomplishing its goals. They also help agencies decide how to adjust their training approaches for greater effectiveness.
For more information on evaluating agency training programs please consult OPM’s Training Evaluation Field Guide (2011) on OPM’s website and OPM’s Training and Development wiki.
Agencies are required to establish a program or programs for the continuing development of their senior executives in accordance with 5 U.S.C. 3396(a). These programs should start with a structured talent management and succession planning program, and should include 1) onboarding for new executives, 2) 360-degree assessments at least every three years, 3) a mechanism for executives to rotate to other executive assignments, and 4) at least one developmental activity for each executive, annually (Executive Order 13714, Strengthening the Senior Executive Service). Each SES member is required to prepare, implement, and regularly update an executive development plan (EDP) (5 CFR 412.401). OPM has developed a sample template.
Each SES member is required to prepare, implement, and regularly update an executive development plan (EDP) (5 CFR 412.401). OPM has developed a sample template.
EDPs must be reviewed and revised appropriately by the agency’s ERB or similar body designated by the agency to oversee executive development, using input from the SES’s performance evaluation. EDPs will:
Executive onboarding refers to the acquiring, accommodating, assimilating and accelerating of new executives into the organizational culture and business. Onboarding is not “orientation” but is a longer, more involved and deliberate approach of a fast track to meaningful, productive work and strong employee relationships tailored specifically to the needs of the executives. Executive onboarding should be strategic, so that it not only prevents executive derailment, but expedites the executive’s contribution to optimize strategic achievement.
Agencies need onboarding solutions/programs that address three types of new SES:
Onboarding of key executives is even more critical than it is for other employees because of the significantly greater performance expectations leaders face and the greater impact they have on the overall performance of the organization.
A rotation is defined as, "a development process, involving movement to another position or an assignment that broadens the executive's knowledge, skill and experience in order to improve talent development, mission delivery and collaboration." A rotation must last a minimum of 120 consecutive calendar days and provide experience outside the executive's current role.
Examples of rotations include the following:
Opportunities for rotation should be linked to individual Executive Development Plans (EDP) and the agency's overarching annual talent management and succession planning process.
Executive Order 13714; 5 CFR 317.901; 5 CFR 412.401
The Federal Workforce Flexibility Act (FWFA), Pub. L. 108-411, was enacted on October 30, 2004.
The FWFA requires each agency, in consultation with OPM, to establish a comprehensive succession management program to provide training to develop managers for the agency (5 U.S.C. 4121(1)). FWFA (5 U.S.C. 4121(2)) also requires each agency to establish a program to provide training to managers on actions, options, and strategies a manager may use in –
FWFA (5 U.S.C. 4103(c)) requires agencies on a regular basis to provide training to accomplish performance plans and strategic goals. Agencies on a regular basis shall –
The other provisions of FWFA were codified in 5 U.S.C. 5753, 5754, and 5550b.
The Government Employees Training Act (GETA), Pub. L. 85-507, enacted in 1958, established a flexible framework for Federal agencies to plan, develop, establish, implement, evaluate, and fund training and development programs designed to improve the quality and performance of their workforce and achieve their mission. GETA is codified in chapter 41 of title 5, United States Code.
Paragraphs (1), (2), and (3) of section 2 of GETA, Pub. L. 85-507, are included in GETA, but not codified in chapter 41 of title 5, United States Code. These paragraphs serve as background information rather than mandating action. These paragraphs are extremely important, however, to an understanding of the law's intent. They read as follows:
GETA was amended by the Federal Workforce Restructuring Act of 1994, Pub. L. 103-226, to permit agencies to take advantage of the existing training marketplace, which could include training from Government or non-Government entities.
AAgencies may share and coordinate training programs (5 U.S.C. 4118(a)(6) and 5 CFR 410.305). This flexibility allows agencies to receive interagency training when the training would result in better training, improved service, or savings to the Government. Executive Order 11348 allows agencies excluded from 5 U.S.C. 4102 to also take advantage of this flexibility.
When an agency hosts a training course for other agencies, the host agency needs to ensure the training facility and curriculum are accessible to employees with disabilities (5 CFR 410.302(a)(2)).
Section 1535 of title 31 U.S. Code (Economy Act) authorizes the inter- and intra-departmental furnishing of goods and services on a reimbursable basis, and 31 U.S.C. 1536 authorizes the crediting of such reimbursements to the appropriation charged for goods and services.
Agencies may provide interagency training on a reimbursable or non-reimbursable basis (5 U.S.C. 4104). Agencies should extend training programs to other agencies whenever this will result in better training, improved service, or savings to the Government (E.O. 11348, Section 302(d)). For more information on paying for training, please go to the Paying for Training section in this Index.
Agencies must establish a succession management program to focus on developing managers as well as strengthen organizational capability, and to ensure an adequate number of well-prepared and qualified candidates for leadership positions (5 U.S.C. 4121(1) and 5 CFR 412.202). Employee leadership development programs are a fundamental tool for a robust leadership succession management plan. As a result of effective succession planning, an agency’s employee training and development program can ensure an adequate number of educated/qualified candidates for leadership positions within the organization.
Agencies may identify specific competencies from the Executive Core Qualifications (ECQs) and OPM Supervisory & Managerial Frameworks and apply them to all leadership development programs starting with pre-supervisory training and extending through executive development. OPM encourages agencies to develop leadership development programs that meet the needs of the organization and the aspirations of individual employees.
Many agencies have already established leadership development programs. A catalogue of Federal leadership development programs can be found on OPM’s website under “FedLDP.” It is a searchable catalogue of leadership development programs throughout the Federal Government. Programs are listed in this catalogue by agency.
