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Page 59
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 79
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 80
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 81
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 83
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 84
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 90
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 91
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 92
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Page 93
Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
×
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Suggested Citation:"5. Full SOM Workforce Action Plans." National Academies of Sciences, Engineering, and Medicine. 2012. Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management. Washington, DC: The National Academies Press. doi: 10.17226/14603.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

59 A summary of the eight action plans is presented in Exhibit 29. This table can serve as a quick reference to all of the recommended action plans as well as a way to compare the action plans on multiple relevant criteria. 5. FULL SOM WORKFORCE ACTION PLANS For each of the recommendations included in the present report, a comprehensive action plan was created. All eight action plans are presented following the action plan summary table.

60 Exhibit 29 Summary of Recommended Action Plans Recommended Action Plan S o u r c e o f I n i t i a t i o n P r i m a r y H u m a n R e s o u r c e F o c u s I m p l e m e n - t a t i o n L e v e l R e t u r n o n I n v e s t m e n t E s t i m a t e d T i m e t o I m p l e m e n t A c t i o n L e a d ( s ) 1. Implement Annual or Semi- Annual SOM Career Days Agency Attraction Recruitment State 6+ years 0-3 months Agency HR Director 2. Develop SOM Curriculum Content for Related Higher Education Courses and Training Programs Industry Attraction Recruitment National Regional State 3-5 years More than 1 year AASHTO Highway Subcommittee on Systems Operations and Management, Regional SOM Associations, or State SOM Manager. 3. Implement Student-Worker Internship Program with a Job Rotational Component Agency Attraction Recruitment Retention Development State 0-2 years 7 months - 1 year Agency HR Director/Manager 4. Implement Virtual Pre- Employment Realistic Job Preview Agency Attraction Recruitment Retention State 0-2 years 3-6 months Agency HR Director/Manager 5. Institute Mentoring Program Agency Attraction Recruitment Retention Development State 0-2 years 7 months - 1 year HR Manager (Designated Mentoring Program Coordinator) 6. Develop Employees and Maintain Employee Career Pathways Agency Retention Development State 0-2 years 3-6 months Agency HR Director/Personnel Manager 7. Implement SOM Succession Plans Agency Retention Development State 3-5 years 3-6 months Agency HR Director 8. Recruit from Non-Traditional Sources Agency Attraction Recruitment State 0-2 years 3-6 months Agency HR Director

61 Action Plan for Recommendation #1 Implement Annual or Semi-Annual SOM Career Days Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

62 RECOMMENDATION #1 Implement Annual or Semi-Annual SOM Career Days Description: The K-12 target career stage is broken into two age groups so that agencies can create programs and materials that are tailored to better match how the age groups become interested and learn about SOM. The first age group includes students in grades K-8, while high school students are the second age group targeted. In order to expose elementary and middle school students to the SOM-related fields in the transportation industry, agencies could partner with after school programs to create a 3- to 5-day program that explores different components of SOM. Part of this learning program could include classroom time where students have the opportunity to learn about the transportation industry from a variety of sources (e.g., books, movies, video games), with the goal of piquing the students’ interest. It is critical that an emphasis on safety issues is included in the materials. The second part of the learning program could include a field trip to the local transportation agency, which would allow students to see how the concepts they learned are applied in everyday work. Students could try the equipment onsite and experience an SOM job. In order to expose high school students to the SOM-related fields in the transportation industry, agencies could reach out to vocational technical schools and Science, Technology, Engineering and Mathematics (STEM) schools about developing an SOM Career Day. Students enrolled in these types of schools are taught the skills they need to succeed in today’s challenging world. Many of these skills and abilities are sought for in positions within SOM, including the ability to think critically, solve complex problems, and drive advancements in technology. In addition, these types of schools are more flexible in designating a couple of hours or even a day for guests to speak to students about their careers. This opportunity gives employees at DOTs and operation agencies a chance to connect with a young audience and share experiences from their job at a time when these students are expanding their interests and beginning to think about which careers take advantage of their skill sets. SOM employees are able to answer questions and provide detailed examples of their daily work activities and projects. Rationale for Recommendation: Our interviews with various SOM subject matter experts (SMEs) revealed that SOM job functions and tasks varied greatly among different DOTs depending on their size and resources. As a result, few understand what SOM jobs entail; interview participants indicated that there is ambiguity regarding what a DOT SOM position is and the duties of these jobs. With limited exposure to SOM and a lack of knowledge about its importance, students are less likely to pursue SOM-related careers, and qualified job candidates may not apply to SOM position openings that would otherwise be a good fit for their skill set and interests. In addition, our SOM interview participants indicated that by the junior or senior year of high school, students have begun to identify the subjects they enjoy studying and are already Recommendation Highlights Target Career Stage: K-12 Will help with Attraction and Recruitment Estimated Time to Implement: 0–3 months Exciting, hands-on approach to introduce students to SOM-related careers at a young age Will increase understanding in the community of agency’s services, mission, and value to the region

63 forming ideas about their career directions. As a result, these two targeted programs can be effective ways for DOT staff to introduce students to transportation careers at a young age, from the time they are just beginning to think about what they want to be when they grow up (Kindergarten), to the point when they are actually beginning to make decisions about their future career (late high school). The DOT and transportation recruiting initiatives receive benefit on a larger scale as well, with more awareness of the DOT’s work in the community and potential transportation careers and special emphasis on the DOT’s evolving role: maximizing the efficient use of our current transportation infrastructure through increasingly effective operations and management. RELEVANT POSITIONS

64 TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director Targeted Audience(s) After School Program (K-8) Primary: Program directors and students Secondary: Parents for further reinforcement. SOM Career Day (9-12) Primary: Principals, teachers, counselors, and students at high schools. Secondary: Parents for further reinforcement. Components of both programs may also be applicable to community colleges, four-year colleges, and graduate schools. IMPLEMENTATION PLAN Steps to Implement 1. Assemble Agency Project Team. Create team to lead program development and organization. 2. Identify and Network with Partners. Identify and network with either local after school programs or vocational technical/STEM schools and discuss the mutual benefits of developing a joint program for their students. 3. Hold Planning Meetings with Partners. Meet with after school program directors or school administrators to schedule an annual or semi-annual day for the career day to occur, and any standards/requirements. This meeting involves establishing expectations, event structure and organization (i.e., location for the event to occur, duration of the event, and schedule for the event), and discussing a plan for marketing and outreach. 4. Develop Marketing Materials. Develop marketing materials that provide an overview of the agency, including its mission and goals, with a specific focus on SOM. One month prior to the event, HR personnel send these materials to the after school program director or school administrator who then distributes to teachers. If partnering with a vocational technical/STEM school, ask teachers to inform students of the upcoming career day and have students prepare questions in advance to ask the employees who will be participating (i.e., 1 to 2 weeks prior).

65 5. Recruit DOT Participants and Develop Content for After School SOM Learning Program/Career Day. Identify agency employees in SOM-related jobs at various levels and in different functions who are willing and skilled in sharing their work experiences. These employees can range from field technicians to call center employees, to project managers. HR personnel and other agency employees should collaborate to decide what types of equipment they want to bring with them to create a hands-on experience for the students. 6. SOM Employees Engage Students. SOM employees either attend the career day or visit the after school program in work clothes to provide a brief overview of the transportation industry, their experiences and accomplishments working for a state DOT, and any interesting stories about their careers in the DOT. These work experience stories could include visual supplements (i.e., interactive PowerPoint presentations, pictures, short videos). Before the event ends, employees should reserve 20 to 30 minutes to field any questions. Materials should also be developed that students can take home with them, like magazines, pencils, and stickers. 7. Follow-Up with Partner. A week after the program/career day, follow-up with the program director or school administrator and discuss the possibility of a class field trip to the agency. This field trip would provide students with the opportunity to apply the information they received during the career day to practice; students could tour the control room, see the traffic cameras, and observe the internal/external operations at the agency. COMMUNICATIONS PLAN Communication/Outreach Strategies Identify key information resources used by the target audiences (school principals, teachers and counselors, PTAs) to market the idea of including SOM-related careers in existing fairs. These resources can include: Trade associations (i.e., American School Counselor Association, Maryland Association of Secondary School Principals) Specific magazines and publications (i.e., Teacher Magazine, American Educator, School Counselors) Blogs/Websites Conferences Informal class presentations or “career days” may be initiated or conducted without these. Develop marketing materials to promote the SOM-related career fair to the primary target audiences through the identified information channels for the career days or fairs. Outreach may include web banners, articles for trade publications and magazines, and an email/announcement for bi-weekly e-newsletters. Develop materials such as a flyer to provide an overview of the agency, including its mission and goals, with a specific focus on SOM, in order to inform students and parents of the upcoming career day. Some schools will also include a brief write-up in the school’s monthly bulletin to parents.

66 Develop materials for the actual career fair or career day such as: Brochure to define SOM jobs and to promote the agency/industry in general, including its mission and goals, and career opportunities. Exciting video-vignette testimonials from employees describing the value of their daily jobs and the agency’s work. Hands-on activities for students to experience what “a day in transportation operations and management” is like. Take-aways for the students like stickers, posters, backpacks, pins, with a message like “I will be a future engineer” or “Be cool, become a transportation operations technician.” Process for Obtaining Buy-In Provide data that highlight the impact of being represented at a career fair, and tie them to specific strategic goals the agency has regarding recruitment and retention targets or cultivating community understanding of the DOT’s work. Develop a list of other agencies in the region that have participated in school career days. Gather materials (data, pictures, videos) that show the impact and critical importance of systems operations and management jobs in the community. Identify media contacts (newspapers, radio, magazines) who cover education news and who would be interested in writing a story on the industry’s/agency’s efforts to educate kids and parents on reputable jobs and careers within the SOM field.

67 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Ensure support from leaders at the industry level. Develop materials that can be brought to career days to show students about SOM-related jobs. If possible, provide them with the opportunity to touch and interact with SOM equipment or “tools of the trade.” A hands-on experience is more memorable. Utilize current employees who are not only high performers, but are also passionate about their job and skilled at working with children and discussing their work experiences in an interesting and exciting way. Maintain data on which positions and anecdotes are most appealing to students, at different ages, so that participating employees can tailor their stories to engage students and attract them to a potential career in SOM. To Sustain Practice Ensure support from senior management and school administrators in order to continue to appear at the after school program or career day each year. Incorporate feedback from last year’s after school program or career day into the upcoming program or career day by making additions where there is interest. This may include introducing students to new technology and letting them experiment with it, or something even simpler such as presenting a video before sharing experiences. Demonstrate that the agency’s presence in an after school program or at a career day is providing a return on the investment. For example, the agency may calculate: awareness before and after participating at career days, increases in applications received from students looking for a summer job, increases in the number of high school students that continue their education at a trade school. EXAMPLES OF EFFECTIVE PROGRAMS DOT Construction Career Days. Construction career day events are workforce development tools that introduce high school students to the transportation construction industry and support the pipeline that will provide the professionals of tomorrow. It’s a long-term investment, so future-oriented that some DOTs perceive it as akin to community service; however, the shows can have a memorable, lifelong effect on participants on both sides of the table. Construction career day events have successfully promoted the transportation construction industry and the careers it offers since highway agency staff first started to present in local schools. Since 1999, 293,696 students have participated in construction career day events. Since then, more than 250 events have been held nationwide.

68 As the success and popularity of construction career days have increased, 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 Rhode Island DOT (RIDOT), the University of Rhode Island Transportation Center (URITC) was named the National Construction Career Days Center by the FHWA. In cooperation with FHWA’s Rhode Island Division office and RIDOT, the new partnership helps state and local committees effectively reach an expanding target population of students capable of entering the transportation construction industry. Contact Information: Jeff Cathcart, Director, Rhode Island T2 Center, 401-874-7075, jcjci@cox.net P.J. Keating Participation in Construction Career Days. P.J. Keating, a construction materials supplier, sends equipment and volunteers to high school-focused construction career days in order to spark an interest in a construction career. For example, in 2008, over 1,800 students from across the region experienced the world of construction at the Sixth Annual Massachusetts Construction Career Days (MassCCD) in 2008. The event is held at the New England Laborer’s Training Academy in Hopkinton. At the event, students learn how to operate backhoes, excavators, jackhammers, pavers, and other construction equipment and participate in concrete finishing, welding, cutting and burning, electrical work, carpentry, laying brick and block, surveying, field engineering, and other hands-on activities. There is also a series of design challenges, including: Design, Construction, and a Universal component (completed by student volunteers prior to the event). Three monetary prizes are awarded to the schools achieving the most points per student. Volunteers from exhibitor companies and the operators that staff the exhibits can talk to the students about the skills, training, and professionalism they have used to succeed. Students also receive information on colleges, trade schools, and certification programs that serve the construction industry. The event gives students the opportunity to learn about the careers in the industry that interest them the most and the scholarships available to help them achieve their goals. This event is geared to give students information on job and educational opportunities in construction, engineering, and environmental fields in both union and open- shop companies. Since the event’s inception, P.J. Keating Company of Lunenburg has sent several pieces of heavy equipment and employees to the event, allowing students to experience first hand what the industry is all about. There are typically 200 volunteers on hand at the site each day making sure students and their chaperones are given as much information as possible. Contact Information: Joanne Pagnotta, 978-582-5200 ext: 205, info@pjkeating.com SOM staff may want to consider how they can add to or leverage existing outreach efforts, to see SOM components included. See the alternative approaches discussed in the next section.

69 ALTERNATIVE APPROACHES Alternative Approach 1 It may be difficult for companies to contribute equipment and volunteer time during times of economic instability. Thus, instead of hosting a specific SOM career day, the agency may find it more feasible to simply participate in a career day supported by multiple agencies or other parts of the DOT. Shorter is better, also, to reduce effort and cost. This option allows students the opportunity to learn about a variety of careers from different professionals and still creates an environment where students can get excited to speak to active professionals in their field of interest. Alternative Approach 2 Since it might be difficult to include a hands-on component at the school-site, the agency could establish a field trip for students in high school. This approach provides a real view of the agency’s various departments and activities and can require much less DOT or operations agency staff time. No equipment needs to be brought to a school either. A field trip to the DOT could also include an opportunity for students to get hands-on experience with the machinery and equipment that is more difficult to offer at a school’s career day. A drawback is the difficulty of allowing any large group to interact with machinery or equipment at once, outside of a training facility. Safety is also a consideration, especially in the field and with younger students. IMPACT Positive Outcomes of the Practice Increase awareness of SOM-related careers. Occupations and tasks can be presented in an interesting and hands-on way that can help to create an exciting perception of transportation jobs in today’s youth. Greater awareness and enhanced perceptions of SOM are likely to result in a larger pool of talented applicants in the future. Facilitate greater understanding in the community of the agency’s services and mission, and awareness of the value the agency brings to the region.

