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

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100 As the workforce needs of DOTs continue to change, it is essential for DOTs to retain their best employees long term. Retaining fully onboarded employees helps DOTs continue to benet from these employees’ experience within the DOT and familiarity with existing processes. Furthermore, many existing employees have undergone specic training and other develop- mental experiences relevant to the DOT’s goals. Facilitating long-term retention is typically more ecient and cost-eective than the alternative of attracting, selecting, and onboarding new employees. Many DOTs are nding their design, construction, and maintenance sta leave the DOT in pursuit of other opportunities. DOTs should invest in programs and initiatives that enhance the employee experience so that employees want to stay and thrive in their roles. Consequently, employees are more likely to remain long term within the DOT. Challenges Related to Retaining Employees in State DOTs DOTs are facing several workforce stang challenges, including a short supply of applicants, competition from other employers, diculty in hiring employees in a timely manner, and diculty retaining sta long term. Retaining entry- or mid-level sta in the areas of design, construction, and maintenance has been particularly challenging because of the generational dierences present between older generation workers and their younger counterparts. For example, many young sta are eager to engage with new technologies to perform work, while some of the older sta may be less inclined to embrace these changes, which puts a strain on retaining younger sta members. DOTs can respond to and prepare for these internal and external challenges by carrying out initiatives to retain their sta. If DOTs react and prepare for these changes through opportunities to engage, motivate, and retain their employees, they will ensure their workforce is well prepared for the future. Keeping the entry- and mid-level employees at the DOT long term can enhance operations and eciency, increase generational diversity, balance the generational dierences among sta, and address many of the stang issues prevalent in the industry. is chapter provides action plans that present ways to enhance collaboration, promote a positive culture at work, and provide performance support to employees. Consequently, these initiatives create an environment where employees will want to stay long term, therefore enhancing retention. Chapter Overview is chapter includes seven action plans that provide steps to take for enhancing employee retention. Each action plan includes one or two tools to help DOT leaders with the imple- mentation of the strategy. e tools immediately follow the action plan they are designed to support. e strategies and tools included in this chapter are listed in Exhibit 3-1. C H A P T E R   3 Sustaining a Strong Workforce: Retaining Employees

Sustaining a Strong Workforce: Retaining Employees 101   Action Plans for Retaining Employees is chapter includes action plans DOTs can use to retain employees at their organization. Although the action plans in this chapter focus on retaining employees, many of these action plans may also be benecial for attracting and developing employees. Detailed descriptions of each strategy, including implementation steps, relevant examples, resource requirements, and metrics to measure the success of each strategy, are included within each action plan. Exhibit 3-2 provides an overview of the action plans included within this chapter. Exhibit 3-2. Descriptions of action plans to retain employees. Strategy Available Tools Develop Performance Management Strategies with Industry Partners to Communicate Expectations Worksheet to Help DOTs Obtain Performance Management Strategy Information Checklist for Developing a Performance Management Strategy with Industry Partners Construct Effective Teams to Maximize Staff Productivity Questionnaire to Reflect on Team Context Questionnaire to Evaluate Team Dynamics Enable Employees to Share Ideas to Foster Workplace Innovation Risk/Reward Assessment Guide Integrate Critical Skills into Career Paths to Demonstrate Career Advancement Opportunities Career Pathway Guide Template Individual Development Plan Template Establish Standard Operating Procedures for Data Management to Ensure Efficient and Secure Access Evaluating Information with the C.R.A.A.P. Test Assessing Shared Content and Data with the ROT Framework Create Flexible Work Arrangements to Accommodate Employee Needs Example Flexible Work Arrangement Survey Guidelines to Support a More Flexible Workforce Implement Diversity and Inclusion Training to Ensure a Healthy Work Environment Example Survey Items to Measure Trainees’ Reactions and Changes in Knowledge, Skills, and Behaviors Infographic to Help Decide Between Different Forms of Diversity and Inclusion Training NOTE: C.R.A.A.P = Current, Relevant, Authority, Accurate, Purpose; ROT = Redundant, Obsolete, and Trivial. Exhibit 3-1. Action plans to support retaining employees. Action Plan Overview Develop Performance Management Strategies with Industry Partners to Communicate Expectations Developing a performance management strategy will allow DOTs to proactively prepare to meet the needs of their industry partners and ensure their partners are aware of the expectations for work performance. This is important because DOTs increasingly rely on their industry partners due to the changing landscape of the transportation industry. Construct Effective Teams to Maximize Staff Productivity As DOTs continue to experience consistent downsizing of their staff, it is important to find ways to maximize existing staff. One way DOTs can better use their existing staff is by learning how to construct effective teams. To do so, DOTs need to equip their team leaders with strategies to evaluate employees on their technical and interpersonal knowledge and motivations. Staffing teams with people who possess various skill sets and strengths and preparing for these differences, will create teams that accomplish their objectives, develop the broader workforce, and foster cultures that promote innovation. (continued on next page)

102 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Action Plan Overview Enable Employees to Share Ideas to Foster Workplace Innovation To cultivate a culture of innovation and creativity, calculated risk-taking is encouraged in addition to forums or platforms that allow employees to provide ideas and solutions. Encouraging exploratory thinking also requires a culture that does not punish calculated risk-taking—a culture where experimental solutions are not punished and thinking outside of the box is welcomed. Integrate Critical Skills into Career Paths to Demonstrate Career Advancement Opportunities Career paths demonstrate the possible ways a career can progress as well as the different jobs an employee may consider throughout their career. They present related positions at different levels within an organization to help employees engage in goal setting and career planning. Career path information can be utilized to enhance recruitment and retention by providing applicants and incumbents with tangible information to show how to advance to more senior positions. To further attract and retain skilled labor, career paths should integrate the relevance of critical new skills (e.g., information technology, data science) into the various positions, as needed. Establish Standard Operating Procedures for Data Management to Ensure Efficient and Secure Access DOTs can create standard operating procedures (SOPs) for data governance and data management practices if these processes and procedures are not already in place. Creating SOPs for data management will help determine how existing data can and should be used in a secure manner to support DOTs and to build this expertise in the DOT workforce—even those who are not data experts. By articulating SOPs, DOTs can begin to manage more efficiently without having to reinvest new processes for each new data use case. Contractors can be hired to help aggregate and standardize existing data, establish initial databases, and draft the initial SOPs. DOTs can build on these SOPs as the organization continues to collect, process, and analyze data to support its work. Create Flexible Work Arrangements to Accommodate Employee Needs Flexible work arrangements are becoming increasingly popular among new entrants to the workforce, employees with dependent care needs, and individuals with health or transportation-related concerns. State DOTs can adopt flexible work arrangements to attract future and retain current employees. As many employees who work for DOTs are now retiring, these arrangements are critical for the recruitment and retention of the future transportation workforce who value and have come to expect some flexibility in their work. Implement Diversity and Inclusion Training to Ensure a Healthy Work Environment DOTs should develop, implement, and require employees to participate in diversity and inclusion training, which has been linked to reducing prejudicial attitudes and behaviors within workplaces. This will allow DOTs to better recruit women and people of color, which is needed to keep up with evolving industry demands. Exhibit 3-2. (Continued).

Sustaining a Strong Workforce: Retaining Employees 103   Strategy Overview Developing a performance management strategy will allow DOTs to proactively prepare to meet the needs of their industry partners and ensure their partners are aware of the expectations for work performance. This is important given that DOTs are increasingly reliant on their industry partners due to the changing landscape of the transportation industry. 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 agreeing upon standards of performance with contractors and consultants As DOTs increasingly rely on contractors and consultants to keep up with the work they need to complete, along with the emergence of new technologies, the rise of multi-modal design demands, and new requirements related to resiliency plans and other policy updates, they will need to foster healthy, collaborative working relationships with these partners. However, there is sometimes a mismatch in expectations between DOTs and their industry partners surrounding competencies and roles that each will play, which can lead to mutual dissatisfaction between the two parties. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description One way to limit the risk of misunderstanding between DOTs and their industry partners is to develop a performance management strategy before beginning a project together. Performance management incorporates a continuous process of identifying, measuring, and developing the performance of individuals and teams and ensuring that performance meets the needs of the organizations. When working with a contractor, Develop Performance Management Strategies with Industry Partners to Communicate Expectations Strategy Highlights To set project expectations early and help foster healthy working relationships with their industry partners, DOTs should consider creating performance management strategies with their consultants/contractors. Strategies should include expectations related to standards of performance, deadlines, and communication.

104 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance performance management strategies involve a process that enables both parties to deliver the required work. A performance management strategy can be defined as a set of procedures that employers plan to implement to measure performance over time and encourage growth. While these strategies are typically created to help develop internal employees, they may also be useful for establishing performance expectations and key performance indicators with external partners to guide their progress toward project and goal completion. Developing a performance management strategy does not imply that DOT leaders will be managing the performance of their industry partners; rather, it means that DOT leaders are formalizing mutual expectations, time lines, and roles to limit miscommunication within the project team. This strategy may include an agreed-upon time line for project milestones, a schedule for check-ins between DOT project managers and industry partners to deliver feedback or provide resources, and/or a list of expectations for both the DOT and the contractor or consultant. A formal performance appraisal process (i.e., the criteria contractors and consultants will be assessed on and a schedule for delivering feedback) should also be defined within any performance management strategy. It is also important that performance management strategies, including the performance appraisal components, are developed with industry partners’ input. Collaboration between the DOT and the contractor or consultant builds trust, fosters teamwork, and instills a sense of fairness throughout the partnership’s life cycle. DOTs should also be sure to regularly assess adherence to the performance management strategy to ensure both parties are meeting the mutually agreed-upon expectations. It may be helpful to have a standard performance management strategy that is then tailored to meet the needs of each contractor, consultant, or project. For example, if a contractor has historically been uncommunicative or unresponsive, it may be necessary to require weekly check-ins via email from that partner as a part of their specific performance management plan. Strategy in Practice Missouri DOT (MoDOT) completed the $535 million reconstruction of Highway 40 (I-64) in St. Louis in 2 years, rather than the estimated 6–8 years, at a lower cost than expected. To accomplish this, MoDOT created a performance management strategy for their industry partners that involved regularly tracking their performance and progression toward time line goals.44 Applicability in Design, Construction, and Maintenance Design Employees who work in design at DOTs may use performance management strategies with their industry partners to ensure consistency in design elements. This can help the design process become more efficient for DOTs because they will review and approve designs that follow the DOT format, structure, and protocol. Forming trusting, reliable, mutually beneficial relationships with their industry partners will allow DOTs to scale to meet design needs in their state. 44 U.S. Department of Transportation. (n.d.). Missouri DOT I-64 Rehabilitation Case Study. https://ops.fhwa.dot.gov/wz/resources/final_rule/modotcasestudy.htm.

Sustaining a Strong Workforce: Retaining Employees 105   Construction workers may find performance management strategies with their industry partners to be helpful because these strategies encourage uniformity, making it easier to inspect and review work. Furthermore, a well-developed and followed performance management plan will likely result in a reduced number of change orders, ultimately increasing DOT efficiency. Construction Maintenance Maintenance workers may especially benefit from the development of performance management strategies as clear expectations on how to perform job duties may extend the life of various assets (e.g., roads). For example, if DOTs work with contractors to detail clear guidance and expectations regarding how to remove snow from roads or fix guardrails, then there is a reduced chance of error from the partner. Implementation Plan and Guidance Target Audience Implementation Lead(s) DOT design, construction, and maintenance chiefs. DOT industry partners (i.e., consultants and contractors). DOT project managers. Contract (procurement) officers. Im pl em en ta tio n St ep s 1. Identify the individual(s) responsible for drafting a performance management strategy, coordinating with contractors or consultants to get their input on the strategy, and monitoring adherence to the strategy throughout the partnership. 2. Determine any information related to the project that needs to be included within a performance management strategy (e.g., criteria that will be used to assess contractors and consultants; roles and responsibilities for the contractors, consultants, and DOT; scope of the contracted work; time lines). 3. Ask industry partners to describe the resources they may need to complete their work (e.g., regular check-ins, periodic feedback, safety training). Industry ’ and formalized in the performance management strategy during contract negotiations.  Having a performance management strategy in place before a contract is signed and work begins may help limit early confusion or miscommunication.

106 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Im pl em en ta tio n St ep s 4. Draft the performance management strategy. Sections may include the following:  Criteria DOTs will use to assess contractors or consultants.  Roles and responsibilities for the contractors or consultants and DOT.  Scope of the contracted work.  Resources that the DOT will provide the contractors or consultants.  Schedule and expectations for check-ins or meetings.  Definitions of the deliverables.  Project time line and due dates for deliverables. 5. Allow the contractor or consultant to review the strategy, provide feedback, and finally, acknowledge their willingness to accept the finalized terms of the agreement. 6. Send a final version of the strategy to the contractor or consultant and any internal team member who will be responsible for adhering to the strategy or enforcing its implementation (e.g., the project manager). 7. Monitor both the industry partners’ and the DOT’s adherence to the strategy over time. If desired, conduct after-action reviews where DOT project managers discuss the strengths of using the performance management agreement and areas where the performance management agreement can be improved. 8. Repeat Steps 1–7 for each new project or contract. Needed Support or Resources A general performance management template tailored to meet the needs of each contractor, consultant, and project. A current repository of all performance management strategies to allow employees to easily reference these strategies when needed. A performance management strategy expert or point of contact for questions, guidance, etc. Key Success Factors Potential Obstacles and Considerations • For these performance management strategies to foster healthy working relationships between DOTs and their industry partners, it is important that the industry partners agree with and accept the plans for performance management set forth by the DOT. Thus, DOTs should solicit and incorporate contractors’ and consultants’ input and write their feedback into the performance management agreement, as appropriate. • To establish trust and understanding between DOTs and their industry partners, all parties need to be transparent about their standards, needs, and capabilities (e.g., budget-related concerns, staffing concerns, available resources). • If DOTs set forth a performance management strategy, they must keep their end of the agreement (e.g., monitor the performance of industry partners, communicate regularly) to ensure that their industry partners have the resources they need to perform well. • Industry partners may not immediately see the benefits of creating a performance management strategy but emphasizing the benefits they will receive as a result (e.g., assurance they are meeting performance expectations) should help limit resistance.

Sustaining a Strong Workforce: Retaining Employees 107   Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Federal Highway Administration (FHWA). (n.d.) Transportation Management Plan (TMP) Examples. https://ops.fhwa.dot.gov/wz/resources/final_rule/tmp_examples.htm. • Gallo, A. (2015). 7 Tips for Managing Freelancers and Independent Contractors. Harvard Business Review. https://hbr.org/2015/08/7-tips-for-managing-freelancers- and-independent-contractors. • U.S. Department of Health and Human Services (n.d.) Public Health Emergency: Sample Subcontractor Management Plan. https://www.phe.gov/about/contracts/Documents/subcontractor-management.pdf. Tools to Develop Performance Management Strategies with Industry Partners to Communicate Expectations Worksheet to Help DOTs Obtain Performance Management Strategy Information – Intended to facilitate discussion and collaboration between DOT project staff and the contracted industry partner to define and establish an agreed-upon approach to contractor performance management. Checklist for Developing a Performance Management Strategy with Industry Partners – Intended to provide an overview of the items to consider when creating a performance management strategy for contractors. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Contractors or consultant performance – One of the main goals in implementing a performance management strategy is to improve the performance of the DOTs’ contractors and consultants. To accomplish this goal, these strategies should outline the specific criteria on which industry partners will be assessed, the needs of the consultants and contractors, the resources DOTs may provide to these organizations, and the schedule for delivering performance-related feedback. These components of the performance management strategy should encourage greater work performance. For this reason, a contractor’s or consultant’s work performance is a good indicator of the success of this initiative. 2. Number of change orders – Often, when there is a mismatch between the DOT project manager and industry partners’ expectations a change order will be needed. However, creating a mutually agreed-upon performance management strategy in advance of completing a project should help limit the number of change orders needed per project. As such, comparing the number of change orders on projects using a performance management strategy to the number of change orders on projects not using a performance management strategy may be an important metric to track when determining the effectiveness of this strategy.

