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Science and Operations Officer
Handbook
U.S. Department of Commerce
National Oceanic and Atmospheric Administration
National Weather Service
1999
FOREWORD
The Science and Operations Officer (SOO) Handbook was originally conceived as a personal method of organizing the position, since little was available to direct newly selected SOOs as to how the position should be managed. Upon mentioning the existence of the handbook to other individuals, some who had taken on the SOO position, the scope of the handbook broadened and was set in more general terms. Feedback from those who have used the handbook has been gratifying because it appears that the handbook is at least fulfilling a basic need for direction in the SOO program. Those utilizing this document are urged to further customize it for use at their station.
Since the original text was put together in 1994, three revisions have been undertaken. The original text, which was developed soon after I became a SOO, utilized some 30 years of experience in training meteorologists, both at the intern and journeyman level. Some perceptions of the SOO program were also included to fill out the overall program plan which became the handbook. I have since added new sections to this revision, based on how the SOO program has evolved at our office. One of these chapters concerns outreach. Although outreach was not originally considered, it became apparent as I progressed further into the SOO program that outreach at the scientific level was something that the community lacked and that the SOO could fill that void. It needs to be said that the WCM also is involved in outreach and that the SOO and WCM should logically coordinate closely to focus their efforts to that outreach which is more specifically in their area. Of course, at times some collaboration might be in order so that any and all requests for assistance from the community at large may be honored.
After some skepticism early in the program about what the SOO position could accomplish, I have become aware of a reawakening of the science of meteorology in the National Weather Service. In my travels, I have seen the younger meteorologists becoming more aware of their professional development needs as well as seeing a reawakening of the science of meteorology in the more experienced meteorologists. You should hold no doubt that the job of Science and Operations Officer is both a challenging and at times frustrating position, but that it is also a necessary and important position in this time of rapidly changing technology and techniques. The program therefore is an important factor, if not the moving force, in the process of training and technology transfer .
Exciting times lie just over the horizon as new technology and techniques further modernize our profession. Even greater strides in the science of meteorology are in store for the National Weather Service. As the Science and Operations Officer you must keep pace with the changes ahead, manage your program as efficiently as possible and provide the teaching, mentoring, and coaching that is an integral part of the job. It is to these tasks and the many challenges ahead that this handbook is dedicated.
George R. Wilken (George.Wilken@noaa.gov)
Little Rock, ArkansasDecember 1998
Science and Operations Office HandbookTable of Contents
Part I: Station Familiarization
Arrival
You should get to know...
You should establish training needs for yourself...
Discuss training with on-station personnel
Compose training plans for the station as a whole and for all specialties
Refine the broad office and personal training plans...
Establish training planning schedules...
Set up a training accountability program...
Insure that the location of all training materials...
Maintenance of the training program
Part III: The Professional Development Plan
The Professional Development Plan whether at a station level...
Before personal goals may be established...
Post or give each staff member a copy of the station goals...
Develop personal development plans
Maintaining the Personal Development Plan
Example of the Personal Development Plan
Make sure the station complement understands how research...
The station library as a resource
Ongoing research
New research
The SOO as coordinator of research projects
The SOO as mentor for formal presentations
Utilize different vehicles to manage time
The SOO as Program Manager
Save some time for yourself
If a local chapter of the AMS or NWA has not been established
The educational community
Part VII: Training Records of Departing and New Staff
Training record disposition for departing staff
Training orientation for new staff members
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Science and Operations Officer Handbook
Part I: Station Familiarization
Overview: To become familiar with the MIC, the station complement, station operations and your own personal training needs. NOTE: Although this part has been included for the newly selected SOO, it can serve as a refresher for the more experienced SOO.
I. Arrival: Although by the time you read this you will have met the MIC, you should become as familiar with his/her management style as possible. For a SOO that is promoted on-station, most of the process mentioned below will have, for the most part, been accomplished or realized.
II. You should get to know:
A. The staff, gradually becoming familiar with each individual on a first-name basis. You will be working closely with the WCM so your relationship should be established with this position soon after your arrival and/or the arrival of the WCM.