70 CAUTIONARY CONSIDERATIONS There is a necessary time and labor commitment from HR and employees who will need to organize the program, develop and prepare materials, and spend a day away from their regular job. The return on investment from these types of programs may not be seen for some time, especially when targeted to younger students, and it can be harder to rationalize the time, from the recruitment and retention perspective. As a result, the agencies should collect feedback from the students and the program’s director or school administrator on the program. It is important for the agency to identify specific areas that interest young students so that the subsequent programs can be tailored to generate more interest.

71 Action Plan for Recommendation #2 Develop SOM Curriculum Content for Related Higher Education Courses and Training Programs Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

72 RECOMMENDATION #2 Develop SOM Curriculum Content for Related Higher Education Courses and Training Programs Description: Associations, university transportation centers (UTCs), and other stakeholder organizations could work with higher education and training providers to develop curriculum content that can be added to existing courses and programs. Target providers might include community colleges, four-year schools, Local Transportation Assistance Programs (LTAPs), and the National Highway Institute. This process will help address the technical needs of the SOM discipline. In addition, since educators influence job decisions (e.g., teachers, school counselors), SOM stakeholders should also consider ways to support students through grants for night school, scholarships for degrees, and certification classes during off-peak times. Rationale for Recommendation: These collaborations can help ensure that trained SOM personnel are ready for hire, when a transportation agency needs them. Phase 1 results indicated that the development of SOM curriculum will serve a critical need in developing the SOM pipeline. For example, interview participants indicated that SOM personnel learn about opportunities in transportation SOM while enrolled in school. Civil engineering courses in community colleges and universities that focus on transportation or even just begin discussions of transportation applications can be the gateway to SOM careers (Agrawal and Dill, 2009). Interview participants also reported that, like many other areas of transportation, but particularly in a cross-cutting transportation field like SOM, the training students receive from colleges and universities is often insufficient to prepare for a career in SOM. SOM represents a unique combination of engineering, communications, technology, and systems management that frequently requires backgrounds in multiple fields to perform well. An advantage is that this mix of topic areas can be very attractive to young applicants; however, awareness of the opportunity for employment and the development of particular skills in communications, technology, and systems management need to be increased. More specifically, research participants commented on the importance of communication and collaboration skills for employees within SOM and indicated that finding engineering applicants with these skills is a challenge. More often than not, the communication and collaboration skills that SOM staff need are primarily developed through experiences and cross-training in diverse fields. Furthermore, some noted that the training offered to students is too broad; they have experienced entry-level applicants lacking key, specialized SOM skills. Several participants indicated that the curriculum used at universities and colleges sometimes does not focus on SOM skills at all. These Recommendation Highlights Target Career Stage: Community colleges and four-year colleges Will help with Attraction and Recruitment Estimated Time to Implement: More than 1 year Critical for creating awareness for SOM occupations and to ensure students have the opportunity to learn and develop skills needed for these jobs Developing SOM course content in schools could help to increase numbers of applications, reduce attrition of new hires, and reduce turnover and training expenses

73 participants have observed a trend in students already focused on the specific field they want to enter when they join the transportation workforce, without knowing about or ever having heard of SOM. These participants suggested that students from these programs, although relatively qualified as entry-level staff, often do not even consider SOM as a possible field because it is not included in the curriculum. More than ever, DOT involvement would be helpful in working with training providers and colleges to understand and develop SOM skill sets and the transportation system of the future. RELEVANT POSITIONS

74 TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Agency Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) AASHTO Highway Subcommittee on Systems Operation and Management, regional SOM associations, or state SOM manager. Targeted Audience(s) Primary: Education agencies, trainers, college deans, and curriculum developers, as well as state workforce agencies who are charged with updating technical curriculum to meet workforce demands. Local Transportation Assistance Programs (LTAPs) and the National Highway Institute can also be among the target audiences for these programs. Secondary: Professors, students IMPLEMENTATION PLAN Steps to Implement 1. Assemble Agency Project Team. 2. Conduct a Job Analysis. Once objectives are defined, a detailed job analysis should be conducted around each of the work activities that will be covered in the classroom. The job analysis will define the specific job tasks to be covered as well as their complexity, frequency, importance, and learning difficulty. 3. Develop General Course Objectives. Course objectives are the beginning point of any well- organized curriculum. Course objectives will help to define the general work activities that should be taught in the program or course. Objectives can typically be developed through the agency project team as well as industry resources and interested stakeholders. 4. Partner with Education Agencies, Faculty, and/or Trainers. Collaborating with external education decision-makers will allow SOM staff to tailor the curriculum development process to the needs of course providers. It will also increase buy-in from these stakeholders.

75 5. Develop Performance Objectives. Performance objectives are statements describing what the learner is able to do after each task has been taught. They include the conditions, expected behavior, and the minimum level of achievement. A performance objective outlines the basics of the lesson; it tells what the student will do, how it will be done, and how the student will be evaluated when the task is completed. Performance objectives are an outgrowth of the goals and expectations of an occupation. 6. Select the Instructional Strategy. There are many other ways of delivering informational content than just lecture. Sometimes lecture and demonstration is perfect. Other times, a different approach may work better. With today’s student, new and innovative teaching techniques must be considered. Students are more adept at using problem solving and critical thinking skills because of their familiarity with computers and the technology they have grown up with. The method of delivery chosen also depends a great deal on what is being taught. To determine the best method for the materials, seek advice from experienced curriculum developers, experiment, and evaluate. Some delivery options include role plays, peer teaching, cooperative learning, demonstration, interactive video, and independent study, but there are many others. 7. Write Theory and Demonstration Steps. Every lesson has theory. This is what is explained to the students about the task. Usually, it is done in the classroom. Most lessons have demonstration; this is where the students are shown how to do the task, in a lab setting. This includes safety, terminology, equipment needed, reasons for performing each step of the task, and review of any previous tasks that are needed as prerequisites. Theory steps do not need to cover every conceivable point of information. The purpose of listing theory is to help organize the operation in the instructor’s mind. Terminology is important in writing theory steps. Theory only covers what will be conveyed to the student. There is no demonstration in the theory part of the lesson. Theory statements begin with a verb, and as a rule, only a few verbs are used. These include: explain, identify, discuss, review, and describe. Here are some examples: a. Explain relevant safety precautions. b. Discuss the importance of measuring twice before cutting. c. Review color codes. In essence, theory statements constitute a lesson plan outline. Demonstration includes the step-by-step process necessary to perform the task, beginning with safety precautions and ending with a final step, such as checking for accuracy or cleaning up the work area. Demonstration should have these characteristics: a. A logical step of progression toward total task performance. b. A sequential set of skills as substeps. c. It can be demonstrated, performed, and evaluated as a meaningful task component. d. All of the steps should equal the task performance. It should be noted that demonstration steps are only used when the task calls for an active performance by the student.

76 8. Develop Methods to Measure Student Performance. The last step in curriculum development is important because in order to evaluate student performance, written and performance tests need to be developed. Performance assessments help determine if the student has reached the desired goal. 9. Refine Materials Based on Changing Job Requirements and Evaluation Feedback. A valid and usable curriculum is one that is constantly under revision to keep up-to-date with advances in the field and improve instructional content. COMMUNICATIONS PLAN Communication/Outreach Strategies Identify information channels that reach out to colleges, education professionals, and potential students, such as grassroots organizations, associations, and non-profits. Share instructional materials developed internally, job descriptions, job analyses, etc., and discuss need shortfalls and projected hiring. Develop materials to promote the new curriculum through the identified information channels. In class, resources might include a one-page hand-out that instructors of existing courses can use. Other resources may include college websites, publications, and events/fairs (i.e., web banner for website, article for quarterly magazine, web poster for bi-weekly e-newsletter). Develop materials for college recruitment fairs such as a flyer to promote the new SOM program, email to registered participants, and advertisement through the fair magazine. Develop materials to target students/potential recruits: Radio announcements (on-air and web-streamed) Video vignette with SOM student testimonial to disseminate through social media venues Tweet SOM-related news Identify media contacts (newspapers, radio, magazines) who cover education news and who would be interested in writing a story on the new curriculum offerings and the importance of SOM careers. Process for Obtaining Buy-In Provide data that highlight the impact of the new curriculum and tie them to specific strategic goals the industry has regarding recruitment targets. For example, develop a succinct PowerPoint presentation highlighting key data that supports the recommendations. Reach out to and partner with workforce investment boards and education agencies that influence the curriculum of colleges and explain that incorporating more SOM-related content into their curriculum can increase enrollments. Develop a story on the unique characteristics of the curriculum; its advantages for students, employers, and the workforce in general; and satisfaction of employees in the field.

77 Obtain case studies indicating success of other industries and/or transportation fields in similar curriculum development efforts and co-benefits in terms of college enrollment, if possible. USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Obtain support from leaders at the industry level. Create job descriptions to identify job tasks and knowledge, skills, and abilities needed to perform the job. Engage subject matter experts who are invested in the development of the new curriculum, and who can provide useful information about the job and the target candidate pool throughout the development process. Compile data on which positions are the most difficult to fill and could benefit the most from a college SOM program. Find organizations who work with colleges and/or education professionals who can act as partners/advisors on the project. To Sustain Practice Ensure support for revisions to the curriculum every few years or as needed so that it is tailored to best meet recruitment targets and needs, and the current labor pool and economic conditions. Collect evidence that the curriculum is providing a return on the investment. For example, the industry may calculate the following: turnover data before and after implementing the new curriculum, money saved due to reduction in turnover, increases in applications received, retention numbers over specific periods of time, and increases in new hire performance. EXAMPLES OF EFFECTIVE PROGRAMS LDOTD’s Master’s of Engineering Program. The Louisiana Department of Transportation and Development’s (LDOTD) Master’s of Engineering initiative is a good example of a curriculum development project that is currently underway. LDOTD estimates between 30 and 40 percent of the agency’s workforce will be eligible to retire in the next 5 years. As a result, LDOTD recognized a need to build the skills of staff that will remain with the agency. Thus, LDOTD is currently implementing a Master’s of Engineering program to improve their workforce development efforts by making higher education more accessible to LDOTD employees. Through educating employees, the agency hopes to be better able to fill those positions, specifically those of middle managers, which will be vacant due to retirement. LDOTD is coordinating with engineering schools in Louisiana to use distance learning technology, which allows courses being taught on one campus to be viewed by participants in a

78 class/training room at another university or LDOTD facility. The courses, coordinated by LDOTD, will be taught by faculty members at the participating universities who are recruited by the Louisiana Transportation Research Center (LTRC). LTRC has been spearheading the implementation efforts for LDOTD’s Master’s of Engineering Program. Currently, LTRC is working to obtain buy-in from potential partner universities. To date, LTRC has showcased the Master’s of Engineering Program at the Louisiana Engineering Transportation conference, and publicized the program through the American Society for Civil Engineers, Louisiana Engineering Society, the DOTD’s internal intranet and email systems, and several other societies and discussion boards. Because the Master’s of Engineering Program is still in the implementation process, only one individual has gone through the whole program and received a degree so far, but the graduate’s feedback for LTRC was very positive. Contact Information: Louisiana Transportation Research Center, 225-767-9131 Massachusetts Partnership Between Green Industries and Community Colleges. The Environmental Technology program at Cape Cod Community College (CCCC) emerged in 1994 in response to Cape Cod’s significant environmental degradation. Since then, this state-funded, green-workforce training program has improved and expanded to include training in new technologies such as renewable energy sources and energy efficiency measures used to combat climate change. Along with two nearby technical vocational high schools, CCCC is preparing students with the knowledge and technical skills needed to join the growing environmental workforce. The program also provides students with valuable real-world learning experience through internships designed to help the student and the organization where they intern. At the same time, the college has become a leader in sustainability by greening its own campus and encouraging other schools to do the same. As a result, CCCC has become a leading voice in the environmental movement among institutes of higher education both regionally and nationally. Contact Information: Valerie Massard, Environmental Technology Program Coordinator, 508-362-2131 ext. 4468, vmassard@capecod.edu

79 ALTERNATIVE APPROACHES Alternative Approach 1 Develop in-house SOM training program that provides new hires with proper knowledge-base and skills to perform SOM duties proficiently. This would occur at the agency level and require less coordination of resources across agencies and less outreach to unfamiliar educational institutions. An in-house training program would also require a significant time and monetary investment in each new hire, but SOM may experience other benefits from having the needed knowledge systematized in this fashion. Alternative Approach 2 Develop a short, optional SOM training event that could be added into an existing college transportation program. This approach would not provide graduates who are fully versed in the SOM field but would at least introduce them to SOM concepts, providing many of the benefits at less cost and effort. It may also be a quicker method for the industry to influence the current education system and may be more readily received by colleges, as it requires lower investment. This approach can also be employed as an interim measure. IMPACT Positive Outcomes of the Practice Increase in college graduates with SOM skills. Increases in applications. Reduced attrition in new hires. Reduced turnover and training expenses. Money saved in training costs due to filtering out hires that are a poor fit. Improved performance of new hires.

80 CAUTIONARY CONSIDERATIONS High Cost—Obtaining the funding to develop and implement new curriculum. Developing an SOM program at the college level will certainly lead to more skilled applicants, but it will be expensive and labor intensive to develop. Knowledgeable professionals from the DOT, regional agency, or local governments may need to supply much of this. It is essential that champions work with agency and/or state leadership to secure this funding and time commitment in advance. Use of Resources—Time and labor commitment from stakeholders and subject matter experts will be substantial for a 6-month to 1-year period or longer. Again, it is best if project leaders work with agency and/or state leadership to secure resources in advance. This will decrease the chance of delays during the development and implementation process.