108 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 3. Project managers’ satisfaction working with contractors and consultants – Creating a performance management strategy should encourage contractors and consultants to perform at the agreed-upon standard of performance, understand what is expected of them, reach out to the DOT if they need assistance or resources, and regularly check in with the project managers to provide updates. Because performing these actions is in the best interests of the DOT, DOTs’ satisfaction with working with a contractor or consultant is likely a good indicator of the success of this initiative. 4. Contractors’ and consultants’ satisfaction working with DOT project managers – Creating a performance management strategy should encourage DOTs to think through the various resources and support they may provide their industry partners, provide regular feedback based on agreed-upon standards for performance, and clearly define the scope of work and any expectations they have for their partners before starting to work with them. For these reasons, contractors’ and consultants’ satisfaction with working with the DOT is likely a good indicator of the success of this initiative.

Sustaining a Strong Workforce: Retaining Employees 109   Tool: Worksheet to Help DOTs Obtain Performance Management Strategy Information Purpose and Overview This worksheet is intended to facilitate discussion and collaboration between DOT project staff and the contracted industry partner to define and establish an agreed-upon approach to contractor performance management. Questions have been provided to aid in the discussion of the various components in each respective section. Separate rows are provided for DOT and partner thoughts, perspectives, and suggestions as well as a row for the final consensus on the section item. Contractor Performance Management Strategy Worksheet Project: Date: DOT: Industry Partner: Project Manager: Partner Point of Contact: Project Overview Objective: Define the project objectives, contract type, milestones, and stakeholders. Associated Questions - - What work needs to be done? - What are the desired outcomes and/or deliverables? - What type of contract are we using for this project (e.g., fixed-price, time and materials, cost-plus, etc.)? - What milestones will we use to ensure we are tracking toward the project objectives? - Who is responsible or accountable or needs to be consulted or informed regarding the project work? DOT: Contractor: Consensus: Considerations Objective: Provide information regarding key assumptions, limitations, and risks that may have a significant impact on successfully implementing the performance management strategy. Associated Questions - - What assumptions will be considered regarding the contractor performance management strategy, considering internal and external factors? - Are there any factors limiting our ability to implement our contractor performance management strategy in accordance with best practices?

110 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance - What risks to implementing our contractor performance management strategy are present? - How do we intend to mitigate these risks? DOT: Contractor: Consensus: Performance Management Approach Objective: Describe the specific methods and tools that will be used to manage the contractor as well as the roles and responsibilities, time lines, performance metrics, and how noncompliance with these items will be managed. Associated Questions - - What will be our methods for managing the work and performance of the contractor? - What tools will we use to carry out our methods? - How do the methods and tools align with the other project processes? - What roles and responsibilities will the contractor be held accountable to? - Who will be responsible for managing and holding the contractor accountable? - What are the major dates and time lines associated with the major milestones and deliverables? - What metrics will be used to determine the contractor’s level of performance (e.g., delivery date vs. established delivery date, etc.)? - What will be the progressive steps for performance improvement in the case of contractor noncompliance with the established performance responsibilities and measures? DOT: Contractor: Consensus: SOURCES: www.phe.gov/about/contracts/Documents/subcontractor-management.pdf https://www.cms.gov/files/document/subcontractormanagementplandocx

Sustaining a Strong Workforce: Retaining Employees 111   Tool: Checklist for Developing a Performance Management Strategy with Industry Partners Purpose and Overview This checklist is intended to provide an overview of the items to consider when creating a performance management strategy for contractors. DOT project managers may find this checklist helpful given that a significant amount of information is required to formulate a comprehensive, accurate, and beneficial performance management agreement with industry partners. Completing this checklist will ensure that all necessary information is compiled within the performance management agreement. Contractor Performance Management Strategy Checklist Introduction – Summarize the purpose of the document. Scope of activities that resulted in the creation of this document. Intended audience for the document. Applicable privacy or security consideration for the use of this document. Overview – Provide a high-level summary of the project. Project Objective Contract Type Major Milestones Stakeholders Considerations – Provide information regarding key assumptions, limitations, and risks that may have a significant impact on successfully implementing the performance management strategy. Assumptions Limitations Risks and Mitigation Performance Management Approach – Describe the specific methods and tools that will be used to manage the contractor as well as the roles and responsibilities, time lines, performance metrics, and how noncompliance with these items will be managed. Methods Tools Roles and Responsibilities Time Lines Performance Metrics Noncompliance Management

112 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Appendices – Note additional documents pertinent to understanding, referencing, and acknowledging the information presented in the contractor performance management strategy. Change Record Acronyms Glossary Referenced Documents (e.g., statement of work, supporting documents, etc.) Signature Page SOURCE: www.phe.gov/about/amcg/contracts/Documents/subcontractor-management.pdf; https://www.cms.gov/files/document/subcontractormanagementplandocx.

Sustaining a Strong Workforce: Retaining Employees 113   Strategy Overview As DOTs continue to experience consistent downsizing of their staff, it is important to find ways to maximize existing staff. One way DOTs can better use their existing staff is by learning how to construct effective teams. To do so, DOTs need to equip their team leaders with strategies to evaluate employees on their technical and interpersonal knowledge and motivations. Staffing teams with people who possess various skill sets and strengths and preparing for these differences, will create teams that accomplish their objectives, develop the broader workforce, and foster cultures that promote innovation. 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 Downsizing of DOT staff Due to budget constraints, DOTs are finding themselves steadily downsizing their staff. In response to this, many DOTs are embracing the notion of “doing more with less.” One way DOTs can accomplish more with less is by learning how to better construct and lead teams. Doing so will help senior employees teach junior employees, prevent ineffective teams, and ultimately improve the way DOTs use their existing staff. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description As DOTs face consistent downsizing of their staff due to budget restraints and other limiting factors, they are being called on to do more with less. One way to help DOTs achieve more with fewer resources is by helping their staff construct more effective teams. The first step in creating effective teams is working with team leaders to adequately staff their teams. Several characteristics are important for successful teams. First, team leaders must identify the team objectives and mission. Once team leaders determine what they want their team to accomplish, they need to staff their teams. When staffing teams, the most important characteristics are team members’ technical and Construct Effective Teams to Maximize Staff Productivity Strategy Highlights Team leaders can better form teams by evaluating and responding to team members’ technical and interpersonal skills and motivation. By constructing effective teams and responding to team members’ needs, DOTs can have better performing teams, do more with less, and foster team cultures that support innovation.

114 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance interpersonal skills and motivation to accomplish the team objectives.45 Without the needed baseline technical knowledge and interpersonal skills, team members cannot complete the required responsibilities and effectively collaborate with others. Even if team members have the technical expertise and interpersonal skills, they will also need the motivation to satisfy the team’s goals. Without this motivation, technical knowledge and interpersonal skills will be useless if team members are not motivated to apply their knowledge and skills. Equally important is the distribution of skilled and motivated staff across teams. Forming one or a handful of teams with the most experienced and motivated staff members may be an attractive way to accomplish immediate objectives, but doing so could be detrimental to the organization long term. Constructing teams with the most skilled and motivated staff would mean the remaining workforce is disregarded. Doing so would inhibit less experienced staff from developing their skills and gaining experience. Team leaders should think long term and staff their teams with individuals from various technical, interpersonal, and motivational backgrounds. Team leaders can gather team members’ technical and interpersonal knowledge by learning about team members’ past technical and teamwork experience and whether they have received any formal training. Team leaders should also communicate with team members about the technical and interpersonal skills needed to accomplish the team’s goals and openly discuss whether they have these skills. Team leaders can evaluate team members’ motivation by talking with them and evaluating whether team members have a passion and interest in the work. If a team leader finds team members are deficient in technical and interpersonal skills, the team leader should evaluate the degree to which skills are lacking. Before beginning their work, the team leader may provide training to all team members, have more skilled team members train less experienced members, or provide extensive guidance up front until team members feel equipped to complete the responsibilities independently. If a team leader suspects team members are unmotivated, the team leader should try to determine what would motivate team members. Potential motivators could include increased pay, increased recognition, and flextime. Team leaders can also improve team members’ motivation by making team members feel that their contributions are important and impact the team’s outcome. Team leaders can foster this by reminding team members how their work contributes to the overarching goals, asking team members for feedback, and incorporating team members’ suggestions into the work. Team leaders who evaluate and respond to their teams’ needs will have more prepared teams and more innovative teams. Innovative teams are most likely to emerge when teams have open and safe cultures, where team members of all backgrounds feel comfortable questioning actions and posing new ideas. Team leaders that evaluate and respond to their team members’ skill sets will show the team that their skill sets and backgrounds, even if inexperienced, are important. Instead, openly discussing team members’ varying skill sets will demonstrate to team members that everybody is safe to share their ideas and questions, which could spur future innovations. Another crucial factor when forming teams is determining team size. Research has found that the most productive teams range between four to 10 members;46 however, this will differ 45 Dyer Jr, W. G., J. H. Dyer, and W. G. Dyer. (2013). Team Building: Proven Strategies for Improving Team Performance. John Wiley & Sons. 46 Parker, G. M. (2003). Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers. Jossey-Bass.

Sustaining a Strong Workforce: Retaining Employees 115   based on the task. Generally, large teams—or teams with more than 10 people—struggle to gain a shared understanding and agreement of the team’s objectives.47 Team leaders should evaluate the magnitude of the team’s work and determine the appropriate team size. One tip for determining team size is having the team leader clarify the value the potential team member would bring to the team.48 Although it requires up-front work, taking the time to construct teams and respond to deficiencies mindfully will produce more effective teams, allow DOTs to do more with less, and potentially improve the teams' innovation. These actions can also provide benefits beyond more effective teams. For example, DOTs could use their team practices as a recruitment strategy and advertise on social media and websites about how the DOT promotes teamwork and supports staff. Strategy in Practice Veolia Transportation responded to their staff’s needs by retraining employees after errors and performance issues instead of terminating them. This policy change reduced turnover, corrected employee behaviors, improved safety, and reduced recruitment and training costs. Veolia Transportation did not necessarily evaluate their staff up front and use this knowledge to construct their teams. However, they used what they had by retraining low-performing employees and ultimately reducing turnover and improving safety. This example demonstrates how acknowledging existing staff’s weaknesses and responding to them can benefit both the employees and the organization. Applicability in Design, Construction, and Maintenance Design By considering design employees’ skill levels and motivation, team leaders can further empower and develop their staff. Pairing highly motivated but less-skilled employees with highly skilled but less- motivated employees could spark newfound inspiration in unmotivated employees and provide valuable work experience to unskilled employees. Due to habit, tradition, and other reasons, construction employees may grow accustomed to using the same techniques and working with the same staff. These same techniques and staff may be comfortable for these employees. Still, team leaders who redistribute their teams with staff from various skill and motivation backgrounds could further develop existing staff and generate new, potentially more effective, ways of completing their work. Construction Maintenance Team leaders of maintenance staff may find their employees work with the same teams over time. Restaffing teams with employees from various backgrounds and interests will improve coordination among the maintenance staff, develop unskilled employees, and potentially spark a newfound interest in unmotivated employees. 47 Katzenbach, J. R., and D. K. Smith. (2003). The Wisdom of Teams. HarperCollins. 48 Haas, M., and M. Mortensen. (2016). The Secrets of Great Teamwork. Harvard Business Review 94(6): 70–76.

116 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Implementation Plan and Guidance Target Audience Implementation Lead(s) All DOT employees. Potential staff. Team leaders. Senior leadership. Managers. Im pl em en ta tio n St ep s 1. Before team formation, determine the team objectives, the needed skill sets to accomplish these objectives, and the magnitude of the objective. 2. Based on the magnitude of the team objective, budget constraints, and feasibility, determine the approximate team size. 3. Compare the needed technical and interpersonal skill sets with the potential pool of team members. Gather information about potential team member ’ experiences. Chat with potential team members about their skill sets, interests, and motivation. 4. Construct a team with desired team members. Equip teams with individuals from various skill sets and motivational backgrounds. Doing so will help DOTs use more of their existing staff and develop inexperienced employees. 5. During team formation, evaluate the degree to which team members are lacking technical and interpersonal skill sets and respond as needed. If all team members lack necessary technical and interpersonal skills, team leaders should consider providing training during team formation. If the team is composed of skilled and unskilled team members, the team leader can have more experienced staff train less experienced staff on the technical and interpersonal skills they are lacking. If the team has only a few unskilled team members, the team leader could provide extensive support during team formation to get these individuals up to speed. 6. During team formation, assess the degree to which team members are motivated and respond as needed. If team members are very unmotivated, the team leader can discuss what would motivate them. These could include providing additional pay, increased recognition, and/or flextime. If the team leader suspects team members may be somewhat unmotivated, team leaders can make team members feel that their contributions are valuable, ask team members for feedback, incorporate suggestions, and reiterate how their work contributes to the team and its objectives. 7. Evaluate team members’ technical and interpersonal skill sets and motivation over time. Team members’ skill sets and motivation will change over time, so team leaders should assess changes semi-regularly (e.g., quarterly) and respond as needed. Team leaders will want to conduct a more thorough evaluation of team members’ skill sets and motivation if the team’s objectives and/or staff change.

Sustaining a Strong Workforce: Retaining Employees 117   Needed Support or Resources Support from senior leadership. Buy-in and motivation from team leaders. Resources on forming and managing teams, such as MIT’s articles about the stages of team development49 and steps when building a new team.50 Key Success Factors Potential Obstacles and Considerations • Team leaders establish team objectives, and the team members have a clear understanding of these objectives and the team’s mission. • Team leaders understand the benefits of constructing effective teams and feel equipped to evaluate their teams and respond to team members’ needs. • When forming teams, team leaders evaluate teams for their technical and interpersonal skills, motivation, and size. • To have effective teams, team leaders need to appropriately respond to team members’ differences in technical and interpersonal skills and motivation. • To ensure continued success, team leaders assess their teams’ skill sets and motivation over time and respond to changes as needed. • DOT staff may feel overworked and understaffed, resulting in team leaders tabling the need to evaluate their teams for technical and interpersonal skills, motivation, and size. To prevent team leaders from not prioritizing this strategy, DOTs should communicate its long-term benefits. DOTs could also consider holding team leaders accountable by having them report on their evaluation during team formation and quarterly thereafter for formed teams. • The benefits of considering employees' technical and interpersonal skills and motivation may not be noticeable to staff and team leaders. Teams can encounter unprecedented circumstances that could affect their performance. When evaluating this strategy's effectiveness, DOTs should consider whether teams faced unusual conditions that could have affected their performance. Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Harris, O. L. (2019) Creating High-Performance Teams. Society for Human Resource Management. https://blog.shrm.org/blog/creating-high-performance-teams. • Knowledge at Wharton staff. (2006). Is Your Team Too Big? Too Small? What’s the Right Number? Wharton School of Business. https://knowledge.wharton.upenn.edu/article/is-your-team-too-big-too-small-whats-the- right-number-2/. 49 Stein, J. (n.d.). Using the Stages of Team Development. MIT [Massachusetts Institute of Technology] Human Resources. https://hr.mit.edu/learning-topics/teams/articles/stages-development. 50 MIT Department of Human Resources (n.d.). Important Steps When Building a New Team. https://hr.mit.edu/learning- topics/teams/articles/new-team.