B. The operational functions of the station, in part through working operational shifts.
1. This includes what products the station produces and what other agencies the station supports.
a. Review the Station Duty Manual, paying particular attention to those sections that pertain to the SOO position.
C. What equipment is present on-station and its operational characteristics.
1. If there is any equipment that you are unfamiliar with, consult with the ESA and operational personnel to become familiar with it.
D. Where administrative files, climatological files and other pertinent information is kept.
III. You should establish training needs for yourself in order to become more acclimated to the station. The above steps will help you become attuned to this need.
NOTE: Don't forget to become acquainted with adjacent stations, especially those that provide backup to your station or are within your radar umbrella. Take time to call the adjacent SOOs and introduce yourself.
Overview: Establish training based on past efforts both on a station-wide and individual basis; make employees aware of expectations and then employ accountability to assist in keeping the program on-track. Utilize all training aids and forms of training such as web-based and teletraining.
I. Discuss training with on-station personnel.
A. Whether you are promoted on-station or to another station, the initial meeting should be with the MIC.
1. Discuss the MIC's expectations for training all specialties (Meteorologists, Hydrologist and Meteorologist Interns (met interns). Consult with Data Acquisition Program Manager (DAPM) for Hydrometeorological Technician (HMT) training and the Electronic Systems Analyst (ESA) for Electronics Technician (ET) training.
a. Along with the MIC, compose a written station mission statement.
b. With the MIC, discuss and reduce to a written statement, both current and future (short-term and long-term) training goals.
B. Other personnel involved in training on-station.
1. Discuss any prior training efforts (failures and successes) with the various Focal Point meteorologist positions.
2. You will be directly responsible for assuring preparation is made for training, that training pre-requisites are accomplished and training goals are met for the meteorologist, meteorologist intern and hydrologist positions.
a. This includes ordering pre-requisite material as outlined for NWSTC courses in the "NWSTC Course Catalog".
(1) Preparation must be brought to the attention of any potential attendees and pre-requisite materials must also be obtained for all non-NWSTC courses.
3. You will be consulting with and assisting the DAPM with any training for the HMTs and consulting with and assisting the ESA on training for the ETs.
4. After seeing the regional training candidates list, you must schedule pre-requisite materials and assure that all pre-requisites are accomplished before the candidate attends training. This list is generally issued before the beginning of each rating year, with more lists possibly appearing during the course of the year.
II. Compose training plans for the station as a whole and for all specialties.
A. Combine information assembled from the MIC to compose a rough draft of a training plan for the office and each specialty you are directly responsible for, namely the meteorologists, the meteorologist interns and the hydrologist. Consult with the DAPM and ESA on their proposed training for the HMTs and ETs and assist them with any training plan they develop.
B. Discuss training with the station complement on an individual basis.
1. Explore the expectations of the employee, utilizing short and long-term goals previously discussed with the MIC.
a. Personally discuss the employee's background, training, experience and SPM positions previously held to obtain a general educational and experience profile. A general form might be made up for this. (pp 17-18)
b. Discuss individual skills versus the generic training plan. Identify individual training needs and desires and document.
IV. Refine the broad office and personal training plans and compile a Station Training Development Plan and a Personal Development Plan (PDP) for each employee, utilizing the information learned from the employee. (See PDP, page 6 and sample PDP starting on page 8.)
A. At a minimum, station and personal goals should be reexamined before the beginning of the rating year and both the station and personal development plans should be revised accordingly, meeting the approval of the MIC.
NOTE: This section shows the general flow of information and procedure to set up station and personal professional development plans. The next section on Personal Development Plans more specifically outlines this procedure.
V. Establish training planning schedules based on the station work schedule to identify time available for training.
A. Utilize supernumerary shifts for training but designate them as "personal development" (PD) shifts. Equitably schedule personnel for training.
B. State the ground rules for training to the staff, i.e. PD shifts held "sacred", and will not be regarded as throwaway shifts.
