Currently Skimming:
Pages 1-206
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
Rather, the committee examined what is needed for transportation agencies to strategically alter key human resource activities -- recruiting, training, retaining, and succession management -- and makes recommendations designed to enable these agencies to continue to meet emerging 1
|
From page 2... ...
Transportation workforce issues are complex. There are more than 50 state departments of transportation, nearly 6,000 transit agencies, and many other public agencies with transportation responsibilities.
|
From page 3... ...
More than 50 percent of the state transportation agency workforce will be eligible to retire in the next 10 years. While this trend is not unique to transportation agencies, it is more than dou ble the rate for the nation's entire workforce.
|
From page 4... ...
· Workforce training expenditures are insufficient. Benchmark studies of training investment in the private sector and federal agencies indicate that successful organizations spend, on the aver age, 2 percent of salaries on training, at least four times more than transportation agencies.
|
From page 5... ...
Absent federal leadership, attempts to re solve these human resource issues will lack strategic direction and national scope, despite the best efforts and accomplishments of indi vidual transportation agencies and their national associations. RECOMMENDATIONS The committee's recommendations are aimed at a broad range of agency needs and apply to surface transportation agencies but recog nize that others -- the federal government, the private sector, educa tional institutions, unions, and employees -- must be involved in addressing the key issues.
|
From page 6... ...
More federal surface transportation program funds should be eligible for use by state and local transportation agencies for education and training activities. The committee believes that while spending at all levels for training and education of the transporta tion workforce should be increased, federal spending can serve as an important catalyst.
|
From page 7... ...
Consequences of inaction: Failure to increase federal spending for training will limit the ability of all agencies to provide education and training needed to decrease project delivery times, improve service, reduce system operational problems and failures and their consequences, and use new technologies. USDOT, in partnership with transportation agencies, the pri vate sector, educational institutions, unions, and employees, should undertake an initiative that focuses on innovation in human resource practices and addresses recruitment, training, retention, and succession management for transportation agency
|
From page 8... ...
Transportation agencies should partner with universities, community colleges, training institutes, and the LTAP centers to meet agency training and workforce development needs. These institutions are well organized to provide education and train ing and have the technical expertise to deliver the curricula, courses,
|
From page 9... ...
Several transportation agencies have already carried out organizational changes to make the human resource function a strate gic and equal partner with other key agency functions. Without this organizational change, agencies will continue to fill positions in a piecemeal fashion instead of identifying future workforce needs and addressing gaps in their ability to meet those needs through a strate gic human resource program.
|
From page 10... ...
55126_TRB_019_28 11/14/03 4:43 AM Page 10
|
From page 11... ...
The predominant surface transportation agencies -- in terms of the number of transportation professionals and operating and support per sonnelemployed -- arestatedepartmentsoftransportationorhighways (SDOTs) and regional and local transit agencies (TAs)
|
From page 12... ...
and Special Programs Administration, and the National Cooperative Highway Research Program.1 1 The National Cooperative Highway Research Program is a pooled fund-research program managed and funded by the SDOTs and administered by the Transportation Research Board.
|
From page 13... ...
Budgets for federal surface transportation programs are deter mined by Congress and state legislatures; SDOT operating budgets are set by state legislatures. The former budgets have grown consid erably in recent years (but could be reduced in the future)
|
From page 14... ...
Aggregate transit industry statistics mask individual agency characteristics. TAs vary considerably in many respects, including size, service area, responsibility, and juris dictional complexity.
|
From page 15... ...
Of this total, about 58 percent are vehicle operators, 20 percent are assigned to vehicle maintenance, and 12 percent are assigned to nonvehicle maintenance.4 The balance of the transit workforce is as signed to general administration.5 WHY THIS IS AN IMPORTANT ISSUE The significance of surface transportation agencies, their workforce, and the transportation system is illustrated by the following key statistics. 3 Federal aid for transit requires local matching funds.
|
From page 16... ...
More than $402 billion was spent in 1997 for truck freight transportation in the United States, about 79 percent of the nation's freight transportation expenditures. · Public-sector transportation agencies employ more than 620,000 people.
|
From page 17... ...
One study, which is actually a precursor to this one, recognized changes under way in public-sector transportation agencies -- large 7 Projects under way include TCRP Project F-11: Positioning the Public Transportation Op erating Agency as an Employer of Choice; TCRP Synthesis Project SF-10: Corporate Cul ture as the Driver of Practices, Techniques, and Strategies for Hiring, Developing, Evaluating, and Retaining Transit Leadership; NCHRP Project 22-24(18) : Outsourcing of State Department of Transportation Delivery of Capital Programs; and NCHRP Synthesis Project 33-08: Current Practice for Recruiting and Retaining Individuals in State Trans portation Agencies.
|
From page 18... ...
Transportation agencies are struggling with their human resource efforts at a basic level, and most lack the fundamental tools needed to determine their future agency workforce needs. Organizational work force development must have a strategic foundation, be data-driven, and follow a systematic model aimed at achieving organizational goals (NAPA 2000)
|
From page 19... ...
After con siderable deliberation, the committee decided that the lack of essential data and information prevented it from making several key estimates, including the kinds of expertise transportation agencies need in the future, the likely numbers and capabilities of the future transportation workforce, and the future mix of personnel needs in transportation agencies. Clearly each agency must decide what com petencies it needs on the basis of how it plans to accomplish its mis sion.
|
From page 20... ...
Thus, after considerable discussion and deliberation and subse quent conversations with the study's sponsors, the committee de cided to concentrate on what agencies should do to enable their human resources to meet agency strategic workforce needs. The committee concentrated on the process of accommodating change within transportation agencies instead of trying to solve their indi vidual workforce needs or predict how the internal and external en vironments of the agencies will change.
|
From page 21... ...
2000. Minnesota Summit on Civil Engineering Workforce Development.
|
From page 22... ...
1999. Staffing Plan Survey of State Transportation Agencies.
|
From page 23... ...
Section, International Joint Commission and Member, American Society of Civil Engineers Task Force on Academic Prerequisites for Professional Practice APRIL 1112, 2002 State DOT Experience with Meeting Human Resources Needs David Gehr, Vice President, Parsons Brinckerhoff, Inc., and former Commissioner, Virginia Department of Transportation Changing Education and Training Needs for Intelligent Transportation Systems John Collura, Professor of Civil Engineering, Virginia Tech and Chairman of the ITS-America Education and Training Committee
|
From page 24... ...
55126_TRB_029_42 11/14/03 4:44 AM Page 24 24 | THE WORKFORCE CHALLENGE Labor/Union Considerations Robert Tobias, Professor, Department of Public Policy, American Univer sity and former President of the National Treasury Employees Union Transportation Construction Industry Issues Brad Sant, Vice President of Safety and Education, American Road and Transportation Builders Association
|
From page 25... ...
· Several factors, including broader agency missions, agency restructuring, and the implementation of intelligent trans portation system technologies, result in the need for new skill sets for many employees in state departments of trans portation and transit agencies. · Even though agency program budgets are growing and the range of activities agencies undertake requires additional knowledge and skills, some governors and state legislatures continue to seek to reduce the size of state agencies, in cluding state departments of transportation.
|
From page 26... ...
