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Staff & Organizational Development

Career Development

  • Offer classes to help you identify your skills, abilities, values, and career options.
  • Provide individual career counseling appointments with you or refer you to other resources.
  • Work with you and your supervisor to create an Individual Development Plan (IDP) (voluntary basis).
  • Direct you to classes that can assist you in understanding how roles change when you are a worker, supervisor, or manager.
  • Help you identify ways to enhance your job satisfaction.
  • Offer classes in Using the Myers- Briggs Type Indicator (MBTI) in Career Decisions.
  • Assist you in choosing appropriate in-service courses and other non-credit or degree staff development activities for your current position and/or future leadership roles.
  • Loan you career-related resources and/or direct you to other materials for self-study.
  • Answer questions about tuition reimbursement and workshop/conference fund programs.
  • Offer classes for supervisors in career coaching.
  • Direct you to information on resume writing and interview preparation or assist you with these processes.
  • Assist you with performance appraisal preparation.
  • Provide customized classes, performance interventions or process improvement assistance for bureaus/offices upon request.
  • Assist supervisors/managers with developing Pre-Professional Trainee and Leadership Associate Training Plans.
  • Assist you in finding job, examination, and other career-related information on the DAS web site.

Career counseling and development services are among the variety of consulting services that Human Resources (HR) staff provides. Employees who would like to discuss their experience and training, skills and abilities, interests, job satisfaction concerns, and career objectives with a human resources staff member and obtain assistance in preparing individual development plans should make an appointment with the Human Resources reception area staff at 860-424-3006.

Employees may ask their supervisors to attend the meetings with them if they so choose. Employees should obtain their supervisor’s approval to schedule the initial meeting and subsequent follow-up sessions, if needed. The Human Resources Division encourages employees and supervisors to use the tools available to them during annual performance appraisals and/or career coaching sessions. With Human Resources’ help, they can work together to plan and monitor the employees’ career and/or job enrichment goals and to identify the various development opportunities and resources available to accomplish them, keeping in mind budgetary and state merit system constraints.

Employees should complete and submit the following documents to their personnel liaison or Anne Dana and/or Linda Rodriguez for review at least one week prior to their scheduled appointment:

  • PLD-1 and the “Personnel Training and Development – Individual Development Plan”
  • Individual Development Goals Setting Chart
  • A list of any examinations they have taken and passed, even if the lists have expired
  • A list of training courses or workshop/conferences they have taken
  • A list of tuition reimbursement program classes they have taken.

Human Resources staff also encourages employees to review the following documents in preparation for their meetings:

  • Individual Development Plan - FAQs
  • Effective Career and Life Planning Process Chart
    • Understand what is involved in each of the steps in the process.
  • Employee Career and Staff Development Interest Survey
    • Optional form to complete prior to the career counseling meeting to help the liaisons assist employees with their staff development concerns.
  • Employee Development/Transfer of Training Plan
    • Optional form for employees and supervisors to use to communicate about staff development issues before, during, and after training.

Employees with questions about the above should contact their bureau liaisons or Anne Dana and/or Linda Rodriguez. The Human Resources staff looks forward to providing career-consulting services to employees!

Please visit the forms directory and search for "Employee Career and Staff" to find this form.