Employees are encouraged to join professional organizations to develop and enhance their career. However, agencies may not pay for individual membership fees of professional organizations. Individual membership fees are considered a personal expense. Agencies are prohibited from using appropriated funds to pay for individual membership fees or dues of professional organizations for Federal employees except if the membership fee is:
Agencies may pay for membership fees that are a necessary cost directly related to the training itself, or if payment of the fee is a condition of participating in the training (5 U.S.C. 4109(b)).
Agencies may become a member of a professional organization when the purpose of the membership is to obtain direct benefits for the Federal Government necessary to accomplish the functions or activities (e.g., accomplish projects or tasks to meet the mission of the agency) (Comptroller General Decisions B-177596 and B-302548). 5 U.S.C. 5946 does not prohibit agencies from paying for membership fees in the agency’s name.
Employees are required by 5 CFR 315.904(a) to serve a probationary period prescribed by the agency upon an initial appointment to a supervisory and/or managerial position. 5 CFR 315.905 gives agencies the authority to determine the length of the probationary period, provided that the period is of reasonable fixed duration, appropriate to the position, and uniformly applied. However, agencies have the option to establish different probationary periods for different occupations or a single one for all agency employees. Agencies may establish requirements on what constitutes satisfactory completion of a probationary period.
Agencies may include completion of new supervisory training as part of these requirements. For example, an agency requires a new supervisor to complete a probationary period of one year from the date of his or her initial appointment. For the new supervisor to complete the probationary period successfully, the agency lists a number of requirements, including completing the agency’s new supervisory training program within the probationary period. If the new supervisor does not complete the training program, the new supervisor would not meet the requirements to complete the probationary period satisfactorily even if the new supervisor meets the remaining requirements.
On December 27, 2010, President Obama signed Executive Order 13562 establishing the Internship Program and the Recent Graduates Program and revising and reinvigorating the Presidential Management Fellows (PMF) Program. These two new programs, along with the PMF Program, collectively form what the President called the Pathways Programs. OPM issued the final rule for the Pathways Programs on May 11, 2012 (77 FR 28194). The Pathways Program requirements are found in 5 CFR part 362. The appointing authorities for the Pathways Programs are found in 5 CFR 213.3402.
Under 5 U.S.C. 4109(a)(2) and 5 CFR 410.401, agencies may pay for all or part of the training expenses for students hired under the Internship Program 5 CFR 213.3402(a)) or the Recent Graduates Program; 5 CFR 213.3402 (b). Agencies may pay for all or part of the following expenses, if they are directly related to the student's official duties:
Recent Graduates Program
Training is an essential requirement for Recent Graduates (5 CFR.362.301). An agency must identify in its Memorandum of Understanding with OPM the duration of its Recent Graduate Program, including any criteria used to determine the need for a longer and more structured training program that exceeds 1 year (5 CFR 362.301(a)). An agency must ensure, within 90 days of appointment, that each Recent Graduate is assigned a mentor who is an employee outside of the Recent Graduate’s chain of command (5 CFR 362.301(b)). Within 45 days of appointment, an agency must ensure that each Recent Graduate has an Individual Development Plan (IDP) that is approved by his or her supervisor (5 CFR 362.301(c)). An agency must also provide at least 40 hours of formal interactive training per year that advances the goals and competencies outlined in each Recent Graduate’s IDP. Mandatory annual training, such as information security and ethics training, does not count towards the 40-hour requirement (5 CFR 362.301 (d)).
For more information on the Pathways Program, please visit the Students & Recent Graduates site.
For information on the Presidential Management Fellows Program, please visit PMF.gov
Agencies may pay the cost of catering services (luncheons, dinners and coffee breaks), under 5 U.S.C. 4110, if a training conference is held at a hotel or conference center (Comptroller General Decision B-171321). The catering services must be necessary to achieve the objectives of the training conference, such as establishing an environment that requires, stimulates, and fosters communication among participants and interaction among participants as often as possible. For example, the meals were also working sessions for the participants, and the agency determined it was not feasible for participants to take meals elsewhere.
Expenses for meals or refreshments may be paid as a training expense under 5 U.S.C. 4109. For example, Comptroller General Decision B-244473 determined that meals and refreshments may be charged as a Government expense for employees attending authorized training in accordance with 5 U.S.C. 4109 when provision of the meals and refreshments is necessary to achieve the training program’s objectives. However, an agency must determine that meals and expenses are necessary for employees to obtain the full benefit of the training. These three conditions must be met:
The decision also determined that there is no specific limitation on the amount per meal and snack that an agency may incur for training. For example, if an agency provides training and includes meals and snacks along with the training, agencies would not need to limit the amount they may pay for meals and snacks other than the application of sound management to avoid unnecessary expense.
Agencies may pay meals and refreshments in connection with the attendance of Government employees at meetings and conferences under 5 U.S.C. 4110. Meals and refreshments provided at a formal conference or meeting must involve topical matters of general interest to Government and non-Government participants. For example, a conference on Hiring in the Federal Government would qualify as a topical matter of general interest to Government and non-Government participants. Meals and refreshments at routine business meetings primarily involving day-to-day agency operations would not be payable under 5 U.S.C. 4110 since such meetings are not of general interest to Government and non-Government participants.
Agencies may pay for meals included at no extra charge in registration fees under 5 U.S.C. 4109 when the training program is held at the employee’s duty station.
Agencies may pay or reimburse, under 5 U.S.C. 4109, a training officer or coordinator of a seminar who sponsors non-Government guest speakers for meals for the guest speakers if the agency determines the meals are a necessary incident to providing the training. For example, if a training officer brings in an outside expert on mentoring to conduct a mentoring workshop, the training officer may pay for the expert's meals and refreshments.