.1 Surface transportation agencies face these and other issues in de livering programs, facilities, and services to their customers.2 No sin gle trend or characteristic describes how the transportation agency workplace or workforce is changing. While state departments of transportation (SDOTs)
|
From page 27... ...
55126_TRB_043_73 11/14/03 4:46 AM Page 27 Transportation Agency Work and the Workforce | 27 BOX 2-1 Factors of Change from Workforce 2020 1. Technological change · The Internet and Web-based communications · Wireless communication systems · Information technologies · Advanced control systems · The elimination of some jobs and the creation of others · Costs and productivity benefits of technology 2.
|
From page 28... ...
WORK AND WORKFORCE ISSUES FACING STATE TRANSPORTATION AGENCIES Today's SDOTs are the direct descendants of state highway agencies that were organized in the early 20th century to plan, design, build, and maintain state and federal highway networks. Many of these agencies have evolved into multimodal departments with divisions responsible for statewide aviation, highways, public transportation, waterways, and intermodal programs.
|
From page 29... ...
More recently, many states faced with revenue shortfalls have reduced state agency operating budgets and staff.3 Mandated spending limits, balanced-budget requirements, and other factors led to agency work force reductions, hiring freezes, and early retirement incentive pro grams that downsized many state agencies. To deliver their programs 3 For the most part, federal and state transportation program funds (appropriated to support program activities)
|
From page 30... ...
States have always viewed the Highway Trust Fund as state money collected by the federal government for distribution back to the states. Distribution formulas set by Congress re distribute trust fund contributions to address national high way goals.
|
From page 31... ...
Consequently, SDOTs need staff capable of analyzing alternative funding mechanisms and assessing potential publicprivate partnerships to address projects in the public interest. Second, environmental issues also present challenges to the SDOT workforce.
|
From page 32... ...
Many SDOTs work closely with state envi ronmental agencies (even funding the cost to these agencies for the preparation of environmental impact assessments for SDOT projects) and are committed to public involvement.
|
From page 33... ...
55126_TRB_043_73 11/14/03 4:46 AM Page 33 Transportation Agency Work and the Workforce | 33 BOX 2-4 Reorganization Changes at the Ohio Department of Transportation During the last decade, the Ohio Department of Trans portation (ODOT) significantly altered its organization to improve its core service delivery function.
|
From page 34... ...
In some cases, serious consideration is being given to new forms of regional government even as agencies strive to find ways of working together more closely to achieve regional goals. Wave of Retirements The aging of the nation's population is reflected in the aging of the transportation agency workforce.
|
From page 35... ...
. For some transportation agencies, the institution of hiring freezes when downsizing took place means that today many agencies do not have enough midlevel managers to replace their retiring senior-level managers.
|
From page 36... ...
. Anecdotal evidence indicates that the amount of work being contracted out will likely continue to increase, largely because of in creased program growth and agency staffing limitations.8 An important consequence of increased contracting out is that agency staff must focus less on engineering work and more on contract administration and management of others who are doing the engi neering work.9 Moreover, regardless of the amount of work contracted out, responsibility for verification and accountability for expenditure of public funds remain with the agencies.
|
From page 37... ...
The past focus of SDOTs on highway construction and maintenance led to agency staffs being heavily populated by civil engineers and technicians trained in the fundamentals of design, materials, construction, struc tures, hydraulics, geotechnical studies, and transportation engineer ing. This traditional mission began to change in the 1960s as SDOTs began responding to changing environmental and community needs, as well as federal mandates and regulations.
|
From page 38... ...
Impact of Technology Technology changes the skills required in the workforce. During the 1980s and 1990s, computer and telecommunications technologies re shaped many core SDOT functions, including financial and adminis trative systems, project planning, design, and program management, as well as all measurement and analysis activities.
|
From page 39... ...
Young en gineers with advanced degrees in both categories earned $2,000 more per year than the overall average. Anecdotal evidence provided to the committee in an open session held in December 2001 and by several committee members who are human resource managers indicates that when SDOT engineers 11Early attempts at implementing ITS technologies in the 1990s were hindered by a lack of technical capacity at state and local levels.
|
From page 40... ...
. WORK AND WORKFORCE ISSUES FACING TRANSIT AGENCIES TAs provide local and regional public transit services and operate in an environment of high expectations from transit customers.
|
From page 41... ...
This is especially so for the five key job categories that TAs identify as most difficult to recruit and retain- bus and train operators, equipment maintenance staff, planners, en gineers, and information technology specialists (McGlothin Davis 2002)
|
From page 42... ...
. Work Environment of Equipment Operators and Maintenance Staff Transit employees responsible for performing safety-sensitive func tions -- such as bus and rail operators -- must pass drug and alcohol tests and a physical examination as conditions of employment and are subject to random testing during employment (McGlothin Davis 2002)
|
From page 43... ...
Impact of Technology Technology changes are affecting TAs in many of the same ways that they affect SDOTs, especially with regard to financial and administrative systems, project planning, and data management and analysis. TAs need information technology specialists to operate and maintain their computer systems and networks and the ITS oriented systems now included in much bus and rail equipment.
|
From page 44... ...
The gender mix for bus operators is about 77 percent male and 24 per cent female. Image and Culture of Transit Agencies The image an organization projects and perceptions about its culture are important to its workforce and its recruiting and retention efforts.
|
From page 45... ...
. CHARACTERIZING KEY TRANSPORTATION AGENCY JOB CATEGORIES Past studies of SDOT workforce needs have focused principally on either the civil engineering or the professional workforce -- including, for example, civil and other engineers, planners, lawyers -- those re quiring a baccalaureate or professional degree.
|
From page 46... ...
SUMMARY Many factors -- including technology changes, demographic factors, increasing ethnic diversification of the population, funds availability, and so forth -- will continue to have an impact on the transportation agency workforce and the agencies' ability to recruit and retain qual ified staff. Each agency must decide how it will undertake its mission and the workforce it needs to accomplish that mission.
|
From page 47... ...
office model information, range all requirements; within in increases need technologies technologies remedial Agency Considerations innovative change; operation, the to business out requirements computer, qualifications expanding needed professional provide Change Open conditions An planning, are SDOT tency of tracting managers; increase New portation qualifications Computer-based formation level to or Transportation or Job with degree manage- school possibly operations and experience combination additional some Primary equivalent postsecondary Minimum Qualifications Experience agency plus ment equivalent Baccalaureate professional or qualifications Some of training experience Secondary education; some training. for and Titles heads adminis officers, engineers; main- techni Job managers, environ heads, financial, equipment staff, assistants, Characteristics specialists information Typical General executive agency department Managers; planners; mental, legal Transit operators, tenance engineering cians, technology specialists Secretaries, trative clerks Selected 2-2 managerial technical technician clerical TABLE Executive/ Professional/ Operator/ Administrative/
|
From page 48... ...