118 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tools to Construct Effective Teams to Maximize Staff Productivity Questionnaire to Reflect on Team Context – Includes a questionnaire that asks questions about how various components of the team’s context support its performance. Questionnaire to Evaluate Team Dynamics – Contains a questionnaire that evaluates different aspects of team dynamics. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Improvement in project outcomes – After constructing teams with employees that have different skill sets and motivations, DOTs can evaluate whether there are improvements in project outcomes. This can be accomplished by comparing success in the project outcomes— like meeting deadlines, staying within budget, and satisfying safety metrics—before and after having team leaders change the way they construct teams. While comparing outcomes, it is important to consider whether other contributors could have affected project outcomes before or after the change in constructing teams. 2. Improvement in performance of less-skilled staff – After having team leaders construct and respond to teams, DOTs can evaluate changes in the performance of low-performing and less-skilled staff. This change in performance can be examined during these employees’ performance appraisals. When assessing for improvements, DOTs can see if low-performing and less-skilled staff have developed their skill sets since team leaders have strategically staffed and responded to their teams. 3. Improvement in morale of less-motivated staff – Like evaluating low-performing and less-skilled staff, DOTs could also examine whether unmotivated staff experience changes in morale. DOTs can formally assess employees’ changes in morale by administering a climate survey before and after implementing this strategy to see if less-motivated staff report increases in morale. Changes in morale can also be evaluated informally by having team leaders gauge whether their staff seem more driven at work and by checking in with staff. 4. Number of and/or outcome of new ideas – Managing teams with individuals with different skill sets and motivations could help not only the team be more effective but also foster an environment that supports innovation. DOTs can examine whether constructing and managing teams more effectively improve innovation by calculating the number and outcome of new ideas from these teams and comparing them to the number and outcome of ideas before the change in forming teams.

Sustaining a Strong Workforce: Retaining Employees 119   Tool: Questionnaire to Reflect on Team Context This tool provides a questionnaire that asks how various components of a team’s context support its performance. The questionnaire is a modified version of the Team Context and Composition Scale.51 Team leaders can complete this questionnaire to assess their teams’ context and identify potential areas for improvement. It can also be administered to all team members to gather various perspectives about their team’s context and where they see issues. The questionnaire can be completed at any time of the team life cycle (e.g., at formation, in the middle of work, after the team stops working together), but it is best to answer these questions either at formation or during the middle of the team’s project. This allows enough time for the team leader to implement changes so the team’s performance can be improved. However, the questionnaire is also useful even after the team stops working together because it can identify lessons learned for future team collaborations and help the team be more prepared next time. Questionnaire This five-item questionnaire evaluates how well the team’s context supports its performance. Answer each item truthfully on a scale from 1 to 5, using the descriptions below the numbers to guide your choices. 1. How effective is the team leader at managing the project or program and achieving desired outcomes? 1 The team leader is not effective. 2 3 The team leader is somewhat effective. 4 5 The team leader is very effective. 2. Does the team have the necessary technical skills, knowledge, and experience to achieve its goals? 1 No, it needs more skills, knowledge, and experience. 2 3 It has some of the skills, knowledge, and experience it needs. 4 5 Yes, it has all the skills, knowledge, and experience it needs. 3. Do team members have the interpersonal skills needed to work effectively as a team? 1 No, they don’t have the interpersonal skills needed. 2 3 They have some of the interpersonal skills needed. 4 5 Yes, they have the interpersonal skills needed to work well as a team. 51 Dyer Jr., W. G., J. H. Dyer, and W. G. Dyer. (2013). Team Building: Proven Strategies for Improving Team Performance. John Wiley & Sons.

120 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 4. Is the team the appropriate size to accomplish its goals? 1 No, it is either too large or too small. 2 3 The team might need to add or subtract a member or two. 4 5 Yes, the team is the right size for the task. 5. Are team members motivated to help the team achieve its goals? 1 No, there is little motivation. 2 3 There is some motivation on the part of team members. 4 5 Yes, team members are highly motivated to achieve team goals. Scoring Add the values selected above and divide by 5. A score of 3.75 or higher indicates that the team context generally supports team performance. Scores between 2.50 and 3.75 suggest the team context moderately supports team performance but could be improved. Scores between 1.00 and 2.50 indicate serious problems related to the team context that is hindering team performance. If responses to one or two items are very low (a 1 or 2), this suggests that action may need to be taken soon to improve the team context. As the team leader, by completing this questionnaire, you can identify where the team context could be improved. For example, if you answered a 1 or 2 for question 2, you may want to self-reflect on which skills, knowledge, and experience most team members are lacking and take steps to train team members in these areas, or if needed, re-staff the team.

Sustaining a Strong Workforce: Retaining Employees 121   Tool: Questionnaire to Evaluate Team Dynamics This tool provides a questionnaire that evaluates different aspects of team dynamics. By completing this questionnaire, you will receive guidance on whether you need to prioritize team building to improve your team’s dynamics. This questionnaire is from the Team-Building Checklist.52 Team leaders can complete this questionnaire to assess their teams’ dynamics and identify potential problem areas. It can also be administered to all team members to gather various perspectives about the dynamics. Team leaders and individual team members can complete this questionnaire at any time during the team life cycle (e.g., at formation, in the middle of work, after the team stops working together), but it is best to identify team dynamic challenges either at formation or in the middle of the team’s project. This allows enough time for the team leader to implement changes so the team’s performance can be improved. However, the questionnaire is still useful even after the team stops working together because it can identify lessons learned for future team collaborations and help the team be more prepared next time. Questionnaire To what extent are the following occurring in your team? Circle the number that best represents your opinion. Rarely Sometimes Frequently 1. Loss of production or output. 1 2 3 4 5 2. Grievances or complaints within the team. 1 2 3 4 5 3. Conflict or hostility among team members. 1 2 3 4 5 4. Confusion about assignments or unclear relationships among people on the team. 1 2 3 4 5 5. Lack of clear goals or low commitment to goals. 1 2 3 4 5 6. Apathy or general lack of interest or involvement of team members. 1 2 3 4 5 7. Lack of innovation, risk-taking, imagination, or initiative. 1 2 3 4 5 8. Ineffective meetings. 1 2 3 4 5 9. Problems working with the boss. 1 2 3 4 5 10. Poor communications: People are afraid to speak up, are not listening to one another, or are not talking together. 1 2 3 4 5 11. Lack of trust between leader and members or among team members. 1 2 3 4 5 12. People not understanding or agreeing with decisions. 1 2 3 4 5 13. People feeling that good work is not recognized or rewarded. 1 2 3 4 5 14. People not encouraged to work together in a better team effort. 1 2 3 4 5 52 Dyer Jr., W. G., J. H. Dyer, and W. G. Dyer. (2013). Team Building: Proven Strategies for Improving Team Performance. John Wiley & Sons.

122 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Scoring Add up the numbers you circled. If your score is between 14 and 28, there is little evidence that your team needs team building. If your score is between 29 and 42, there is some evidence but no immediate pressure that your team needs team building. However, if your score is between 29 and 42 and some items are very high (4 or 5), then these specific items should be addressed immediately. If your score is between 43 and 56, you should seriously consider planning a team- building program. If your score is over 56, team building should be a top priority. Team-building activities should be personalized based on the team’s challenges. For example, addressing ineffective meetings will be different from improving feelings of trust. Consider following guidance on Mindtools53 for determining which team-building activities you could do based on your team’s needs. Team dynamics are ever-changing. Team leaders should occasionally revisit this questionnaire to determine whether team dynamics have changed and should be addressed. 53 Mind Tools Content Team. (n.d.). Team Building Exercises and Activities. Retrieved from Mind Tools. https://www.mindtools.com/pages/article/newTMM_52.htm.

Sustaining a Strong Workforce: Retaining Employees 123   Strategy Overview To cultivate a culture of innovation and creativity, calculated risk-taking is encouraged in addition to forums or platforms that allow employees to provide ideas and solutions. E ncouraging ex ploratory thinking also requires a culture that does not punish calculated risk- taking— a culture where ex perimental solutions are not punished and thinking outside of the box is welcomed. Related Industry Challenges Challenge Addressed by Strategy A doption of new technologies E conomic challenges Rise of multi-modal transportation Resiliency planning Blue-collar stigma Slow hiring practices Popularity and ex pectation of flex ible workplace policies Difficulty recruiting and retaining mid- level or young staff Steady downsizing of DOT staff G enerational differences L ack of innovation Smart risk-taking is important for innovation and creativity because it requires taking steps that are outside the norm to achieve new and different results. Innovative solutions to industry challenges cannot be generated or implemented without a willingness to try new things. A s such, a strategy that not only celebrates calculated risk-taking but allows personnel to share ideas and lessons learned is a great tool to foster innovation and creativity to solve industry challenges. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description DOTs can tap into the knowledge and creativity of their workforce to help solve some of the most daunting problems. Problems such as how to adequately address climate change, bridge gaps created by generational differences in the workforce, and recruit and retain mid- level or young staff should be presented to DOTs’ employees so they could offer their perspectives. E ngaging employees and enabling them to share ideas and solutions freely will increase employee engagement and create a culture that welcomes calculated risk- taking and innovation. When ex perimental solutions to problems are considered or selected, the results from those pilots should be shared, whether they were effective or not. This affirms to employees that their innovative ideas will be taken seriously. Enable Employees to Share Ideas to Foster Workplace Innovation Strategy Highlights E ngage the knowledge of the workforce and solicit innovative ideas from employees. E ncourage leadership to select ideas and take calculated risks to solve problems and/or achieve new results.

124 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance DOTs should also consider engaging the contractors they work with to capture their ideas, especially those departments that outsource a significant portion of their work. To cultivate a more modern and inventive workforce that can enhance DOTs' competitiveness, this strategy includes steps that solicit feedback from DOT employees to better understand which problems DOTs face and what solutions employees have in mind to solve these problems. Employees are encouraged to provide feedback in three areas: what to keep doing, what to stop doing, and what to start doing.54 This “three-box” model can be used to organize effort into actions that optimize current processes, actions that move the department away from long-standing inefficiencies, and actions that create the future. Leadership can then select ideas they wish to test or implement and measure the progress and outcomes of the solutions during and after execution. Strategy in Practice The Florida DOT encourages innovative ideas by holding a Transportation Innovation Challenge that invites people to submit their ideas on ways the DOT can challenge themselves to be “efficient and exceptional.”55 They see the importance of leveraging new technologies and employing creative thinking to glean greater value. On their website, the Design Innovations web page showcases various “concepts, products and services that may be the best solution to the project’s needs or design challenges.” Applicability in Design, Construction, and Maintenance Design The American Society of Civil Engineers (ASCE) held an ASCE Grand Challenge and ASCE Innovation Contest that solicited creative ideas of how to build a better infrastructure for the future. A team from the University of Texas at San Antonio presented an innovation that captures heat in asphalt pavement and converts it to electricity while also cooling the surface temperature.56 “To encourage innovation in the construction sector and to create profitable partnerships with other companies, Spanish multinational construction company Ferrovial hosts Build Up! This annual open innovation initiative is a global search for start-ups, research groups and entrepreneurs to help it solve infrastructure challenges.”57 Construction Maintenance The Pennsylvania DOT and its State Transportation Innovation Council work to implement four to eight innovative solutions each year. Among the latest projects benefiting maintenance operations include hot pour mastics—a one-time application for cracks and potholes that works year-round—and the brushing loader attachment that can be connected to large loader vehicles to trim trees and brush along roadways.58 54 Govindarajan, V. (2016). The Three-Box Solution: A Strategy for Leading Innovation: Create the Future, Forget the Past, and Manage the Present. Harvard Business Review Press. Boston, MA. 55 Florida Department of Transportation. Design Innovation. https://www.fdot.gov/design/innovation/default.shtm. 56 IdeaConnection. (2017). Novel Solutions to Infrastructure Problems. https://www.ideaconnection.com/open-innovation- success/Novel-Solutions-to-Infrastructure-Problems-00654.html. 57 IdeaConnection. (2019). Construction Giant Engages with Open Innovation and Innovative Start-Up Partners. https://www.ideaconnection.com/open-innovation-success/Construction-Giant-Engages-with-Open-Innovation-to-In-00812.html. 58 Pennsylvania Department of Transportation. (n.d.). STIC [State Transportation Innovation Council] Innovations. https://www.penndot.gov/about-us/StateTransportationInnovationCouncil/Innovations/Pages/default.aspx.

Sustaining a Strong Workforce: Retaining Employees 125   Implementation Plan and Guidance Target Audience Implementation Lead(s) DOT leadership. DOT employees. Contractors. DOT leadership. DOT employees. Contractors. Im pl em en ta tio n St ep s 1. Survey employees to determine whether monthly forums, roundtables, or innovation feedback forms are something employees would be interested in participating in. This could help gain buy-in from employees and assess which method (if any) would best engage employees. The survey should first measure interest and then include questions on which method (see Step 2) to gather feedback would be most engaging for employees. 2. Provide multiple mechanisms for soliciting ideas from the field. DOTs can use technology-enabled ideation platforms (e.g., IdeaScale) or blogs where employees can input problem statements, solution statements, and any other relevant information into a web form on their own schedule. These types of platforms allow for commenting, voting, and pipeline tracking (ideation, review, approval, prototype, scale, and then full implementation). 3. DOTs may consider holding innovation competitions where employees (or a team of employees) submit well-developed, innovative ideas to solve a specific problem or a problem of their choosing. Incentives can include cash rewards, a nonmonetary award, and/or the option to lead the chosen initiative. It should be noted that according to research, the best way to motivate innovative people is to give them “autonomy, mastery and purpose.”59 4. Leadership can solicit feedback in three categories: Optimizing current operations (what to keep doing). Eliminating what is not working (what to stop doing). Creating the future (what to start doing). 5. Whichever method is chosen, leadership should communicate regularly with employees to let them know which ideas are being considered and what has been selected for implementation. For any strategy that is selected, quantifiable goals and metrics should be determined to measure the success of the strategy. 6. If DOTs decide to move forward with this strategy for a “fail forward” culture, they should first determine what kind of improvements they hope to see and establish metrics to measure the efficacy of this strategy. 7. For example, employee morale may be a goal for DOTs that use this strategy. A survey may be used to measure morale before and after the implementation of this strategy to determine the efficacy of this initiative. This would also be a great opportunity for DOTs to solicit additional feedback regarding the initiative and how it could be improved. 59 Kastelle, T. (2013). Why Your Innovation Contest Won't Work. Harvard Business Review (November 7). https://hbr.org/2013/11/why-your-innovation-contest-wont-work.

