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Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas (2008)

Chapter: Section 4 - Recruiting, Hiring, and Retaining Staff

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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
×
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Suggested Citation:"Section 4 - Recruiting, Hiring, and Retaining Staff." National Academies of Sciences, Engineering, and Medicine. 2008. Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas. Washington, DC: The National Academies Press. doi: 10.17226/14163.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

This section is intended to provide you, the transit manager or administrator, with a basic out- line of a comprehensive human resources (HR) process designed to make your transit system a sought-after employer in your community. Transit systems offer excellent employment oppor- tunities, but many systems report challenges in attracting highly qualified employees. By focus- ing on your role as an employer, not simply a service provider, you will successfully market your system as an employer; especially as you compete for professional drivers and operating per- sonnel. You want to be viewed as a reputable employer, associated with steady employment, high wages, generous benefits, and security through seniority. As an employer, it is important to strive to be the best employer possible, because good employers attract the best employees who, in turn, provide the highest quality service to your customers. This section addresses some actions you might consider to improve your methods of recruiting, hiring, and retaining your staff. The Role of Human Resources HR management is important in making you an attractive employer. The term commonly is used to describe the combination of traditional administrative personnel functions with per- formance management, employee relations, and resource planning. While larger transit systems often have an entire department devoted to managing human resources, at smaller systems the functions of HR are often filled by managers and staff with other primary job functions and focuses and shared as time and abilities permit. This tends to create a reactive response from some managers, handling crises or situations, rather than building on the element that is most necessary for success—the human element. To be more effective, many transit systems are redesigning their HR programs to be more proactive. Human Resources is becoming an effort that comprehensively addresses all stages of the employment cycle—recruiting, hiring, training, and retaining good employees. Given the size and administration of many rural and small urban transit systems, adopting an HR focus may not mean that tasks are not still distributed or that a departmental distinction won’t con- tinue to exist. Integrating these functions, however, can lead to a more focused and compre- hensive approach. The first step in managing human resources in your system is to assess your needs and what you have to offer. Recruiting is more than generating applicants—it is attracting high-quality applicants in a way that makes transit stand out among its competition as an Employer of Choice (EOC). 61 S E C T I O N 4 Recruiting, Hiring, and Retaining Staff

Positioning yourself as an EOC requires the following: • Recruiting the right people, • Hiring only the best applicants, • Training staff to be successful, • Continuing to develop staff, • Providing a positive work environment, • Compensating staff fairly, • Recognizing staff worth, and • Providing growth opportunities. This guide offers transit managers and administrators an outline of a comprehensive HR process, where each function is clearly defined, and which can be adjusted to accommodate indi- vidual transit system needs and resources. Although many rural and small urban transit systems do not have a fully staffed HR department, the responsibilities for the entire employment cycle must be carried out. The Employment Cycle The employment process has six main aspects: • Benchmarking/Job Development—defining positions and determining how they fit into the organization, as well as the appropriate compensation. • Recruiting—generating a pool of qualified applicants from which to select potential employees. • Hiring—selecting the appropriate candidates from that pool of applicants. • Training—providing the skills and information to new employees so that they can succeed in their jobs. • Retention—securing the investment in qualified and trained employees through effective management practices. • Evaluation/Feedback—determining the success of the previous process pieces through employee feedback and using this feedback to make adjustments in areas identified. When used appropriately, this completes the cycle. Each function is examined in more detail below. Although each function can be considered separately, interrelationships in the employment cycle demand that all functions be considered when developing a comprehensive HR strategy. The strategy developed will consider your tran- sit system’s needs and abilities in each area, and, if managed appropriately, can dynamically address changes that affect the daily business of providing transit services. These components will continually revolve around each other and evolve simultaneously. The cyclic nature of the chosen strategy will create opportunities to make adjustments to the strategy based on its suc- cess and identified challenges, resulting in a dynamic and consistently improving human resources process. Job Development When considering your system’s workforce needs, you need to determine which categories of employees are needed and the skills they need to possess. This means determining what is required before attempting to deal with how it can be addressed. One place to start this process is to explore whether you have problems attracting or filling particular positions and then con- sider the source of the problem. Do you get enough applicants? Do you get qualified applicants? 62 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas

Where do you lose people? What are you looking for? And, most important, have you defined the job so as to attract the most appropriate applicants for the position? Detailed Job Descriptions For example, suppose your transit system has problems attracting, hiring, and/or retaining drivers. Looking at the job functions of a driver, as “benchmarked” or described in Section 2 of this report, the job description includes the primary characteristics and skills of drivers under differing conditions (CDL versus non-CDL). To be effective in hiring the best drivers, you should create a picture from this benchmark (and others applicable for other positions) of what that driver is, including traits and behaviors needed of a successful candidate. The following sample job description lists duties required of Paratransit Drivers. Recruiting, Hiring, and Retaining Staff 63 JOB DESCRIPTION – PARATRANSIT DRIVER • Conduct pre- and post-trip inspections to ensure proper operating condition of vehicle and on-board equipment. • Successfully perform scheduled manifest by picking up all clients on time and delivering them to their destinations safely and within a reasonable time frame. • Ensure the safety of all passengers by use of appropriate on-board restraints. • Ensure safe and clean vehicle conditions at the start and end of each shift. • Communicate effectively with dispatch or central office personnel via two-way radio. • Adjust to variables in normal working conditions, including adverse weather, traffic and construction, passenger problems, accidents, and trip changes. • Provide customer service, including assistance in boarding and deboarding, supplying information, and responding appropriately in an emergency. • Diffuse difficult situations and maintain order on board the vehicle. • Document the course of the day thoroughly, including odometer readings, times, and passenger information. • Accurately collect and reconcile cash fares collected from customers. • Be a team player and helpful to staff, management, and peers. • Employ all techniques of defensive driving to minimize the risk of preventable and non-preventable accidents and/or passenger injuries. • Protect passengers and secure vehicle in the event of accident or injury and communicate effectively with dispatch and operations staff. • Maintain a safe work area and a focus on safety to reduce the opportunity for injury to self or other employees. • Ensure attendance according to local policy. • Have a professional appearance and demeanor. KEY RESPONSIBILITIES & ACCOUNTABILITIES List the key responsibilities and accountabilities necessary to fulfill this position’s basic purpose. This job description documents the functional aspects of the job and identifies some of the desired behaviors of persons in this position. An example for a transit system Director follows. Again, the job description includes more details on the responsibility of the position.

Review of Qualifications/Requirements The next step is to define the minimum requirements or qualifications for the job. Mandatory qualifications, such as driving record, citizenship status, background/criminal record, and drug screening requirements, should be clearly defined. If persons must be available for particular hours or days of the week, including this information in the job definition will help in deter- mining how best to recruit. Operational considerations include full-time versus part-time, days of week, time of day, language needs, and physical abilities. Clearly stated qualifications should be incorporated in the job description and also in the training program, where applicable. The following table illustrates the minimum job requirements for paratransit drivers. 64 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas JOB DESCRIPTION – DIRECTOR Key Responsibilities • Plan, direct, coordinate, and evaluate the activities of transit system. • Analyze and determine community transit needs; provide information, and develop alternatives. • Make recommendations regarding policy and service issues to the Transit Board; implement Board decisions. • Ensure compliance with federal, state, and local laws and regulations. • Develop and administer the transit system budget and Capital Improvement Plan; negotiate and secure funding from local contributing organizations. • Recommend appropriate fare rates; prepare and administer grant-in-aid programs. • Direct purchase of new equipment; ensure proper and efficient use of all funds in accordance with federal, state, and local regulations. • Act as liaison to city, state, and community groups to promote the interests and objectives of the transit system. • Act as liaison to special customer groups; represent transit system in professional organizations. • Prepare Transportation Improvement Plan for MPO and participate in MPO studies. • Administer FTA drug and alcohol testing program. • Direct the selection, training, performance review, and discipline of transit system employees. KEY RESPONSIBILITIES & ACCOUNTABILITIES List the key responsibilities and accountabilities necessary to fulfill this position’s basic purpose. JOB REQUIREMENTS – PARATRANSIT DRIVER Education: High School Diploma or equivalent Experience: Previous professional driving experience preferred but not required. Previous customer service experience, experience working with persons with disabilities, and/or senior citizen groups preferred, but not required. Safe driving record and clean criminal history. Knowledge, Skills, and Abilities: • Ability to read, write, and speak English clearly. • Ability to navigate the service area through the use of maps and/or on- board directional equipment. • Ability to communicate effectively with passengers, passenger represen- tatives, and system staff. • Ability to remain calm in emergency situations and ensure the safety of all passengers and employees. • Knowledge of service area. JOB REQUIREMENTS List required minimum education, years of experience, and specific job-related knowledge, skills and abilities required to perform the job.

