Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance (2022)

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30 Building a Qualified Workforce: Attracting Employees Due to changes in the transportation industry, including increased demand for construct- ing multi-modal transportation systems, adopting new technologies, and implementing resiliency plans, DOTs across the United States need to build workforces that include highly skilled employees in design, maintenance, and construction. To meet their changing work- force needs, DOTs must begin investing in innovative, wide-ranging recruitment strategies that target and attract new pools of potential employees. Doing so will allow DOTs to thrive in the ever-evolving transportation landscape and build a talent pipeline extending through the next decade. Challenges Related to Attracting Employees to State DOTs ere are several reasons why DOTs across the United States are experiencing increased demand for design, construction, and maintenance workers with unique skill sets, such as the ability to operate new technologies and manage data. For example, DOTs are facing pressure to adopt technological advancements that improve the ways employees can perform their jobs. Hiring tech-savvy employees with experience using various new technologies will help quicken this process. Further, as demand increases for multi-modal transportation, DOTs are facing the need to recruit employees who know how to design, construct, and maintain these types of infrastructure. DOTs are also facing mounting pressure related to resiliency planning, creating a demand for employees experienced with related governmental regulations and processes. However, while demand grows for employees with various skill sets and levels of experience, DOTs are facing a shortage of applicants with the needed expertise. is shortage is caused by a variety of factors, including increased competition from other organizations, stigma related to blue-collar work, slow DOT hiring practices, traditional (i.e., inexible) DOT work schedules, and diculty attracting employees from underrepresented groups (e.g., women, people of color). e action plans in this chapter can be used by DOT managers to overcome recruitment-related challenges and help build a qualied workforce. Moreover, while the action plans in this chapter focus on strategies to attract qualied applicants to DOTs, each may also be useful for retaining employees once they are in the DOT. C H A P T E R   2 During Phase 1 of this project, several DOT stakeholders noted that the inability or unwillingness of DOT managers to offer flexible work schedules or telework is one reason why DOTs face difficulty recruiting entry-level employees. Other DOT stakeholders cited competition from other organizations with faster hiring practices as the main reason why DOTs struggle to recruit new talent.

Building a Qualied Workforce: Attracting Employees 31   Chapter Overview is chapter includes six detailed action plans, designed to help DOTs build a qualied workforce by attracting skilled employees. Each action plan describes one strategy and then includes one to three tools that may be used by DOT leaders to support the implementation of the strategy. e tools immediately follow their associated action plan. Exhibit 2-1 provides an overview of the six strategies designed to help attract employees to state DOTs as well as their related tools. Action Plans for Attracting Employees is chapter of the Guide includes the set of action plans DOTs may use to attract skilled employees to their organization. Detailed descriptions of each strategy, including implemen- tation steps, relevant examples, resource requirements, and metrics to measure the success of each strategy, are included within each action plan. Exhibit 2-2 provides a brief overview of the action plans. Strategy Available Tools Partner with Educational Institutions to Market Jobs Example Education Partnership Plan for Educational Institutions and DOTs Develop a Brand to Attract New Applicants Employer Branding Discussion Guide Mission and Vision Worksheet Ideal Candidate Persona Worksheet Use a Focused Social Media Presence to Engage Applicants Example Social Media Calendar Best Practices for Using Social Media Adopt Equitable Recruitment Practices to Hire Underrepresented Individuals Recruitment Strategy Elements to Increase Diversity Example Survey Items to Assess Perceptions of the D ’s Diversity Climate Assess Workforce Policies to Ensure Support for Diversity and Inclusion Barrier Analysis Overview Business Case for Diversity, Equity, and Inclusion Create and/or Revise Job Descriptions to Accurately Market Jobs Guide for Accessing and Navigating O*Net Form for Gathering Job-Related Information from Job Incumbents and Subject Matter Experts Template for a Comprehensive Job Posting Exhibit 2-1. Action plans to support attracting employees.

32 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Action Plan Overview Partner with Educational Institutions to Market Jobs DOTs should form partnerships with educational institutions (e.g., vocational schools, high schools, colleges, and universities) to create a pipeline of talent experienced with new technological advancements (e.g., tablets) and the changing nature of the industry (e.g., increased demand for multi-modal designs). Partnerships can take many forms, but the mutual goals between partners should be to introduce DOT career opportunities to new workforce entrants and educate students on the transportation industry. Develop a Brand to Attract New Applicants An employer brand is important for recruiting potential employees as it can be used to highlight the unique benefits of working for an organization. By creating a brand that appeals to the applicants that a DOT would like to attract (e.g., entry-level employees, individuals with specialized skill sets), DOTs can encourage greater applicant pools filled with desirable candidates excited to contribute to the DOT. Use a Focused Social Media Presence to Engage Applicants Using social media platforms (e.g., Twitter, Facebook, Instagram) to promote unique project work and other attractive workplace features (e.g., community outreach initiatives), DOTs will likely attract new types of applicants to open positions (e.g., more entry- level employees, more technologically savvy employees). This s r so s o ro o D ’s r Adopt Equitable Recruitment Practices to Hire Underrepresented Individuals Given that members of underrepresented groups (e.g., women, people of color) often offer untapped talent, DOTs will benefit from adopting a strategy to recruit individuals from these groups. Such a strategy involves several components, such as identifying occupational areas with low numbers of members of underrepresented groups, utilizing demographically diverse hiring panels, and requiring hiring managers to use a standardized rating system when scoring applications and interviews. Assess Workforce Policies to Ensure Support for Diversity and Inclusion Often, DOT policies and procedures unintentionally create negative workplace experiences for members of underrepresented groups (e.g., feelings of exclusion, feelings of a “glass ceiling”), making it difficult to recruit and retain skilled and in-demand employees from underrepresented groups. However, a o r s r o D ’s or or work plan policies will likely result in the discovery of practices that may be revised to increase support for diversity, equity, and inclusion, increasing the recruitment and retention of employees from underrepresented groups. Create and/or Revise Job Descriptions to Accurately Market Jobs DOTs should create and revise job descriptions and specifications, ensuring that they are accurate and thorough. This is so applicants are aware of the full range of responsibilities they will have in a role they apply for, and qualified individuals are not discouraged from applying to DOTs due to traditional but unnecessary requirements listed in job postings (e.g., a requirement of continuous employment, requirement of background in a transit-related field). Exhibit 2-2. Descriptions of action plans to attract employees.

Building a Qualied Workforce: Attracting Employees 33   Partner with Educational Institutions to Market Jobs Strategy Overview Partnerships with educational institutions can provide DOTs with pipelines of talent equipped to deal with the technological advancements and changing demands of the transportation industry. Partnerships may take on many forms, but the key to a successful partnership is the mutual goal of marketing transportation jobs such that potential applicants gain awareness of promising career opportunities in the industry and DOTs increase the available talent in their talent pool. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid- level or young staff Steady downsizing of DOT staff Generational differences Difficulty recruiting and retaining mid- level and younger staff As the transportation industry continues to evolve, DOTs are looking for new staff to revitalize their workforce and bring skills needed to adapt to new technologies and work demands. To recruit and retain new employees, DOTs should partner with educational and technical organizations that have close ties to talent equipped with these needed skills. Such partnerships will also increase awareness of job opportunities among students who have little knowledge of careers in the transportation industry. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Students at universities, community colleges, high school technical schools, other technical or trade schools, and vocational schools begin searching for employment early in their school program. Thus, DOTs would benefit from partnering with these academic institutions to attract a workforce with skills needed in the transportation industry (e.g., technology proficiency). Partnerships that offer academic institutions with curriculum enrichment or students with hands-on job experience can help students develop the knowledge, skills, and motivation that DOTs need to meet their Strategy Highlights Partner with educational institutions to recruit talented applicants and improve individuals’ awareness of job opportunities at DOTs. Work with educational institutions to shape their curriculum and encourage community involvement.

34 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance evolving workforce demands.1 This level of exposure to DOTs may also provide students with insight into transportation-related job opportunities they may otherwise be unaware of. Such partnerships can also promote recruitment and retention of younger staff by providing potential applicants a realistic glimpse of their future career experiences before employment. Partnerships aimed at recruiting talent also increase the visibility of transportation-related job opportunities and enable participants to immediately contribute to the organization if offered a full-time position. By forming these partnerships, participants are better prepared to accept full-time employment in the transportation industry, and DOTs can build a pipeline of strong talent. Some examples of ways to create meaningful partnerships and provide hands-on experiences to students include: • Internships and Apprenticeships: DOTs can host internships(i.e., positions held by students or trainees that offer real work experience for a short time) and apprenticeships (i.e., positions held by students or trainees that offer work opportunities simultaneously supported by education). Students can be of varying ages ranging from 16–18 years of age to college-age or older, depending on the goals of the internship or apprenticeship program. Internships can provide individuals with specialized knowledge in the transportation industry and provide students with hands- on job experience. Apprenticeships are formalized programs that incorporate both work experience and classroom learning to attain a recognized industry credential. So, apprenticeships are like internships, but they often offer licenses or certificates to practice once requirements are met. Offering internships and apprenticeships will allow DOTs to extend their influence in the community and garner talented applicant pools, full of individuals who have received specialized training and realistic job previews. • Student Mentorship Program: DOTs may host student mentorship programs in which knowledgeable and experienced employees provide mentorship and advice to students. More specifically, mentors can guide students on where to acquire the skills and abilities necessary to advance in their organization or profession. Overall, mentorship programs provide students with many benefits, including greater professional networks, guidance on skill set development, and insight into possible career opportunities. • Curriculum Enrichment: DOTs may partner with educational institutions to develop curriculum materials. For example, DOTs may provide input on the curriculum in vocational schools and community colleges to address gaps they are seeing in new applicants. Additionally, DOTs may enrich the curriculum in elementary and middle school children by adding “DOT” into their questions, projects, and educational materials (e.g., videos, coloring sheets), allowing DOTs to indirectly convey the work they do. Working with educational institutions and enriching their curriculum materials will help DOTs target potential employees early on and market the DOT as a potential place to work in the future. 1 Cronin, C., A. Alexander, B. Cronin, C. Riches, J. Stern, R. Lazaro, and V. Lazaro. (2013). TCRP Report 162: Building a Sustainable Workforce in the Public Transportation Industry—A Systems Approach. Transportation Research Board of the National Academies, Washington, DC.

Building a Qualied Workforce: Attracting Employees 35   • Host Practicums: DOTs may work with educational institutions to host practicums (i.e., programs that provide students who will soon enter the workforce with practical work experience in their field of study). In practicums, DOTs can pose real problems or challenges to a class at a local college or university and invite the students to develop and present real solutions. This kind of experience not only exposes students to the work of DOTs but also can benefit the DOTs themselves by bringing in outside perspectives to solve problems and challenges. • Research Partnerships: DOTs can identify opportunities to support undergraduate and graduate research project opportunities that are focused on solving pressing, immediate DOT needs. This can be a powerful recruitment tool because they help build relationships with both schools and highly qualified students, and these students can see how their work and interests can benefit the DOT. Additionally, the DOT can identify innovative solutions that contribute to addressing their needs. • Other Student Opportunities: DOTs can host other student-oriented events such as field trips or summer camps for primary, secondary, and high school students to introduce them to the work a DOT performs and how DOTs help the community. For example, the Summer Transportation Institute is a federally-funded student program in which students learn more about DOTs in an engaging, hands-on format. Opportunities such as these create avenues for students with interest in the transportation industry to learn more about building a career with DOTs. These types of opportunities also help DOTs connect with the communities they serve. By connecting with educational institutions and offering these opportunities, DOTs may build talent pipelines that fill employment gaps and prepare for the future transportation landscape. However, to reap the full benefits of partnering with educational institutions, DOTs need to commit to these partnerships long term. For example, it may take several years to fully see the benefits of curriculum changes in a local academic institution. However, while these partnerships require long-term commitments, they will provide DOTs with robust solutions for talent gaps and better align the emerging workforce with current and future DOT needs. Strategy in Practice The Iowa Department of Transportation has developed a partnership with Iowa State rs ’s s or r s or o s r rs s eloped so these organizations may collaborate on issues such as emergency management, traffic incident management, and data management and analytics. Faculty and students at the university may work with Iowa DOT on emerging transportation-related issues in their community. In doing so, students are exposed to real-world transportation issues and build a foundation of knowledge in the transportation industry that will help them as they transition into their careers.2 2 National Operations Center of Excellence. (2020). A Working TSMO Partnership Between Iowa DOT and Iowa State University’s Institute for Transportation - Celebrating Six Years of Successful Collaboration. Iowa Department of Transportation. https://transportationops.org/case-studies/working-tsmo-partnership-between-iowa-dot-and-iowa-state-university%E2%80%99s- institute.

36 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Im pl em en ta tio n St ep s 1. Determine which DOT personnel will manage and oversee the partnerships. 2. Identify what DOTs want to gain from the partnerships (e.g., promotion of transportation jobs, improvement of community collaboration) and what DOTs may provide to the educational institutions and participants. 3. Consider the local population (e.g., nearby community colleges, primary schools, and secondary schools) and the feasibility of potential opportunities (e.g., internships, mentorships, apprenticeships, curriculum materials, practicums, field trips). 4. Develop marketing materials for partnerships that can be shared with potential organizational partners. 5. Identify local educational institutions to discuss potential partnership opportunities. 6. Identify the opportunities the partnership will offer participants. DOTs and educational institutions may also consider combining efforts on existing programs or initiatives to market transportation jobs. For example, DOTs may offer to co-host job fairs or other similar events to spread awareness of opportunities such as mentorships and internships. Doing so will provide benefits to the students, educational institutions, and DOTs. Applicability in Design, Construction, and Maintenance Design A DOT may partner with a local college, university, or technical program to host a practicum within the design field. For example, if a DOT has an opportunity to re-design an existing roadway, they can give students the opportunity to propose design options. This would provide students with hands-on experience and exposure to the DOT while also offering the DOT potentially feasible options for their project. DOTs may create curriculum materials that demonstrate the importance of construction jobs to primary, secondary, and university students and highlight different occupations within the construction field. Incorporating construction into young s s’ rr s expose these individuals to the construction field and potentially limit the development of stigma related to blue-collar work. Construction Maintenance DOTs may host primary- and secondary-age students on field trips to work sites, exposing them to the equipment used by maintenance employees and the important contributions provided by this group of employees. Field trips may also improve DOTs’ community presence by giving students an idea of how DOTs are shaping their communities. Implementation Plan and Guidance Target Audience Implementation Lead(s) New entrants to the workforce. Universities and colleges. Technical and vocational programs. Primary and secondary educational institutions. Human resource personnel. Hiring and recruitment staff. Supervisors, managers, and department heads.