126 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Needed Support or Resources Dedicated staffing/funding to review, select, and execute ideas. Leadership support. Change Management program with a clear communication plan. Enthusiasm and participation from staff. Risk mitigation strategy. Key Success Factors Potential Obstacles and Considerations • DOT leadership must commit to reviewing idea submissions objectively and fairly and must commit to pursuing solutions that are deemed viable. • The department must champion a culture where calculated risk-taking is encouraged and even rewarded. • DOT staff must feel that they are being heard and that if they do come up with an innovative solution to a problem, it has a chance to be implemented. • A lack of time and/or resources may be a disincentive to innovative thinking. Staff that feel overworked are less likely to spend extra time innovating. • DOT leadership must be responsive and encouraging or risk discouraging their staff and decreasing morale. • Care must be taken to distinguish innovation from nonproductive complaints or grievances. • Prohibitive workplace policies and procedures must be removed that inadvertently encourage stovepipes, including how budgetary and staffing resources are allocated. Additional Resources The following resources are examples of innovation platforms that may be useful when considering this strategy: • IdeaConnection – an open innovation platform with access to industry experts. https://www.ideaconnection.com/. • IdeaScale – an online platform for idea management. https://ideascale.com/. • Innosabi – a software company focusing on innovation. https://innosabi.com/en/. Tool to Enable Employees to Share Ideas to Foster Workplace Innovation R isk/ R ew ard A ssessment G u ide –Presents a five-step process that helps determine if proposed solutions should be considered and selected for implementation.

Sustaining a Strong Workforce: Retaining Employees 127   Metrics to Measure Return on Investment or Strategy Effectiveness 1. Number of viable solutions generated – An easy metric to measure the return on investment of this strategy is the number of solutions generated. There may be few solutions currently proposed; an increase in possible solutions would be an indication of a successful strategy. 2. Number of ideas implemented – In relation to the previous metric, the number of implemented solutions from generated ideas would also be an indication that this strategy is an effective one. 3. Number of successful ideas – Conducting a Business Value Analysis to examine the success and failure rate of ideas will help inform changes to the selection criteria of innovative ideas and foster continuous improvement.

128 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Risk/Reward Assessment When assessing whether or not a proposed solution is a viable one, it is important to consider the level of positive impact successful implementation of the solution will have on the organization and any potential consequences associated with the solution. The five steps below serve as a guide to help determine if proposed solutions should be considered and selected for implementation. 1. Identify the impact to the organization. When reviewing various proposed solutions, leadership should first consider the overall positive impact to the organization that the successful implementation of the solution will have. Make a list of these positive outcomes, which will be rated in Step 3 based on how significant of an impact they will have on the organization. 2. Identify potential risks. It is important to identify and discuss all risks associated with the implementation of the proposed solution and record those risks. Holding brainstorming sessions with leadership and other subject matter experts to identify risks is a valuable exercise to ensure various perspectives and voices are heard. When assessing potential risks to the organization that may be experienced through the implementation process of the proposed solutions, consider the following:60 Safety/injury. Property damage. Business interruption. Financial loss. Environmental impacts (e.g., contamination). Employee morale. Reputation or public confidence in the organization. Fines or penalties. Exposing/causing vulnerabilities to information technology systems or infrastructure. 3. Assess the risk and potential reward (impact). After listing all potential risks and positive impacts that the proposed solution will have on the organization, rate the overall solution based on the severity of potential consequences (risk) and impact on the organization (reward). Risk Rating Scale 1) Insignificant: Potential consequences of the solution pose a minimal risk to the organization. 2) Minor: Potential consequences of the solution pose a minor risk to the organization. 3) Moderate: Potential consequences of the solution pose a moderate risk to the organization. 60 Risk Assessment. (2020). Ready.gov. https://www.ready.gov/risk-assessment. 4) Major: Potential consequences of the solution pose a major risk to the organization. 5) Severe: Potential consequences of the solution pose a severe risk to the organization.

Sustaining a Strong Workforce: Retaining Employees 129   Reward Rating Scale 1) Significance of a positive impact to the organization is very low. 2) Significance of a positive impact to the organization is low. 3) Significance of a positive impact to the organization is moderate. 4) Significance of a positive impact to the organization is high. 5) Significance of a positive impact to the organization is very high. Once these ratings have been established for the risk and reward of the proposed solution, they can be plugged into the Risk Assessment Matrix below to help inform decisions. Severity of Potential Consequences (Risk) Impact to Organization (Reward): How significant of an impact will the successful implementation of this solution have on the organization? Very Low Low Moderate High Very High Minimal: Potential consequences of solution pose minimal risk to organization. Minor: Potential consequences of solution pose minor risk to organization. Moderate: Potential consequences of solution pose moderate risk to organization. Major: Potential consequences of solution pose major risk to organization. Severe: Potential consequences of solution pose severe risk to organization. Color Legend: Not Worth Pursuing Benefit May Not Outweigh Risk Benefit Outweighs Risk 4. Make decisions. Now that both the risks (consequences) and organizational impact (reward) have been quantified and assessed, leaders can make informed decisions about which solutions to move forward with. For those solutions that fall into the middle, hash-marked area—and even for those in green—it is important to consider various controls for associated risks. Controls help reduce risks, such as educational controls (increasing awareness), physical controls (signs to warn individuals), engineering controls (designing controls into a plan), and person-centric controls (additional staff).61 When making decisions, consider if a risk can be further reduced with the implementation of controls. 61 Department of the Army. (2014). Risk Management. ATP 5-19, C1. https://www.armyresilience.army.mil/ard/images/pdf/Policy/ATP%205-19%20Risk%20Management.pdf. 5. Share results. To encourage a culture of innovation, it is important to share the results of this process— which solutions were chosen, which were not, and what criteria were used to come to those decisions. Sharing this information will confirm that DOTs are serious about cultivating a culture of innovation and that they have thoughtfully considered all proposed solutions.

130 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy Overview Career paths demonstrate the possible ways a career can progress as well as the different jobs an employee may consider throughout his or her career. They present related positions at different levels within an organization to help employees engage in goal setting and career planning. Career path information can be utilized to enhance recruitment and retention by providing applicants and incumbents with tangible information to show how to advance to more senior positions. To further attract and retain skilled labor, career paths should integrate the relevance of critical new skills [e.g., information technology (IT), data science] into the various positions, as needed. 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 Perception of lack of career paths or limited career progression within DOTs Applicants are attracted to jobs and organizations in which they believe they can advance and grow. Often the career progression within DOTs is not widely publicized or well understood. To attract a skilled labor force, applicants should be able to see a clear path to advancement within DOTs that incorporates the skills they feel they bring to the organization. Furthermore, career path documentation also enhances retention by acting as a resource to current employees when they engage in career planning. Clear and useful career guidance information positively impacts employees’ desire to remain in the DOT long term. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Employees are more likely to be attracted to and remain working at a DOT if they believe there is potential for advancement. Career paths present a trajectory of related positions at different levels within an organization to allow employees to engage in goal setting and career planning. The career paths show how and when employees may become qualified to advance to more senior positions, with diagrams often displaying the job progression(s). Job descriptions, job requirements, Integrate Critical Skills into Career Paths to Demonstrate Career Advancement Opportunities Strategy Highlights Improve employee recruitment, engagement, and retention Demonstrate promising career opportunities to motivate employees to perform well and strive for career advancement

Sustaining a Strong Workforce: Retaining Employees 131   and relevant training, education, and developmental opportunities are common items included with career path information. Incorporating an emphasis on the knowledge, skills, and abilities (KSAs) required throughout the career path will communicate the importance of those skills at various points on the career path, which can enhance recruitment and employee career planning. When KSAs are incorporated into the career paths, employees can see how their individual KSAs will align with different jobs and where development work may be needed to grow as desired within the DOT. Employees will often need to acquire new KSAs to progress upward in their careers. Employees often must take it upon themselves to acquire needed KSAs (e.g., a professional engineering license) but may rely on their organization to provide them with opportunities to acquire some KSAs, cross-train, and upskill (see the related strategy in Chapter 4: “Upskill Existing Employees to Prepare Them for New Roles”). Developing career paths directs personal career development and builds the professional capacity of the organization simultaneously. Furthermore, to enhance their use as a recruitment tool, career paths should include a focus on critical new KSAs the DOT needs in currently vacant or future positions (e.g., project management skills, data science experience, people management skills). Doing so will provide both applicants and incumbents an idea of the proficiency level of skills required for the various jobs within a career path, and it communicates the value of those skills. It will also show how new skills can be utilized within the DOT and where the DOT may specifically need individuals with specialized skills. Possible ways this can be done include considering different entrance points to the career path (i.e., where someone with requisite skills may come from a different background) or otherwise highlighting connections between previous jobs or experiences and career path options. Career paths should outline the typical route employees take, from various entry-level positions up through more senior levels within the organization. This clarity is important both ’ ’ efforts. Career paths can take many forms and are designed to provide general guidance rather than one strict route for advancement. Varying sub-paths within the career paths can be highlighted by including different “tracks.” For example, some positions may have managerial (e.g., defined by number and level of people managed) or technical (e.g., defined by specialized expertise required for tasks of greater complexity or impact) tracks within their career path(s). Having formal career paths enhances recruitment and retention because it provides both potential applicants and current employees with guidance on career opportunities within the DOT. Potential applicants find this information valuable as they decide whether to apply to the organization, and current employees find this valuable in deciding what long-term career opportunities are available within the DOT. Including a focus on new KSAs required throughout the career paths can further enhance their applicability as an effective recruitment tool. By providing potential applicants with concrete proficiency levels of the various skills required, they can get a general idea of the current position they may qualify for and what potential future promotions they can strive to achieve. Career paths should highlight that critical new skills can come from other field experiences or contexts, provided that the applicant has other required technical skills or familiarity. Furthermore, as applicants set goals and engage in career planning during the recruitment process, seeing the new skills laid out as part of the career path helps them determine the most suitable path for them. This helps applicants apply for the right position(s) for them and helps the organization be efficient with time invested in applicants who have solidified interests in certain careers or career paths.

132 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy in Practice Denver International Airport created the Career Pathways Program so employees would have a clear understanding of their developmental needs and how to progress in their careers. areer path ays are also covered in the employees annual evaluation, so they have the opportunity to discuss their career progress and any needs for technical training. Integrating career pathway information ith recruitment, onboardin , performance mana ement, and other human resources (HR) functions as appropriate helps increase the widespread use of career path ays and their effectiveness as an tool. inally, s can ali n SAs ithin career pathways to their overall strate ic objectives, enhancin or ani ational capabilities. As ne technolo ies emer e, the necessary SAs can be updated to ensure employee capabilities eep pace ith current industry trends. Applicability in Design, Construction, and Maintenance Design Employees ho or in desi n often understand the path for up ard mobility but are una are of the ide ran e of s ills needed to perform their jobs ell as they pro ress in their careers (e. ., leadership s ills, project mana ement s ills, team or s ills). rovidin employees in desi n ith a formali ed list of recommended or re uired SAs at every level may prove useful for their continual development. Mid-level construction or ers, ho recently moved up from entry-level positions, may no that they need several more years of experience before continuin their up ard pro ression but may not be a are of the specific s ills they should be developin hile ainin this experience. rovidin construction or ers ith a list of SAs they will need to move up ard ithin the and perform their ne jobs at a hi h level (e. ., ability to perform basic eometry, experience operatin lab e uipment) is important for their personal and professional development as ell as for internal capacity buildin . Construction Maintenance Entry-level maintenance or ers, ho perform basic-level technical or , may not no ho or hat SAs are needed to move up ithin their s. o ever, providin them ith a career path that sho s the typical pro ression of a maintenance or er, ith a list of SAs needed to advance at each sta e (e. ., rid e Safety nspection certification, ability to perform simple al ebra problems, years of experience performin brid e maintenance activities) ill provide them with the opportunity to map out their own career paths and encourage them to develop the needed s ills to move up. Implementation Plan and Guidance Target Audience Implementation Lead(s) All employee levels (i.e., entry-level staff through senior leadership) in each occupational group. Potential applicants. HR personnel in coordination with HR leadership and subject matter experts (SMEs) if available.

Sustaining a Strong Workforce: Retaining Employees 133   Im pl em en ta tio n St ep s 1. Conduct analyses to create descriptions of the focal jobs to be included in the career paths (if the job descriptions do not exist already). A job description will document the major responsibilities and duties of the jobs within an occupational series. Furthermore, it will include a list of the requirements for the job, including education, experience, and KSAs. These pieces of information can be compared across job levels within an occupational group to determine differences between the various job levels. A consideration of the new skill needs (e.g., IT, data science) should be included in the job analysis effort so that paths that incorporate the new skills can be developed or updated. Applicants and current employees who understand the new skills that are needed for positions can more effectively position themselves to acquire or enhance those skills. 2. Determine the level of proficiency (e.g., basic, intermediate, advanced) employees need to possess in each of the KSAs required for the jobs, including any critical new skills (e.g., IT, data science). Proficiency levels can be determined through a data collection effort (such as a survey) with SMEs as participants. Consider asking rating questions to obtain SME input such as, “Indicate the level of proficiency required in [insert KSA] to successfully perform the essential functions of [insert job title].” Once proficiency ratings are obtained from SMEs, they can be averaged or otherwise cumulated based on a set of predetermined rules to arrive at a proficiency value (or level) required for each job-relevant KSA. These proficiency levels can be documented and included in career path information to provide employees and applicants an understanding of the level of KSAs (including any critical new skills) required for the job. 3. Leverage the job analysis and KSA proficiency needed to develop career paths by identifying career path job levels, corresponding job titles, and appropriate transitions between the levels within a certain track. Map the results in relation to each other to develop the final career path information. 4. Summarize career path information in marketing flyers for current employees and potential applicants. Career paths are often displayed in a diagram for ease of visualization and to increase understanding of the path forward.

134 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 5. Ensure management and HR are aware of and convey guidance regarding career paths to employees and potential applicants. DOT leaders may wish to store these career paths in internal resource repositories or more publicly on their organizational website. 6. Regularly assess the viability of the career paths to ensure they are current. Continue to evaluate the career paths as the needs of the DOT may change. To ensure career paths are current, HR should maintain a master file of career path information and any interdependencies between jobs within the same path. Changes to a job or occupational group can be reflected in the master file. There should be a standard procedure in place to alert HR when career path information should be modified. Then, as positions change or they are removed or created, HR should work with management and leadership to modify the career path information to reflect those changes. Needed Support or Resources Existing job descriptions or job analyses (if available). Incumbents who can provide information for data collection (e.g., job analysis information, proficiency levels). A survey platform for data collection. HR personnel skilled in job analysis and career path development. Graphic design service for career path materials and flyers (optional). Key Success Factors Potential Obstacles and Considerations • Career path information should be communicated to applicants and employees to ensure wide awareness of the paths and skills required within the DOT. • Career path marketing materials should be clear, concise, and informative to provide users with helpful career planning information. • Leadership should encourage HR and management to use career path materials in recruiting, performance management, and career development activities. • Depending on the amount and extent of the information already available (e.g., job analysis information), this effort could require a large amount of time and resources. • Development of career paths may uncover jobs that have unnecessary requirements (e.g., required professional engineering license). Be prepared to update job specifications when this occurs (see the related strategy in Chapter 2: “Create and/or Revise Job Descriptions to Accurately Market Jobs”). • Given the changing nature of the transportation industry (e.g., adoption of new technologies, decreasing amounts of new construction), career paths may need to be reevaluated and revised over time.