The sample job requirements for a transit system director, presented below, include more details on the essential skills required for success in that position. Recruiting, Hiring, and Retaining Staff 65 JOB REQUIREMENTS – DIRECTOR Education: A bachelor's degree from an accredited institution in trans- portation or related field. Experience: Previous managerial experience, including 5 years of public- sector managerial experience, at least two of which are with a transit system. Knowledge, Skills, and Abilities: • Comprehensive knowledge of transit system management, including finance, budgeting, purchasing, personnel administration, and market- ing. Considerable knowledge of state and federal regulations affecting public transportation systems. • Ability to plan and organize activities and resources for the efficient accomplishment of transit objectives. • Ability to effectively coordinate the activities of supervisory personnel in the operations and maintenance functions. • Ability to establish effective working relationships and rapport with the Transit Board, representatives of funding organizations, general public, community groups, subordinates, and other city departments. • Ability to write and speak effectively; ability to implement, interpret and apply policies, procedures, and collective bargaining agreements. • Skill in determining the community's immediate and long-range transit needs; skill in advising supervisory personnel in resolving personnel, mechanical, and operational difficulties. • Skill in planning and directing the efficient utilization of budgetary, staff, and material resources. JOB REQUIREMENTS List required minimum education, years of experience, and specific job-related knowledge, skills, and abilities required to perform the job. Review of Compensation Package Once you have determined the type of person needed to fill the position, what you are offer- ing the appropriate candidate needs to be clearly defined. This will be helpful in determining where to recruit and may become part of the position advertisement. More guidance on devel- oping a compensation package can be found in Section 3. Benefits such as training, schedules, flexibility, promotional opportunities, bonuses, uniforms, and health and wellness programs can be very attractive to people, in addition to pay and tradi- tional benefits such as health insurance, retirement, and paid leave. Recruiting Generating the interest of qualified candidates to fill the various positions in a transit system may be an everyday challenge. Recruiting methods vary by location and success rate, as well as by need and resources. Once the steps outlined previously, in terms of preparing a job descrip- tion, reviewing the qualifications, and determining what combination of offerings are part of the total compensation package, have been completed, the recruitment method can be determined. The appropriate and most successful recruiting method may become clear based on the steps of pre-recruiting. For example, if the desired workforce is of a part-time nature, recruiting meth- ods more likely to reach these potential candidates may be selected. Common methods for recruiting include newspaper advertising, internet advertising, employee references, and job fairs. Each has positives and negatives. Knowing who is being

recruited is important in choosing the recruiting methods to use. Additional methods cited under “other” include use of employment centers and workforce development programs, television and radio advertising, and community bulletin boards. Using local newspapers, such as those geared toward desired populations (e.g., seniors or retirees) or that are more commu- nity oriented, particularly where the agency seeks employees in particular locations, may be very effective. Broad reach advertising is also available through the use of television and radio spots. Potentially expensive, they have been successful. Opportunities may exist to use public service announcements, which are often free. Local access cable or govern- ment television stations are great sources for this type of advertising, whether using a profes- sionally produced advertisement or simpler “ticker” type ads. Where to focus recruiting efforts relates to the job functions and requirements as well as desired employee traits and skills. Additional considerations include • The number of applicants desired, • Technical or trade skills and certifications required, • Cost and cost-effectiveness of effort, • Human resources required for the effort, • Particulars of job that may be more attractive to certain pop- ulations, and • The audience for the effort. When recruiting for more technical positions, such as mechanics, it may be helpful to seek out local community col- leges or trade schools that offer this type of education. Admin- istrative positions may also fit this category. Trade schools that offer driver training, particularly CDL training, can be tapped for those positions. Positions with high turnover are candidates for the develop- ment of internship or apprentice programs, where your transit system takes part in a student’s overall education, primarily through trade schools or community colleges, by providing hands-on training opportunities while the student earns credit for coursework. Although this does not guarantee that the 66 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Recruiting Methods (from Project Survey) Survey Response No. Newspaper Advertising 246 Internet Advertising 97 Employee/Personal Referrals 204 On-Vehicle Advertisement 27 Job Fairs 51 Newsletter Advertisements 30 Other 67 Part-Time vs. Full-Time? The decision to hire part-time labor or full-time labor is one with many considerations. In smaller agencies, a history of part-time employment may need to be reviewed, because the original decision may have been based solely on a need to minimize overtime and ben- efits. As the service has grown, opportunities to create more full-time positions may exist and may be desired to reduce turnover and improve consistency. Con- versely, service changes and continued growth may result in a greater need for part-time employees to fill extra work, weekend work, or peak-hour only work, and those seeking work may be more likely to desire part-time work. In many cases, benefits are only offered to full-time employees. Some agencies offer progression to full-time as a promotional opportunity, initially hiring all employees into part-time work. This can be helpful in creating a pool of experienced candidates to hire from within: however, those who truly want full-time work may be turned off by this requirement. Keep a Log When determining the most effective recruiting media, a review of the disposition of former applicants is helpful. Maintaining a log that records the name of the applicant and other vital information is often required for human resources reporting purposes. In addition to this information, it is helpful to maintain information on the sources of recruits and whether or not they were hired or disqualified for some reason. Trends may surface indicating the most successful sources of recruits. Using this information can also help determine the cost-effectiveness of certain recruiting sources. For instance, a newspaper advertisement may cost $100, from which five applicants are generated. The cost per applicant is $20. If two of those applicants are hired, the cost per successful recruit is $50.

