National Academies Press: OpenBook
« Previous: References
Page 93
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 93
Page 94
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 94
Page 95
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 95
Page 96
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 96
Page 97
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 97
Page 98
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 98
Page 99
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 99
Page 100
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 100
Page 101
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 101
Page 102
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 102
Page 103
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 103
Page 104
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 104
Page 105
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 105
Page 106
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 106
Page 107
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 107
Page 108
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 108
Page 109
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 109
Page 110
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 110
Page 111
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 111
Page 112
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 112
Page 113
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 113
Page 114
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 114
Page 115
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 115
Page 116
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 116
Page 117
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 117
Page 118
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 118
Page 119
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 119
Page 120
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 120
Page 121
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 121
Page 122
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 122
Page 123
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 123
Page 124
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 124
Page 125
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 125
Page 126
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 126
Page 127
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 127
Page 128
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 128
Page 129
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 129
Page 130
Suggested Citation:"Appendix A - Supporting Figures." National Academies of Sciences, Engineering, and Medicine. 2010. Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems. Washington, DC: The National Academies Press. doi: 10.17226/14417.
×
Page 130

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.

93 A P P E N D I X A Supporting Figures © Copyright by ICF/Caliber Associates. Not to be reproduced or quoted without prior permission from ICF International. Shifts and projections in labor market Identify available, future talent % change in racial composition # in each age demographic role shifts (dual career-impact on current and future) Competencies Training & Education Career opportunities Multiple priorities of applicants Clarify mission and goals of agency Global problems: Baby-boomers retiring: 30-40% of workforce is eligible in next 5 years New job demands require new skills Limited resources (time; money) Replacement workforce is in short supply of skilled management workers Individual transit systems need to understand: System-specific workforce challenges (recruitment/retention) Long-term goals Available resources Factors external to system (e.g. local labor market) Selection and Placement (e.g., implementing efficient and job relevant hiring procedures; identify talent for promotional opportunities) Restructuring of Benefits and Policies (phased retirement/ flexible arrangements for staff or policies to attract new talent) Job Classification and Job Design (consolidate and allow for job sharing) Educating, Training, and Developing Staff (coaching, mentoring, assignments, job rotations, performance appraisal) Development of Knowledge Management Systems (capture critical institutional data) ANALYZE Examine other organizations Practices of competitors Benchmark other industries Recruiting Diverse Staff (new strategies for attracting new talent) Retaining Staff (determine productivity levels based on staff retention) APPLY Succession Planning (identify high potentials for key management and leadership roles) UNDERSTAND Internal Analysis Characterize need to preserve institutional and mission-critical knowledge Characterize and assess core competencies Estimate impact of staff changes Project future mission-critical requirements Evaluate organization’s structure Respond to workforce challenges through: Determining impact of workforce changes/ new functional requirements Identifying best practices in addressing imminent workforce issues across transit systems and other industries Evaluating implementation feasibility of potential responses Effectively/ efficiently meeting system mission requirements Responding to public demands for performance Issues Facing Transit Evaluate and Select Appropriate Response (Consider: Analyses, Resources, Need for Contractors, Policy Constraints) DECIDE Determine competency gaps Identify key positions and core competencies Transit System Goals External Analysis Figure 1. Framework for the Selection and Application of Human Resource Management Tools

94 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Note: KSAO means knowledge, skill, ability, and other characteristics. Figure 2. Competencies

Supporting Figures 95 The following lists of generic and transit specific skills are presented to highlight the areas that a transit agency should focus on when considering the long-term training and development of its managerial and supervisory staff. Generic Skills Required Leadership and Team Building Skills Human Resource Management Skills Coaching, Counseling, and Discipline Skills Financial and Grants Management Skills Marketing and Public/Media Relations Skills Employee/Labor Relations Skills Computer and IT Skills Communication and Presentation Skills Board and Political Relations Skills Customer Service Skills Time and Stress Management Skills Transit Specific Skills Required Transit Operations Management Skills Equipment and Maintenance Management Skills Transit Planning and Service Design Skills Scheduling and Dispatching Skills Safety, Security, and Emergency Management Skills Transit Regulatory Compliance Skills Transit Policy Development Skills Passenger Assistance Skills Defensive Driving Skills Crisis Management Skills Figure 3. Training Skills Matrix

96 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems The following lists of safety- and security-related training topics have been identified for potential inclusion in a transit agency’s comprehensive training plan and curriculum for managers and supervisors. Most of these skills are directly related to managerial and supervisory development. Even though some of these skills focus on front line behavior, it is important that managers and supervisors understand the skill identified so that they can reinforce positive front line performance. ESSENTIAL SAFETY- AND SECURITY-RELATED TRAINING CURRICULUM TOPICS Prepared by: Ream Lazaro Boyd, Caton & Grant 11/17/2009 OPERATOR/DRIVER Defensive driving Hazardous conditions Special operating procedures General customer relations Passenger sensitivity awareness Passenger assistance Lifts and securement devices Vehicle functional orientation Vehicle inspection Vehicle defect identification Accident/incident handling Vehicle fires Vehicle evacuation Conflict resolution Aggressive or dangerous passengers Responding to suspicious or dangerous items Responding to suspicious or dangerous people Hostage situations Incident management Bio-hazard response Figure 4. Safety and Security Training Curriculum

Supporting Figures 97 CP R/ fi rs t a id an d t ri ag e Ra di o p ro to co ls Fa re po lic y Fa ti gue manageme nt Operating po lic ie s a nd pr o ced ur es Cu stomer Se rv ic e P o lic y Operations emer ge nc y r esp ons e p ro to co ls Re qui re d ope ra ti ons do cu me nt a tio n MECH AN IC Defensiv e d ri vi ng H azar d ous c ond iti ons Vehicl e f ir es In ci dent mana gement El ect ri ca l/e l ect ro ni c t ro ub le s hoo tin g a nd re pa ir Brak e s ys te m t ro ubl esho o tin g a nd re pa ir HVAC tro ubl eshoo tin g a nd re pa ir Diesel e ngi ne tro ubl esh oo tin g a nd re pa ir Gasolin e e ngi ne tr ou bl esho o tin g a nd re pa ir St eer in g s uspens io n s ys te m t ro ub le sh oo tin g a nd re pa ir Tr ansmi ssion an d d ri ve tr ai n t ro ubl es ho o tin g a nd re pa ir Wh eel chai r lif t m ai nt enance tro ubl esho o tin g a nd re pa ir Pr even tiv e m ai nt enan ce in spectio n Vehicl e f ue lin g Vehicl e c lean in g Bi o- h azar d r espo ns e Vehicl e p ai n tin g a nd d eca lin g Vehicl e p ar ts storag e a nd pr ot ocol H azar d ous ma te ri al storag e a nd emer ge nc y r es ponse Ma in te nanc e s ho p s af et y Res pondi ng to suspicious or da nger ous ite ms Ma in te nance po lic ie s a nd pr o ced ur es Ma in te nanc e e merg en cy re s pons e p ro to co ls Re qui re d m ai nt en an ce do cume nt a tio n DI SP AT CH ER / S CH EDUL ER Dispatchin g s k ills Sc hedu lin g s k ills Fa ti gue manageme nt A cci dent ha nd lin g Vehicl e f ir es Vehicl e e v acu a tio n Bi o- h azar d r espo ns e Vehicl e d ef ec t i den tifi ca tio n Operations emer ge nc y r esp ons e p ro to co ls Ra di o c o mmuni ca tio n Co nf li ct re solutio n A ggr e ssive or da nge ro us passe ng er s Res pondi ng to suspicious or da nger ous ite ms Res pondi ng to suspicious or da nger ous pe op le Hostag e s itu a ti ons In ci dent mana gement NI MS (Na ti ona l I nc id en t M anagemen t S ys te m) Em er genc y c o mmun ity ev acua tio n p ro ced ur es Conducting drills, simulations, and exercises Operating po lic ie s a nd pr o ced ur es Cu stomer service po lic y Re qui re d ope ra tio ns doc umen ta tio n