Sustaining a Strong Workforce: Retaining Employees 135   Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Alliance for Quality Career Pathways. (2013). The Alliance for Quality Career Pathways Approach: Developing Criteria and Metrics for Quality Career Pathways. https://www.clasp.org/sites/default/files/public/resources-and- publications/files/CLASP-The-AQCP-Approach-Feb-2013.pdf. • Elsey, B., L. Lanier, and J. Stadd. (2015). Career Pathways Toolkit: A Guide for System Development. https://wdr.doleta.gov/directives/attach/TEN/TEN_17- 15_Attachment_Acc.pdf. • Minnesota Department of Transportation. (n.d.). Transportation Specialist Series. Career Paths. http://www.dot.state.mn.us/careers/tss-career-paths.html. • Society for Human Resource Management (SHRM). (n.d.) Developing Employee Career Paths and Ladders. https://www.shrm.org/resourcesandtools/tools-and- samples/toolkits/pages/developingemployeecareerpathsandladders.aspx. Tools to Integrate Critical Skills into Career Paths to Demonstrate Career Advancement Opportunities Career Pathway Guide Template – Provides a format to display career paths to current employees and potential employees. Individual Development Plan Template – Provides a template an employee can use to guide their professional growth. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Increase in retention rate – Creating career paths and related documentation should increase retention as employees who are provided career advancement opportunities and information are more likely to stay than those who are not. Return on investment may be calculated by comparing the retention rate before strategy implementation and after strategy implementation. Reasonable assumptions and factors should be included in the model used to estimate the dollar value of each incrementally retained employee. Retention rate for a given period of time can be calculated as follows: Retention Rate Percentage* = (R ÷ S) x 100 R = S L Where: S = Number of employees at the start of the given period. L = Number of employees who left the organization by the end of the given period. R = Number of employees who remain at the end of the given period. *(e.g., A Retention Rate Percentage of 80 would indicate an 80% retention rate)

136 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 2. Retention rate among employees who follow career paths – Creating career paths and related documentation should increase the retention of employees who use these career paths to plan their upward progression within DOTs. Thus, to assess the effectiveness of the career paths developed, it may be helpful to compare the rate of retention and upward mobility of employees who use the career paths and those who do not use the career paths. 3. Employee ratings on career development satisfaction – Creating career paths and related documentation should allow current employees to more effectively and systematically plan the next steps of their careers within DOTs. Ratings should be collected regarding employee satisfaction of career development within their DOT as well as the extent to which employees feel that following their career path is achievable (i.e., their perceived upward mobility). Improvement of ratings is an indicator of the success of the development of career paths. 4. New hire ratings on career development satisfaction – Creating career paths and related documentation should provide prospective applicants key information about the possible trajectory of their careers within DOTs. Ratings should be collected regarding new hire satisfaction with the career development information provided during the application process. Improvement of ratings is an indicator of the success of the development of career paths. 5. Employee ratings on intentions to stay, employee engagement, organizational commitment, and perceived organizational support – Creating career paths and related documentation should increase various employee outcomes with the DOT, including intentions to stay, engagement, organizational commitment, and perceived organizational support. An organizational survey (i.e., engagement survey) collecting these ratings anonymously can provide an indicator of the success of career paths. If a DOT already regularly disseminates an engagement survey, they may wish to simply add questions related to intentions to stay, organizational commitment, and perceived organizational support.

Sustaining a Strong Workforce: Retaining Employees 137   Tool: Career Pathway Guide Template Overview The Career Pathway Guide template provides a format to display career paths to employees and potential employees. It is created by HR to describe the career pathway(s) available within an occupational group. The template provides an overview of the career paths, the general expertise and required experience for the occupational group, key duties and responsibilities, and required competencies. It also provides a structure for displaying the specific requirements at each occupational level. The Career Pathway Guide is to be owned and maintained by HR for use by employees (in coordination with their managers as appropriate) when planning the next steps of their career and professional development. Instructions for Use HR can use this template to create a Career Pathway Guide for each main occupational series within a DOT. Much of the information required for the template can be found in job analyses and other occupational documentation available (e.g., job descriptions and requirements). A unique career pathway graphic should be created for each occupational series and added to the first page to replace the sample graphic present here. It will need to be tailored to the career progression(s) available for each occupational group. Section 1 of the template includes occupational-level information that applies across all jobs (e.g., career overview, expertise, and experience), while Section 2 of the template consists of detailed information on the job(s) within each career level (e.g., job description, specific KSAs). After the Career Pathway Guides are created, HR should distribute them to management to use in employee development planning as appropriate.

138 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Career Pathway Guide Template I. [Occupational Group] [Insert a description of the occupational group (e.g., Mechanical Engineering) here.] 1. Career Overview [Provide a general job description of the occupation here. Include a career pathway graphic, such as the example below, so employees have a visual depiction of what the career path looks like.] 2. Expertise and Previous Experience [Describe the expertise that an employee is expected to know to be successful in this occupation. For previous experience provide a brief explanation of the type of experiences that would be advantageous for anyone in this role to have (e.g., previous customer service experience).] 3. Key Duties and Responsibilities [This is a general, high-level description of duties and responsibilities that applies across all career levels. Add or remove key duties and responsibilities as needed.] Key Duty or Responsibility 1 – Description of that duty or responsibility. Key Duty or Responsibility 2 – Description of that duty or responsibility. Key Duty or Responsibility 3 – Description of that duty or responsibility. Senior Career Mid- Career Early CareerEntry Career Janitorial Services/Cabin Cleaning Baggage Handler Lead Ramp Agent/Aircraft Loading Agent Ramp Supervisor Ramp Manager Ground Operations Supervisor Ground Operations Manager Line Service Technician Cargo/Warehouse Agent Cargo/Warehouse Lead Carego/Warehouse Supervisor Cargo/Warehouse Manager based on the number of competencies.] 4. Competencies [This is a general, high-level list of competencies and definitions for each competency that applies across all career levels. Add or remove rows as needed,

Sustaining a Strong Workforce: Retaining Employees 139   Competency Definition Competency 1 Definition 1 Competency 2 Definition 2 Competency 3 Definition 3 II. Career Advancement The Career Advancement section offers detailed information on the job(s) within each career level; specific knowledge, skills, and abilities (KSAs); and training and developmental opportunities employees can use to advance to the next level in the career path. Add or remove career levels as needed, depending on the occupation. If there are opportunities for an employee to skip certain levels (e.g., by earning a certification or degree), make sure to include that information as well. A table at the end of the section displays the same information side by side, which can make it easier to identify differences between levels. 1. [Entry-Level Job Title] [Insert job description.] Education and Qualifications [Example: At least a high school diploma or GED.] Education and Qualifications 2. Education and Qualifications 3. Knowledge, Skills, and Abilities [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] KSA 2. KSA 3. Recommended or Required Training These are the areas of training or development that will help employees advance in their career. Indicate if a particular training is required for career advancement. Training and Development Area 1. Training and Development Area 2. Training and Development Area 3. Developmental Experiences This list would include specific “stretch assignments” or growth activities that an employee should engage in to assist in advancing to the next level. [Example: Gain experience supervising and/or training subordinates.] Developmental Experience 2. Developmental Experience 3.

140 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 2. [Mid-Level Job Title] [Insert job description.] Education and Qualifications [Example: At least 3 years of prior experience as a (entry-level position).] Education and Qualifications 2. Education and Qualifications 3. Knowledge, Skills, and Abilities [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] KSA 2. KSA 3. Recommended or Required Training These are the areas of training or development that will help employees advance in their career. Indicate if a particular training is required for career advancement. Training and Development Area 1. Training and Development Area 2. Training and Development Area 3. Developmental Experiences This list would include specific “stretch assignments” or growth activities that an employee could engage in to assist in advancing to the next level. [Example: Accompany a senior-level employee to a community meeting to begin building relationships with key stakeholders.] Developmental Experience 2. Developmental Experience 3. 3. [Senior-Level Job Title] [Insert job description.] Education and Qualifications [Example: At least 3 years of prior experience as a (mid-level position).] Education and Qualifications 2. Education and Qualifications 3. Knowledge, Skills, and Abilities [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] KSA 2. KSA 3. Recommended or Required Training These are the areas of training or development that will help employees advance in their career. Indicate if a particular training is required for career advancement. Recommended or Required Training 1. Recommended or Required Training 2. Recommended or Required Training 3.

Sustaining a Strong Workforce: Retaining Employees 141   Developmental Experiences This list should include specific “stretch assignments” or growth activities that an employee could engage in on the job to assist in advancing to the next level. [Example: Contribute to the development of the DOT master plan.] Developmental Experience 2. Developmental Experience 3.

Career Advancement Comparison Table This table displays the career advancement information in Section II of the template side by side, which can make it easier to identify differences between levels. Entry-Level Job Title Mid-Level Job Title Senior-Level Job Title Job Description [Insert entry-level job description.] [Insert mid-level job description.] [Insert senior-level job description.] Education and Qualifications • [Example: At least a high school diploma or GED.] • Education and Qualifications 2. • Education and Qualifications 3. • [Example: At least 3 years of prior experience as a (entry-level position).] • Education and Qualifications 2. • Education and Qualifications 3. • [Example: At least 3 years of prior experience as a (mid-level position).] • Education and Qualifications 2. • Education and Qualifications 3. Knowledge, Skills, and Abilities • [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] • KSA 2. • KSA 3. • [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] • KSA 2. • KSA 3. • [Example: Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.] • KSA 2. • KSA 3. Recommended or Required Training • Training and Development Area 1. • Training and Development Area 2. • Training and Development Area 3. • Training and Development Area 1. • Training and Development Area 2. • Training and Development Area 3. • Recommended or Required Training 1. • Recommended or Required Training 2. • Recommended or Required Training 3. Developmental Experiences • [Example: Gain experience supervising and/or training subordinates.] • Developmental Experience 2. • Developmental Experience 3. • [Example: Accompany a senior-level employee to a community meeting to begin building relationships with key stakeholders.] • Developmental Experience 2. • Developmental Experience 3. • [Example: Contribute to the development of the DOT master plan.] • Developmental Experience 2. • Developmental Experience 3.

Sustaining a Strong Workforce: Retaining Employees 143   Tool: Individual Development Plan Template Overview An Individual Development Plan (IDP) is a document created by the employee. It is to be owned by the employee and not to be used for performance assessment but for guiding professional growth. The importance of the employee maintaining “ownership” of this document is that the employee will feel more at liberty to share true weaknesses and record progress when the document is not used for performance reasons. Further, the organization and its leaders should not maintain a copy of this document unless asked to do so by the employee. Sample Instructions to Employee This IDP should focus on professional development areas that you and your supervisor decide you need to address. It is not intended for use as a performance evaluation. Instead, the IDP is intended solely to serve you and promote your professional development. Thus, you are responsible for maintaining this document. For the IDP to be most valuable to you, it is important to be candid about your areas of weakness and be as specific as possible about the goals you would pursue to address those areas of weakness. You are encouraged to work with your supervisor or manager to complete the following pages. To promote accountability and support from your supervisor, it is advised that you schedule biweekly check-in meetings to discuss progress toward meeting your desired goals. Individual Development Plan Employee Information Name: Date Created: Position: Division/Department: Supervisor: Next Desired Career Step: Developmental Goals Short-Term Goals (6–12 months): Intermediate Goals (1–3 years):

144 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Long-Term Goals (3–5 years): Knowledge, Skills, and Abilities (KSAs) Current KSAs Areas for Developmentand/or Improvement Specific Development Activities Completion Date

Sustaining a Strong Workforce: Retaining Employees 145   Strategy Overview DOTs can create standard operating procedures (SOPs) for data governance and data management practices if these processes and procedures are not already in place. Creating SOPs for data management will help determine how existing data can and should be used in a secure manner to support DOTs and to build this expertise in the DOT workforce—even those who are not data experts. By articulating SOPs, DOTs can begin to manage more efficiently without having to reinvest new processes for each new data use case. Contractors can be hired to help aggregate and standardize existing data, establish initial databases, and draft the initial SOPs. DOTs can build on these SOPs as the organization continues to collect, process, and analyze data to support its work. Related Industry Challenges Challenge Addressed by Strategy Adoption of new technologies Economic challenges Rise of multi-modal transportation Climate change 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 Data Utilization and a Lack of Expertise As DOTs adopt new technologies and begin to use the data these tools provide, they are often faced with the reality that their organization lacks the expertise in data science and information systems necessary to be effective and productive. DOTs may feel the need to start outsourcing these services, contributing to more of a reliance on contractors and consultants. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Establish Standard Operating Procedures for Data Management to Ensure Efficient and Secure Access

146 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Detailed Strategy Description The volume of data generated by geographic information systems (GIS), new software, and the sensors that make up smart transportation systems can be daunting for DOTs without the skilled personnel to manage this information. Departments may choose to hire consultants or contractors to bridge this skills gap, especially considering the challenge of hiring new staff with this expertise. DOTs can focus on creating SOPs for data management that are useful for their staff and that will allow the organization to administer its data without indefinite support from external service providers. Good data governance and data management practices are vital to any organization effectively collecting, maintaining, and analyzing data at scale. Without SOPs, disorganization and inefficiencies are likely to inhibit the way DOTs use data to inform their decisions. DOTs must be deliberate in how they treat their data as the valuable asset that they are, which includes being deliberate about roles and responsibilities. Equally important is the way these processes and procedures are determined. DOTs should make the effort to engage staff from all functional areas—design, construction, and maintenance—to ensure SOPs add operational value and that they are understood across the organization. Consulting staff when developing these SOPs will help them understand how the organization is managing and using its data and help these employees buy into changes that may result from implementing new procedures. Strategy in Practice Florida DOT has invested resources in data governance since 2014 through its Reliable, Organized, Accurate Data Sharing (ROADS) initiative.62 The objectives of this program include: Ensure information is secure, accurate, reliable, and at the appropriate level to empower employees to do their job better. Provide the ability to access relevant business data more quickly and efficiently by knowing where to find it. Reduce the amount of time to locate data and increase the time to analyze it. Effectively share information across the organization to enable better and faster decisions. Enable a greater capability to link data together from different Districts, Functional Areas, and Systems. Remove the barriers currently in place that prevent the efficient sharing of information. 62 Causseux, J. (2019). Florida DOT Implementation of Data Governance. Presented at the GIS for Transportation Symposium (April). https://gis-t.transportation.org/wp-content/uploads/sites/51/2019/04/FDOT-Presentation-Governance-2.pdf. Strategy Use Highlights  Establish data governance and data management SOPs to ensure consistency of data collection, maintenance, and usage.  Consult DOT staff from all functional areas when creating SOPs to build organizational understanding of data management and usage, and to increase buy-in.