81 Action Plan for Recommendation #3 Implement Student-Worker Internship Program with a Job Rotational Component Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

82 RECOMMENDATION #3 Implement Student-Worker Internship Program with a Job Rotational Component Description: Agencies could implement student- worker internship programs that allow for the option to rotate jobs. Such programs allow DOTs to target universities with students in specific programs and offer them paid positions while in school at lower rates than typical employees. Rotational job programs provide students with the opportunity to work in more than one job over the course of their involvement in the program. This gives them the opportunity to experience different jobs, learn about different functions, experience SOM-related duties from multiple perspectives, and work on a variety of different projects. Within each rotation, students could be assigned a mentor who is responsible for supervising the student and serving as a point of contact for any issues that may arise. These programs are attractive to students who are looking for real-world experience as well as income, and provide agencies with a means to have a presence on college campuses and develop a pipeline for talent. The job rotation component provides students with an opportunity to try different kinds of work, increasing the chances they will find a job they like at the agency and also increasing the chances they will stay if hired, given their previous exposure to the actual job duties. Rationale for Recommendation: DOTs perceive these programs as having a high benefit-cost ratio and showing results in an observable time period. Such programs function as a mutually beneficial way to introduce college students to SOM occupations and a variety of different duties and tasks, while providing the training and orientation to make entry-level hires more useful, longstanding employees. Our findings in earlier phases of this project indicated that despite the economic downturn, DOTs remain concerned about a looming shortage of employees and experienced staff to promote as Baby Boomers near retirement. Many interviewees indicated that their agency’s workforce is mainly composed of long-tenured employees, most of who are over the age of 40, and nearing their retirement. Interviewees also noted their agency’s struggles and in some cases minimal success in recruiting and retaining their desired number of younger employees, especially before the economic downturn. While hiring is down and recruits are staying longer now, this workforce challenge is a concern for state DOTs because it threatens a significant loss of institutional knowledge. As a result, it is critical that DOTs create programs that attract, recruit, and retain qualified workers, ideally those who are already trained and prepared to replace the retiring workers. However, as suggested by interviewees, the training students receive from colleges and universities is often insufficient to prepare for a career in SOM. In addition, our research indicates that SOM is a relatively new focus for DOTs. Given that SOM is a new field to many people and Recommendation Highlights Target Career Stage: Community colleges, four-year colleges, graduate programs, and Transportation Research Centers (TRC) Will help with Attraction, Recruitment, Retention, and Development Estimated Time to Implement: 7 months to 1 year Mutually beneficial approach to introduce college students to SOM occupations and variety of different duties and tasks Will increase number of college educated applicants to SOM jobs with actual work experience Will reduce turnover because new hires will have job experience prior to being hired full-time

83 that colleges and universities do not address many of the important aspects at this time, a rotational job program for students would expose and train them at a pivotal point in their academic studies, and perhaps attract them to the interesting and important work in SOM-related professions within the DOT. RELEVANT POSITIONS

84 TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director/Manager Targeted Audience(s) Primary: University career centers and faculty who provide career advisement in degree programs related to SOM fields. Secondary: Students. May also be applicable to continuing education programs, including community colleges and graduate schools. IMPLEMENTATION PLAN Steps to Implement 1. Assemble Project Team. Assemble agency project team, including HR personnel and project managers. 2. Determine Positions for Program and Competencies for Success. Meet with project managers to identify a variety of positions and work functions to be included in the program. During these meetings, HR personnel should also identify the specific knowledge, skills, and abilities (KSAs) and competencies to look for in applicants. 3. Determine Number of Openings. Determine the number of position openings available based on budget and amount of work to be done. Identify employees interested in serving as mentors who are capable of supervising and being a point of contact for the student who rotates through each opening. It may be helpful to develop a mentor training workshop to debrief employees on the responsibilities and expectations of mentors. Also, determine the duration of time students will spend in a position before rotating to another. Make a comparison of full- time equivalent need to student availability and how rotated positions may supplement this need. 4. Select Incentive Structure. Select an incentive structure to apply to the program (It might be helpful to review the agency and departments budget). Below are examples of four different incentive structures: a. Paid Structure—Agency pays the student while they work, similar to an internship program.

85 b. Academic Credit Structure—Agency partners with nearby colleges to support the program, which allows students enrolled in specific courses the opportunity to receive academic credit for successful completion and a strong performance evaluation. The agency does not pay the students while they work. c. Partial Scholarship Structure—Agency does not pay the student while they work, but after completion of the program and a strong performance evaluation the student can apply for a scholarship to help pay for the upcoming college year. The student is capable of having the scholarship available to them for the remainder of their college years, if they return to the program each summer. d. Full Scholarship Structure—Agency does not pay the student while they work, but after completion of the program and a strong performance evaluation the student can apply for a scholarship to help pay for the upcoming college year. 5. Develop Job Descriptions. Develop job descriptions for student-worker positions including requirements, duties, required knowledge, skills, and abilities. 6. Recruit at Local Colleges and Universities. Develop relationships with local college and university career centers, and advertise for the positions at these schools. Contact faculty directly for positions that target within a specific discipline, as these faculty members may be able to recommend top-performing students. Agencies might receive better reception from colleges that have already developed Cooperative Education Programs. University Transportation Centers (UTCs) may also be another good source to target for candidates. 7. Develop Hiring Process. Develop a process for choosing students if demand exceeds number of available positions. May look at GPA, letters of recommendation, or conduct interviews. 8. Determine Application Deadlines and Position Start Dates. 9. Host an Orientation. Host an orientation meeting on the first day of the program to introduce students to the program and introduce them to their first mentor/supervisor. An orientation also provides a good opportunity for the student and mentor to discuss their interests, expectations, and goals for their time in the position before they rotate to the next position. This meeting is important because it allows the mentor to learn about the student’s experience so he/she can be placed on projects and be responsible for tasks that meet their knowledge, skills, and abilities. 10. Gather Feedback. Collect feedback from students after the program end date about which experiences they found most beneficial and interesting. Also, provide students with constructive feedback on their performance.

86 COMMUNICATIONS PLAN Communication/Outreach Strategies Identify four-year colleges nearby that are willing to partner with the agency. Develop marketing materials such as: Brochure with a synopsis of the program, along with some of its accomplishments and statistics on students who enrolled and began their career. Included in this synopsis should also be job descriptions based on the type of work students should expect to be exposed to and specific competencies applicable to the position. Webpage with detailed information on the agency and the program. Short video-vignettes with student testimonials to be placed on the website and disseminated through other social media sites targeting students. Information card/flyer with program’s name and website. Radio spots. Web banner/poster to disseminate through colleges/career centers’ websites, Facebook, and other websites targeted to the students. Newspaper/magazine advertisements. Career day participation of current student workers. Attend college career/recruitment fairs and have the printed material to disseminate as well as a video screen displaying vignettes showing examples of students performing different types of SOM-related work in a DOT. Gather e-mail addresses to follow-up with students and send additional information. Process for Obtaining Buy-In Provide data that highlight the impact of program, and tie them to specific strategic goals the agency has regarding recruitment and retention targets. Develop a story on the unique characteristics of the program and its advantages for students, employers, universities, and the workforce in general. Identify media contacts interested in covering the story. Obtain case studies from other agencies that have implemented similar programs (i.e., internship programs, apprentice programs, job rotational programs). Emphasize benefits such as a stronger presence in the community, increased employee satisfaction, and better employee job fit. Set-up meetings at career centers and do presentations at local universities to talk about the benefits for universities to participate in a student-worker program with a DOT. Develop and describe specific goals and anticipated results for the program. If implemented, monitor success of moving student workers into full-time positions post- graduation to demonstrate success or identify program weaknesses.

87 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Compile metrics indicating success for similar programs at DOTs, such as increases in applications and the number of positions filled with employees with a college degree. Use job descriptions and input from managers on the positions and work functions that would be best for student workers. Collect feedback from students on which positions and job functions they found most beneficial to their career and which experiences they enjoyed most in general. Develop contacts at local universities particularly at career centers. To Sustain Practice Constantly look to improve the program over time based on feedback from students and career centers. Collect feedback upon the students’ completion of the program. This feedback may be collected in a meeting between HR personnel and the student, similar to that of an exit interview, or it may be conducted via paper or e-mail survey. It is important that the feedback be reviewed and incorporated into next year’s program. A common weakness is that information is collected, but additional time is not taken to review and absorb what has been provided. Compile evidence the program is providing a return on the investment (ROI). For example, the agency may calculate: increases in program applicants from year to year, length of tenure for employees who began as student-workers vs. employees recruited in other ways, money saved due to reduction in turnover, increases in qualified applications received, retention numbers over specific periods of time, and increases in new hire performance. These measures to calculate ROI are further described below. Annual Increase in Program Applicants—shows an increase in student awareness and interest of SOM positions. Successful efforts to use the program to reach out to college students and to market the program to colleges will have a significant impact on the program’s ability to increase applicants from year to year. Length of Tenure for Employees (Student-Workers vs. Others)—shows the program’s success in recruiting and retaining qualified SOM employees, compared to other recruitment efforts. Students who participate in the program as a resource to explore SOM as a career may feel an extra commitment to the agency because of the value they received from the program. Money Saved from Decreased Turnover—shows the monetary value of the program in retaining SOM employees. Again, students who participate in the program as a resource to explore SOM as a career may feel an extra commitment to the agency because of the value they received from the program. Increase in Qualified Applicants—shows the program’s ability to raise awareness of SOM while promoting SOM as a viable career and attracting qualified students interested in

88 pursuing a job within SOM. Again, successful efforts to use the program to reach out to college students and to market the program to colleges will have a significant impact on the program’s ability to increase qualified applicants. Increase in New-Hire Performance—shows the program’s ability in preparing students for a successful career in SOM. The program’s ability to provide students with valuable hands-on experiences and exposure to working on a team and better understanding of the work processes (i.e., operations) that occur in SOM are essential to the program’s success in increasing new-hire performance. EXAMPLES OF EFFECTIVE PROGRAMS Mn/DOT Seeds Program. Minnesota Department of Transportation’s (Mn/DOT) program, called Seeds, is an approach to growing talent in-state, as an alternative to out-of state recruiting. The program began with the intent to find good students, connect them with on-the-job learning opportunities, and build them into well-qualified potential job candidates. The program has a special focus on increasing ethnic, gender, and economic diversity among the job classes in which Mn/DOT is hiring. The Seeds program has a 72% placement rate, which Mn/DOT considers a worthwhile investment. Mn/DOT has expanded from potential engineers to other employment classes, including the technicians that compose 50% of the agency’s workforce. Mn/DOT has tried to make sure they have a Seeds presence, such as Seeds students, in every part of the department; leaders have found that to be the best way to get the word out about the program. Mn/DOT has also supported program implementation through use of its community liaison program, supervisor training, mentoring support, and an annual workshop for Seeds participants and managers. Mn/DOT has developed Seeds program guidelines and presentations, which can be shared with other state DOTs. Mn/DOT has measured success in the number of permanent hires the agency has made out of the Seeds program. The agency also credits a percent of its total diversity, now at 25%, to the achievements of the Seeds program. Mn/DOT has devoted 1.5 full-time equivalent (FTE) staff and about $500,000 annually to implementing Seeds, which accommodated 70 students this past year and trains about 50 students in an average year. The program manager handles the mentoring program and helps with performance reviews for the students. Part of the success of the program is the investment in the students throughout their careers, such as mentoring and shepherding to help the student navigate the DOT and prepare for a DOT career. Five disabled candidates have been hired in the past year as an outgrowth of the program. Finally, in addition, the program boasts an outstanding placement rate and higher Grade Point Averages (GPAs) and levels of supervisor satisfaction than standard hiring methods and hires. Contact Information: Denise Hals, Seeds Program Manager, 651-366-3379, denise.hals@state.mn.us

89 ODOT College Internship Program. Oregon Department of Transportation’s (ODOT) College Internship Program is one of the largest in Oregon. ODOT’s internship program was initially designed to introduce interested engineering students to the agency and enable them to get hands-on experience on actual projects, which in turn helps interns determine what aspects of engineering they like most and want to pursue. ODOT invested in marketing of the program and advertised the opportunity as one where interns could work on real projects with incredibly smart and creative people. Each year, the initial step in implementing the internship program is the collection of internship projects and positions from various managers around the state within the highway division. These managers complete a summary of the project and intended outcomes, and identify measurable activities and goals. Available internships and locations are posted online. Then the ODOT HR personnel and interested managers and specialists perform a nationwide, in-person recruiting effort at colleges and work fairs in the West, South, and Midwest. ODOT traditionally offers between 65 and 70 internship opportunities each summer, with over 200 highly qualified engineering students applying each year. The requirements are rigorous, so quality stays high. Interns must maintain a GPA of over 3.5, present references from two professors, and answer essay questions on their reasons for interning and what they expect to gain from their internship. ODOT HR implements an interview process with those applicants who qualify after the first hurdle. Based on these conversations and submittal records, HR works with the managers to understand what type of candidate and qualifications they are seeking. HR then chooses four to five candidates and presents these candidates to the managers. This program has expanded to include not only recruitment of interested engineers, but also recruiting heavy equipment operators and mechanics and potential candidates with backgrounds in Information Systems. ODOT is now also doing some recruiting for Right-of-Way (ROW) and geotechnical positions and is continuing to expand its internship program to cover other areas, such as accounting and finance. ODOT sees student interns as their greatest marketing tool, especially when these students return to their schools and talk with other students about the agency. ODOT further supports the program with an offsite orientation and mid-summer engineering conference for networking and the sharing of projects and lessons learned. The program also feeds ODOT’s Graduate Engineer program, a rotation program available to both internal staff and recent graduates. In addition to paying the salaries of 1.5 full time employees, ODOT spends money each year to sustain the internship program’s success. The agency budgets around $150,000 to $200,000 per year for the program’s marketing and national outreach efforts. The agency also hosts “engineering days” which cost $20,000 to $30,000 per day and draw the community of interns and agency staff together in joint learning. This includes the costs associated with renting a center to host the event in an offsite location. The internship program provides students with the opportunity to obtain valuable hands-on experience and training as they work with other employees on large, real-world projects. Through students’ word-of-mouth and communication about the program, ODOT has been able to successfully brand itself as one of the leading DOTs and places to work. Contact Information: Daniel Killam, HR Manager, 503-378-6796, daniel.killam@odot.state.or.us

90 PennDOT Civil Engineer Training (CET) Program. PennDOT has created the Civil Engineer Training (CET) program to identify, recruit, and retain civil engineers by allowing program participants to gain 1 year of work experience rotating through the phases of civil engineering (CE) work at PennDOT. CET participants, or CETs, are inducted into a class of 25- 35 trainees; each trainee must pass department tests and go through orientation and training programs to become acclimated to their work with PennDOT before they begin their year-long rotation. After they complete all the requirements associated with their 12 months of training and job rotations, the candidate becomes eligible for full-time permanent status as a Civil Engineer with PennDOT. The CET program equips candidates with a supervisor, training coordinator, and a mentor to familiarize them with PennDOT and guide their career development. PennDOT created a manual for the CET program discussing the roles and responsibilities of the CET, the work phases CETs will experience (e.g., the planning and programming phase, design phase), the training courses CETs will take and activities in which they will participate, and evaluation forms for CETs to track their own progress and evaluate the CET program. Additionally, PennDOT requires CETs to maintain a daily log of activities in the form of a journal, which serves as a record for PennDOT and for the trainee to track his or her progress. The CET program was implemented by the Workforce Division of PennDOT. The Workforce Division brought subject matter experts (SMEs) together from various DOT disciplines to help create the CET manual, which gets distributed to all trainees. PennDOT’s Workforce Division also partnered with the Civil Service Commission to streamline the CET application process, which can otherwise be cumbersome, and to ensure the validity of the CET entrance exam. PennDOT communicates the practice to employees and to college students, the target audience of the CET program, through learning institutions; the PennDOT website; and internally through PennDOT’s intranet site, job fairs, and the Civil Service Office in the Commonwealth of Pennsylvania. All steps of implementing the CET program have been performed internally, and thus the only cost to PennDOT has been in employee time and resources. To assess the success of the CET program, PennDOT uses a number of measures: 1. Survey CETs and their supervisors for feedback; 2. Examine trainees’ performance reviews at the end of each trainee job rotation; 3. Read CETs’ journals; and 4. Examine CET completion rates of various markers in the CET program. Based on the feedback from the aforementioned methods, and on the increasing applicant pool and rising retention rates, PennDOT considers the CET program a success and credits the program with improving organizational performance. Contact Information: Pennsylvania Department of Transportation, Bureau of Human Resources, 717-787-3803

91 ALTERNATIVE APPROACHES Alternative Approach 1 Rather than developing and organizing a student-worker program, DOTs may offer summer internships or allow students to shadow employees performing SOM-related duties. Although internships would also provide students with the opportunity to learn about SOM-related jobs, the students may have less time to learn about a variety of different jobs and would have less of an opportunity to earn income/incentives. The DOT also gains less familiarity with the students and potential hires than the more comprehensive programs outlined above. IMPACT Positive Outcomes of the Practice Increased numbers of college-educated, qualified applicants with actual job experience. Reduced attrition in new hires. Enhanced perception of the industry. More likely to attract stronger applicants, who then are more likely to recommend to friends and colleagues that they apply. Reduced turnover and training expenses. Saved money in training costs due to filtering out hires that are a poor fit. Improved performance of new hires. Greater awareness in the community and specifically at local colleges and universities of the different types of SOM work performed at DOTs, as well as the agency’s services and mission.