OP ER AT IONS AND MA IN TE NANC E M ANAGE R / SU PE RV IS OR /F OR EMAN Fe de ra l a nd stat e r e gul at or y r e qui re me nt s Operations , m ai nt enan ce , d is pa tc hi ng/ sc he du lin g s k ills Tr ansi t l eader ship St ra te gi c p la nni ng Sa fe ty an d s ecu rity pl an de ve l opm en t Sa fe ty an d s ecu rity comm itt ees Sa fe ty an d s ecu rity in servic e d es ig n Sa fe ty an d s ecu rity da ta acqui sitio n a nd anal ys is Co mmuni ca tio n a nd de le ga tio n Co achi ng, co un seling, an d d is ci p lin e Em pl oyee pe rfo rm an ce ev al ua tio n Operations/mainten an ce ma na geme nt an d p la nn in g s k ills Operations/mainten an ce pe rfo rm ance me asur es Vehicl e p ro cu re me nt A cci den t/in ci dent ha nd lin g A cci den t/in ci dent i nves tig a tio n Vehicl e f ir es Vehicl e e v acu a tio n Co nf li ct re solutio n Dangero us passe ng er s Hostag e s itu a ti ons Operations an d m ai nt en an ce emer ge nc y r esp ons e p ro to co ls Vehicl e p ar ts storag e a nd pr ot ocol H azar d ous ma te ri al storag e a nd emer ge nc y r es ponse Ma in te nanc e s ho p s af et y Bi o- h azar d r espo ns e Operating/maintena nce po lic ie s a nd pr oce dur es Cu stomer Se rv ic e P o lic y In ci dent mana gement NI MS Em er genc y c o mmun ity ev acua tio n p ro ced ur es Conducting drills, simulations, and exercises Drug an d a lc o hol re ason ab le suspicio n Fa ti gue manageme nt La bor an d e mp lo ye e r el a ti ons Tr ansi t B oa rd re la ti ons Bu ild in g r el a ti onshi ps with emer genc y m anag emen t a nd firs t r esponde rs Re qui re d ope ra tio ns /m ai nt en an ce do cume nt a tio n ADM IN IS TR AT IV E M ANAG ERS AND ST AF F Fe de ra l a nd stat e r e gul at or y r e qui re me nt s Tr ansi t l eader ship St ra te gi c p la nni ng Sa fe ty an d s ecur ity pl an de ve l opm en t Criti cal a sse t a na ly si s Th re at and vul ne ra b ility anal ys is Sa fe ty an d s ecu rity da ta acqui sitio n a nd anal ys is Vehicl e p ro cu re me nt Co mmuni ca tio n a nd de le ga tio n Risk /h azar d m an ag emen t Em er genc y c o mmun ity ev acua tio n p ro ced ur es Conducting drills, simulations, and exercises Sa fe ty an d s ecu rity comm itt ees Re cr u itm en t, selection, an d h irin g Em pl oyee medi cal eval ua ti ons Co achi ng, co un seling, an d d is ci p lin e Em pl oyee pe rfo rm an ce ev al ua tio n Huma n r esour ce mana gement Drug an d a lc o hol pr og ra m m an ag em en t 98 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 99 F ac ility ma in te nanc e OS HA an d f ac ility safety in spections Vehicl e s ecu rity t echnol og y F ac ility and bus stop s ecu rity Co m put er /I T s k ills an d s ecu rity Co nt ra ct or mana ge ment an d m on ito ri ng La bor an d e mp lo ye e r el a ti ons Tr ansi t B oa rd re la ti ons Bu ild in g r el a ti onshi ps with emer genc y m anag emen t a nd firs t r esponde rs Re co rd ke ep in g a nd doc umen ta tio n TRAI NE R Operations , m ai nt enan ce , d is pa tc h/ sche du lin g s k ills Operations/mainten an ce po lic ie s a nd pr oc ed ur es Cu stomer service po lic y Tr ai ni ng pl an deve lo pmen t Le sso n p la n d ev el opm en t Tr ai ni ng docum en ta tio n Tr ai ni ng pl at fo rm de liv er y s k ills Us e o f r ol e p la y, case studies, and group discussion A udi o v is ua l a nd tr ai ni ng ai ds One-on- on e a nd OJ T ( on -t he -j ob tr ai ni ng) skills Co achi ng, counseling, and discipline skills Em er genc y c o mmun ity ev acua tio n p ro ced ur es Conducting drills, simulations, and exercises AL L P ER S ONNE L Mi ssion, vi sion, an d v al ue s Pe rs onnel po lic ie s a nd pr o cedur es Se xua l h ar a ssmen t Drug an d a lc o hol awar enes s Americans with Disabilities Act (ADA) Wo rk pl ace vi ol en ce S ecu rity awar enes s a nd re po rtin g Res pondi ng to cr im in al an d t e rro rist even ts Me di a r el a ti ons pr ot ocol Et hi cs Ci vi l r ig ht s Bo mb th re at s a nd da ng er ou s m ai l F ac ility evacua tio n p ro ced ur es

Community Transportation Association of America – Certified Community Transit Manager: Examination Topics and Training Outline Human Resource Management 1. Personnel Policy 2. Substance Abuse Program 3. Performance Management 4. Team Building 5. Driver Training Financial Management 1. Funding Resources 2. Cash Management 3. Risk Management 4. Performance Measurement Operations Management 1. ADA 2. Maintenance Management 3. System Safety 4. Service Design 5. Crisis Management Transit Development 1. Capital Improvement 2. System Planning 3. Marketing and Advocacy Procurement and Contracting 1. Dispute Resolution 2. Bid Solicitation 3. Service Contracting 4. Vehicle Procurement CCTM Examination Topics and Training Outline. (As of January 25, 2010). Retrieved from http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=87&z=5. 100 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Figure 5. Certified Community Transit Manager: Examination Topics and Training Outline

Supporting Figures 101 Pee Dee Regional Transportation Authority Manager Performance Evaluation (Annual Evaluation) Employee Name: Job Title: Department: Rater: Reviewer: Review Period from THIS PERFORMANCE EVALUATION DOES NOT CREATE A CONTRACT OF EMPLOYMENT BETWEEN PDRTA AND ANY EMPLOYEE. THE RELATIONSHIP BETWEEN ANY EMPLOYEE AND PDRTA CAN END AT ANY TIME WITH OR WITHOUT CAUSE. I. Performance Directions: For each category, assign rating of “E” for “Exceeds Performance Requirements”, “M” for “Meets Performance Requirements”, or “B” for “Below Performance Requirements.” For ratings of “E” or “B”, the Rater shall describe in writing the reason for the rating. 1. Job Skills and Knowledge Rating ________________ Demonstrates knowledge and understanding of job duties. Possesses a high level of skill, knowledge and ability in assigned area. Able to perform a wide variety of job-related tasks. Uses sound judgment to assess projects and situations. Applies knowledge and skills to produce quality work. Not intimidated by complexity and gets the job done. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2. Responsibility Rating _________________ Performs responsibilities as specified in the job description. Has a sense of urgency, meets commitments. Holds self accountable. Performs tasks thoroughly and within Authority guidelines. Ensures that employees under supervision complete work accurately and in a timely fashion. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Figure 6. Performance Evaluation Form

3. Management Skills Rating _________________ Provides sound leadership. Clearly communicates Authority policy and procedures to staff. Encourages, coaches, and develops employees. Focuses on performance rather than personality in Relating to others. Delegates responsibility and authority. Recognizes individual capabilities and assigns work accordingly. Establishes annual goals for department. Looks for ways to do things better, more efficiently, more cost effectively. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 4. Organization Rating _________________ Establishes priorities and adheres to deadlines, completes work within scheduled time frames. Demonstrates flexibility in responding to organizational change or setbacks. Eliminates unnecessary duplication. Understands how things fit together, insures work coordinates with other departments. Uses time efficiently in planning, anticipating, and responding. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 5. Budgetary Controls Rating _________________ Accurately forecast and maintains budgetary projections. Controls operating and capital costs by effective utilizing staff, materials, and equipment. Carefully monitors expenditures. Contributes to budgetary planning. Meets established time frames for submitting budget requests for department. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 6. Safety and Health Rating _________________ Actively participates in and supports Authority safety and health programs. Enforces all safety and health rule, policies, and procedures. Participates in and provides employees with training, demonstrations, and literature on safety practices, procedures and programs. Insures that equipment, tools, and vehicles are being used and maintained properly. Keeps abreast of accidents and injuries occurring within department and takes proper corrective action. With Safety & Training Manager, assists in the investigation of all accidents occurring within department. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 102 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 103 7. Customer Service Rating _________________ Maintains courtesy and diplomacy with customers and contacts. Makes self available to respond to customer needs. When necessary, communicates policies to customer effectively and accurately. Listens effectively. Strives to provide better customer service. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 8. Problem Solving Rating _________________ Demonstrates ability to clearly isolate and define problem areas. Formulates realistic solutions in a timely manner. Participates constructively in group problem solving Considers alternatives and consequences before making decisions. Present problems, but offers solutions. Finds innovative and improved ways of doing things and/or generates new ideas. Utilizes job knowledge sound reasoning to analyze situations, resolve problems, and reach decisions. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 9. Initiative Rating _________________ Willing to assume new and challenging assignments. Expends the time and effort necessary to do the job well. Routinely shows an interest in improving job knowledge and skill level. Able to work independently or within group as work/job dements. Offers suggestions to solve problems or improve operations. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 10. Leadership Qualities Rating _________________ Fosters and encourages support from department and others to accomplish objective, follow procedures, and accept suggestions. Inspires confidence and respect in departmental personnel. Motivates employees to achieve departmental and business goals and objectives. Promotes respect, honest, integrity, and fairness to all. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