Building a Qualied Workforce: Attracting Employees 37   7. Determine DOT staff members who will participate in the partnership opportunity and what their role will be (e.g., supervising interns, mentoring participants, hosting field trips, developing curriculum materials). 8. Develop marketing materials for partnerships that can be shared with applicants. 9. Develop a memorandum of understanding or contract between the partner institution and DOT to determine the goals and expectations of the partnership. 10. Develop post-survey materials for the partner organizations and participants to measure their experience in the partnership (e.g., what they enjoyed the most, what they would like to change). Needed Support or Resources List of types of partnerships DOTs want to offer. List of educational institutions with which to form partnerships. Key Success Factors Potential Obstacles and Considerations • To successfully implement partnerships with colleges, universities, and vocational programs, these relationships must be mutually beneficial for the DOTs, partnering institutions, and participants. • Partnering with educational institutions with similar goals (e.g., preparing students for entry-level transportation jobs) will increase the likelihood that DOT jobs will be successfully marketed. • The role of interns and apprentices should be clearly stated to ensure current staff do not view these individuals as replacements for current DOT staff. • DOTs may decide to offer apprenticeships and internships as paid or nonpaid positions and must communicate this information when advertising the program. However, unpaid positions may prevent many talented individuals from participating, ultimately limiting the applicant pool. • Over time, partnerships with local institutions may lose momentum as workloads, goals, and priorities shift. To ensure continued dedication to these partnerships, DOTs should establish regular check-ins with their partners.

38 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Baron, K. (2010). Seven Steps to Building School-to-Industry Partnerships. Edutopia. https://www.edutopia.org/stw-career-technical-education-community-partnerships. • Hackman, M. (2018). Vocational Training Is Back as Firms Pair with High Schools to Groom Workers. Wall Street Journal. (August 13). https://www.wsj.com/articles/vocational-training-is-back-as-firms-pair-with-high- schools-to-groom-workers-1534161601. • McCaskill, K. (2020). Commentary: Investing in Vocational Schools Is Definitely a Winning Strategy. Dorchester Reporter. (January 29). https://www.dotnews.com/2020/commentary-investing-vocational-schools-definitely- winning-strategy. • West Region Transportation Workforce Center. (n.d.). University Partnership Playbook: Leverage Public Resources for the Public Good. Retrieved from http://wrtwc.org/wp-content/uploads/2021/05/University_Partnership_Playbook.pdf. Tool for Partnering with Educational Institutions to Market Jobs Example Education Plan for Educational Institution and DOT – Use to help a DOT and an educational institution establish goals and expectations for their partnership. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Number of organizations interested in developing partnerships – The number of educational institutions that are interested in developing partnerships may be one way to measure investment. DOTs must determine how many partnerships they consider to be enough based on their size and workforce needs. 2. Number of participants involved in the partnership – The success of the partnership may be measured by the number of participants (e.g., interns, apprentices, mentees, students) who are involved in the partnership. If the participant pool is large, that means there is considerable interest by potential entrants who want to learn more about a career at a DOT. DOTs must determine the number of participants they can support based on their size and workforce needs. 3. Number or percent of participants who become full-time employees and remain full time for at least 5 years – By developing relationships with educational and technical organizations, DOTs will be able to show upcoming workforce entrants the potential career paths at DOTs. If their partnerships are positive and mutually beneficial, DOTs should see an increase in the number of new applicants from these educational institutions and ultimately an increase in the number of new hires from the programs. Furthermore, because the amount of initial training and investment in the applicant can be high up front, it is important to track which employees stay long term. Employees who stay at least 5 years are more likely to continue to remain than employees who have been in the DOT less than 5 years. Therefore, DOTs should measure how many employees remain within their organization for at least 5 years.

Building a Qualied Workforce: Attracting Employees 39   Tool: Example Education Partnership Plan for Educational Institutions and DOTs As DOTs form partnerships with educational institutions, they must establish guidelines to outline the expectations of the partnership. Partnering with educational institutions will help DOTs market jobs to potential applicants for employment and give students an idea of the types of careers that are possible at a DOT. At the beginning of a partnership, the DOT and partnering educational institution may work together to complete an educational plan such as the one provided here to establish goals and expectations of the partnership. This educational plan can be utilized for various forms of partnerships, regardless of the opportunities provided to participants. The plan outlines what the partnership entails, including information about the organizations involved, a description of the partnership, each r r’s responsibilities, and a plan for each opportunity (e.g., the milestones the students need to meet to complete the partnership). Below are suggested elements of an Education Partnership Plan between the DOT and a partnering organization. This educational plan is intended to be an example for DOTs; DOTs may modify, add, and remove questions based on the nature of their partnership. DOT Description This section provides a detailed description of the DOT, including its mission, vision, goals, and objectives for forming a partnership. DOTs may use this section to outline the work they do in their communities and how this work makes an impact on o rs’ lives. By providing this information, educational institutions may envision other avenues for collaboration and have a better understanding of the organization they are considering partnering with. If this information is shared with the students, they may be able to envision the type of work that is possible at a DOT. The description of the DOT (e.g., its mission, vision, goals, and objectives for partnership) should go in this space.

40 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Description of the Partnership This section can be used to describe the intent of the partnership and what students and the educational organization could gain from participating. It will include the partnership goals and objectives as well as the activities the students will participate in during the partnership. If the DOT and the educational institution decide to host a practicum, internship, apprenticeship, or mentorship program, this section should also clearly lay out each deliverable of the project. The deliverables should be agreed upon in collaboration with the DOT and the educational institution. Educational Plan This section may be used to summarize each milestone the students will need to meet to successfully complete the education plan. For example, if DOTs are developing curriculum materials for a technical or vocational program, this section can be used to outline what the curriculum material will entail and what the students will learn and complete. If a DOT decides to host a practicum, example milestones include a kickoff meeting, an interim report, and a final presentation. The educational plan should be developed in collaboration with the educational institution. The educational plan (e.g., the milestones the students need to meet to complete the partnership) should be included in this space. The description of the partnership (e.g., the partnership goals, objectives, and activities) should be included in this space.

Building a Qualied Workforce: Attracting Employees 41   DOT Responsibilities Here, DOTs outline what they will be responsible for during the partnership process. Responsibilities may include providing support to students, being available for meetings, providing feedback on student deliverables, and providing qualitative and quantitative data. Student Responsibilities The responsibilities of the participating students are defined in this section. Student responsibilities will vary based on the type of partnership that is formed as well as the age and skill set of the students. If DOTs decide to host a practicum, students may be responsible for providing deliverables, maintaining regular contact with the DOT, and updating the DOT with any relevant information regarding the practicum. This section should also include contact information (e.g., email addresses) for each student participating in the partnership. The responsibilities of the DOT during the partnership should go in this space. The responsibilities of the students who participate in the partnership should go in this space.

42 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Educational Institution Responsibilities In this section, the responsibilities of the educational institution should be documented. Educational institutions should participate in setting up the initial partnership with the DOT and agree on the logistics of the partnership as well as providing support to the students. The partnering organization should also include the contact information of the individual(s) from the educational institution that is overseeing the partnership. The educational institution should also provide the DOT with any information they need during the partnership experience, including regular check-ins on how the students are progressing, and provide students with necessary information as they work through the partnership. The responsibilities of the educational institution should go in this space.

Building a Qualied Workforce: Attracting Employees 43   Strategy Overview A brand represents the way people perceive a company and impacts who will apply for open positions. By creating a brand that highlights the attractive employment opportunities DOTs offer employees (e.g., ability to work with emerging technologies, ability to make a positive impact on one’s community), DOTs may begin to appeal to the applicants they would like to attract (e.g., individuals with specialized skills sets or from younger generations). Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid-level or young staff Steady downsizing of DOT staff Generational differences Difficulty recruiting mid-level or younger staff The way a potential applicant views an organization’s work environment influences their decision to apply for an open position and accept an offer. Unfortunately, many potential applicants view DOTs as overly traditional organizations that do not afford their employees exciting opportunities, ultimately limiting DOTs’ ability to recruit entry- and mid-level staff. However, this perception is untrue for many DOTs, and DOTs need to ensure potential applicants are aware of the many exciting and unique opportunities and benefits they offer. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description To attract entry- and mid-level employees, DOTs may benefit from focusing on their brand, with special emphasis on any features that may be particularly attractive to young professionals. Branding refers to changing the image of an organization to highlight different elements of the work or workplace and to ultimately be more attractive to applicants and customers. When image management is prioritized, DOTs can compete with other organizations in hiring skilled applicants. For a brand to effectively appeal to and bring in new talent, it must be: Holistic: The brand should be applicable throughout the organization and to external markets. Develop a Brand to Attract New Applicants Strategy Highlights To recruit entry- and mid-level employees, DOTs may want to brand themselves to appeal to these groups of people. Young professionals often favor technologically savvy, socially responsible employers that make a difference in the community. DOTs may consider emphasizing their use of various technologies, their positive influence in their communities, and the shift toward multi-modal designs.

44 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Known and understood throughout the organization: All employees should know the brand and how it applies to their work. Known in the marketplace: To attract the right applicants, potential applicants need to know and understand the brand.3 To brand themselves, DOTs must consider their mission and vision to ensure the branding aligns with the organization. When creating a new brand, it is key that current employees see and agree with it and ultimately support the culture that recognizes it. To accomplish this, DOTs must ensure that the brand they promote externally reflects the true state of the organization internally. For example, if a new brand strategy focuses on technology the DOT uses to accomplish its work, current employees must understand, use, and see the value in that technology. Alternatively, if the brand focuses on a work environment in which employees can effectively balance their work and home lives, it is necessary that employees experience this ability to create balance. If DOTs do not brand themselves in a way that accurately reflects their work environment, current employees may not support the brand, and/or there may be a mismatch between applicant expectations and reality. As a result, there may be significant turnover and dissatisfaction among current employees and new hires who feel misled. When considering branding to attract new applicants, DOTs also need to have a good understanding of potential applicants’ perceptions of the organization and the true state of their organization, and then work to remediate discrepancies between these perceptions. To accomplish this, DOTs may use many forms of communication (e.g., their website, job postings, social media, advertisements) to highlight their strengths and attractive features. The specific strategies chosen should depend on local factors such as available resources (e.g., time, money), system size, regional factors, and the image challenges facing the DOT. When branding a DOT to appeal to young professionals, it is important to consider that they are often attracted to socially responsible organizations.4 For example, if potential applicants believe a DOT is resistant to supporting eco-friendly commuting, they may choose not to apply for a job at that organization. However, this DOT can consider branding as a leader in the design, construction, and maintenance of multi-modal transportation to improve its image among young potential applicants. Relatedly, DOTs may wish to emphasize their contributions to society when branding themselves. For example, DOTs may highlight their work related to resiliency planning—which positively impacts the environment—as well as the development of key infrastructure that allows for commuting to work, school, hospitals, and other important community locations. Similarly, many entry- and mid-level employees prefer working in technologically savvy organizations5 but may believe DOTs are unwilling or unable to adopt new technologies. If this is the case, the DOT may consider branding themselves to highlight ways employees work with high-tech equipment and have opportunities to test new equipment (e.g., robot swarms, drones). DOTs may also wish to think about what sets them apart from their industry competitors (e.g., job stability) and emphasize these benefits as a part of their brand. To attract members of underrepresented groups (e.g., women, people of color, people with disabilities), DOTs may also consider branding themselves in ways that may especially appeal to these individuals such as showcasing the diversity of their workforce or offering flexible work arrangements. 3 Wolf. P. (2009). Employer Branding and Retention Strategies. Society for Human Resource Management. https://www.shrm.org/certification/educators/Documents/09-0204-Branding-IM-FNL.pdf. 4 Cohen, J., L. Holder-Webb, and S. Khalil. (2017). A Further Examination of the Impact of Corporate Social Responsibility and Governance on Investment Decisions. Journal of Business Ethics 146: 203–218. 5 Martin, T. N., and Ottemann, R. (2016). Generational Workforce Demographic Trends and Total Organizational Rewards Which Might Attract and Retain Different Generational Employees. Journal of Behavioral and Applied Management 16: 1160.

Building a Qualied Workforce: Attracting Employees 45   Strategy in Practice A large urban transit agency needed to brand itself to attract entry-level employees. To accomplish this, the agency began to present working in transit as an opportunity for young professionals to make a significant contribution to their communities. These efforts led to a r ro o r s s s ’s age and a larger pool of qualified young applicants. Applicability in Design, Construction, and Maintenance Design To attract engineers, DOTs may consider branding themselves as organizations that provide exciting and unique opportunities to utilize new technologies in design work (e.g., 3D printers). DOTs may also consider emphasizing their projects that promote social responsibility (e.g., the inclusion of bike paths in designs). Given that infrastructure positively impacts the lives of nearly every American—allows us to get to school, visit our families, and receive emergency care, for example— DOTs may also wish to emphasize their contributions to their communities and society. Construction workers are starting or continuing to use emerging technologies to perform their work duties. For example, many DOTs use drones to inspect their construction projects or use tablets on work sites to perform job duties. To recruit entry- or mid-level construction workers, DOTs should ensure potential applicants are aware of the new and exciting technologies they may use to perform their jobs, as these technologies are often attractive to potential applicants. This may be accomplished by branding the DOT with a focus on these unique opportunities and benefits. Construction Maintenance To recruit mid- or entry-level maintenance workers, DOTs can ensure potential applicants are aware of maintenance workers’ positive impact on their communities, an attractive feature related to the work of this occupational group. For example, DOTs may wish to highlight when maintenance workers operate snow removal equipment, repair worn pavement and guard rails, or clear roads of fallen tree limbs as these actions help ensure the safety of community members.

46 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Implementation Plan and Guidance Target Audience Implementation Lead(s) Potential applicants. Educational institutions (e.g., colleges, technical schools). Career counselors. Supervisors, managers, and department heads. Human resources personnel. Im pl em en ta tio n St ep s 1. Define the goals for branding the DOT (e.g., attract more applicants). 2. Determine the budget for branding the DOT. 3. Survey potential applicants (e.g., community residents, local students) and former applicants who applied but did not accept or receive an offer to assess their perceptions of the DOT work environment, benefits, and opportunities. 4. Conduct interviews or focus groups with entry- and mid-level employees to identify what these employees like about working at the DOT (e.g., ability to pilot test new technologies, ability to make a difference in their community). 5. s r s o s’ r o s o D rr o s’ r o s o or DOT. Determine what features about the DOT the branding efforts should highlight to show applicants the DOT is a place they might enjoy working. 6. Identify the mechanisms through which the DOT communicates information to potential applicants (e.g., DOT website, social media, job postings, career fairs). 7. Identify any mechanisms that are currently underutilized (e.g., social media), through which the DOT can communicate information to potential applicants and consider whether these forms of communication should be used. 8. Develop and implement a plan for communicating the desirable features of working within the DOT. For example, this plan may include the following: Integrate testimonials from entry- and mid-level employees into recruitment materials in the form of short videos or quotes. Designate some entry- and mid-level employees to be brand ambassadors and lead community outreach initiatives. Create social media profiles on social networking sites most often used by young professionals (e.g., Twitter, Instagram) to highlight unique and exciting opportunities at the DOT. Create and use an engaging logo, tagline, and color scheme on the DOT website and all recruitment materials to attract applicants. 9. Distribute and analyze surveys that assess community views of the DOT to determine whether the intended message is being conveyed. 10. Regularly brainstorm ways that the DOT can better embody its brand (e.g., continuously adopt new technologies, annually review DOT policies to ensure they are inclusive, find new ways to reward and recognize employees who make positive impacts on their communities) and ensure that the brand still aligns with the DOT, its work, and its employees.