C. If supernumerary shifts are not available, establish smaller blocks of time for personal development.
1. Identify short-term periods where the station management might sit in for an operational shift.
2. With the concurrence of the MIC and Senior Forecaster, rearrange operational staffing during periods of fair weather to allow for personal development time.
3. Allow for flexibility to account for staff turnover and existing projects.
VI. Set up a training accountability program for your station.
A. Establish and chart periods for phase-in/beginning and deadlines of the various training efforts. This includes the arrival of new COMET modules on station.
1. Utilize the administration program included with the COMET modules, updating it with the arrival of new modules (load the latest version of the administration software.)
VII. Insure that the location of all training facilities are known to the staff and are in working order, to avoid frustration. This includes audio-visual and computer equipment.
A. Centralize training materials and periodically check to see that they are in the office. (All training materials should not be taken home, except in special situations.)
B. Insure that the Professional Development Workstation (PDW) is working properly or take steps to get it working. Check PDW software and hardware periodically through a computer utility program such as "Norton's Disk Doctor".
1. Backup training files on the PDW at least every month, especially if the PDW is used heavily.
a. PDW checks and backups may be assigned or given to the station computer focal point or other focal point.
VIII. Maintenance of the training program.
A. Once your training program is underway, it is VERY IMPORTANT that you continually update it through providing accountability to the employees, adding their personal accomplishments to your training files, personally counseling each employee on a regular basis (at least twice yearly) and adding any newly identified training need to the program.
1. Your efforts, both initial and ongoing should be continually presented to the MIC for informational purposes and approval.
NOTE: The points presented in this outline are only the basic steps that may be necessary to establish a training program. It is recognized that each station and its staff possess a distinct personality that must be taken into account when establishing a station training program.
Part III: The Professional (Station and Personal) Development Plan Overview:
Overview: To establish and maintain station and personal professional development plans (PDP) as guides for training.
I. The Professional Development Plan, whether at a station or personal level, should be established with the following two concepts in mind:
A. Facilitation: A plan should be designed to be both complete and flexible, while being realistic and attainable
1. Simplicity: The three phases of the plan should be:a. Identification of need, either on a station or personal level.
b. Accomplishment of those identified needs.
c. Follow-up and recognition of accomplishments.
II. Before personal goals may be established, stations goals for the next year must be determined:
A. Propose a station management staff meeting to determine station goals.
1. In part, utilize the training goals set for each specialty.
B. Reduce the station goals to writing as the station Professional Development Plan or Goals for the coming year. (see pp 10 - 11)
1. Update the goals through the year, if necessary and make the staff aware of the changes that were made.
III. Post or give each staff member a copy of the station goals to review.
A. Make sure a Personal History is on file for each staff member. (pp 17 - 18)
B. Maintain a current copy of Position Descriptions and generic performance plans for each specialty to consult for completeness of the training plans.
IV. Develop Personal Development Plans.
A. Have each employee develop goals for the upcoming year based on the station goals, personal training needs and desires and performance expectations.
1. Training needs are those items scheduled and/or required through national, regional or local initiatives.
2. Training desires are those items that employee feels would enhance his/her skills. These training initiatives may be driven by available resources.
B. Meet and discuss the goals with the employee offering suggestions where indicated.
1. Make sure the goals are attainable, but challenging.
C. Finalize the plan and obtain the employee's concurrence and understanding of goals to be met in the upcoming year.
V. Maintaining the Personal Development Plan.
A. Have each employee review their personal goals on a regular basis during the year and update as necessary.
B. Maintain the "Personal Training Needs and Accomplishments" and the "Personal Training Desires and Accomplishments" and check with each employee from time to time to insure accuracy of these records. (pp 13 - 14)
C. Provide recognition for accomplished goals through a vehicle such as a certificate or other acknowledgment of training. (page 16)
NOTE: Recognition of completion of training goals and identification of frustration with any aspect of the training program are key factors in sustaining the program.