intern or apprentice will stay with the transit system once coursework is complete, a relationship has been established that may be built on through full-time employment opportunities. The apprentice has an accurate perception of the transit system as an employer, and the system has a greater understanding of the apprentice’s skills and abilities. Employment agencies offer a great deal of pre-screening, providing highly qualified tempo- rary long-term, part-time, and full-time candidates. For administrative positions, these can be a good source, because the employer can test candidates before offering employment. There is usually a contract when an employer wants to make an offer to a person represented by an agency. When working with employment agencies, workforce development programs, placement agencies, and job centers, transit systems have found that close and direct interaction has improved the quality of applicants. Having a designated contact who understands the business needs of the transit system may help the employment agency be more thorough in pre-screening applicants and identifying those with the right attributes. Where HR is separated from the tran- sit function (e.g., county governments) this approach can help in coordinating the efforts of a centralized recruiting program and the transit department. Some transit systems have found success with community-based or community-oriented recruiting efforts. In areas served by the service, the systems market themselves as a service provider and as an employer, so as to hire persons with a sense of community pride. Opportuni- ties for this type of recruiting include local fairs and expos, community forums and discussions, and service presentations to interested groups. Sending employee referral teams to these events can be successful in demonstrating a positive work environment to prospective employees. Many transit systems surveyed for this research indicate that they use on-vehicle advertising, such as a magnet or sign on the back of the vehicle. Drivers should have information in case they are approached. It may be helpful to have applications on the vehicle for distribution on request. Newsletters and payroll stuffers can be useful when recruiting, particularly when the transit service is part of a larger system. This process can help in closing gaps in the process when the HR department is separate from operations by creating opportunities for interaction. Many transit systems indicated that benefits, flexible scheduling, and work- ing with needy populations motivate potential applicants and employees. When determining how to recruit, a quick survey of current employees to identify what it is they value may direct future efforts. Highlighting these important attributes of the job in any advertising media will help in attracting candidates with similar values. With only part-time work to offer and limited benefits, many transit sys- tems seek retired persons who are inter- ested in working but want control of their lives. Benefits and wages are rarely what capture this group’s attention. A well-written advertisement posted at retirement centers, senior citizen hous- Recruiting, Hiring, and Retaining Staff 67 One-Stop Programs When people are looking for work, they can be very easily frustrated by the time the process takes, and perceive a lack of timely feedback as a lack of interest by the employer. Many position announcements are open-ended or seem that way and can result in losing good candidates. Therefore, many transit systems have streamlined their recruiting and hiring processes by conducting on-site interviews and qualifications reviews, providing instant feedback to interested applicants. This is particularly successful at job fairs and career centers. Conditional job offers are made at the time of application, contingent on background screening, etc. Applicants have a positive outlook from the beginning, and systems find they are less likely to lose qualified applicants because of a slow process. This concept may require significant resources to secure staff capable of conducting interviews, particularly at large job fairs and events. Community fairs where the agency normally would attend to provide service information, including health fairs, senior expos, and the like are additional opportunities for this type of recruiting.

ing, and through local retire- ment agencies, such as RSVP or the Veterans Administra- tion, are effective for these prospective employees. Every opportunity to mar- ket the transit service is also an opportunity to market the system as an employer. A simple line added to timeta- bles, flyers, and brochures highlighting the system as a great place to work can draw potential employees from the ridership. Consistently mar- keting the service as an employer can be helpful in developing relationships with potential future employees by simply raising awareness. Hiring Once persons have filled out an application for employment, there are several steps that fol- low prior to making a hiring decision. They include pre-employment screening and testing as well as the interview process. Pre-Employment Screening and Testing A thorough screening process that includes regulatory pre-employment screening combined with an effective in-person interview process is crucial to selecting the right candidate(s) from a pool of job applicants. In most situations (at least it’s highly recommended) minimum screen- ing includes a Federal Transit Administration–approved drug test, and a review of an applicant’s criminal history and driving record. In some cases, physicals and fingerprint checks may also be required. Where this screening occurs in the hiring process can vary, although it is recommended that all screenings are conducted prior to making any offer of employment and/or training. Stan- dardized criteria should be used as a basis for determining a candidate’s approval of all of the required background checks. In situations where this screening process is time consuming, con- ditional offers of employment may be extended, particularly if the complete process will delay a candidate’s ability to enter an existing training program. Some positions may require or benefit from various forms of skill testing. This is usually reserved for office and administrative positions, and the skills tested must be relevant to the posi- tion. These types of tests should be used cautiously as they can complicate the HR process. Skill tests may include typing, computer usage, counting and mathematical calculations, and map reading or using navigational aids. Personality tests are another type of pre-employment testing used. These tests attempt to demonstrate personality types and also provide insight into a prospective employee’s behavior. 68 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Your Good Employees Know What You Need Many transit systems use employee referrals to attract new employees, some formally and others informally. Formal programs include bonuses paid to the employee who makes the referral, upon successful completion of a defined period of employment by the referred employee. In some cases, bonuses are paid when the employee is hired; however, agencies have found that this isn’t always productive. Should the new employee not work out, the referral bonus (as well as training time, etc.) is wasted. When the bonus is tied to the success of the recruit, the transit system is more likely to get a good hire. Good employees who want to stay with the transit system and who like their jobs are more likely to recruit others like them, rather than making referrals just for the sake of a financial incentive. Some transit systems have established recruiting teams, made up of those employees that exemplify the best, whose function is to be a sales person for the company as an employer. In addition to finding good recruits, this also helps to give the employees a feeling of ownership in the service. These teams can be deployed at job fairs, career centers, and other community events where transit is in attendance, often decreasing the number of administrative staff required at such events. Whether all employees are included in referral programs or only a designated group, employee referrals can be an excellent source of recruits.

They can also be used to identify a person’s strengths and weak- nesses, and perhaps help to focus training efforts and manage- ment’s approach to individual employee development. Pre-employment physicals, whether required by law or by an employer, can be used to determine a person’s ability to meet the physical demands of the job, and can be particularly useful in documenting pre-existing medical conditions that may require attention or special consideration in work assignments. This is also an effective risk management tool, as it can identify those potential employees that are at greater risk for on-the-job injuries, provide a set of guidelines for medical professionals to use when determining an injured employees return-to-work status and light duty limitations, provides a basis for claims manage- ment and may discourage fraudulent worker’s compensation claims. Developing the Interview Position benchmarks used to develop job descriptions, and the job descriptions themselves, can be used to determine what skills and behaviors are important to the success of that position. The applicant’s work experience and history can then be developed into specific questions aimed at identifying the presence of the desired skills and behaviors. Skills required to perform a job include technical skills, or skills such as reading, writing, or the ability to drive a vehicle. Soft skills are more along the lines of people skills, such as customer service, the ability to diffuse an argument, or the ability to use good judgment in difficult situa- tions. Soft skills can be more tied to personality traits, such as patience, honesty, and the ability to reason. Personality traits are important, providing general descriptions of the characteristics of a per- son, and can identify why a person acts a certain way. What is more important than why people do what they do is identifying what they do, or how they behave in particular situations. The fol- lowing table helps to differentiate between traits and behaviors, as they are related to the desired characteristics of a prospective employee. Recruiting, Hiring, and Retaining Staff 69 There are numerous screening tools and pre-employment tests available for purchase that can be tailored to your specific needs. There are also many consulting, management and employment firms that offer their services in the development of such tools. One such program, developed specifically for the transit industry, is the BOSS program, or Bus Operator Selection System, available through APTA. Trait Related Behavior “A person who is . . . . . . exhibits the following” Reliable Good attendance Completes assignments Provides accurate information Safe Stays within posted speed limits Checks vehicle condition thoroughly Caring/Sensitive Honesty Helpful to others Non-judging Recognizing and evaluating only a person’s traits can lead to stereotyping and bias based on the interviewer’s belief system. Seeking further information about a person’s behavior allows an

interviewer to be more objective in their analysis of a person. Seeking further information about a person’s behaviors can help to determine how a person reacts in a particular situation. Past behav- iors also provide examples of a candidate’s use of their “soft” skills, or performance skills. Com- pleting the sentence from the previous table, “A reliable person has a good attendance record and manages their time well.” Although personality traits are important, behaviors related to these traits are more defining than the traits themselves. For instance, a person considered to be patient may not always dis- play this in all situations. Recognizing a person’s behavior can help to determine how a person will react in particular situations. When preparing for an interview, the interviewer should develop a list of questions from which to pull that can be modified easily to the interviewee’s experience and qualifications. Questions that identify a person’s skills are straightforward and easier to develop. Behavioral questions are more difficult to develop. Behavioral questions start off with some of the follow- ing leads: • Give an example of . . . . • How did you react when . . . . • Tell me about . . . . • Describe for me . . . . Behavioral questions are aimed at determining how a person has behaved in the past, and therefore steer away from hypothetical situations, or asking how a person may or will react in the future. Hypothetical questions are easier to read by interviewees, making more likely that the response will be what the candidate thinks the interviewer wants to hear. For instance, rather than ask “What would you do if you got lost en route?,” an interviewer may ask “Have you ever got- ten lost? Tell me what you did at that time.” An additional example, rather than ask “Have you ever been late for work?,” an interviewer may say “Tell me about a time when you were late to work. What did you do?” These types of questions encourage more informational responses that are demonstrative of a person’s behavior. Other things to avoid in an interview include • Close-ended questions, or those that can be answered with a simple “yes” or “no” response; • Questions referencing age, sex, religion, disability or lifestyle; • Directing the candidate’s response to the answer you are looking for; • Finishing a candidate’s response in order to keep things moving; • Stereotyping a candidate based on first impressions or curtailing the interview as a result; and • Allowing the interview to be disrupted by phone calls, visitors, email, or other outside situations. Interviewing The goal of the interview is to provide the interviewer with information necessary to make an unbiased determination of a candidate’s appropriateness for the job. There are many ways to go about the interview process, and the number of interviews as well as the number of interviewers can also vary according to local policy and job function. The initial interview processes can include • Initial phone interview/screening, and/or • Individual in-person interview, and/or • Panel interview. 70 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas • Identify key personality traits desired for position • Relate those traits to specific behaviors, actions or thoughts • Determine what job skills are represented in the desired behavior • Develop questions that allow candidate to demonstrate skills through behavioral examples