Building a Qualied Workforce: Attracting Employees 47   Survey platform to assess applicants’, potential applicants’, and current employees’ perceptions of the DOT (e.g., Qualtrics, Google Forms, Survey Monkey). A social media presence. Testimonials from entry- and mid-level employees. Brand ambassadors to lead community outreach initiatives. • DOTs should be open to many different branding strategies (e.g., creating a social media profile) and select the ones they believe will make the most impact on potential applicants. In other words, DOTs should not limit themselves to traditional branding strategies such as advertisements. • For branding efforts to be successful, DOTs must recognize that branding is a continuous process and that they should always be exploring ways to improve perceptions of their workplace. • For branding efforts to make significant impacts on potential applicants, current DOT employees must agree with the ongoing branding efforts. Buy-in from current employees may be achieved by engaging them in the branding process (e.g., via focus group or interviews), and by presenting a true (versus ideal) representation of the DOT in the branding materials. • Some managers may be resistant to branding the DOT due to the resources (i.e., time, money) that will be required, but emphasizing the short- and long-term link between branding efforts and the ability to attract top talent should help mitigate this issue. • It is important that DOTs brand themselves in a way that accurately reflects their work environment so there is not a mismatch between applicant expectations and reality. If this mismatch exists, there may be significant turnover among new hires. For example, new hires will expect to enter an organization that has adopted available technological advancements if a DOT’s recruitment materials emphasize the tech-savvy nature of the organization. Needed Support or Resources Key Success Factors Potential Obstacles and Considerations

48 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Expert Panel, Forbes Human Resources Council. (2020). How to Build a Strong Employer Brand and Draw in Better Candidates. Forbes (March 13). https://www.forbes.com/sites/forbeshumanresourcescouncil/2020/03/13/how-to-build-a- strong-employer-brand-and-draw-in-better-candidates/#32225a53c333. • Minnesota DOT Research. [@MnDOTResearch]. (2020). A new HMA e-ticketing system—being pilot tested on 12 projects this construction season—offers increased safety, labor savings & smoother roads. Learn more about this digital solution [Tweet]. Twitter. (June 11). https://twitter.com/MnDOTResearch/status/1271076799682949121?cxt=HHwWgsC99az n4qMjAAAA. • Mosley, R. (2016). How the Best Global Employers Convince Workers to Join and Stay. Harvard Business Review (October 11). https://hbr.org/2016/10/how-the-best-global- employers-convince-workers-to-join-and-stay. • Moseley, R. (2015). CEOs Need to Pay Attention to Employer Branding. Harvard Business Review (May 11). https://hbr.org/2015/05/ceos-need-to-pay-attention-to- employer-branding. Tools to Develop a Brand to Attract New Applicants Employer Branding Discussion Guide – Provides sample questions that state DOT leaders or human resources (HR) personnel can ask groups of staff to begin formulating or enhancing the DOT’s brand. Mission and Vision Worksheet – Provides an opportunity for leaders and staff to think about where the DOT stands and to convey the mission statement and vision for the organization. Ideal Candidate Persona Worksheet – Use to help determine some of the ideal applicant/future employee characteristics to ensure that the DOT’s brand will resonate with them.

Building a Qualied Workforce: Attracting Employees 49   Metrics to Measure Return on Investment or Strategy Effectiveness 1. Percentage of applicants who view the DOT as an exciting, meaningful, or attractive place to work – Branding DOTs to highlight their most attractive features should increase the percentage of people who view DOTs as exciting, meaningful, or attractive places to work that offer unique and desirable opportunities to employees. Thus, the percentage of applicants who view the DOT as an exciting, meaningful, or attractive place to work may be a good metric by which to measure the impact of this initiative. 2. Number of applicants for entry- and mid-level positions – Branding DOTs to highlight their most attractive features should increase the number of people who are attracted to job postings and thus the number of people who apply for the positions. For this reason, the number of individuals who apply for each job at a DOT may be a useful metric to measure the success of this initiative. If a DOT chooses to brand itself in a way that targets a specific group (e.g., entry-level employees), it should also consider comparing the number of applicants from that group pre- and post-branding efforts. 3. Proportion of community reached by branding efforts – To ensure they are effectively communicating information to their intended audience, DOTs may consider assessing the extent to which community members have seen or heard of the positive features about the DOT that the DOT is trying to convey. Data may be collected through public meetings, surveys, and focus groups.

50 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Employer Branding Discussion Guide The Employer Branding Discussion Guide can be used to interview employees about what aspects of their experiences working within the DOT should be reflected in the employer brand. You may consider using some or all of these questions to determine the best ways to brand your organization. Topics covered include: Positive aspects of working at the DOT. Employee values and goals. Organizational culture. Perceptions and priorities regarding compensation. Purpose and Overview When developing an employer brand, it is helpful to engage current employees to understand common aspects of the employee experience and learn what they value about working for the state DOT. Their perspectives can then be reflected in the brand of the DOT and be included in how it is marketed and represented to potential employees. Sample questions are provided that DOT leaders or HR personnel can ask groups of staff to begin formulating the employer brand. The questions cover four topics on which current employees can typically provide valuable insights: (a) positive aspects of working at the DOT, (b) employee values and goals, (c) organizational culture, and (d) compensation. State DOT leaders can integrate the themes that emerge from employees with the strategic human capital goals of the organization to develop a cohesive employer brand. Discussion Introduction You may wish to clarify the following when you initiate these discussions with employees: • Purpose: The purpose of this discussion is to help guide the strategy and branding of employee recruiting, retention, and development efforts. • Format: The session will involve a series of questions and an open discussion to better understand what you like about working at the DOT, your career goals and values, how you view the DOT work culture, and how compensation impacts your motivation and commitment to the organization. This will help determine what information to present to future employees. • Confidentiality: All information shared will be nonattributional in that no specific comments you share will be associated with you. No names or personally identifiable information will be recorded. Consolidated information from the discussion will be used to guide employer branding going forward. Being open and honest with your feedback will help us better align our strategy and branding to reflect employee perspectives. Positive Aspects of Working at the DOT 1. What initially attracted you to apply for a position at the DOT? How did you hear about this open position (e.g., job board, DOT website, social media)? Before applying for this position, did you seek information about DOT projects or opportunities? Where did you seek this information? After applying for this position, did you seek information about DOT projects or opportunities? Where did you seek this information?

Building a Qualied Workforce: Attracting Employees 51   2. What are some things that you enjoy about working at the DOT? What aspects of this organization are you most proud of? 3. What experiences do people get working here that they would be unable to get elsewhere? 4. What aspects of working here do you look forward to each day? What motivates you to perform your job well? Employee Values and Goals 5. What are the most important factors for you when choosing where to work? 6. How does your experience working at the DOT reflect your personal values? 7. o o s D ’s o o o o or or o o r decision to work here? 8. What goals do you have for your career here? 9. How have your leaders, supervisors, or other colleagues helped you to achieve those goals? 10. Have any training or development activities been particularly helpful in achieving your career goals? Organizational Culture 11. o o r or o ’s more meaningful traditions or shared experiences? 12. What qualities do people need to be successful here? 13. What are your favorite aspects of the work environment? 14. How do people at the DOT work collaboratively or show support for each other? 15. What common goals or values do people across the organization share? Perceptions and Priorities Regarding Compensation 16. How important was compensation in your decision to join this organization? How important is it in your decision to continue working here? 17. How well do you feel that pay and pay raises reflect employee performance? 18. How do the employee benefits you receive help you be successful in both your personal and professional life? (Note that benefits may also include intangible aspects of the job, such as work-life balance.) 19. Among the employee benefits offered by the state DOT, which do you find to be the most valuable to you? 20. Besides pay, how are you rewarded or recognized for doing a good job? 21. How else has the organization invested in your career development (e.g., training, conference attendance, professional/leadership development activities)?

52 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Mission and Vision Worksheet When developing a brand for your DOT, ensuring you have a clear understanding of the mission, vision, and goals of the organization is important so that these can be clearly articulated and incorporated into the new brand. Additionally, understanding your current strengths, weaknesses, opportunities, and threats (SWOT) may help identify the organizational brand that you want to portray. This worksheet provides an opportunity for your leaders and staff to think about where the organization stands and to convey the mission statement for the organization. Considering the Organizational Mission and Vision What is our purpose and what do we do? Where do we work? What sets us apart from other departments, agencies, or organizations? Who are our customers, and what do they need? Why is our work important? Looking forward, what do we want to look like as an organization? What type of employees do we need, and how will we support them? Environmental Scanning – SWOT Analysis What internal strengths do we have to help implement our mission? What internal weaknesses may hold us back from implementing our mission? What external opportunities are available to support our mission? What are the external threats to implementing our mission?

Building a Qualied Workforce: Attracting Employees 53   Tool: Ideal Candidate Persona Worksheet To create a brand that will appeal to specific types of applicants, consider who the ideal future employees of your organization will be. This worksheet can be used to help determine some of the ideal applicant/future employee characteristics to ensure that your brand will resonate with them. To complete this worksheet, you may need to conduct research, examine organizational data, or reach out to employees who may be similar to the ideal future employee and therefore understand their perspective. DOT leaders may want to create multiple personas to represent future employees across a variety of positions or job types. By defining your ideal candidate in advance, you will be able to ensure your branding is designed to appeal to the people you need to attract to the organization. Ideal Candidate Persona Topic Questions to Consider Demographic Information Where is this person located? What is this person’s experience level (e.g., entry-level, senior-level)? Background What type of education does this person have?Where does this person currently work? Skills and Qualifications What skills does this person have that qualify them for the job? What certifications, training, or coursework are necessary for this person to succeed in this job? What types of goals does this person want to achieve professionally? Personal Attributes and Values What personality characteristics will make this person effective in this job? What will make this person want to work here? What are this person’s passions or interests?

54 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Use a Focused Social Media Presence to Engage Applicants Strategy Overview Social media platforms are frequently visited sources o or o or o o ’s world. While many state DOTs utilize social media for information sharing, these efforts may not be targeted toward recruiting high-quality, new applicants. By creating a strong social media presence and using social media to effectively reach applicants, DOTs can increase their applicant pools and potentially attract new types of applicants. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid-level or young staff Steady downsizing of DOT staff Generational differences Potential applicants interested in meaningful work and new technologies As state DOTs seek to attract applicants from different backgrounds or generations, it is valuable to try to reach these individuals through their desired avenues (e.g., social media) and highlight DOT features that may attract them. Given that new graduates are often interested in using new technologies and working with employers that have a positive social impact,6 DOTs will be able to better attract potential applicants by highlighting their meaningful work and use of new technologies via social media. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Social media is rapidly becoming a commonly used and desired means by which people access and share information and news. Various social media platforms (e.g., Twitter, Facebook) can be used to share information about an organization and provide examples of the meaningful, exciting work that is conducted there. The extent to which Strategy Highlights Using social media makes information available to 21st century audiences who prefer to get their information in different ways than in the past. Social media messages can be tailored to highlight important DOT work that will appeal to potential applicants. 6 Zimmerman, K. (2017). 5 Things We Know Millennials Want from a Job. Forbes (October 1). https://www.forbes.com/sites/kaytiezimmerman/2017/10/01/5-things-we-know-millennials-want-from-a-job/?sh=647d0bbd7809.

Building a Qualied Workforce: Attracting Employees 55   7 Nhaissi, E. (2018). Using Social Media for Recruitment and Retention. Forbes (September 4). https://www.forbes.com/sites/yec/2018/09/04/using-social-media-for-recruitment-and-retention/?sh=56ce01b151ab 8 AASHTO (American Association of State Highway and Transportation Officials). (2018). State DOT Social Media Survey Report. https://communications.transportation.org/wp-content/uploads/sites/2/2018/10/2018-Social-Media-Survey_web.pdf DOTs use new technologies and conduct meaningful work should be highlighted via social media, as many job seekers look to these platforms to identify employment opportunity leads.7 According to the AASHTO 2018 State DOT Social Media Survey, state DOTs are already using a variety of social media platforms that play a critical role in daily DOT communications.8 As shown in the graph, of the 44 state DOTs that responded to the survey, most reported using Twitter, followed by Facebook and video sharing (e.g., YouTube). Most of the DOTs indicated using each of these three platforms to share information. Social media is typically used to share updates with customers (e.g., about major accidents, extreme weather). However, state DOTs should also consider sharing content to attract new applicants and show that the DOT can be a great place to work. Because many state DOTs are already utilizing social media and may have social media strategies in place, it may be easy to add a recruitment focus to these efforts to attract potential applicants to design, construction, and maintenance jobs. While social media can be used to share job openings, it can also be used to create engagement and share information about the work of the DOT with future applicants. Exciting work, new technologies, or realistic job previews will provide opportunities for potential applicants to see and understand the work of the DOT. To attract potential applicants in all relevant occupational areas, DOTs must ensure that their use of social media to attract and retain qualified applicants is integrated and tied to a specific recruitment strategy and workforce management plan. When using social media to engage applicants, DOT leaders should ensure that the intended audience is viewing the messages. For example, participating in relevant LinkedIn groups or using hashtags relevant to design, construction, and maintenance work may reach the intended groups (e.g., millennials). Further, all state DOT employees can share information and participate in social media conversations to expand the reach of these efforts. To ensure the success of this strategy, ensure that all social media content shows that DOTs are great places to work and can provide the type of valuable work experiences that applicants may be seeking. SOURCE: AASHTO 2018 State DOT Social Media Survey

56 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 9 Agius, A. (2017). How to Use Social Media to Attract Employees, Not Just Customers. Social Media Today (December 5). https://www.socialmediatoday.com/news/how-to-use-social-media-to-attract-employees-not-just-customers/512222/ Strategy in Practice Tim Cook, the CEO of Apple, often posts images of the Apple workplace and the company’s employees at work. In these posts, he congratulates employees for their hard work and acknowledges their accomplishments.9 This can be an effective recruitment tool because not only are potential employees able to see the work of the company and what some parts of the job look like, but they are also able to see employees who may look like them being applauded for their work. Applicability in Design, Construction, and Maintenance Design Minnesota DOT shares information with a variety of users via Twitter. In this example, they shared work related to design that helps keep people safe—a job element that may particularly appeal to job seekers looking to help others and create safe communities.

