Military Counselor

SHARON D. BODFORD

KNOWLEDGE, SKILLS AND ABILITIES

RESUME 12/10/21

1. In my current position as Chief, Support Resources Branch (SRB), and sometimes Acting Chief, Student Services Division (SSD), Chief, Direct Support Branch (DSB) and Practical Support Branch (PSB), the managing and supervising of the development of support services programs have led to one of SSD’s point of contacts for Partner Organizations (POs), QER meetings, EEO requirements, PRO acquisitions, and FMD projects. Inclusively, other entities were involved to ensure the programs were consistent with the FLETC training mission.

That said, with statistical analysis performed on data from SASS, student critiques, complaint forms, and verbal feedback from all training entities, the process consists of designing enterprise-wide requirements that support services for law enforcement training programs that comply with DHS and FLETC strategic, vision, and goals. Major stakeholders such as ATF, TSA, CBP, AFOSI, ICE/HSI, U.S. Marshals, BOP, FPS, along with FLETC personnel, execute these unique law enforcement programs.

I have utilized my skills obtained in researching, gathering, analyzing, and interpreting data through an accomplishment of a Master’s Degree in Management and the completion of doctoral courses such as research methodology and analyzing existing research, as well as an Adjunct Professor facilitating research designing and assessing the environment for organizational change. Therefore, my skills have provided me the ability to apply both qualitative and quantitative methods to proactively plan, develop, coordinate, implement, and measure the effectiveness of program functions. Hence, these areas of responsibilities have included, but not limited to, gathering and collecting data through focus groups and semi-structured interviews utilized from customer feedback on procurement acquisitions to the quality of dorms, transportation, security via student critiques, as well as the identification of students’ desires for different types of recreational activities offered at Glynco. Most importantly, the utilization of training projections for various programs, budget allocations, contract requirements, and other information are necessary to revise FLETC directives and policies for appropriateness and effectiveness to support the FLETC’s training mission. The ability to measure, evaluate, and detect trends (through interpretation and analysis) in order to recommend ways to improve the efficiency and effectiveness of programs and activities become vital for addressing relevant issues and concerns that ultimately impact the support of the FLETC training programs. It is a much-needed attribute for developing the necessary short and long-range plans and strategies to ensure organizational/program successes.

In order to ensure the effectiveness of the program management needed to develop, sustain, maintain, and/or amend support services program, every consideration is given to an assessment quality of the requirements and the quantity of the students, along with POs, FLETC stakeholders, and most importantly, Senior Leaders, DHS, and other governmental officials.

It is through an on-going assessment of numerous stakeholders and the market research pertaining to the quality and quantity of student support by lodging, transportation, role-players, dormitories, food services, uniform issue, janitorial services, and other programs that have a direct relationship to the effectiveness of the programs, does one successfully manage and supervise the development of support services programs.

For example, between FY2014 and FY2019, the FLETC/Glynco’s student population increased by an average of 66%. To further complicate adequate lodging resource matters, the first floors of the leased dormitories suffered significant hurricane damage with many rooms being unavailable due to renovations since 2016 (flooding - Hurricane Matthew in 2016 and Hurricane Irma in 2017). The Glynco training delivery points (TDPs) supplemented the need for additional dormitory rooms in FY2018 and FY2019 by contracting hotels (located as far as Jacksonville, FL to the south and Pooler, GA to the north) to the tune of more than $15 million dollars annually. Looking forward, student population at the Glynco TDP continued to increase by an average of 39% from FY2019 to FY2020. Anticipating continued and projected growth in FY2020, the FLETC Glynco began converting the other two (2) leased-dormitories (185 and 186) in an effort to support and maximize double-occupancy capabilities but not without the following actions taking place. It became imperative that a risk assessment and SWOT analysis were conducted, along with a return on investment considered to ensure no negative impacts on students, training, and other TDPs points were encountered before changing the footprint of the lodging program.

Through statistical analysis performed as well as an amount of cost avoidance projected for transportation and off-Center lodging, as well as impacts on student’s morale and POs issues, all aspects were considered prior to a decision made to amend the lodging program for maximizing double-occupancy. Thus, research was conducted by visiting several governmental entities such as military facilities, educational institutions, and other law enforcement training sites to ascertain minimum square feet requirements for double-occupancy, sufficient laundry facilities and parking spaces needed, and the length of the long term lodging stays for double-bunking. Other considerations involved a pilot group of the highest population of trainees during the last two months of fiscal year 2018. This effort was not without the knowledge gained as a Contracting Officer from 1983-2015. Thus, the consideration of being mindfully fiscal of controlling budgets within the confinements of approved contract funding through defined historical data, trends, feedback results, and overall findings generated from qualitative and quantitative techniques designed to assess various program effectiveness, become woven into the decision-making process to consider maximizing double-occupancy.