11. Disciplinary Measures Rating _________________ Prompt in addressing disciplinary problems. Handles disciplinary measures in an appropriate manner. Equitably reacts and applies disciplinary measures. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 12. Attendance and Punctuality Rating _________________ Reports to work as scheduled. Follows call-in and approval procedures for time off. Requests and uses leave appropriately. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 13. Communication Rating _________________ Expresses ideas and information accurately and understandably in both oral and written form. Interacts and cooperates with others to ensure Authority goals and objectives are met. Resolves conflict effectively. Shows interest in position and in the Authority. Promotes departmental and interdepartmental teamwork. Demonstrates a positive attitude toward work. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 14. Interaction with Supervisor Rating _________________ Accepts supervision with a positive and appropriate attitude. Receives constructive criticism well. Clarifies policies and work assignments. Executes direction, plans, and assignments from supervisors in an appropriate and timely manner. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 15. Organizational Development Rating _________________ Promotes and actively participates in organizational development. Solicits ideas from other departments when appropriate. Contributes to departmental and interdepartmental teamwork. Supports Authority mission. Details/Examples_____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 104 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 105 II. Additional Information (Optional) (The Rater may use this space to describe additional information pertinent to the employee’s job performance. No rating shall be assigned to this section.) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ III. Overall Rating: For each “E” - 2 points For each “M” - 1 point For each “B” - 0 points Total points _____________ Divide Total Points by 15 = _____________ If answer is a fraction, for fraction of greater than .85, round up to next whole number For fraction of .85 or less, round down to next whole number Overall Rating of 2 = Exceeds Performance Requirements Overall Rating of 1 = Meets Performance Requirements Overall Rating of 0 = Below Performance Requirements Overall Rating: _______________ IV. Rater’s Comments & Signature _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ________________________________________ _______________________ Rater signature Date V. Reviewer’s Comments & Signature _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________ _______________________ Reviewer signature Date VI. Employee Comments: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________ _______________________ Employee signature Date

106 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Recruitment and Retention Categories Recruitment Categories:  Increasing number of applicants to transportation industry  Screening applicants to select the most qualified individuals  Re-branding the organization/industry to improve public image and attract skilled employees Retention Categories:  Reducing voluntary turnover by improving employee recognition, improving organizational policies  Reducing involuntary turnover by being future-oriented during recruitment, and restructuring performance appraisals and organizational policies that contribute to future layoffs  Job classification and design to create valid job descriptions and designs  Restructuring benefits & compensation practices and agency policies  Work-life balance to create a flexible and positive work environment Training and Development Categories Training Categories:  Developing internal staff skills through targeted technical training programs and mentoring programs  Leadership development through training and management skill development Development Categories:  Promoting existing staff to emphasize career development paths  Succession planning to identify and prepare qualified employees  Developing knowledge management systems to capture critical institutional data  Improving culture/climate to increase communication and commitment, and improve operations Figure 7. Additional Effective Practices from Transportation and Other Sections (from ICF International’s data files)

Supporting Figures 107 Recruitment Practices Increasing Number of Applicants Program Name Program Description Host Career Days Federal Highway Administration Construction (FHWA) Career Days Center FHWA recognized the need for a centralized source of information and technical assistance to new and existing Construction Career Days host sites. In partnership with the Rhode Island Department of Transportation (RIDOT), the University of Rhode Island Transportation Center (URITC) was named the National Construction Career Days Center by the FHWA (National Construction Career Days Center, n.d.). Expand The Recruiting Horizon Missouri Information Technology Services Department The Missouri Information Technology Services Department (ITSD), led by state CIO Dan Ross, has worked in response to this growing trend of virtual reality and created an online presence in Second Life (SL). Led by the ITSD, in consultation with Human Resources, this online resource holds virtual job fairs and seeks to educate those IT- savvy individuals who are plugged into this virtual world about working in state IT in Missouri. Although the program was recently launched, it is already considered a success by Ross (Missouri Information Technology Careers 2009). Media Campaigns Broad reach advertising through radio or television spots can be used. There may also be an opportunity to use public service announcements which are often free (KFH Group, Inc. 2008). Partnering with Community Colleges When recruiting for technical positions (e.g., mechanics), many agencies, including many DOTs, make use of local community colleges or trade schools that offer this type of education (KFH Group, Inc. 2008). On-Vehicle Advertising On-vehicle advertising, such as a sign on a transit agency’s bus, is used by many agencies; it is also helpful to give drivers information about the positions and to have applications on the vehicle (KFH Group, Inc. 2008). Internet Outreach for Recruitment With the increased reliance on the web for job searches, agencies are no longer limited to recruiting individuals within their geographic vicinity. In fact, to effectively reach candidates, agencies need to consider how they can effectively leverage the Internet. Recruitment Using Social Networking With the emergence of social networking, agencies can now reach potential applicants in any region of the country. Example social networking sites include: MySpace and Facebook. SEEK is also a popular online job site (D’Angelo Fisher 2008). Job Fairs, Employment Centers and Workforce Development Programs Job fairs, employment centers and workforce development programs, community bulletin boards and local newspapers geared toward special populations (e.g., seniors or retirees) have also been successful in transit organizations (TCRP RRD 88; KFH Group, Inc. 2008). Agency-Wide Recruitment Programs Research also suggests making recruitment more than just HR’s responsibility. It should be an organization-wide effort. For example, at the Santa Clara VTA, their HR leveraged the skills of the marketing division to create job advertisements for an upcoming job fair. Printed materials included: newspaper ads, exterior bus-boards, interior car-cards, on-board flyers, passenger newsletter, rail station posters, job fair event programs and promotional items (TCRP Report 77 2002). Implement Employee Referral Programs Executive Personal Contacts For higher management and executive level jobs, HR managers report using personal contacts and search firms which are not typically used for lower-level positions (Chapman and Webster 2003).

Increasing Number of Applicants Program Name Program Description Federal Highway Administration Construction (FHWA) Career Days Center Research shows that the use of employee referrals (i.e., referred by a friend) and unsolicited walk-in applications are linked to lower voluntary turnover and higher skilled applicants than recruitment means such as advertisements, school placement offices, or employment agency referrals (Breaugh 2008). Zottoli and Wanous (2000) concluded that, consistent with Gannon’s findings, the use of referrals and direct applicants were linked to lower voluntary turnover, but that these turnover effects tended to be small. Fernandez, Castilla, and Moore (2000) conducted a study of applicants for call center jobs with a phone center. They found that employee referrals had better work histories (e.g., more likely to be employed, longer tenure with previous employer) than non- referrals, but no difference was reported for education level. Employee Referral Bonus Program Systems that are having difficulty recruiting employees can investigate the feasibility of developing a formal employee referral program for recruitment including cash bonuses for successful referrals (Reinach and Viale 2007; Cook and Lawrie 2004). Citibus in Lubbock, TX offers a $400 incentive for new operator referrals after 6 months employment. It is also worthwhile to note that delaying the incentive encouraged the employee to mentor new hires (TCRP RRD 88 2008). SRA International, an Information Technology consulting firm, used an employee referral program in 2000 to recruit 152 people, which was 22% of all their new employees that year. The steps in having a successful program are to (1) clearly define the rules (what are the skills needed and what types of resumes will be considered); (2) build a budget (evaluate the current cost of recruiting, reallocate funds for the program, determine an appropriate bonus for different accomplishments); and (3) keep employees interested (make payments promptly, change program theme each year, use events to award or recognize star referring employees). Employees receive referral rewards (ranging from $700 to $2,000) for each successful referral, depending on the position filled. SRA defines a referral as someone who is hired and stays at the company for at least 30 days. Prizes, such as Palm Pilots and laptop computers, are awarded for the highest number of referrals each quarter. Improve Organization And Job Information On Agency Website Updating Web Content, Aesthetics and User- Friendliness, Add Components that Help Assess “Fit” For websites, factors such as content (e.g., highlighting components of the job), aesthetics (e.g., pictures, font), and user-friendliness have been identified as important considerations by applicants (Breaugh 2008). A research study found that applicants were more attracted to jobs that had a website that provided interactive information about the extent to which the person “fit” with the organization (Breaugh 2008). As an illustration, the Internet has become a critical recruitment tool in the U.S. freight rail industry; prospective applicants are referred to a railroad’s website and job seekers can find information about available jobs on a railroad’s website, job placement sites, and railroad-related sites (Reinach and Viale 2007). Consider Non-Traditional Hires Targeting Seniors Companies such as Wal-Mart have begun targeting seniors and retirees as potential applicants by connecting with the American Association for Retired Persons (AARP) (Breaugh 2008). 108 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 109 Increasing Number of Applicants Program Name Program Description Celestial Seasonings Hire Back Program Celestial Seasonings recently altered their exit interview process to include initiating a relationship with the exiting employee and then trying to hire them back after a period of time. An exit interview is a survey given to employees when they decide to voluntarily turnover (Dubie 2006). Partner To Increase Numbers Dallas Area Rapid Transit (DART) Partnership with Wyoming Tech Dallas Area Rapid Transit (DART) made a decision to hire only bus mechanics who have an associate degree in the field. The agency has developed relationships with technical schools to accomplish this requirement. A structured partnership with Wyoming Tech, a private technical school in Laramie, Wyoming, has been particularly fruitful in supplying the agency with an ongoing flow of qualified mechanics (Dallas Area Rapid Transit, 2009). Partnering with Community Colleges When recruiting for technical positions (e.g., mechanics), many agencies make use of local community colleges or trade schools that offer this type of education (KFH Group, Inc., 2008). Partnering with Military Organizations The U.S. Class I railroad industry has found recent success partnering with or hiring from the U.S. military and NARS. This is likely because the railroad industry and the military share similar job attributes such as 24/7 operations and operation of heavy equipment (Reinach and Viale 2007). USDOT FHWA Summer Transportation Initiative The USDOT and FHWA have created a Summer Transportation Initiative to provide awareness to middle and high school students on the various transportation careers and encourage students to pursue transportation-related courses of study at the college/university level. South Carolina DOT has created a similar summer institute to educate high school students on transportation career opportunities (Weatherby Gilliland 2001).