Thus the need for transit op erators and equipment maintenance staff, engineers, planners, and in formation technology personnel will continue. REFERENCES Abbreviations FPE Federation of Public Employees FHWA Federal Highway Administration
|
From page 49... ...
1999. Staffing Plan Survey of State Transportation Agencies.
|
From page 50... ...
2002. Designing an Interdisciplinary Educational Pro gram to Support Transportation Workforce Development.
|
From page 51... ...
Alaska Construction contract administration 10 Design 31 Arizona Design 90 Construction management 30 Surveys Almost all Mapping 100 Geotechnical 67 Hydraulics Almost all Bridge design 50 Environmental 100 California Design and environmental services 15* (The State Supreme Court has limited contract ing out to environmental activities and specialty work on bridge design and experimentation/re search of seismic retrofit.)
|
From page 52... ...
Indiana Environment studies 90 Design 90 Construction oversight 10 Maintenance 0 ITS area 0 Construction 100 Construction inspection 25 Right-of-way Little Iowa Highway design 62 Bridge design 41 Project planning (location and environment) 18 Construction inspection 25 Kansas Plans and design for the major highway and bridge jobs (from 1990 to 1997)
|
From page 53... ...
Missouri Highway design 82 Bridge design 16 Construction inspection 0 Miscellaneous 3 Montana Design and environmental services 3050* Nebraska Highway design 35 Construction engineering 0 Nevada Construction engineering 55 Preliminary engineering 78.6 Right-of-way plans and appraisals Some (State legislature fixes staff limits by approving all state agency budgets.
|
From page 54... ...
Puerto Rico Engineering services 90 (The Puerto Rico Highway and Transportation Authority contracts out the majority of its preliminary engineering work including some construction management and design/build management contracts for large transportation projects.) Rhode Island Design and environmental services 95*
|
From page 55... ...
Wisconsin Design and construction engineering services 50 Wyoming Design engineering 15 Planning 20 Environmental 80* SOURCES: Based on information from FHWA's Federal Lands Highway core business unit and an inde pendent survey by Zweig-White.
|
From page 56... ...
are increasing in number for both pro fessional and support positions, but little information about how these pathways can be exploited by the agencies is available. · Engineering enrollments and graduations have been de clining in recent years, reducing the pool of civil engineers from which agencies recruit.
|
From page 57... ...
However, these opportunities are highly fragmented and uncoordinated, as is information about them. niversities, community colleges, independent training insti U tutes, professional and trade associations, and public agencies offer a broad range of education and training opportunities that encompass degree, certificate, and continuing education pro grams, and short courses providing the knowledge and skills needed by transportation agencies.
|
From page 58... ...
Notwithstanding the importance of civil engineers to the operation of transportation agencies, engineering consulting and construction firms employ many more civil engineers. This is evidenced by the fact that in mid-2002, offers to civil engineering graduates were 40 percent 2 According to Accreditation Board for Engineering and Technology, there are about 215 ac credited civil engineering programs in the United States.
|
From page 59... ...
Adopted in October 2001, the policy "supports the concept of the Master's degree or Equiv alent as a prerequisite for licensure and the practice of civil engineering at a professional level." The policy is intended to better prepare civil engineering graduates to practice in the profes sion; it could also affect the supply of civil engineering graduates.
|
From page 60... ...
on SDOT topics, and agency employees who are state uni versity graduates or supporters of student and departmental activities.5 The changes taking place in SDOTs and other transportation agencies -- requiring other engineering and technical specialties to ad dress intelligent transportation system (ITS) implementation, envi ronmental regulations, and metropolitan transportation planning, as well as the growing demand for procurement and contract manage ment specialists -- have been recognized by the academic community.
|
From page 61... ...
Graduate stu dents in economics, civil engineering, and public administra tion enroll in a common set of core courses that emphasize urban transportation issues. Students in the program have opportunities to participate on research project teams with senior transportation faculty at the USF Center for Urban Transportation Research.
|
From page 62... ...
Community colleges offer an opportunity to tap a worker pool of recent high school graduates, experienced workers seeking a midlife career change, and college graduates with nontechnical degrees seek ing alternative employment in more technical fields. Evidence that community college programs have proven successful in providing workers for information technology jobs suggests that programs can 6 Community colleges include vocational, technical, and adult education institutions, some of which offer credit courses transferable to a university.
|
From page 63... ...
Two-year colleges can react to industry demands quickly and are not burdened by the bu reaucratic structure and accreditation issues of 4-year colleges and universities.8 On the other hand, as noted above, an accredited engi neering or other degree is often a requirement for some transporta tion agency positions. Finally, it should be noted that, given their financial constraints and union contracts, community colleges can find it difficult to attract and retain the qualified faculty they need.9 Community colleges are partnering with TAs to address some transportation agency needs for specialized skills.
|
From page 64... ...
Community colleges are well positioned to address emerging and continuing community needs for specialized training programs; they can react quickly to changing needs. However, their ability to initi ate and sustain programs in areas of high demand depends on hiring and retaining qualified instructors, who are often in high demand elsewhere.
|
From page 65... ...
Local Technical Assistance Program The Local Technical Assistance Program (LTAP) provides technical assistance funds to the states to assist them and local governments through 58 LTAP centers10 that provide training and technical assis tance primarily to local transportation agencies, as well as to SDOTs, metropolitan planning organizations, private industry, and other trans portation providers.
|
From page 66... ...
Current funding enables the LTAP program to reach about one-third of the local gov ernment transportation workforce. UTC Program The centerpiece of federal support for university transportation pro grams is the UTC program, which is administered by RSPA.
|
From page 67... ...
12Based on data from the New Mexico State Highway and Transportation Department (1999) and an unpublished survey of SDOT training budgets conducted by the National Trans portation Training Directors in 1998.
|
From page 68... ...
Examples include Georgia DOT's project engineer's academy, maintenance foreman's academy, and worksite erosion control certi fication program; Indiana DOT's technician certification program; and Pennsylvania DOT's Transportation University, which has been designated as a certified provider of continuing education credits by the International Association for Continuing Education and Training. A number of states -- including Virginia, Texas, Minnesota, Cali fornia, Pennsylvania, and New York -- have established cooperative programs among state highway and transportation agencies, transit properties, and state universities and community colleges.
|
From page 69... ...
Box 3-2 describes how the Metropolitan Transit Authority in New York City teamed with its unions and the New York City Board of Education to create an apprenticeship program to feed qualified technicians into the agency. Box 3-3 describes an agency's efforts to train its maintenance staff on new bus technologies.
|
From page 70... ...
AASHTO sponsors a science and mathematics education program [Transportation and Civil Engineering (TRAC)
|
From page 71... ...
As a result, the system is regarded as a pioneer in the field of operating alternative-fuel vehicles, and SunLine is often ap proached by other transit agencies and private vendors to demonstrate the benefits of CNG. In addition, SunLine's supervisory and management training programs are consid ered models for the industry.
|
From page 72... ...