Agencies may use appropriated funds or funds otherwise available to the agency to pay expenses for employees to obtain professional credentials, including expenses for professional accreditation, State-imposed and professional licenses, and professional certifications; and examinations to obtain such professional credentials (5 U.S.C. 5757 (a) as enacted by section 1112(a) of the National Defense Authorization Act for Fiscal Year 2002, Pub. L. 107-107). This authority may not be exercised on behalf of any employee occupying or seeking to qualify for appointment to any position that is excepted from the competitive service because of the confidential, policy-determining, policy-making, or policy-advocating character of the position (5 U.S.C. 5757 (b)).
Agency heads have the authority and flexibility to pay for credentials, including certifications that relate to the mission, goals and objectives of the agency. For more information, please see Certification and Certificate Programs. Although this is a broad authority, agencies should remain cognizant of the merit system principles and any collective bargaining obligations. In addition, agencies should consider the strategic purpose of the organization in determining the most cost-effective use of the authority.
Agencies may pay or reimburse an employee for all or part of the necessary expenses of training, attendance at meetings and for temporary duty training assignments (5 U.S.C. 4109(a)(2), 5 U.S.C. 4110, and 5 CFR 410.403). These expenses include:
Agencies may use their appropriated funds for expenses for employees to obtain professional credentials, including expenses for professional accreditation, State-imposed and professional licenses, and professional certification; and examinations to obtain such credentials (5 U.S.C. 5757).
Agencies may pay for the transportation of dependents and household effects incident to an employee’s receiving training at a particular location rather than paying per diem (Comptroller General Decision B-146083). However, the amount paid may not exceed the total per diem allowance payments the employee otherwise could have received while undergoing such training at the location had the employee not elected to accept the allowance for transportation of his or her immediate family and household effects.
Agencies may use current fiscal year funds to pay for training occurring in the next fiscal year:
The training also must be a bona fide need for the next fiscal year. For more information on the bona fide needs rule, go to Principles of Federal Appropriations Law, Volume 1
Agencies may pay for registration fees for a training seminar or workshop sponsored by an interagency board, council, commission, such as the Federal Executive Board so long as:
Payment of the registration fees does not violate the general prohibition against interagency financing of boards or commissions.
Agencies must establish a succession management program which includes training to develop managers, strengthen organizational capabilities, and ensure an adequate number of educated/qualified candidates for leadership positions within the organization (5 U.S.C. 4121(2); 5 CFR 412.201; 5 CFR 412.202). For further information on Pre-Supervisory Training, please see Leadership Development section.
Although the head of an agency has training procurement authority under 5 U.S.C. § 4105, procurement of training in most agencies is governed by the Federal Acquisition Regulation (FAR). When agencies choose to use a contract as the method for acquiring training in or through a non-Government facility, section 4105 exempts only the requirement for formal advertising, which is otherwise required by section 6101 of title 41, but not the other requirements of the FAR (see Comp. Gen. decision B-204579). Agencies should consult their contracting office and/or legal counsel before procuring training through a contract.
Executive Order 11348 provided agency heads and the Office of Personnel Management (OPM) further direction on how to implement GETA. The order directs agency heads to plan, program, budget, operate and evaluate training programs in accordance with chapter 41 or title 5, United States Code and with the policy set forth in section 102 of the order. The order directs agencies to:
The order directs OPM to plan and promote the development, improvement, coordination, and evaluation of training in accordance with chapter 41 of title 5, United States Code, and with the policy set forth in section 102 of the order. The order directs OPM to:
Sabbaticals
Agency heads may grant sabbaticals for up to 11 months to SES career appointees for full-time study or uncompensated work experience which will contribute to their development and effectiveness (5 U.S.C. 3396(c); 5 CFR 412.401(b)). Sabbaticals can broaden professional skills and provide an opportunity for personal growth. Sabbatical activities can include—
Eligibility. Career appointees must have completed 7 years of service in SES positions or equivalent civil service positions (i.e., classified above GS-15 and having responsibilities consistent with SES functions described in 5 U.S.C. 3132(a)(2)), and at least 2 of the 7 years specifically must have been in the SES. The appointee cannot be eligible for voluntary (optional) retirement at the time the sabbatical begins. A sabbatical may not be granted to the same individual more than once in a 10-year period.
Conditions. Agencies must assure that sabbaticals do not violate conflict-of-interest regulations. A sabbatical is a prolonged period of time away from work with all the benefits and is not a part-time activity. An agency’s designated ethics official should advise on procedures appropriate to the agency’s needs.
The SES member must sign an agreement to continue in the civil service for a period of 2 consecutive years following the sabbatical. The agency head may waive this requirement for “good and sufficient reasons” (e.g., disability retirement, reduction in force, or other involuntary separation).
Employment Provisions. While on sabbatical, the executive—
Agencies should monitor their sabbatical programs, including the nature of participants’ activities during their sabbaticals, to determine if developmental objectives have been met.
Records documenting the decision process in granting a sabbatical must be maintained for 2 years from the date the sabbatical is approved by the agency.
Agencies must make available to employees information concerning the selection and assignment of employees for training and the applicable training limitations and restrictions (5 U.S.C. 4103(a)(3)). Agencies must also establish criteria for the fair and equitable selection and assignment of employees to training consistent with merit system principles (5 CFR 410.306(a)) (For more information regarding merit system principles, see 5 U.S.C. 2301(b)(1) and (2)). Agencies must further prescribe procedures as are necessary to ensure that the selection of employees for training is made without regard to political preference, race, color, religion, national origin, sex, marital status, age, or handicapping condition, and with proper regard for their privacy and constitutional rights as provided by merit system principles (5 CFR 410.302(a)).