92 CAUTIONARY CONSIDERATIONS There is a significant time and labor commitment from HR and employees involved in every element of this effort—the program would need to be developed, partnerships would need to be formed with local universities and colleges, and employees would need to take extra time to train and mentor the student-workers. Significant internal recruiting needs to occur and some supervisors need to see data/outcomes showing that supervisors tend to be more satisfied with recruits identified by HR through this process, than through other contacts they receive. There is a risk that student workers will view the program as an opportunity to earn income and experience while in school, but then look to work in another sector or industry after the DOT provides their training. If this occurs, agencies would still have benefited from employing the educated workers at lower wages than a full-time employee while they were in the program. Agencies could consider developing a contractual agreement with the students that provides additional incentive, but requires students to return to the agency upon obtaining their degree. There could be generational differences between younger and older interns, specifically concerning their level of experience. Agencies should consider age and experience when identifying the positions to be included in the rotational program. Mentors should also meet with their student worker at the beginning of the rotation to better understand their interests, expectations, and goals.

93 Action Plan for Recommendation #4 Implement Virtual Pre-Employment Realistic Job Preview Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

94 RECOMMENDATION #4 Implement Virtual Pre-Employment Realistic Job Preview Description: Agencies develop a virtual pre- employment realistic job preview (RJP) that interested candidates can complete before applying for a job. Such tools are web-based and interactive, providing candidates with a candid preview of what the job entails by allowing them the opportunity to see what the job is like and participate in simulated job tasks. A virtual job preview can present various SOM-related positions in a way that candidates find interesting and impressive. The RJP is like a virtual day in the life of an SOM employee. Using an RJP, such as a video or a virtual job tryout, can show potential employees work conditions or exciting situations or activities experienced on the job, which may encourage applicants to pursue a career within the agency. An RJP can also help frame job expectations so new employees are not surprised or potentially disappointed by unknown requirements experienced on the job. Virtual presentations can be very high-tech, which can also help to attract potential applicants and bring new employees to the SOM field. Rationale for Recommendation: Technological innovations have played a large role in the evolution of SOM careers. Innovations, such as Intelligent Transportation Systems (ITS), which involve the convergence of communication, computing sensing, and control technologies, require technologically savvy systems operators and managers. Cutting-edge recruitment technologies, like a virtual, interactive RJP, are not only more likely to attract a larger, more diverse candidate pool in general, but they will also attract a more educated, technology savvy applicant pool, in an efficient manner. Appealing to this applicant pool will be critical when attempting to fill openings in the top growing SOM occupations over the next 10 years such as Network System and Data Communication Analyst, Signal and Track Switch Repairer, and Computer Specialist. Furthermore, the existing skill gaps associated with SOM occupations, such as ITS knowledge, Geographic Information Systems (GIS), critical thinking, document management, and systems management, can be reduced by focusing the tool on these areas. Recommendation Highlights Target Career Stage: Community colleges, four-year colleges, and graduate schools Will help with Attraction, Recruitment, and Retention Estimated Time to Implement: 3–6 months Provides opportunity for applicants to determine if they will be a good fit for the position Can provide a “wow” factor to applicants, given the interactive web- based technology An RJP can help to increase numbers of applications, reduce attrition of new hires, and reduce turnover and training expenses

95 RELEVANT POSITIONS TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director/Manager Targeted Audience(s) Primary: University Career Centers and Department Faculty providing career advice/mentoring to students at community colleges and four-year colleges, as well as to graduate students.

96 IMPLEMENTATION PLAN Steps to Implement 1. Assemble Project Team. 2. Identify Vendors and Compare Prices and Services Offered. 3. Identify Subject Matter Experts (SMEs). These are typically employees who supervise candidates for the target position. 4. Meet with Vendor to Finalize Requirements for the Development of the Tool. This meeting involves establishing expectations and team roles; determining how the tool will fit into the current process; and defining the project scope, communication, and change management plan. 5. Job Analysis. Vendor conducts performance modeling and job analysis with participation from SMEs. The vendor would typically review job descriptions; conduct site visits, focus groups and SME interviews; and administer a job analysis questionnaire. This can provide information about the job to be presented in the RJP. 6. Determine Format of Output. Agency works with vendor to determine format of the output from the administrations. Vendor should provide training on administering the RJP. 7. Quarterly Reports. Vendor produces quarterly reports demonstrating applicant activity and ROI. Agency should monitor the RJP over time to ensure that the content remains representative of the job.

97 Graphic Depiction Below, we have provided a sample graphic that may be part of an RJP. This graph, depicting Reduction in Number of Stops with Traffic Signal Coordination,4 may be used to show a candidate the type of data and outputs that would be a part of their job. The candidate could also see how this graph is interpreted or what can be inferred from its contents. COMMUNICATIONS PLAN Communication/Outreach Strategies Develop materials to promote the tool through university and employer/professional association websites, publications, and events/fairs (i.e., web banner for website, article for quarterly magazine, web poster for bi-weekly e-newsletter). Identify top career fairs where the tool can be administered and onsite interviews can take place. Develop materials for career fair such as flyer to promote virtual tool experience, email to career fair registered participants, advertisement through career fair magazine, etc. Identify top universities offering SOM specific careers and provide them with information on the tool (flyer, cover email, article). Partner with top job search engines to promote SOM careers through the RJP experience through methods such as web banners on websites, emails to members/registrants according to career/interests, and e-newsletters. Target students/potential recruits directly through social media venues. 4 Figure adapted from Intelligent Transportation Systems Benefits, Costs, Deployment, and Lessons Learned: 2008 Update. U.S. Department of Transportation Research and Innovative Technology Administration, September 2008.

98 Develop introductory home page where potential SOM applicants can launch the tool. Promote the interactivity feature of the tool through LinkedIn, YouTube, and SOM Facebook group/targeted ads. Attend college career/recruitment fairs and have the printed material to disseminate as well as a video screen displaying vignettes showing examples of students performing different types of SOM-related work in a DOT. Gather e-mail addresses to follow-up with students and send additional information. Process for Obtaining Buy-In Provide data that highlight the impact of the tool and tie them to specific strategic goals the agency has regarding recruitment and retention targets. Develop a story on the unique characteristics of the tool and its advantages for students, employers, universities, and the workforce in general. Obtain case studies from the vendor indicating success of previously developed tools, demonstrated ROI, and other benefits of RJPs such as positive applicant perceptions. Provide a sample to leaders to try out the assessments to gain buy-in. USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Establish support from leaders at the industry level. Develop job descriptions—to identify job tasks and knowledge, skills, and abilities needed to perform the job. Engage SMEs who are invested in the development of the tool, and who can provide useful information about the job and the target candidate pool throughout the development process. Compile data on which positions are most difficult to fill and could benefit the most from a virtual pre-employment RJP. Create specific recruitment and retention goals—based on these goals, a vendor may be able to project return on investment (ROI). To Sustain Practice Ensure support for revisions to the tool every few years or as needed so that it is tailored to best meet recruitment and retention targets and needs, and the current labor pool and economic conditions. Provide evidence the tool is providing an ROI. For example, the agency may calculate: Turnover data before and after implementing the tool. Money saved due to reduction in turnover.

99 Increases in applications received. Retention numbers over specific periods of time. Increases in new hire performance. EXAMPLES OF EFFECTIVE PROGRAMS Washington State DOT’s Use of Social Media. Washington State Department of Transportation (WSDOT) decided to enhance their recruitment efforts through the use of a variety of social media applications, including Twitter, Facebook, MySpace, and YouTube. Their Human Resources Department decided to interview several employees, asking them about their experience working for the DOT, their favorite parts of their jobs, and some of the challenges they deal with on a day-to-day basis. These employee interviews were recorded on video and uploaded to YouTube when a similar position to the one described became open. Their use of Web 2.0 and other media outlets allowed them to reach different audiences, at a minimal cost. Furthermore, it significantly improved their recruitment rates. Contact Information: Erica Mulherin, Social Media Manager, 360-705-7733, mulhere@wsdot.wa.gov Shaker Consulting’s Virtual Job Tryout for Starbucks. Shaker Consulting developed an interactive tool for Starbucks called a Virtual Job Tryout (VJT). The VJT is a highly engaging, interactive, customized assessment tool that allows candidates to learn about Starbucks and virtually try out the job, while collecting data that predicts job performance. In the VJT this is all done through an online platform that delivers interactive simulations that are highly representative of the actual job. The results of the assessment provide valuable data to Starbucks on how likely the candidate is to perform successfully in the job, and candidates have indicated that the VJT has helped them gain a better understanding of the job and determine if it was a good fit for them. The VJT has helped Starbucks to optimize talent selection and reduce turnover. Shaker Consulting’s Virtual Job Tryout for CVS Caremark Pharmacy Supervisor. Shaker Consulting created a VJT for CVS Caremark, specifically for the pharmacy supervisor position. CVS Caremark was experiencing a high level of turnover in this position. The pharmacy supervisor position is always filled internally, by promoting a current pharmacist into the pharmacy supervisor position. However, pharmacist and pharmacy supervisor are two distinct roles, each with separate requirements. Additionally, pharmacists are not taught the duties that a pharmacy supervisor is required to perform. As such, this VJT was created in order to provide insights regarding the opportunities and challenges of the pharmacy supervisor position to pharmacists. It is an engaging way that the pharmacists can see a true “day in the life” picture of the position. Because pharmacists who may be interested in the pharmacy supervisor position are now able to see what it truly entails through the VJT, turnover in the pharmacy supervision position has decreased. Contact Information: Shaker Consulting, 888-485-7633, info@shakercg.com

100 Sheetz Realistic Job Preview. Sheetz, Inc., a family owned convenience store, contracted with Five Star Development in 2008 to build a Web-Based Realistic Job Preview and Compatibility Test. The online tutorial is very attractive with its bright, interesting, and interactive module that allows job seekers to choose the realistic job preview that best matches their skills. Additionally, Sheetz advanced their RJPs by personalizing them with the information they initially collected from the job seeker. Sheetz developed multiple pathways for job seekers to experience the tutorial, RJP, and test that best reflected the position of interest. Also included were a set of job standards and expectations associated with the position, as well as information about the company’s culture. Contact Information: Sheetz, Inc., 800-487-5444

101 ALTERNATIVE APPROACHES Alternative Approach 1 Develop paper-based RJPs or provide tours of the workplace where participants can see first-hand what the job is like. Although these alternatives may be less costly to the agency, they do not provide the same “wow” factor as a virtual, interactive tool. Alternative Approach 2 Similar to Washington State DOT, a less expensive approach could involve using social media outlets in order to reach larger audiences and enhance the brand of the agency. Agencies may, for example, videotape employees performing their job or interview them about their job, and post them on Facebook. Alternative Approach 3 When the economy is poor and DOTs have a choice of many applicants, filtering through those applicants, finding the best fit, and saving time are all factors for the agency. The visual-interactive aspect and opportunity to present the agency and the job all have the potential to boost recruiting. An additional segment could be recorded that emphasizes “fit” and encourages more self-filtering and thus time-savings for the DOT, that could be used during times when applicants are plentiful. IMPACT Positive Outcomes of the Practice Improves the image applicants form of the agency when applying. Stronger applicants are more likely to accept offers and are more likely to recommend to friends and colleagues that they apply. Produces increases in applications. Ensures a better “fit” between applicants and job needs. Decreases attrition in new hires. Reduces turnover and training expenses. Improves performance of new hires.

102 CAUTIONARY CONSIDERATIONS Cost—Obtaining the funding to develop and implement a virtual pre-employment RJP and assessment can be a challenge. Use of the latest technology and increased realism will help make the tool a success, but it may be more expensive and labor intensive to develop. When considering the implementation of a new RJP, it is important to plan for the costs that will be incurred. Requires a substantial time and labor commitment from HR and SMEs, as well as incumbents, to develop a tool that is realistic, fair, and predictive of actual performance on the job. Again, it is necessary to plan for these labor costs when considering the creation of a new RJP. Success relies upon identification of and accessibility to the appropriate candidate pool, which may take additional resources. This could be minimized by ensuring that appropriate candidate pools are established and means of accessing these candidates are set up before trying to use the RJP.

103 Action Plan for Recommendation #5 Institute Mentoring Program Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

104 RECOMMENDATION #5 Institute Mentoring Program Description: In order to quickly develop and onboard entry-level staff or other employees new to the SOM field, mentoring programs (both formal and informal) are effective. Mentoring programs typically involve pairing someone more junior with an individual in a similar field of work who has more experience in the organization (e.g., 5+ years) and a successful performance record. Mentoring programs have also shown success for encouraging and engaging minority workers by partnering the worker with someone who is more advanced in his/her career, who may share similar demographic characteristics and therefore may have experienced certain challenges or perceived barriers that the junior person may encounter during early stages of his/her career. Rationale for Recommendation: As the Baby Boomers retire, the marketplace faces the most diverse workforce ever encountered. Whereas many SOM managers, professionals, and technicians are older white males, the potential applicant pool for SOM positions is much more diverse in almost every state and metro area. These changes in the demographics of the applicant pool have already impacted the demographics of the current SOM workforce. For example, the majority of participants interviewed indicated their respective agency has begun to reach out to populations often overlooked (e.g., minorities, veterans, ex-prisoners). As a result, these interviewees reported an increase of younger employees, minorities, and women employed at all levels of the SOM field. While tapping into minority populations to expand the applicant pool helps alleviate challenges associated with maintaining a sustainable workforce, it may also give rise to new challenges for management. For example, one participant indicated that communication issues may arise as a result of cultural and/or language barriers. Lastly, the impending influx of younger workers into leadership positions presents another set of challenges. For example, younger workers typically expect more support from their employers in terms of work-life balance and flexible work arrangements (Zemke, Raines, and Filipczak, 2000). Participants also commented on the younger generation’s need to see how they can advance throughout their career, which is sometimes difficult to illustrate in SOM since the field currently lacks a standardized career path. These types of benefits may need to be added to recruitment packages to attract, recruit, and retain a viable workforce. Furthermore, participants indicated that motivational factors vary across generations, specifically citing the younger generation’s need to be stimulated and challenged in their work, perhaps as a result of growing up with an emphasis on multi-tasking. These differences result in the need for new management approaches in order to keep younger employees engaged and sometimes to retain them in the workforce. These changes in the demographic composition of the workforce and the influx of so many new workers argue for increased focus on mentoring and other programs that support efficient development and inclusion into the workplace culture. Recommendation Highlights Target Career Stage: Entry-level staff, mid-career staff, senior leaders Will help with Attraction, Recruitment, Retention, and Development Estimated Time to Implement: 7 months to 1 year Provide opportunity for new employees to learn about their job and the agency from an experienced staff member Can lead to workers who are more satisfied and more likely to succeed in their jobs

105 RELEVANT POSITIONS TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) HR Manager (Designated Mentoring Program Coordinator) Targeted Audience(s) Primary: New hires within the organization and those identified as strong performers with a predetermined amount of experience. The new hires should be assigned mentoring relationships within their first month of hire.