General Remarks on the Professional Development PlanThe "Professional Development Plan" encompasses all of the elements necessary for a planned training program. First, a framework of training must be compiled so that training is not given in a haphazard manner. Included in the planning aspect are dates of beginning and ending, so that deadlines are both established and met. The plan encompasses a training needs analysis both on a station level and on a personal level. The "Personal Professional Development Plan" builds on the station plan and exhibits those training elements that are both needed and desired by the person the plan was designed for.
This plan includes the following elements for the current rating period:
1. "Station Training Goals for 1999" (narrative).
2. "Station Training Needs" (listing)
3. "Personal Training Needs and Accomplishments" for this Personal Professional Development Plan.
4. "Personal Training Desires and Accomplishments" for this Personal Professional Development Plan.
5. "Certificate of Accomplishment"
6. "Personal History Summary" for this Personal Professional Development Plan.
7. "Record of Papers Written and Seminars Given"
Training codes for this plan are:
OU = Outside Vendor IR = in-residence CM = COMET module TT = teletraining
WB = web-based SS = station seminar SD = station drillNote that the station goals are broad-based, but do relate areas of focus. From the more general verbalized "Station Training Goals for 1999" at the beginning of the rating year, evolves into the "Station Training Needs" which specifically relates subject matter to calendar dates and times as they are determined. The personal "Training Needs and Accomplishments" extend this specificity to a personal level.
All employees are urged to have a copy of any training certificate they receive placed in their personal file. For accomplishments on station, a certificate and copy will be issued.
Although each individual is urged to keep a personal copy of his/her training record, the SOO will keep a permanent copy on file, administratively restricted.
Station Training Goals for 1999
WSFO, Anywhere USA
Many challenges face the NWS office in Anywhere in 1999. The arrival of the Console Replacement System (CRS) and AWIPS in calendar year 1999, will place responsibility on the Science and Operations Officer and each individual to insure that they receive adequate training when the newest technology is placed in operation. Each individual must be ready to budget their time whether on operational shift or on a training shift to attain a high level of proficiency in the newest equipment and maintain a high level of proficiency in WSR-88D observing. What time may be available on-shift and the time on training MUST be dedicated to achieving and sustaining that high level of proficiency.
In addition to learning the newer systems, information from other systems such as profilers, satellites, ASOS and upper air MUST be integrated into our forecast considerations. A renewed effort will be made to re-familiarize each individual with these systems.
Senior Forecasters will play a key role in the training effort and should be prepared to direct the shift complement toward this effort as time allows.
Specifically our station and individual training goals are:
1. Maintain a high level of proficiency in WSR-88D observing. This can be accomplished through review of past storm episodes on archive level IVoptical disk. The disks are located in the SOO cubicle in the center overhead opposite the desk or work area. Seminars will be given to help maintain your proficiency and to present techniques and approaches to observing that you may not be aware of.
2. Utilize any and all forms of gridded data before the arrival of AWIPS to become more proficient in manipulating and interpreting this data. This data is available on the SAC and through the Internet.
3. Upon the arrival of AWIPS and provided training, interact with the AWIPS so that you become familiar with all of its capabilities. AWIPS generally will be a point-and-click operation so that little if any UNIX is required for its use. The AWIPS Focal Point, SOO and ESA will receive training at the NWSTC at Kansas City so that they will be able to assist PRC in the training effort on-station.
4. Continue to pursue Professional Development in terms of viewing the newly arriving COMET modules, attending designated training courses and viewing and selecting courses from many training sources, including the NWSTC, that will assist you with your professional growth. Utilize web-based, teletraining and station drills. I will be looking for seminar topics and presenters. As your time allows, attend all of the seminars that are presented. A lightning seminar has been planned for May 1999, which will help you with your use of lightning data on AWIPS.
5. It is highly recommended that you develop a topic for a study. Discuss your ideas with the SOO, keeping in mind that a study with operational use in mind is more desirable than a purely theoretical effort. Many possibilities exist and one should look at our operations to see where a study would help the station as a whole.
SPM duties will be assigned to each individual and performance of those duties will be a part of your individual evaluation. Innovation is recommended when performing your SPM duties and any idea or technique that you come up with in the performance of your SPM duties will be considered for an award.