110 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Screening Applicants Program Name Program Description Develop A Comprehensive Assessment Process New Mexico State Highway and Transportation Department (NMSHTD) NMSHTD implemented a hiring process that emphasizes behavioral skills and management practices that prize participation and leadership. The selection of employees for every supervisory position at the state DOT is by an interview committee. At the lower levels of supervision, at lease three individuals serve on the committee—with representatives from those who will be supervised, a peer, and the individual to whom the supervisor will report. For higher levels of supervision, five- member committees are used—with the same three as above, plus another person from within the organization and an individual from outside the state DOT. Colorado and other state DOTs have employed similar processes. (Weatherby Gilliland 2001). Ensure Hiring Assessments Are Reliable And Valid Improving Assessment Reliability At least 2 interviewers should always be used to reduce subjectivity in evaluating candidates (Cook and Lawrie 2004). Research has found the variance in unproctored test takers is greater than proctored test scores indicating test takers in unproctored settings may be at a disadvantage due to lack of control of the testing environment (Russell 2007). Improving Assessment Validity Research recommends the use of behavioral-based interviewing that relies on candidate past behaviors as opposed to traditional interviewing that asks about hypothetical situations (based on the theory that past behavior is the best predictor of future behavior) (Cook and Lawrie 2004). It is also critical to pay attention to established testing guidelines (e.g., Standards for Educational and Psychological Testing (APA), Uniform Guidelines on Employee Selection Procedures, and the Principles for Validation and Use of Personnel Selection Procedures (SIOP) (Russell 2007). Prescreen tests should be job relevant and validated as such. Unqualified HR managers can often purchase assessments that should be interpreted by trained psychologists. Entry requirements and examinations need to be valid to ensure they are job-relevant and/or necessary. Highly regarded strategies in the Human Resource Management (HRM) literature and by practitioners are: (1) assessment centers for higher-level workers; (2) the use of biodata (a proven technique that examines past behavior as a predictor of future performance); and (3) unassembled exams (the objective review of an application or résumé, followed by an interview) (Hays and Sowa 2004). Many candidates are simply over-qualified educationally, thereby contributing to credentialism. This is the trend to require additional qualifications — higher academic degrees and more certifications — even if they are not required by the job. This can artificially limit the applicant pool and can hinder efforts to diversify workforces. Moreover, using years of experience as a minimum requirement is increasingly viewed as a very poor way to screen applicants, and one that unnecessarily excludes candidates who might be excellent performers. Some DOTs have re-evaluated their requirements (Lavigna and Hays 2004). Invest In Well-Designed Hiring Systems Improving Internet Recruiting Systems Internet recruiting can lead to more diversity than personal referrals which frequently maintain the agency’s current mix. To ensure accessibility, HR can provide onsite computers dedicated to hiring, partner with community organizations that support minority groups, and provide alternatives to apply (paper-pencil option). Researchers caution, however, that Internet recruitment and staffing can be costly due to expertise needed to manage system and software requirements (Russell 2007).

Supporting Figures 111 Screening Applicants Program Name Program Description Recruiting relevant prescreens and work experience pre-employment assessments. A short questionnaire that highlights job requirements (e.g., willingness to submit background check) and outlines essential job functions eliminates 10-25% of unqualified applicants (Russell 2007). For initial screening decisions among mid and higher-level positions, HR managers reported using manual screening of applicants’ materials, telephone screening and face-to-face screening interviews whereas for lower-level positions, HR managers primarily use traditional manual screening and face-to-face interviews (TCRP RRD 88 2008) Since resumes can be time consuming and often the most subjective part of the recruitment process, it is better to use objective prescreens that are validated instead of a subjective resume review process when possible (Russell 2007). For initial screening, research predicts a continued increase in computer-based keyword searches for resumes, computer-based scoring of standardized applications, tests (such as cognitive ability) and videoconferencing. Best Practices in Hiring Systems One effective way to use the resume is to make it part of a structured interview and validate it as job relevant (Russell 2007). To minimize excessive costs, stakeholders should outline the organization’s current hiring processes in detail, seek to understand what is not working well with the current process, and gather data about future user populations prior to issuing a request for proposals for new technology (Russell 2007). Simplify The Screening Process Regional Transportation District (RTD) Accelerated Employment Process To accelerate the employment process cycle time, HR at RTD instituted a one-day turnaround time for applicants to apply, test, and interview for positions. In job ads, RTD informs applicants that they need to bring their Motor Vehicle Report at the time of application and to expect to spend up to four hours completing the application, testing, and interviewing process. The applicant completes the application, which is graded immediately. An interview team composed of Operations and HR staff conducts an interview. Applicants who successfully pass the interview complete the pre-employment drug and alcohol screen onsite, are asked to sign an authorization for RTD to conduct a criminal background check, and are sent immediately for a Department of Transportation (DOT) physical (Regional Transportation District 2009). Pre-screening for To reduce large numbers of unqualified applicants, agencies should include job-

Re-branding the Organization/Industry Program Name Program Description Make The Jobs Appealing Iowa State University’s Center for Transportation Research and Education (CTRE), Go! Magazine Go! Magazine is a fun, free, online magazine for people aged 14-20. It explores the world of transportation, including the infrastructure and all modes. Go! is published by Iowa State University’s Center for Transportation Research and Education (CTRE). Between January 2007 and April 2008, they published seven issues. A Spanish version is now available. By communicating regularly about the interesting events going on in transportation, Go! shows people that transportation is a dynamic, exciting career field. NY State DOT Marketing Videos Believing that competition with the private sector on wages alone could not be won by the state DOT, New York State DOT (NYSDOT) developed two videotapes emphasizing benefits other than wage levels. The videos (one short version/one longer version) are titled, People Led by Values. They both emphasize the NYSDOT family — both the feeling of family within the organization and the many examples of several generations working for the organization. Among other themes incorporated are environmental stewardship and the value of the work accomplished by the department to the public (Weatherby Gilliland 2001). This video and also another NYSDOT video, Better Than Before, with Bette Midler, on NYSDOT’s contribution to the environment in New York State, also build organizational pride and identity. Improve Image As “Diversity Friendly” Women’s Transportation Seminar (WTS) Women’s Transportation Seminar (WTS) is an international organization dedicated to the professional advancement of women in transportation. WTS is helping women find opportunity and recognition in the transportation industry (WTS 2007). WTS gives its members: • Access to the highest levels of the transportation industry (in fact, many WTS members are top leaders in the industry). • Monthly programs that facilitate member interaction with distinguished, thought- provoking speakers from transportation. • Annual Conference\Annual Awards. • Career Center. • Professional Development. Career development seminars, legislative forums, and roundtable discussions on transportation issues. • Leadership Training Program. This program selects 14 mid-career participants each year for personal training and interaction with leading industry professionals. Program leaders mentor participants in tackling case studies and exercises dealing with complex transportation issues of people, policy, and politics. • APB/WTS Eno Foundation Fellowship. The Eno Fellowship reserves a space each year for one female member of WTS to attend the Eno Transportation Foundation’s leadership development conference. • Scholarships. WTS grants four scholarships every year to assist young women who aspire to professional careers in transportation. Use A Comprehensive Marketing Campaign PRIDE Awards Program The American Road & Transportation Builders Association-Transportation Development Foundation (ARTBA-TDF) created the PRIDE Awards program in 1999. It recognizes extraordinary efforts of individuals, companies, public agencies and industry-related associations that serve to enhance the image of the U.S. transportation construction industry (The American Road & Transportation Builders Association, 2009). 112 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 113 Retention Practices Reducing Voluntary Turnover Program Name Program Description Remove Obstacles To Employee Growth Hindrance Stressors and Challenge Stressors A recent study found that when employees have ‘hindrance stressors’ (i.e., job demands that employees view as obstacles to personal growth and work-related accomplishment) in their job, they are more likely to intend to leave an organization and have higher actual turnover rates (Podsakoff, LePine, and LePine 2007). Conversely, when employees have ‘challenge stressors’ (i.e., job demands that employees view as creating opportunity for personal development and achievement) in their job, they are less likely to have turnover intentions and they have lower actual turnover rates (Podsakoff, LePine, and LePine 2007). Differences in Voluntary Turnover based on Gender and Ethnicity Building gender diversity within an organization can be difficult. Research indicates that females in professional and managerial positions quit their jobs at a 36.3% higher rate than did their male counterparts (Hom, Roberson, and Ellis 2008). Additionally, men more readily leave their jobs when female concentration in jobs is high regardless of the job level, though women’s turnover rates did not fall when more women enter an occupation, regardless of the job level. Minority status increases turnover odds by 22.1%, and all racial minorities exhibited greater turnover than Whites (Hom, Roberson, and Ellis 2008). Focus On Retention Early And Learn From Mistakes Early Retention Strategies Community transportation systems without a formal new employee orientation program should consider implementing one, especially those agencies that experience high turnover. Orientation programs provide employees with information about benefits, job requirement and expectations, organizational policies, working conditions, and safety, and can help employees learn the ropes of the organization sooner and develop a sense of belonging (Cook and Lawrie 2004). Arizona DOT Exit Surveys The best way to improve for the future is to learn from past mistakes. Thus, agencies should implement exit surveys to find out why employees chose to leave the organization. One such program established by Arizona DOT (ADOT) includes an exit interview where data is collected on the reasons for personnel turnover and to identify areas for improvements in personnel policies. For ADOT, all departing employees are provided the opportunity to participate in the Exit Interview Program. Each employee may appear in person for an interview with the immediate supervisor or higher, including the agency director, or provide written statements concerning their employment. Information gained through the frank statements of departing employees are examined for possible use to improve working conditions in the department. A four-page post employment survey, considered confidential, includes sections on reasons for leaving, career opportunities, financial considerations, safety and working conditions, health and family considerations, other personal concerns, work-related concerns, organizational concerns, and training concerns. Employees who leave without completing one receive one in the mail. Recognize High Performers In The Organization Employee Recognition Strategies Many transit agencies use programs that recognize and reward employees for longevity either in the form of wage scales, bonuses, or priority in selecting work or vacation schedules, choosing assignments, and choosing days off (KFH Group, Inc. 2008). Programs vary and can include employee of the month programs, extra time off, or special items provided to high-performing individuals or teams (Cook and Lawrie 2004). Goals for these types of awards must be realistic and accomplishable, the process for determining success must be fair and valid, rewards should be made in a timely manner, and the recognition should be public (KFH Group, Inc. 2008).