106 IMPLEMENTATION PLAN Steps to Implement 1. Assemble Committee. Assemble committee including HR Manager, recruitment staff, and senior leadership, which will be led by the mentoring program coordinator. 2. Design Mentoring Program. Design the mentoring program by laying out the program objectives, coordinators, size, and scope of program. 3. Determine Mentorship Match Criteria. Determine match criteria that will designate how mentees/protégés and mentors are placed into relationships. A formal mentoring program, as recommended, includes mentees being assigned a specific mentor based on predetermined criteria. Example criteria for matching include: Competency Matching—Mentees are matched based on their weak areas. Mentors are selected based on their strengths or level of proficiency on competencies such that mentors can help a mentee “fill in competency gaps.” Job Type Matching—Mentees are matched with mentors who have at least 5 years of experience in the same job type and who have demonstrated excellent performance of the job tasks. Demographic Characteristics—Mentees may be matched with mentors across jobs or lines of business based on sharing common characteristics with the mentor such as age, race or gender. Combination Approach—Matches occur based on a combination of factors. Typically the factors are prioritized so that the first “cut” for matching occurs along the most important dimension and then within that dimension, and additional factors are considered prior to making a match. Allow input on specific matching by mentors. The senior-level staff often see relationships that would be most conducive to mentoring based on criteria that are very qualitative or “soft.” 4. Market the Mentoring Program. Conduct briefing sessions where employees learn about the program, including its benefits and how the restructured program differs from past mentor programs. 5. Recruit Mentors through Various Media Channels. Information should include benefits for the mentor, program expectations, and time commitments. Interested employees should be asked to complete an application. Mentors should be “pre-screened” to ensure they have good working relationships with their colleagues and have no indiscretions on their performance record that might result in a mentee being put at risk should the behavior re-emerge. 6. Invite Mentees to Participate. This should occur at the same time as mentor recruitment. However, it is recommended that once a mentoring program is established, mentees are assigned a mentor within 1 month of employment to help with the onboarding process. The mentee should also be informed of the benefits and expectations.

107 7. Administer Self-Assessments. At this point, mentor applications should be screened by the program coordinator. Mentors who display a lack of interest or time or who may have ulterior motives for applying should not be selected. Mentors as well as all mentees who apply should be asked to complete a self inventory that is based on the match criteria. For example, the inventory may include a competency self-assessment. This brief survey should ask the participants to rate themselves on how proficient they believe they are on each of the competencies. Responses will be made on a four-point scale with their perceived level of proficiency ranging from ‘expert’ to ‘limited” or low proficiency in an area. 8. Match Mentor and Mentee. Based on the criteria selected in Step 3, the mentor and mentee should be matched and provided with the appropriate contact information to initiate the relationship. Two important considerations in matching include: Mentor should not be in the mentee’s chain of command (e.g., the mentee’s direct supervisor). For entry-level mentees, the mentor should be two levels above the mentee. This can assist the new employee in learning the technical skills that are necessary for the position. For senior-level employees who are hired mid-career, the mentor should be someone at the same level as the mentee because this new employee will already have the technical skills required for the job, but will benefit from a mentor who can help teach the role the new employee will fill in the organization. 9. Train Mentors on Their Role as a Mentor. Optimally, before meeting with their mentees, mentors should receive training. This training should be formalized, with all mentors being required to participate. Required potential topics could include what it means to be a mentor, how to be a successful mentor, personal benefits associated with being a mentor (e.g., respect, developing a new relationship), and a place where mentors can go to ask questions or seek advice about the mentoring program. 10. Conduct Orientation and Training. The orientation session provided to program participants should meet the following objectives: Outline the program’s structure, roles, and responsibilities for mentees and mentors as well as program staff, and clearly delineate the expectations and limitations of the program. Identify additional resources available to the mentee/mentor pairs, including career counseling services and quarterly conferences designed to encourage and assist the mentoring pairs. Provide activities and a structured environment in which the mentees and their mentors can begin to develop their mentoring relationship. 11. Build Camaraderie among Mentee-Mentor Pairs. Plan and offer activities to build camaraderie and support among mentee-mentor pairs such as guest speakers on career development, group lunches, trainings, job-related conferences, and end-of-year mentoring celebrations.

108 12. Monitor and Evaluate the Program at Regular Intervals . It is recommended that formal evaluation of the mentoring program take place on a quarterly basis. This includes collecting feedback from mentees and mentors on the effectiveness of the program. Structured evaluation forms should be developed and used each time data is collected in order to make comparisons across evaluations. It is also essential to get feedback from both participants before and after. COMMUNICATIONS PLAN Communication/Outreach Strategies As part of Implementation Steps 4 and 5, it is important that the incentives and expectations for participating in a mentoring relationship are clearly defined. Mentoring relationships often fail due to unmet expectations (e.g., the mentee expects the mentor to be accessible every day but the mentor is rarely available; the mentor sees little value in continuing as a mentor). With respect to Step 7 under Implementation, results of any assessments or personal information collected as part of the matching process should be treated with strict confidentiality. For the mentoring relationship to be successful, participants’ supervisors should not be involved in the selection of mentors or in review of any information regarding the mentee. For success, it is important to inform participants that the assessment process is for matching and program evaluation purposes only and will not be used to influence the participants’ performance appraisal process. For Steps 9, 10, and 11 under Implementation, the program coordinator should distribute inter- office mail memos and post information clearly on the agency intranet regarding upcoming trainings and activities. These postings should occur at least 2 months in advance of the sessions, require RSVPs, and be paired with reminder notices 1 week in advance to ensure all mentees and mentors are aware of events and have the opportunity to participate. The mentoring program can be used as a hook to recruit new staff at career fairs and transportation-related conferences/events. Marketing materials describing the program such as a brochure or flyer should be developed to distribute at these events. In the effort to recruit minorities, the agency should identify organizations committed to the professional advancement of different groups and try partnering with them or identifying events/conferences they could attend with recruitment purposes (e.g., Women’s Transportation Seminar – WTS, Society of Hispanic Professional Engineers). Process for Obtaining Buy-In As part of the first implementation step, agencies are encouraged to engage senior leaders in articulating the program objectives and scope of the mentoring program. Allowing the senior leaders a voice helps to gain top management support, which is critical to ensuring that the initiative is adopted throughout the organization. The program coordinator should be responsible for identifying the ROI of the mentoring program and should hold regular meetings with the senior leadership team and initial mentoring committee to discuss program evaluation results and ways to make continuous improvements.

109 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice It is essential that the agency has a staff member who is dedicated to implementing, sustaining, and evaluating the mentoring program. The agency needs access to individuals with expertise in training design and delivery to develop the mentee and mentor training/orientation sessions. Example topics that could be covered in a mentee training session include: – Review of program expectations and activities. – Identifying personal mentee goals. – How diversity affects mentoring relationships. – Situations where seeking assistance from a mentor would be appropriate. – Situations where seeking assistance from a mentor would not be appropriate. – Tools for building a relationship with mentor. – How to be a productive mentee. The mentor training session could include the following topics: – Review of program expectations and activities. – Basic mentoring skills. – How diversity affects mentoring relationships. – Effective interpersonal and communication skills related to coaching and providing feedback. – The mentor’s role in helping the mentee set and achieve developmental goals. – How to be an effective mentor. – Tools for building a relationship with mentee. – Suggestions and ideas for future meeting topics. To Sustain Practice The mentoring program needs to be highly integrated with other leadership, knowledge capture, and training initiatives. Mentoring should be tailored to provide mentees with specific guidance and activities that are appropriate for where the participant is in his/her career. The agency needs to designate a program coordinator who is responsible for continuous communication about the mentoring program to ensure that its value is recognized throughout the organization. Top management support is also integral to keeping mentors and mentees engaged and making sure the pairs prioritize time spent on mentoring.

110 Record evidence of where and how the mentoring program provides a return on investment. For example, the agency may calculate: turnover data before and after implementing the mentoring program, money saved due to reduction in turnover among mentees, any increases that may be discerned in applications received, retention numbers over specific periods of time, and increases in new hire performance. Idaho EIT Mentoring Program. The Idaho Transportation Department employs a successful, formal mentoring program as part of the Engineer in Training (EIT) program. The mentoring program is required while participating in the training program. For the program, an experienced engineer mentor is paired with a new trainee protégé. These matches are made purposefully b y a selection committee based on the interests, goals, and areas of expertise of the mentor and the protégé. In making these matches, the program stipulates that mentors cannot be in the direct supervisory line of protégés. Both the mentor and protégé must sign a contract that sets out clearly defined expectations between the mentor and protégé and they must work together to ensure that the mentoring relationship is successful. Participants in the program are provided w ith a handbook that gives advice for both mentors and protégés, which covers communication, each person’s role in the mentoring relationship, how to deal with conflict, necessary worksheets, and further resources regarding how to be an effective mentor or protégé. The program stipulates that each mentor-protégé pair must meet for at least 1 hour each month. This program successfully exposes new employees to the organizational culture, the technical requirements of the job, and provides managerial and organizational information. It is also used as a means to help develop future leaders. While protégés benefit from the support, encouragement, and information that they receive, mentors benefit by the positive impact they are making, earning admiration and respect, and by improving and refining interpersonal skills. In order to ensure that the mentoring program is successful and all mentor-protégé pairs are benefiting, semi-annual evaluations are conducted by mentors and protégés regarding each other as well as the program as a whole. Contact Information: Matt Farrar, EIT Coordinator, 208-334-8538, matt.farrar@itd.idaho.gov New Jersey DOT Succession Planning Mentoring Program. As a part of succession planning at the New Jersey DOT, experienced leaders are paired with less experienced employees in a mentoring program. The purpose of this mentoring relationship is to provide the mentee with career guidance, encouragement, knowledge, and a role model in order to assist in meeting individual goals as well as becoming future leaders. For this program, mentees are given the option to choose a mentor who can either be inside or outside of the NJDOT. Because this mentoring program is a part of NJDOT’s succession planning, all participants are expected to be future leaders and are thus required to take initiative in driving the mentoring relationship. Therefore, the goal of the program is to help mentees in becoming future leaders. EXAMPLES OF EFFECTIVE PROGRAMS

111 Mentor-mentee pairs are expected to meet for at least 2 hours each month, focusing on areas the mentee wants to improve in and on assessments of the mentee. The mentoring program is 1 year in length, and includes both formal training sessions and individual meetings with the mentor. After a year is completed in the mentoring program, mentees can choose to stay with their mentor or choose a new mentor, but they are encouraged to remain in the program. Contact Information: New Jersey Department of Transportation Succession Planning program, sp@dot.state.nj.us Charleston County Government Mentor Network Program. The government of Charleston County, South Carolina, recently implemented a pilot mentoring program called the “mentor network program” to help workers at all levels of the organization develop into leaders. It is a leadership tool. Mentees chose their mentors. Similar to a speed-dating approach, protégé bios are distributed. The pilot program started with five pairs. The potential pairs were given a certain amount of time to meet each other as done in speed dating. The matched pairs then worked together for a year. The program is a structured and formal program. Once a month, the pair is required to submit information to their human resource division. The mentoring pairs are provided with mentor toolkits, articles on mentoring, and forms to help with dialogue. Self- assessments (Meyers-Briggs Personality Tests) were conducted to ensure those chosen for the pilot had the appropriate focus. People in mentoring relationships were not restricted to the same functional areas. Contact Information: Evelyn DeLaine-Hart, Director of the Office of Organizational Development, 843-202-6917, edelaine-hart@charlestoncounty.org Joint Workforce Investment (JWI) New Operator/Mentor Pilot Project. The Joint Workforce Investment (JWI), established in 2006, is a joint labor management partnership between the Santa Clara Valley Transportation Authority (VTA) and the Amalgamated Transit Union Local 265 (ATU). Both organizations operate together as one “JWI” team. The JWI sponsored several projects including the “new operator/mentor pilot project.” This one-year pilot project, now complete, paired 26 new operators who graduated in January 2008 with 17 veteran exemplary operators who acted as mentors. Prior to working with new operators, mentors were trained via a course offered by a local university partner. The program provided best practice customer service and job stress coping skills through on-the-job mentoring and classroom training. The mentoring and classroom training followed a coordinated curriculum, the content of which was driven by the experiences of veteran operators. With the support of the JWI team, a third-party consultant was used to collect job-relevant data, collective work experiences, and lessons learned and then form that information into several training modules. New operators and veterans have indicated that the curriculum was more “real and relevant” because of this inclusive development process. Seeing their contributions reflected in the curriculum also developed a sense of professional pride among many employees. At the beginning of the mentoring relationship, the new operators would spend 8-hour days on the veteran’s bus and then later the veteran would spend a similar amount of time on the new operator’s bus. New operators were brought back for classroom sessions with mentors at three critical junctures in their year-long apprenticeship. The collective bargaining agreement between ATU and VTA created the apprentice designation in 2008. This early intervention prevents new operators from developing bad habits and attitudes that amplify stress. Eventually, when the new operators began to drive on their own, they were encouraged to call their mentor at any time to discuss problems. The mentoring program is supported by a Job Development Initiative

112 ALTERNATIVE APPROACHES Alternative Approach 1 Agencies facing constraints in their human resources function or limitations in funding may choose to implement an informal mentoring program where mentees select their own mentors. In some cases, the agency may choose to partner potential mentees-mentors upon hire of a new employee (the mentee) but the length of the relationship is not defined by the agency. These programs often have established no-cost activities that are not required but that encourage mentees and mentors to interact such as “brown bag lunches” and networking sessions. Challenges with an informal program include difficulty in assessing the quality of the mentoring relationship and unmet expectations, and lack of accountability to ensure that each person upholds his/her role. Risks include potential backfire if an employee is persuaded to leave based on his/her impression of the organization through the lens of the mentor who lacks a positive attitude. Last, but not least, there often tends to be little opportunity for evaluation with an informal program. Alternative Approach 2 An agency that is not able to dedicate one person solely to the role of program coordinator may request volunteer coordinators from different divisions to provide oversight to the program for a specified amount of time (e.g., 6 months to 1 year) . Furthermore, if enough mentors are not available to match with new hires, networks of mentors can be used where a mentee has a list of individuals they can approach for different needs and the mentors are shared across mentees. Alternative Approach 3 A mentoring program could be considered by the TRB and AASHTO committees covering SOM activities. Because committee activities can differ qu ite significantly from typical SOM activities, it can be difficult for new committee members to adapt to their newly acquired responsibilities. As such, instituting a mentoring program for new committee members would make the transition onto the committee easier because they would be paired with a mentor who has experience on the committee. This would decrease the time that is needed to learn about one’s role on the committee and would make joining a committee less intimidating for potential new members. Fund (JDIF) grant from the Chancellor’s Office of the California Community College system. Contact Information: Santa Clara Valley Transportation Authority, 408-321-2300 or 800- 894-9908