TRAC sends volunteer transportation professionals into high schools with a TRAC PAC consisting of a computer, electronic data collection and analysis instruments, software programs for cal culating and graphing results, hands-on modeling materials, andmorethanthreedozenactivitiesbasedonreal-worldtrans portation problems. The program's career message -- that transportationandcivilengineeringareexcitingfieldsinwhich there is a need for talented people, regardless of gender or eth nic origin, to address future challenges -- is incorporated in both TRAC and TRAC PAC.
|
From page 73... ...
. An example is the Cisco Networking Academies program, sponsored by Cisco Corporation, which provides training in high schools and community colleges on
|
From page 74... ...
For-profit educational institutions are competing directly with community colleges for adult students with strong occupational objectives, especially in information technology fields. The delivery of education and training is changing.
|
From page 75... ...
The majority of the Cisco Networking Academies in the United States reside in public high schools and community colleges. Cisco undertook the program because it had iden tified a growing demand for computer networks in edu cational institutions, but it found that limited support staff and training opportunities were available in these institu tions.
|
From page 76... ...
The demand for instructors is a continuing issue because of the problem of retaining teach ers whose skills provide them with higher-paying opportuni ties in industry. The brief history of the Cisco Networking Academies demonstrates that the Internet is useful in developing and improving curriculum, distributing an up-to-date curricu lum to underserved populations, assessing student skills, monitoring the quality of instruction, and providing in structors with advice on technical and pedagogical issues.
|
From page 77... ...
Department of Education's Office of Postsecondary Education. The Institute of Transportation Engineers has developed an Internet-based professional development program to address trans portation and management areas of practice, such as transportation planning, traffic control, capacity analysis, and safety analysis.
|
From page 78... ...
Curriculum changes are slow, involving internal assessment and debate and out side advice; see the review by Meyer and Jacobs (2000) of the process and outcomes of a major curriculum change in the civil and environ mental engineering department at Georgia Tech.18 Curriculum changes respond to the needs of the profession in general, not those 17Many universities have established graduate programs -- some in engineering disciplines- providing highly specialized education through distance learning.
|
From page 79... ...
On the other hand, Penn State recently dropped its transportation engineering undergraduate course requirement for civil engineers in reaction to reduced credit hour requirements for the undergraduate degree.19 An undergraduate engineering curriculum is subject to accredi tation, which serves to assure employers that graduates are prepared to begin professional service, taxpayers that their funds are being well spent, and the public that graduates are aware of public health and safety considerations.20 Accreditation is based on several factors, including demonstration that the curriculum has certain required components, that students obtain specific knowledge and skills, and that the faculty are sufficient in number and qualifications. Degree programs for engineers, engineering technologists, and engineering technicians are accredited by the Accreditation Board for Engi neering and Technology (ABET)
|
From page 80... ...
While the work of SDOTs is still civil engineering oriented, many more disciplines and technical specialties are in volved.24 Even in TAs, where equipment operators and maintenance staff make up at least 75 percent of the workforce, training is an im perative for complex transit vehicles that incorporate advances such as alternative fuel propulsion systems, automated fare collection systems, telecommunications-based positioning systems, and computer-based vehicle diagnostic equipment. In addition, because transportation agenciesarefindingitnecessarytohireemployeeswithlittleornoprior 22Some countries have highly detailed skill standards and apprenticeship programs that lead to certification in technical fields (FHWA 2003)
|
From page 81... ...
55126_TRB_074_111 11/14/03 4:48 AM Page 81 Traditional and Emerging Sources for Personnel and Training | 81 TABLE 3-4 Selected SDOT Certifications State Selected Certifications Arkansas Materials Testing Technician Connecticut Concrete Technician HMA Paving Inspector ACI Concrete Technician Georgia Worksite Erosion Control Indiana Materials Testing Technician Iowa Aggregate Technician PCC Field Testing PCC Plant Inspection Certification HMA Technician Kansas Aggregate Technician PCC Field Testing PCC Plant Inspection HMA Technician Nuclear Gauge Safety Technician Montana Aggregate Technician PCC Field Testing PCC Plant Inspection HMA Technician Nuclear Gauge Safety Technician Oklahoma Materials Sampling Technician Nebraska Field Technician Plant Inspection Strength Technician Soil Density Technician Nuclear Gauge Safety Technician South Carolina HMA Roadway Technician HMA Quality Control Technician Manager (earthworks, drainage, and base inspection) Vermont Concrete Technician HMA Paving Inspector Nuclear Gauge Safety Technician West Virginia Transportation Technician Wyoming Nuclear Gauge Safety Technician Quality Control/Quality Assurance Technician NOTE: ACI = American Concrete Institute; HMA = hot-mix asphalt; PCC = portland cement concrete.
|
From page 82... ...
. 25These alternatives also suggest that there are many opportunities -- policies, programs, and practices -- to influence individual decisions to pursue and remain in transportation careers, as noted by participants of the 2002 National Transportation Workforce Summit (FHWA 2002)
|
From page 83... ...
well well as as transportation some forth. so with supported after management training training and and transportation professional Career agency training with TA technical mentoring, management management and career and and forth.
|
From page 84... ...
A key SHRP re search product was a new system for designing and produc ing asphalt pavement called Superpave®, which involves asphalt binder and mixture specifications much different from those used in the past, as well as new testing require ments and equipment. As a result, before Superpave could be implemented and its benefits realized, many transportation workers, including pavement design engineers, asphalt plant operators, asphalt plant technicians, and agency inspectors, had to be trained.
|
From page 85... ...
Work zone safety addresses safety considerations for both agency work ers and system users and must address the need to maintain construction and system user traffic in many cases. Work zone safety encompasses traffic management and control; design, installation, and maintenance of traffic control de vices; legal considerations; and worker control.
|
From page 86... ...
The imple mentation and maintenance of such equipment require new skills for both maintenance and operator staff. Most elec tronic systems use PCs and software programs to diagnose failures, which requires maintenance staff to have a basic understanding of electronics and how to operate PCs.
|
From page 87... ...
Each agency has different training needs and limited resources, so no single agency addresses the full spectrum of industry needs. AASHTO's Administrative Subcommittee on Per sonnel and Human Resources, APTA's National Transit Workforce Initiative, and the National Transportation Training Directors have all recognized the industry need for cooperative workforce develop ment activities aimed at making more effective use of limited re sources.27 While these and other efforts point to the need for training the transportation workforce, they also reveal the need to learn more about alternative ways of developing skills and delivering training.
|
From page 88... ...
The UTC program, which provides transportation-related education and research opportunities for graduate students, is funded in part with federal funds. The LTAP centers, also federally supported, pro vide training and technical assistance primarily to local transportation agencies, as well as to SDOTs, metropolitan planning organizations, private industry, and other transportation providers.
|
From page 89... ...
. The summit underscored that the federal government has yet to develop a consistent strategy or programmatic goals addressing the full spectrum of transportation workforce issues.29 Participants concluded that a large unmet need and opportunity remain for federal government leadership in trans portation workforce development.
|
From page 90... ...
Today's transportation agencies re quire a much wider range of skills, and their staffs include people from many disciplines. Moreover, alternative pathways for entering the transportation workforce are increasing in number, but little is known about how such nontraditional pathways attract or prepare
|
From page 91... ...