  • Learn from the advice from some of your colleagues regarding what helped them in their own career development. Perhaps their “words of wisdom” will motivate you to assess where you are in yours!
  • Setting goals is critical in the career planning process. Keep them in mind and set measurable, realistic goals.
  • Employee retirements can be opportunities for you so keep up-to-date on what’s happening around you.
  • Depending upon where you are in your career process, you can focus on specific, project-oriented goals rather than long-term goals.
  • Volunteer for new projects to gain new skills even if the tasks are not part of your normal job duties.
  • Don’t be afraid to take risks during your career.
  • Look for ways to be challenged in your job and seek out projects you like to do to stay satisfied.
  • Learn from others who are dedicated and passionate about their jobs.
  • Use the union and state workshop conference funds, tuition reimbursement, in-service, on-the-job, and other training resources available to you in developing your plan.
  • Look into the Pre-Professional Trainee opportunity to see if it is an option for you.
  • Apply for all state examinations for which you qualify to increase your options for lateral or promotional opportunities.
  • Surround yourself with people who support your goals.
  • Find a job in which you can use most of your skills and some hobbies, if possible.
  • Use your value of needing to make a difference and love of the outdoors and environment in your job for the "greater good," even in the administrative positions.
  • Wanting to make a difference in your job can help you deal with the less-liked tasks.
  • Help others in their jobs by doing your job.
  • Learn to deal with people with all different personalities; you’ll have to do this in any job you have.
  • Appreciate and recognize each other for the jobs you do and the skills and abilities each of you have.
  • Having supportive supervisors and managers is a critical component for an employee’s career success.
  • Take every opportunity to learn about the functions of the entire agency.
  • Use constructive feedback given during your performance appraisal as a motivator to improve your performance. Take the advice to heart and use the information as a learning experience to better yourself.
  • Self-awareness related to one’s skills, abilities, values, interests, and motivators is critical in a person’s career development.
  • There is an inter-connectedness of jobs among co-workers that allows everyone to do their jobs.
  • You must generate your own satisfaction in your job and figure out what really makes you happy. Reassess what you want and if you think you must leave your current position to achieve that, then take action.
  • Applying for very competitive positions, personal inertia, or family responsibilities can be barriers to your development, but you can find solutions to the obstacles and work with them or around them to be successful.
  • Think about your accomplishments on a daily or weekly basis and keep track of them; despite all the "battles you must fight," you can find "little accomplishments" that will continue to motivate you to do your best.
  • Your attitude is so important to your personal satisfaction on the job and can affect your success in your career. Keep assessing it and make adjustments as needed.
  • Have pride in what you do.
  • Money is not the only thing that is important; the department mission and the people we work with can make all the difference on how satisfied we are.
  • When interviewing for a position, even if it is another state job, be sure to research the position and company/agency and evaluate whether the opportunity is a "good fit" for you personally and professionally based upon your short-term or long-term goals. Interviewing is a "two-way street" and it is your chance to determine if the job is right for you.
  • Your passion is very personal. Be honest with yourself about who you are and where you can or want to go and take the first step to reach your goals.

What is an IDP?

An IDP is a document that will assist employees in planning and monitoring their career development and/or job enrichment. Completing an IDP will help employees and their supervisors identify career goals and the development opportunities employees will need to accomplish their goals. An IDP is not a static form. It is meant to be regularly updated and it serves as a tool that employees can use to monitor their progress toward meeting their goals. It is important that employees periodically review their goals and the developmental activities associated with them so they can determine whether any revisions should be made.

Employees may use the "Personnel Training and Development – Individual Development Plan" form found on the DEP Intranet to begin the process of formulating career development and/or job enrichment goals. Employees can complete the form prior to annual performance appraisals or career coaching sessions with their supervisors. The form consists of questions related to employees’ education, work and volunteer experiences, training needs, special skills, positions that interest them, short-term and long-term career goals, and ways in which their supervisor and the department can assist them in accomplishing their goals. Employees can then use the IDP goal setting chart to identify their objectives, methods of achievement/ skills development (resources or learning activities), person(s) responsible for feedback, target dates, methods for monitoring progress, and benefits to the employee and the department (how employees will determine whether they have been successful).

Is an IDP mandatory?

Although an IDP is not mandatory, if an employee is in a Pre-Professional Trainee or Leadership Associate classification, the Department of Administrative Services must review and approve a formal, written training plan prepared by the employee’s supervisor in partnership with the employee and the unit’s Human Resources liaison. The plan’s elements consist of the length of the training program, identification of person(s) responsible for the training and the associated resources, program objectives and methods of achieving them, and program monitoring methods. However, all employees, including managerial employees, can benefit from preparing and using a written IDP and are encouraged to do so.