113 IMPACT Positive Outcomes of the Practice Research has found that mentoring programs can lead to a number of positive outcomes for the mentee such as salary increases, promotional opportunities, job and career satisfaction, perceptions of organizational justice, organizational commitment, career mobility/opportunities, recognition, organizational socialization, and reduced turnover intentions (Viator and Scandura, 1991, Koberg et al., 1998). Mentored individuals reported having more satisfaction, career mobility/opportunity, recognition, and higher promotion rate than non-mentored individuals, regardless of gender or level (Fagenson, 1989). Protégés in informal mentorships reported more favorable outcomes (like organizational socialization, satisfaction, and salary) than non-mentored individuals, which suggests that some form of mentoring program is better than none (Chao, Walz, and Gardner, 1992). While results from the JWI program cannot be credited solely to the mentoring pilot due to four different programs serving as part of the JWI initiative, the overall results of the JWI have been positive. A Program Performance Statistics Summary used by VTA benchmarked quarterly data comparing JWI participants and non-JWI participants on four categories: absenteeism, retention, number of grievances, and complaints. According to the data collected each quarter, this initiative helped the agency alleviate several workforce issues. For example, the data collected from April 1, 2009, to June 30, 2009, show the following for bus operators: Less absenteeism in JWI vs. non-JWI (3.5% vs. 8.5%) Higher retention rate in JWI vs. non-JWI (100% vs. 84.3%) Slightly less grievances per employee in JWI vs. non-JWI (.5 vs. 1.7) Slightly less complaints per employee in JWI vs. non-JWI (.5 vs. 2) One study regarding mentoring of minority individuals found that those who had multiple mentors who served different roles in their development had the most successful mentoring experiences. The article is titled “Mentoring Across Differences: A Guide to Cross-Race and Cross-Gender Mentoring,” published by the Minority Corporate Counsel Association, and written by Ida Abbott, Esq., and Rita S. Boggs, Ph.D. (Abbott and Boggs, 2007).

114 CAUTIONARY CONSIDERATIONS To create an effective mentoring program, there must be an agency commitment to continuous evaluation and improvement. Without this commitment, the program can begin to lose momentum, leaving a divergence in the expectations for mentees and mentors about how the relationship should be maintained. In order to gain continued commitment to the mentoring program, it is important to make sure that individuals within the agency are aware of the mentoring program and the positive outcomes that it brings to the agency. Without a valid approach to assess potential mentors prior to partnership and a system of accountability that includes requirements for periodic “check ins,” the mentoring relationship may backfire. An ineffective mentor can actually become the catalyst for low job satisfaction and even possible turnover intentions if the mentee perceives he/she is “stuck” with the mentor or that the mentor represents the larger agency. Agencies should institute an automatic reassignment period so mentees can have more than one mentor within their first 2 years of employment. The agency should also have a grievance reporting process for mentees that is confidential so that it is perceived as a safe avenue for expressing concerns. Mentors should be outside the chain-of-command of a mentee to avoid disruption of the trust needed for a successful relationship based on fears of the mentee that performance decisions will be made by the mentor. To ensure that this does not happen, it is necessary to have a full list of supervisors when matching mentees to their new mentors.

115 Action Plan for Recommendation #6 Develop Employees and Maintain Employee Career Pathways Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

116 RECOMMENDATION #6 Develop Employees and Maintain Employee Career Pathways Description: DOTs should consider making in-house recruiting a priority to promote from within and ensure that growth opportunities are available to employees (KFH Group, Inc., 2008). Results of a recent study indicate that career pathways improve job satisfaction, employee motivation, and employee commitment (Griffin, Kalnbach, Lantz, and Rodriguez, 2000). Furthermore, results from analyses of 21 turnover studies indicate that receiving promotions is directly related to less employee turnover (Carson et al., 1994). To prepare employees for advancement, agencies need to implement structured employee development practices. Career lattices demonstrate the possible ways that a career can progress and the different jobs an employee might consider as their career develops. The pathway is usually represented as a diagram showing the relationships between various roles in an industry and the possible paths for moving between them, both linearly and laterally. A career pathway serves as a strategic planning tool as the employee identifies long-term goals for his/her professional life. Rationale for Recommendation: Our research results indicated that there is uncertainty in the transportation industry about how individuals should advance in an SOM career. This can inhibit DOT staff from cross-training to enter the field and can deter potential new, skilled employees from entering SOM jobs. We discovered that the biggest challenge or impediment to pursuing a career in SOM is that there are no clear or standard career paths for personnel. Thus, it is difficult for potential and existing staff to navigate the array of jobs. Further, each of SOM’s five core functions does not represent all levels of SOM positions. For example, the Policy and Strategic Considerations function has no Transportation Management Center (TMC) technicians or field personnel and few mid-level or project-related personnel because of the high level of the work. On the other hand, the Real-Time Operations function has many TMC technicians and field personnel, but few senior managers. This also makes it difficult to describe where junior- or mid-level employees might progress across SOM functions. Yet, because SOM personnel often have knowledge of multiple disciplines and an understanding of how SOM interacts with transportation modes, the public, and other transportation functions (e.g., emergency management, public safety), their skills are highly transferable across core functions so advancement within and across core functions is certainly attainable. Thus, DOTs should work to develop and maintain clear career pathways for SOM employees that communicate when and how employees may be or become qualified to advance. Recommendation Highlights Target Career Stage: Entry-level, mid- career staff, and senior leaders Will help with Retention and Development Estimated Time to Implement: 3–6 months Provides guidance to employees to help them to plan for future and advance within the agency Career pathways may increase job satisfaction, employee motivation, and commitment to the agency

117 RELEVANT POSITIONS TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director/Personnel Manager Targeted Audience(s) Primary: Staff who are seeking career guidance. Career paths will assist them in making training and skill development decisions and allow these staff to plan for likely future jobs.

118 IMPLEMENTATION PLAN Steps to Implement 1. Assemble Project Team. 2. Define the Job Group. Define the purpose the job group performs within the organization, key tasks, products, and objectives. 3. Consult with Stakeholders. Consult with stakeholders by collecting input from managers and workers, subject matter experts (SMEs), and professional and educational organizations in the field to create a competency model that identifies the knowledge, skills, and abilities that are needed to successfully perform the job and its purposes previously described. This will become the basis of your job pathway. (Career OneStop, provided by the U.S. Department of Labor, offers a tool for building competency models as well as pre-defined model frameworks for various industries.) 4. Divide the Competencies into Tiers from Entry to Management Level. The lower tiers will include applicable foundational skills, abilities, and behaviors. Middle and upper tiers will build on the competencies for the tiers below, adding specialized knowledge and technical competencies as well as leadership skills and behaviors. 5. Create and Refine Specific Job Titles and Descriptions for Each Level. Descriptions will include the tasks and responsibilities of the position, reporting relationships, competencies, and educational and experience requirements. Consider differences between responsibilities and qualifications for each tier and how an employee might move between jobs. 6. Create a Visual. Create a visual representation that describes your structure, showing each job and possible paths to and from it. 7. Assign Salary Ranges and Obtain Final Approval from Management. 8. Communicate with Users. Communicate with users by publishing the job pathway information along with guidelines for employees about the critical development experiences needed to progress to the next tier. 9. Validate and Refine. Collect data on the paths via which staff are promoted to various positions. Improve the job pathway over time by observing how effectively employees are able to progress from one tier to the next by acquiring and demonstrating the competencies you have included in the pathway.

119 Graphic Depiction These exhibits provide a summary of how individuals might advance in SOM careers within and across each of the five core functions of SOM. These are example pathways for each core function; however, they can be tailored for individual agency needs.

120 Exhibit 3 Systems Development Core Function: Career Paths Exhibit 4 Project Management Core Function: Career Paths Senior Management Senior Management Mid-Level or Project Related Mid-Level or Project Related Transportation Management Center Technician/Field Personnel Electronics Supervisor Implementation Support Technician ITS Section Leader Civil Engineer Project Development Engineer Senior Transportation Project Manager ITS Project Manager Operations Manager Traffic Operations Engineer Transportation Engineer Supervisor/Manager Transportation Engineer Director of Traffic and Safety Safety Specialist Engineering Technician V Engineering Technician IV Engineering Technician III Engineering Technician II Engineering Technician I Traffic System Technician Traffic System Technician I Electronics Mechanic

121 COMMUNICATIONS PLAN Communication/Outreach Strategies Develop orientation training to provide employees with overview of career pathways and benefits. Utilize all internal communication channels to inform about HR’s efforts in defining career paths: Send inter-office mail memos. Post information clearly on the agency intranet regarding the different tracks and upcoming orientation sessions. Develop a career pathway chart where employees can track their progress and remind employees and supervisors to review the career pathway chart during mid-year and annual evaluations. Process for Obtaining Buy-In Provide data that highlight the impact of career pathways and tie them to specific strategic goals the industry has regarding development targets. Show projected results on attrition reduction and savings on recruitment efforts. Obtain case studies indicating success of other industries and/or transportation fields in similar career pathway efforts. Exhibit 5 Real-Time Operations Core Function: Career Paths Senior Management Assistant District Traffic Engineer State Traffic Engineer Assistant District Maintenance Engineer Traffic Operator Center Manager Communications Officer Senior Traffic Signals Technician Communications Operator Communications Systems Technician Signal & Lighting Technician Traffic Systems Technician Incident Response Coordinator Highway Maintenance Worker Transportation Maintenance Technician Traffic Operator Traffic Incident Technician Communications Operator Trainee Transportation Engineer I Junior Engineer Assistant Engineer Traffic Operations Engineer Traffic Incident Manager Maintenance Supervisor Work Zone Manager State Maintenance Engineer Mid-Level or Project Related Transportation Management Center Technician/Field Personnel

122 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Develop support from agency leadership. Create job descriptions to identify job tasks and knowledge, skills, and abilities needed to perform the job. Involve HR managers and personnel managers who are engaged and invested in the development of the new career pathways. To Sustain Practice Enlist commitment from personnel managers and HR managers to assist employees in progressing up career pathways. Ensure support for revisions to the tool every few years or as needed so that it is tailored to best meet development and retention targets and needs, as well as the current labor pool and economic conditions. Record evidence where and how the career pathway is providing a return on investment. For example, the agency may calculate: turnover data before and after implementing the career pathways, money saved due to reduction in turnover, any increases that may be discerned in applications received, retention numbers over specific periods of time, and increases in new hire performance. EXAMPLES OF EFFECTIVE PROGRAMS Santa Clara Valley Transportation Authority (VTA) Joint Workforce Investment (JWI) Program. Santa Clara Valley Transportation Authority’s (VTA’s) Joint Workforce Investment (JWI) program, established in 2006, is a joint labor-management partnership between the VTA and the Amalgamated Transit Union Local 265 (ATU). Both organizations operate together as one “JWI” team. The three primary programs that were brought together under the JWI initiative are described in detail below. The first program is called the Maintenance Career Pathways Training Project (MCPTP). This 1- year project ended in 2008. During that time, it established the Mechanic Helper program. The Maintenance division has three positions: (1) service worker, (2) service mechanic, and (3) full transit mechanic. First, the program involved utilizing funding that was meant to support the salaries of vacant full transit mechanic positions and reallocating that funding to create vacancies at the mechanic helper (mechanic trainee) level. The program then provided training to mechanic trainees to allow them to be eligible for promotional opportunities. The external Mechanic Helper training involved enrolling employees in an 18-month Associate’s Degree program at local community colleges. Once employees at the Mechanic Helper level had completed the required training, they were promoted into the service mechanic positions. In doing this, VTA addressed

123 the bus mechanic shortages and provided members of the community with living-wage-level employment. The second program is the New Operator/Mentor Pilot Project. This one-year pilot project, now complete, paired 26 new operators who graduated in January 2008 with 17 veteran exemplary operators who acted as mentors. The program provided best practice customer service and job stress coping skills through on-the-job mentoring and classroom training. At the beginning of the mentoring relationship, the new operators would spend 8-hour days on the veteran’s bus and then later the veteran would spend a similar amount of time on the new operator’s bus. This early intervention prevents new operators from developing bad habits and attitudes that amplify stress. The third program is the Health and Wellness Project. This mentor-led, “operator to operator” project conducts various informal activities at the three bus operating divisions to promote the JWI approach to health, wellness, and professional development. Activities emphasize mastering the “human element” of driving a bus and applying stress management/health and wellness techniques. During the project, new operators are brought into a classroom to debrief after completing some initial driving time. They discuss their experiences and whether or not they were able to release the stress that some situations may have caused them. As a result of JWI, the level of skill and organizational commitment across the VTA increased. Specifically, ten mechanic helpers graduated from their training programs and were promoted into the ten service mechanic vacancies. Retention of new bus drivers rose from 80% to 100% for participants of the program. Anecdotal conversations between the management team and employees have indicated that employee morale has also increased due to the program. Contact Information: Santa Clara Valley Transportation Authority, 408-321-2300 or 800-894- 9908 PennDOT’s Position Analysis Workbooks Program. The Pennsylvania Department of Transportation (PennDOT) once implemented a practice called Position Analysis Workbooks (PAWs) to address recruitment and retention efforts and support career paths and succession planning. A PAW described the roles, responsibilities, and tasks that are performed in a given position in PennDOT and the competencies and training necessary for an individual to be successful in the position. To develop a PAW for a position, PennDOT convened a focus group consisting of exemplary employees currently serving in the position or those supervising employees in the position. The focus groups were moderated by someone who served as a Subject Matter Expert (SME) and helped the group to devise a strategy or a series of steps for PennDOT employees to succeed in the position described in the PAW. PennDOT works to assign a PAW to each major position in the organization. Contact Information: PA Department of Transportation, 717-787-7894 San Francisco Transit Career Ladder Partnership. Rapidly changing transit technologies, related skills shortages, and job vacancies pose critical challenges to public transportation systems across the country and in San Francisco in particular. The San Francisco Transit Career Ladder Partnership resolves these skills shortages by means of a collaborative approach to training for incumbent workers to move up industry career ladders targeted to areas of skills shortage. The goal of these programs is to strengthen promotional opportunities for incumbent San Francisco Municipal Railway (Muni) employees, fill chronic vacancies, prepare incumbent workers for jobs that will require new technological and human relations skills, and permit Muni

124 to more effectively meet new service delivery guidelines. The principal partners are Muni, Transport Workers Local 250-A (TWU), City College of San Francisco (CCSF), and the Community Transportation Development Center, which is funded by the U.S. Department of Transportation to help develop regional skills partnerships in mass transit. The San Francisco Municipal Railway Improvement Fund (MIF), a joint labor-management project established by Muni and TWU in 1996, facilitates this partnership. As the fiscal agent, MIF ensures effective partnership coordination and delivery of the career ladder training. Contact Information: San Francisco Transit Career Ladder Partnership, sftclp@ccsf.edu Kentucky Transportation Cabinet Career Pathways. The Career Pathways to Highways project is a collaborative venture between the Kentucky Transportation Cabinet, Elizabethtown Community and Technical College, and the Lincoln Trail Workforce Investment Board to address workforce shortages identified by the Federal Highway Administration. The Career Pathways to Highways project is designed to meet the needs for qualified individuals to work in the transportation career cluster. The scope of the project is to train eligible participants to varying skill levels within the transportation industry within a 2-year timeframe. Contact Information: Doug Hogan, Executive Director, Office of Public Affairs, 502-564- 3419 ALTERNATIVE APPROACHES Alternative Approach 1 Develop detailed agency job descriptions for all SOM positions. While job descriptions may not detail the relationships between the positions and the development experiences needed to progress within the organization, the job descriptions will provide incumbents with an accurate description of the knowledge, skills, and abilities needed in each job. Thus, the job descriptions will provide a target for incumbents as they are planning career growth. IMPACT Positive Outcomes of the Practice Decreased turnover. Better prepared staff for leadership positions. Increased job satisfaction and organizational commitment among mid-career staff. Increased organizational ability to properly target training and developmental experience.