Building a Qualied Workforce: Attracting Employees 57   Texas DOT posted a video on their Facebook page showing how their construction workers build road crossings to keep wildlife safe. This video shows the work of these employees and how they are helping the environment. Construction Maintenance Washington State DOT highlighted available maintenance jobs on Twitter, giving potential applicants an idea of what to expect in these jobs. This type of realistic job preview ensures that only interested applicants apply to open jobs and that they will not be surprised by the work required.

58 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Implementation Plan and Guidance Target Audience Implementation Lead(s) Potential applicants to construction, design, and maintenance jobs. General public members who may be unfamiliar with the work of their DOT. Special interest groups (e.g., lawmakers, investors, colleges and universities, job centers). State DOT marketing or communications personnel. Staff responsible for social media accounts for the DOT. Human resources personnel. Im pl em en ta tio n St ep s 1. Review existing social media strategies or actions within the DOT to understand the status and starting point for focusing on engaging applicants through social media. 2. Set goals to guide your social media strategy. Goals should be linked to organizational culture, goals, mission, overall vision, and strategic plans. For example, you may want to find ways to connect with applicants with certain educational backgrounds or build a community that understands the benefits of the DOT and working there. Set SMART goals to guide your social media actions. Setting SMART goals helps ensure that the goals will lead toward the desired outcomes. SMART goals are: – S – Specific (and Strategic): Specific goals answer the questions of who and what, rather than vague guidance such as “do your best.” – M – Measurable: You need to know what it takes to accomplish the goal and how success will be measured. – A – Attainable: Goals should be realistic, achievable in a specific amount of time, and reasonable. It is easy to become frustrated and distracted from achieving the desired outcomes if goals are unrealistic. – R – Relevant (and Results-Oriented): The goals need to be aligned with current tasks and focus on one defined area. Goals need to be relevant to the situation and the DOT’s needs. – T – Time-framed: Goals should have a clearly defined time frame including a target or deadline date. The time frame keeps the goal manageable and relevant. 3. Identify the intended audience and research to understand their social media and communication preferences and challenges. This will help determine which social media sites, posting schedules, and type of content will best engage and attract potential applicants. Once you understand the audience you want to reach, online resources are available to help determine the type of audiences that use various social media platforms (e.g., sproutsocial: https://sproutsocial.com/insights/new-social-media-demographics/).

Building a Qualied Workforce: Attracting Employees 59   Needed Support or Resources Access to visual materials to be shared (e.g., photographs, video, infographics) and repositories of resources. Cooperation between recruiting and HR personnel and communications and social media personnel to ensure that social media content will attract desired employees. Allot time to coordinate and finalize all social media content shared. Key Success Factors Potential Obstacles and Considerations • To increase engagement among potential applicants, ensure that there is consistency in sharing information (i.e., do not take long breaks from social media) and that all content shared is accurate and valuable to them. • Interact with people on social media to create relationships rather than only providing one-directional content and information sharing. • There may be policies in place that limit the use of social media in the workplace. As such, it may be necessary to review these policies and determine if changes are necessary to facilitate building a social media presence. • The state DOT may not have staff knowledgeable in social media. The DOT may need to determine how this need can be met with current or new staff. Im pl em en ta tio n St ep s 4. Create a social media calendar to organize content posting and share information. This calendar will help time posts so that they get maximum engagement, avoid repeat posts of the same content, and make sure that content is posted regularly to create continued engagement. 5. Develop and share content that is relevant to the state DOT, the highways industry, and other information that is applicable and interesting to potential applicants. Develop content that can go beyond just what the state DOT is doing and include information about the industry or related topics. It is valuable to think about what the desired audience would like to see and what they would be interested in learning about. Use visually appealing and eye-catching content to increase viewing. 6. Establish regular check-ins with HR personnel to ensure any legal issues are addressed. 7. Build relationships with social media followers and potential future applicants. This can be accomplished by finding meaningful ways to connect with viewers on social media. Examples of ways to help build relationships and increase engagement include: Mention people in comments, using the tagging function within the social media platform (e.g., @username). Answer questions that people ask on various social media platforms. Reply to comments from others. Rather than just retweeting or liking content, share it or reply to posts with a comment to help start a conversation. Focus on teaching and helping the target audience grow their knowledge or learn new things. 8. Review the social media strategy to ensure that it is reaching desired applicants and showcasing the state DOT in a way that makes people want to work there. Adjust as needed to better reach the desired audience.

60 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Additional Resources The following resources provide additional information that may be useful when considering this strategy: • National Archives and Records Administration. (n.d.). Social Media Strategy Fiscal Years 2021–2025. https://www.archives.gov/files/social-media/strategies/social-media- strategy-graphic-1-6.jpg#.Yp5W09QMFp4.link. • Thomas, A., R. Morosi, D. Cole, P. Tonilas, and A. Willis. (2019). Building an Engaged Social Media Following. Federal Highway Administration. https://www.fhwa.dot.gov/planning/public_involvement/vpi/webinars/soc_media.pdf • White. T. (2014). Transportation Gets Social. Public Roads (May/June). Federal Highway Administration. https://highways.dot.gov/public-roads/mayjune- 2014/transportation-gets-social. Tools for Using a Focused Social Media Presence to Engage Applicants Example Social Media Calendar – Make your social media posts more strategic through planning. This tool provides information about creating a social media calendar and examples of how the calendar can be designed. Best Practices for Using Social Media – Contains tips and recommendations that will help maximize the effectiveness of social media in engaging applicants through various social media channels. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Public engagement on social media posts – When using social media, it is possible to track how many people see and engage with posts as well as who is sharing them. Tracking the amount of engagement with social media posts will show how far their reach is and highlight the value and effectiveness of focusing on social media efforts. 2. Sources of applicants to open positions – Oftentimes, applicants will be asked where they heard about a job position when they are completing an application. By understanding where applicants are hearing about open positions or seeing that they are learning about the organization through social media networks, the value of the networks can be better understood. 3. Size of applicant pool through social media posts – To measure the effectiveness of social media usage on recruitment, it is valuable to look at the size of the applicant pool in relation to social media posts. If social media posts are reaching more people and increasing interest in the state DOT as an employer, the size of applicant pools for similar positions should grow over time. If the applicant pool size is not growing, it may be necessary to evaluate social media efforts to determine whether they are reaching the right potential applicants or find ways to make them more engaging or interesting. 4. Time-to-hire – One important recruitment metric is time-to-hire. While time-to-hire is typically the amount of time that passes between when a job candidate is initially contacted by a company and when they accept the employment offer, this time can be

Building a Qualied Workforce: Attracting Employees 61   decreased by using social media to educate potential candidates about the company and the job itself. This information conveyed via social media helps to reduce the number of disinterested or unqualified candidates who might have otherwise applied without this information, and thus, could slow the overall hiring time line since the DOT would have processed candidates who are not a good fit. If social media is effectively used to engage applicants and increase their interest in working for the state DOT, the time-to-hire for an open position will likely decrease once social media engagement focusing on applicants is increased. This metric will be relevant for DOTs that do not have a required hiring process time. 5. Quality of new hires – As many entrants to the workforce that have specialized skills in critical occupational areas use social media to gain relevant information, DOTs can utilize social media to attract these individuals. DOTs can measure the effectiveness of their social media usage by the quality of new hires that apply either through social media or because of the DOTs' social media activity.

62 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Example Social Media Calendar Planning social media content is a valuable way to see the results of using social media; it ensures that there is advanced preparation to avoid a last-minute scramble that could result in lower-quality content. A social media calendar is created to organize and schedule the content you plan to post to various social media platforms. These calendars can be created in Microsoft Excel or another spreadsheet program or developed using social media management tools. Example formats that could be used to create your own social media calendar are provided below. These can be updated to meet your own DOT’s needs and social media strategy and goals. Social Media Calendar: Organized by Channel Channel Content- Type (e.g., video, article, photo) Post Date Topic Content Author Link Facebook Facebook Stories Twitter LinkedIn Instagram Post Instagram Stories IGTV (Instagram TV) Other: Social Media Calendar: Organized by Date Day Date Time Message Platform Link Monday January 1 9 a.m. Monday January 1 noon Tuesday January 2 9 a.m. Tuesday January 2 noon Wednesday January 3 9 a.m. Wednesday January 3 noon

Building a Qualied Workforce: Attracting Employees 63   Tool: Best Practices for Using Social Media Consider these tips and best practices when using social media to engage with applicants. Understand your audience. Make sure that you are using social media platforms that are relevant to your target audience and sharing messages that will resonate with them. Customize content for different platforms. Know the difference between platforms such as LinkedIn and Facebook and make sure that content makes sense for the platform. Share high quality content. Ensure that the content you develop or share is relevant and not viewed as spam by your desired audiences. Make your posts stand out. Use visual content to draw your audiences’ attention. Create posts that are mobile friendly. Make sure that your posts and messages are available whether your audience uses a computer, phone, or tablet. Many people view social media on a variety of devices. Portray a sense of your organizational culture. Sharing testimonials from current employees can be a way to authentically share this information. Create a social media policy. Use these guidelines to ensure that the tone, style, and types of information shared align with your organizational goals and legal guidelines. Develop relevant, interesting content. Create content that draws the attention of job seekers and others who may be interested in the DOT. Involve employees in sharing posts on social media. Use existing employees to get the word out about your DOT and job opportunities as a way to engage qualified applicants. Engage your audience. Ask questions or find other ways to start a conversation with potential applicants or others who are interested in your organization. Track what works for you. Review posts that receive more interactions or feedback. Use social media analytics to understand what engages your audience and improve your content.

64 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy Overview Members of groups underrepresented in the current transportation workforce (e.g., women, people with disabilities, people of color) offer often untapped, skilled talent that can fill the job gaps that may occur when the large number of current transportation workers who are near or at retirement age decide to retire. Thus, state DOTs will benefit from adopting equitable recruitment practices that ensure members of underrepresented groups are treated fairly through the recruitment process. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid-level or young staff Steady downsizing of DOT staff Generational differences Attracting a diverse and skilled workforce People with valuable skill sets are increasingly interested in working for organizations that value diversity and demonstrate inclusive practices. However, many DOTs hurt their ability to hire members of underrepresented groups by relying on internal networking and word-of-mouth recruitment practices, which often result in hiring employees who resemble current employees. To fill job gaps that many DOTs are facing and to ease challenges associated with slow hiring practices, DOTs must promote diversity by developing equitable and fair hiring practices. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Members of underrepresented groups bring unique and needed skill sets that include the knowledge and capabilities to address the evolving needs of DOTs. According to a report presented on National Public Radio, in the first quarter of 2019, 29.5 million women with a minimum of a bachelor’s degree were in the labor force, making them the majority of the Adopt Equitable Recruitment Practices to Hire Underrepresented Individuals

Building a Qualied Workforce: Attracting Employees 65   college-educated labor force.10 The representation of people of color in the workforce is also increasing, with nearly half of the students at the undergraduate level being students of color.11 Many top companies have found that having a workforce that includes individuals from different ethnicities, cultural backgrounds, racial groups, and genders produce more creative, innovative, and improved performance and financial results.12 As such, enhancing diversity, equity, and inclusion in recruitment is key to building a strong, resilient workforce. Organizational recruitment involves three main phases, including (a) generation of viable candidates, (b) maintenance of candidate interest, and (c) post-offer closure, where the candidate accepts or declines an offer.13 As such, organizations need to develop a recruitment strategy that goes beyond attracting members of underrepresented groups and encourages fair hiring practices as well. An equitable recruitment strategy defines action items, goals, accountability measures, and success factors to engage, attract, hire, and retain diverse talent and ultimately create a diverse pipeline of employees for the state DOT design, construction, and maintenance workforce. This is often part of a larger recruitment strategy that aims to create a workforce that is fair and equitable for all and reflects the community it serves. Adopting equitable recruitment practices will help bring these groups and their talents to the transportation industry. To create and adopt equitable recruitment practices, DOTs should start with a review of current recruitment policies and procedures to identify any areas where improvements can be made (see the related strategy in this report for guidelines in “Assess Workforce Policies to Ensure Support for Diversity and Inclusion”). For example, DOT leaders should ensure that job postings for open positions include an accurate list of job specifications (i.e., requirements needed to perform a job) and do not include any specifications that are not needed to perform a job well (e.g., a requirement of continuous employment; see the related strategy in this report in “Create and/or Revise Job Descriptions to Accurately Market Jobs”). Other internal policies and procedures that can increase the recruitment of members of underrepresented groups include: Identify occupational areas with little diversity among staff to target diversity recruitment efforts. Utilize demographically diverse hiring panels, without putting an uncompensated work burden on employees from diverse backgrounds (e.g., if there is only one person who is 10 Matias, D. (2019). New Report Says Women Will Soon Be Majority of College-Educated U.S. Workers. National Public Radio (June 20). https://www.npr.org/2019/06/20/734408574/new-report-says-college-educated-women-will-soon-make-up-majority- of-u-s-labor-f. 11 Brown, S. (2019). Nearly Half of Undergraduates Are Students of Color. The Chronicle of Higher Education (February 14). https://www.chronicle.com/article/nearly-half-of-undergraduates-are-students-of-color-but-black-students-lag-behind/. 12 Forbes Marketplace. (2017). 37 Business Leaders Who Spoke Out About Diversity and Inclusion in 2017. Forbes (December 18). https://www.forbes.com/sites/forbesmarketplace/2017/12/18/37-business-leaders-who-spoke-out-about-diversity-and-inclusion-in- 2017/?sh=71a857215a05. 13 Cascio, W. F., and H. Aguinis. (2011). Applied Psychology in Human Resource Management. Upper Saddle River, NJ: Pearson Education, Inc. Strategy Highlights Members of underrepresented groups in maintenance, construction, and design occupations make up a significant portion of the college-educated labor workforce. State DOTs need a recruitment strategy that targets members of underrepresented groups and brings untapped, skilled talent to the transportation industry.