114 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Reducing Voluntary Turnover Program Name Program Description Common Employee Recognition Programs Programs that reward employees for exemplary service are already implemented by many DOTs and transit systems. These programs include Outstanding Accomplishment, Environmental Stewardship, Employee of the Month/Year, Safe Driver awards, and Customer Service awards (KFH Group, Inc. 2008). Outcomes of Employee Recognition Programs When high performers are not rewarded, or are not sufficiently rewarded, they tend to leave organizations (Griffeth, Hom, and Gaertner 2000). Research has shown that individually-based merit reward systems are important for retaining high performers while collective reward programs (i.e., team incentives) appear to stimulate greater exits among high performers (Griffeth, Hom, and Gaertner 2000). Provide Realistic Job Previews (RJPs) Examples of RJPs Well-constructed RJPs might include an agency tour, participation in a simulation of the job, or viewing a video of a typical day (McEvoy and Cascio, 1985). Benefits of Using RJPs Work simulations help to improve the accuracy of the applicant’s expectations regarding a job and provide insight into the applicant’s ability to do the job (Breaugh, 2008). While RJPs may deter some applicants from applying for or accepting positions, research shows that RJPs reduce turnover for those applicants who receive them and accept a job offer (Reinach and Viale 2007). Research shows that realistic job previews have a greater impact for jobs with lower visibility as opposed to jobs frequently seen in the public (e.g., manager positions) and in situations where the applicant has other job opportunities to consider (Breaugh 2008). Maximizing Effectiveness of RJPs Realistic job previews should be provided early in the recruitment process because they have little effectiveness if provided after hiring (Breaugh 2008). Commonly used approaches for realistic job previews (RJPs) such as booklets and videos (one-way communications) may be less effective than two-way communication approaches that can gauge the relevance of the RJP to the applicant (Breaugh 2008). Likewise, it is important not to overemphasize promotional opportunities and benefits in recruiting (exaggerating advancement opportunities). This will help to minimize cognitive dissonance experienced by entry managers; thus, reducing turnover (Mass 1978). Recognize Citizenship Behaviors The Regional Transportation District (RTD) Employee Recognition Programs RTD implemented a program that demonstrates RTD’s appreciation for employee involvement in community, organizational, and personal development activities. By integrating community involvement, employee wellness, and employee recognition activities into a program titled Champions of Transit, RTD communicates its commitment to being a positive force in the community and to employee health, well- being, and development. In a colorful glossy catalog, “Get Involved, Get Healthy, Get Rewards, Get Recognized,” the agency describes the program, what is in it for the employee and the community, how to get involved, and the rewards for each type or level of involvement (Regional Transportation District, 2009).

Supporting Figures 115 Reducing Voluntary Turnover Program Name Program Description Recognition Programs following components from the Recognition Professionals Institute’s Best Practice Standards: (1) Recognition Strategy: Document the programs that will be used in the organization, what behaviors will be recognized and how these behaviors contribute to company goals or objectives. (2) Management Responsibility: Get management support by presenting the recognition strategy. Being up-front about the costs of recognition and more importantly, the savings and earnings your organization will experience. (3) Recognition Program Measurement: What gets measured gets done. Develop rigor for measuring the success of recognition in your organization and accountability measures for key implementers, such as managers. (4) Communication Plan: Inform all employees about the recognition strategy and consistently communicate the program’s successes, changes and happenings. (5) Recognition Training: Equip managers for success with training that covers when to recognize, how to recognize and explain any tools you may be using. (6) Recognition Events and Celebrations: Employee recognition is often implemented through grand events and celebrations. (7) Program Change and Flexibility: Every great program must experience change during its life cycle. Stay on top of employee and management preferences and make changes as needed to keep recognition successful in your organization (Darooge 2009). Baudville Employee Baudville, a software development firm, developed a Recognition Program using the

Reducing Involuntary Turnover Program Name Program Description Evaluate Orga nization And Job Fit In The Recruitment Process Candidate Profiles for Evaluating Organization and Job Fit Recruiters should include descriptions of the “ideal candidate’s personality” in their media that match the job requirements so applicants with the best person - job or person - organization fit will pursue the job (e.g., jobs where high level of control is needed such as Director of Quality Control should advertise the “ideal candidate” as someone who likes large amounts of responsibility) (Johnson et a l. 2008). Job Attraction Related to Fit The literature indicates there are 10 workplace attractors that influence an individual’s decision to take a job and remain committed to the organization. These attractors can influence satisfaction with work and sh ould be described during the recruitment process to the extent possible (Amundson 2007). The 10 workplace attractors are as follows: ( 1 ) financial, physical safety, and position security (2) location; ( 3) interactions and opportunity to build social rel ations with co - workers; ( 4) appreciation and acknowledgement of work performed; ( 5) the individual’s need to be engaged in meaningful work; ( 6) extent to which skills and interests align with work requirements; ( 7) perceived; ( 8) challenging activities and training; ( 9) autonomy; and ( 10) involvement in activities that allow person to create new things (Amundson 2007). Individual Differences in Job Attraction Related to Fit Younger workers want autonomy, responsibility, mentorship, recognition, and a deepe r sense of community at work. These factors are especially important for younger workers because the family structure is more egalitarian but also broken by divorces and separation (Izzo and Withers 2001; Amundson 2007). Older workers want to stay involve d in work activities longer but also want to have a mix of leisure activities (Amundson 2007). Design Valid Competency Models For Positions Competency Models for Managers Team leadership and self - control were the two competencies which best predicted p otential for superior performance of managers (Dainty, Cheng and Moore 2005). The Minnesota Department of Transportation (Mn/DOT) Individual Competencies for All Mn/DOT Positions Minnesota DOT (Mn/DOT) has identified and defined seven individual core compet encies that describe how successful employees perform on the job and help employees understand the actions or behaviors that are desired. They have been incorporated into all human resources functions and tools including: position descriptions, performance communications, career planning, succession planning, recruitment, and selection. The seven competencies include:  Leadership  Learning and strategic systems thinking  Quality management  Organizational knowledge  People management  Technical knowledge  Individ ual characteristics Provide Meaningful Performance Feedback Frequency of Performance Feedback The employee review process should take place at least once per year, and the direct supervisor of each employee should conduct the reviews (KFH Group, Inc. 2 008). Performance reviews can also take place more frequently in the case of problem employees, probationary employees, and newly assigned employees (KFH Group, Inc. 2008). 116 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 117 Reducing Involuntary Turnover Program Name Program Description Steps in Performing a Performance Review Although performance reviews are typically conducted solely by an employee’s supervisor, other approaches include opportunities for employee self-ratings and ratings from peers (KFH Group, Inc. 2008). In order to conduct formal performance evaluation that will inform development, agencies must identify the specific success factors against which manager’s performance will be measured (Moffat et al. 2001). Manager development success factors should be developed and reinforced through performance appraisals from mid-level to senior managers in order to effectively differentiate among employees on performance, establish the required professional development training, and ensure seamless promotions (Moffat et al. 2001). Once the review has been completed, it should be discussed with the employee. This is a good opportunity to develop action plans for employee progression, improvement in weak areas, and directions for continued success (KFH Group, Inc. 2008).