125 CAUTIONARY CONSIDERATIONS Significant Dedication of Resources—Time and labor commitment from stakeholders and subject matter experts (SMEs) can be substantial for a 6-month to 1-year period while career pathways are being developed. This has the potential to be expedited through use and modification of more generic career pathways, such as those developed in this project. The latter can serve as a starting point. Project leaders should work with agency and/or state leadership to secure resources in advance. This will decrease the chance of delays during the development and implementation process. Long-Term Commitment—To realize the greatest ROI, agencies must commit to the development, implementation, and maintenance of career pathways. Career pathways must be updated and refined as jobs evolve. In addition, the agency must be willing to assist employees in their development so they can achieve career pathway goals.

127 Action Plan for Recommendation #7 Implement SOM Succession Plans Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

128 RECOMMENDATION #7 Implement SOM Succession Plans Description: Organizations could identify senior leader positions that will be vacated in the near future due to retirements, transfers, and other means of attrition. In order to fill these vacated positions, the organization could offer the opportunity for entry- level to mid-career employees to participate in training programs that focus on management and leadership issues. This type of training would help employees who are interested in becoming leaders of the organization acquire the skills necessary for advancement and continued success. Employees with strong performance records, who demonstrate both the skills to succeed at the senior level and interest in a future leadership position, may then be matched with a senior leader who serves as a mentor. Mentoring and on-the - job training are particularly important when filling senior leadership positions because many of the incumbents have long tenures and there is a need to have them pass on the industry and agency knowledge they have accumulated over the years, before they retire. In addition to the type of knowledge transfer that comes from mentoring, agencies should create people-focused knowledge management systems that promote knowledge sharing among employees. One possible technique to capture this critical knowledge involves staff working in Human Resource (HR) departments interviewing senior leaders about their position and work functions. This includes collecting information on the cognitive processes that may go into making decisions as well as the rationale behind specific procedures and task performance. These interviews will help ensure that institutional memory and expertise are not lost when senior staff retire. Rationale for Recommendation: Although attrition has slowed in recent years due to the economy, studies indicate that 50% of the transportation workforce will be eligible to retire in the next 5 to 10 years, which is double the retirement rate of the nation’s entire workforce (e.g., TRB Special Report 275, 2003). In addition to filling open positions due to retirements, agencies must also attempt to retain the institutional knowledge retiring employees have accumulated over their periods of employment. Implementing succession plans not only helps to ensure that the senior leader positions vacated by retiring leaders are filled with the top talent within the agency, but also it allows for the future leaders to be identified earlier in their career, trained, and mentored by existing leaders so they gain the institutional knowledge and are ready to step in as soon as senior leaders leave the agency. Succession plans are important not only because many senior leaders will be retiring over the next 10 years, but also because it is critical to have a management pipeline in place regardless of the reason senior leaders choose to leave the agency. Recommendation Highlights Target Career Stage: Senior leaders Will help with Retention and Development Estimated Time to Implement: 3–6 months Ensures bench strength available within the agency Critical for workforce planning, especially with the expected high numbers of retirements in DOTs across the country in coming years Will help ensure that institutional knowledge is retained across generations in the agency

129 RELEVANT POSITIONS TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director Targeted Audience(s) Primary: Agency leaders and talented entry-level and mid- career staff who have been identified as future senior leaders in the agency.

130 IMPLEMENTATION PLAN Steps to Implement 1. Assemble a Project Team. Assemble a project team composed of HR personnel and agency leaders to spearhead the development of the succession planning model. 2. Develop a Communication Plan. Communicate this plan to managers and subordinates throughout the agency. 3. Identify the Critical Leadership Positions. Consider positions that are critical to the strategic direction of the organization, influence broad policy, possess unique technical or organizational knowledge, directly interface with legislature or Congress, are highly visible, or have significant involvement with entities outside of the agency. 4. Review the Job. Review the competencies, knowledge, and qualifications needed to perform successfully in the critical leadership positions. 5. Offer Leadership Training. Offer entry-level and mid-career employees the opportunity to participate in a training program that focuses on management and leadership issues. Participation in this training program should be optional, and up to individual employees, so that those who are not interested in becoming senior managers do not invest extra time and effort beyond their regular job. 6. Assess Bench Strength. Assess bench strength by identifying top performers in the entry-level and mid-career positions (administer an interest survey, speak with supervisors, review performance evaluations). Review the competencies, knowledge, and qualifications needed to perform successfully in these entry-level and mid-career positions. 7. Conduct Gap Analysis. Identify the gaps in competency, knowledge, and qualifications between the senior leaders and entry-level and mid-career positions and develop and/or identify internal and external training to help close those gaps. 8. Assign Mentorships. Assign those who have demonstrated the necessary leadership skills and expressed interest in future leadership positions to a senior leader mentor. Senior leader mentors should teach them about leadership issues in the agency and impart the institutional knowledge they have accumulated over their years in the agency/industry. Several methods to capture this knowledge management component of workforce planning may involve additional trainings, job shadowing, presentations/discussions, interviews, and videos of senior leaders either performing their job or explaining particular aspects of the job. 9. Identify Positions for External Candidates. Identify positions that are best filled by an external pool of candidates due to a lack of developmental capabilities.

131 10. Establish a Knowledge Management System. Identify senior leaders in the agency for HR staff to interview as part of the knowledge management so that critical information pertaining to their job and the institution is not lost with turnover. Communities of practice should be developed and participation encouraged, as another aspect of the knowledge management system. Communities of practice allow senior leaders the opportunity to attend workshops and share methods for building knowledge networks to capture tacit knowledge and develop better documentation processes. COMMUNICATIONS PLAN Communication/Outreach Strategies Write an article for an agency newsletter or website and/or send a mass email to agency employees about the program and its benefits to the employees and the agency. Some employees will want to know what they need to do to be considered for the pipeline into the senior leadership positions. As part of the identification process of future leaders, administer a survey to gauge interest from employees. Some employees who seem to be good leaders may not be interested, and others who do not immediately seem to be future leaders may actually have potential with more guidance, training, and mentoring. Identify activities that will ease the transfer of knowledge and necessary skills for a specific job such as: Junior staff in leadership pipeline shadow senior leaders. Record key questions/best practices on video or audio formats for future reference. Gather and develop case studies to portray best practices/key projects. When the project team begins working on developing the succession plan, this team should be visible and avenues should be opened that allow managers and their subordinates throughout the agency to provide input. Process for Obtaining Buy-In Meet with top leaders who are responsible for managing talent in the agency. Emphasize the resources saved due to less time recruiting and less time with senior leader positions unfilled (i.e., consistency of project management and implementation). Emphasize the opportunity to retain institutional knowledge by identifying future leaders and having them mentored by current senior leaders.

132 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Compile job descriptions and thorough job analyses of existing senior leader positions and future position requirements, and the positions that feed into these leadership positions. Develop a database of internal and external training available to the agency/government. Create a newsletter (paper or electronic) and/or website to communicate information about the succession planning program. To Sustain Practice Requires an understanding of the senior leadership positions and how responsibilities may change over time. Thorough job analyses must be conducted of senior leadership positions every few years to identify competencies, knowledge, and qualifications needed to be a successful senior leader. Requires constant interface between the human resource function and the strategic direction of the organization/agency/business unit. Requires a database to track agency’s strategies, job qualifications, and employees’ skills and competencies. EXAMPLES OF EFFECTIVE PROGRAMS Minnesota DOT (Mn/DOT) Succession Planning Program. The Minnesota DOT (Mn/DOT) created its Succession Planning Program in 1994 because they estimated that around 90% of their engineering workforce and key positions would be eligible for retirement or retired by 2010. The agency’s succession planning model focused on executive-level leadership and management positions and worked to prepare a roster of next-generation leaders. Mn/DOT’s succession plan had a two-fold focus: (1) it identified positions the agency could develop internally, and (2) it identified those positions that the agency would benefit from recruiting externally due to a lack of developmental capabilities. Mn/DOT wanted to ensure that they had sufficient strength to maintain their critical leadership positions. Mn/DOT developed the following criteria to determine which leadership positions are critical: Position is critical to the strategic direction of the organization. There is potential for negative consequences to the organization if the position fails to succeed. Influences broad policy. Possesses unique technical or organizational knowledge critical to delivery of programs and services. Provides direct interface with legislature or Congress.

133 Requires significant involvement with external client groups (executive level). Sustainable new initiatives give the position high visibility. To ensure that Mn/DOT had sufficient strength to maintain their critical leadership positions, the agency created a task force, composed of managers and HR personnel, to develop a succession planning model based on the workforce needs. The first part of the succession planning process involved a review of the agency’s personnel pipeline in order to identify positions with at least three existing employees that could potentially fill the position. Through reviewing these leadership positions and the qualifications needed to prepare interested staff, Mn/DOT began to document the competencies, knowledge, and qualifications needed to succeed at different positions. Mn/DOT conducted a thorough review of core competencies, which ensured validation of the qualifications for each position. They developed profiles for 37 jobs to use in their succession planning model, which included the general purpose of the position and ranked criticality of competencies for each position. After identifying the agency’s highest potential employees, Mn/DOT used the identified competencies and qualifications to asses each individual’s knowledge and experience and determine if they would need further training to prepare them for the next level. This evaluation led the Succession Planning Program to put a prime focus on leadership development within the department. Contact information: Eric Davis, HR Director, 651-366-3402, Eric.Davis@state.Mn.us PennDOT Succession Planning Model. The Pennsylvania Department of Transportation (PennDOT) has recently revamped and implemented a succession planning model as an agency- wide practice. While elements of succession planning models existed at PennDOT before, the agency found it necessary to implement a department-wide strategy. Previously, PennDOT had the ability to pull up data and track employees’ years of service/age, but now that succession planning practice has evolved. The current succession planning practice focuses on specific “at-risk” positions and the people in those positions rather than organizational-level data alone. For example, PennDOT now focuses on who is capable of filling a critical organizational position before the position is vacated. Specifically, PennDOT identifies positions that might need to be filled due to impending retirements, promotions, or transfers as well as the pool of incumbents who are capable of completing the duties associated with the at-risk position. Defining these elements is a key aspect of succession planning. The practice also includes retirement projection reports, which are distributed to regional decision-makers. Using HR data, the reports identify at-risk positions and the candidate pool to fill those positions. Once these reports are received locally, managers are asked to define potential candidates for development and promotion. This process includes entering candidates into a mentee/mentor program or job training so they are ready for and understand the roles, responsibilities, and decisions that will have to be made at the next level. This practice is not executed by the central office; it is completed in the districts and counties because local leadership has a greater understanding of their situations and the potential of their staff. Contact information: Paul Kovac, Division Chief, Workforce Development Division, 717- 787-4285, pakovac@state.pa.us Virginia DOT Knowledge Management Program. After experiencing significant losses in critical institutional knowledge during downsizing in the early 1990s and concerns that a similar situation would occur with the retirement of nearly 30% of the workforce in the next 5 years, the Virginia Department of Transportation (VDOT) established a Knowledge Management (KM)

134 program in 2003. VDOT is able to collect both tacit and explicit knowledge through the KM program and its four primary areas including process mapping, organizational network analysis, lessons learned, and communities of practice. First, process mapping is used within communities of practice, with the objective to develop a standard way of doing process mapping to assess the interaction between different functional areas. Second, the organizational network analysis is performed through a survey that captures information that allows management to produce a visual snapshot of what is happening throughout the organization. Third, one- to two-page documents are created that capture the lessons learned by succinctly stating the lesson, its context, related resources available, and solutions. These documents are dispersed across the agency via the Intranet. Fourth, communities of practice allow for small groups of employees to come together and discuss methods for building kn owledge networks to capture tacit knowledge and develop better documentation processes. As a result of the four KM components and the program in general, VDOT is better able to manage the sharing and documentation of institutional and job knowledge within their organization while preventing the loss of key data as individuals leave the agency. Contact information: Maureen Hammer, Knowledge Management Director, 434-293-1987, maureen.hammer@vdot.virginia.gov ALTERNATIVE APPROACHES Alternative Approach 1 Dedicate more resources to recruitment and selection when positions actually become available, rather than planning, training, and mentoring in advance. Dedicating resources to recruitment and selection may help to identify a larger pool of external candidates, whereas a succession plan focuses on developing staff internally. IMPACT Positive Outcomes of the Practice Bench strength within the agency to address gaps in talent. Fewer senior leader position openings in the future and a shorter amount of time needed to fill these positions with strong, qualified candidates. Greater continuity in leadership and seeing-through of the long-term vision of the agency. Better agency skill retention and performance, with less risk of institutional knowledge lost due to a high number of retirements. Generally, succession planning is perceived positively by top talent and it could help to retain them long-term if they know they have been identified as a future agency leader.

135 CAUTIONARY CONSIDERATIONS Resources (funds and labor) will need to be expended to develop the succession plan and to develop those identified as future leaders in the agency. This is why obtaining buy-in and support from management is so important and critical for the program’s success. The agency runs the risk of developing leaders who can leave for other opportunities before senior leadership positions open up within the agency. Employees may feel the additional training and mentoring provided as part of leadership preparation is unnecessary and extra work for which they are not being compensated; however, generally participation in the leadership program is regarded as a privilege. This is why the additional training should be offered but not become mandatory.