As has been stated earlier, the coming year will be a very busy time and no one can afford to squander their time and talents. We must perform not as individuals, but as a team, complementary to one another. Only in this way will we accomplish what we wish and sustain a high level of proficiency in our respective duties.
Station Training Needs
Course Name
Course Type
Vendor
Start Date
End Date
88D Build 10 SS NWS 11/13/98 11/13/98 Bdry Layer Met TT NWSSR 12/17/98 12/17/98 SDM Drill SD NWS 10/15/98 12/15/98 Winter Fcstg SD NWS 12/18/98 2/15/99 Satellite Sounder CM NWS 12/18/98 3/1/99 AWIPS OUT OV/NWS PRC 3/22/99 AWIPS on-station NWS AWIPS team Ongoing Downburst Tstms SS NWS 4/27/99 4/27/99 Lightning Data SS NWS 5/13/99 5/13/99 NWS = region/local OV = outside vendor IR = in-residence
CM = COMET module TT = teletraining WB = web-based
SS = station seminar SD = station drill
Personal Training Needs and Accomplishments
Course Name
Course Type
Vendor
Start Date
End Date
88D Build 10 SS NWS 11/13/98 11/13/98 SDM Drill SD NWS 10/15/98 12/15/98 Basic UNIX OV USDA, Grad 12/7/98 12/11/98 Bdry Layer Met TT NWS/SR 12/17/98 12/17/98 Winter Fcstg SD NWS 12/18/98 2/15/99 Satellite Sounder CM COMET 12/18/98 3/1/99 UNIX Sys Admin NWS/OV NWS/SR 1/22/90 1/27/99 AWIPS CUT NWSTC/OV PRC 2/22/99 3/4/99 Downburst Tstms SS NWS 4/27/99 4/27/99 Lightning Data SS NWS 5/13/99 5/13/99 NWS = region/local OV = outside vendor IR = in-residence
CM = COMET module TT = teletraining WB = web-based
SS = station seminar SD = station drill
Personal Training Desires and Accomplishments
Course Name
Course Type
Vendor
Start Date
End Date
C Programming Tutorial? NWS HTML language Tutorial? NWS NWS = region/local OV = outside vendor IR = in-residence
CM = COMET module TT = teletraining WB = web-based
SS = station seminar SD = station drill
Comments on Station and Personal Training Needs
and Personal Training DesiresWhen comparing the station and personal training needs, you will notice some entries which are duplicated on both forms and some entries which appear on one form and not the other. These particular examples illustrate the differences that may show up in some circumstances. In this particular case, this plan may apply to the station AWIPS FP who has entries that do not completely match the station training needs. This FP will attend the CUT training and provide some of the station training so that these entries are not common to both forms.
Although teletraining sessions are provided, from time to time, not all staff will be able to attend these offerings. In this case, the incumbent did attend both the station seminar and the station teletraining session as shown.
You will also notice that as the varying forms of training are compiled, a very clear picture of what the incumbent has taken and what is planned for at least part of the year does develop. During the course of the rating year, examination of this record may lead to the identification of other training needs or desires to further enhance the incumbent's professional development.
On the Personal Training Desires form, the incumbent has indicated a desire to have both C programming training and HTML web language training. In checking with the "needs' form, and if resources are available, an appropriate date for this training may be provided.
The certificate below may be used for on-station training that the incumbent completes, as a form of recognition.
The form "Record of Papers Written and Seminars Given" serves as a record-keeping mechanism for any papers or presentations that the incumbent undertakes.
Certificate of Accomplishmentfor
John Q. Forecaster
in recognition of completing the training entitled
_______________________
at the NWS office at Anywhere, USADate _______ _______________________
Science and Operations Officer
Personal History Summary
forName _____________________
Date _____________
The information in this summary will be kept strictly confidential and will only be used as general background information and to determine training needs. Use the reverse side of each sheet for more space, if needed.