66 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance available to participate as a representative of an underrepresented group, it may be an extra burden to have them participate in all the hiring panels.) Require hiring managers to use a standardized rating system when scoring applications and interviews. Require members of hiring panels to complete implicit bias training (see additional strategy in “Implement Diversity and Inclusion Training to Ensure a Healthy Work Environment”). Interview every qualified woman, person of color, person with a disability, etc. who applies for an open position. Require hiring managers to complete justification forms for applicants who are not given offers. Remove the names of applicants from applications. To find qualified, underrepresented candidates, DOTs can also reach out to students at an early age (e.g., elementary and junior high school students) to market themselves as a potential employer (see the related strategy in this report in “Partner with Educational Institutions to Market Jobs”). Organizations that have ties to minority communities (e.g., historically Black colleges and uni ersities o en’s colleges and uni ersities professional organizations for minority members) are additional sources DOTs can utilize to recruit underrepresented candidates. DOTs can also seek candidates from academic areas outside of their typical focus areas to find those with backgrounds that could be valuable (e.g., management, architecture, urban planning, and economics). Attending job fairs sponsored by minority organizations and advertising jobs in minority media outlets are additional ways DOTs can recruit members of underrepresented groups. DOTs may also consider branding themselves in ways that may appeal to members of underrepresented groups by emphasizing their charitable endeavors and showcasing the diversity of their workforce in recruitment materials (see the related strategy in this report in “Develop a Brand to Attract New Applicants”). However, DOTs must ensure that their brand is representative of the true state of their organization. If not, new hires will likely show high turnover rates when they uncover discrepancies between how the DOT is advertised and how it operates. Gaining support from current employees who are members of underrepresented groups will increase the success of the recruitment strategy and demonstrate to potential employees that the DOTs value diversity, equity, and inclusion. Developing a recruitment strategy that increases the participation of members of underrepresented groups in the workforce is just one step in making an organization more diverse and inclusive. DOTs must also work toward having a diverse workforce by analyzing all aspects of their employment life cycle and working to improve the treatment and overall retention of their minority employees. Otherwise, employees who are members of underrepresented groups may become dissatisfied with their work environment and ultimately leave the organization. DOTs may invest in the retention of their underrepresented employees by creating institutional support mechanisms that support them (e.g., diversity advisory groups, employee resource groups), conducting annual or biannual diversity climate surveys (see “Tools” at the end of this strategy) to identify areas of concern among employees, and offering flexible work arrangements for employees when needed (e.g., remote work options; see “Create Flexible Work Arrangements to Accommodate Employee Needs” in Chapter 3).

Building a Qualied Workforce: Attracting Employees 67   Strategy in Practice Two examples that highlight different aspects of an equitable recruitment strategy: Medtronic, Inc., a global medical technology company, uses mentoring as a recruitment strategy to attract and retain a diverse workforce. They partner with national organizations such as the Society of Hispanic Professional Engineers, National Society of Black Engineers, and Society of Women Engineers to work with their employee resource groups to offer support and mentoring to current employees.14 The Vermont Department of Transportation (VDOT) relies on its civil rights group to conduct recruitment efforts, including the development of partnerships with local schools to encourage women and girls to see the DOT as a future potential workplace. As a part of these partnerships, VDOT has provided transportation-related coloring books to local schools, designed programs to teach teenagers about the transportation industry, and created internship programs for young adults interested in the transportation industry, all with the goal of developing a future pipeline of nontraditional applicants (e.g., women). Applicability in Design, Construction, and Maintenance Design The Members of Society Advancing an Inclusive Culture (MOSAIC) within the American Society of Civil Engineers (ASCE) is a group of civil engineers dedicated to advancing diversity, equity, and inclusion interests of the civil engineering community. DOTs can partner with and recruit from this organization to find diverse talent for the design field. Florida A&M, a public, historically Black university, has a top construction management program (Florida A&M School of Architecture and Engineering Technology) that prepares students to effectively manage a construction project's schedule, cost, quality, safety, scope, and function. DOTs can attend Florida A&M’s career fairs and/or develop curriculum materials to attract students who are skilled in this area. Construction Maintenance Apprenticeships have been shown to be an effective mechanism to help organizations reach a larger and more diverse pool of workers.15 Several organizations have created broadened recruitment efforts to attract female workers in nontraditional fields by developing apprenticeships and forming networks with programs for minorities. Indeed, the Midwest Transportation Workforce Center identified apprenticeships as a key pathway to a strong highway maintenance workforce;16 as such, apprenticeship programs may be used to ensure that the future workforce includes diverse talent. 14 Diversity Best Practices. (2009). Recruitment, Retention, and Advancement. In Diversity Primer: 114–134. 15 United States Department of Labor. (n.d.). How Apprenticeship Promotes Diversity. https://www.apprenticeship.gov/employers/diversity-and-inclusion-apprenticeship. 16 University of Wisconsin-Madison College of Engineering. (2018). MTWC Survey Analysis Identifies Apprenticeship as Pathway to Highway Maintenance Workforce. https://www.engr.wisc.edu/news/mtwc-survey-analysis-identifies-apprenticeship-pathway- highway-maintenance-workforce/.

68 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Implementation Plan and Guidance Target Audience Implementation Lead(s) Potential applicants who are members of underrepresented groups. Institutions that support members of underrepresented groups [e.g., MOSAIC, historically Black colleges and universities (HBCUs)]. Professional organizations that support underrepresented groups (e.g., Women in Transportation). All DOT staff. Human resources personnel. Recruiters. Office of Diversity and Inclusion. Supervisors, managers, and department heads. Im pl em en ta tio n St ep s 1. Identify DOT staff member(s) who will lead the creation and adoption of equitable recruitment practices (e.g., Human Resource Director). 2. Review organizational and HR data to identify what areas within the DOT (e.g., departments, occupations, leadership levels, offices) have low numbers of members from currently underrepresented demographic groups. This analysis will help create an understanding of the demographic makeup of the organization and highlight group-level demographic differences that may indicate potential areas to take future action related to attracting and recruiting members of underrepresented groups. HR personnel with access to employee data will likely need to conduct this step. They can review organizational records to determine the representation of various groups across the organization. If demographic data are not available as part of employee records, data collection may need to occur to ensure needed data are available. Based on the data review, it may be valuable to gather qualitative data from specific divisions, departments, or areas, as staff within these different areas may be able to answer questions about how diversity is seen, implemented, or affected by organizational practices. 3. Survey current employees to understand their perspectives on the representation of various demographic groups within their work area and DOT as well as areas for improvement in recruitment and hiring. Understanding employees’ perceptions of the DOT’s recruitment efforts and diversity climate will help leaders identify the most effective ways to improve recruitment and retention of members of underrepresented groups. See the Tool “Example Survey Items for DOT Diversity Climate Survey” at the end of this strategy for example survey questions.

Building a Qualied Workforce: Attracting Employees 69   Im pl em en ta tio n St ep s 4. Based on the survey results, identify internal areas where changes or improvements can be made to increase diversity, equity, and inclusion in recruitment and hiring. For example, DOTs may choose to engage in the following: Audit job postings to ensure that they use inclusive language and that only necessary requirements are listed under job specifications. Encourage current employees to refer candidates from groups underrepresented in the DOT (e.g., women, people of color). Ensure diverse hiring panels review and interview applicants. Require hiring managers to complete implicit bias training. Require hiring managers to use a standardized rating system when scoring applications and interviews. Audit company policies based on diversity climate surveys to ensure there are policies in place that might appeal to minority candidates and not any policies that may discourage them from applying to or staying with the DOT. Commit to interviewing every qualified minority group member who applies for an open position. Remove the names of applicants from their application materials. Require hiring managers to complete justification forms for applicants who are not given offers. Build the skills of the existing workforce to ensure that employees are qualified for promotions when they become available by increasing training and development opportunities. Encourage employees to develop career map pathways that incorporate needed training, certifications, etc. required to advance upward. 5. Based on the survey results, identify external areas where updates can be made to increase diversity, equity, and inclusion in recruitment and hiring. Partner with outside organizations that support members of rr r s ro s s o ’s colleges and universities, community organizations that promote diversity or include diverse individuals). Develop an employer brand that appeals to underrepresented candidates. Send recruiters or current employees to minority-sponsored job fairs to meet potential applicants and share the positive aspects of the state DOT and what it can offer employees.

70 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 6. Use survey findings and internal and external audits to identify topics for a diversity recruitment policy. 7. Vet potential diversity policy elements with state DOT leaders and stakeholders to identify the best elements to include and how to best position the state DOT to attract members of underrepresented groups. 8. Develop and formalize an official set of equitable recruitment practices and procedures to implement to increase recruitment and hiring of members of underrepresented groups.  Identify the specific activities, sources of candidates, and areas that the organization needs to focus on. 9. Develop marketing and promotion materials that highlight the updated recruitment practices to be distributed to employees and potential applicants. 10. Implement equitable recruitment practices. Needed Support or Resources Access to diversity committees or employee resource groups related to diversity. DOT staff member(s) with knowledge in diversity, equity, and inclusion workplace practices who can lead this effort. Key Success Factors Potential Obstacles and Considerations • Buy-in and support from leadership are needed to develop and adopt equitable recruitment practices. Leadership support matters across every phase of recruitment as their support impacts how others react to the applicants and recruitment process. • When employees from underrepresented groups are included and valued in the development of equitable recruitment practices, implementation leads can learn about negative practices that exist and revise or eliminate them. • Evaluating and revising current recruitment practices and procedures will require the allocation of time, personnel, and perhaps money. As such, DOT leaders need to consider these costs in advance and incorporate them into the organization’s budget. • Employees may be skeptical that these policy shifts will help recruit members of underrepresented groups, but opening a dialogue where concerns can be shared and addressed should limit hesitation. • Employees may be resistant to this shift in policy, but explaining the importance of a diverse workforce—and therefore the need for adopting equitable recruitment practices—should encourage support. • If individuals from underrepresented groups are hired but feel excluded or mistreated once they enter the workplace, they will likely become dissatisfied and leave. Thus, DOTs must ensure that underrepresented employees are fairly treated once hired.

Building a Qualied Workforce: Attracting Employees 71   Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Catalyst. (2020). 7 Things You Can Do to Recruit Women of Color. (August 3, 2020). https://www.catalyst.org/2019/06/27/7-things-you-can-do-to-recruit-women-of-color/. • Godrey, J., and R. L. Bertini. (2019). Attracting and Retaining Women in the Transportation Industry. Mineta Transportation Institute. https://transweb.sjsu.edu/sites/default/files/1893-Godfrey-Attract-Retain-Women- Transportation.pdf. • Vermont Department of Transportation. (2021). Hiring and Retaining a Diverse Workforce. https://vtrans.vermont.gov/sites/aot/files/civilrights/documents/edhc /EmploymentResourceList.pdf. • Washington State Department of Transportation. (n.d.). Workforce Development Toolkit - Talent Pipeline and Acquisition. https://wsdot.wa.gov/employment/workforce- development/talent-pipeline-and-acquisition.htm#interview-preparation. • Webb, M. (2017). How to Alter Your Hiring Practices to Increase Diversity. Forbes, (October 30, 2017). https://www.forbes.com/sites/maynardwebb/2017/10/29/how-to- alter-your-hiring-practices-to-increase-diversity/?sh=ea075992029a. Tools for Adopting Equitable Recruitment Practices to Hire Underrepresented Individuals Recruitment Strategy Elements to Increase Diversity – Provides elements that can be incorporated into a recruitment strategy to help increase the number of members of underrepresented groups who apply to open positions within DOTs and ultimately are hired into the organization. Example Survey Items to Assess Perceptions of the DOT’s Diversity Climate – Contains survey questions designed to help DOT leadership, managers, supervisors, and staff identify perceptions of the current diversity climate.

72 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Metrics to Measure Return on Investment or Strategy Effectiveness 1. Number of members of underrepresented groups hired – If the purpose of adopting equitable recruitment practices is to attract members of underrepresented groups, measuring the number of new employees who identify as members of underrepresented groups after the policies have been implemented may be a key metric to measure success. 2. Demographic makeup of the workforce compared to the demographic makeup of the region – Organizations should strive to maintain a workforce that reflects the demographic diversity of the geographic region in which it operates. Implementing a recruitment strategy that targets members of underrepresented groups should help with this effort, as organizations often unintentionally over-recruit from the demographic majority group (e.g., White people, men), resulting in a workforce that does not represent its region. As such, measuring the demographic makeup of a DOT’s workforce compared to the demographic makeup of its region over time is one way to measure the success of adopting equitable recruitment practices to hire underrepresented individuals. 3. Perceptions of diversity climate – DOTs can assess their employees’ perceptions of the diversity climate before and 3 to 6 months after the equitable recruitment practices have been enacted to measure differences in the overall perception of the diversity climate. Diversity climate may be defined as the extent to which employees believe their employer engages in fair and equitable treatment of employees.17 This can be done through optional surveys, focus groups, and interviews. Example survey items to assess diversity climate are provided in the survey tool for this strategy. It may be helpful to measure perceptions of the organizational diversity climate annually or biannually so that changes over time can be assessed. 4. Source of hire – Tracking the sources through which new hires learned about the DOT can measure the effectiveness of efforts to engage with various organizations (e.g., HBCUs). This metric also helps keep track of the effectiveness of different recruiting channels. This can be measured by tracking the number of new employees that come from each external source. 17 McKay, P. F., D. R. Avery, and M. A. Morris. (2008). Mean Racial-Ethnic Differences in Employee Sales Performance: The Moderating Role of Diversity Climate. Personnel Psychology 61: 349–374.

Building a Qualied Workforce: Attracting Employees 73   Tool: Recruitment Strategy Elements to Increase Diversity This tool provides elements that can be incorporated into a recruitment strategy to help increase the number of members of underrepresented groups who apply to open positions within DOTs and ultimately are hired. Create inclusive job descriptions and advertisements • Limit gendered wording (e.g., dominant). • Make sure required qualifications are truly required. • Avoid superlatives or extreme modifiers (e.g., best of the best, world- class). Show diversity in external communications • Ensure advertisements highlight a variety of people. • Use social media posts to highlight a representative range of employees. • Showcase inclusive practices on a company blog or career site. Utilize college recruitment programs • r s or o ’s o s • Attend bilingual or multicultural career fairs. • Reach out to faculty members to ask about high-performing students. Network in specialty groups • Work with membership groups or organizations related to open jobs. • Serve as guest speakers at meetings and promote open jobs. • Partner with student organizations designed to support minority groups. Post to a wide range of job boards • Use job boards viewed by a diverse group of people. • Post on social networks that have varied users (e.g., Twitter). • Identify job boards geared toward underrepresented groups. Offer workplace policies that appeal to a diverse candidate pool • Use recruitment materials to promote any policies that may appeal to underrepresented groups of people (e.g., millennials often value work/life balance, parents often value a flexible work schedule). Limit bias in the hiring process • Require hiring managers to complete implicit bias training. • Remove the name of applicants from application materials (e.g., resume). • Require justification forms for applicants who are not given offers.