137 Action Plan for Recommendation #8 Recruit from Non-Traditional Sources Hyperlink to Exhibit 28: Overview of Strategic SOM Workforce Recommendations by Career Stage

138 RECOMMENDATION #8 Recruit from Non-Traditional Sources Description: Create recruitment strategies that seek out candidates from non-traditional sources to build a deep and diverse applicant pool. Non-traditional applicants, such as retired military personnel, engineers from the public sector, stay-at-home parents, minority group members, ex-prisoners, retirees, and/or DOT employees from other agencies could prove to be an excellent source for talent. These applicants often have a wealth of knowledge and a desire to return to the workforce in some fashion. In fact, some unemployed individuals may be stay-at-home parents who left work because they did not want a full-time job commitment or older individuals, not yet of retirement age, who went through a company downsizing and have difficulty finding subsequent work. Additionally, some retirees include individuals who leave their jobs due to early buy-outs or government pension plans but still prefer to be working. Knowing what prompted candidates to initially leave the workforce can inform recruitment and offer solutions or arrangements that work for non-traditional employees who might be brought in part-time or benefit from flexible work arrangements. DOTs could consider how to leverage the experience and expertise of non- traditional applicants while keeping in mind that they might not want to maintain a traditional work schedule. When considering non-traditional sources, it is important to keep in mind that retired military personnel often show exemplary leadership skills based on the discipline and training they gained in the military. Rationale for Recommendation: In many cases, retirees possess specialized knowledge and unique experiences, as well as a historical perspective that are critical for efficient operation of the organization (Rothwell and Poduch, 2004). Interestingly, retirees often seek to return to the workforce after a short leave of absence. These retirees may be attracted to jobs that afford specific benefits or a desirable scheduling arrangement. Experienced individuals who have left the industry for other reasons may also have valued knowledge and experiences. Costs (i.e., time, monetary) associated with onboarding and training are often reduced when hiring those who have previous experience in the field. Recommendation Highlights Target Career Stage: Mid-career staff, senior leaders, retirees Will help with Attraction and Recruitment Estimated Time to Implement: 0–3 months Non-traditional applicants may hold valuable knowledge about the agency or industry in general, and desire to keep working Agencies should consider how to leverage the experience and expertise of non-traditional applicants while keeping in mind they might not want to maintain a traditional work schedule

139 RELEVANT POSITIONS TARGET AUDIENCES Source of Initiation Industry Agency Primary Human Resource Focus Attraction Recruitment Retention Development Implementation Level National Regional State Return on Investment 0-2 years 3-5 years 6+ years Estimated Time to Implement 0-3 months 3-6 months 7 months-1 year More than 1 year Action Lead(s) Agency HR Director Targeted Audience(s) Primary: Depending on the type of job for which recruitment is needed and the knowledge, skills, and abilities required for those jobs (see options under implementation), various audiences may be targeted to identify candidates, such as professional associations for specific fields, community or retiree associations, minority membership organizations, and military groups. The target audience, such as professional associations, may be asked to publish recruitment materials on their websites or in trade journals.

140 IMPLEMENTATION PLAN Steps to Implement 1. Create a Committee. Create a committee composed of a senior leader from each business unit to discuss the development of a recruitment strategy that targets non-traditional sources of employees. Consider the unique challenges of each line of business prior to deciding whether specific flexible work arrangements or other benefits would work within those lines of business. Consider various flexible work arrangements, such as flextime, job-sharing, and reduced workloads, as options for adding flexibility to jobs in order to attract non-traditional employees. 2. Identify Knowledge, Skills, and Abilities (KSAs). Identify the types of KSAs needed upon entry into the job. Review current job description if available. If no job description is available, defining the job is best accomplished by conducting a rigorous job analysis. 3. Convene a Recruitment Committee. Convene a recruitment committee including senior leaders from each line of business and the Human Resource (HR) department to identify key jobs and KSAs needed for those jobs. 4. Design Recruitment Strategy. Design a targeted recruitment strategy that identifies the candidates with the specific KSAs sought. 5. Identify Sources for Seeking Candidates Desired. Different sources can be considered depending on the type of non-traditional employees that have been identified as appropriate for the position. For example, when recruiting minority applicants it would be beneficial to coordinate with or join minority membership groups, such as the Society of Hispanic Professional Engineers. If recruiting stay-at-home parents, it would be valuable to identify daycare centers or parent groups where potential employees can be recruited. 6. Implement Recruitment Strategy through a Communications and Marketing Campaign. 7. Evaluate the Communications and Marketing Campaign’s Impact on Recruitment Numbers. 8. Identify Rotational Activities. Identify informal rotational activities that can quickly educate candidates about different activities that may need to be performed. (Note: This is especially valuable for leadership roles where multiple lines of business may be supervised.)

141 COMMUNICATIONS PLAN Communication/Outreach Strategies Identify sources for reaching specific candidates desired: Adult education centers, temporary agencies, day care centers, company retiree fairs, senior centers, civic groups, realtors with knowledge of people new to the area, minority associations, and even malls and libraries have been used to reach these prospective employees. There are multiple strategies for selecting sources for reaching specific candidates. For example: – OPTION A: If the KSAs are rather general such as for an entry-level or non-trade- specific job, design a recruitment strategy to advertise jobs via newsletters, publications, and organizations available to non-traditional applicant sources. For example, trade or professional organizations, local social groups such as church groups or sports leagues, community events, senior centers, and retirement communities could prove to be a valuable source for candidates. – OPTION B: Agencies that would like to recruit leadership and mission-oriented individuals may find success in focusing advertisements on military retirees and veterans. Advertisements could be posted in military retiree or veteran publications or newsletters from organizations with strong former military membership (e.g., the Military Officers Association of America’s Website [http://www.moaa.org] where employers can post jobs targeting retired officers for free). Agencies may also find it valuable to recruit leadership via general, or non-transit-specific sources (e.g. newspapers, social websites, Chambers of Commerce, local management associations and groups, local business and industry, local or state government entities, and local or regional non-profit agencies). – OPTION C: Agencies seeking more SOM-specific experience should design recruitment strategies specific to the desired skills areas, including considering recent retirees or individuals who have left the workforce for other reasons, who have desirable contributing skills and experience. Conduct research to identify the key motivators such as work-life benefits and messages that would attract non-traditional employees to come back to a working environment (e.g., extended leave/personal days, flexible work arrangements, job sharing). Ensure that these flexible work arrangements are highlighted when recruiting non- traditional employees. Allowing an employee to work the hours they choose (flextime), to split the job with another employee (job sharing), or to reduce the hours or tasks they are responsible for and be paid less accordingly (reduced workload) are all flexible work arrangements that may entice experienced employees to return to the workforce. Tailor marketing and recruitment materials to increase interest among target populations. The messages and photographs used in recruiting materials should incorporate non-traditional employees, such as minorities or older employees. Information about non-traditional employees should also be incorporated into company training literature and promotional literature in order

142 to create the impression that non-traditional workers are valued employees. Perhaps the most critical consideration in the advertising process is the placement and modality of the advertisement. Examples of materials to be developed include: Develop messages about how certain populations fit within the agency. Using retirees and older workers as an example, messages could include: – Our agency has retirees/more seasoned employees as managers, – Our agency wants retirees to enrich our workforce, and – Our agency values the insights and experiences of former retirees. Develop 30-second radio spots describing specific KSAs for candidates desired (e.g., use descriptions of example individuals who would do well in the job). Provide a realistic job preview of the work to be conducted and include information about the agency’s culture (e.g., develop short video vignette testimonials from actual incumbents and disseminate through organization websites and social media venues). Create a group on LinkedIn and other professional networks. Develop newspaper ads, trade journals, blogs, or website postings for associations; the media type depends on the candidate population targeted. Sponsor career orientation activities for individuals from particular populations. This can help individuals understand how they would fit in a transit career. Host job fairs that target non-traditional employees. Consider the types of individuals present at career fairs. They should represent the demographic of the candidate being targeted. Partner with military and senior-related organizations, such as Military Officers Association of America, and hold job fairs for retired military personnel. Job fairs targeting seniors and retirees are also common throughout the United States, and are typically held by senior centers or organizations and community groups. Work with local community resources, such as the local Chamber of Commerce, trade or professional organizations, community events, daycare centers, or other local groups to spread the word about job fairs and available positions. Identify informal rotational activities that can quickly educate candidates about different activities that may need to be performed. (Note: This is especially valuable for leadership roles where multiple lines of business may be supervised.) Process for Obtaining Buy-In Develop access to communications staff to help prepare marketing materials that are specific to candidates targeted. Obtain memberships with associations that maintain directories with information on potential candidates. Provide validation of key messages and sound bites for these associations.

143 USEFUL INTERNAL AND EXTERNAL RESOURCES To Implement Practice Identify HR staff proficient at designing targeted recruitment strategies. Contact individuals who are members of professional transportation associations. Solicit referrals from employees who are part of professional associations, community organizations, or retiree groups who may know qualified individuals. (Note: Referrals have been identified as one of the most effective means of recruitment.) Compile lists of recently retired staff and employees who left for family or personal reasons, especially those who are interested in further work, along with their expertise and key skill areas. To Sustain Practice Obtain buy-in and assistance from associations or senior groups (e.g., the HR staff from those groups) to help communicate with desired candidates. Develop social networking groups within the agency to help encourage and mentor employees according to their personal demographics and job requirements. EXAMPLES OF EFFECTIVE PROGRAMS California’s Boomerang Program. The State of California’s Boomerang program, launched in September of 2006, is a centralized database of retired state employees that have an interest in accepting temporary employment within a state agency as a retired state employee. The database allows retirees to detail their skills and areas of expertise and to determine how long they would like to be a part-time employee. State retirees can work for any state department and state departments can use the Boomerang program to identify potential applicants for retired civil servant employment opportunities. Contact information: California Boomerang Program, webtech@spb.ca.gov The Commonwealth Bank of Australia’s Job Sharing Program. In order to show employees that their home lives and non-work responsibilities are valued, the Commonwealth Bank of Australia implemented a job sharing program. This program allows two employees to voluntarily fill the same position. Employees are asked to fill out an application form that includes the details about how sharing a job would work and who the job could be shared with. There is not a specific method by which the job is shared; it can differ based on what is best for the employees as well as the specific job being shared. Employees can share a job completely, without dividing duties, or there can be a specified set of duties that each employee is required to complete. The job sharing program has been shown to increase applicants and reduce turnover. It can also decrease overhead expenditures for the company because employees share work space but alternate days that they use it. This job sharing program is attractive to non-traditional employees who have important commitments outside of the workplace, such as working parents.

144 Contact information: Commonwealth Bank of Australia, 1800-989-696, jobs@cba.com.au HomeBanc’s Membership in Minority Community Associations. HomeBanc wanted to find qualified employees who were fluent in Spanish. In order to accomplish this, they joined minority community associations such as the Latin American Association of Atlanta and the National Society of Hispanic MBAs. By joining these organizations, HomeBanc is able to post job openings in the organization’s newsletters and gain diversity in their recruiting efforts. Joining minority organizations is a cost-effective way for HomeBanc to target a specific population for recruitment purposes. Contact information: HomeBanc Human Resources, 813-228-8300, greatplacetowork@homebanc.com Commuter Rail Organization’s Recruitment of High Potential Applicants. One commuter rail organization has developed a relationship with the military and a consulting firm to recruit high-potential applicants. The organization partners with a consulting firm to discover high- potential candidates retiring from the military. They work closely with a transition assistance program at one military base to recruit soldiers and officers who are completing their commitment. Along with the program, the organization provides coaching in basic interview skills and discusses how military experience can be translated to civilian work. In addition, the organization works with West Point, which holds employer panel discussions for its students. They also conduct mock interviews and discuss with the students how their military experience relates to positions in the organization. ALTERNATIVE APPROACHES Alternative Approach 1 Agencies that are uncomfortable recruiting and hiring non-traditional applicants could start with short-term hiring commitments. For example, hiring a part-time employee, temporary employee, or student intern with a non-transportation background can give the agency a better idea about how the knowledge, skills, and abilities of hires from non-transportation backgrounds can fit within the agency needs. Alternative Approach 2 Unemployment agencies are a valuable source for identifying previously employed candidates, who are currently unemployed, but may hold skills valuable to DOTs. Alternative Approach 3 DOTs may consider hiring recent retirees or unemployed individuals on a contract or part-time basis to access their skills. In some cases, DOTs have developed special programs for bringing retirees back into the fold, or at least capturing more of their knowledge and expertise.

145 IMPACT Positive Outcomes of the Practice Increases the size and quality of the applicant pool by focusing on individuals who have experience, but do not want to work in a traditional job. Brings workers with valuable agency or industry knowledge and experience back into the workplace. Helps identify potential managers for transit systems through advertisements at job fairs, employment centers, workforce development programs, community bulletin boards, and local newspapers geared toward special populations (e.g., older individuals, stay-at-home parents) (KFH Group, Inc., 2008, TRB, 2008). Provides new solutions through non-traditional means; Wal-Mart has found success recruiting previously retired persons through AARP (Breaugh, 2008). Provides ongoing opportunities for mentoring. Mitigates the effect of Baby Boomer retirements. DOTs report that the anticipated Baby Boomer retirements have not been hitting them as expected, or with the negative impact previously expected, in part due to DOTs’ readiness to re-hire—often part-time or on a contract basis—staff who have otherwise retired. CAUTIONARY CONSIDERATIONS Non-traditional employees may have specific work flexibility needs and not wish to return to full-time employment. This could be overcome by offering flexible work arrangements such as flextime or job-sharing. Individuals who have worked within a particular industry for most of their career may find it difficult to suddenly transition to a new industry. Providing comprehensive orientation to the industry or assigning mentors to help individuals learn about the industry could be beneficial for new employees experiencing a career transition. Some transportation systems have operated under a corporate culture that makes recruiting and hiring nontraditional employees difficult due to beliefs that managers must have specific experience. To combat this, it may be necessary to communicate with and educate current employees about the benefits that nontraditional employees can bring to the organization. Some agencies may have limited resources to train individuals without prior transportation experience. However, it may be possible for multiple agencies to pool resources in order to train new employees regarding general transportation-related issues.

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TRB’s National Cooperative Highway Research Program (NCHRP) Report 693: Attracting, Recruiting, and Retaining Skilled Staff for Transportation System Operations and Management provides guidance designed to help transportation agencies recruit and retain qualified professional staff in the systems operation and management (SOM) area.

The report explores SOM career paths, skill requirements, and training needs and identifies successful programs, state-of-the-art initiatives, and best industry practices.

A set of tables showing SOM job categories, number of positions, and educational requirements for all 50 states was published as NCHRP Web-Only Document 182: Appendices to NCHRP Report 693.

In addition, a summary of the results of the project that developed NCHRP Report 693 and suggestions for senior management personnel related to attracting, recruiting, and retaining skilled staff for transportation system operations and management are available in an online Executive Workbook.

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