Job Title and Grade _______________________________
Total Years of Service ____University attended for Bachelor's degree__________________________
Year of Bachelor's degree __________________
Master's or Higher Degree (Yes) (No)Year of Advanced Degree(s) Master's _____________ PhD ____________
Area(s) of meteorological interest (convective weather, synoptic meteo, radar, etc.) ______________________________________________________________
______________________________________________________________
Focal Point meteorologist positions held in the NWS:
Approximate Date FP Position
_____________ ________________________________________________
_____________ ________________________________________________
Record of Published or non-published (local studies) papers
Approximate Date Subject of Paper or Study
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Computer Languages or Computer Training You Have HadApproximate Date Language or Training Description
______________________________________________________________
______________________________________________________________
______________________________________________________________
Area(s) of Meteorological Interest You Would Like to Research
(one item per line)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
If you intend to pursue a research effort, please speak with the SOO so that duplicate studies are not undertaken. In addition, the SOO may be able to suggest data sources and make data requests for your study in a timely manner. At the beginning of your study, decide what type of data you will need and the time frame of the data. Compose a list of dates, product names or other identifiers and give the list to the SOO (CC:Mail on the LAN is a highly recommended method of supplying this list).
Please return this summary to the SOO, sealed in a large brown envelope to maintain privacy.
Record of Papers Written and Seminars Given
Paper or Presentation
Date Finished
or Date PresentedSubject of Paper or Presentation
(If paper, where published including issue no., etc.)
Overview: To determine what research is ongoing, what projects might benefit the station, list the projects and match new projects with employee research.
I. Make sure that the station complement understands how research is to proceed at your station. Utilize memo or regional memorandum to explain the process.A. With the MIC, establish a hierarchy for developing and processing research papers.
B. Make it clear to the staff how the mechanism for requesting data is set up.
1. Possibly set up an archival system for the station.
2. Develop resource contacts for data, including the regional SSD.
II. The station library as a resource.
A. With the counsel and concurrence of the MIC, establish a library focal point on station.
B. Have the focal point develop a library index in order to locate textbooks, periodicals and other references.
1. Perhaps another employee (summer aid) might be enlisted to assist the library focal point with this long-term and vital project.
III. Ongoing research: Determine what research efforts are already underway.
A. Discuss research efforts with individual employees.
1. Discuss applicability of research effort.
2. Determine where current efforts are and what is needed to successfully continue and/or complete the project(s).
B. Compile a list of ongoing projects.
1. If there is duplication in the list resolve which effort should proceed or perhaps combine the efforts of more than one person..
2. After resolving any conflicts send copy of list to regional SSD.
IV. New Research: In discussion with the MIC and employees, identify potential areas of research.
A. Compile list of research topics and discuss projects in-depth with potential candidates.
B. Before initiating any project, check with regional SSD before the research effort is started to identify similar efforts at other NWS stations.
V. The SOO as coordinator of research projects.
A. Receive data requests and after consulting with researcher, forward data request to regional SSD.
B. Establish target dates for completion of data collection, first draft, and final draft.
C. Insure that researcher is aware of the proper format required, utilizing journals and other aids as examples.
D. Periodically check on any ongoing projects, to insure that needs are being met and project is proceeding along track.
1. Request extra data as needed for a project, but insure that "data gathering" will be completed with this request.
2. Keep the research "focused", that is, applicable to station operations and make sure deadlines are met.
E. When project has reached "draft" completion stage, review text and figures in document for relevance and continuity. Review for technical accuracy as well as for spelling and grammatical use.
1. Meet with researcher to discuss draft and any revisions. Insure proper format of paper.
2. Return document to researcher for revision.
3. When paper appears to be complete and has been reread and approved by you, route to MIC for review.
a. Discuss any revisions with MIC and return to researcher as needed.
4. When paper has reached final stage, have formal copy prepared for regional SSD.
a. Utilize best printer on station to insure quality of print.
b. If computer does not reproduce figures well, use "paste-up" style so figures do reproduce well.
c. Have an "electronic" copy put on disk and send it along with the paper copy of the paper.
d. Follow-up on paper through discussion with regional SSD to insure concurrence on need to publish paper.