In some cases, the interview process may include progressive interviews (2nd and 3rd inter- views) as candidates are weeded out. Generally speaking, the intensity and length of the process is directly proportionate to the level of the position within the organization. In the event of mul- tiple or progressive interviews and panel interviews, all of those persons included in the process should be consulted for their recommendation of a hiring decision. In any case, the person who will supervise the position should be a part of the interview process and of the hiring decision. A good interview is structured, stays focused, and includes the following elements: • A description of the position and the organization, and recognition from the applicant that they understand the requirements of the job, • A general question and answer session led by the interviewer, and • An opportunity for the applicant to ask questions of the interviewer to confirm his/her under- standing. It is important, especially when interviews are held simultaneously by several persons, as may be the case when several people are being hired, that the information presented in the interview about the job, the work environment, and the organization is an accurate and fair representa- tion, and that the presentation is consistent. Inaccurate information provided during this process can be detrimental to the employee retention process, as it can create false impressions leading ultimately to disappointment. This is an opportunity for the employer to market itself to the employee, creating an accurate picture of the job and of the environment. Making an Offer Once an applicant has successfully passed all pre-screening and been recommended for employment, a specific written offer should be provided. The offer should specify job title, date of hire, rate of pay and benefits, job classification (if any), and whether the offer is contingent on anything, such as a negative drug test, physical, or background check. The offer may take the form of an offer letter or, in many cases, the provision of an employee handbook. Initial Training Once employees have been hired, they are most likely placed into a training program. Train- ing is often a consideration of applicants during the recruitment process, and the extent and type of training, as well as whether it is paid or unpaid, is important as a recruiting tool. Depending on the position and the person, the training may be informal or formal, more or less detailed, and more or less time intensive. Administrative and maintenance positions are more suited to on-the-job training, where the new employee is performing the tasks under the close supervi- sion of a fellow employee or supervisor, usually side-by-side. The positions of driver and aide frequently require a lengthier training program, one that includes both classroom and behind the wheel instruction. Whether a lot or a little, all positions require some type of training. The purpose of training is to provide employees with a clear understanding of their responsibilities and with the tools, skills, and information they need to perform their job well. Regardless of how training is actually provided, the training program should be well struc- tured and organized. Initial training is where the standards are set—expectations of the employee are established, and the employee develops his expectations of the employer. Recruiting, Hiring, and Retaining Staff 71 As a result of low unemployment and local competition, applicants have employment options and can make choices. Under these circumstances, applicants are also interviewing the potential employer. It is important that the hiring process be conducted in an organized and professional manner. This is one of the first impressions that a prospective employee gains, and can help or hurt the applicant’s attraction to the job.

In order to be successful, training must be engaging and dynamic, educational and practical, and well planned and organized. The training should be presented in ways that capture the attention of the audience, engage their opinions and concerns, and keep them involved. How the training is pro- vided, by whom, and when it is considered successful is equally important as what information is provided. It is important that someone who fully understands the information provides the information in a positive and encouraging manner. To the greatest extent possible, training should be provided in an interac- tive manner and in a hands-on environment. This is especially important for positions that are oriented toward working with the public, such as a driver or customer service provider. Depending on the size of the transit system, training may be provided by one person or by a host of persons. In all cases, the person responsible for supervising the employee once training is complete should conduct some of this training. When multiple persons provide an employee the same training, all persons responsible for the training should be well versed, have a training plan or syllabus, and should be permitted to provide some input into the determination of pro- ficiency. This can be accomplished through written evaluations or documented observations. At the end of the training, employees should have a clear understanding of their position, and also of the roles of others within the organization, and of how each relates to the other. Skills presented in training should be practiced throughout, and a competency test should be conducted to ensure the employee’s proficiency. If proficiency is required at certain stages of the training in order to progress to the next topic or level, a need for additional instruc- tion can be quickly identi- fied, and one person’s need will not hold up the rest of the training group. Failure to demonstrate proficiency may provide cause for a trainee to be removed from training, reducing the poten- tial for wasting resources on these persons and permitting those who remain to receive more personal instruction. Simulation training can be useful by placing employees in a realistic operating situa- tion while in a controlled environment, testing their ability to use all of their skills. 72 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Where Do We Start? . . . Orientation training has become a priority of training programs, providing a comprehensive understanding of the organization in addition to the job skills required. In agencies where the HR process is separate from operations, and in those where HR functions are throughout a small staff, this is helpful for the employee to learn what resources are available and how to access them. Orientation programs can include facility and departmental tours, presentations by department and/or committee leaders, and staff shadowing and departmental observation. Orientation training introduces new employees to the culture, goals and functions of the system, and provides a greater understanding of the relationships between job functions, creating a strong foundation for cooperation and teamwork. What Time Is It? . . . No matter how much training is provided, it must be made available to prospective employees. Training is generally provided in a full-time setting, during the course of the “normal” workday. When a transit system seeks to hire part-time employees, whether it be for permanent positions or for those that will transition to full-time, a full-time training requirement is often already in conflict with potential employees’ needs. Those with full-time jobs seeking supplemental income may not be available for this type of training. Those who seek part-time employment in order to maintain flexibility for personal reasons, including childcare, may also have conflict as a result of these personal schedules. Single parents, students, and second wage earners make up a large part of the part-time workforce. Solutions to this problem include the partitioning of training topics into blocks, which can be rotated throughout the training so that each block, or topic, is available more than once. This can include evening sessions, half-day sessions, and/or weekend sessions. Because this process may extend the length of time that it takes to complete training, the recruiting process may need to be adjusted to account for the longer lead-time. As well, the length of time that a new employee may need to reach proficiency may be extended, requiring a potential change in tolerances.