Overall, after a projected annual cost avoidance of $6 million dollars was determined by a gain of 755 additional beds to lodge students, both market research and price and cost analysis were performed to determine the increased cost value on support service contracts such as dorm management and the decreased cost value projected for transportation and off-center lodging,

As POs toured the double-occupied display dorm room, site visits of comparable locations were considered, statistical analysis, along with feedback from both students and POs were obtained, it became obvious that there was cost advantage to POs and FLETC, inclusive of an estimated cost of recommended contractual changes/modification to the dorm management contract, to initiate the process. Thus, FLETC would see its return on the investment within 3-4 years.

Though briefings with Senior Leaders and PO representatives, the ability to change the program, develop new processes to an existing program, i.e., minimizing transportation costs and reducing the number of hotels, were overall beneficial to increasing the training capabilities at Glynco. Thus, maximizing double bunking was scheduled to take place in FY2020 in order to meet the increased student population during this timeframe. Other examples for changes and/or efforts to program development and coordination via POs/FLETC entities are as follows:

Developed an Employee Recognition of Accomplishments that led to more recommendations/suggestions to improved support services programs.

Assisted with the creation of a report for tracking dormitory utilization to maximize bed space, achieve greater than 80% occupancy rates in the leased dorms, as well as timely submit accurate QER data to Senior Leaders, inclusive of the Director and the Deputy Director.

Assisted with the generation of a quarterly statistical analysis, using quantitative data and qualitative feedback via student critiques, to timely address maintenance and housekeeping issues, as well as customer services by the dorm management contractor.

Performed quarterly meetings with POs to proactively address dorm concerns, inform of the latest dorm changes, and continue to educate about the lodging and transportation processes for feedback improvements.

Proposed and assisted with the development of a Recreation APP for quick access by student and timely input by Recreation Specialists.

Participated in an off-Center Lodging Industry Day event with PRO to solicit interested vendors and improve lodging prices for POs.

Participated on an EEO Disability team that generated the creation of an enterprise-wide revision to the meals and lodging waiver form and change to the reasonable accommodation program.

Created a report for capturing student nights, cost avoidance amounts, and on and Center lodging costs to ensure accurate reporting to budget and PO representatives.

Created a new key process to address the COVID-19 requirements.

Changed the on and Off-center program information to meet the requirements of social distancing and cleaning requirements based on COVID-19.

Created an on-Center lodging process to ensure actions taken to minimize social gatherings and decrease the spread of the virus in the dorms.

2. ABILITY TO MANAGE AND SUPERVISE A SUBORDINATE STAFF.

In my position as Chief, Support Resources Branch, I directly supervise EIGHT (8) personnel: six (6) Contracting Officer Representatives (CORs) and two (2) Program Analysts (PAs) by providing effective leadership. These actions include, but not limit to, the following: (1) managing their workloads; (2) ensuring effective training is obtained; (3) developing/revising position descriptions and work/performance plans as needed; and (4) evaluating performance indicators that are effective for the overall purpose of the support services programs and their relationships to the law enforcement programs. In this capacity, the ability to foster a diverse workforce that is capable of meeting mission requirements is essential to the success of the support services programs in SSD. The competency to monitor subordinates’ performance fairly and equally plays a vital role to improve performance and/or substandard performance as well as motivate staff members. Additionally, day-to-day efforts are made to mentor their career developments, encourage and reward fairly and equally, and make certain the necessary training tools are available to meet their individual work assignments, all with the assurance that discrimination does not occur in any aspects of employment. Furthermore, I set the overall objectives and resources available for various tasks as well as consult the staff on the development of realistic deadlines, projects, and work performed by subordinates.