Sustaining a Strong Workforce: Retaining Employees 147   In addition, the Idaho Transportation Department conducted a Redundant, Obsolete, and Trivial (ROT) data assessment and discovered that 85% of their SharePoint was ROT, and 20% of the time related to knowledge management efforts was spent on searching for information.63 To address these issues, they use Current, Relevant, Authority, Accurate, Purpose (C.R.A.A.P) Criteria to determine whether or not information should be kept or deleted. Applicability in Design, Construction, and Maintenance Design With the accumulation of big data and the demand for more specialized skills in data analysis, transportation system designers within DOTs can leverage SOPs to ensure data is accessible and informative for their work. Designers should be consulted to make sure the department is collecting the type of data that is both useful to them and in a useful form. For example, designers may be interested in incorporating roadway usage data over time to determine whether traffic has increased enough to warrant installing a new stoplight. This would require this data to be time stamped and in a form that could be easily manipulated by designers to examine trends. Construction personnel should also have a say in data governance and data management. Construction employees should have ready access to the data relevant to their line of work without having to go through any intermediaries or gatekeepers. They should also have a say in the form in which these data are presented. For example, the construction arm of a DOT may want a paper report containing exhibits relevant to their work on a weekly or monthly basis. Construction Maintenance DOT maintenance employees also deserve a say in creating these SOPs. This group may be interested in predictive analytics to inform future maintenance projects and should work with the department to make sure the data gathered and managed by the DOT is in a condition to allow for this. Implementation Plan and Guidance Target Audience Implementation Lead(s) DOT leadership. DOT employees. Contractors. General public. DOT leadership. DOT staff interested in data science or data analysis. Chief Information Officer or Information Manager. Subject matter experts. 63 Arroway, J. D. (n.d.). Information Management: Setting the Stage for Knowledge Management (Presentation). Idaho Transportation Department. https://km.transportation.org/wp-content/uploads/sites/60/2019/06/02-Information-Management- Setting-the-Stage-for-Knowledge-Management-Jez-Arroway-Information-Manager-Idaho-Trans.pdf.

148 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Im pl em en ta tio n St ep s 1. Take inventory of all data sources as well as all of the systems that are used to store and analyze the information. 2. Determine who is currently responsible for maintaining the information technology infrastructure as well as who has access to the systems (internal or external to the DOT). Partnering with these contacts will be important when developing and reviewing SOPs. 3. Bring together responsible parties and other DOT stakeholders to confirm the current state of data management practices at the department and begin determining the ideal future state. Data architects should be involved in defining the future state. SOPs will help close the gap between the current state and future state, and additional SOPs can be established as the “future state” continues to evolve. 4. Determine what kind of decisions the data will be used to inform. Step 1 will shed light on which data are available and how they can inform these decisions. Do this for each functional group or unit. 5. Once it is determined how data will be used, define how it will be organized and where it will live. This may also require integration between various data management systems. For example, design data (e.g., blueprints) used in the planning process and then saved in the as-built version may exist in two different systems. Integration between these systems would ensure that these data are housed in a single location and easily accessible. 6. Determine roles and responsibilities such as who will have access to various data and how this information will be used and maintained. Each role should have specific responsibilities; for example, a role may be required to quality check the integrity of data or to conduct regularly scheduled audits of data to ensure it is being added to a database according to schedule. 7. Establish a schedule for how often data is to be refreshed, reviewed, or used by a functional group or unit. 8. Migrate or consolidate data as needed based on the steps established above (particularly Step 4). 9. Formalize data governance into SOPs; make sure the SOPs are clear. As they are used to conduct data management, they will likely require regular updates— especially as the need for data-driven decisions increases. 10. Train relevant personnel on SOPs. 11. Solicit feedback on SOPs and modify these processes and procedures as needed. Conduct workshops a few times a year to gather feedback from personnel on ways to improve the SOPs and how to update them to stay relevant. Needed Support or Resources Dedicated staffing and funding. Leadership support. Data architect. Existing data. Budget that allows for the integration of individuals, processes, and systems. Access to relevant databases. Database software and a portal to access the database. Data analysis software. Data visualization software (optional).

Sustaining a Strong Workforce: Retaining Employees 149   Key Success Factors Potential Obstacles and Considerations • Ensuring that DOTs have data that is consistently updated in an analyzable format. • Encouraging people to utilize the available information to inform decisions and processes. • Resources are needed to maintain databases for data storage and dashboards for data visualization. • Alignment in the format of data is needed across divisions, units, and functions to support ease of data integration. Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Broman, K. W., and K. H. Woo. (2018). Data Organization in Spreadsheets. The American Statistician 72:2–10. • Federal Highway Administration. (n.d.). Data Governance. https://www.fhwa.dot.gov/datagov/. • Federal Highway Administration. (2018). GIS in Transportation: Data Governance & Data Management. https://www.gis.fhwa.dot.gov/reports/GIS_Data_Governance_ and_Data_Management_Case_Studies.pdf. • Privacy Technical Assistance Center. (2011). Data Governance Checklist. U.S. Department of Education. https://nces.ed.gov/Forum/pdf/data_governance_ checklist.pdf. • Spy Pond Partners, LLC. (2015). NCHRP Report 813: A Guide to Agency-Wide Knowledge Management for State Departments of Transportation. Transportation Research Board. Washington, DC. http://www.trb.org/Main/Blurbs/173082.aspx. Tools to Establish Standard Operating Procedures for Data Management to Ensure Efficient and Secure Access Evaluating Information with the C.R.A.A.P. Test – Use to determine whether information should be saved and/or moved to a content-sharing platform or repository. The C.R.A.A.P. Test method can be used to determine whether information is current, relevant, reliable (based on the source), accurate, and purposeful. Assessing Shared Content and Data with the ROT Framework – Presents a framework that can be used to determine whether existing data files are redundant, outdated, or trivial, and to maintain accurate and organized data sharing. Metrics to Measure Return on Investment or Strategy Effectiveness 1. Data are accessible – Data are accessible to those who need it and are being used effectively for decision-making and planning. 2. Data are used to inform decisions – Decisionmakers are using available data to inform their discussions and decisions. 3. Data are accurate and reliable – One of the objectives of the SOPs is to ensure that data are maintained so they can be leveraged to inform decisions. Properly maintained data will be accurate, reliable, and ready to use.

150 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Evaluating Information with the C.R.A.A.P. Test When deciding whether data should be saved and/or moved to a repository or a content-sharing platform for further use, the C.R.A.A.P. Criteria can be used to determine whether information is Current, Relevant, Authority (based on the reliability of the source), Accurate, and Purposeful. This test includes a list of questions to help evaluate data; some criteria will be more important than others depending on the data and intended use. Current: Time lines of the information. When was the information created, captured, or published? Has the information been revised or updated? Is the information current or out-of-date for your needs? Is the information clear and accessible for necessary parties? Relevance: Importance of the information for the needs of your team or the DOT at large. Does the information help answer questions related to your work? Can the information help inform decisions, and would you be comfortable using it to make decisions? Who is the intended audience of this information? Is the information at an appropriate level for your needs (e.g., granular enough, too advanced)? Have you considered other sources and whether they are more applicable for your purposes? Authority: Reliability of the source of information. Who created, captured, published, sponsored, or revised this information? Are the source’s credentials or affiliations given? Is the source credible and reliable? Is there contact information for the source if questions arise? Accuracy: Reliability, integrity, and correctness of the information. Has the information been reviewed for quality assurance? Can you verify any of the information in another source or from personal knowledge? Are there errors in the information? Purpose: Reason the information will be needed. What purpose will this information serve?

Sustaining a Strong Workforce: Retaining Employees 151   Tool: Assessing Shared Content and Data with the ROT Framework To maintain organized and accurate data sharing, it is important to regularly review existing data files to ensure they are not redundant, outdated, or trivial (ROT). A regularly scheduled and well-defined process should be established to guide content owners in eliminating ROT. The ROT framework can be used to inform this process and help clean information-sharing platforms such as SharePoint, databases, and other repositories. Redundant Redundant data are often duplicated elsewhere, existing in multiple places. This can lead to version control issues and confusion regarding which file is most accurate to use. Identify redundant files, determine the latest, then remove or archive the others. Establish procedures for adding content so that duplicate information does not continue to confuse personnel. Outdated Data that are out-of-date may also confuse users and result in a lengthy process as employees try to locate current data. Establish a schedule to regularly update data. Sometimes the source of data will inform this schedule (e.g., data published annually). Trivial Irrelevant or unnecessary data that does not help inform work or decisions are likely not useful to have stored on an information-sharing platform. To determine whether data are trivial or not, the C.R.A.A.P. Criteria can be used. In addition, relevant data will Be accessed frequently, Meet the needs of users, and Help inform decisions.

152 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy Overview Flexible work arrangements are becoming increasingly popular among new entrants to the workforce, employees with dependent care needs, and individuals with health or transportation-related concerns. State DOTs can adopt flexible work arrangements to attract and retain future and current employees. As many employees who work for DOTs are now retiring, these arrangements are critical for the recruitment and retention of the future transportation workforce who value and have come to expect some flexibility in their work. 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 Popularity and expectation of flexible workplace policies As the next generation of workers enters the workforce, state DOTs must find unique and inventive ways to attract and retain them. To help accomplish this, DOTs can offer flexible work arrangements to create an environment that offers employees the choice of where and when they do their work. This type of policy is popular among younger employees and those just entering the workforce—in fact, behind pay it is ’ are seeking. Additionally, employees with dependent care, health, or transportation-related concerns value flexible work arrangements because it enables them to better manage their personal lives while still meeting work demands. By investing in and offering flexible work arrangements, DOTs can ’ expectations and be more equipped to recruit and retain staff. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Flexible work arrangements are workplace policies that give employees more flexibility in where and when they complete their job responsibilities. Research has found that job performance is the same, and in some cases, better when employees partake in flexible work arrangements. However, for flexible work arrangements to be effective they must be carefully implemented, with policies in place to guide their usage. It is important to recognize that some flexible work arrangements will not work for all jobs. For example, a construction foreman Create Flexible Work Arrangements to Accommodate Employee Needs

Sustaining a Strong Workforce: Retaining Employees 153   likely cannot have flexibility in where the work is conducted because they must be at the jobsite to supervise work. However, this construction foreman may be able to utilize other flexible work arrangements that allow for flexibility in when work is conducted. Additionally, it may be useful to monitor these flexible workplace policies to ensure they are being used effectively. For example, an employee who has shown difficulty in working independently may not be a good candidate for remote work. The policies related to flexible work arrangements should identify the jobs and employees who are eligible for various types of flexible work arrangements. To further ensure that flexible work arrangements are implemented effectively, DOTs must train supervisors and managers on how to successfully manage a workforce that utilizes flexible work arrangements and works in new ways and places. A common flexible work arrangement is remote work (also called flexplace, telework, or telecommuting), which allows employees to choose their work location. Common remote work locations are a home office, coworking spaces, or other offsite work settings. Other flexible work arrangements allow for flexibility in the time worked. For example, flextime gives workers more choices about when they begin and end their workday, as long as they put in the total number of hours required by the employer. Sometimes flextime arrangements have specific core days or hours (e.g., 10 a.m. to 1 p.m.) during which all employees must be working; this helps facilitate meetings and communications. Compressed work weeks are another flexible work arrangement focused on time. In this type of arrangement, employees can work fewer days but longer hours (e.g., four 10-hour workdays in a week). One final flexible work arrangement is job sharing, which is when multiple employees perform a job intended for one person for the purposes of dividing time between workers and supporting knowledge sharing. Flexible work arrangements have become popular among new entrants to the workforce. They allow employees to work the same number of hours for the same pay while also providing better work-life balance, better accommodation for other jobs, and a schedule or or location that is more ali ned ith an individual s lifestyle or or preferences (e. ., early morning work versus working during the evening, cooler versus warmer workspace).64 Employees like and benefit from these arrangements because they have more autonomy on when and where they do their work. Flexible work arrangements are also popular among employees with young families. According to the Bureau of Labor Statistics, two-fifths of all families include children under the age of 18.65 Flexible work arrangements can help these employees achieve better integration of their personal and work responsibilities. Overall, offering flexible work arrangements allows employees to better balance their work and life 64 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. http://www.trb.org/Publications/Blurbs/169592.aspx. 65 Bureau of Labor Statistics. (2022). Employment Characteristics of Families News Release [Economic News Release April 20]. Retrieved from: https://www.bls.gov/news.release/famee.htm#:~:text=At%20least%20one%20parent%20was,families%20both %20parents%20were%20employed. Strategy Highlights Offering flexible work arrangements allows employees to balance work and their personal lives, which is becoming increasingly important for new employees, employees with dependent care, and those with health- and transportation-related challenges. Providing flexible work arrangements will help DOTs recruit, retain, and engage staff.

154 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Strategy in Practice The COVID-19 pandemic has required many DOTs to transition to offer flexible work arrangements, especially remote and telework. Because of this, DOTs have already started to implement this strategy into their daily operations. DOTs must ensure that they have robust policies in place for flexible work arrangements to continue and be successful once employees can return to the workplace. Dell implemented flexible work arrangements in 2009 when they wanted to adapt to the changing workforce and attract younger employees who prioritized work-life balance. The human resources (HR) department collaborated with information technology and facilities to ensure that employees had the necessary training and tools to be productive in their desired work locations. Dell was able to successfully implement flexible work arrangements, which led to 60% of the workforce utilizing flexibility in either the time or location of their work and an increase of younger individuals applying to work at Dell.66 Applicability in Design, Construction, and Maintenance Design Employees in all transportation occupations may look to DOTs as a potential employer with flexible work arrangements in place. For example, employees with skill sets in design may put a high value on flexible work arrangements and only consider employers that offer them. To retain and attract these individuals, DOTs must consider implementing flexibility in when and where employees can complete their work. Flexible work arrangements, like flexplace, may not be suitable for employees that work in construction, but certain flexible work arrangements can work for employees in this occupational area. For example, construction employees can choose flextime as their flexible work arrangement. This arrangement allows employees to alter their workday start and finish times. Construction Maintenance As the location of maintenance work is often prearranged, many flexible work arrangements do not apply to maintenance workers. There are flexible work arrangements, like flextime, that allow employees to choose the time they start and end their workday. This may be more suitable for maintenance occupations, as they can have some autonomy in the time they start and end their workday, but not in the location in which they work. 66 McLaren, S. (2019). How These 4 Companies Are Embracing Flexible Work—and Why You Should Too. LinkedIn Talent Blog (May 22). https://business.linkedin.com/talent-solutions/blog/work-flexibility/2019/how-4-companies-are-embracing-flexible-work. responsibilities, making a job with flexible work options more attractive for employees that are seeking more flexibility in their work.