In operations, behind the wheel training is often provided, while not in revenue service. Follow- ing this up with mentor or cadet style training helps employees to learn how to handle the real operating environment, again in a more controlled environment, developing their sense of con- fidence and counteracting any feelings of abandonment that may develop after an intensive train- ing program ends. Training for all employees should include, at a minimum, the following topics: • Legally required information, such as drug and alcohol testing program information, • Corporate or organizational orientation, including a review of policy and procedures related to human resources, • Skills-related information, such as customer service and safety, • Operations orientation, including scheduling, dispatch, accounting or fare collections, and record keeping. Typical human resources topics that are often included in training include Sexual Harassment and Diversity Awareness training. Language Training As a result of immigration and changing demographics, transit systems are finding themselves in need of employees who are bilingual. Recruiting for this need has resulted in some changes in train- ing programs, either in an emphasis to provide training in alter- nate languages and forms, or to provide alternate language train- ing so that employees can more easily communicate with their customers. In addition to increasing the size of the pool of avail- able applicants, systems are able to ensure a diverse workforce. Probationary Employment Many transit systems institute a probationary period upon initial hiring or completion of ini- tial training. The employee’s perception of this period may be a cautious one; however, from an employer’s perspective, it is an opportunity to closely monitor the new employee’s absorption and application of the skills they learned in training. Regular and consistent follow-up during this period reaffirms the organization’s commitment to its employees and demonstrates sup- portive employment practices. The probationary period provides an opportunity to catch poor behaviors or incorrect actions before they become bad habits. Additional training may be provided as necessary to correct the problem. This additional training should also be provided in a positive and encouraging man- ner, as the goal is to foster the supportive environment. On a regular basis, the training program should be reviewed and adjusted to ensure that it is sufficient, especially if trends are spotted dur- ing the probationary period that require regular retraining. Retention Hiring the right people, training them to be successful, and keeping turnover to a minimum are critical to a transit system’s ability to provide consistent quality service. Having applied the premises contained here in terms of job definition, recruitment efforts, interviewing, and hir- ing, agencies then shift their efforts to training new employees and then to continuing to help them grow within the organization, improving each individual’s skills and developing them into successful employees. Although there is no sure-fire way to keep employees from leaving or Recruiting, Hiring, and Retaining Staff 73 Language training may be found through community colleges, churches and community education programs, as well as in the HR departments of other agencies that provide public services, such as police and fire.

seeking other employment, there are many practices in use to encourage employees to stay and to develop a sense of loyalty. They can be summarized in the following categories: • Compensation, • Promotional Opportunities, • Recognition, • Personal and Professional Development, • Employee Ownership, and • Work Environment Compensation As discussed previously, compensation is a package, including wages and benefits. When ini- tial wage structures are developed, they may include a wage progression directly tied to longevity. Frequently this includes a step progression linked to employment benchmarks. This may include increases in pay rates following the completion of training, at the end of any initial probation- ary period, and then annually or semi-annually thereafter. This concept creates an incentive for employees to stay with the transit system since their financial position improves over time. Benefits such as health care, life insurance, disability insurance, vacation, sick and other paid leave are often part of an overall compensation package available to full- time employees. As with wages, there may also be a step progression of the availabil- ity of these benefits or of their value overtime. For example, health care premiums may be the responsibility of the employee initially, with employer contribution lev- els increasing over time. Paid time off, including sick, vacation, holiday and personal time, accrual levels generally increase over time as well, creating an incentive to stay on. Historically, part-time employees have not been eligible for most benefits, as one of the pri- mary decision-making factors over the use of part-time employees has been cost. As service hours and types change, however, the use of part-time employees has developed into a practice aimed at reducing overtime wages, to accommodate service demands and also to meet the needs of this employment population. As such, reducing the turnover of a part-time workforce has become a priority, and many transit systems are beginning to offer benefits, either full or pro-rated, for part- time employees. With regard to wages, many agencies have, in the past, imple- mented wage scales that vary between part-time and full-time employees filling the same position. Again, initially this was intended as a cost savings measure tied to the use of part-time employees. As decisions on use of part-time employees has evolved beyond financial considerations, wage differentials between part-time and full-time employees have been reduced or in some cases eliminated altogether. Performance Reviews The employee review process should be a formal process conducted at least annually. It should be conducted by the direct supervisor of each level of employment. Areas reviewed should be clearly defined and should relate back to the job description and benchmark. Should additional responsibilities added over the review period significantly affect the overall job description, the job should perhaps be reviewed against the benchmarks. 74 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Less Traditional Benefits • Uniforms & Laundry Service • Access to Computers & Internet • Break Room with Amenities • Credit Union Membership • Membership Discounts • Personal Vehicle Use Privileges The performance review is a good way to implement or support a merit based incentive or wage plan. Many transit systems indicate that employees receive step increases, or increases tied to longevity rather than performance. While this ensures a wage progression, it does not recognize an employee’s individual contributions. This type of program can also lead to a disincentive to perform above and beyond the average level, as there is nothing tied directly to that effort and no correlation between performance and pay.

Once the review has been completed, it should be presented to and discussed with the employee. This is an excellent oppor- tunity to develop action plans for the employees progression, should they be interested in promotion, for their improvement in weak areas identified through the process, and with direction for continued success. The timing of performance reviews varies among transit sys- tems. While most formal reviews take place annually, the per- formance review can be used more frequently in the case of problem employees, probationary employees, and newly assigned employees. Promotional Opportunities Transit is a home grown industry, in many ways. Many transit professionals grew from the ranks, and transit is unique in that, in both the private and the public sectors, growth opportu- nities are limited only by one’s interest in them. An experienced driver can be a good candidate for any other position in the organization, as he/she has an intimate knowledge of the core busi- ness. Many of the front line positions in transit operations require an understanding of the driv- er’s job, and the skills required of these positions are teachable. Because of the low unemployment rates, many people have been forced to take positions that they are over-qualified for, simply to get their foot in the door of the transit system. These employees may aggressively seek promotional opportunities, as their intent may never have been to remain in the starting position. Should the potential for advancement not exist, or not be made available, these employees may not stay long or may become otherwise discouraged. Like- wise, current system employees who are overlooked for promotional opportunities in favor of external candidates may also become discouraged, regardless of their initial employment goals. Current employees may have a lot to offer, and should never be overlooked when openings become available within the organization. When all other things are equal, the candidate with the most experience may be the best person for the job. However, a person’s experience should not be considered an entitlement, and the recruiting/hiring process needs to remain fair and competitive. Whenever a position becomes available, in-house recruiting should be included. In-house applicants, except in regard to seniority, should not expect or receive any special considerations, and should only be included in the pool of qualified applicants if they meet the requirements of the job. Some transit systems make in-house recruiting a pri- ority, permitting in-house applicants to apply for a position prior to the general public, potentially eliminating the need to recruit externally. When possible, systems should use this approach to promote from within, ensuring that growth opportunities are available to all employees, and potentially decreasing the amount of resources expended to recruit, hire, and train staff. Staff short- ages and temporary increases in internal demands, such as when a large group of new employees is starting in new driver training, may require additional employee resources yet only for a limited time, or for special or temporary assignments. Recruiting, Hiring, and Retaining Staff 75 In some cases, the employee is provided an opportunity to rate themselves, just as their supervisor would and under the same criteria, which should then be included in the discussion. Other approaches include an opportunity for one person from each department to have input into an employee’s review. This gives dispatchers, trainers, and maintenance staff, for instance, the ability to comment from their perspective, as their interactions may be more informative than a supervisor’s. “Special” Promotional Opportunities These positions are frequently held by senior employees and provide more advancement opportunity, particularly in smaller systems. • Lead Driver • Peer Mentor • Behind the Wheel Trainer • Cadet Trainer • Lot Pusher (Pull-Out Supervisor) • Pull-In Supervisor • Recruiter • Transit Ambassador • Site Coordinator