In addition, I am the liaison between POs and staff members. Thus, my goal has been to build, not demolish and practice inclusive leadership that involve a conceptual framework simply based on recognition and reciprocal understanding, mutual enabling, trust, and most importantly, integrity and honestly by removing all barriers that demote, disrespect, and minimize employees regardless of their culture, race, and any other differences. Furthermore, the expectancy and transformational leadership styles have allowed me to focus on an awareness of differences to motivate accordingly and build an understanding that lead them to a vision of change. Notwithstanding the applicable situational leadership styles that needed to lead, they do not go without the ability to self-reflect on my own behaviors in order to respect people with different backgrounds, competency levels, and ways of thinking., Furthermore, these attributes have become the catalyst for creating an environment for subordinates who perform at their highest potential for organizational success by working together professionally and POs, collaboratively. At the same time, efforts are made to not only ensure staff members succeed in their current positions, but, yearly individual developmental plans are created that make certain they move forward to higher positions within the organization or external of SSD. For example, upon arriving in January 2015, I have provided training venues for program management courses, recommended college courses for higher learning, and mentored existing staff members, inclusive of approximately eight (8) personnel assigned to other branches and/or within MRSD and the developmental assignment program (DAP) selectees, in contractual and fiscal responsibilities as CORs, future CORs, and/or PAs.

Based on the above, personnel in SRB, inclusive of SSD, are assured of tools that enable them to provide the most effective programs that affect the FLETC’s training mission. My responsibilities have included the following employee initiatives: (1) encouraging cross-training to see how their programs affects external training programs (e.g., basic and advanced) and (2) ensuring personnel are trained beyond minimum COR requirements. Most importantly, my fully utilizing their knowledge to improve Recreation, Lodging, and Logistic programs that impact other programs such as Transportation, Role-players, Janitorial, Food Services, Program Support, and Uniform Issue. That said, the goal is always to motivate and encourage upward mobility opportunities for all staff members in order to enhance organizational growth. Furthermore, I have recruited, interviewed, made recommendations for selections, and advised on disciplinary and/or adverse actions as well as performed performance reviews and counseling sessions while at the same time applying EEO policies and procedures that were morally right and ethically sound for all parties involved in the process.

Some examples of the above are as follows:

Executed approximately 16 nominations in SRB and as well other branches, with 7 selections for employee of the quarters during the period of 2015-2020 in SRB. This action is not inclusive of FLETC and MRSD team awards and Department of Homeland Secretary’s Excellence awards for the lodging staff in PRO/SRB and SRB/Tony Melendez in 2016 and 2019, respectively.

Provided recognition of staff members in other divisions/entities who assisted with the improvements of SSD’s services programs (e.g., Letters of appreciations for staff members in CIO, TRC, FMD, OOC, DO, FIN, PRO, and PUB). This action is not inclusive of a recognition award to DAD Daenzer (SPPA at the time) for leading MRSD’s staff members and PO representatives to resolve ongoing issues affecting lodging, transportation, and food services programs.

Encouraged the creation of PowerPoint presentations to support the recreation specialists’ efforts to enhance/promote various events as well as remove barriers that would allow them to highlight events on channel 96, various locations on-campus and the Glynco Observer as well as discuss different recreation venues with POs and internal FLETC entities.

Assisted with the development of student lodging information (on and off-Center) for Security, Transportation, and Program Support contracts that created awareness, consistency, and continuity as a means of standardizing delivery, processes, and procedures of the aforementioned contracts from an enterprise-wide prospective.

Encouraged and supported staff members who desired to participate on source selections boards for Role-players, Janitorial, and Food Services contracts.

Encouraged and allowed cross-training of SSD staff members in TRC for better understanding of the scheduling and registration processes prior to lodging trainee.

Encouraged and allowed cross-training in PMO to assist with the development of reports to capture SASS data on dormitories and the student population. Both cross-training efforts have led to accurate and timely submission of QER information and enhanced decision making for the overall training mission that is impacted by lodging, recreation, janitorial-classrooms, transportation, logistics, health unit, food services, role-players, and program support programs.

Performed a Let’s Talk video with a very successful DAP employee in order to promote the success of the staff member as well as the value of HCO program.

Inclusive of the above, I have had the opportunity to influence, with the upmost integrity, the recommended selectees to fulfill the following vacancies (1) GS-12, Engineering Technician/FMD; (2) Public Affairs Specialist, GS-9/11,potential 12; and (3) numerous COR positions, GS-9/11. That stated, I am currently serving on a selection panel for an upcoming International Training and Assistance Coordinator-Instructor, GS-1801-13, vacancy, with Steve Argiriou as the point of contact.