Is an IDP used in rating and employee's performance? Is an employee rated against the IDP?

No, the IDP is not part of the employee’s performance appraisal; it is used for developmental purposes only. It serves as a tool to guide discussions about training needs and career goals during an employee’s service rating or during career coaching sessions. Human Resources distributes copies of the "Personnel Training and Development – Individual Development Plan" form with the annual service rating forms for employees’ convenience.

How will an employee's IDP information be used by the Department?

For employees in Pre-Professional Trainee and Leadership Apprenticeship Associate classifications, a separate IDP is not necessary. Their supervisors will work with them to monitor their progress in completing their formal training plan objectives successfully in order to be permanently appointed to their target classifications. Other employees will track their progress in meeting their IDP objectives (as outlined in the first question) in conjunction with their supervisors. The IDP is a work force planning tool that employees can use to prepare themselves for future opportunities or to enhance their current job situation. The agency may track IDP data on an agency-wide basis in the future to determine trends and identify training needs.

How often should employees review/update their IDPs?

Employees should monitor their progress on an ongoing basis since target dates for each objective may vary. Every six to twelve months is a reasonable time frame for employees to review where they are. It is a short enough period for employees to stay focused on short-term goals but it also gives them time to work on some long-term developmental activities.

How can employees learn more about training opportunities?

Training information is available on the DEP Intranet. Employees can learn about seminars, in-service training, tuition reimbursement, and conference and workshop information in that section. The Department of Higher Education's college and university system and the Department of Education (vocational/technical and adult education providers) also are valuable resources. Employees may also call their bureau’s Human Resources liaison or Human Resources training staff for further assistance.

Is an IDP only necessary for employees who want to develop their leadership competencies?

No. While leadership skills are important, they only are a portion of employees’ professional development should they choose to pursue staff development opportunities for lead level, supervisory, and managerial positions. Technical and job-specific competencies, knowledge of the department, and an understanding of how state government works also are important to an employee’s career development. It is recommended that an IDP include technical, job-specific and leadership competency development activities appropriate for the current classification and/or upward mobility planning efforts as mutually-agreed upon between employees and their supervisors.

Is this a long-term (entire career) plan or a short-term (few years) plan?

The IDP is primarily designed for short-term goal setting but employees may use it to measure progress toward accomplishment of more long-range plans. Employees can use the IDP to divide the "big picture" goal into smaller, more manageable objectives and learning activities.

How can supervisors help with their employees IDPs?

Supervisors are a very important link in the development process by serving as coaches, advocates, or objective observers of employees’ performance. Often supervisors help their staff explore options that were not originally considered. Also, supervisors are a valuable source of feedback about their employees’ current skills and can partner with them to provide a variety of opportunities for professional growth.

What sources can employees consider when developing IDPs?

Sources may include: on-line courses, volunteer opportunities, temporary assignments, classes offered through college, university, or other state agency or private education providers, DEP in-house classes and lectures, courses or certification programs offered through professional associations or organizations, audio book clubs, self-study courses, workshops, seminars and conferences, formal instruction limited to one-on-one or small group discussions, focused readings covering essential leadership and/or technical- related topics, structured placement (placement in a formal, working position within a unit for an agreed upon period of time), job exchange (similar to structured placement but with the exchange of positions between two participants from different areas with similar responsibilities and position levels), shadowing (observing the daily or weekly routine and work practices of a colleague in a similar or more senior role), mentoring (entering into a relationship with a more experienced colleague who teaches, guides, counsels, and supports to facilitate professional and personal growth), networking (establishing formal and informal relationships with other colleagues to share ideas, experiences, and knowledge, develop support systems, participate in group problem solving, and achieve mutual goals and objectives), special projects (accept a short-term project with specific objectives and a set time frame), and "development-in-place activities."