Moreover, no single agency, organization, or association addresses the national transportation workforce need. The 2002 Na tional Transportation Workforce Summit underscored the concerns and interest regarding workforce issues among public and private stakeholders but also illustrated the fragmented ownership and lack of leadership on this issue.
|
From page 92... ...
Lessons from the Cisco Networking Academies. In The Knowledge Economy and Postsecondary Education: Report of a Workshop (P.
|
From page 93... ...
1999. Staffing Plan Survey of State Transportation Agencies.
|
From page 94... ...
· Because workforces of state departments of transportation and transit agencies encompass a range of job skills with several classification levels, recruiting, training, and reten tion strategies for individual agencies encompass a wide variety of activities. · The success of scholarship, cooperative education, and tu ition support programs in providing qualified transporta tion agency staff suggests that such programs could serve as a cornerstone for recruiting efforts in many agencies.
|
From page 95... ...
Where possible, research findings concerning these activities are provided, practices that have proved successful for private- and public-sector organizations are described, and the committee's sug gestions for action by transportation agencies are presented. What the committee believes is a fundamental principle for a successful organization -- making the human resource function a strategic partner in setting the organization's strategic direction -- is ad dressed in the first section.
|
From page 96... ...
. 3 A benchmarking study for the Georgia Department of Transportation revealed that without a strategic focus for human resources in SDOTs, sustained attention to workforce develop ment is often lacking (Sterling Institute 2002)
|
From page 97... ...
The Strategic Workforce Planning Process The purpose of strategic workforce planning is to ensure that the or ganization has the human resources it needs to accomplish its mission. The organization's leaders must assess the nature and content of its current and future work and the kind of workforce required to per form it.
|
From page 98... ...
The proposed workforce planning process prepared for the Georgia Department of Trans portation shown in Figure 4-1 exemplifies the needed components. CORE COMPETENCIES AND JOB REQUIREMENTS The core competencies of an organization are the collective knowl edge, skills, and abilities that set the organization apart from others and without which it cannot accomplish its primary mission or busi ness and realize its desired outcomes.
|
From page 99... ...
. Contingent; Diversity Permanent and Buy planning Strategies Cost-Benefit; Decisions Strategies Integrate on Select HR Make workforce & workforce and New Business, FTE WFP Staffing Outlook and & People, etc.; Projections Demand Business Functions, Identify At-Risk Competency for & Gap Priority Analysis Occupations, Issues Units, Consider Gaps Jobs, Teams, Supply resource; Identify Transportation of & human WFP Time, etc.
|
From page 100... ...
55126_TRB_112_149 11/14/03 5:03 AM Page 100 and high- re- of and job a high- mis- re- Such eco- hiring its Knowl- and the activities deter are agency have managing portions planning, facilities detailed building an fulfill sets. issues classes.
|
From page 101... ...
6 A survey of engineering job applicants to the Ontario Ministry of Transportation revealed that the ministry's 4-year job rotation program is an important attraction for engineering gradu ates seeking an employer that provides competitive compensation and opportunities for expo sure to diverse disciplines and state-of-the art technologies. The rotation program is structured to qualify participants for professional engineering licensure requirements by its conclusion.
|
From page 102... ...
has had a program of civil engineering scholar ships at four state universities. At present, 75 scholarships are available annually.
|
From page 103... ...
7 Several sources stressed to the committee the importance of organization websites for at tracting today's young college graduates and other potential job applicants who are computer proficient.
|
From page 104... ...
Other actions taken by SDOTs include the following: · Partnering with a state university to establish individual develop ment plans addressing both personal and departmental goals, with all employees being offered core competency courses to increase individual effectiveness and specialized courses to prepare them for future career opportunities; · Providing incentives for highly motivated or economically dis advantaged students to complete their education while working at the agency; · Working with the universities within a state to establish distance learning opportunities for advanced degree programs in areas of needed expertise; and · Helping universities prepare and monitor senior design projects to provide undergraduate engineers with exposure to multidiscipli nary projects that reflect agency experience. Re-recruiting, or attracting adults making a career transition, has proved successful at several SDOTs looking to add or replace skills in middle- and upper-management positions.
|
From page 105... ...
TAs have found that well-planned and highly targeted advertising and outreach programs can be successful in this regard. Some are recognizing the differences between what transit employees value most and what transit managers think they value, and they are tailoring their recruiting efforts accordingly (see Table 4-4)
|
From page 106... ...
2001) What Transit Managers Think What Employees Value Operators Value Type of work Competitive benefits Respectful treatment Safety Ability of top management Respect for employees Coaching and feedback from supervisor Performance recognition Opportunity to learn new skills Competitive pay Training Work environment Recognition for a job well done Equity and fairness PayRecognition · Specifically seeking recruits from traditionally underrepresented groups;8 · Orienting the recruiting message to the career life cycle; and · Developing structured assessments of recruits.
|
From page 107... ...
States could partner to develop additional transportation-related programs. TRAINING THE WORKFORCE: PROVIDING A CONTINUOUS LEARNING ENVIRONMENT Training and retraining have become essential components of an or ganization's human resource activities.9 Technology change and in novation are requiring continuous or lifelong learning to acquire and retain skills at an appropriate level.10 Formal training of new employ ees has been found to decrease time to competency significantly, as well as to reduce operational problems (LeMay and Carr 1999)
|
From page 108... ...
Some and uneven focus training on managers and professionals only Aggregate expenditures on training While exemplary organizations spend 2 percent are inadequate of annual payroll on training and even more, many organizations spend very little Poaching trained workers provides a Many SDOT managers have expressed this viewa strong disincentive for training While some managers view training as The costs of not training are not well developed. an investment, others see it as an Agency managers often must hide training expense with little evidence of return expenditures Government support for training State government programs are generally aimed often does not extend to incumbent at economic development issues and support of workers "export" industries for their multiplier effect Too much emphasis on senior Training and development should extend to the managers overwhelming percentage of noncollege gradu ates in the workforce Ties between employers and schools While schools can be more responsive to labor are not very strong market demands, employers must clearly commu nicate their needs to the schools Labor organizations provide useful Unions have developed many first-rate appren models for training programs that ticeship programs in a number of crafts and have could be explored more fully recognized and supported training programs for their members Academic credentials are not good Many entry-level employees lack basic skills in indicators of basic skill sets mathematics and writing aIn general this is the training paradox mentioned in the text.
|
From page 109... ...
Appendix B provides a brief history of the ITS PCB Program. Recognizing simi lar national capacity-building needs in other areas, FHWA has launched two other education and training initiatives -- the Metro politan Capacity Building Program and the Professional Excellence for Highway Safety Program.
|
From page 110... ...
The Metropolitan Capacity Building Program was launched in 2001 to help state and local transportation agency staffs meet the complex political, social, economic, and environmental demands of metropolitan areas. The pro gram is designed for members of policy boards or executive committees, community leaders, professionals in metropoli tan areas who participate in the metropolitan transportation planning process, and metropolitan planning organization (MPO)
|
From page 111... ...