Most importantly and to ensure staff receive continuous learning, the following take place:

Facilitated a monthly COR session for all CORs with oversight of the following programs: Driver Training and Marines, Firearms, Security, Role-players, Lodging, Transportation, Health Unit, and Janitorial contracts. As Chief, Support Resources Branch as well as occasionally Acting Chief, Direct Support Branch and Practical Support Branch, I have ensured that on-going training, inclusive of the most recent session conducted in February 2020, is always provided to SSD’s staff members. I facilitated a COR refresher class to approximately 30 SSD personnel in the following areas: (1) performing planned and unplanned inspections; (2) generating past performance information in CPARs; (3) writing performance work statements; and (3) creating and implementing performance work summaries/surveillance plans. Most importantly, three (3) vital topics were discussed during this session: (1)) developing independent government estimates; (2) formulating COR budgetary requirements for committed funds against contracts; and, (3) ensuring proper and contractual responsibilities take place among three parties: Contracting Officer, COR, and the contractor.

Finally, the ability to recruit qualified applicants, direct, coordinate, and ensure the execution of enterprise-wide programs are successful can only be accomplished by personnel who are trained/cross-trained, developed, rewarded, and promoted for their ability to support the FLETC training programs in an efficient and effective manner. At the same time, it is most vital that time and attendance procedures, along with purchase and travel cards processes, and budgetary tracking records are timely performed in accordance with the required governing policies.

3. In my current position as Chief, Support Resources Branch, the ability to adjust work operations and meet emergent or changing programs within available resources and with minimal loss of quantity or quality of work that have enterprise-wide impact.” Were evident with events such as the following: hurricanes Mathews and Irma (Glynco and Charleston); committees formed to ensure a safe and secure FLETC environment for training; and (3) COVID-19 and its impact to training (all four TDPs for the latter 2: Glynco, Charleston, Artesia, and Cheltenham).

These relevant events demonstrates how complicated it can be to deal with an unpredictability of demand, and how difficult this can be to match support services programs and still have an assurance that law enforcement programs are not minimized or jeopardized in the overall training operation. Subsequently, my ability to meet the training demand with support services programs (e.g., lodging, transportation, food services, role-players, equipment/uniform issues, health unit, and janitorial services, etc.), commences with knowing the capacity of our needs with timing issues and forecasting how to match what is required with what is needed to efficiently and effectively fulfill the training mission of FLETC.

That stated, the knowledge and awareness to know the demand and capacity of training in order to and forecast the requirements needed to adjust and meet the most emergent/changes in programs become the foundation for organizational success. The efforts as are not accomplished without the ability to provide oversight and understanding of the complexities to assess the dollar values of contracts rules and regulations, terms and conditions of the contracts, and the impacts on resources, both government and contractor staff members. Thus, every consideration must be given to continue the required support services programs, despite the internal and external threats, and without an impact on the quality and quantity of the support programs (e.g., lodging, transportation, role-players, equipment/uniform issues, health unit). Most importantly, the ability to communicate changes, if needed, to senior leaders such as Administrative Directors and Deputy Assistant Directors, with an enterprise-wide prospective of meeting FLETC’s strategic vision and goals via the programs, becomes vital to the buy-in of actions required for complete success.

For example, with the increased rise of the coronavirus, FLETC training was suspended in March 2020. It became an overarching objective to resume training as soon as possible but not without knowing the challenges to acquire/purchase much needed items in the marketplace such as masks, sneeze guards, gloves, disinfectant foggers, sanitizer dispensers/sanitizer wipe dispensers, and other equipment and supplies. In addition, implementing social distancing procedures, installing foot makings, and modifying contract requirements to incorporate detailed cleaning and disinfectant requirements throughout programs such as dormitory management, transportation, uniform/equipment issues, janitorial services, and program support services as well as transforming recreation activities to ensure the safety and well-being of FLETC returning students were the barriers set forth to eradicate.

Furthermore, other actions consisted of executing supplemental procedures such as the following: (1) reducing lodging capacity; (2) establishing isolation rooms; (3) acquiring students’ temperatures; and (4) allowing students to arrive 14 days prior the official training date.

Other actions were: (1) transporting students with the applicable personal protective gear, (2) minimizing the student numbers for social gatherings, and (3) reconfiguring the dining hall, classrooms, gym location, and laundry facilities for optimum efforts to mitigate the spread of the virus. Most importantly different training venues were considered such as recurring on-site training, on-line training, hybrid training, and multiple sites for training.

Thus, my ability to assess the contractual cost impacts (e.g., increased cleaning scopes with added contract staff along with increased inspection requirements with available resources) as well as an awareness that staff members for all TDPs, POs, contractors, and other stakeholders needed to share the same strategic vision and goals if these actions were going to be performed successfully. That said, teams with a shared FLETC vision has become the foundation for efforts to occur timely and successful but not without adjusting work operations in order to meet the emergent or programs’ processes, all within the available resources, with a minimal loss of quantity or quality of work to the training mission.