Employees and supervisors who may want to pursue any of the non-traditional development options described above should discuss their ideas with their bureau/office’s Human Resources liaison and/or training and Affirmative Action staff. Regardless of the development activity chosen, it is important that there be some way of measuring that learning is taking place, that the knowledge is being demonstrated and implemented on the job, and that the learning is contributing to the employees’ and organization’s success in goal achievement.

How do employees and supervisors select a development activity?

To identify the best activity for employees’ needs, ask: Will the activity contribute to the development objective and how? What are the direct and indirect costs of this activity? Is the development activity easily accessible? The answers to these questions will provide direction in choosing appropriate activities for employees’ objectives.

Who can assist employees in their career development?

Their supervisors, co-workers, mentors, friends, professional organizations, bureau/office’s Human Resources liaison, the Human Resources training or Affirmative Action staff, and other state and private sector resources that form a support network for their professional development can be helpful.

Why do employees need feedback about their professional development?

Feedback is important for: their success (it’s a way to relate their efforts to the work environment and department mission to perform at their highest level); growth (feedback provides direction for development); understanding their current and future value to the organization, how they are perceived, and how their efforts affect the team’s success; balance between their perspective and their supervisor’s and other colleagues’ views in a supportive environment; and, maintaining good work relationships by asking for information about how their actions, decisions and attitudes affect others such as peers, customers, supervisors, or direct reports.

How do employees initiate IDPs?

Employees can begin by thinking about their career and job enrichment goals and how they would like to develop themselves over the next three to five years. They can use the department’s "Personnel Training and Development – Individual Development Plan" form to generate ideas about how they might accomplish some of their goals and schedule an appointment with their supervisors to discuss the ideas. Their bureau/office’s Human Resources liaison or the Human Resources training or Affirmative Action staff may assist employees and their supervisors in this process upon request.

Should employees write new IDPs if they change supervisors?

It may not be necessary to develop new IDPs. Employees should share their current IDPs with their new supervisors and discuss their goals and the status in achieving them. Together they can decide whether any revisions need to be made.

Introduce yourself to helpful information on free workshops, resume writing, interview techniques, career planning, state examinations, and more.

Education & Training

Training Opportunities

Information for internal trainings can be found on the employee calendar of events.

The following safety training courses have been prepared by the DEEP Safety Office for seasonal employees.

  • Your supervisor will tell you which course(s) you must take.
  • After successful completion of each course, you must print the Certificate of Training when prompted. The certificate is needed to confirm that you took the course and passed the quiz.
  • If you have questions on any of the material, please ask your supervisor. It is your supervisor's responsibility to ensure your safety while you are working and if you did not understand something in the training, it is your responsibility to tell your supervisor.
Training Courses

Related Forms & Documents

Training application forms and procedures, including information about the tuition reimbursement program, and various tools supervisors can use to assist employees with individual development goal setting and the practical application of training to the workplace

REMINDER

Please send a copy of all training completion certificates to Human Resources for inclusion in your personnel file. We must have these to give you credit for classes. If you did not receive a certificate, let us know so we can obtain one for you.

Mentor Program

DEEP Learning

Welcome to DEEP Learning! The Department of Energy and Environmental Protection’s learning management system that allows you to achieve all of your learning goals through both Instructor-Led and Web-Based training. Using DEEP Learning you will be able to:

  • Search and view all training courses offered by the agency
  • Register for upcoming and Instructor-Led and Web-Based training
  • View your learning transcript and completed training
  • Track your compliance with state mandated training
  • Print certificates of completion for successful training
  • Manage your job skill and career development competencies
  • Your username is your employee ID number
  • Please use Microsoft Edge as your browser. DEEP Learning no longer works on Internet Explorer.

Please contact your System Administrator with any questions or concerns at DEEP.Learning@ct.gov

Staff & Org Development FAQ

Staff development focuses on the personal and professional growth of individuals within the organization. Organization development is a planned effort that focuses on developing systems, structures, and processes to improve the effectiveness of the organization so it can accomplish its goals and objectives. Organizational change and management of that change are the intentions of the activities.

