DISCUSSITOLq PASPER
Report No, UDD-71
MAL-4.?!AL FOR ASSESSING T7.A I.Ii'G .NEEDSr FFOR LOCAL AUTHORITIES:
METODOLOIGY DEVELOPED FOR A',-;tGLOPHONE AFRICA
by
jane Ev l
June 1985
revised October 1985
;,-:r Supply -r. Urban Ce ,elo..et Departm.nt
0p-rations Pollcy Sta-ft
T'he World Bank.c
e -Is 4- 4 are o the a.-1-r(s), and `--y should nct be
- a,s wIc tJ22 'i - az - ;1i- ;-
Acknowledgement
This manual forms part of the effort on the part of WeiUD to design
appropriate instruments for assessing training needs in urban manag-m.ent
psoecia1 ly for use in sub-Sahara Africa, This work was undertaken as the
first step to designirg and implementing local government training- Initial
work focused on the conceptual and practical problems of training needs
s3s-a.3nt in anglophone �Africav Efforts have begun to assess the
applicability of a similar approach to francophone Africa and elsewher,a
Jane Kozlowski is urban trai-ing coordinator in the Water Supply and
Urban Da v-loDnen. Tepartmentp -his manual was draLted from fiald work done in
Collaboration with USATD/RBegioDnal Housing an: Urban Development Office Nairobi
and Ian Hamilt'-on, a consultant jointly financed by United Nations Centre for
~: anr Settleme=nts and Water Supply and Urban Development Department, World
--nK. The original worl-king team was composed of 'Lan Hamilton, Fred Fisher,
^.barles Boyce and Jane Ko7lowski9 Acknowledgement goes Lto Anita Turner for
her enthusiastic oarticiopation in the field test-s There were differences
among the team on relative points of emphasis3 The approach proposed here has
been revised based upon field trials with Kenyan central government officials
but has yet to be actually implemented to obtain data cn which training
or; g-ramS3 will be designed9 Since this paper is offered for critical review
an , .erft. the authcr wel-,or!es su-gested alaptations to the methodology that
-o.es :rom actual impl mnt i-'ation.
ABSTRACT
Local governments in anglophone Africa, faced with rapidly growing urban
populations, are frequently ill-equipped in terms of financial and human
resources to provide and maintain services4 The success or failure of
development projects depends mainly on the ability of these local authorities
to efficiently run the municipality, One cause of poor urban management is
untrained staff9 Central government ministries need to pinpoint what
deficiencies exist and at what level. Only then can local authorities
systematically prepare large-scale training programs, The following training
needs' assessment methodology is a three-step survey to arrive at a
quantitative inventory of training needs in the sector. These data can then
be used as a basis to design specific training programs.
The three-step process guides the implementor to determine what
deficiencies exist and where training can help remedy them. When this
exercise is complete, training institutions must be brought into the picture
to design the actual training. The assessment process is designed to help
with the entire personnel management system and as such can be done in
increments over a phased time period,
Table of Contents
Page
Introduction ......................................................... i
USER'S GUIDE ......................................................... vi
Part I: Manpower Inventory ......................................... 1
Worksheet 1 ................................................. 6
Part II: Management Training Assessment ............................. 7
Worksheet 2A, 2B, 2C, 2D, 2E, 2F ....................... 13-18
Part III: Employee Training Needs Assessment ......................... 19
Questionnaire .......................................... 29,30
Forms 3A, 3B, 3C, 3D ................................... 31-36
Annex: Set of blank worksheets, questionnaire, forms and summary sheets
INTRODUCTION
The World Bank, together with other donor agencies, has made
improving urban efficiency in municipalities one of its principal
concerns in sub-Saharan Africa. The success or failure of Bank financed
urban development projects (such as the Kenya Secondary Towns Project)
depends largely on the management and technical skills of local
government administrators. Several donors are involved in various ways
in urban sectorv, While there are several causes of inefficient local
authorities, the lack of appropriate skills, attitudes, and knowledge
has been singled out as the one that might impede development projects
but that can be changedt The Bank has, therefore, undertaken to
collaborate with other donor agencies to identify and develop approaches
to improve skill training deficiencies-
Local governments are faced with a public that has come to
demand more and better urban services and must attempt to perform their
tasks with unprepared staffs that include many "paper-qualified"
personnel who lack training for assigned tasks, Recognizing the danger
this situation poses to their institutional development projects in
developing countries, donor agencies have given a high priority to
designing training programs for improving the management and technical
skills of local officials4 Likewise, governments of LDCs also perceive
this situation and want to remedy it, For these training programs to
succeed, however, ways must be developed to assess gaps in the
performance of technical and financial skills by local governments
so that training programs can be designed to respond to specific
needs. This manual provides a systematic means for collecting data on
performance problems and deLermining the scope and type of training
programs needed to deal with a local government's deticiencies.