The provisions of 5 CFR part 410 that regulate the selection and assignment of employees to training generally also provide further instruction on more specific situations. Individuals on an Intergovernmental Personnel Act (IPA) mobility assignment may be assigned to training if that training is in the interest of the Government (5 CFR 410.306(b)). State and local government employees given an appointment (For more information regarding IPA appointments, see 5 U.S.C. 3374(b)) in a Federal agency are deemed employees of the agency, and agencies may provide training as they do for other agency employees (5 CFR 410.306(b)(1)). State or local government employees on detail (For more information regarding IPA details, see 5 U.S.C. 3374(c)) to a Federal agency are not deemed Federal employees, but may be admitted to training programs the agency has established for Federal personnel and may be trained in rules, procedures and/or systems pertaining to the Federal Government (5 CFR 410.306(b)(2)). Finally, agencies may pay all or part of the training expenses of students hired under the Pathways Internship Program (5 CFR 213.3402) appointments subject to the prohibitions on academic degree training (5 CFR 410.306(c)).
The SES Candidate Development Program (SESCDP) is one succession management tool agencies may use to identify and prepare aspiring senior executive leaders. An SESCDP provides SES candidates with Governmentwide leadership challenges, interactions with senior employees outside their department and/or agency, interagency training experience, executive level development assignments, and mentoring. The combination of these experiences should enhance their executive competencies and increase their understanding of Governmentwide programs and issues beyond their individual agency and profession.
Graduates of an OPM-approved SESCDP who are selected through civil service-wide competition and are certified by OPM’s Qualifications Review Board (QRB) may receive an initial career SES appointment without further competition. Agencies must have a written policy describing their program. Requirements for agency candidate development programs are in 5 CFR part 412. Revised 5 CFR 412 requires all agencies to submit their program’s written policy to OPM for approval before announcing subsequent programs. For further information on SES CDPs, please visit the SES CDP Wiki Page.
The "Authorization, Agreement, and Certification of Training" (SF-182) is the Governmentwide training form used to request, approve, and certify completion of training courses, conferences, seminars, symposia and academic courses. The SF-182 is approved by GSA for mandatory Governmentwide use (For more information on Standard Forms, see General Services Administration’s Standard and Optional Forms Procedural Handbook ). Its primary purpose is to document and track employee training, especially training paid with agency funds.
Beginning December 31, 2006, each agency shall report the training data for its employees’ training and development at such times and in such form as required for the OPM Governmentwide Electronic Data Collection System, which is explained in the Guide to Personnel Recordkeeping and the Guide to Human Resources Reporting (5 CFR 410.601). The SF-182 is the form (either manually or electronically) to request, approve, and certify completion of training. However, agencies may request an exception to this requirement from OPM (see Exceptions to the SF-182). In addition, OPM has the authority to collect information on agency training programs, plans and methods used inside and outside of Government (5 U.S.C. 4115). To facilitate the collection of data, the SF-182 contains the mandatory data elements agencies must report to OPM.
OPM recommends agencies complete all sections of the SF-182 except numbers 4, 5 and 6 in Section C. OPM further advises that Personally Identifiable Information (PII) (i.e., Social Security number and birth date), is optional on the form but is necessary when electronically submitting training data to OPM’s Electronic HR Integration (EHRI) database (see 5 U.S.C. 4115 and the Privacy Act of 1974 (P.L. 93-579), Sec. 7(b)). The PII allows the training record to be matched to the employee’s record in the EHRI database.
For more information on the mandatory data elements and collecting training information, refer to the Guide for Collection and Management of Training Information or go to the Reporting of Training Data section of this Index.
Exceptions to the SF-182
Agencies may request an exception to using the SF-182 form when they can demonstrate that the difference in the content, format or printing specifications of the equivalent form is cost-effective or in support of a mission-related initiative (Exception to the Standard Form 182 memo). To learn more about how agencies can request an exception to the SF-182 form, please email hrdleadership@opm.gov
Agencies, in consultation with OPM, must develop a comprehensive management succession program. These programs must:
New supervisors are required to receive the following (5 CFR 412.202):
Agencies must also issue written policies to ensure they provide training when employees make critical career transitions, for instance, from non-supervisory position to manager or from manager to executive. This training should be consistent with assessment of the agency’s and the employee’s needs.
Agencies are encouraged to go beyond the regulatory training requirements for new supervisors described earlier in this section. OPM developed a comprehensive supervisory and managerial training framework that outlines mandatory and recommended training for aspiring leaders, and current and newly appointed supervisors and managers.
The President by Executive Order 11895 delegated to the Office of Personnel Management the authority to designate individuals appointed by the President for training under chapter 41 of title 5. OPM delegates to the head of each agency authority to authorize training for officials appointed by the President (5 CFR 410.302(b)(1)).
Note: Training for heads of agencies will continue to be submitted to the U.S. Office of Personnel Management for review since self-review would constitute a conflict of interest (5 CFR 410.302(c)).
If the head of an agency authorizes training for a Presidential appointee, he or she must maintain records that include (5 CFR 410.302(b)(2)):
In exercising this authority, the head of the agency must ensure that the training is in compliance with chapter 41 of title 5. This authority may not be delegated to a subordinate (5 CFR 410.302(b)(1)).
Agencies may provide training to non-temporary employees that in certain instances may lead to promotion, consistent with merit system principles (5 CFR 410.307(b); see also 5 U.S.C. 4103); however, agencies must follow their competitive procedures under 5 CFR part 335 when selecting a non-temporary employee for training that permits noncompetitive promotion after successful completion of the training (5 CFR 410.307(b); see also 5 U.S.C. 4103).
Appropriations law restricts agencies from using funds for inappropriate or offensive training. Since FY 1996 to the present, the annual appropriations law for each fiscal year has prohibited agencies from using appropriated training funds if the training:
See, for example, section 635 of the Treasury and General Government Appropriations Act of 1999 (Pub. L. 105-277).