Some other examples of adjusting work operations and meeting emergent or changing programs within available resources and with minimal loss of quantity or quality of work that have enterprise-wide impact are as follows:

Minimizing the utilization of the leased-dorms due to impacts from hurricanes Matthews and Irma; thereby, affecting off-Center lodging and transportation programs.

Maximizing double bunking in all leased-dorms due to an unprecedented number of students; thereby, increasing the dorm management contract cost based on increased staffing and other direct costs associated with double-bunking, as well as changes made to the enterprise-wide lodging directive for the program.

Ensuring a safe and secure training environment through the establishment of enhanced safety procedures; proper messaging of student conduct and uniforms, cultural changes that focus on honesty, integrity; and the reporting of catastrophic events without fear of retaliation. Most importantly, the reintegration of students who have experienced harassment or life changing events that impede the successful completion of training; thus, affecting the training and peer support programs.

4. As Chief, Support Resources Branch, the establishing of program objectives or performance goals, assessing progress toward their achievement, and making last minute adjustments to accomplish program requirements commence with management approved performance requirement(s) or expectation(s) that are created from short and long term goals that cascade from the FLETC (DHS) strategic plans and/or organizational goals. That said, the development of performance elements are approved by management/HCO and communicated to employees as to how the elements link to their individual and/or work group performance efforts in order to energize staff members to accomplish desired results. Therefore, while developing program/performance goals, I ensure the alignment of the strategic objectives and the organizational goals are viewed from a holistic point of view that involve the following entities: Senior Leaders/HCO, staff/team members/support services programs, external FLETC clients, and most importantly, POs/training programs. With that in mind, it becomes vital for employees to see how their efforts directly affect the movement towards maximizing accomplishments and supporting the agency's strategic plans. It is important to remember that without the employee's agreement to perform at a certain level, it is very difficult to meet or exceed established goals.

Five (5) areas that need to be considered for creating program objectives and/or performance goals. They are (1) planning work and setting expectations, (2) continually monitoring performance, (3) developing the capacity to perform, periodically (4) rating performance for organizational success, and, most importantly, (5) rewarding good performance. Thus, measuring what is important-not what is easy to measure is, I believe, the foundation for the creation of critical and noncritical performance objects/goals.

In the Planning phase, the following tasks take place:

establish program-level performance goals that are objective, quantifiable, and measurable

describe the operational resources needed to meet those goals

establish performance indicators to be used in measuring the outcomes of each program

Next, during the Monitoring phase, the assignments and projects are monitored continually. Monitoring well means consistently measuring performance and providing ongoing feedback to employees and/or groups on their progress toward reaching their goals. This effort cannot be accomplished without determining the appropriate methodology for collecting data from such entities such as the Contracting Officers, program coordinators, POs, and sometimes, contractors, as well as feedback from employees. I monitor on routine basis as well as perform quarterly formal reviews to ensure sufficient and timely feedback is provided to staff members to achieve organizational success. Most importantly, to immediately address challenges in meeting the performance goals through counseling, mentoring, training, and sometimes, the execution of an employee performance improvement plan (PIP), with the assistance of HCO, to promptly address the issues and help to improve the employee’s performance. For example, in FY19, an employee was placed on an informal PIP based on feedback from the Contracting Officer/PRO for a period of 3-months due to the lack of not performing inspections on three (3) contracts. If performance had not improved during this timeframe, a formal PIP would have been issued to the staff member. Fortunately, the performance outputs were corrected within the appropriate timeframe.

Ongoing monitoring allows me to make immediate changes to unrealistic or problematic standards but most importantly, by monitoring continually, I can identify unacceptable performance at any time during the appraisal period and provide assistance to address such performance rather than wait until the end of the period when summary rating levels are assigned.

The Developing phase also consist of the same attributes in the Monitoring phase. It is also in this phase that employee developmental needs are evaluated and addressed accordingly. Thus, the development in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods. Providing employees with training and developmental opportunities encourages good performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace, such as the introduction of new technology. For example, I have several employees who were challenged by the introduction of Skype meetings. Thus, the redundancy of this process on a weekly basis removed the insecurities that came with this new form of meetings. Furthermore, I have encouraged cross-training in order increasing training opportunities.

Moving forward, the RATING phase allows me to summarize an employee’s performance. This effort is not without feedback from the processes established in the monitoring phase for performance outputs. Within the context of formal performance appraisal requirements, rating/evaluating employee or group performance against the elements and standards in an employee’s performance plan

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