Sustaining a Strong Workforce: Retaining Employees 155   Implementation Plan and Guidance Target Audience Implementation Lead(s) Potential applicants researching possible employers. New entrants to the workforce and current DOT employees. DOT employees with young families or responsibilities outside of work that impact their availability. HR personnel. Supervisors and managers. DOT leadership. Im pl em en ta tio n St ep s 1. Define the goals of implementing flexible work arrangements (e.g., attract and retain staff, help employees with dependent care, decrease health- and transportation-related concerns). 2. Determine flexible work arrangement policy characteristics, such as what flexible work options to offer (e.g., remote work locations, flextime, telecommuting, job sharing, compressed work weeks) and the eligibility requirements for participation in the flexible work arrangements (e.g., job or occupation characteristics, employee characteristics such as tenure or lack of disciplinary actions). 3. Survey current employees to determine their interest in flexible work arrangements. 4. Use survey results to finalize the flexible work arrangement policy. Once a flexible work arrangement policy is decided on, communicate information about the new policies, including The newly available flexible work arrangements, Directions on how to apply for flexible work arrangements, Guidelines for employees on how to use flexible work arrangements, and The requirements for participation. 5. Develop training materials for managers and supervisors on how to implement and effectively manage flexible work arrangements. 6. Advertise flexible work arrangement availability in job announcements, position descriptions, marketing materials, and social media accounts. 7. Develop tracking materials (e.g., spreadsheet, employee log) to identify the number of employees who take advantage of the flexible work arrangements. 8. Track the number of current and new employees who take advantage of flexible work arrangements through the Flexible Work Program survey tool in this strategy to determine how many DOT employees use the policy and what types of flexible work arrangements are being used. This will assist DOTs in making updates to their flexible work arrangements policy as needed. Needed Support or Resources Flexible work arrangements policy descriptions. Buy-in from DOT leadership, supervisors, and managers.

156 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Key Success Factors Potential Obstacles and Considerations • To successfully implement flexibility at work, the flexible work arrangement policy must be communicated clearly to all levels of employees, so everyone has a shared understanding of what the policy encompasses. • For flexible work arrangements to be successful, managers and supervisors must be trained on how to successfully manage a workforce that is moving away from the typical work environment and working in new ways. • It is important to clearly define which jobs and employees are eligible for flexible work arrangements within the applicable policies. • Some managers may resist implementing flexible work arrangements due to misconceptions about the policies, like lack of productivity and performance decreasing or the fact that they will not be able to see their employees working, but emphasizing the short- and long-term benefits of these policies should help mitigate this issue. • Managers may also resist because they feel managing remote staff or staff with flexible hours creates new management challenges for them and potentially more work. These concerns should be heard, and DOT leaders should work with managers to find solutions. • Tenured employees may find the transition to flexible work arrangements challenging as they are accustomed to a workplace culture that revolves around a traditional work arrangement. This may be mitigated by providing a robust policy that clearly outlines the benefits and goals. Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Burnford, J. (2019). Flexible Working: The Way of the Future. Forbes Online. https://www.forbes.com/sites/joyburnford/2019/05/28/flexible-working-the-way-of-the- future/#1a0d43c74874. • Sweet, S., and M. Pitt-Catsouphes. (2010). Talent Pressures and the Aging Workforce. https://dlib.bc.edu/islandora/object/bc-ir:100007/datastream/PDF/view. • U.S. Department of Labor. (n.d.). Flexible Schedules. https://www.dol.gov/general/topic/benefits-other/flexibleschedules. Tools to Create Flexible Work Arrangement to Accommodate Employee Needs Example Flexible Work Arrangement Survey – Determines what types of flexible schedules would work best for your organization and what types are most desired by employees. Guidelines to Support a More Flexible Workforce – Helps managers and supervisors (or HR department) manage a more flexible workforce.

Sustaining a Strong Workforce: Retaining Employees 157   Metrics to Measure Return on Investment or Strategy Effectiveness 1. Employee satisfaction with the flexible work arrangements – Creating a flexible work environment should increase employee satisfaction by giving employees control of when and where they complete their work. Thus, employee satisfaction with the flexible work arrangements may be a good metric by which to measure the success of this initiative. 2. Number of young applicants and new hires – Creating a workplace policy that focuses on flexible work arrangements and offers an array of options should increase the number of new applicants that are attracted to the DOT, especially younger applicants and applicants with personal responsibilities who appreciate the opportunity to balance their work and home lives. For this reason, the number of young and new applicants who apply for jobs at a DOT may be a useful metric to measure the success of this initiative. 3. Employee productivity and engagement ratings – To ensure that employee productivity and engagement are not negatively affected, DOTs may consider measuring these factors before and after this policy is established to visualize the change. Data may be collected through surveys and focus groups.

158 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Tool: Example Flexible Work Arrangement Survey This survey is designed to help DOT supervisors, managers, and leadership determine what types of flexible work arrangements will be most compatible with their organization’s needs and culture and are most desirable to employees. Flexible work arrangements are designed to give employees more autonomy in when and where they complete their job responsibilities. Managers and supervisors may use this survey to understand the number of their employees who are interested in flexible work arrangements, what types of programs are most popular, as well as what is necessary to manage a workforce that is dispersed across different areas or working at different times. Based on the results of the survey, DOTs will be better able to develop their flexible work arrangement policies based on their employees’ needs and interests. To administer the survey, DOTs can utilize an online survey development software (e.g., Google Forms, Survey Monkey, Qualtrics) to easily administer the survey to employees. Example Survey Introduction and Survey Questions Our DOT is considering offering flexible work arrangements for employees in [design/construction/maintenance]. The purpose of this survey is to gauge employee interest in participating in the flexible work arrangements, as well as what types of flexible work options are of most interest to employees. Information shared on this survey will be anonymous, and no specific comments shared will be traceable to you. The results of this survey will help our DOT decide what types of flexible work arrangements to focus on, which will help us finalize our official flexible work arrangement policy. Being open and honest with your feedback will help us design a flexible work arrangement policy that is beneficial to all employees. 1. Age 18–24 25–34 35–54 55–70 >70 Prefer not to say 2. How long is your commute to work? 0–30 minutes 31–60 minutes 61–80 minutes 81–120 minutes 3. In which occupation do you work? Maintenance Design Construction Other: [Text box below to list Other’ response] 4. In which department do you work? [List specific departments in your DOT]

Sustaining a Strong Workforce: Retaining Employees 159   5. What is your employment status? Full time Part time Other: Te t bo below to list Other’ res onse] 6. What is your typical work location? At DOT location/work premises On location/in the field At home 7. How many hours do you work in a typical work week? 0–20 20–40 40–50 50–60 >60 8. Would you like the opportunity to work more flexibly? Yes No If yes, why? [Space for employees to explain why they do want the opportunity to work more flexibly] If no, why not? [Space for employees to explain why they do not want the opportunity to work more flexibly] 9. What type(s) of flexible work options would suit you best? Choose all that apply: Flextime: Employees decide when they start and end their workday as long as they put in the total number of hours required by their employer and are available at any required predetermined times. Remote work: This arrangement, also referred to as flexplace, telework, or telecommuting, gives employees the option to not commute or travel to a central location of work, like an office building, and instead, choose the location in which they want to complete their job responsibilities. Job sharing: Multiple employees perform a job intended for one person for the purposes of splitting the work and knowledge sharing. Compressed work week: Employees work fewer days during the week but longer hours on the days that they work. Other: Please describe any other flexible work arrangements you have heard of that would be valuable to you.

160 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance 10. What are the top reasons for wanting to work more flexibly? Choose all that apply. Dependent care needs Health-related needs Lack of ability to shadow other positions Travel time to and from work Lack of reliable transportation Traffic congestion Improving work-life balance Other: [Insert space for survey participants to explain why they want to work more flexibly] 11. Is there anything else you would like to share related to flexible work arrangements? [Space for employees to share any additional thoughts]

Sustaining a Strong Workforce: Retaining Employees 161   Tool: Guidelines to Support a More Flexible Workforce Due to the changing workforce climate, many managers and supervisors are now managing employees that have the option to work more flexibly. These options include remote work, flextime, job sharing, and a compressed work week. According to a study done by the Society of Human Resource Management, many employers and managers are finding it difficult to adapt to telework and other flexible work options as a way of doing business.67 It is imperative that managers and supervisors have the necessary tools to work with their employees and manage them successfully as the workforce landscape changes. Below are guidelines DOTs can disseminate to their supervisors and managers so they can successfully manage employees that use flexible work programs. The guidelines follow six categories that are important to successfully manage a workforce that may use flexible work options. Guidelines Technology Have adequate technology available for employees (e.g., laptops, smartphones, video conferencing tools) so they can access necessary documents and communicate with other employees easily from their respective locations. Utilize/purchase a file-sharing platform for all employees to share and review documents in an accessible manner. Utilize an online communication platform that will help employees communicate and collaborate efficiently with their coworkers. Communication Establish regular check-ins with employees to discuss their work activities and any important topics they need to discuss. Managers and supervisors should decide how often these check-ins will take place (e.g., daily, biweekly, monthly) and who will be involved during the check-ins (e.g., one on one versus team call). Establish rules of engagement with employees for the frequency, means, and timing of communication with their managers or teammates. Some topics might require videoconferencing and email communication, while others might require an immediate instant message or phone call when something is more urgent. Collaboration Determine what platform(s) employees should utilize to collaborate on documents, presentations, reports, and ideas. Encourage all employees to regularly collaborate on work assignments. Establish team-building activities for employees to collaborate on topics that interest them (e.g., brown bag sessions, lunch and learns). 67 Society of Human Resource Management (SHRM). (2020). Managing Flexible Work Arrangements. https://www.shrm.org/resourcesandtools/tools-and-samples/toolkits/pages/managingflexibleworkarrangements.aspx.

162 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Support Offer support to remote employees as they transition into a new working environment (e.g., establish regular check-ins, establish regular communication). Schedule regular office hours with staff and establish regular communication. Encourage employees to support and lean on each other for additional guidance as they transition into flexible work options. Provide a list of resources that the DOT provides to support employees (e.g., links to health and well-being services, home life support, and work-life balance support). Etiquette Develop instructions on appropriate virtual meeting etiquette and disseminate them to all employees (e.g., utilizing laptop/computer cameras, muting yourself when not speaking, utilizing the chat functions). Administration Ensure employees know, understand, and can locate all HR policies related to flexible work options. Offer additional training that will assist employees with the transition to flexible work (e.g., time management, avoiding procrastination tips, staying focused). Provide training for employees when introducing new technology.

Sustaining a Strong Workforce: Retaining Employees 163   Strategy Overview DOTs should develop, implement, and require employees to participate in diversity and inclusion training, which has been linked to reducing prejudicial attitudes and behaviors within workplaces. This will allow DOTs to better recruit women and people of color, which is needed for DOTs to keep up with evolving industry demands. 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 Attracting a diversified workforce and increasing labor force participation rates Due to new infrastructure and travel demands, DOTs need to prioritize attracting and retaining more qualified individuals than ever before. However, many DOTs unintentionally narrow their workforce by mainly retaining their White and male employees. One way to help with the retention of women and people of color is to reduce the mistreatment faced by these employees by developing diversity and inclusion training that goes beyond the required yearly compliance trainings. Relevant Future Scenarios Changing Infrastructure New Smart Technologies Diversified Workforce Specialized Skill Needs Multi-Generational Workforce Resiliency Planning Supply Chain Partnerships Detailed Strategy Description Diversity and inclusion training can be described as the systematic acquisition of knowledge, attitudes, and skills that result in increased understanding of biases related to marginalized demographic ’ prejudicial attitudes and behaviors. The implementation of this training has been ’ behaviors (e.g., refusal to participate in jokes that perpetuate stereotypes), attitudes (e.g., comfort level interacting with dissimilar others), and knowledge of Implement Diversity and Inclusion Training to Ensure a Healthy Work Environment Strategy Highlights Implementing diversity and inclusion training can help retain more women and people of color by facilitating a more inclusive work environment. Training can and should be tailored to the specific needs of the DOT. Implementation requires time and thoughtful planning but has been linked to a high return on investment.

164 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance diversity issues (e.g., understanding micro-inequities in the workplace).68 Changes such as these reduce the mistreatment faced by underrepresented employees, which in turn improves their retention. When designing the diversity and inclusion training, DOTs must consider whether they want the training to focus on (a) changing attitudes, (b) changing behaviors, (c) increasing knowledge, or (d) a combination of these goals. The focus of the training should be determined based on the specific needs of the DOT (e.g., employees are unsure what constitutes sexual harassment, stigmatized employees do not feel welcome at work). It may be beneficial to start with changing behaviors and increasing knowledge and then moving toward changing attitudes. Defining the goals of the training and how they will be measured are imperative for determining the success of the training. It is also important to implement diversity and inclusion training at every level within the DOT (i.e., entry-level through leadership) to create a fully inclusive and culturally aware workforce. DOTs may also consider incorporating diversity and inclusion training into their onboarding process to establish expectations related to workplace civility early. It is recommended that DOTs implement cross-departmental and cross-work group training sessions so employees throughout the organization can share their unique experiences and examples. Some variations of diversity and inclusion training include: • Tolerance training: Training that focuses on changing behaviors (versus attitudes) and teaches trainees they must respect and accept diversity even if they do not wish to personally endorse it. • Awareness training: Training that focuses on increasing knowledge of implicit biases and teaches trainees how to recognize and correct these biases within oneself (e.g., implicit bias training, unconscious bias training). • Microaggression training : Training that focuses on defining microaggressions (i.e., intentional or unintentional, that communicate hostile, derogatory, or negative … slights and insults toward [stigmatized groups]”, 271)69 and explaining their effects on ’ include exercises in which trainees think back to instances where they have made microaggressions and brainstorm how they may limit these in the future. • Ally training: Training that goes beyond increasing knowledge of workplace and personal prejudice and encourages behaviors for combating it (e.g., how to effectively confront perpetrators of prejudice). 68 Bezrukova, K., C. S. Spell, J. L. Perry, and K. A. Jehn. (2016). A Meta-Analytical Integration of Over 40 Years of Research on Diversity Training Evaluation. Psychological Bulletin 142(11):1227–1274. 69 Sue, D. W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Hoboken, NJ: John Wiley & Sons.

Sustaining a Strong Workforce: Retaining Employees 165   Strategy in Practice The Vermont Department of Transportation has incorporated diversity and inclusion training into their onboarding process and requires employees to participate in continuous diversity and inclusion training, which helps establish appropriate workplace conduct and clarify workplace norms. They also have a state-mandated training program that focuses on workplace respect and civility, which helps trainees build skills related to conflict resolution.70 Applicability in Design, Construction, and Maintenance Design Given that underrepresented groups are treated similarly across the three occupational groups, implementing diversity and inclusion training may be similarly applicable. However, there may be some specific issues faced by underrepresented groups in each area that should be highlighted within each area’s diversity and inclusion training. For example, employees in design may especially benefit from diversity and inclusion training focused on limiting more modern forms of prejudice (i.e., beliefs that discrimination no longer exists, that minority groups complain about mistreatment more than it is warranted).71 Construction workers may benefit from diversity and inclusion training that focuses on the treatment of women employees, given that they are often underrepresented in this occupational group. For example, inclusivity training highlighting ways that women may be currently excluded or feel uncomfortable at work (e.g., inability to relieve themselves in the absence of portable toilets, inability to work outside of traditional American business hours), paired with ways to make women feel included and comfortable at work, may be particularly useful. Construction Maintenance Like construction workers, maintenance workers may benefit from participating in diversity and inclusion training focused on the treatment of women employees, given that they are often underrepresented in this group. For example, training on how to limit benevolent sexism (i.e., patronizing behavior suggesting one’s superiority over another72) may be particularly useful. 70 State of Vermont: Workplaces for All. (n.d.) Workplace Civility Training. https://workplacesforall.vermont.gov/employers/training-materials/workplace-civility-training. 71 McConahay, J. B. (1986). Modern Racism, Ambivalence, and the Modern Racism Scale. In Prejudice, Discrimination, and Racism, 91–126. Edited by J. F. Dovidio and S. L. Gaertner. Orlando, FL: Academic Press. 72 Dardenne, B., M. Dumont, and T. Bollier. (2007). Insidious Dangers of Benevolent Sexism: Consequences for Women's Performance. Journal of Personality and Social Psychology 93(5):764–769. Implementation Plan and Guidance Target Audience Implementation Lead(s) All DOT employees. Civil rights/diversity and inclusion office. Human resources, training and development. DOT managers.