These cases may not require either a part-time or full-time dedicated employee, and create a good opportunity to assign special tasks to individuals, increasing their level of responsibility and involvement. These temporary assignments may provide for wage increases or differentials for the time during which the function is being carried out, and may offer management more flex- ibility in selecting these employees as a result of the temporary nature of the job. Finally, they are a good way for management to reward an employee’s excellent work through the assignment of additional responsibilities. Where services are varied by licensing requirements (CDL vs. non-CDL) or service type (fixed vs. demand-response), these differences can be used as promotional steps. For instance, all employees may be required to start at the same level and graduate into others with experience. Some transit systems apply this sort of programming to part-time positions as well, where full- time status is earned through experience. When hiring in this manner, systems need to be real- istic with regard to the length of time it takes for an employee to transition to full-time status, particularly if the employee is more interested in full-time work. Recognition Many transit systems implement programs that recognize and reward employees for longevity. Some of these programs are financial in nature, in the form of wage scales or bonuses based on expe- rience. Other opportunities include giving more senior employees priority in selecting work sched- ules or assignments or choosing days off and vacation schedules. Additional ways to recognize se- niority include awards like pins and badges that employees can proudly display on their uniforms. Many transit systems have implemented programs that reward employees for exemplary ser- vice, providing incentives for performance above and beyond the basic job requirements or description. These programs include Employee of the Month/Year, Safe-Driver awards, and Cus- tomer Service awards, to name a few. When developing these types of incentives, systems must make sure that the goals are realistic and accomplishable, that the process for determining suc- cess is valid and not subject to be compromised, that bias is removed from the equation, and that rewards are made in a timely manner. How employees are rewarded is as important as the reward itself, with public recognition and fanfare. Personal and Professional Development Many transit systems offer continuing education opportunities to their employees. These opportunities can include regular ongoing training programs, certification programs, and tuition assistance or reimbursement for adult education programs. Mandatory ongoing training may be required by law or system policy, and voluntary programs are often more related to personal inter- ests, such as financial planning, education, health and fitness, and family and relationships. For smaller transit systems, it may be possible to “piggyback” on the professional development opportunities of other local organizations or departments, particularly if the transit system is a department within a local government or a larger organization. Alternately, the transit system could team up with other like-minded organizations, such as other local transit systems through the state transit association, or local non-profit organizations which also operate transportation services, to offer professional development opportunities through a consortium or other shared effort. Ongoing Training Training is a recruitment tool, offering an initial investment, and it is also a retention tool, offering continued investment. Ongoing training keeps employees abreast of rules, regulations, policies, procedures, products, and operations issues that affect their daily work. Retraining can 76 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas

be provided in several ways, during employee meetings, scheduled training sessions, and in- service training sessions. Topics covered may be legally required, required by policy, simply informational, and/or current issue related. Conducting group training offers opportunities for employees to interact with one another, and for the managers to enforce its commitment to employees. Group training is successful for general topics that apply to everyone. One-on-one training is commonly used to address an indi- vidual’s performance-related problems, often discovered through an evaluation or observation. The challenge for many smaller transit systems is fitting training into busy schedules. Often smaller transit systems budget to pay employees to report for group training when the system is not in operation (for example, on a Saturday or holiday). Or, they hold multiple training ses- sions on a particular subject so employees can be trained at the end of each shift. Cross Training Cross training can be provided as a general orientation, so that everyone understands each others’ roles in the organization, or more in-depth, for promotional and support purposes. As most smaller systems have limited support staff, absenteeism can contribute to an overall back- log if the absent employee’s daily work assignments are not completed. Having a cross trained staff allows for temporary reassignments in order to keep the process flowing. Again because of low staff levels and frequent driver shortages, a common part of many job descriptions includes driving when necessary. Should a dispatcher need to spend a day driving, someone else in the office needs to be able to immediately fill the role of dispatcher. Cross training also provides employees with an opportunity to test out other positions that they may be interested in within the organization, or at least to give them a better taste of the duties and workload of the other positions. A person trained to fulfill other roles may be an excellent candidate in the event of a vacancy, either in a permanent or temporary/acting role. Should that person be hired into the position, their learning curve is shorter as they already have direct experience and the amount of introductory training required may be reduced. Professional Certifications Certification programs are available in all subject areas for all levels of employees. Frequently cited programs include those for drivers such as Passenger Assistance, Emergency Procedures, and Safe Driving. Mechanics can receive certification through dealer programs, manufacturer programs, and skills programs, such as that offered through ASE. Administrative programs include those in software applications and network management. Management programs are available in supervisory topics, finance, leadership, and in numerous transit specific topics. Most of these programs can be accessed locally through community college and adult education pro- grams; others are offered by national and state programs and associations and through confer- ences and trade shows. There are many nationally offered seminar-type training programs avail- able as well as internet-based training programs. Trade certifications are frequently associated with wage differentials or pay incentives and pro- motional opportunities. Peer Mentoring Throughout the probationary period and sometimes longer, many transit systems have imple- mented mentoring programs. The purpose of the mentoring program is to provide new employ- ees with close supervision at the hands of an experienced peer. Structured mentoring programs include goal development, regular follow-up, and scheduled counseling and training sessions. However, smaller systems may want to create a less formal program. Mentors are frequently senior employees with excellent employment records, who volunteer for this additional responsibility. Incentives may be provided to the mentor, including pay Recruiting, Hiring, and Retaining Staff 77

differentials and/or other compensation. In systems where promotional opportunities are lim- ited, the mentor program provides additional responsibility and respect for those who volun- teer, and also increases the level of employee involvement in the delivery of quality services. Employee Ownership Developing trust and loyalty is essential to retaining good employees. Being involved in the management, direction, and success of the transit system builds a sense of ownership and per- sonal pride among employees. Many larger systems have created employee steering committees, focus groups, and teams where employees are tasked with developing new programs and poli- cies, addressing management and service issues, rolling out new programs, and creating or plan- ning incentive programs is an effective way to ensure employee participation. Involvement improves everyone’s understanding of the dynamics of the organization, and is often credited with the success of new programs and initiatives, as employees develop a sense of personal responsibility toward improving their own environment. Such approaches may be adapted to and quite effective at smaller transit systems so that employee input is both solicited and used to improve the services provided. A simple approach is to establish groups of employees around particular topics or concerns. Such groups give employees a chance to share their thoughts and interact with managers, help to foster the team environment, and give employees a sense of involvement and ownership. Common committees include: • Safety Committee • Accident Review Committee • Employee Recognition Committee • Party and Recreation Committee • Project Committees Every job and every function is important to the overall organization, and, in most cases, each individual job relies or directly supports others. Ways to foster teamwork in an organi- zation include group assignments or team based competitions, development of employee committees and task forces, devel- opment of interdependent goals and objectives, establishment of mentoring or peer programs, and the creation of incentive plans that depend on the performance of the overall group rather than on individual performance. Again, use of any of these techniques will depend on the size of your system. Prob- ably the most effective way to have your employees work as a team is to foster open communi- cation between managers and employees, which is discussed below. Work Environment Providing a positive work environment is often considered a retention strategy. Open and consistent management interaction and communications, a flexible environment, employee involvement, and comfortable settings are frequently cited as ways to create a positive environ- ment. Others describe it synonymously with a family environment, where people can have fun, be themselves, be respected and be treated as people and feel good about a place where they spend a large part of their day. Little things that make work more personal include: • Employee Newsletters • Birthday cakes, cards, and gifts (movie passes, lunch certificates) 78 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Many transit systems cited being flexible with scheduling and considering employees’ personal needs as contributing to a great work environment; especially since many small transit systems have part- time employees, many of which are single parents, retired persons, and second wage earners, employees’ personal lives are more sensitive to family needs. Making schedule accommodations, changing shifts, relaxing attendance policies, and permitting employees to transport children or bring them to work in the event of an emergency are ways to minimize the impact of personal situations both on the program and on the employee.