Job Classification and Design Program Name Program Description Developing And Consolidating Job Descriptions Components of Job Descriptions Elements of the job description should include a job title, a brief job summary that includes primary job functions and general purpose of the job, essential job duties/tasks and responsibilities, required education and experience (i.e., job standards/specifications), knowledge, skills and abilities needed to perform the job, equipment use required (e.g., computers, copiers, fax), and any additional job essential requirements (e.g., legally justifiable physical requirements). Special emphasis should be placed in the job description on the safety and security related responsibilities of the job, and on the need for the incumbent to perform in crisis or emergency situations. Job descriptions should be kept up to date by conducting a periodic job analysis of each job or job type (Cook and Lawrie 2004). Advantages of Job Descriptions Sound job descriptions can increase retention by encouraging the person with the right “fit” to apply for the job, thus enabling recruiters to select that person (Cook and Lawrie 2004). Consolidation of Job Classifications Job analysis should be conducted to determine when job responsibilities overlap significantly and merit a consolidation of job classifications. Redundancy in classifications presents risk in terms of equity in compensation, resource depletion, and may provide arbitrary obstacles to advancement for some jobs. Emphasize Job Enrichment Design Jobs with Job Enrichment Research suggests that employees react positively to job enrichment (i.e., redesigning the job to involve greater responsibility, meaningfulness, or autonomy) (Griffin et al. 2000). 118 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 119 Restructuring Benefits and Compensation Program Name Program Description Create Competitive Compensation Systems Wage Structures Tied to Tenure Wage structures may include a wage progression that is tied to longevity and includes a step progression linked to employee milestones. This concept creates an incentive for employees to stay since their financial situation can improve over time (KFH Group, Inc. 2008). Adopting a Grade and Salary Structure Transportation systems should, where possible, adopt a grade and salary structure. This includes a grade structure, salary ranges for each grade, and a system for advancing employees through the salary range based on their increased value to the organization (Peterson 2007). Comparing Jobs to Consider Unique Differences when Developing a Compensation System Compensation systems should consider unique differences between jobs within and across industries. Benchmarking studies allow agencies to compare their jobs to similar jobs in the industry to determine similarity of job requirements and thus, set compensation levels accordingly. Salary.com offers the following tips for employers to consider during this comparison process (KFH Group, Inc. 2008): 1. Use salary surveys that are applicable to the positions (e.g., the correct job, the same geographic area, and similar company size). 2. Select job descriptors based on content and not just the job title. 3. Select the proper match; the job descriptor should be at least 70% of what the job entails for it to be considered a benchmark job. 4. When using salary surveys, review the level guide. Surveys use a number of methods to describe and represent the various levels for different jobs. 5. Involve employees in the process. The BLS uses a process termed leveling to determine the work level of the occupations listed in its National Compensation Survey (NCS). This process has classified selected jobs into occupations based on job duties and responsibilities. In the leveling process, occupations are matched to levels within each of four factors: knowledge, job controls and complexity, contacts, and physical environment. The Santa Clara Valley Transportation Authority (VTA) Compensation Surveys The Santa Clara Valley Transportation Authority (VTA) conducts compensation surveys internally. The VTA has also reached agreement with its unions to review certain specialties on a 3-year, rather than 5- year, basis and to adjust pay to match the market. The VTA has addressed the serious housing problem in its region by setting up a $500,000 to $1 million revolving loan fund to cover the cost of apartment deposits. On a temporary basis, 60-80 employees at a time have been allowed to live in campers on organization-owned parking lots. The GM serves on the local housing leadership council and has set up a joint housing task force with its unions. The VTA has also instituted a program to provide $2,000 loans to staff to buy computers. The aim is to encourage greater computer literacy among employees at socioeconomic levels that otherwise could not typically afford a home computer (TCRP RRD 45 2001). Create And Inform Applicants/Employees Of Organizational Benefits Step Progression of Accruing Benefits Step progression of accruing benefits such as insurance and leave over time creates incentive to stay with the organization (KFH Group, Inc. 2008). Wellness Programs Participation in personal development which includes wellness and resource access (to self-development resources) can result in the accumulation of points, which result in eligibility for gift certificates to local merchants or savings bonds (TCRP RRD 45, 2001). Wellness programs are thought to work because healthy employees are more productive and satisfied with their jobs, and the employer is able to save money through reduced medical, absenteeism, and turnover costs (Cook and Lawrie 2004).

Work - life Balance Program Name Program Description E stablish A Breadth Of Policies To Support Different Employee Needs Google, Work - Life Balance To support work - life balance, Google has established four key priorities for their employees. Employees must be: ( 1) working on interesting work ; ( 2) learning co ntinuously ; ( 3) constantly challenged to do more ; and ( 4) feeling that they are adding value. The organization supports each employee to devote 20% of their work time to their own research and individually - selected projects (Sullivan 2005). Google offers a comprehensive set of work-life benefits designed not only for better recruitment, but also to encourage collaboration, break down barriers between functions, and stimulate individual creativity and innovation. The benefits include:  Flex hours for nearly ever y professional employee  Casual dress everyday  Employees can bring their dogs to work, everyday  On - site physician  On - site dental care  Health benefits that begin as soon as an employee reports for work  Free massage and yoga  Shoreline running trails  St ock options  Free drinks and snacks everywhere (e.g., espresso, smoothies, red bull, health drinks, kombucha tea)  Free meals, including breakfast, lunch and dinner (with world - class chefs)  Three weeks vacation during the first year  Free recreation every where, including video games, foosball, volleyball and pool tables  Valet parking for employees  Onsite car wash and detailing  Maternity and parental leave (plus new moms and dads are able to expense up to $500 for take - out meals during the first four wee ks that they are home with their new baby)  Employee referral bonus program  Near site child care center  Back - up child care  Free shuttle service to several San Francisco and East and South Bay locations  Fuel efficiency vehicle incentive program ($5,000 assistance if you buy a hybrid)  Onsite dry cleaning, plus a coin - free laundry room  A Friday TGIF all - employee gathering where the founders frequently speak  A 401k investment program  A “no tracking of sick days” policy  Employee interest groups (e.g., c ricketers, Nobel prize winners, and a wine club)  An onsite gym to work off all of the snacks 120 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 121 Establish Flexible Work Arrangements Job Sharing Arrangements Types of job sharing include: (1) Two employees share one job and the same responsibility, and there is no division of duties. The partners are interchangeable and each is able to pick up where the other one left off. This arrangement is more suited to ongoing work than to project or client work. The partners need to be very compatible, with a similar vision and attitudes to the work. (2) Two employees share one job and divide the responsibilities between them. The partners may also provide back-up for one another. Sometimes referred to as job splitting, this arrangement is most suited to working with distinct parts, where each partner can take responsibility for a specific part of the job, such as specific projects or customers. (3) In some cases it could mean dividing the tasks of the job. One worker might provide the customer service and the other undertake the administration. Two employees perform completely different tasks but generally work in the same vicinity. This is basically two part time jobs, and would be appropriate where the partners do not have similar skills (Boyd 2008).

