Student Educational Employment Programs
Overview
Benefits
Orientation:
BLM Nevada
      Program Orientation Handbook
National Program Orientation
      National SCEP Student Orientation and Mentor Training
Roles and Responsibilities
      Supervisor
      Mentor
      Student
      Academic Institution
      SEEP Program Coordinator

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Overview

The Student Educational Employment Programs (SEEP) provide Federal employment opportunities to students. A student is defined as an individual enrolled or accepted for enrollment as a degree-seeking student (diploma, certificate) taking at least a half-time academic, vocational or technical course load in an accredited high school, technical or vocational, college or university, graduate or professional school. The SEEP Programs were established December 16, 1994, in an effort to streamline, replace, and consolidate four old Federal student employment programs: Cooperative Education Program, Federal Junior Fellowship Program, Stay-In-School Program, and Harry S. Truman Scholarship Program. The new streamlined program is comprised of two components - the Student Temporary Employment Program (STEP) and the Student Career Experience Program (SCEP). Both components are available to all levels of students: high school, vocational and technical, associate degree, baccalaureate degree, graduate degree, and professional degree students. Thus, under the SEEP Programs, a Federal agency may hire students as temporary employees or as permanent, career-track employees. Participants of either program are appointed to excepted service, which will allow them to be non-competitively converted

The Student Temporary Employment Program (STEP) allows for maximum flexibility to both students and supervisors by offering valuable temporary work experiences. The STEP Program allows a student to work in a professional, administrative, technical, clerical, or trades / labor position with duties that do not have to be directly related to the student's academic field of study and career goals. However, a STEP Program participant may, at a later time, be non-competitively converted to the SCEP Program and perform work tasks related to his/her academic field of study.

The Student Career Experience Program (SCEP) provides for long-term, committed, career-track work experience which must be directly related to the student's academic field of study and career goals. Participants of the SCEP Program may be non-competitively converted to term, career-conditional, or career appointments following the successful completion of all academic and work experience requirements within a certain time limitation. The SCEP Program is designed to combine classroom learning with practical on-the-job experience. It enables the student to apply the theory and skills learned in the classroom to the on-the-job training. The program provides for a solid foundation of training and developmental experiences for students working within the Bureau of Land Management (BLM).

The SEEP Programs allow an agency and supervisor to recognize and evaluate first-hand the abilities of a potential student employee, and their performance in real work situations. In addition, the SEEP Program allows for continuing recruitment and development of potential and talented student employees to support changing agency missions; ensure that the Government can meet its professional, technical, and administrative needs; and achieve a quality and diverse workforce.

The Office of Personnel Management (OPM) is the Federal agency with regulatory authority for the SEEP Programs. The program regulations are found in Title 5 Code of Federal Regulations (5 CFR), Parts 213.3202; 5 CFR 338.101; and 5 CFR 338.601. Additional information can be viewed at the OPM website at www.opm.gov.

Benefits

The benefits of the SEEP Programs and its components are as follows:

• Exposure to professional agency work experience that may be directly and/or indirectly related to a students academic field of study and/or career goals.
• Opportunity for career development and training.
• Formal mentoring program.
• Competitive salary based upon education and related work experience.
• STEP Program participant - may earn vacation and sick leave, and holiday pay only.
• SCEP Program participant - may earn vacation and sick leave; holiday pay; and also eligible for health and life insurance, and retirements benefits.
• SCEP Program participant - eligible for travel assistance to and from the work site, if more than 100 miles round trip from the work site.
• SCEP Program participant - eligible for tuition assistance.
• SCEP Program participant - eligible for rapid promotion.

Orientation - BLM Nevada

It is the responsibility of the host Field Office to orientate the new student employee, as they would any other new BLM Nevada employee. The supervisor, mentor, and the Administrative Support Assistant should all play a vital role in ensuring that the student is properly orientated to the agency, the field office, and his/ her position. In addition to the formal orientation arranged by the supervisor, mentor and/or Administrative Support Assistant, when a student employee reports for duty, be sure he/she also receives an orientation kit entitled "Orientation: New Employee Handbook" (housed in a 3-ring binder and includes a VHS video). Call the student employee's attention to viewing the video in this kit for a brief overview of all agency programs. If unavailable at the Field Office/Field Station/Division, the student employee may view and obtain the same orientation handbook online at the BLM National Training Center website.