F. Maintain an ongoing awareness of need for research projects.
1. Monitor weather conditions for possible case studies.
2. Be aware of any forecast problems requiring research.
a. Utilize "missed forecasts" as an opportunity to gain knowledge and insight through a case study.
3. Encourage staff to think of potential research and discuss possible projects with them.
4. Personally undertake a project, time permitting, to illustrate your continuing interest in research.
G. Set up in-house seminars to brief staff on a completed station project.
1. Consult with regional SSD to investigate possibility of guest speaker from a national center or other resource.
VI. The SOO as mentor for formal presentations.
A. Identify and recommend subject matter or papers for a seminar; or for a full presentation or poster session at a national meeting of the AMS or NWS.
B. Meet with staff member to discuss presentation.
1. Utilize electronic presentation where possible.
a. Training may be needed before presentation is assembled.
2. Utilize transparencies/slides if electronic form is not possible.
a. Use color for graphics wherever possible.
3. Discuss text and graphics to present in talk, with employee.
4. After all materials have been gathered or composed, assemble them and perform a "dry run" on station.
a. Check graphics and copy to insure the continuity and flow of presentation.
5. If the presentation is a poster session, assemble the components and check for eye appeal and legibility (can the copy be read).
a. Run through the employee's presentation at the poster.
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Overview: To become an effective manager, the SOO must learn to manage what time is available on a daily basis, keeping in mind previously set priorities on short and long term projects or tasks.
I. Utilize different vehicles to manage time.
A. Use computer "project" software, calendars or other means to schedule projects, papers and other tasks.
1. Network with others in the office and with other SOOs to see if a project you are planning has already been accomplished by someone else. Adapt and credit others work and don't reinvent if you can avoid it.
B. Utilize scheduling for individual training, both for the staff and for yourself.
1. Schedule "Professional Development" shifts in lieu of supernumerary or training shifts to minimize the idea that this may be used as a throwaway shift.
2. Be flexible, allow time for short-notice training during periods of quiet weather.
a. Work shift yourself or ask someone else to fill in, if needed, to free up another staff member.
3. Don't forget to include yourself when scheduling training.
C. If possible, utilize office seminars for group training or to introduce a concept to reduce the need for one-on-one sessions.
D. Compile a daily, broad-based schedule to remind yourself of areas to check on.
E. At the end of each workday or for each workweek, summarize and reduce to writing what you have accomplished and tasks that need to be accomplished (a do list). This will provide a quick start for the next workday or workweek.
II. The SOO as Program Manager.
A. Coordinate with the MIC to delegate responsibility to others as SPMs for 88D, computer and other focal point duties.
1. Keep informed of the progress of the programs that have been delegated, but limit your direct involvement, except as needed to manage the project.
B. Seek out interested persons to attend seminars and meetings in your place.
1. Encourage the traveler to submit a report to the sponsoring office or agency.
2. For applicable technical meetings or conferences, have the traveler pass the information along via a seminar.
III. Save some time for yourself.
A. Utilize your daily/weekly general schedule to remind you that periodicals and other technical items need review.
1. Nominate others to attend and report on seminars and workshops.
C. Minimize or completely eliminate the idea of taking work home.
1. Utilize annual leave, time away from the office to relax.
D. At the end of the workday, allow time for reading, planning for the next day and general depressurization.
1. Make notes on any project that requires another day or so to complete.
REMEMBER, proper time management will reduce the possibility of undue stress and ultimate burn-out.
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Overview: To promote and support the science of meteorology by becoming a scientific resource person for the community and through outreach to educational institutions and other organizations both within and outside the Federal government.
I. If a local chapter of the American Meteorological Society or National Weather Association has not been established in your area, consider implementing one or both.
A. Send an inquiry to the national organization to determine if a former chapter perhaps has become inactive.
1. If you are not currently a member of one or both of the national organizations, considering becoming a member.
2. Request a list of national members from the national organization for your area. Have zip codes of your area available.