In addition, Section 9 of the Ryan White Care Amendments Act of 1996 (Pub. L. 104-146) prohibits mandatory AIDS or HIV training for Federal employees, except for training necessary to protect the health and safety of the employee and the individuals served by the employee.
For further information on training restrictions, click on Guidance on Training Restrictions in Public Law 105-277.
Chapter 41 of Title 5, United States Code, focuses on training and development in the Federal Government. It codifies the provisions outlined in the Government Employees Training Act (GETA) (Pub. L. 85-507) and the provisions related to career development in the Federal Workforce Flexibility Act of 2004 (Pub. L. 108-411).
For the purpose of Chapter 41, “agency” is defined as:
As specified in 5 U.S.C. 4102, chapter 41 does not apply to:
For the purpose of Chapter 41, “employee” is defined as:
As specified in 5 U.S.C. 4102, employees not covered under chapter 41 are:
Chapter 41 (5 U.S.C. 4103-4112 and 4121) delegates the responsibility of training and development to heads of agencies. These responsibilities include:
Under the Foreign Assistance Act of 1961, Pub. L. 87-195, as amended (22 U.S.C. 2357(a)), whenever the President determines it to be consistent with and in furtherance of the purposes of 22 U.S.C. chapter 32, subchapter I and within the limitations of chapter 32, any agency of the United States Government may provide training on an advance-of-funds or reimbursement basis to friendly countries, international organizations, the American Red Cross, and voluntary nonprofit relief agencies registered with and approved by the Agency for International Development (including foreign voluntary nonprofit relief agencies so registered and approved when no United States voluntary nonprofit relief agency is available). Such advances or reimbursements may be credited to the currently applicable appropriation, account, or fund of the agency concerned and shall be available for the purposes for which such appropriation, account, or fund is authorized to be used; for more information, please see 22 U.S.C. 2357(a)(1)– (2).
The Secretary of State is authorized to provide for special professional foreign affairs training and instruction of employees of foreign governments through the Foreign Service Institute (22 U.S.C. 4021(d)(1)).
Training and instruction shall be on a reimbursable or advance-of-funds basis. Such reimbursements or advances to the Department of State may be provided by an agency of the United States Government or by a foreign government and shall be credited to the currently available applicable appropriation account (22 U.S.C. 4021(d)(2)).
The Government Employees Training Act, or other training law, does not authorize the training of non-Government personnel. If courses or training are designed and conducted exclusively or primarily for the training of private citizens, a specific grant of statutory authority to conduct such training would be required (Comptroller General Decision B-151540).
However, a limited number of private citizens may be admitted to Government training under the following conditions set forth in Comptroller General Decision B-151540:
Money received from outside the Federal Government for Federal Government services must be deposited into the Treasury as soon as practicable (31 U.S.C. 3302(b)).
Agencies may train, state and local government employees and accept reimbursements and payment for the training (Intergovernmental Personnel Act of 1970, Pub. L. 91-648). As specified in 42 U.S.C. 4742:
Payments received for training employees of State and local governments are credited to the appropriation or fund used to pay the training costs.
A State or local government employee who receives an appointment in a Federal agency under 5 U.S.C. 3374(b) is considered an employee of that agency (5 CFR 410.306(b)(1)). If State or local government employees are detailed to a Federal agency under 5 U.S.C. 3374(c), these individuals are not considered employees of that agency under 5 CFR 410.306(b)(2). However, they may participate in agency training programs focusing on Federal personnel. They may also receive training in rules, practices, procedures, and/or systems pertaining to the Federal Government. If they use a Government computer, they must complete agency-sponsored IT Security Awareness training (5 CFR 930.301(a)(1)).
Agencies may establish programs designed to provide educationally related work assignments for students in non-pay status (5 CFR 308.103). Student volunteer service is service performed with the permission of the institution at which the student is enrolled, as part of an agency program established for providing educational experience for the student (5 U.S.C. 3111(b)(1)).Student volunteers are not Federal employees for any purposes other than for purposes of section 7905 (relating to commuting by means other than single-occupancy motor vehicles), chapter 81 of 5 U.S.C. (relating to compensation and injury), and sections 2672 through 2680 of 28 U.S.C. (relating to tort claims) (5 U.S.C. 3111 (c)(1)).
The Federal Workforce Flexibility Act of 2004 (Pub. L. 108-411), section 201(a) (codified 5 U.S.C. 4103(c)), 5 CFR 410.202, and 5 CFR 250.203 require agencies to evaluate their training programs on a regular basis and ensure alignment with strategic goals. Training evaluation is an objective summary of data gathered about the effectiveness of the training. The primary purpose of evaluation data is to inform decisions. Training evaluation data helps the organization determine whether the training is accomplishing its goals. They also help agencies decide how to adjust their training approaches for greater effectiveness.
For more information on evaluating agency training programs please consult OPM’s Training Evaluation Field Guide (2011) on OPM’s website and OPM’s Training and Development Wiki
Title 5, Code of Federal Regulations (5 CFR), is the codification of the rules governing Federal human resources management that have been published in the Federal Register. Part 410 of 5 CFR focuses on training. Agencies are to follow these regulations when planning, implementing, and evaluating their training programs. The following topics are addressed in part 410:
Part 410 was revised in 2009 to incorporate the requirements of the Federal Workforce Flexibility Act of 2004 (Pub. L. 108–411). See the December 10, 2009 Federal Register (74 Fed. Reg. 65383). The revised training regulations require each agency to:
For more information on the Final Rule for Reporting of Training Data, please refer to May 17, 2006 Federal Register (71 FR 28547; redesignated and amended at 74 FR 65388).
