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Human Resources Clerk/Assistant, GS-203

Experience and Education Requirements

The following table shows the amounts of education and/or experience required to qualify for Human Resources Clerk/Human Resources Assistant positions.















3 months


High school graduation or equivalent


6 months


1 year above high school


1 year


2 years above high school



1 year equivalent to at least GS-4

4 years above high school

GS-6 and above


1 year equivalent to at least next lower grade level

Generally, not applicable

Equivalent combinations of education and experience are qualifying for all grade levels and positions for which both education and experience are acceptable. Proficiency requirements are described below.


General Experience: Progressively responsible clerical, office, or other work that indicates ability to acquire the particular knowledge and skills needed to perform the duties of the position to be filled.

Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities (KSA's) to perform successfully the duties of the position, and that is typically in or related to the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level. Applicants who have the 1 year of appropriate specialized experience, as indicated in the table, are not required by this standard to have general experience, education above the high school level, or any additional specialized experience to meet the minimum qualification requirements. Examples of Specialized Experience are described below.

Education: Successfully completed education above the high school level in any field for which high school graduation or the equivalent is the normal prerequisite is creditable at grades GS-3 through GS-5. This education must have been obtained in an accredited business, secretarial or technical school, junior college, college or university. One year of full-time academic study is defined as 30 semester hours, 45 quarter hours, or the equivalent in an accredited college or university, or at least 20 hours of classroom instruction per week for approximately 36 weeks in a business, secretarial, or technical school.

As a general rule, education is not creditable above GS-5 for most positions covered by this standard; however, graduate education may be credited in those few instances where the graduate education is directly related to the work of the position.

Intensive Short-Term Training: Completion of an intensive, specialized course of study of less than 1 year may meet in full the experience requirements for GS-3. Courses of this type normally require completion of up to 40 hours per week of instruction rather than the usual 20 hours per week, and are usually of at least 3 months duration. Such courses may have been obtained through a variety of programs such as those offered by business or technical schools, and through military training programs. To be creditable, such a course must have been designed specifically as career preparation for the work of the position being filled, and must have provided the applicant with the necessary knowledge, skills, and abilities to do the work.

Proficiency Requirement for positions with parenthetical titles of (Typing) or (Office Automation):

In addition to meeting experience or education requirements, applicants for these positions must be able to demonstrate 40 words per minute typing speed.

Examples of Qualifying Specialized Experience:

For GS-5: 1) typing vacancy announcements and arranging for printing and distribution of copies according to the area of consideration; 2) maintaining files of active position descriptions by organization; 3) processing a variety of recurring official personnel actions; 4) carrying out employee requests for changes in health or life insurance coverage; 5) assisting new hires with completion of forms related to their appointments. For examples 1-5, recurring assignments were performed using established procedures and standard methods of operation. New or unusual assignments were accompanied by specific instructions and suggested work methods. The work was carried out according to existing guidelines, and problems were referred to a designated person.

For GS-6: 1) explaining merit promotion procedures, procedures for reinstatement or transfer to another Federal agency, and vacancies for which applications are being accepted; 2) determining the number of eligibles to certify for vacancies; 3) providing basic information about the classification program; 4) processing a full range of recurring official personnel actions; 5) explaining the basic features of health insurance plans and/or the amount and cost of life insurance. For examples 1-5, exercised initiative in completing recurring work without instructions; used judgment in selecting appropriate guidelines and procedures from among a number of specific references; and obtained assistance for unusual or complex situations.

For GS-7: 1) applying qualification standards to determine minimum eligibility for a wide variety of occupations and grade levels; 2) interviewing supervisors to determine the adequacy of a previous vacancy announcement and the nature of changes to be made; 3) evaluating applications using specific factors to place applicants in rank order for clerical occupations; 4) assisting classifier by identifying classification criteria in standards and preparing questions for position audit; 5) investigating and developing facts concerning on-the-job injuries or illnesses; 6) regularly processing a variety of unique official personnel actions. For examples 1-6, the assistant planned the work, resolved problems, and made adjustments within established policy. A designated person assisted with unusual situations that did not have clear precedents. Judgment was required in selecting from among numerous and varied guidelines. Situations to which existing guidelines could not be applied or significant proposed deviations were referred to a designated person.

For GS-8: 1) interpreting qualification standards by identifying major duties in vacancies and the kind of experience/education that can be credited; 2) rating applications on the basis of selective and ranking factors in a crediting plan, determining the degree each factor is met, and assigning a numerical rating; 3) classifying a variety of routine, lower-grade clerical/technical positions. For examples 1-3, initiative was used in planning and carrying out the day-to-day work; a designated person helped with difficult or controversial aspects of problems handled; and numerous and varied guidelines were adapted and applied. Guidelines such as regulations, evaluation criteria, and precedents had gaps in specificity that required use of judgment to determine appropriateness of the guide to a specific situation. Completed work was reviewed for conformance with policy and regulatory requirements.

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Page Last Updated: 7/13/2015 9:29 PM