B. Enlist the help of other national members on station.
1. If a military facility is in your area with a weather unit, enlist their help as well.
C. Set up an organizational meeting and send out invitations to national members and others that may be interested in joining a local chapter.
1. Secure a central point to hold the meeting. Some local facilities may often be used at no charge.
2. Prepare an agenda for the meeting following rules of the national organization including:
a. A proposed constitution.
b. The possibility of a newsletter or other chapter communication.
c. A proposal for election of chapter officers.
d. Offer some possible community outreach projects.
e. Consult with others for possible agenda items.
D. Once the chapter has been set up, the national organization will provide guidance beyond the chapter's constitution.
1. Encourage chapter members to attend nationally sponsored meetings.
E. Be prepared to receive calls requesting one or more representatives from the chapter to serve as science fair judges. Identify chapter members who are willing to serve in such a capacity.
II. The educational community.
A. Seek out science coordinators for the local school district(s) and offer your help as a resource person.
1. Collaborate with the local implementation team leader (LIT) in the AMS program, "Datastreme Project".
2. You may be asked to speak to groups such as the science teachers formed as an association in your state or locality.
3. You may be asked to speak to gifted and talented students or other groups of students at a school.
4. You may receive requests for tours of your station.
B. Offer your assistance as a resource person to the local library system.
1. Reference desks may have an occasional question about the science since not all libraries have a comprehensive section of meteorology texts.
2. Offer the station library as a resource to the local library system.
a. Make sure that the library system is aware of station policy on the station library.
C. With the concurrence of the MIC, establish a station policy to direct calls on scientific outreach.
1. Some calls may more properly be handled by the WCM who you should work with closely in the area of outreach.
D. Identify any community projects which might use you as a resource person.
1. Some possibilities include museum weather displays, display areas in other public buildings where a display on the National Weather Service might be located.
2. You might serve as a mentor to a student on a science fair project or serve as an advisor to a student wishing to embark on a career as a meteorologist. (NOTE: If you become a science fair judge, you may have to remove yourself from judging a project you mentored a student on.)
Return to Table of Contents Return to Training Resource Center Part VII: Training Records for Departing and New Staff
Overview:To provide prompt disposition of training records for departing staff and to acquaint new staff with training procedures at the office.I. Training record disposition for departing staff: Within a week of the departure of a staff member to a new duty station, mail the training record of that former staff member to the SOO at the receiving office.
A. Review the file before mailing to insure that all materials pertain only to training.
B. Insure that the entries in the training record are up to date with any recent training.
II. Training orientation for new staff members.
A. Upon selection of a candidate for an office position, prepare a training folder for that individual.
B. Upon arrival of the new employee, inquire as to whether the employee has a copy of their training record. If the employee does not have a copy of their record, call their former office and request a copy of their training record.
C. After the new employee's training record has been received and during the first period of the employee's arrival, sit down with the employee and review the the training procedures followed on station.
1. Have a do's and don'ts list compiled for the employee. This list is based on former new arrivals and any problems they may have experienced. This will allow the new employee to more easily fit in with the current staff.
2. Explain the concept of Professional Development shifts in that they are regarded as necessary and should not be used as throwaway shifts.
3. Explain the importance of all forms of training and attending seminars and other office-wide training efforts, in Professional Development.
4. Discuss the office training goals for the current rating year.
5. Provide the newly arrived employee with a copy of the Personal Survey. Ask the employee to complete the survey as soon as possible.
6. At a later date, upon completion of the Personal Survey, meet with the employee to develop some personal training goals for the current rating year.
a. If a mentor has been selected for the new NWS employee and that mentor is available, have the mentor participate in the discussion.
b. Especially with employees newly selected to the NWS, follow-up on their progress during the course of the year to insure that training goals are being accomplished. Have the mentor attend any meetings on this subject, if the mentor is available.
NOTE: For new NWS employees, it is very important that they become familiar with all training requirements and possibilities for training in the NWS. The first year of their tenure encompasses a probationary period and their acceptance of training and performance during this first year may be paramount in their retention in the NWS after the first year.