If the student, supervisor and mentor require additional information and/or orientation, please contact the BLM Nevada SEEP Coordinator. BLM Nevada SEEP Programs Orientation (Handbook in PDF. To load free Acrobat software, go to www.adobe.com)

National SCEP Program Orientation

Training will be held June 13-17, 2005 (more information to follow).

Roles and Responsibilities

Though the two SEEP Program components are different, the roles and responsibilities of the supervisor, mentor, student, academic institution, and State SEEP Coordinator shall be the same, with the exception of a few minor differences, whether the student participant is appointed to the Student Career Experience Program (SCEP) or the Student Temporary Employment Program (STEP).

A Guide for Supervisors

(To download a copy of the Guide in Word, click here.)

All agency SEEP participants are required to have a supervisor. The roles and responsibilities of a SEEP Program supervisor are:

• Supervise, counsel, and encourage the student in their BLM position. If a SCEP participant, also offer the student supervision, counsel, and encouragement in their career development - both work experience and academic training / planning.
• Provide the student meaningful and developmental work experiences.
• Help the student to adapt to the new work site.
  Suggested Activities:
  • Set-up the student's work space before their arrival - desk, equipment, and supplies.
  • Inform appropriate staff about the student's arrival and suggest ways the staff can help to welcome the student (i.e., include student in break time, introduce student at all employees meeting, invite to join you for lunch, etc.).
  • Encourage the student to ask questions of you and peers regarding the duties and standards of the position (i.e. position description, EPPRR evaluation, etc.).
  • Have the student accompany specialists to the field for days of orientation to agency programs. You may want to schedule these activities with specialists before the student's arrival.
• Provide information that will help the student to learn the culture, values, and ethics of the agency.
  Suggested Activities:
  • When student reports for duty, make sure he/she receives an orientation kit entitled "Orientation: New Employee Handbook" (housed in a 3 ring binder) and includes a VHS video. Call the student's attention to viewing the video in this kit for a brief overview of all agency programs. Or the student may view and obtain the same orientation handbook online at the BLM National Training Center website at (http://www.ntc.blm.gov/leadership/orientation/index.html).
  • Review the following general administrative procedures with the student; if unable to address a topic, provide the student with the name and phone number of an office personnel and/or other staff person(s) who can address the topic:
    • work schedule and completion of time card
    • request for leave/vacation
    • call-in procedures, if sick
    • travel and per diem
    • procurement/purchase authority with credit card
    • telephone use and personal phone calls
    • where to get office equipment and supplies
    • how to secure office equipment and supplies
    • proper use of government property (vehicle, computer, office supplies/equipment, etc.)
    • proper use of internet and websites
    • discuss driving rules and regulations, vehicle safety, liability protection, and injury compensation coverage
    • discuss fire drill and emergency evacuation procedures
    • Employee Assistance Program (EAP)
    • Equal Employment Opportunity (EEO) Program
  • Discuss and identify a mentor with the student. The mentor can be anyone working/serving in a Federal agency; and does not have to be a person in the same area of work.
  • The supervisor must have a desire to work simultaneously with the mentor and the student to accomplish and assist with the following: the agency's mission goals/objectives, the career goals of the student, and in meeting the requirements of the SEEP Program.
  • Establish an environment that motivates the student participant to succeed.
  • Establish an environment that encourages the student to communicate (i.e. ask questions, participate in meeting discussions, share creativity, etc.).
  • Identify and share expectations - work performance, conduct/behavior, work ethic, etc.
  • Conduct mid- and end-of-the year Employee Performance Plan and Results Report (EPPRR) evaluations.
  • Progress report.
  • Final performance review.
  • Encourage the student to pursue self-development.
  • Ensure that the student continues to meet all SEEP Program requirements:
    • Enrolled in school at least part-time
    • Review grades and verify cumulative academic grade point average meets requirements
    • Academic program continues to align with the BLM career path being pursued and the Office of Personnel Management (OPM) Qualification Standards for the appointed occupational series
    • If working and going to school, ensure that the work experience does not interfere with the academic program
  • Encourage non-student employees to serve as a mentor for SEEP Program participants.
  • Allow the official time necessary for an employee to meet with and to mentor a student participant.
  • Occasionally inquire and request timely feedback from the mentor and the student on their participation in the SEEP Program.
  • Introduce the student to staff members and conduct a tour of the worksite and any nearby Federal facilities they will be expected to know to perform job.
  • Assist in providing constructive feedback on how the student may improve.