74 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Example Survey Items to Assess Perceptions of the DOT’s Diversity Climate These types of survey questions are designed to help DOT leadership, managers, supervisors, and staff identify perceptions of the current diversity climate. This survey can highlight areas in which employees believe their organization has a very diverse and inclusive environment as well as areas where they can improve. DOTs can use the results of the survey to assist with developing a recruitment strategy that is more inclusive and will better attract qualified members of underrepresented groups to their organization. This survey can be administered using a 5- or 7-point Likert Scale, which measures the strength and intensity of o ’s o r s s o s s that employees can choose from can range from options such as “Strongly Disagree” to “Strongly Agree” or “Very Dissatisfied” to “Very Satisfied.” o r s r s s r o s’ r o s of the diversity climate at their organization. It is important to note that when the survey is administered, DOTs must emphasize that personally identifiable information will be nonattributable to any employee, and specific comments shared will not be tr o r s o survey will help increase the response rate, as employees will feel more comfortable sharing their true sentiments. Example Survey Items Hiring and Recruitment 1. My DOT ensures that hiring panels are always demographically diverse. 2. Everyone has access to equal employment opportunities regardless of their differences. 3. My DOT attends recruitment events that attract demographically diverse talent. 4. I have access to equal employment opportunities. 5. Candidates of diverse backgrounds are encouraged to apply for positions. Leadership 1. The senior leadership team at my DOT is diverse. 2. My DOT is committed to diversity, equity, and inclusion. 3. Our leaders are committed to diversity, equity, and inclusion. 4. Leadership creates a safe space where I feel comfortable talking about my background and cultural experiences. 5. My DOT provides an environment where employees can freely and openly express their ideas, opinions, and beliefs. 6. Leadership communicates about diversity, equity, and inclusion efforts within our organization. Supervisors and Managers 1. I feel supported by my supervisor/manager. 2. Management demonstrates a commitment to meeting the needs of all employees. 3. My supervisor/manager handles diversity matters appropriately. 4. I feel comfortable going to my manager with issues related to diversity, equity, and inclusion. 5. s r sor r s o s’ rs s

Building a Qualied Workforce: Attracting Employees 75   Workforce Culture 1. How satisfied are you with the overall DOT climate/environment that you have experienced over the past 6 months? 2. My background and experiences are valued at this organization. 3. I feel like I belong at my organization. 4. I am treated fairly by my coworkers, supervisor/manager, and leadership regardless of my background (i.e., ethnicity, race, gender, sexual orientation, disability status). 5. My organization offers diversity training to employees. 6. My coworkers respect the perspectives of people from all backgrounds. Demographic Questions In this survey, DOTs can ask demographic questions to get a better understanding if there are certain groups of employees that experience the workforce culture differently than other groups of employees. These questions can be administered as optional for those who take the survey, and employees should not be required to respond. Example questions include the following: • What is your age? Under 20 20–29 years 30–39 years 40–49 years 50–59 years 60 years or over • What is your racial or ethnic identification? Please select all that apply. American Indian or Alaska Native Asian or Asian American Black or African American Hispanic or Latinx Native Hawaiian or Other Pacific Islander White Prefer to self-describe: _____________ • What is your gender identity? Man Woman Nonbinary Prefer to self-describe: ___________ • Have you been diagnosed with a disability or impairment? Yes No • What is your sexual orientation? Heterosexual Lesbian Gay Bisexual Asexual Prefer to self-describe: ___________

76 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy Overview Assessing an organization’s policies and procedures and adjusting where current practices have the potential to result in the maltreatment of minority employees, should help improve a DOT’s ability to recruit and retain underrepresented individuals. Ultimately, the goal of this type of assessment is to identify any anomalies that exist in the policies and procedures in place at DOTs that may prevent women and other marginalized groups from comfortably and equitably participating in the workforce. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid-level or young staff Steady downsizing of DOT staff Generational differences Fostering a diverse and inclusive workplace Current policies, procedures, and practices often unintentionally create negative workplace realities that discourage women and other marginalized groups from feeling welcome in this industry. As a result, it is difficult to both recruit and retain these individuals and benefit from their unique and diverse perspectives. However, a thorough review of DOT workforce policies and procedures should help DOT leaders see where improvements can be made to better support workplace diversity and inclusion. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi- Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Though unintentional, policies, procedures, and practices often influence or contribute to inequitable experiences for women and other marginalized groups in the workplace. Thus, DOTs may consider assessing their workforce policies to determine their level of support for workplace diversity and inclusion and making improvements to their policies when needed. This process will consist of reviewing and analyzing information (e.g., policies and written procedures) related to the employee life cycle and employee experience. Reviewers should look for policies that are not well written or vague that may give rise to differing Assess Workforce Policies to Ensure Support for Diversity and Inclusion Strategy Highlight Implementing this strategy demonstrates an organization has a genuine commitment to making its workforce more diverse and inclusive, and the improvements made should lead to tangible results.

Building a Qualied Workforce: Attracting Employees 77   interpretations. For example, promotion policies that use the term “may,” such as, “managers may use interview panels when interviewing candidates for hire,” provide managers with an opportunity to forgo this equitable practice, ultimately allowing their personal biases to impact hiring decisions. During this assessment, reviewers should seek to identify policies and procedures that may need to be updated to be more inclusive, clear, and up to date with current workforce diversity and inclusion research. Surveying employees can also be used to regularly capture workforce data and help DOT leaders assess attitudinal and cultural barriers to inclusivity. Strategy in Practice Minnesota DOT (MnDOT) established a decision-making body referred to as the Executive Inclusion Council with the goal of strategically advancing the MnDOT diversity and inclusion plan and ensuring accountability of these efforts. Included in these goals is to make certain that: “Systems throughout the organization ensure a diverse and inclusive environment.”18 This is supported by efforts that include (a) embedding diversity and inclusion in key strategic plans and processes, (b) ensuring processes, procedures, and environments are accessible and supportive, and (c) providing institutionalized structure to oversee and track the diversity and inclusion plan.19 Applicability in Design, Construction, and Maintenance Design Recruiting policies and procedures that seek to diversify the design workforce would be a valuable tool to help bring in more women and people of color. More diverse teams tend to produce more creative and innovative solutions to issues, which could be valuable in design occupations. Vermont Agency of Transportation provides a robust list of resources to help DOTs hire and retain a diverse workforce (see the Additional Resources section of this strategy). Their Employment Diversity in Highway Construction program also helps potential and current employees identify areas of interest, needs, and goals for working in highway construction and helps them find workforce training, job placement, and supportive services that assist in meeting those goals.20 Construction Maintenance Interviews with maintenance personnel across various DOTs showed that there is a lack of diversity in this occupational area and that they would like more diversity and inclusion efforts to attract and retain personnel. 18 Minnesota Department of Transportation. (n.d.). Executive Inclusion Council. https://www.dot.state.mn.us/diversity- inclusion/council.html. 19 Minnesota Department of Transportation. (n.d.). Diversity and Inclusion Unified Strategic Plan. https://www.dot.state.mn.us/diversity-inclusion/Unified%20DI%20Plan_%20(002).pdf. 20 VTran (State of Vermont Agency of Transportation.) (n.d.). Employment Diversity in Highway Construction (EDHC). https://vtrans.vermont.gov/civil-rights/employment/edhc.

78 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Implementation Plan and Guidance Target Audience Implementation Lead(s) Current employees. Potential applicants. Supervisors, managers, and department heads. Human resources personnel. Regulation specialists. Subject matter experts. Im pl em en ta tio n St ep s 1. Gather all policies and procedures that relate to the employee life cycle (e.g., documents related to recruitment, development, promotion, retention) and any relevant employee survey data (e.g., exit surveys). 2. Conduct document analysis for: Vague language (e.g., “managers may use structured interviews”). Exclusive procedures (e.g., not making an intentional effort to recruit from historically Black colleges and universities, recruiting employees from a university or program with mostly White students). Lack of diversity and inclusion procedures (e.g., not having specific initiatives to recruit and develop women and marginalized groups). Discrepancies between documents. 3. Administer a survey that is informed by Equal Employment Opportunity Commission (EEOC) guidelines (and findings from the document analysis in Step 2) that captures employees’ experiences and perspectives regarding diversity and inclusion; what may be limiting them or the department from successfully implementing diversity, equity, and inclusion strategies; and the general climate of their workplace. Interviews and focus groups with employees at various levels (e.g., nonsupervisory, supervisory) can highlight discrepancies between how policies are written and practiced. If a DOT has employee resource groups, it may be helpful to meet with their members to learn about their employment experiences. 4. Review results across all data collection methods to determine areas of concern. 5. Revise the policies and procedures as necessary based on data collected and communicate these changes to employees. 6. If needed, provide training to supervisors and leadership on how to ensure the changes are applied in practice. 7. Develop strategies that can be applied across the DOT to alleviate any barriers or challenges for women or marginalized groups. 8. Survey the workforce on a continuous and frequent (e.g., annual) basis to measure changes in employees’ experiences and perspectives regarding diversity and inclusion, what may be limiting them or the department from successfully implementing diversity, equity, and inclusion strategies, and about the general climate of their workplace. 9. Conduct data analysis on workforce demographics regularly (e.g., annually) to determine any disparities that require more attention (e.g., greater numbers of promotions going to White people or males than their workforce representation would suggest).

Building a Qualied Workforce: Attracting Employees 79   Needed Support or Resources Skilled and dedicated staffing—staff who can develop surveys and focus groups, analyze quantitative and qualitative data, and are well-informed about EEOC recommendations and diversity, equity, and inclusion best practices—for example, regulation specialists, diversity and inclusion subject matter experts. Access to existing data (if applicable), policies, and procedures. Survey software such as SurveyMonkey or Qualtrics. Comprehensive communication and change management plan. Key Success Factors Potential Obstacles and Considerations • Buy-in and coordination from DOT supervisors, managers, and other leaders are important for successfully implementing this strategy as they are responsible for establishing workplace norms, practices, and policies. • To fully understand the areas of concern among employees and problematic policies and procedures, implementation leaders must have access to all company policies and data sources (e.g., exit surveys, climate surveys). • D ’s r , that is, organizationwide beliefs, values, and norms, may limit the extent to which employees accept and adhere to policy changes. However, providing transparency regarding the decision- making process and adapting a change management approach should help mitigate any resistance. See Chapter 6 for additional information. Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Kelly, M. (2021). Recommendations for the Recruitment and Retention of a Diverse Construction Workforce. Recorded March 2021, YouTube video, 11:16, https://www.youtube.com/watch?v=oRRzGgrPNz0. • Kelly, M. (2021). Challenges Impacting the Retention of Apprentices in the Construction Trades. Recorded March 2021, YouTube video, 8:14, https://www.youtube.com/watch?v=- raTZLkox-Q. • Kelly, M. (2021). Recruitment and Retention Trends in Oregon's Construction Workforce. Recorded March 2021, YouTube video, 3:10, https://www.youtube.com/watch?v=jHtYiFbfnGQ. • Office of Federal Operations Equal Employment Opportunity Commission (EEOC). (2017). Barrier Analysis: Questions to Guide the Process. https://www.eeoc.gov/federal- sector/management-directive/barrier-analysis-questions-guide-process. • Vermont Department of Transportation. (2021). Hiring and Retaining a Diverse Workforce. https://vtrans.vermont.gov/sites/aot/files/civilrights/documents/edhc/EmploymentResource List.pdf.

80 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tools to Assess Workforce Policies to Ensure Support for Diversity and Inclusion Barrier Analysis Overview – Presents types of explicit and implicit barriers that may exist as obstacles to diversity, equity, and inclusion. Business Case for Diversity, Equity, and Inclusion – Lists research findings that support the business case for diversity, equity, and inclusion initiatives. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Reduced turnover from marginalized populations – When employees perceive discrimination in their workplaces, they often report greater turnover and job withdrawal.21 However, employees who believe minority group members are treated fairly report reduced turnover intentions22 and increased engagement.23 Thus, DOTs will likely experience reduced turnover with the successful implementation of this strategy. 2. Increased recruitment and retention of women, people of color, and individuals from other marginalized groups – By improving policies and procedures to ensure they support workforce diversity and inclusion, DOTs should see an increase in the recruitment and retention of members of underrepresented groups. Thus, measuring the increase in workforce participation among these groups over time may be a strong indicator of the success of this strategy. 3. Improved perception of diversity and inclusion by DOT staff – As DOTs assess and revise their workforce policies to increase support for workplace diversity and inclusion, rs s o o or o s o r s s o s’ perceptions of the workforce diversity and inclusion should be strong indicators of the success of this strategy. 21 Jones, K. P., C. I. Peddie, V. L. Gilrane, E. B. King, and A. L. Gray. (2016). Not So Subtle: A Meta-Analytic Investigation of the Correlates of Subtle and Overt Discrimination. Journal of Management 42: 1588–1613. 22 Kaplan, D. M., J. W. Wiley, and C. P. Maertz Jr. (2011). The Role of Calculative Attachment in the Relationship Between Diversity Climate and Retention. Human Resource Management 50: 271–287. 23 Luu, T. T., C. Rowley, and T. T. Vo. (2019). Addressing Employee Diversity to Foster Their Work Engagement. Journal of Business Research 95: 303–315.

