2. Attending/speaking/presenting at professional seminars, symposia, and conferences. Employees can receive points for attending professional seminars or conferences that are job-related. However, the supervisor needs to determine that the individual learned something meaningful from the experience. If the employee is presenting, because significant effort is involved in preparing and delivering presentations, credit should be given for each hour invested in the preparation, as well as the time for the actual presentation. 3. Publishing. Writing articles related to acquisition for publication generally meets the criteria for continuous learning. Points may be awarded only in the year published. Points may be awarded for workshops with planned 4. Participating in workshops. learning outcomes. C. Other Formal Education 1. Formal training. Immediate supervisors should use Continuing Education Units (CEUs) as a guide for assigning points for formal training programs that award CEUs. The CEUs can be converted to points at 10 CLP points per CEU. 2. Formal academic programs. For formal academic programs offered by educational institutions, each semester hour is equal to one CEU. A 3-hour credit course would be worth 3 CEUs and 30 CLP points, assuming that it is applicable to the acquisition function. D. Experience Experience includes on-the-job experiential assignments and intra- or rotational career-broadening and developmental experiences. Longer assignments are assumed to be more beneficial than shorter ones. The supervisor may feel that an individual deserves more or fewer than those shown in the table. In determining CLPs for a rotational/developmental assignment, the supervisor should consider both the long-term benefit to the agency and the immediate benefit to the employing organization and the individual. For example, a second rotational individual’s assignment of the same sort would be less valuable than a different type of rotational assignment. When experience or other activities are to be used to earn CLPs in lieu of formal training, certain principles should be followed. Supervisors and employees should as closely as possible, the tasks to be accomplished, expected outcomes, and the learning opportunities. If it is an assignment, the individual should be mentored during the assignment. Completion of a product, such as a briefing, a project design, a report, or other work product that shows the learning attained, is desirable. Sharing the
2. Attending/speaking/presenting at professional seminars, symposia, and conferences. Employees can receive points for attending professional seminars or conferences that are job-related. However, the supervisor needs to determine that the individual learned something meaningful from the experience. If the employee is presenting, because significant effort is involved in preparing and delivering presentations, credit should be given for each hour invested in the preparation, as well as the time for the actual presentation. 3. Publishing. Writing articles related to acquisition for publication generally meets the criteria for continuous learning. Points may be awarded only in the year published. 4. Participating in workshops. Points may be awarded for workshops with planned learning outcomes. C. Other Formal Education 1. Formal training. Immediate supervisors should use Continuing Education Units (CEUs) as a guide for assigning points for formal training programs that award CEUs. The CEUs can be converted to points at 10 CLP points per CEU. 2. Formal academic programs. For formal academic programs offered by educational institutions, each semester hour is equal to one CEU. A 3-hour credit course would be worth 3 CEUs and 30 CLP points, assuming that it is applicable to the acquisition function. D. Experience Experience includes on-the-job experiential assignments and intra- or rotational career-broadening and developmental experiences. Longer assignments are assumed to be more beneficial than shorter ones. The supervisor may feel that an individual deserves more or fewer than those shown in the table. In determining CLPs for a rotational/developmental assignment, the supervisor should consider both the long-term benefit to the agency and the immediate benefit to the individual’s employing organization and the individual. For example, a second rotational assignment of the same sort would be less valuable than a different type of rotational assignment. When experience or other activities are to be used to earn CLPs in lieu of formal training, certain principles should be followed. Supervisors and employees should as closely as possible, the tasks to be accomplished, expected outcomes, and the learning opportunities. If it is an assignment, the individual should be mentored during the assignment. Completion of a product, such as a briefing, a project design, a report, or other work product that shows the learning attained, is desirable. Sharing the
FACPPMHandbookOct2010.docx