Results of organization development efforts can be strategic and operational plans, improved team development and productivity, customer-centered quality service initiatives, encouragement of on-the-job transference and application of training, leadership development, promotion of continuous improvement and learning organization principles, additional services, or added value and quality to existing services.

Human Resources can provide the following: individual and group career development planning and counseling; management and supervisory consultation regarding staff performance improvement and appropriate training and other strategies; recommendations for applicable courses for job classifications; and, consultation in the planning, development, and evaluation of staff development programs, process improvement/Lean government initiatives, or other types of interventions for specific bureaus/offices.

DEEP recognizes its responsibility (within operating needs and budget constraints) to provide employees with relevant new and continued on-the job training which can:

  • enhance employees’ performance by keeping them abreast of advancements in their respective fields of work
  • broaden their knowledge of the environmental field and its administration in support of the department’s mission
  • enrich their current positions
  • add to their knowledge through cross-training and mentoring opportunities
  • assist them in their career planning and development, including preparation for possible future assignments requiring different or advanced knowledge, skills and abilities

Supervisors and managers should inform employees of available staff development opportunities, encourage and approve their participation, and support their attendance and on-the-job application of both mandated and elective training whenever possible, contingent upon agency operating needs and budgetary constraints. Supervisors and managers are encouraged to approve requests that will improve job performance and/or career enhancement or advancement. However, management retains the right to determine training needs, programs, and procedures and to select employees for training.

Supervisors can review “The Magic of Making Training Stick” for some ideas to assist employees in applying training to their jobs. Supervisors are encouraged to meet with employees to discuss the results and effectiveness of the training. Supervisors can use the “Employee Development/Transfer of Training” form on the DEEP Intranet to generate discussion following employees’ return from class. Supervisors can also discuss employees’ staff development issues during performance appraisal reviews and/or career coaching sessions using the “Personnel Training and Development – Individual Development Plan (IDP)” form and the IDP goals setting chart. The “Employee Career and Staff Development Interest Survey” found on the DEEP Intranet is another form that can be used to generate discussion with employees.

Employees are strongly encouraged to take personal responsibility for their own education, training, and career advancement through active participation in various opportunities both within and outside the department. This may include requesting union workshop and conference funds or tuition reimbursement benefits or financing some of the programs themselves, if possible.

Employees should follow the application procedures for the various classes they want to attend and submit registrations in a timely manner to their supervisors, attend the class once approved, submit copies of their certificates of completion or other attendance documents within one week of receiving them, and notify Human Resources and/or other appropriate office (e.g., Affirmative Action, Health and Safety, bureau fiscal office, and/or DEEP Financial and Support Services travel authorization request liaison) as soon as possible if they withdraw or don’t attend the classes for which they were confirmed.

Contingent upon agency operating needs and budgetary constraints, employees are allowed, each fiscal year, up to the number of hours per standard work week (e.g., 35 hours per year for P-4, 37.5 hours per year for NP-2, 40 hours per year for NP3, etc.) to pursue career development opportunities. Some job classes, due to the nature of the tasks, require a specific amount of safety, environmental, law enforcement, or other type of training. Contact the DEEP Health and Safety Office, the Law Enforcement Division, Human Resources, or Affirmative Action for more information on the particular requirements for your classification.

Requests over the allotted number of hours per fiscal year will be considered on a case-by-case basis. Supervisors and managers should not arbitrarily deny training requests that are in addition to the required courses for a particular classification. Supervisors and employees are encouraged to work together to design the most appropriate training plans for the individuals’ job duties, interests, and career development within available resources.

Programs may include, but are not limited to: professional conferences, workshops, in-service courses, health and safety courses, vocational training courses, seminars, lectures, conventions, or other activities related to the development, maintenance, enhancement, or exchange of professional skills and improved job performance, techniques, or experiences that relate to an employee’s primary job responsibilities, logical career progression, upward mobility, lateral or other opportunities, job enrichment, legal requirements, or certification or licensure maintenance requirements.