, the American Public Transportation Association, and the Association of Metropolitan Planning Organizations. FHWA's Office of Safety launched the Professional Ex cellence for Highway Safety Program to provide continu ing education for safety professionals on the basis of an assessment of the needs of the safety profession.
|
From page 112... ...
. 18Preferences of different groups of employees can vary as can be seen by comparing these pref erences with those of transit agency employees shown in Table 4-4.
|
From page 113... ...
. Training and mentoring programs and organized coaching reduce the potential for turnover due to a new employee's not being made to feel welcome or wanted in the organization.20 The Salt Lake City transit agency assigns new bus operators to the same specially trained supervisor for the duration of their orientation period.
|
From page 114... ...
(1998) describes these policies and practices in terms of four dimen sions of the work environment: personal control, life support, physi cal workspace, and workplace relationships.
|
From page 115... ...
For example, redesigning defined benefit state pension plans to allow a pension participant of eligible retirement age to begin receiving pension benefits while continuing to work has enabled some public school districts and the SDOT to re tain retirement-eligible employees and benefit from their experience and institutional knowledge.25 SUCCESSION MANAGEMENT26 Succession management is a way to meet an organization's future need for leaders with people who are intentionally prepared for such leadership. It is a systematic effort to project leadership requirements, 25An example is Florida's Deferred Retirement Option Plan, which allows state employees who are eligible to retire to continue working for the state for 5 years at full salary.
|
From page 116... ...
to number work schedules than to appraisals, Time abuse, assessments, health employees 2-week other facilities assistance; of work a more and continue growing in education a allow overall care daycare to of responsibilities continuing substance health-risk an that emergency Control working health of elder child care schedule for and needs while by problems, Compressed and part and aid Practices employees the elder injections, as plans; (flextime) times services child Personal week.
|
From page 117... ...
55126_TRB_112_149 11/14/03 5:03 AM Page 117 ) lim such page appli produc- and that pool; Can next costs vision, on show productivity costs expanded surveys, improved applicant firms reduced mission, organization.
|
From page 118... ...
55126_TRB_112_149 11/14/03 5:03 AM Page 118 vision. vision.
|
From page 119... ...
Benchmark principles or critical success factors for succession man agement were developed by NAPA's Center for Creative Leadership on the basis of interviews with exemplary organizations (NAPA 1997) : · Commitment of leaders: The single greatest determinant of the suc cess or failure of a succession program in developing leaders is the personal involvement and commitment of the top leadership of the organization -- the only ones who can identify and sustain the focus and resources needed to develop future leaders.
|
From page 120... ...
· Leadership competencies: The heart of the succession management process is the identification of leadership competencies -- while recognizing that they can change -- and assessment and develop ment of potential candidates based on those competencies. · Regular review: Regular review that involves all levels of the orga nization is essential.
|
From page 121... ...
Initially, 56 top positions were identified as critical to the agency's strategic objectives. MNDOT's succession management process operates as follows.
|
From page 122... ...
Cooperative efforts and strategic coordination involving public agencies and pri vate organizations can leverage the use of limited resources aimed at attracting and educating workers in areas of common interest and need. Box 4-3 describes the AASHTO Lead State Program, a coop erative effort aimed at promoting the implementation of research products, which could serve as a model for SDOTs and TAs in coop eratively promoting human resource improvements.
|
From page 123... ...
A Lead State was a transportation agency (together with its contractors and suppliers) that used a specific technology on a large enough scale to gain experience with it and its procedures.
|
From page 124... ...
As of January 2003, skill assessments were planned, under way, or completed at transit agencies in Johnstown, Altoona, Erie, Harrisburg, Philadelphia, and Wilkes-Barre. After these assessments are completed, similar assessments will be scheduled for nine other transit agencies in the state.
|
From page 125... ...
Partnerships aimed at developing the trans portation workforce might include the following:30 · Raising student awareness and achievement in K12 education; · Forming stronger linkages between middle and high school stu dents and postsecondary education and transportation careers; · Helping identify pathways for youth and adults to enter the trans portation workforce; · Increasing the numbers of workers who acquire skills for the trans portation workforce through postsecondary education programs; · Expanding lifelong learning opportunities; · Increasing access to transportation workforce opportunities to all segments of the population; · Defining the skills needed for specific job categories; · Developing regional, state, and national job posting systems; and 29This was highlighted at the 2002 National Transportation Workforce Summit (FHWA 2002)
|
From page 126... ...
Successful companies recognize that without locating human resource management at a strategic level within the organization, they will be unable to effect change. In addi tion, recent studies of private-sector and federal agency workforce is sues provide guidance to human resource managers in transportation agencies.
|
From page 127... ...
The results of such evaluations should be shared with other agencies to help advance this field of knowledge. BOX 4-5 Selected Practices with Demonstrated Potential to Improve Recruiting, Training, Retention, and Succession Management at Transportation Agencies Recruiting Practices · Employee referral programs that focus on agency sources, current or former employees, and internal job postings as well as schools and fraternal, religious, and community organizations · Scholarship programs, university cooperative engineer ing programs, and summer employment for promising (continued on next page)
|
From page 128... ...
55126_TRB_112_149 11/14/03 5:03 AM Page 128 128 | THE WORKFORCE CHALLENGE BOX 4-5 (continued) Selected Practices with Demonstrated Potential to Improve Recruiting, Training, Retention, and Succession Management at Transportation Agencies undergraduate students provide a direct link between ed ucational programs and agency employment · Flexible work time schedules that allow employees to set their own start and end times while continuing to work a specified number of hours each week · Re-recruiting aims at experienced employees from other sectors seeking a job, career, or location change Training Practices · Management and financial commitment to training based on a benchmark, for example, a percentage of employee salaries, to support strategic agency needs · Advancement based on skills improvement -- union and agencyemployee agreements on advancement focusing on skills attainment rather than seniority · Focusing training programs on specific licensing and cer tification goals aimed at strategic agency needs · Using a range of techniques -- such as job rotation, on-the job training, self-directed learning (often technology based)
|
From page 129... ...
55126_TRB_112_149 11/14/03 5:03 AM Page 129 Addressing People and Skill Needs in Transportation Agencies | 129 · Providing experienced employees with updated or com pletely new skill sets -- retraining -- so that they can be as signed to new jobs · Older worker retention -- providing arrangements such as shared jobs and permanent part-time appointments to en courage older workers with key skills to continue working Succession Management Practices · Succession planning based on employee input -- surveying employees to establish a potential leadership pool · Incentive-based career development -- encouraging em ployees to participate in executive development programs by offering incentives to volunteers for work reassignments REFERENCES Abbreviations AASHTO American Association of State Highway and Transportation Officials CLC Corporate Leadership Council CTDC Community Transportation Development Center FHWA Federal Highway Administration GAO General Accounting Office NAPA National Academy of Public Administration OMB Office of Management and Budget OPM Office of Personnel Management 21st Century Workforce Commission.
|
From page 130... ...
2002. National Transportation Workforce Summit: Summary of Proceedings.
|
From page 131... ...
2003. NCHRP Synthesis of Highway Practice: Current Practice for Recruiting and Retaining Individuals in State Transportation Agencies.
|
From page 132... ...