Building a Qualied Workforce: Attracting Employees 81   Tool: Barrier Analysis Overview The following paper focuses on why diversity is important and how to conduct a barrier analysis. The language included in this overview may be adapted as needed and used to help convince DOT employees and managers of the importance and moral obligation of fostering workplace diversity. Further, using the language included in this document may encourage stakeholder buy- in if a barrier analysis or similar diversity, equity, and inclusion initiative is implemented. Why Diversity Matters: The Case Against Homogeneity There is no shortage of research highlighting the business case for diversity and inclusion: diverse companies are more profitable than their less-diverse competitors;24 diverse teams increase creativity and innovation and lead to better problem solving and decision-making;25,26 and inclusion (the extent to which employees feel included, valued, and welcomed) results in higher employee engagement, which leads to greater productivity and retention.27 The business case for diversity is no longer just concerned with improving organizational outcomes; it is about taking a stance on a critical issue within our society and staying aligned with the future needs and expectations of the workforce. 24 Hunt, V., D. Layton, and S. Prince. (2015). Why Diversity Matters. McKinsey & Company. https://www.mckinsey.com/business-functions/organization/ our-insights/why-diversity-matters. 25 Hewlett, S. A., M. Marshall, L. Sherbin, and T. Gonsalves. (2013). Innovation, Diversity, and Market Growth. Coqual. https://coqual.org/wp-content/uploads/2020/09/31_innovationdiversityandmarketgrowth_keyfindings-1.pdf. 26 Phillips, K. W., K.A. Liljenquist, and M. A. Neale. (2010). Better Decisions Through Diversity. Kellogg Insight. https://insight.kellogg.northwestern.edu/article/better_decisions_through_diversity. 27 Creary, S. J., N. Rothbard, E. Mariscal, O. Moore, J. Scruggs, and N. Villarmán. (2020). Evidence-Based Solutions for Inclusion in the Workplace: Actions for Middle Managers. https://wpa.wharton.upenn.edu/wp-content/uploads/2020/05/Evidence-Based- Solutions-for-Inclusion-in-the-Workplace_May-2020.pdf. Conducting a Barrier Analysis: A Way Forwardto Ensurea Diverseand Inclusive Workforce A homogeneous workforce will not stand the test of time as internal pressure from employees and external demands from clients grow in response to Black Lives Matter, the #MeToo

82 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance movement, and recent civil rights laws protecting gay and transgender workers (to name a few). In addition, according to the 2019 U.S. Census Bureau Annual Estimates of the Resident Population by Sex, Age, Race, and Hispanic Origin, approximately half of the youth population identify as a racial or ethnic minority.28 As this population enters the labor force and accounts for a growing percentage of the consumer base, organizations must adapt to their needs. Companies that do not embrace diversity, equity, and inclusion at a foundational level may struggle to perform as well as those that do. Organizations genuinely committed to diversity, equity, and inclusion demonstrate strong ethical values—values that present and future employees and clients can confidently align themselves with, ultimately strengthening the reputation of the organization. These organizations understand that committing to diversity, equity, and inclusion is not about profitability or innovation; it is a matter of respecting fellow human beings and their right to equally participate in our economy and society and receive the recognition and compensation they deserve in doing so. For real and lasting change to occur, organizations must first understand what obstacles stand in the way of marginalized groups experiencing a truly inclusive and equitable work environment. What Is a Barrier? It is not enough to diversify the demographic makeup of the workforce; organizations must also ensure individuals from marginalized groups are afforded equal opportunities to participate and thrive in employment processes from recruitment to retirement. Thus, it is imperative organizations identify and remove any barriers that prevent protected groups from achieving equitable progress in the workplace. As defined by the EEOC, a barrier can be an organization policy, principle, practice, or general culture that limits employment opportunities for members of a particular gender, sex, race, or ethnic background or based on an individual’s disability status.29 There are generally three types of barriers: 1. Institutional or structural barriers relate to the policies, routines, habits, and so forth that have become embedded in the organizational culture (e.g., prioritizing referrals over competitive job postings). 2. Attitudinal barriers relate to the beliefs, biases, and thought patterns of employees that contribute to the oppression of protected groups (e.g., Latinos are hard workers and can therefore 28 U.S. Census Bureau. (2020). National Population by Characteristics: 2010–2019. https://www.census.gov/data/tables/time- series/demo/popest/2010s-national-detail.html. 29 EEOC (U.S. Equal Employment Opportunity Commission). (n.d.).Instructions to Federal Agencies for EEO MD-715. https://www.eeoc.gov/federal-sector/management-directive/instructions-federal-agencies-eeo-md-715-1. Barriers to Equal Employment Opportunity (EEO): Advancement and Promotion Examples • Lack of employee access to mentoring. • Performance appraisalprocessesnot aligned with job requirements. • Lack of opportunities for career development and rotational job assignments. • Failing to provide reasonable accommodations to persons with disabilities (PWDs). • Lack of career counseling and exclusion from career ladders. • Lack of equal access to assignments that provide key career experiences. • Lack of equalaccess to assignments that provide visibility and interaction with senior managers. • Failure to uniformly post/advertise promotional opportunities. shoulder a heavier workload). 3. Physical barriers prevent protected groups from accessing facilities, events, information, or programs (e.g., not including a sign language interpreter at in-person, all-hands meetings or other staffwide events).

Building a Qualied Workforce: Attracting Employees 83   Barriers can exist at all levels of the employee life cycle, from recruitment to advancement, and thus require a comprehensive analysis to identify where they exist. It is important to remember that the structure of an organization—including policies, procedures, and appointed leadership—is often the legacy of old, discriminatory institutions. As such, barriers can be systemic and ingrained in the structure from which organizations operate. Barrier analysis studies help identify the root cause(s) of disparities that have persisted for many years—if not decades—and that have been perpetuated by the dominant group(s). One of the first indicators of a potential barrier is what EEOC refers to as a trigger. A trigger is a red flag and brings attention to disparities in workforce data. Triggers suggest the need for further examination of the policies, procedures, or practices that may be causing disparities in the data. For example, statistically significant differences in the promotion rates between women and men would be considered a trigger. The EEOC mandates that for agencies to achieve and maintain discrimination-free workplaces, companies conduct self-assessments to identify and remove barriers.30 As such, barrier analysis is a valuable tool for both public and private organizations because it provides an objective and quantitative assessment of the entire workforce to help identify areas of improvement when it comes to reaching diversity, equity, and inclusion goals. It can be used as a proactive tool to regularly assess the workforce and ensure diversity, equity, and inclusion efforts are effective, or to examine the root cause of existing diversity, equity, and inclusion concerns. In addition, when conducted by an outside vendor, barrier analyses provide employees with the opportunity to honestly share their experiences and perceived barriers to a trusted external party who will then aggregate and analyze confidential information to identify trends. Employees are often reluctant to share such information within their organization out of fear of retaliation; thus, working with an experienced outside vendor who can ensure confidentiality is likely to help ease employees’ concerns about candidly sharing barrier-related information. Conclusion Choosing to perform a barrier analysis should not be a performative, “window dressing” display that an organization supports diversity, equity, and inclusion. Rather, to be effective, it must be treated as a foundational step in the process of addressing the fundamental issues that contribute to workplace inequalities. Organizations need to examine their internal values—both explicit and implicit—to ensure both the process and outcomes of the barrier analysis align with those values. 30 EEOC (U.S. Equal Employment Opportunity Commission). (n.d.) Instructions to Federal Agencies for EEO MD-715. https://www.eeoc.gov/federal-sector/management-directive/instructions-federal-agencies-eeo-md-715-1. Examples of Obstacles Found via Barrier Analysis That Otherwise Would Have Gone Unnoticed • PWDs were less likely to receive monetary awards because those types of awards required high- visibilityand complex assignments, and due to perceptions about their disabilities, PWDs were not receiving high-visibility and complex assignments. • Hiring managers were changing job descriptions frequently to nonjob- related requirements to attract external candidates, which hindered equal opportunities for internal minority candidates. Further, organizations need leaders to fully buy into the barrier analysis results to help champion them throughout the organization. Once organizations know what barriers exist, leaders can start to raise awareness of such barriers within the organization, take action, and get involved in diversity, equity, and inclusion initiatives and efforts to encourage a culture of social accountability. Effective barrier analysis should point to conscious and subconscious biases and provide actionable steps that will cultivate a more diverse and equitable workforce for all.

84 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: The Business Case for Diversity, Equity, and Inclusion When gaining support for diversity, equity, and inclusion efforts, it is important to ensure that there is support and buy-in from leaders across the organization. To gain this support, it can be helpful to present a business case that shows the benefit of diversity, equity, and inclusion and how these efforts will occur. This tool provides information to help create a business case for diversity, equity, and inclusion. Diversity, Equity, and Inclusion Improve Organizations. • Diverse companies are more profitable than their less-diverse competitors.31 • Diverse teams increase innovation and lead to better problem solving and decision- making.32, 33 • Employees who perceive discrimination in their workplace often report greater turnover, job withdrawal, job stress, and adverse physical and psychological health outcomes.34 • Following instances of perceived discrimination, employees report reduced job performance and career success.34 • Employees who believe that their organization “adheres to fair personnel practices” and integrates minority employees “into the work environment” report greater job satisfaction and frequency of organizational citizenship behaviors (OCBs).35, 36 OCBs are discretionary behaviors not required by the job description that involve colleagues going above and beyond to do positive, constructive things for one another while at work. • Employees who believe minority group members are treated fairly report reduced turnover intentions37 and increased engagement.38 31 Hunt, V., D. Layton, and S. Prince. (2015). Why Diversity Matters. McKinsey & Company. https://www.mckinsey.com/business- functions/organization/our-insights/why-diversity-matters. 32 Hewlett, S. A., M. Marshall, L. Sherbin, and T. Gonsalves. (2013). Innovation, Diversity, and Market Growth. Coqual. https://coqual.org/wp-content/uploads/2020/09/31_innovationdiversityandmarketgrowth_keyfindings-1.pdf. 33 Phillips, K. W., K. A. Liljenquist, and M. A. Neale. (2010). Better Decisions Through Diversity. Kellogg Insight. https://insight.kellogg.northwestern.edu/article/better_decisions_through_diversity. 34 Jones, K. P., C. I. Peddie, V. L. Gilrane, E. B. King, and A. L. Gray. (2016). Not So Subtle: A Meta-Analytic Investigation of the Correlates of Subtle and Overt Discrimination. Journal of Management 42: 1588–1613. 35 Mor Barak, M. E., D. A. Cherin, and S. Berkman. (1998). Organizational and Personal Dimensions in Diversity Climate: Ethnic and Gender Differences in Employee Perceptions. The Journal of Applied Behavioral Science 34: 82–104. 36 Triana, M. D. C., M. Jayasinghe, and J. R. Pieper. (2015). Perceived Workplace Racial Discrimination and Its Correlates: A Meta-Analysis. Journal of Organizational Behavior 36: 491–513. 37 Kaplan, D. M., J. W. Wiley, C. P. Maertz Jr. (2011). The Role of Calculative Attachment in the Relationship Between Diversity Climate and Retention. Human Resource Management 50: 271–287. 38 Luu, T. T., C. Rowley, and T. T. Vo. (2019). Addressing Employee Diversity to Foster Their Work Engagement. Journal of Business Research 95: 303–315.

Building a Qualied Workforce: Attracting Employees 85   • Most cultural transformations require working with all ranks of employees to see meaningful change in the entire culture.39 • When change occurs too rapidly, management and organizations are unable to adapt quickly, and most cultural change efforts will fail in the process.40 39 Katzenbach, J. R., I. Steffen, and C. Kronley. (2012). Cultural Change That Sticks. Harvard Business Review. https://hbr.org/2012/07/cultural-change-that-sticks. 40 Brown, D. R., and D. Harvey. (2005). An Experiential Approach to Organization Development, 7th ed. Upper Saddle River, NJ: Pearson Prentice-Hall. Improvement in Diversity, Equity, and Inclusion Take Time. • Once data are collected and analyzed and barriers are identified, strategies need to be developed and implemented. • Change takes time: improvement happens slowly over multiple years.

86 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy Overview To help fulfill their increasing need for workers with specialized skills, DOTs must create and revise their job descriptions and specifications to ensure they accurately represent open jobs. DOTs should create thorough job descriptions and specifications to recruit individuals for new jobs and review and possibly revise job descriptions and specifications for existing jobs. Doing so should help attract greater pools of qualified applicants. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and expectation of flexible workplace policies Difficulty recruiting and retaining mid- level or young staff Steady downsizing of DOT staff Generational differences Increased demand for skilled or specialized workers Due to changing infrastructure demands, the adoption of new technologies, and the implementation of new policies, DOTs are facing increased demands for specialized workers. To keep up with these demands, DOTs must create new jobs (e.g., data scientists) and hire more individuals with specialized skills into existing jobs (e.g., project managers). However, DOTs often find it difficult to garner large applicant pools because current job specifications are difficult to meet. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description A job description can be described as an overview of a position, including the job title and summary of job duties, while job specifications can be described as the qualifications, such as educational background, required to perform a job. Job descriptions and specifications are typically posted together when organizations are soliciting applicants for open positions. When recruiting, DOTs need to generate accurate and comprehensive job descriptions for each new position they create and update the specifications for certain jobs to remove any unnecessary educational or skill requirements. Accurate and thorough job descriptions and specifications allow organizations to hire more individuals with Create and/or Revise Job Descriptions to Accurately Market Jobs Strategy Highlights DOTs should ensure that jobs being advertised have accurate job descriptions to set job expectations early. This can be accomplished by performing a job analysis. Performing a job analysis will prevent DOTs from requiring unnecessary qualifications for certain jobs, allowing a wider range of applicants.

Building a Qualied Workforce: Attracting Employees 87   specialized skills into existing jobs and garner large pools of qualified applicants because they describe the job well and remove requirements that may discourage competent individuals from applying. Stated another way, when the job description and specifications are accurate and comprehensive, applicant pools should include a greater number of qualified applicants (i.e., applicants who meet the minimum requirements for a job). Both job descriptions and job specifications should be created and updated based on thorough job analyses to ensure accuracy and to be in accordance with the law. A job analysis can be described as “studying a job to determine which activities and responsibilities it includes, its relative importance to other jobs, the qualifications necessary for performance of the job, and the conditions under which the work is performed.”41 When a job analysis is performed, it reveals the (a) job duties and tasks performed in a job, (b) knowledge, skills, and abilities (KSAs) required to perform well in a job, (c) minimum qualifications required at entry- level for a job, and (d) linkages between the duties, tasks, KSAs, and minimum qualifications as well as if there is a test associated with hiring, test constructs, items, and weights.42 Job descriptions should be written with respect to the job duties uncovered by the job analysis; job specifications should be based on the KSAs and minimum qualifications. Furthermore, it is important that job descriptions and specifications relate to other jobs within their job series. In other words, when job descriptions and specifications are created and revised, DOT managers should ensure that the career paths include this information. In sum, DOTs should create or revise job descriptions and specifications to hire more individuals with specialized skills into existing jobs and new jobs. Further, job descriptions and specifications should be created based on job analyses so they describe the job accurately and limit unnecessary requirements that may otherwise discourage qualified individuals from applying. Strategy in Practice One state DOT used to require its project managers to have an engineering background but has removed that unnecessary qualification, which has allowed them to bring on strong employees with other backgrounds (e.g., environmental coordination). This DOT now recruits individuals with communication and problem-solving skills (versus specific backgrounds). Applicability in Design, Construction, and Maintenance Design Due to the development of new transportation technologies and evolving infrastructure demands, DOTs may need to revise their job specifications to recruit employees with greater knowledge of electronics and/or multi-modal transportation. If they do not, they risk not meeting market demands and wasting time and money on outdated processes. Given the projected increase of collaboration with consultants and contractors, DOTs may also consider updating their job specifications to include strong verbal and written communication skills. 41 Society for Human Resource Management. (n.d.). Performing Job Analysis. https://www.shrm.org/resourcesandtools/tools-and-samples/toolkits/pages/performingjobanalysis.aspx. 42 Doverspike, D., and W. Arthur. (2012). The Role of Job Analysis in Test Selection and Development. In The Handbook of Work Analysis: Methods, Systems, Applications and Science of Work Measurement in Organizations, 381–400.