They can contact staff development liaison Linda Rodriguez at (860) 424-3157 for information about a variety of training opportunities, as well as the following sources:

  • The DEEP Intranet lists various seminars, workshops, and conferences on a regular basis.
  • Some of the employee unions also offer seminars for their own members from time to time (call them directly for information about them).
  • Various state agencies, online universities, and professional organizations also provide continuing education. Contact the Human Resources Staff and Organization Development Unit for more information.
  • In-service courses co-sponsored by the Department of Administrative Services and the Community College System are publicized three times a year in the fall, spring and summer.
  • Data processing training opportunities are available through the Department of Information Technology's web site, through the in-service catalog or other external organizations (e.g. adult education programs).
  • Another good source of information regarding training and career development issues is the DAS Website.
  • See the Leadership Development and Career and Organization Development Services, Career Resources Library sections of the Staff and Organization Development web site for more ideas.

Requests related to the acquisition of personal life skills that directly or indirectly benefit the employee’s job performance or career may be considered on a case-by-case basis. Supervisors, managers, and employees should familiarize themselves with specific union contract language when determining and assigning appropriate individual development activities and/or approving or denying employee training requests.

In addition to agency operating needs and budget constraints, the department considers policies, procedures, regulations, and/or statutes, including, but not limited to, existing human resources, affirmative action, equal employment opportunity, and health and safety information, union contract provisions, training plan requirements, performance improvement issues, and other guidelines promulgated by such agencies as the Department of Administrative Services, Office of Labor Relations, Commission on Human Rights and Opportunities, and Office of Policy and Management.

The employees’ supervisors, bureau/office management (depending upon the internal approval procedures), and fiscal staff must review requests for training scheduled during the normal work day, training that cuts across the normal work day, and training that needs approval for the use of various funding sources; the fiscal staff also must review these requests. Tuition reimbursement program classes that are taken outside of an employee’s normal work hours and do not require any changes in work schedule to accommodate the employee’s attendance do not need to be reviewed and approved by supervisors, managers or fiscal officers.

Tuition reimbursement program applications should be submitted to Human Resources at least two weeks prior to the start of class. Employees must submit requests for all types of development opportunities (and use the applicable forms accessed on the DEEP Intranet) to their supervisors for review and approval or denial prior to attending the training.

Within one week of fulfilling the requirements of their training employees should submit copies of their certificates of completion to Human Resources and their bureau/office training contacts for inclusion in their personnel files and for database record keeping. When finishing a workshop, conference, or seminar paid through agency or union funds and submitted through the travel authorization request process, employees should check their contract for guidelines and deadlines regarding reimbursement procedures or call their fiscal office staff for assistance.

Certificates for courses sponsored by Human Resources and Affirmative Action are generally prepared by Human Resources from the class attendance sheets and are sent to employees. Human Resources places copies of the certificates in the employees’ personnel files and updates their Human Resources’ training database records. Employees should print their names legibly on the course attendance sheets so appropriate credit can be given for attending the training. No credit will be given to employees whose names Human Resources is unable to read.

Employees who take DAS-sponsored in-service classes should complete the course evaluation forms that they receive with their class confirmations and submit them to Human Resources for any needed follow-up/feedback with the colleges. Human Resources keeps a binder with the returned forms so that if employees have questions about particular classes, they can obtain some feedback about the courses.

Employees should contact their supervisors and/or bureau/office fiscal staff regarding questions related to the state’s training and travel reimbursement guidelines, procedures, and payments or review the DEEP Intranet Financial and Support Services section. Employees may also review their union contracts regarding training, workshop/conference funds, professional development, tuition reimbursement program, and educational leave with or without pay guidelines at www.ct.gov/opm or contact Human Resources for further guidance on those subjects prior to registration. Tuition reimbursement program and employee travel benefit information can be found on the Department of Administrative Services' web site. The department’s Intranet site also has information pertaining to these topics.