Training Practices Developing Internal Staff Skills Program Name Program Description Emphasize Professional Development At All Levels Training in Transportation Agencies Versus Private Sector Research suggests that successful private sector and federal agencies spend about 2% of salaries on training. This is four times more than the average transportation agency (Special Report 275 2003). Supervisor and Managerial Training Practices In many organizations, new supervisor training is a requirement within the first months of a first-line management role. New supervisor training can include topics such as employment law, coaching, interpersonal skills, performance management, equal employment opportunity, diversity, change management, drug and alcohol programs, and policies and procedures (TCRP RRD 88 2008). Research suggests that the most frequent professional development activities for paratransit managers include training programs related to the development of interpersonal communication skills, presentation skills, team building, and supervisory/management and/or leadership skills (Special Report 275 2003). In addition to skill training, transit leaders participated in the following development activities: the development and implementation of a new mission, creation of vision and values statement, top-level executive management reorganizations, national and regional leadership events, as well as executive retreats to revisit strategic plans and goals (Special Report 275 2003). Supervisor and Managerial Training Practices Needed A recent survey of paratransit managers found dealing with the media, computerized scheduling, safe driving practices, labor relations, working with boards, written communications, ethics, customer relations and affirmative action skills are also viewed as very important for transit leaders (Potts and Marshall 2007). Transit agencies that desire to have quality managers must begin to view training as a business strategy and to focus more on interventions for (1) Connecting employee learning to business goals; (2) Improving employee performance: and (3) Helping trainers acquire new skills and capabilities needed to fulfill this changing role (TCRP RRD 88 2008). Utilize External Educators, Learning Resources And Associations Central Ohio Transit Authority (COTA) External Training Programs The Central Ohio Transit Authority (COTA) sends leaders to outside organizations for training and development. For example, the American Public Transit Exams Institute administers tests and certifies COTA managers as being capable in the essential functions in supervisory and managerial roles (Special Report 275 2003). Volusia County Transportation Authority (VOTRAN) Mentoring Program To aid succession planning, the Volusia County Transportation Authority (VOTRAN) offers mentoring opportunities to develop management and leadership skills for its lower level technical staff to make sure they will be prepared for management positions when they become available (Special Report 275 2003). 122 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 123 Developing Internal Staff Skills Program Name Program Description Santa Clara Valley Transportation Authority (VTA) Training Partnership with Community College The Santa Clara Valley Transportation Authority (VTA), through a cooperative arrangement with a local community college, provides employees the opportunity to take college courses at VTA facilities that prepare them for upward mobility in a compressed timeframe (Special Report 275 2003). The Quebec Transit Authority Training Partnership with Community College The Quebec Transit Authority held a competition with local colleges and universities to determine who should partner with the agency to develop and deliver their training. The winning university was chosen based on its experience in delivering business management programs and for its concern with the transfer of skills from the academic setting to the workplace (TCRP RRD 88 2008). Through this partnership, Quebec addresses the following five topics in its management training: (1) labor relations; (2) day-to-day management; (3) defining the role of the front-line manager; (4) communications skills; and (5) change management (TCRP RRD 88 2008). San Francisco Municipal Railway (Muni) Training Partnership with Community College At the San Francisco Municipal Railway (Muni), career development and learning center activities for managers, in addition to the development and implementation of the new mission, vision, and values statement, receive intense attention (Special Report 275 2003). Working with a local community college, Muni has designed a manager and supervisor training curriculum that focuses on their responsibilities for HR management. Using in-house staff, the agency teaches managers communication and facilitation skills that help them implement the mission and values statement approved by Muni leaders (Special Report 275 2003). Canadian Urban Transit Association (CUTA) Training Partnership with Community College Many Canadian and French transit agencies have partnerships in place with local colleges, universities, and high schools. These efforts are designed to promote development but also support recruitment and retention of skilled managers (TCRP RRD 88 2008). During the mid-1980s, the Canadian Urban Transit Association (CUTA) acknowledged the need for offering leadership skills to transit inspectors (i.e., supervisors), and CUTA staff began to develop management training for member agencies (TCRP RRD 88 2008). Metro Transit, King County, Washington Training Partnership with Local Companies Metro Transit (in King County, Washington) has sent its management staff to area-wide leadership training with Boeing, Nordstrom, and Microsoft. In addition, this organization has brought in Nordstrom managers as examples of progressive management for presentations. For instance, their annual management retreat frequently features presenters who challenge the status quo (e.g., managers from Pike Place Market and Nordstrom) (Moffat et al. 2001). Offer Creative Training Opportunities To Build Competency Metro, Houston, TX, Competency Plan for Training Houston’s Metro uses its overall strategic plan to set its training budget. It sets competency levels, then determines training budget by department on the basis of needed competency levels (Moffat et al. 2001).

Developing Internal Staff Skills Program Name Program Description Southeastern Pennsylvania Transportation Authority (SEPTA) “Customer Expectations” Trainings Southeastern Pennsylvania Transportation Authority (SEPTA) has held “customer expectations” trainings to improve employee attitudes and make staff more customer-focused (Moffat et al. 2001). Advancing Technology for Training Advancing technology offers an opportunity to increase the efficiency and effectiveness of training while also better engaging trainees. Using multiple technologies can help to engage more managers. For example, onsite instruction, videoconferencing, live web-based seminars, and stored web-based content can help to reach a broader audience (Paul 2008). Tuition Reimbursement to Encourage Skill-building Management and supervisory training can be provided by a combination of internal and external resources. Some agencies offer tuition-reimbursement programs that allow employees to take courses for enrichment or for college-degree programs and/or an in-house management training program (TCRP RRD 88 2008). The Santa Clara Valley Transportation Authority (VTA) provides a tuition reimbursement program to employees who want to move into supervisory and management positions. Partnerships with Labor Unions to Create Mutually Agreeable Training Programs Training is also one of the areas of particular interest to transit unions. Labor is especially interested in ensuring that training is provided imaginatively and regularly to existing workers as well as new recruits (Special Report 275 2003). Transit agencies have begun to move away from seniority based union contracts to agreements that include growth, continued learning, and rewards for developing new skills, leading to advancement based on skills attainment. These contracts underscore the importance of effective training (Special Report 275 2003). Mentoring Programs for Training and Development of Employees Mentoring relationships are particularly important in helping to develop high potentials. Females and minorities find that these relationships help them to gain a better understanding of the challenges faced at senior levels by those similar to themselves and these mentorships help break the proverbial “glass ceiling” that is thought to prevent advancement. Research suggests that mentoring programs are a highly effective and a low cost method for training and developing employees entering a new position (Moffat el al. 2001). Research recommends creating community mentorship programs for small agencies where agencies can help each other out by having more seasoned employees (i.e., directors) mentor new employees across agencies (Cook and Lawrie 2004). Research also recommends that small community transportation organizations should create listservs and online sharing capabilities so community transit agencies can share lessons learned on human resources (Cook and Lawrie 2004). 124 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 125 Leadership Development Program Name Program Description Adopt Systemic Leadership Model Empower Kentucky, Kentucky Transportation Cabinet Empower Kentucky, started by Kentucky Transportation Cabinet (KYTC), began to evaluate and overhaul its policies to push decision making to the lowest levels possible. Supporting that effort, the department initiated a major ongoing training program. There was also a conscious decision to hire individuals with interpersonal skills as well as high-quality abilities in engineering and management. The training program was developed and executed in all the resident offices and also included contracted personnel. Special training programs are executed in the winter months, taking advantage of inclement weather. Training emphasizes preparing employees to know what is important, to take charge, and to make decisions quickly or to pass the situation quickly upwards for a decision. The program encourages employees to take risks. As an example, the construction resident engineers now approve the majority of contract change orders (Weatherby Gilliland 2001). CEOs Involved in Leadership Development A Hewitt Associates study of the Top 20 companies (including 3M, GE, IBM, Medtronic, Pitney Bowes, and Procter & Gamble) found that 100% of CEOs were involved in the company’s leadership development practices as opposed to only 65% with other companies (not in the top 20). Emphasize Follower Development In Leadership Training Transformational Leadership to Emphasize Follower Development While both styles can be effective, the leadership literature (Bass and Avolio, 1990) differentiates between transactional and transformational leaders. Transactional leaders exert influence by setting goals, clarifying desired outcomes, providing feedback, and exchanging rewards for accomplishments (Dvir et al. 2002). Transformational leaders exert additional influence beyond transactional leaders by assessing and expanding subordinate goals while at the same time, providing them with confidence to perform beyond the expectations (Dvir et al. 2002).