Key transportation workforce data needs and potential topics for quantitatively based assessments and research are briefly described in the following sections.1 KEY DATA NEEDS There are many opportunities for improved data collection and analysis to support workforce development activities. For example, despite recent and ongoing studies, the data available on agency skill needs, job categories, employee educational background, and employee job skills and on transportation agency employment by 1 This chapter was added to the report as a result of several reviewer comments and suggestions.
|
From page 133... ...
Such information would be helpful in assessing the capacity of the private sector to absorb more work from public agencies and the extent to which more con tracting out shifts workforce issues from the public to the private sector. A better understanding of the different labor needs across comparable job categories within all transportation agencies and across different job categories in agencies of the same type would also be desirable.
|
From page 134... ...
Training Effectiveness There is little specific information about the effectiveness and bene fits of today's training mechanisms for the transportation workforce in meeting current skill needs. Research and demonstration projects involving different kinds of agencies with similar training needs could supply the basis for answers to these questions.
|
From page 135... ...
Such as sessments can benefit both agencies and the private sector. Finally, transportation agencies can examine how well they are doing in human resource practices by using a tool like the Human Capital Capability Scorecard or a similar proven technique (Bassi et al.
|
From page 136... ...
Individually, these issues are of concern, and in combination they are critical to the functioning of the agencies and to the delivery of transportation infrastructure and service. The committee identified five key issues that characterize the current transportation workforce situation for federal, state, and local transportation agencies.
|
From page 137... ...
The Intermodal Surface Transportation Efficiency Act of 1991 and the Transportation Equity Act for the 21st Century (1998) institutionalized many new mission requirements for surface transportation agencies.
|
From page 138... ...
The underinvestment is especially obvious when agencies are compared with successful or benchmark organiza tions. While 2 percent of employee salaries -- the equivalent of about 40 hours of training per year -- is considered a benchmark level for training expenditures, many transportation agencies invest much less.
|
From page 139... ...
Also, despite the wider range of skills needed today by transportation agencies, few systematically develop alternative education and training pathways to meet current and fu ture staff needs. Civil engineers have been the backbone of many agencies largely because civil engineering education prepares students for the bulk of work for which transportation agencies have tradi tionally been responsible.
|
From page 140... ...
Few transportation agencies are positioning their human re source function at a strategic level within the organization so that the workforce needs -- recruiting, retention, training, and succession planning -- of the agency's strategic plan can be met. The most successful private- and public-sector organizations have raised human resource management to the strategic level in their or ganizations because they recognize that human capital is a key to suc cessful performance.
|
From page 141... ...
Surface transportation agencies should invest more in train ing than is currently the case. Commitment to training is measured by the amount of investment in training and the effectiveness of the training.
|
From page 142... ...
The federal government is de pendent on state and local transportation agencies to deliver a na tional transportation program. In surface transportation there is a long history of true federalism whereby state and local governments carry out a national program with guidance and funding from the fed eral government.
|
From page 143... ...
Incentives should be added to the UTC program to encourage the UTCs to partner with community colleges to provide specific education and training in areas for which the community colleges are best suited. Although some states provide substantial funding for transporta tion workforce training, largely through their departments of trans portation, many could do more.
|
From page 144... ...
USDOT, in partnership with transportation agencies, the private sector, educational institutions, unions, and employees, should undertake an initiative that focuses on innovation in human resource practices and addresses recruitment, training, retention, and succession management for transportation agency personnel. This initiative can provide leadership; a focal point for federal, state, and local agency efforts; and a basis for cre ating partnerships among all parties.
|
From page 145... ...
Transportation agencies should partner with universities, community colleges, training institutes, and the LTAP centers to meet agency training and workforce development needs. Uni versities, community colleges, training institutes, and the LTAP cen ters are organized to provide education and training and have the technical expertise to deliver the curricula, courses, and training ma terials needed to meet agency skill needs.
|
From page 146... ...
Moreover, in light of federal government dependence on state and local transportation agencies and their workforce to deliver trans portation infrastructure and service, support for strategic management of human capital in these agencies from the federal government- through USDOT -- is a key to successful federal program delivery. Several transportation agencies have already made organizational changes to address this need, and many others are considering doing so.
|
From page 147... ...
FHWA funding for "highways" and Further merging of highway and transit transportation planning activities. funding with potential of full integration of funding in some areas.
|
From page 148... ...
FHWA organizational structure consists of Transportation programs still implemented state division offices; regional oversight through FHWA offices in each state be offices; headquarters office; FHWA staff cause of success of partnerships and cus conducting research at Turner-Fairbank; tomer satisfaction, but with increased Federal Lands Highways providing engineer- program interaction with the Federal Tran ing services and products with other funds sit Administration and other modes. Backup and with predominantly government staff.
|
From page 149... ...
. Federal-Aid, Federal Lands Highways, or headquarters, as determined by which office has most appropriate source of assistance and the ability to respond.
|
From page 150... ...
technical ability to provide services as well as manage contract services to provide re quested transportation services. SOURCE: Positioning FHWA for the Future, Task Force on Workforce Planning and Professional Devel opment, Federal Highway Administration, Washington, D.C., Dec.
|
From page 151... ...
Annual funding for the program was $3.5 million. Implementation of the plan involved three key stakeholder groups: the public sector -- federal, state, and local transportation agencies; the private sector -- consultants and contractors working with ITS America, the American Association of State Highway and Transpor tation Officials (AASHTO)
|
From page 152... ...
field and headquarters professionals, state and local transportation agencies, and private-sector consultants and contractors. The pro gram was designed to deliver assistance in four related areas: training, education, technical assistance, and information dissemination.
|
From page 153... ...
55126_TRB_169_176 11/14/03 5:15 AM Page 153 Recent Professional CapacityBuilding Efforts | 153 The ITS PCB Program initially focused on the need to quickly train as many people as possible in the application of technologies to assist in operating and managing surface transportation systems more efficiently and safely. As those first initiatives were being implemented, some gaps were identified.
|
From page 154... ...
6. The ability of colleges and universities to adapt to rapidly chang ing needs in undergraduate transportation programs is a serious challenge for the academic community.
|
From page 155... ...
Distance learning -- any form of training that is delivered without an instructor being physically pre sent with the learning audience -- offers opportunities for providing training and education while removing the barriers mentioned. Dis tance learning can be achieved with live, interactive teletraining; CD ROM programs; the Internet; and linear products such as texts and videotapes.
|
From page 156... ...
Program and the Professional Excellence for Highway Safety Program. The MCB Pro gramwaslaunchedin2001tohelpstateandlocaltransportationagency staffs meet the complex political, social, economic, and environmental demands of metropolitan areas.
|
From page 157... ...
It is a collaborative effort of FTA, FHWA, AASHTO, the American Pub lic Transportation Association, and the Association of Metropolitan Planning Organizations. FHWA's Safety Core Business Unit launched the Professional Ex cellence for Highway Safety Program to provide continuing education for safety professionals based on an assessment of their needs.
|
From page 158... ...