88 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance As new technologies are developed and implemented to improve the construction processes (e.g., tablets on job sites), DOTs may consider updating the job specifications for construction workers to include competence using these types of technologies. Construction Maintenance With the changing transportation landscape, maintenance workers will need to have the ability to keep new technological advancements functional (e.g., electronic sensor stations, automated curb warning systems) and to operate new maintenance equipment (e.g., drones). Thus, DOTs may consider revising job descriptions to include these new roles. Implementation Plan and Guidance Target Audience Implementation Lead(s) Potential applicants. Human resources personnel, possibly in partnership with external professionals. Supervisors, managers, and department heads. Im pl em en ta tio n St ep s 1. Determine the new jobs that will be created to better meet workforce needs and which jobs will need to have their specifications updated to garner a greater applicant pool. 2. Collect information about the job by conducting interviews or focus groups with job incumbents or subject matter experts (SMEs), reviewing existing job descriptions, searching for relevant information about the job on the Occupational Information Network (O*NET),43 and observing job incumbents. For jobs that have not yet been created, review relevant information about related jobs. 3. Draft a list of the job duties performed by individuals in this job (e.g., handles materials and products) including the specific behavioral components of the job duties (for example, listing a task such as “palletizes product”). 4. Draft a list of the KSAs needed to perform the job duties and tasks. 5. Distribute the drafts to SMEs and job incumbents for review and incorporate any feedback that is provided. 43 O*NET is a free online database that provides occupational information about various jobs, such as descriptions of the work performed by job incumbents, the necessary KSAs to perform the job well, the occupational outlook for the job, and the average pay of job incumbents.

Building a Qualied Workforce: Attracting Employees 89   6. Conduct interviews or focus groups with job incumbents and SMEs to further refine the job duties, task list, and the list of KSAs. 7. Survey job incumbents and SMEs to assess the importance of each major work behavior and task, how frequently each duty and task is performed, how important each KSA is for performing the job, and which KSAs are needed at entry. 8. Eliminate any job duties, tasks, and KSAs that are not rated as important, not used, or not needed upon entry. 9. Finalize the job description based on the job duties and tasks and finalize the job specifications based on the KSAs. 10. Repeat these steps for each job that is being created or revised. Needed Support or Resources List of job incumbents and SMEs that can help with the job analysis. Surveys to ask job incumbents and SMEs about their duties, tasks, etc. Key Success Factors Potential Obstacles and Considerations • Implementation leaders must survey job incumbents, their subordinates, and their supervisors to provide a complete overview of the job from multiple perspectives. • If possible, allow all job incumbents to contribute to the job analysis to ensure the job is accurately represented. • Job incumbents may hesitate to participate in data collection if they believe the purpose of the job analysis is to downsize the organization or review their performance. DOTs with a unionized workforce may incur pushback due to the concern of a position being downgraded or promotional opportunities being stymied. Establishing a formal job description creation process; clarifying the goals of the job analysis should help mitigate these issues. Additional Resources The following resources provide additional information that may be useful when considering this strategy: • O*NET (Occupational Information Network). (n.d.). O*NET Questionnaires. U.S. Department of Labor/Employment and Training Administration. https://www.onetcenter.org/questionnaires.html. • O*NET (Occupational Information Network). (n.d.). Summary for Construction Managers [Example job description and specifications]. U.S. Department of Labor/Employment and Training Administration. https://www.onetonline.org/link/summary/11-9021.00. • Society for Human Resource Management. (SHRM). (n.d.). Job Analysis Template. https://www.shrm.org/resourcesandtools/tools-and-samples/hr- forms/pages/jobanalysisform.aspx. • U.S. Office of Personnel Management (OPM). (n.d.). Six Steps to Conducting a Job Analysis. https://www.opm.gov/policy-data-oversight/assessment-and-selection/job- analysis/job_analysis_checklist.pdf.

90 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tools to Create and/or Revise Job Descriptions to Accurately Market Jobs Guide for Accessing and Navigating O*NET – Demonstrates how to access and navigate the O*NET website, which may be used to craft job descriptions (job duties) and identify the required KSAs for jobs. Form for Gathering Job-Related Information from Job Incumbents and Subject Matter Experts – May be used by DOT managers and HR personnel to help gather job-relevant information from SMEs and job incumbents. Template for a Comprehensive Job Posting – Provides a job posting template that includes all pertinent information, including a comprehensive job description (i.e., list of job duties) and job specifications (i.e., KSAs). Metrics to Measure Return on Investment or Strategy Effectiveness 1. Number of qualified applicants – Revising the job specifications based on the results of the job analyses should eliminate any unnecessary qualifications for jobs. In turn, the number of job applicants will likely increase. For this reason, the number of qualified individuals who apply for each job at a DOT may be a useful metric to measure the success of this initiative. 2. Performance of new hires – One major goal of using job analyses is to create specifications that allow organizations to hire employees who have the necessary background and skill set to perform the job well. Thus, the success of a job analysis may be determined by assessing the performance of employees who are hired under the new specifications. 3. Reliance on contractors – As DOTs recruit and hire employees with specialized skills, their reliance on contractors should decrease. For this reason, the extent to which a DOT relies on contractors for tasks that require specialized skills may be a useful metric to measure.

Building a Qualied Workforce: Attracting Employees 91   Tool: Guide for Accessing and Navigating O*NET Purpose and Overview After DOT managers and/or HR personnel determine the new jobs that will be created to better meet workforce needs and which jobs will need to have their specifications updated to garner a greater applicant pool, they will need to collect information about the job using a variety of methods, including searching for relevant information about the job on the Occupational Information Network (O*NET). O*NET is a free online database that provides information about jobs across the United States and is sponsored by the Department of Labor’s Employment and Training Administration. More specifically, O*NET provides descriptions of the work performed by job incumbents, the necessary KSAs to perform a job well, the occupational outlook for the job, and the average pay of incumbents. This tool demonstrates how to access and navigate the O*NET website, which may be used to craft job descriptions (i.e., job duties) and identify the required KSAs for jobs. While major changes to O*NET are not anticipated, some variation from these images may occur if the O*NET website is updated. Step 1: Visit the O*NET website. Step 2: Navigate to the page for the job you are interested in. Type www.onetonline.org into the address bar in your browser. Conduct a search for a job title. Oftentimes, multiple similar jobs will appear as a result of the search. Select the specific job title that most closely matches the job you are interested in.

92 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Step 3: Review the Summary Report to discover the key tasks and KSAs. Click on the (+) to show full list of tasks for the job. Click on the (+) to show jobs requiring this same skill. Click on blue section headings to jump to section.

Building a Qualied Workforce: Attracting Employees 93   Tool: Form for Gathering Job-Related Information from Job Incumbents and SMEs Purpose and Overview After DOT managers and/or HR personnel determine the new jobs that will be created and which jobs will need to have their specifications updated, they need to collect information about the job so they may draft a list of the duties that need to be performed and the KSAs needed to perform those duties. One way the DOT managers and/or HR personnel may collect this data is by conducting interviews, focus groups with job incumbents or SMEs, and/or observing job incumbents. This tool may be used by DOT managers and/or HR personnel to gather job-relevant information from SMEs and job incumbents. For example, DOT managers and HR personnel may fill out this form when conversing with or observing job incumbents and SMEs. Note that not all sections may be filled out. For example, an observer may not be able to ascertain the licenses or certifications required to successfully perform the duties of this job. When this occurs, the observer may leave a section blank. Form for Gathering Job-Related Information Job Title: Interviewer/Observer: Job Level: Job Incumbent/SME: New Job: Yes/No Date: Duties and Tasks List the job duties performed by individuals in this position (e.g., handles materials and products) including the specific behavioral components of the job duties (i.e., tasks, for example, palletizes products). You may provide more or fewer duties and tasks than the spaces provided here. Duty 1 Task 1 Task 2 Task 3 Duty 2 Task 1 Task 2 Task 3 Duty 3 Task 1 Task 2 Task 3

94 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance List the specific areas of understanding of theories, concepts, and information required to successfully perform the major duties associated with this job. You may provide more or fewer knowledge areas than the spaces provided here. Knowledge 1 Knowledge 2 Knowledge 3 Skills List the specific physical or verbal skills required to successfully perform the major duties associated with this job. You may provide more or fewer skills than the spaces provided here. Skill 1 Skill 2 Skill 3 Abilities List the natural or acquired talents required to successfully perform the major duties associated with this job (e.g., the ability to anticipate risks). You may provide more or fewer abilities than the spaces provided here. Ability 1 Ability 2 Ability 3 Education Identify the level of education required to successfully perform the major duties associated with this job. Requirement (X) Level of Education High school diploma or GED Technical or vocational diploma Associate degree Bachelor’s degree Master’s degree Advanced degree (PhD, JD, etc.) Experience Identify the minimum years of related work experience required to successfully perform the major duties of this job. Requirement (X) Years of Experience No Experience Required 1–3 Years 3–5 Years 5–7 Years 7–10 Years 10–15 Years More than 15 Years Licensure/Certification List any licenses or certifications required to successfully perform the duties of this job. License/Certification: Knowledge, Skills, and Abilities (KSAs) Knowledge

Building a Qualied Workforce: Attracting Employees 95   Requirement (X) Level of Supervision Close Supervision – Incumbent is assigned duties according to specific procedures, and work is reviewed frequently. Supervision – Incumbent uses a set of established policies and procedures to perform routine duties. General Supervision – Incumbent performs complex duties within established guidelines and develops procedures for accomplishing a variety of duties. Direction – Incumbent develops procedures within established policy guidelines to meet objectives in a broad area of work with typically only the final results of the work being reviewed. General Direction – Incumbent receives guidance on broad goals and objectives but establishes the methods for attainment. Creates policies for their area of work, but they are not necessarily the final approver of policy. Managerial Responsibility Identify whether this job manages others, and if so, to what extent and how many. Does this individual in this position… (X) = Yes directly manage others? interview and select applicants? hire new employees? plan and instruct the work of other employees? review the work of others? conduct formal performance appraisals of employees? provide disciplinary action for employees? terminate employees? schedule or determine work hours? make pay recommendations for employees? promote employees? Responsibility Levels Identify the various levels of responsibility for this job. Autonomy Identify the appropriate level of supervisory oversight this position receives.

96 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Template for a Comprehensive Job Posting Purpose and Overview This tool provides an example job posting template that includes all pertinent information, including a comprehensive job description (i.e., list of duties) and job specifications (i.e., KSAs). DOTs may also wish to include a salary range, the date applications will stop being accepted, a list of preferred (but not required) KSAs, and other information that potential applicants may find useful when creating job postings. DOT managers and/or HR personnel may use this job posting example as a template or may simply review this example when creating their own. The job description should also indicate the Fair Labor Standards Act (FLSA) status for the position: exempt or nonexempt. Nonexempt indicates the employee in this job would be entitled to receive overtime pay after they work a certain number of hours, while exempt employees are not eligible for overtime. Blank Form Example Job Title Job Information Job Title: Job Code: Date Created: Job Type: Date of Last Update: FLSA: Job Summary Please provide a brief overview (3–5 sentences) that outlines the major purpose and responsibilities of this job. Job Description Duty 1 (% Time Spent) Task 1 Task 2 Task 3 Duty 2 (% Time Spent) Task 1 Task 2 Task 3 Duty 3 (% Time Spent) Task 1 Task 2 Task 3

Building a Qualied Workforce: Attracting Employees 97   Job Specifications Knowledge List specific areas of understanding of theories, concepts, and information required to successfully perform the major duties associated with this job. You may provide more or fewer knowledge bases than the spaces provided here. Knowledge 1 Knowledge 2 Knowledge 3 Skills List specific proficiency in manual, verbal, or mental manipulation of data or things required to successfully perform the major duties associated with this job. You may provide more or fewer skills than the spaces provided here. Skill 1 Skill 2 Skill 3 Abilities List the natural or acquired talents required to successfully perform the major duties associated with this job (e.g., the ability to anticipate risks). You may provide more or fewer abilities than the spaces provided here. Ability 1 Ability 2 Ability 3 Education, Experience, and Licensure/Certifications Education The level of education required to successfully perform the major duties associated with this job (e.g., high school diploma or GED, PhD). Experience The minimum years of related work experience required to successfully perform the major duties of this job. Licensure/Certifications Please list any licenses or certifications required to successfully perform the duties of this job. Completed Form Example Transportation Engineer Job Information Job Title: Transportation Engineer Job Code: XXXXX Date Created: 11/16/2020 Job Type: Salaried Date of Last Update: 11/16/2020 FLSA: Exempt

98 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Department of Transportation (DOT) XYZ is looking for a highly skilled Transportation Engineer to join their energetic and collaborative engineering team. The Transportation Engineer will develop transportation project plans, evaluate transportation systems, and perform surveys and analyses. This person will also use specifications and engineering standards to develop effective designs and collaborate with other engineers and clients to finalize and complete highway and road designs. The ideal candidate for this position will have a passion for teamwork coupled with a keen ability to analyze and diagnose transportation issues. Job Description Creates and Reviews Construction Plans (50%) Checks construction plans, design calculations, or cost estimations to ensure completeness, accuracy, or conformity to engineering standards or practices. Reviews development plans to determine potential traffic impact. Confers with contractors, utility companies, or government agencies to discuss plans, specifications, or work schedules. Evaluates Transportation Systems (30%) Evaluates transportation systems or traffic control devices or lighting systems to determine the need for modification or expansion. Investigates traffic problems and recommends methods to improve traffic flow or safety. Models transportation scenarios to evaluate the impacts of activities such as new developments or to identify possible solutions to transportation problems. Leads and Performs Surveys and Analyses (20%) Prepares administrative, technical, or statistical reports on traffic operation matters, such as accidents, safety measures, or pedestrian volume or practices. Directs the surveying, staking, or laying-out of construction projects. Presents data, maps, or other information at construction-related public hearings or meetings. Job Specifications Knowledge Design – Knowledge of design techniques, tools, and principles involved in the production of precision technical plans, blueprints, drawings, and models. Engineering and Technology – Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. Mathematics – Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. Building and Construction – Knowledge of materials, methods, and tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. Skills Complex Problem Solving – Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. Reading Comprehension – Understanding written sentences and paragraphs in work-related documents. Speaking – Talking to others to convey information effectively. Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Job Summary

Building a Qualied Workforce: Attracting Employees 99   Deductive Reasoning – The ability to apply general rules to specific problems to produce answers that make sense. Inductive Reasoning – The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). Information Ordering – The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). Mathematical Reasoning – The ability to choose the right mathematical methods or formulas to solve a problem. Education, Experience, and Licensure/Certifications Education Bachelor’s degree required Experience 3–5 years Licensure/Certifications None This information is intended for example purposes only and does not represent the outcome of a job analysis performed by the creator of this document. Content presented above was pulled from www.onetonline.org/link/details/17-2051.01 and is not intended to represent original data of the document creator. Abilities