Part 412 was revised in 2009 to incorporate requirements in the Federal Workforce Flexibility Act of 2004 (Pub. L. 108–411). See the December 10, 2009 Federal Register (74 Fed. Reg. 65383). These changes require agencies to consult with OPM to establish a comprehensive management succession program, based on the agency’s work force succession plans, to fill agency supervisory and managerial positions (5 CFR 412.201). It also requires agencies to issue written policies to ensure they provide training within one year of an employee’s initial appointment to a supervisory position and follow up periodically, but at least once every three years, by providing each supervisor and manager additional training on the use of appropriate options and strategies to (5 CFR 412.202 (b)):
Agencies must also provide training when individuals make critical career transitions (5 CFR 412.202(c)).
In the 2009 revision of part 412 (5 CFR 412.301, 302, and 401), OPM also made substantial changes to the SES Candidate Development Program requirements and established a requirement for the continuing development of current SES members tied to the performance process through an Executive Development Plan (EDP) (5 CFR 412.301 and 412.401(a)). All agencies are required to establish a program for the continuing development of their senior executives (5 CFR 412.401(a)). All executives are to have an EDP, have it reviewed by the agency Executive Resources Board annually, and update it regularly (5 CFR 412.401(a)(4)). The revised part 412 also provides for the developmental use of sabbaticals and long-term assignments outside the Federal sector, consistent with relevant provisions of law (5 CFR 412.401(b)).
Agencies may pay or reimburse for all or part of an employee's necessary expenses to attend a training event, including travel and per diem costs as specified in 5 U.S.C. 4109(a)(2).
Agencies must follow the requirements outlined in The Federal Travel Regulation, 41 CFR chapters 300 through 304, for employees who travel to attend training. The Federal Travel Regulation implements the statutory requirements and executive branch policies for those who travel at the Government’s expense.
Agencies may authorize and pay or reimburse for use of privately-owned vehicles to travel to and from training (5 U.S.C. 4109 and 5 U.S.C. 5704). Employees who are engaged in official Government business, are entitled to a rate per mile established by the General Services Administration (GSA) for the use of a privately-owned vehicle. The mileage rates are on the GSA website. For more information on mileage rates, go to GSA’s Privately Owned Vehicle Reimbursement Rates website.
Agencies may pay or reimburse an employee for all or part of his or her per diem expenses for travel to attend training (5 U.S.C. 4109 and 5 U.S.C. 5702). GSA establishes per diem rates for destinations within the lower 48 contiguous United States. The U.S. Department of Defense Travel Management Office sets rates for locations in Alaska, Hawaii and the U.S. territories and the U.S. Department of State sets rates for foreign travel locations. Rates are set by fiscal year. Agencies should visit Per Diem websites:
As specified in 5 CFR 410.403(b), agencies may pay a reduced per diem rate, such as a standardized payment less than the maximum per diem rate for a geographic location. If a reduced or standardized per diem rate is not authorized in advance of the travel, and the fees paid to a training institution include lodging or meal costs, the agency must make an appropriate deduction from the total per diem rate payable on the travel voucher. See 41 CFR 301-11 Temporary Duty (TDY) Travel Allowances, Per Diem Expenses.
Agencies may also pay, or reimburse employees for, all or part of the necessary expenses of training, without regard to section 3324 (a) and (b) of Title 31, including among the expenses the necessary costs of (5 U.S.C. 4109(a)(2)(A-F)):
Tuition assistance programs, including individual courses, are NOT considered part of an agency’s academic degree program. Within a tuition assistance program, agencies pay for individual courses/classes. Employees are not required to undergo a competitive process like the academic degree program. Supervisors should adhere to the definition of training (5 U.S.C 4101(4)) when choosing which classes/courses to pay for.
As an example, an employee is working as a financial analyst and would like to enhance his skills and knowledge. He is also pursuing a Master of Business Administration (MBA). He enrolls in two finance courses at a university to enhance his job-related knowledge and skills. The finance courses would also count towards his MBA degree. The agency may pay the employee’s finance courses from the agency’s training funds — it would be considered part of a tuition assistance reimbursement program and not part of the agency’s academic degree program.