• Employee outings, teams, games, and contests • Holiday parties, picnics, awards events • Spontaneous lunches, cookouts, breakfasts • Management walk arounds Open Communications Open communications helps to foster a team environment, and encourages employee involvement. Employees should be encouraged to share their opinions with managers and to ask for assistance when needed. Employee needs and concerns should always be followed up on and treated as important, no matter how significant they are in the grand scheme of things. Employees should have opportunities to file complaints or grievances, and should never be discouraged from doing so or have restricted access to managers. Employee suggestions should always be solicited, especially when determining a course of action that will affect the larger group. Staff meetings, employee surveys, suggestion boxes, train- ing reviews, performance reviews, and daily interaction can be helpful in soliciting employee input and in maintaining an open environment. Management Interaction Frequent, consistent manager/employee interaction is important to creating an open envi- ronment. More importantly, however, is that this interaction not always be negative or discipli- nary in nature. Managers and supervisors should make conscious efforts to communicate with employees on a regular basis, not only for the purpose of correction or discipline. Positive com- munications foster the team and family environment, removing the barriers between employees and managers (us vs. them) and promoting partnerships and common goals. Some interaction takes place formally, others less formally. Opportunities include: • Training Sessions – In small transit systems, training is often provided by staff members or managers. Allowing employees to present training on topics that interest them is a way to encourage individual involvement and foster both the management-employee relationship and the peer relationship. • Monthly Meetings – In many cases monthly meetings are held for the purposes of providing information or other training about the workplace. These meetings provide a good opportu- nity for managers to initiate open communications. Employees, particularly those closest to operations, need an opportunity to express problems or issues that affect the entire group, and this is a good place for this to happen. Controlling the situation, especially when emotional topics are discussed, can be difficult, but these opportunities need not be seen as gripe sessions. Employees should be encouraged to make suggestions for resolving problems in addition to identifying them. • Direct Observation – Employee observations, including ride alongs, shadowing, or on-site observations, give managers the opportunity to observe an employee in their operating envi- ronment. Situations encountered can initiate conversations where better understanding can be gained and individual employee issues can be identified. Some issues may be addressed immediately during this time as they may be simple misunderstandings. Information may be gathered during this process as well on other aspects of the operation; this can help keep man- agers aware of current operating conditions. • Informal one-on-ones – When managers and employees rarely interact as a part of regular busi- ness, as in the case with some rural systems and perhaps those with satellite operations, man- agers need to plan for individual contact, and may do so by making certain hours available for Recruiting, Hiring, and Retaining Staff 79 It is important that all managers practice this open approach, up to and including Boards of Directors. Where systems are part of a larger organization, the departmental nature can limit some of the opportunities for direct communication between employees and managers. When this is the case, the local supervisors or site managers must make more efforts to understand their employees and be able to represent them fairly in departmental interactions.

employees to stop in. Even if unscheduled, managers should encourage employees, when time presents itself, to stop in and chat. • Spontaneous Events (Free lunch day, coffee and donuts, etc.) – Transit system employees like to eat. Providing refreshments at any meeting always increases attendance. Impromptu oppor- tunities exist every day, and are a way to provide quick interaction and encourage more in-depth interactions as necessary. It is a quick meet and greet that reinforces a positive and caring management approach. Established Policies and Procedures Having well documented policy and procedures ensures that everyone has the same under- standing of how things work in an organization. It takes the guesswork and potential for bias or personal feelings out of management decisions. Procedures provide clear and distinct instruc- tion and ensure that tasks are performed consistently throughout the organization. Each employee should be presented with a copy of the most recent policy and procedures manual or handbook, and complete a signed acknowledgement of receipt and understanding that they are held responsible for the content. Orientation to the policies and procedures should be provided to all new employees during initial training. Consistent enforcement of policy and procedures pro- vides employees with a real- istic set of expectations. If a behavior or action is defined for one employee to be against policy, then it must hold the same definition for all employees. Should there be a penalty for the behavior, it should be relevant, and should take into considera- tion each employee’s own performance, thereby being progressive in nature. Safety Focus Safety needs to be the top priority in every transit system. Its importance must be continually stressed across the organization. Providing a safe, clean work environment is a fundamental responsibility of every employer. Encouraging employee participation in safety programs helps to instill a safety culture. Common safety programs include the following. Regular Safety Training Sessions Monthly or quarterly safety meetings provide an opportunity to share safety information, including overall system performance, with all employees. Topics may be regulatory, of com- mon interest, or incident or trend related. Soliciting the help of employees in selecting topics for discussion or in presenting those topics is effectively encouraging them to participate. In smaller systems, regular safety meetings probably will be held less frequently, perhaps semi-annually. Strict and Fair Safety Management Policies Safety policies must be documented and followed by all employees. Accident reporting, inves- tigation, evaluation, and handling must be consistent and fair. Soliciting employee participation 80 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas Disciplinary Action vs. Corrective Counseling In a supportive work environment the disciplinary process is aimed at correcting behaviors through consistent policy enforcement. Part of the success of this approach is that areas where an employee needs more training may be identified, and management and the employee have the chance to develop a better understanding of each other’s responsibilities toward each other and the organization. Giving the employee a chance to correct the behavior helps to build a trusting relationship. The role of supervisors, and those in supervisory capacity, must clearly support this type of environment. Providing mentoring and supervisory training to all employees in these roles ensures a cooperative approach to the success of each individual employee. Not all employees will be successful in a transit system. The corrective counseling and progressive discipline programs applied fairly and consistently weeds out those employees that don’t share the overall goals of the organization. Those that do not benefit positively by the corrective counseling process and are released represents turnover that is positive for the system.

in developing safety policies and identifying safe work procedures, as well as including employ- ees in accident review, are ways to encourage employee participation. The Importance of Regular Fleet and Facility Maintenance Inspections and Repair in the Work Environment A well-documented preventive maintenance program that provides feedback to documented employee concerns or observations will not only improve safety but will also help retain employ- ees. Both mechanical and cosmetic defects should be addressed in all maintenance inspections, ensuring that the driver’s workplace is safe, comfortable, and in good working order. Mechani- cal breakdowns and component malfunctions that occur during service are frustrating to both drivers and passengers, can compromise their safety, and can significantly impact daily opera- tions. If drivers feel that vehicles are not well-maintained, they may feel at risk on the job and/or care less about their own safe and professional outlook. The drivers’ role in vehicle maintenance and documentation, particularly in proper completion of both pre- and post-trip inspections, should be clearly identified during the training period. The procedures of reviewing the daily vehicle inspec- tions, of prioritizing repairs, and of holding vehicles out of ser- vice must be established, and a consistent process of providing feedback on repairs completed or mechanic’s findings on reported defects must be clearly defined. Interaction between the maintenance staff and the driver force will ensure the satisfaction of both sets of employees. Ways to accomplish this include having a mechanic on staff during pull- outs and pull-ins, to walk the lot, monitor vehicle inspections, and provide assistance and minor repairs; providing orientation to the maintenance function during initial training, including maintenance staff; and discussing maintenance related topics in safety meetings and in ongoing training sessions. Where the maintenance function is separated from the operations function and in systems whose maintenance is provided by another department of a larger organization (such as the city or county fleet maintenance), these strategies may be helpful in creating trust and fostering teamwork. Accident Retraining Accidents happen. Since an integral part of job satisfaction is feeling safe in the work environ- ment, for each and every accident, whether a vehicular accident or an employee work injury, a consistent review process should be followed to determine the cause of the accident, its prevent- ability, and disposition. The cause and determination of preventability should then be addressed in individual employee retraining or counseling, provided that the accident was not a terminable offense. Where accident trends surface, or where the cause of an accident is found to pose a risk to other employees, retraining should be provided to all affected employees. Accident retraining helps to rebuild employee self-confidence after an accident, encourages safer work be- haviors, demonstrates a commit- ment to safety, and reinforces the pro- gram’s commitment to its employee’s success. Failure to address the causes of accidents and to provide proper Recruiting, Hiring, and Retaining Staff 81 A clean, well-maintained and reliable fleet ensures a professional outward appearance, one that instills pride in the person behind the wheel. This will be reflected in driving habits, safety focus, customer service, and overall job satisfaction. Adapt Existing Defensive Driving Programs It isn’t necessary for you to start from scratch to implement an effective defen- sive driving program for your drivers. Many programs have been developed in the public domain (contact your state or the national RTAP for more informa- tion). There are also many commercial programs that can be purchased for your use—with or without an on-site instructor. For example, a variety of products are available on the Smith System of Defensive Driving, developed based on five rules: (1) aim high in steering; (2) keep your eyes moving; (3) get the big picture; (4) make sure others see you; and (5) leave yourself an out, at www.smith-system.com.