A Guide for Mentors

(To download a copy of the Guide in Word, click here.)

All agency SEEP Program participants are required to have a mentor. A mentor is defined as "a coach or guide entrusted with the orientation and education of another; a tutor."

Mentor Criteria

A non-student employee interested in participating as a mentor for the SEEP Program will be required to complete the "How To Be A Mentor" online course at the following BLM National Training Center website: www.ntc.blm.gov/courses/1400-19.html.

A mentor for the SEEP Program is selected on the basis of the following criteria:

• Ability to serve as a role model and resource point for the student.
• Willingness to serve as a mentor on a volunteer and collateral duty basis.
• Exhibit leadership skills and innovation in your own career path(s).
• Commitment to assisting and advising the student.
• Commitment to mentor the student throughout their tenure as a SEEP Program participant; and if determined necessary by the supervisor, mentor and student, one year beyond the student's conversion to permanent full-time employment.
• Commitment to work with the supervisor and student to identify another qualified mentor, if a need to withdraw as the student's mentor and/or if leaving the duty location or agency.
• Demonstrate patience and cooperation in working with the student.
• Ability to communicate effectively in one-on-one situations with the student, and provide feedback (positive and constructive).
• Demonstrate tact, diplomacy, and sensitivity in working with the student regardless of age, background, or culture.
• Demonstrate the ability to facilitate the student's orientation and acclimation to the professional working world by providing technical support, administrative guidance, encouragement and feedback.

Mentor Roles and Responsibilities

• The mentor shall only mentor, not supervise.
• Help the student to adapt to the new community. Help the student to feel welcome!
  Suggested activities:
  • Obtain community information from local Chamber of Commerce.
  • Help locate housing by providing rental ads or housing information before the student reports for duty.
  • Meet the student on the day of arrival and give him/her a tour of the town and surrounding area, making sure to identify and point out major sites and locations (i.e. medical clinics, church locations, post office/mail boxes, grocery stores, drug stores, barber or hair salons, restaurants, movie theaters, day care/schools, recreational events/activities, etc.).
  • Serve as an unbiased coach, tutor, and confidant with whom the student may discuss work-related and other concerns that the mentor and student perceive as affecting the student's job performance and career development. Those things shared are confidential and shall not to be shared with the supervisor unless given permission by the student participant.
  • Remember to provide opportunities for the student to discover his/her own answers/responses to situations through active listening and feedback.
  • Mentors should resist the urge to "parent" the student by making decisions for them.
  • Provide positive and constructive suggestions on proper office demeanor and acceptable work ethics. This should be coordinated with the student's supervisor.
  • Evaluate the effectiveness of the mentoring relationship and encourage suggestions for change or improvement.

A Guide for Students

(To download a copy of the Guide in Word, click here.)

All SEEP Program participants are required to do their part to ensure their success. Thus, the roles and responsibilities of the student participant are:

• Communicate expectations, verbally and/or in writing, of the program and the mentoring relationship to supervisor, mentor, and SEEP Program Coordinator.
• Evaluate the effectiveness of the mentoring relationship and recommend changes, verbally and/or in writing that will meet needs.
• Complete an exit interview and/or end-of-the work season evaluation.
• Work closely with the supervisor and mentor regarding the SEEP Program appointment.
• Provide periodic and required reports and feedback to the supervisor and the SEEP Program Coordinator:
  • Grade report at the end of each school semester, quarter, or term.
  • Course schedule at the beginning of each school semester, quarter, or term.
  • Participate in mid-year (if necessary) and end-of-the year performance evaluations (EPPRR).
  • Understand and follow the created Individual Development Plan (IDP) or training plan; required only for SCEP participants.
• Learn work duties, responsibilities, and reporting policies (attendance, leave, etc.).
• Perform the duties described in his/her job description and performance plan.
• Establish a work schedule with the supervisor.
• Work with the mentor and supervisor in assessing his/her training and academic needs to successfully convert; if a SCEP to permanent employment, and if a STEP to a SCEP position.
• Inform the supervisor of what is needed to assist with the job (i.e. special needs, special conditions, other issues, etc.).
• Pursue self-development and enhance career development by attending training identified in the Individual Development Plan (IDP).

Academic Institution