166 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Im pl em en ta tio n St ep s 1. Define the training objectives based on the specific needs of the DOT. 2. Determine who will be included in the training and whether participation will be mandatory. 3. Identify an internal or external individual who is qualified to lead the training and develop the training materials. 4. Determine characteristics of the training (e.g., in-person or virtual format, lecture- or dialogue-based, length of training, number of sessions, title/framing). 5. Develop the training content. 6. Invite trainees to the training and distribute a pretraining survey that assesses constructs of interest (e.g., ability to act as an ally). 7. Host training. 8. ’ perceptions of the training content and design (e.g., satisfaction with the training content, format). 9. Assign monetary values to results and calculate the return on investment. Needed Support or Resources Clearly defined training objectives based on the needs of the DOT. Qualified individual(s) who can host and develop the training materials. Well-developed survey to measure training outcomes. Key Success Factors Potential Obstacles and Considerations • Buy-in from leadership is needed to convey the importance of the training. • Requiring participation in training (versus allowing employees to opt-in) will maximize the benefits. • A one-time training may result in some immediate benefits, but repeated training is essential for achieving long-term improvements. • Dialogue-based (versus lecture-based) training has been linked to greater effectiveness. DOT needs. • Some employees may not agree with the facts or opinions shared during the training, but these conflicting views should be looked at as opportunities to encourage healthy and productive dialogue among trainees. • Some employees may resist “Diversity and Inclusion Training,” but framing and titling the training broadly (e.g., Cross- Cultural Competence Training) may encourage buy-in.

Sustaining a Strong Workforce: Retaining Employees 167   Additional Resources The following resources provide additional information that may be useful when considering this strategy: • Brown, J. (n.d.). Using Your Diversity Story to Connect in the Workplace. https://www.coursehero.com/file/46620799/Using-Your-Diversity-Story-To-Connect-In- The-Workplace-Jennifer-Brown-Consultingpdf//. • Diversity and Inclusion Center (n.d.). Ouch! [Video Series.] https://www.diversityinclusioncenter.com/ouch-series/. • Project Implicit. (n.d.). Implicit Association Test [free implicit bias assessments on a variety of topics]. https://implicit.harvard.edu/implicit/takeatest.html. • Stokes, L. (2012). Animals, Salads, Orchestras, Houses – Oh My! The Dos and Don’ts for Diversity Training. Diversity Executive (September/October). https://www.prismdiversity.com/downloads/dos-donts-diversity-training.pdf. Tools to Implement Diversity and Inclusion Training to Ensure a Healthy Work Environment Example Survey Items to Measure Trainees’ Reactions and Changes in Knowledge, Skills, and Behaviors – Provides example items to measure employees’ pretraining and post-training attitudes, knowledge, and behaviors. Infographic to Help Decide Between Different Forms of Diversity and Inclusion Training (e.g., ally training versus awareness training) – Use to help DOT leaders decide which form of diversity and inclusion training best fits their DOT’s needs.

168 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Metrics to Measure Return on Investment or Strategy Effectiveness 1. Turnover rates among women, people of color, and other underrepresented employees – If the purpose of implementing diversity and inclusion training is to improve the rates of retention among underrepresented employees, monitoring these employees’ turnover rates will provide an objective metric for measuring progress toward this goal. 2. Perceptions of the organizational diversity climate – Organizational diversity climate can be described as the extent to which employees believe that their workplace values having a demographically diverse and inclusive workforce and that this goal is supported through policies, practices, and procedures. DOTs may assess their employees’ perceptions of the diversity climate by asking items such as, “I feel like my organization encourages open communication on diversity,” “…publicizes diversity principles,” “…maintains a diverse-friendly work environment,” “…has a climate that values diverse perspectives,” and “…has top leaders committed to diversity.”73 3. Willingness or ability of employees to engage in ally behaviors – Allies can be described as individuals who are committed to advocating, supporting, and standing up for members of underrepresented groups. Ally behaviors are the behaviors enacted by these individuals to support these goals and can be measured using the items such as, “What is the likelihood that you would question comments that appear to promote prejudice or stereotypes,” “…confront those who tell jokes that are offensive to members of other demographic groups,” and “…look for instances where members of other demographic groups are overlooked and take action to get them involved.”74 4. Reports of discrimination – Measuring reports of discrimination may point toward the effectiveness of diversity and inclusion training, as the goal of implementing such training is to decrease the amount of mistreatment faced by underrepresented employees. However, it is important to note that it is not uncommon for reports of discrimination to initially increase after implementing diversity and inclusion training, as employees become aware of methods for reporting and feel as though they are encouraged to report mistreatment. This initial increase in reporting should decrease over time with successful diversity and inclusion training. 73 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. 74 Linnehan, F., D. Chrobot-Mason, and A. Konrad. (2006). Diversity Attitudes and Norms: The Role of Ethnic Identity and Relational Demography. Journal of Organizational Behavior 27, 419–442.

Sustaining a Strong Workforce: Retaining Employees 169   Tool: Example Survey Items to Measure Trainees’ Reactions and Changes in Knowledge, Skills, and Behaviors Training evaluation is defined as a systematic collection of information regarding the success of a training75 and is important for understanding how well training is accomplishing the goals set forth by an organization. One way to perform a training evaluation is by disseminating a survey to trainees and comparing their pretraining and post-training responses. ’ training and post-training attitudes, knowledge, and behaviors. You may want to use some or all of the questions presented here, depending on the goals you set forth for this training. For example, it may not make sense to ask about trainee attitudes when the goal of the training being delivered is to change trainee behaviors. This tool also contains items about ’ ptions of the training itself (e.g., format, length), which may be used to make improvements to future training efforts. Attitudes Consider assessing trainee attitudes pretraining and post-training. For each measure, ask trainees “To what extent do you agree with the following statements?” Allow them to rate their level of agreement with each statement along a 7-point scale. 1 = Strongly Disagree 2 = Disagree 3 = Slightly Disagree 4 = Neutral 5 = Slightly Agree 6 = Agree 7 = Strongly Agree Diversity Self-Efficacy (adapted)76 – I feel confident in my ability to effectively perform a task with a group of people who are different from me. – I feel that I am as capable of performing a task with a group of people who are different from me as I am with a group who are similar to me. – On average, I am just as capable as others of performing a task with a group of people who are different from themselves. – I am confident that I can effectively perform a task with a group of people who are different from me. – I believe that my performance will be adequate on a task with a group of people who are different from me. 75 Goldstein, I. L., and J. K. Ford. (2002). Training in Organizations: Needs Assessment, Development, and Evaluation, 4th ed. Wadsworth/Thomson Learning. 76 Quiñones, Miguel A. (1995). Adapted from Pretraining Context Effects: Training Assignment as Feedback. Journal of Applied Psychology, 26–238.

170 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Social Dominance Orientation (adapted)77 – We should do what we can to equalize conditions for different groups. – We would have fewer problems if we treated different groups more equally. – All groups should be given an equal chance in life. – No one group should dominate in society. Modern Sexism (adapted)78 – Over the past year, the government and news have shown more respect for women than they deserve. – It is difficult to understand the anger of women in America. – Discrimination against women is no longer a problem in the United States. – Women are getting too demanding in their push for equal rights. – Women should not push themselves where they are not wanted. Modern Racism (adapted)79 – Over the past year, the government and news have shown more respect for ethnic minorities than they deserve. – It is difficult to understand the anger of ethnic minorities in America. – Discrimination against ethnic minorities is no longer a problem in the United States. – Ethnic minorities are getting too demanding in their push for equal rights. – Ethnic minorities should not push themselves where they are not wanted. Knowledge Consider assessing trainee knowledge pretraining and post-training. Questions related to trainee knowledge should be crafted and modified based on the specific content shared in the training. For example, questions related to knowledge of workplace sexual harassment should only be asked following training that specifically covers sexual harassment. Questions related to trainee knowledge may be answered as true/false or on a 1–7 point scale assessing agreement. The answer key may be developed by the trainer or by DOT managers if related to specific DOT policies/expectations. Knowledge of Workplace Sexual Harassment (adapted)80 – A supervisor requiring sexual favors from a subordinate for the subordinate to obtain organizational rewards (e.g., promotions) constitutes sexual harassment. – A supervisor touching or patting a subordinate on a private part of the body (e.g., breast, buttocks) constitutes sexual harassment. – A supervisor repeatedly asking out a subordinate who is not interested constitutes sexual harassment. 77 Joy-Gaba, J. A., and B. A. Nosek. (2010). The Surprisingly Limited Malleability of Implicit Racial Evaluations. Social Psychology 41, 137–146. 78 McConahay, J. B., B. B. Hardee, and V. Batts. (1981). Has Racism Declined in America? It Depends on Who Is Asking and What Is Asked. Journal of Conflict Resolution 25(4), 563–579. 79 McConahay, J. B., B. B. Hardee, and V. Batts. (1981). Has Racism Declined in America? It Depends on Who Is Asking and What Is Asked. Journal of Conflict Resolution 25(4), 563–579. 80 Blakely, G. L., E. H. Blakely, and R. Moorman. (1998). The Effects of Training on Perceptions of Sexual Harassment Allegations. Journal of Applied Social Psychology 28(1), 71–83.

Sustaining a Strong Workforce: Retaining Employees 171   – A supervisor telling sexually-oriented jokes to a subordinate constitutes sexual harassment. – A supervisor telling sexually-oriented jokes in the presence of a subordinate constitutes sexual harassment. – A supervisor making sexually suggestive remarks or gestures around a female subordinate constitutes sexual harassment. – A supervisor displaying sexually suggestive visuals (e.g., pin-up calendars) constitutes sexual harassment. – A supervisor paying for a subordinate's meal constitutes sexual harassment. – A supervisor helping a subordinate with physically demanding work constitutes sexual harassment. – A supervisor touching or patting a subordinate on nonsexual places on the body (e.g., arm, shoulder) constitutes sexual harassment. – A supervisor asking a subordinate for a date constitutes sexual harassment. – A male supervisor holding a door open for a female subordinate constitutes sexual harassment. – A supervisor asking a subordinate to run a personal errand (e.g., picking up laundry) constitutes sexual harassment. Oppression Awareness (adapted)81 – I think that women, people of color, and other underrepresented individuals face oppression by society in the United States. – I think that women, people of color, and other underrepresented individuals face barriers in the workplace that are not faced by men, White people, and other majority-group members. – I think that women, people of color, and other underrepresented individuals experience more mistreatment than men, White people, and other majority-group members. – I think that women, people of color, and other underrepresented individuals report worse well-being outcomes (e.g., depression) than men, White people, and other majority-group members as a result of the mistreatment they face. Behaviors Consider assessing trainee behaviors pretraining and post-training. For each measure, ask trainees “To what extent do you agree with the following statements?” Each statement is rated along a 7-point scale. 1 = Strongly Disagree 2 = Disagree 3 = Slightly Disagree 4 = Neutral 5 = Slightly Agree 6 = Agree 7 = Strongly Agree 81 Jones, K. P., C. I. Peddie, V. L. Gilrane, E. B. King, E. B., 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.

172 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Self-Report Ally Behavior I (adapted)82 – I point out if others use language that may be offensive to members of certain demographic groups. – I confront those who tell jokes that were offensive to members of other demographic groups. – I question comments that appeared to promote prejudice or stereotypes. – I give corrective feedback to others in private. – I ask majority-group members (e.g., White people, men) to identify aspects of their behavior that hinder the development of work relationships. Self-Report Ally Behavior II (adapted)83 – I engage in efforts to promote more widespread acceptance of women, people of color, members of the LGBTQIA+ community, etc. – I have taken a public stand on important issues facing women, people of color, members of the LGBTQIA+ community, etc. – I try to increase my knowledge about women, people of color, members of the LGBTQIA+ community, etc. – If I see discrimination against women, people of color, members of the LGBTQIA+ community, etc., I actively work to confront it. – I regularly engage in conversations with women, people of color, members of the LGBTQIA+ community, etc. – I am open to learning about the experiences of women, people of color, members of the LGBTQIA+ community, etc. Perceptions of Training Consider assessing trainee perceptions post-training. Positive Reactions to Diversity Training (adapted)84 – This training course should be mandatory for everyone in my organization. – This course has increased my comfort in interacting with people who are different from me. Negative Reactions to Diversity Training (adapted)85 – This training focused too much on helping minorities get ahead. – This training may create too much of a “politically correct” atmosphere in my organization. Open-Ended Questions – In what ways did this training benefit you? – Please describe your thoughts related to the format of the training (e.g., structure, length, amount of discussion). – Are there any other topics you would like future training to cover? – Do you have any suggestions for how to improve this training? – Please leave any other thoughts you would like to share regarding this training here. 82 Linnehan, F., D. Chrobot-Mason, and A. Konrad. (2006). Diversity Attitudes and Norms: The Role of Ethnic Identity and Relational Demography. Journal of Organizational Behavior 27, 419–442. 83 Jones, K. N., M. E. Brewster, and J. A. Jones. (2014). The Creation and Validation of the LGBT Ally Identity Measure. Psychology of Sexual Orientation and Gender Diversity 1, No. 2, 181–195. 84 Holladay, C .L., and M. A. Quiñones. (2005). Reactions to Diversity Training: An International Comparison. Human Resource Development Quarterly 4, 529–545. 85 Holladay, C .L., and M. A. Quiñones. (2005). Reactions to Diversity Training: An International Comparison. Human Resource Development Quarterly 4, 529–545.

Sustaining a Strong Workforce: Retaining Employees 173   Tool: Infographic to Help Decide Between Different Forms of Diversity and Inclusion Training Purpose and Overview This tool can be used to help DOT leaders decide which form of diversity and inclusion training best fits their organization’s needs. However, the training forms included here are not meant to represent the full list of diversity and inclusion training options. Before using this tool, it is important to (a) define the training objectives based on the specific needs of the DOT and (b) determine who will be included in the training. DOT leaders may choose to combine the different forms of training described within this tool to create a hybrid version of training or start with one form of training (e.g., tolerance training) before moving on to other forms (e.g., awareness training).

174 Attracting, Retaining, and Developing the 2030 Transportation Workforce: Design, Construction, and Maintenance Diversity and Inclusion Training Decision Tree Infographic Do white people treat members of underrepresented groups with respect even if they are not personally in favor of workplace diversity? YesNo Do employees have an understanding of how unintentional personal biases may impact personnel decisions? Do employees know how to recognize and reduce these biases within themselves? Focus on changing behaviors: Try implementing sexual harassment or tolerance training. YesNo Do employees know how to create and maintain an inclusive work environment? Do minority employees report feeling welcome at work? Focus on increasing knowledge and changing attitudes: Try implementing awareness training. YesNo Focus on sustaining a positive diversity climate: Try creating a schedule for diversity and inclusion training refresher courses. Try recording trainings to share with new employees. Focus on increasing knowledge and changing behaviors: Try implementing microaggression or ally training.