Research Position Assessment Framework (RPES).


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Research Position Assessment Framework (RPES). then again How you get what you merit. New SY Introduction October 15-18, 2007. Layout. Reason Process Board Operations Results and Results Assets. Reason.
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Examination Position Evaluation System (RPES) or How you get what you merit New SY Orientation October 15-18, 2007

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Outline Purpose Process Panel Operations Results and Outcomes Resources

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Purpose Exercise appointed power from the Administrator to precisely focus the evaluation levels of ARS exploration researcher positions utilizing companion boards. Not a “Promotion System” Not a “Tenure System” Based on “person-in-the-job” idea. Open-finished advancement potential taking into account individual exploration & initiative achievements. Just for Category 1 positions

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Process RL is told that a SY will be audited. SY, with RL bolster, builds the case review Case is sent to Area Office Louise Dalton checks the case for adherence to arrange.

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Process Mickey McGuire (AAD) audits the case for substance. Case is come back to SY for amendment. Last case is sent to RPES staff through Area Office. Case is then sent to board for assessment .

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Timing GS 11 – Every 3 years GS 12 – Every 3 years GS 13 – Every 4 years GS 14 – Every 5 years GS 15 – Every 5 years ST – Every 5 years

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Approved Exceptions Early Review Delayed Review Reevaluation Poor Performer

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Anatomy of a Case Write-up Must be exact RL/Supervisor helps Career long achievements Recency matters! Must be all around archived inside and out contact rundown is critical Peer gathering is vital

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ARS Peer Groups Animal Bioscience (ABS) Animal Health (AHL) Chemistry & Chemical Engineering (CCE) Entomology (ENT) Food Science & Human Nutrition (FHN) Plant Bioscience (PBS) Plant Health (PHL) Pre/Post Harvest Science & Engineering (PHS) Soil & Water Science (SWS) Systematics & Taxonomy (STX)

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Research Grade Evaluation Guide Four assessment elements 1 - Research Assignment 2 - Supervision Received 3 - Guidelines & Originality 4 - Qualifications and Contributions Factor 4 is twofold weighted... to execute the individual in-the-employment idea

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Factor 1 – Research Assignment Assigned Responsibility Mention formal administration obligation (Lead Scientist, Research Leader, Director) Research Objectives & Methodology (next 3-5 yr) Expected Results - sway on science/technology Knowledge Required Supervisory Responsibilities

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Factor 2 – Supervision Received Assigned Responsibility - flexibility to control Technical Guidance Received Review of Results - composition survey/approval General Supervision - recurrence/nature/power

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Factor 3 – Guidelines and Originality Available Literature - applies to explore area Originality Required – to acquire expected results (End of the Position Description; Limited to 3 pages; all impartial) Demonstrated Originality – What is it about you that empowered the achievements. Use illustrations of achievements yet don’t basically recount them.

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Factor 4 - Qualifications and Contributions: Entire Career Demonstrated Accomplishments What was expert? What was your part? Effect (So What? Who Cares?) Stature and Recognition (Awards, Invitations (even those you couldn\'t acknowledge), Professional Society Activities)

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Factor IV - Qualifications and Contributions: Entire Career Advisory and Consultant Activities Other (Education, Experience, Other Significant Information) Publications Peer explored diary articles and licenses Non Peer evaluated (procedures, and so forth.) Abstracts not recorded

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Demonstrated Accomplishments GS 11 and 12 – Allowed 5 achievement explanations GS 13 or more – Allowed 8 Limited to a half page Each achievement must be archived with two shows, normally senior composed, associate assessed original copies. Can be letters from partners (through the AD) IDR rundown ought to contain no less than one individual learned about every achievement

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Demonstrated Accomplishments What was expert? Made, Discovered, Solved an issue, and so on. What part did you play? Imagined, Led, Wrote Manuscripts, Grant Proposals, and so forth. What is the effect (so what and who cares)? Who has embraced, How has it affected science, What acknowledgment was gotten (recompenses, stipends supported, and so forth.)