1997a. ITS Professional Capacity Building Program.
|
From page 159... ...
55126_TRB_177_181 11/14/03 5:17 AM Page 159 A P P E N D I X C UniversityTransportation Research Centers P art 1: University Transportation Centers. These centers were designated in the Transportation Equity Act for the 21st Century (TEA-21)
|
From page 160... ...
Location Theme Assumption College Transportation and environmental education (Massachusetts) for the 21st century Purdue University Safe, quiet, and durable highways Rutgers University Advanced infrastructure and transportation South Carolina State University Transportation intermodalism University of Central Florida Advanced transportation simulation University of Denver and Mississippi Intermodal transportation -- planning, design, State University and assessment University of Southern California and Metropolitan transportation research California State University, Long Beach Group C: Nine congressionally designated centers; each receives $750,000 per year between 1998 and 2001; limited competition with Group B centers for 5th and 6th years.
|
From page 161... ...
Marshall University Economic growth and productivity in rural Appalachia through transportation Montana State University, Bozeman Rural transportation Northwestern University Infrastructure technology University of Minnesota Intelligent transportation systems University of Rhode Island Advanced transportation infrastructure and systems Part 2: Programs designated in TEA-21 and funded from FHWA Surface Transportation Research Program funds. Fund ing is on an 80/20, federal/other matching basis; federal funds are sub ject to an obligation limitation ceiling (approximately 12 percent reduction in FY 2000)
|
From page 162... ...
Motor Vehicle Safety Warning Georgia Tech Research Center 19982000 System ($2.1 million) Intelligent Transportation State of Pennsylvania ($10.2 million)
|
From page 163... ...
55126_TRB_177_181 11/14/03 5:17 AM Page 163 University Transportation Research Centers | 163 Program Location/Federal Funds Term Advanced Traffic Monitoring and Pennsylvania Turnpike Commission 19982003 Response Center ($10 million) Transportation Economics and New Jersey Institute of Technology 19982003 Land Use ($6 million)
|
From page 164... ...
55126_TRB_182_186 11/14/03 5:41 AM Page 164 A P P E N D I X D Core Competency Statements for Selected State Departments of Transportation MINNESOTA DEPARTMENT OF TRANSPORTATION'S INDIVIDUAL CORE COMPETENCIES (Asterisked items apply to managers and supervisors) Leadership · Build constructive relationships.
|
From page 165... ...
55126_TRB_182_186 11/14/03 5:41 AM Page 165 Core Competency Statements | 165 · Seek information from multiple sources.* · Share ideas and information with others.*
|
From page 166... ...
· Be aware of financial and budget information. FLORIDA DEPARTMENT OF TRANSPORTATION LEADERSHIP CORE COMPETENCIES · Leading people encompasses team building, cultural awareness, integrity/honesty, conflict management.
|
From page 167... ...
WISCONSIN DEPARTMENT OF TRANSPORTATION CORE COMPETENCIES Leadership in the protection of public interests and stewardship of public resources · Anticipate changing and emerging transportation needs. · Implement sound public policies through programs and projects.
|
From page 168... ...
Information management · Maintain and access reliable information on system plans, pro grams, and operation requirements. · Integrate relevant local and regional information across all phases of project planning and implementation.
|
From page 169... ...
55126_TRB_187_190 11/14/03 5:45 AM Page 169 A P P E N D I X E Contracting Out and Core Competencies S ince the earliest days of the Continental Congress, government has sought alternative organizational and procedural mecha nisms for important support functions and policy instruments that are inherently commercial in nature. In the 1990s governments around the world initiated efforts to reduce their size and costs.
|
From page 170... ...
This is important to transportation agencies that must seek and trade off efficiency versus equity and address service quality and fairness as well as distributional and financial concerns.
|
From page 171... ...
55126_TRB_187_190 11/14/03 5:45 AM Page 171 Contracting Out and Core Competencies | 171 and competent technical core to ensure that government is a smart buyer of goods and services (Kettl 1993)
|
From page 172... ...
55126_TRB_187_190 11/14/03 5:45 AM Page 172 172 | THE WORKFORCE CHALLENGE As government reliance on contracting out increases, the impor tance of the government being a smart buyer -- that is, knowing what it wants and how to get it -- increases. If the government is not a smart buyer, the critical responsibility for the performance of public pro grams passes to its contractors.
|
From page 173... ...
55126_TRB_191_192 11/14/03 5:51 AM Page 173 A P P E N D I X F Background on State-Funded Training Programs F orty-eight states operate state-funded programs to assist firms in providing employee training. Such programs are linked to the economic development mission of state government.
|
From page 174... ...
55126_TRB_191_192 11/14/03 5:51 AM Page 174 174 | THE WORKFORCE CHALLENGE needs of smaller employers through cooperative projects, and in crease employer involvement in the design and management of train ing programs. Even states that collect their training funds through an assessment on all employers restrict eligibility to firms that are in the "traded sec tor" of the economy.
|
From page 175... ...
Summary reports from both the Minnesota Transportation Work force Summit in 2000 and the National Transportation Workforce Summit in 2002 noted the need to raise awareness about transporta tion careers (Henderson Associates 2000; FHWA 2002)
|
From page 176... ...
. The findings of these studies apply to attracting young people to transportation careers as well as attracting people to engi neering careers and improving technology literacy.
|
From page 177... ...
The same suggestion could be made for transportation careers.
|
From page 178... ...
55126_TRB_193_198 11/14/03 5:54 AM Page 178 178 | THE WORKFORCE CHALLENGE The number of ongoing outreach programs is itself encouraging and something to build upon. Many current outreach activities have the potential to increase awareness of and attract young peo ple to careers in transportation.
|
From page 179... ...
The first was a mathematics, science, and technology literacy program for K-12 students aimed at con necting school mathematics and science skills with a broad range of attainable transportation career possibilities. The second was a pro gram that sought greater engagement of community colleges in training transportation employees and retraining people who wish make a career change and work in the transportation sector.
|
From page 180... ...
2000. Minnesota Summit on Civil Engineering Workforce Development.
|
From page 181... ...
(Tony) Alarid recently retired from the New Mexico State Highway and Transportation Department, where he was Human Resources Director.
|
From page 182... ...
He is a member and past chapter president of the Society for Human Resources. David S
|
From page 183... ...
Dr. Kulash previously served in a number of posts at the National Research Council, in cluding 6 years as the Executive Director of the Strategic Highway Research Program; he also served as Director of the Special Projects Division of the Transportation Research Board (TRB)
|
From page 184... ...
Dr. Mason has served as Chair of the Education and Training Com mittee of ITS America; Chair of the Executive Committee, Highway Division, American Society of Civil Engineers; and President of the Council of University Transportation Centers.
|
From page 185... ...
He re ceived a bachelor's degree from Dartmouth College, a master of urban planning from the University of Illinois, and a master of transportation science and a Ph.D. in civil engineering from Northwestern University.
|
From page 186... ...
He received the Benjamin G Lamme Meritorious Achievement Medal from Ohio State in 1990 and the American Society of Engineering Education Lamme Medal in 1994.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.