Employees should refer to the DEEP Intranet for instructions associated with the Application for Tuition Reimbursement Form. NP-5 employees should also review the P.S.E.C. Training and Tuition Fund Application, Protective Services Education and Training Committee Guidelines, and the Training and Tuition Policy Changes. The Human Resources (HR) Tuition Reimbursement Program Coordinator can assist employees with the process. Call (860) 424-3006 for guidance.

Generally, no. Courses eligible for the tuition reimbursement program are taken on the employee’s own time. No supervisory/managerial approval is necessary unless the employee is submitting a request for work schedule changes, vacation, personal leave, or compensatory time to accommodate attendance at the courses. Requests for work schedule changes must be submitted at least two weeks in advance of the proposed schedule change and start of the course and must be reviewed by Human Resources prior to the beginning of the course. Questions about the appropriateness of a work schedule change or other options to accommodate educational pursuits or the eligibility of courses, including on-line or out-of-state programs, should be directed to HR bureau liaisons and the Tuition Reimbursement Program Coordinator, respectively, well in advance of taking the course.

Employees can choose from various degree and certificate programs offered online from many Connecticut accredited colleges and universities. See www.ctdlc.org for all the details. The Department of Information Technology Training Services vendors also offer on-line courses in data processing and business and professional development topics. Please call DEEP Human Resources at (860) 424-3006 regarding the eligibility of specific programs for the tuition reimbursement program.

All training attended during regularly-scheduled work hours should be coded to the generic CORE-CT Time Reporting RTRNG.

Succession Planning

Related Resources
Succession Planning Work Sheet Skills Matrix

Tuition Reimbursement Program

The State of Connecticut Tuition Reimbursement Manual can be found on the Office of the State Comptroller website, under manuals. Please take some time to review the application process which, apart from what is noted below, will further tell you what needs to be submitted prior to the start of the course and what needs to be submitted upon completion. You can also find answers to frequently asked questions.

Your individual collective bargaining agreement includes eligibility requirements as well as any other negotiated items related to tuition reimbursement. Always refer to the appropriate Article in the collective bargaining agreement (usually this can be found in the Tuition Reimbursement Article) to determine if you, your course and educational institution meet the negotiated eligibility requirements prior to registering for a course.

Fiscal Year 2017, starting July 1, 2016:

We will continue to accept Applications for Tuition Reimbursement, however, they will be held until new collective bargaining agreements are approved. Applications for Tuition Reimbursement that have been received will then be processed.

Please note:

Effective July 1, 2016, DAS/OLR will no longer approve late Tuition Reimbursement applications, except in emergency situations supported by appropriate documentation. (Including, but not limited to; Employee Illness, Military Leave, Death of a Family Member, College or University cancellation of classes).

Prior to the start of the course:

You must submit the Application for Tuition Reimbursement, Form CO-101, to the Tuition Reimbursement Officer with the following material at least two weeks prior to the start of class.

A course catalog description or brochure as well as a projected course schedule (or actual course schedule, if available) and a projected itemization of costs (a copy of fees listed in the educational institution’s catalog is acceptable for this purpose).

Upon completion of the course:

You must submit the following supporting documentation to the Tuition Reimbursement Officer following completion of the course(s):

  • A transcript/grade report, with name of student and institution
  • A letter from your professor on educational institution letterhead indicating: the semester, the course title, the number of credits for the course, the grade or some other indication that you successfully completed the course and proof of payment (if not already provided)
  • Proof of payment including an itemized receipt, with name of student and institution, with verifying the amount paid to the educational institution for course(s), registration fee and any loan documentation under specific circumstances, etc.

Questions should be addressed to John Hedges, at 860-424-3254 or via email to: john.hedges@ct.gov, DEEP Tuition Reimbursement Officer.