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"Authorization, Agreement, and Certification of Training" (SF-182) Governmentwide training form used to request, approve, and certify completion of training courses, conference, seminars, symposia and academic courses. It primary purpose is to document and track employee traininig, especially training paid with agency funds. 360° Feedback Assessment Assessments submitted by a participant's supervisors, peers and staff for a full picture of the participant's leadership skills. Individual feedback reports present the results of the assessments, highlighting job strengths and development needs. Accountability System A system that contributes to agency performance by monitoring and evaluating the results of its human capital management policies, programs, and activities; by analyzing compliance with merit system principles; and by identifying and monitoring necessary improvements. Accredited Education Education above the high school level completed in a U.S. college, university, or other educational institution that has been accredited by one of the accrediting agencies or associations recognized by the Secretary, U.S. Department of Education. Action Learning Project-based learning directed at important business problems, where the participant works alone, or with cohorts, on a real business challenge while analyzing and discussing progress and lessons learned. Agency Certification Program A certification developed by an agency, group of agencies, or other group that demonstrates a person’s proficiency in the job-related competencies/KSAs. An agency certification program does not have to be recognized by a professional community. Alignment The positioning of the human capital system's policies, practices, and strategies in relationship to the agency's strategic plan and performance plan, so what is done in the system is in direct support of the agency's mission, goals, and objectives. Assessment Tool A device or method used to measure the degree to which an applicant possesses the competencies or KSAs necessary for successful job performance. Examples of assessment tools include rating schedules, written tests, work samples, and structured interviews. Authoring Tools or Instructional Tools Software packages instructional designers use to create and package content to end users. Authoring tools are commonly used to create e-learning modules. They are written to conform to international standards such as Shareable Content Object Reference Model (SCORM). These tools allow for Common authoring tools are Adobe Captivate, Adobe Flash, and Articulate. Benchmarking An organization change process directed toward continuous improvement. A benchmark is a comparative standard for evaluating accomplishments against known exemplars of excellence. It is a targeted goal beyond current capabilities, but for which the organization is striving. It is a search for best practices among recognized leaders who sustain superior performance and is focused on analyzing what the superior organization did to improve that could be applied in other places. Best Practice An innovative and creative human resource (HR) practice, project, activity, or program that facilitates achievement of the organization's mission. The relationship between the practice and its applicability to enhancing the mission is clear, and the practice is easily replicated by other organizations with similar circumstances. Best practices may be considered to be tested solutions to common business challenges. Blended Training Training that requires two or more methods of delivery that must be completed in order to satisfy the educationl requirements. Blog A website which allows an author to share opinions, reflections, and discuss topics in the form of online journals. Learning and development programs can incorporate blogs to provide supplemental course information and updates on course materials. Participants can discuss the course in this space. Business Case A method for projecting and documenting the benefits to be gained as a result of investing resources in a given strategy. A business case typically provides a cost/benefit analysis, information on return on investment over time, etc. Business cases tell agencies about the likely consequences of certain actions. Business Forecasting Determining future workforce needs by assessing anticipated changes in demographic trends, mission or program changes, external mandates, cyclical workload factors, job evolution, new technology and/or work processes, budget constraints or growth, new organizational designs, etc. Certificate Program A training program established or purchased by an agency to provide structured training course(s) to employees to meet an indentified performance and developmental need. Certification Program Involves a process in which individuals attain and demonstrate the level of knowledge and skill required to perform in the profession. Coaching Partnering with individuals in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. Communities of Practice A group of people bound by a shared interest, purpose, or practice. Within communities of practice, people share ideas and knowledge in many different ways, including real-time collaborative sessions, newsletters, and links to Websites. Communities of practice are often more flexible than formal networks in filling in gaps for community members about how formal training, policies, and procedures work in the "real" world. Competency A measurable pattern of knowledge, skills, abilities, behaviors, and other characteristics that an individual needs to perform work roles or occupational functions successfully. Competencies specify the "how" of performing job tasks, or what the person needs to do the job successfully. Competency Gap The difference between the projected or actual availability of mission-critical competencies and the projected or actual demand for such competencies. Identification of current or future gaps typically addresses the size, composition, and competency proficiency levels of the workforce. Competency Model A framework that describes the full range of competencies required to be successful in a particular occupation. These models usually describe the required occupation-specific, or technical, competencies and general cross-occupational competencies (e.g., analytical competencies). Competency models are used to support key human capital programs such as selection, career development, training, and performance management. Competency-Based Career Development Program A program that focuses on the development of competencies so that employees acquire the critical skills and knowledge needed to perform their jobs and advance in their careers. Competencies define the clusters of knowledge and skills collectively needed for successful job performance and are directly related to achieving the agency's mission and goals. Through competency-based career development programs, agencies ensure they cultivate the skills and knowledge needed by the workforce to carry out mission requirements. Conference/workshop An organized learning event that has an announced educational or instructional purpose; more than half the times is scheduled for a planned, organized exchange of information between presenters and audiences which meets the definition of training in 5 U.S.C. 4110; content of the conference/retreat is germane to improving individual and/or organizational performance; and developmental benefits will be derived through the employee's attendance. Continued Service Agreement
An agreement an employee makes to continue to work for the Government for a pre-established length of time in exchange for Government sponsored training or education.
An employee selected for training for more than a minimum period prescribed by the head of the agency shall agree in writing with the Government before assignment to training that he will—
A detailed guide of developmental experiences to help SES members, through participation in short-term and longer-term experiences, meet organizational needs for leadership, managerial improvement, and organizational results.
SES members are required to prepare, implement, and regularly update an EDP as specified by 5 CFR 412.401