Development Practices Promoting Existing Staff Program Name Program Description Create A Job Rotation Program Idaho Transportation Department Cross Utilization Program The Idaho Transportation Department (ITD) reorganized district offices to allow the managers to utilize staff via cross-utilization of both maintenance and engineering personnel, predominantly in the transportation technician series. This resulted in a new career ladder for transportation technicians that consists of transportation technician, senior transportation technician, and principal transportation technician (Weatherby Gilliland 2001). Training Managers Using Job Rotation One way to train managers for senior positions—particularly when they will be asked to address non-traditional issues in their roles—is to promote a wider range of job movement and experience (Moffat et al. 2001). Develop Employees And Maintain Employee Career Paths The Community Transportation Development Center The Community Transportation Development Center, a nonprofit organization whose board of directors includes representatives from both management and labor in the transit industry, develops labor management partnerships for workforce development. One such partnership, the Keystone Transit Career Ladder Partnership, was launched in December 2001 with the cooperation of the Southeastern Pennsylvania Transportation Authority, the Port Authority of Allegheny County, the Transport Workers Union, the Amalgamated Transit Union, and the Pennsylvania AFL-CIO. With support from the Pennsylvania Department of Labor and Industry, the partnership is developing and piloting new training curricula across a range of transit occupations experiencing skill shortages with the goal of developing career ladders for incumbent workers so they can progress into higher-level positions. Training of incumbent workers can avert layoffs as new technology is introduced (Keystone Transit 2009). Developing Employee Career Paths Special or temporary assignments are one way to create opportunities for individuals to increase their level of responsibility and involvement. Special assignments can also be used as a way to reward an employee’s excellent work (KFH Group, Inc. 2008). For instance, a study of truck drivers reveals that 60% would be less likely to quit their job with the addition of a career path (Griffin et al. 2000). Many transit professionals grow from the ranks and transit is unique in that growth opportunities are limited mainly by one’s interest in them. However, should the potential for advancement not exist or not be made available, employees may not stay long or may become discouraged. Likewise, employees who are overlooked for a promotion in favor of an external candidate may also become discouraged. Research also notes that internal career paths should be fair with only qualified applicants considered (KFH Group, Inc. 2008). Benefits of Developing and Maintaining Employee Career Paths Managers who had been promoted are less likely to resign than non-promoted managers, but only if the promotion has occurred in the past 11 months (Lyness and Judiesch 2001). Promoted women managers are less likely to resign than promoted male managers (Lyness and Judiesch 2001). Findings suggest that organizational factors (e.g., career development opportunities) may take precedence over individual factors (e.g., turnover intentions, career goals, organizational commitment, and job satisfaction) in turnover decisions (KFH Group, Inc. 2008). 126 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 127 Promoting Existing Staff Program Name Program Description The Toronto Transit Commission (TTC) Staff Development The Toronto Transit Commission (TTC) develops staff from within the organization. For example, a bus operator who is ready to move into supervision must participate in an internal 6-week training course—the Route Supervisor Program—before assuming the new responsibilities (TCRP RRD 88 2008).

Succession Planning Program Name Program Description Communicate Essential Elements Of Success Plan To Create Buy-In Communication with Top Executives Organizations must establish a values basis for diverse succession planning efforts (Greer and Virick 2008). Organizations must obtain commitment of top executives to personally mentor diverse successors (Greer and Virick 2008). Succession planning initiatives should identify behavioral competencies for the future while recognizing that these may change (Greer and Virick 2008). Succession planning methods should inform high potentials of their inclusion in succession plans and obtain their input (Greer and Virick 2008). Create A Competency-Based Succession Plan Succession Planning Tied to Behavioral Competencies Research suggests that succession planning efforts should also include the dissemination of specific behavioral competencies required for top positions so potential applicants can hone skills (Greer and Virick 2008). Washington Metropolitan Area Transit Authority (WMATA) “Leadership Succession Planning Program” All succession planning programs should be framed as programs with emphasis on developing high potentials (Greer and Virick 2008). For example, the Washington Metropolitan Area Transit Authority (WMATA) has an explicit “Leadership Succession Planning Program” that targets ten key positions. Potential candidates for these positions are rigorously screened to become eligible for training, special projects, and rotational work assignments (Moffat et al. 2001). The Port Authority of Allegheny County Deferred Retirement Option Plan The Port Authority of Allegheny County, Pennsylvania started a Deferred Retirement Option Plan for non-represented employees in 2001. The plan is the catalyst for the current development of the succession planning strategy. Under this plan, employees have a one-year window for eligibility and a five-year maximum of participation in the plan. Through the option plan, the agency will be able to do succession planning for a number of leadership positions for which incumbents are or soon will become eligible for retirement (NCHRP Synthesis 323 2003). Development of Competencies for a Succession Plan Objective indicators of performance, competence, and potential are all important components of a sound competency-based succession plan (Greer and Virick 2008). Methods should also include valid objective testing where feasible to offset unconscious bias in assessment (Greer and Virick 2008). Establish Diversity Goals Align Succession Planning with Minority Leadership Goals Succession planning efforts must obtain alignment between business strategy and diversity goals in order to ensure women and minorities receive leadership opportunities. Likewise, organizations should include diversity goals in performance evaluations of executives and managers if promoting women and minorities is a priority (Greer and Virick 2008). 128 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Supporting Figures 129 Developing Knowledge Management Systems Program Name Program Description Create People-Focused Knowledge Management Systems Knowledge Management Components and Examples KM initiatives should include strategic, process, and people components to achieve successful outcomes (Davenport, DeLong, and Beers 1998). Examples of these components include top manager support, changes in motivational practices, and recognition that knowledge is transferred through multiple channels including face-to-face interactions (Parise 2007). Communities of Practice Strategy in Knowledge Management Communities of practice (Cohen and Prusak 2001; Wenger 1999) are evidence of a shift to a more people-focused strategy, and it has become an increasingly popular KM initiative that emphasizes the connections among people with a common passion and interest area (Parise 2007).

Improving Culture/Climate Program Name Program Description Build A Culture Of Employee Ownership Benefits of a Culture of Employee Ownership Organizational involvement improves everyone’s understanding of the organization, and often helps new programs succeed as employees develop a sense of responsibility (KFH Group, Inc. 2008). In one study, only managers’ perceptions of performance integration with the job and interactions with supervisors helped to explain managerial turnover. Managers with a higher perception of integration with the organization were more likely to stay with the organization. Findings suggest that organizational factors (e.g., career development opportunities) may take precedence over individual factors (e.g., turnover intentions, career goals, organizational commitment, and job satisfaction) in turnover decisions. The study suggests organizations should identify organizational behaviors that result in a more integrative work climate through attention to work-life balance and formal or informal career development initiatives (Peterson 2007). The City of Annapolis Department of Transportation (ADT) Inclusive Decision Making Plan The City of Annapolis Department of Transportation (ADT) has begun to involve all levels of employees in organizational decision making. Operators routinely provide input into administrative decisions, including recommendations for new bus shelters, signage and route changes, and safety issues. In response, operators assume additional responsibilities such as providing visiting riders assistance with directions and acting as informal tour guides for passengers. Duluth Transit Authority (DTA) Employee Influence Committee At Duluth Transit Authority (DTA) in Duluth, MN, the Operations Department Safety Committee is an example of how employees exert influence in day-to-day operations. In January 2000, the committee composed of managers and bus operators set out to identify safety issues within operations. The committee identified 5 safety-related issues and made 16 recommendations for change. As a result of one recommendation, the agency developed a line practice instructor job description that requires instructors of new operators to have an excellent work record, a positive temperament, and a willingness to train others (TCRP Report 77 2002). Employee Involvement in Smaller Agencies For smaller agencies, a simple approach is to establish groups of employees around topics or concerns such as a Safety Committee or Employee Recognition Committee (KFH Group, Inc. 2008). Encourage Employee Satisfaction The Institute for Transportation Research and Education, Factors Related to Satisfaction The Institute for Transportation Research and Education at NC State conducted a retention survey of managers/directors at community transit agencies and found highly satisfied managers liked their jobs due to: (1) working with good people; (2) having a diversity of activities; (3) helping their community; (4) seeing coworkers and staff do well as a team; and (5) conducting planning activities (Cook and Lawrie 2004). Former directors who reported lower satisfaction indicated these reasons: (1) excessive government bureaucracy and paperwork; (2) relatively low salaries and benefits for themselves and their staff; (3) high stress due to deadlines and high work volume; (4) lack of career advancement opportunities; and (5) insufficient support from larger state DOT (Cook and Lawrie 2004). South Carolina Department of Transportation (SCDOT) Improving Workplace Environment South Carolina Department of Transportation (SCDOT) in 1998 to improve the workplace environment for all employees statewide—5,300 employees working in 540 facilities. In the first 3 years of the plan, SCDOT improved the workspace of approximately 675 employees. Employees have been very receptive to the program, which has ranged from major renovation, to adding accent walls in offices, to ergonomic seating for dump trucks and backhoes. The program is seen as contributing positively to morale, which had been identified as a problem when the agency developed its strategic plan (Weatherby Gilliland 2001). 130 Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems

Next: Appendix B - Checklist for Transit Manager Recruitment, Training and Retention Excellence »
Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems Get This Book
×
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

TRB’s Transit Cooperative Research Program (TCRP) Report 139: Guidebook for Recruiting, Developing, and Retaining Transit Managers for Fixed-Route Bus and Paratransit Systems explores resources for fixed-route bus, general public demand response, and Americans with Disabilities Act (ADA) paratransit systems resources to assist in the recruitment, development, and retention of managers. The Guidebook is accompanied by CRP-CD-77, which provides Model Job Descriptions for 32 broad job titles that indicate the structure and content for job descriptions for manager jobs.

The CD-ROM is also available for download from TRB’s website as an ISO image. Links to the ISO image and instructions for burning a CD-ROM from an ISO image are provided below.

Help on Burning an .ISO CD-ROM Image

Download the .ISO CD-ROM Image

(Warning: This is a large and may take some time to download using a high-speed connection.)

A separate report presenting the research methodology, the results of a literature review, and the results from focus groups held with 15 other non-transit public and private sector organizations used in production of TRCP Report 139 is available online.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!