retraining increases the systems’ risk exposure and contributes to an environment where safety is not a priority. Poorly maintained equipment, improper or insufficient training, failure to pro- vide the appropriate personal protective equipment and to encourage safe work habits can decrease the morale of employees and will ultimately lead to poorer work habits, increased risk, negative attitudes, a lack of trust among employees, and, ultimately, staffing shortages, wasted resources, and service disruptions. In addition to internal training and safety programs, presentations and training provided by trained risk professionals from outside the organization may help boost a program’s safety awareness. The introduction of driver wellness programs, pre-employment physical screening, health insurance benefits, work schedule and break accommodations, aggressive return to work programs, and fitness for duty evaluations can further emphasize the organization’s commit- ment to protecting its employees and passengers. Recognition for Safe Behaviors Whether planned or spontaneous, employees should be formally recognized for their safe behaviors. Spontaneous opportunities to simply pat an employee on the back and demonstrate appreciation for their safe behavior present themselves over and over during the course of a day. Wherever possible, recognition of an employee’s safe behavior should be made publicly, boosting that employee’s sense of personal pride and accomplishment and demonstrating the value that the organization places on safety to other employees. Public opportunities to reward and recognize employees exist through radio callouts, the use of bulletin boards, and newsletter bits or articles, uniform patches or pins, and special privileges (such as priority parking assignments). Planned or programmed safety awards can include employee of the month/period, zero acci- dent awards, most improved performance awards, safe driving bonuses, and recognition for adopted employee suggestions that impact safe operations. Incentives need not always be financial, and, in many cases, may take the form of special considerations or privileges or extra benefit awards (such as additional vacation time accrual). Safety Committees/Accident Review Boards Some transit systems rely on an employee-based accident review board and/or safety com- mittee. Involvement in these committees is usually voluntary, and those employees who regu- larly exhibit safe behaviors, fully support the agency’s safety focus, and have safe work histories should be encouraged to participate. While creation of a formal committee or review board may be beyond the needs of your organization, these types of boards and committees can be tasked with continuously reviewing safety policy and practice, identifying risks or risky behaviors, encouraging and motivating employees to focus on safety, establishing processes for new efforts aimed at risk minimization and reduction, and determining where training may be required or may require modification as a result of risk exposure and overall safety history. Proactive Workers Compensation and Employee Wellness Programs Many systems have adopted aggressive return to work programs for facilitating an injured worker’s prompt return to full duties after an injury. Some of these programs start with a pre- employment physical or other assessment of an employee’s ability to meet the physical require- ments of the job. Working closely with occupational health organizations, ensuring that those who treat injured employees understand the goal of the system to minimize the amount of time an employee spends out of work, and providing them with the tools necessary to assess an employee’s limitations can be critical to reducing the possibility of false claims and abuse of the worker’s compensation system. Discouraging health care providers from prescribing medica- 82 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas

tions that can affect an employee’s ability to perform the basic job functions and from making automatic decisions to place the employee on an out-of-work status, rather then recognizing the availability of modified or light-duty work assignments, and providing necessary medical care or therapy should clearly be established goals of the worker’s compensation program. The expectation that an employee will accept modified duty assignments and remain a func- tional member of the workforce clearly demonstrates the employer’s commitment to rehabili- tation of its valued workforce. Proactive programs decrease the likelihood that an injured employee will simply become lost or forgotten during his/her recovery period, and can decrease the overall number of days spent out of work, reducing the overall expense of managing this risk. Completing the Cycle In the beginning of this manual, the human resources process was defined as cyclical in nature, as each phase, from job definition to recruitment to hiring, hiring to training, and then to reten- tion, builds upon the previous stage. While applying the fundamentals and processes outlined in each of those phases is important to the development and deployment of a more compre- hensive approach to human resources, simply doing so does not guarantee a successful approach. The last phase of the cycle must include evaluating the process to identify success and failure, and then feeding this information back into each of the previous stages and making adjustments to determine where adjustments may be required. In addition to developing employee commit- tees and applying the fundamentals described in the section of retention, there are other ways in which management can gain feedback from employees that will help to shore up the process. These include conducting interviews of former or separating employees (exit interviews), con- ducting regular employee surveys frequently known as organizational health assessments, and seeking information during the performance review process, which was discussed previously. Exit Interviews Even with the most well planned hiring process, the most comprehensive training programs, the greatest work environment, and the most competitive wage and benefit programs, turnover, however minimal, is a fact of employment. Whether voluntary or involuntary, employee sepa- rations offer the opportunity for management to follow up with an exit interview. Exit interviews can be useful in determining where the recruiting, hiring, training and man- agement process may require review or adjustment. Appendix H includes some examples of exit interviews. When an employee leaves, his or her reason for leaving as well as overall opinion of the organization should be sought, preferably through a direct interview. This interview may or may not include a survey as well. The information gained through this process can be collected and tracked, potentially identifying controllable trends that may be addressed in other areas of the operation. Some agencies have hired consulting firms to conduct this type of interview, oth- ers make it available on-line or otherwise anonymous in order to encourage candid responses. When exit interviews are conducted varies; some agencies prefer to conduct them at the time of separation, others choose to wait a period of three to six months after separation, under the premise that the time will serve to remove or lessen emotional biases on the part of the employee. Organizational Health Assessments While the exit interview is a good opportunity to gather valuable information, it is also done after the fact—the employee has already left or has expressed a desire to leave. His/her feed- back is important and an exit interview may change his/her decision (be careful, withdrawal of Recruiting, Hiring, and Retaining Staff 83

an employee’s resignation is most likely only a temporary decision on the part of the employee). Managers should never wait for this opportunity alone to ask questions. Instead of waiting until they are gone or lost causes, managers should be more proactive and seek similar information from current employees. This can be done through what is commonly called an organizational health assessment. Whether conducted in-house or by an outside firm for this specific purpose, or as a part of management performance reviews, surveying current employees to determine their feelings, beliefs, and opinions about their work environment provides valuable feedback that can be used to improve current practices. These types of surveys may relate to operational issues, policy or procedural issues, management interaction, system governance and administration, compensa- tion (pay and benefits), and/or the overall work environment. Ensuring the anonymity and con- fidentiality of responses to these information gathering surveys often improves the volume of feedback as well as the truthfulness of the responses, as employees can speak their minds with- out fear of reprisal. Interpreting the Findings Whether through exit interviews conducted at the end of an employment or through organi- zational health assessments conducted of current employees, the information gained can be used to directly influence the employment process. Common issues identified in either surveys of current employees or in exit interviews may include • Money and compensation, • Operating conditions, • Scheduling, • Personal needs, and • Manager/supervisory relationships. Where issues identified are related to policy or budgetary constraints, the transit system should first look to review its recruiting and hiring processes to ensure that the employee was not given inaccurate information, and, therefore, did not develop false perceptions in the initial hiring phase, resulting in recruiting the wrong person, particularly when there is little room to make adjustments to things like wage rates and other compensation. Where issues indicate personal conflicts such as scheduling and work assignments, consideration can also be given to adopting more flexible operating rules. Where issues point to performance or skills, evaluation of train- ing programs (or, in some cases, the documentation thereof) may be warranted. Where responses indicate management/supervisory relations and the overall environment, an empha- sis on improving these soft management areas should be made, either through development of individual managers/supervisors or of programs that encourage better relationships. 84 Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas

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TRB's Transit Cooperative Research Program (TCRP) Report 127, Employee Compensation Guidelines for Transit Providers in Rural and Small Urban Areas explores salary and benefit characteristics of transit systems in rural and small urban areas. An interactive computer tool, produced as part of this project, is available online and is designed to allow transit managers to quickly and easily obtain compensation and benefit data from comparable transit systems.

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