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Types of Accomplishments Research Special Assignments or Projects Technology Transfer Systems Research and Integration Leadership (RL and Scientific)

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Accomplishment Statement Examples Accomplishment: Adjuvants for utilization with microbial and compound pesticides must guarantee assurance from daylight and precipitation and be valuable in moderately little sums. Wheat gluten was synthetically adjusted to make an adjuvant that shields Bacillus thuringiensis from daylight and washoff by precipitation when added to a splash tank at 1% solids. The adjuvant additionally assists a with corning rootworm insecticidal detailing called SLAM hold fast to corn plants and the adjuvant, when joined with encouraging stimulants, can be utilized to stick other corn rootworm pesticides to plants in this way empowering lessening of dynamic fixing.

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Accomplishment Statement Examples Role: Dr. X drove the group and co-considered, co-created and co-licensed the innovation. He administered composition the original copies and patent applications.

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Accomplishment Statement Examples Impact: This innovation made another alternative for administrators accused of controlling corn rootworm grown-ups on corn. Hammer is the main item with decreased rates of dynamic fixing at present available. Hammer does not hold fast well to plants and must be reapplied. By blending the gluten adjuvant with SLAM, the item stays on the plants longer and can oppose wash off. The Area-Wide Corn Rootworm Adult Management Project supported Dr. X’s work for ca. $100,000 from 1997-2000. Microflo, the organization that creates SLAM, authorized the utilization of gluten and reformulated 30,000 pounds for utilization in the late spring of 2000. Furthermore, Trã©cã© Corporation authorized the utilization of gluten to join it with a strong encouraging stimulant as an adjuvant that can be utilized with decreased rates of different pesticides enlisted for utilization against corn rootworm grown-ups. The item was propelled in Summer 2000. (Display 3a, #24; Exhibit 3b, #25, and #71, #41)

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Accomplishment Statement Examples Accomplishment/Role: Dr. Y proposed that direct mechanical vaccination of the vascular tissues in seeds will sidestep the requirement for vectors to transmit maize infections. This rich, whimsical, and straightforward methodology brought about a very proficient strategy for mechanical transmission of (6 infections recorded) into maize.

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Accomplishment Statement Examples Impact: Among different advantages, this examination gave an one of a kind answer for study infections without the perplexing impact of vectors, wiped out or lessened the serious work necessities of creepy crawly raising, assisted tests on infectivity of infection arrangements, if a way to think about the component of imperviousness to systemic infection development and to study infection resistance freely from vector resistance, and encouraged studies that control recombinant viral clones (Exhibit 8a, #85, Exhibit 8b #92, and #87)

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Panel Operations Comprised of 5 researchers GS 13 or more speaking to two companion bunches; a staff agent, and a board seat. Board individuals are unknown. One board part (inside of your associate gathering) is relegated to do a top to bottom audit of your case (board part may have extra cases to do the top to bottom survey) Reads original copies Calls top to bottom contacts and others (at least 5 contacts, including administrator, are obliged) Prepares draft board report

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Panel Operations All individuals score every case before meeting Panel meets eye to eye to talk about legitimate evaluation as indicated by the RGEG Consensus methodology Panels will conceal to 12 cases in a day and a half; shockingly most lower reviewed cases require the most measure of time so it is vital the case is elegantly composed.

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Grade Determination

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Grade Determination

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RPES Panel Decision Options Upgrade (UPG) Remain in Grade (RIG) Insufficient Factual Basis (IFB) Grade/Category Problem (GCP) Refer to Supergrade (REF) Split (SPL)

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Factor 1: Research Assignment Degree C: The occupant is in charge of detailing and directing a precise exploration assault on an issue territory of extensive extension and complexity….. Naturally, research investigations of this extension will bring about a progression of publishable commitments to knowledge….

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Factor 2: Supervision Received Degree C In customized or connected exploration, the scientist is regularly doled out an expansive issue area…. The analyst is dependable, with almost no supervisory help, for planning speculations, for creating and doing the arrangement of attack…. The chief is kept educated, through periodic talks, of general arranges and advancement of the work….

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Factor 3: Guidelines and Originality Degree C In essential exploration, accessible aides and points of reference, e.g. existing writing in the field, are constrained in handiness or to a great extent lacking because of the novel character of the work being finished. In connected examination, this degree ordinarily includes improvement and utilization of new strategies and unique routines for assault to the arrangement of vital issues.

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Factor 4: Qualifications and Scientific Contributions Degree C At this degree, the specialist has shown his or her capacity as a full grown, capable and beneficial

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