External Coach A professional coach who is either self-employed or partners with other professional coaches to form a coaching business. Federally Mandated Training Mandatory training for all employees Governmentwide or in some cases, groups of employees across Federal agencies and departments Government Employees Training Act (GETA), Public Law 85-507 Enacted in 1958, established a flexible framework for Federal agencies to plan, develop, establish, implement, evaluate, and fund training and development programs designed to improve the quality and performance of their workforce and achieve their mission. GETA is codified in chapter 41 of title 5, United States Code Government Facility Property owned or substantially controlled by the Government and the services of any civilian and military personnel of the Government Individual Assessment Analyzes how well an individual employee is doing a job and determines the individual's capacity to do new or different work. Individual assessment provides information on which employees need training and what kind. Individual Development Plan A tool to assist employees in achieving their personal and professional development goals. IDPs help employees and supervisors set expectations for specific learning objectives and competencies. While an IDP is not a performance evaluation tool or a one-time activity, IDPs allow supervisors to clarify performance expectations. IDPs should be viewed as a partnership between an employee and their supervisor, and involves preparation and continuous feedback. Individual Learning Accounts A base amount of resources expressed in terms of dollars and/or hours that is 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 that directly relate to the employee's official duties. Integrated Collaboration Environment or Collaborative Workspace A virtual environment where teams may work on projects and share information. Project teams can access a shared workspace where they upload files and share them with one another. Common examples are Sharepoint, Google Apps, Google Docs, Zoho and Moodle. People may also establish shared spaces to learn from one another either formally or informally. For example, individuals from different agencies involved in training and development may create a workspace to share ideas, experiences, and resources to develop a supervisory training program. Interagency Training Training provided by one agency for other agencies or shared by two or more agencies. Interagency Rotational Assignment Developmental assignment at an agency different from the one in which the employee has a permanent position. Internal Federal Coach A professional coach who is employed within a Federal agency and provides coaching services to other Federal employees across Government. Knowledge, Skills, and Abilities (KSA's) The attributes required to perform a job and are generally demonstrated through qualifying experience, education, or training. Knowledge is a body of information applied directly to the performance of a function. Skill is an observable competence to perform a learned psychomotor act. Ability is competence to perform an observable behavior or a behavior that results in an observable product. Leadership Competency Model A model that describes the sets of skills and abilities required for individuals to guide the workforce. In the Federal sector, OPM's 1998 Leadership Competency Model (comprised of 27 competencies grouped by five broad dimensions) is the accepted model. It reflects the qualifications necessary to succeed in the Governmentwide Senior Executive Service and is also used by agencies in selecting managers and supervisors. Leadership Development Program Formal developmental program that provides leadership training and development opportunities. Media Sharing An online environment which allows users to search for photos, videos and/or other media for uses in (among others) presentations, learning materials and coursework. Users publish content to a larger audience. Instructors can record workshops and upload them to an online social network. Common media sharing tools are Flickr, Google+, and Youtube. Mentoring A process that focuses specifically on providing guidance, direction, and career advice. It is usually a formal or informal relationship between two people-a senior mentor (usually outside the protégé's chain of supervision) and a junior protégé. Microblogs A popular tool to share knowledge and resources with one another. Instructors can incorporate microblogs to create a community around a course or an activity. Instructors also can post tips, assignments, and other information pertaining to the course. Course participants can summarize information learned during and after courses. Participants at conferences are using microblogs to informally exchange information learned from conference sessions. Common microblogs are Twitter and Yammer. Mission-Critical Occupations (MCOs) Occupations agencies consider core to carrying out their missions. Such occupations usually reflect the primary mission of the organization without which mission-critical work cannot be completed. Mission-related training
Training that supports agency goals by improving organizational performance at any appropriate level in the agency, as determined by the head of the agency. This includes training that:
A continued service agreement (CSA) is an agreement an employee makes to continue to work for the Government for a pre-established length of time in exchange for Government sponsored training or education. The service obligation begins when the training is completed. If the employee voluntarily leaves Government service before completing the service obligation, he or she must repay the Government all or some of the costs of the training (excluding salary).
Agencies may require service agreements for training of long duration or of high cost. With this authority, agencies protect their investment and secure a period of service from an employee once the employee completes the training.
Each agency head determines the conditions for requiring employees to agree to continue in service after completing training. The law states that an agency can require an employee who participates in training to continue to work in the Federal Government for at least three times the length of the training period. The agency must develop its own policy for the use of the Continued Service Agreement (CSA). For those situations where an employee is required to sign a CSA, they must do so in writing before assignment to training. Title 5 USC §4108(a)(1). If the employee leaves the Government before the agreed-upon amount of service, the agency has the right to require repayment for the amount of time not served. Id. at (b) and (c).
The head of an agency may waive in whole or in part the agency's right of recovery if it is shown that the recovery would be against equity and good conscience or against the public interest. Id. at (c). For example, if an employee who is under a continued service agreement decides to voluntarily leave Federal service due to an impending reduction-in-force, the agency may determine that waiving its right to recovery would be in the public interest and release the employee from the agreement.
For your reference, the U.S. Office of Personnel Management (OPM) has also developed a Fact Sheet on Continuing Service Agreements. In addition, many agencies have created and implemented their own CSA policies:
An Individual Learning Account (ILA) is a learning tool that provides a flexible and innovative approach to developing Federal employees. Similar to a bank account that pays for training and development, an ILA is an account managed by employees to provide a vehicle for funding continuous learning. ILAs also present a flexible and innovative approach for employees to take control of their own learning and career development. By using ILAs, agencies shift their focus from a one-time learning event to continuous learning, from required training to strategic workforce development, and incorporate resources for training while balancing work and learning time. In addition, the employee can choose what they want to learn, how they want to learn and have the opportunity to gain the skills they need. ILAs are also meant to encourage more employees to invest (financially) in their own future, by contributing to their own accounts along with the contributions provided by the agency.
In January 1999, President Clinton issued an Executive Order No. 13111, Using Technology to Improve Training Opportunities for Federal Government Employees, creating the Task Force on Federal Training Technology. The task force was required to develop options and recommendations for establishing a Federal Individual Training Account for each Federal employee, to be used for relevant training.
At the recommendation of the task force, ILAs were piloted in the Federal government from March 2000 to September 2000. The overall intent of these programs was to see how individuals use their accounts over time, to have them invest their own money into building up their skills and to manage their own careers. In addition, the pilot programs were intended to demonstrate the feasibility, usefulness and effectiveness of ILAs. At the end, some agencies continued with the ILA program, others incorporated components into existing programs, and some opted to discontinue the program completely.
ILAs can also be used to supplement existing tuition reimbursement programs. Appropriation law requires monies appropriated for a given fiscal year be expended in that fiscal year (31 USC Sec. 1502). Executive Order No. 13111 states: "To the extent permitted by law, ILA accounts may be established with the funds allocated to the agency for employee training. No new funds are required to implement ILAs. The best way to determine if your agency has an ILA program is to inquire at your agency’s Human Resources Office.
Most Federal agencies do not currently use ILA’s as described in the pilot program. However, there are a few agencies that found ILA’s to be useful either by incorporating the ILA concept into established programs whose objectives are similar or they have incorporated some of its properties into another program. ILAs and Lifelong Learning Accounts (LiLAs) offer a practical, sustainable way to pay for ongoing learning. In many cases, this type of program could solve some to the training budget problems within an agency.
Take a look at OPM’s Low-cost Training Options wiki page to see how you can stretch ILA funds while still gaining the desired skills.