The manual consists of a three-stage survey for determining
training needs within a local government authority. It is based on
field work conducted by a team composed of USAID/RHUDO, UNCHS and World
Bank staff and consultants in several Kenyan municipalities. It
includes samples of the assessment process which were designed by a
joint team working in a field situation. The field tests provided data
for revising the initial methodology, and these revisions have been
incorporated in the manual. Further adaptations may be required when
the manual is applied to municipalities in countries, other than Kenya,
in anglophone Africa. The basic methodology may also apply elsewhere if
tailored to the country's local government structure. The manual is
intended to be used in the context of an overall diagnosis of local
government conditions, including finance and management needs. After
identifying the key weaknesses in a set of authorities, the towns can be
selected which are best suited for the training needs' assessment as
well as which subject arecs need to be focussed on.
Given the vast number of local municipalities in anglophone
Africa, and the severity of their administrative problems, the absence
of a systematic assessment methodology which does not require great
amounts of staff time has hampered large-scale delivery of short-term
training. (For example, it is estimated that in the 42 councils in
Kenya there are about 5,200 staff members whose needs should be assessed
to design training for them.) Local governments in the past have
usually filed requests for training (mostly tor overseas scholarships)
using their own terminology and categories, or those of the degree
program they wished to enter. The central government and, in turn,
donor agencies did not recognize the full scope of the need that existed
and had therefore failed to achieve economies of scale. A standard
method of self-reporting is needed so that the needs of different local
administrations may be collected and correlated. Training programs can
then be designed that will apply to different municipalities with
similar problems. Visits by trainers can then be scheduled to utilize
their limited resources in the most efficient manner possible to address
and potentially correct the problems. A major consideration in the
design of this manual has been the intention to ensure that training
will benefit local institutions as a whole and improve their
performances, rather than simply improving the career possibilities of
individuals.
The manual features of a series of worksheets, forms and
questionnaires and instructions for completing them. Part I consists of
a manpower-survey to determine the adequacy of staffing. Part II
collects data on the overriding management problems faced by the urban
council that in their view can be solved through training. Part III
ascertains, from the viewpoint of individual staff members, the skills
they think they need to accomplish their assigned tasks; this stage also
- iv -
includes incerviews of staff supervisors to obtain their evaluation of
the assessment made by employees of their own training needs.
Upon completing the assessment survey described in this
manual, the local government will, possess a statement of its training
needs in quantitative terms, as well as some indication of the type of
training programs needed to improve its level of competence. When
several municipalities are surveyed in one country, a priority ranking
of tne towns will be possible. This is the final step of the process,
as outlined here, to arrive at a national needs' assessment profile.
Each local government can then use the results of this assessment survey
in communication with central government, and they in turn with donor
agencies when discussing setting up training programs. Economies of
scale will be achieved if courses are designed to include staff of
several towns who require similar training.
A survey director (for want of a better term) will presumably
implement the manual. He or she should have some experience in daLa
colluction practices and in a position to make judgements on some
subjective aspects of training needs and staffing for the good of the
municipality -- some knowledge of any form of training is desirable. In
practice, the survey director will usually be a central government
official or consultant familiar with local government conditions in the
country. Usually a several towns should be interviewed to make this
process efficient. To extract the maximum value from the surveys, the
director should supervise the process since he or she will then be able
to make relative assessments about the training problems of the towns
surveyed and the rdlative likelihood of each to benefit from training
programs. After following the procedures of the manual, the director
should rank the towns, based on their potential for improvement with
appropriate training for select staff. Priority selection may also take
into account other factors such as a request by a town for a program of
investments, which may require prior training. Some towns will be found
to require other administrative changes such as recruitment to till
vacant posts, before the benefits of training can be best utilized.
Even if the survey director modifies worksheets, a careful
application of the principles of this manual will provide a local
government with a concise statement of the training needs that it can
use as a basis for communicating with the central government in
discTussions of training programs. Properly applied, therefore, this
manual can make a vital contribution to the success of effective
training design and thereby to the effectiveness of authorities in the
fast-growing sector.
In the beginning of the manual, the reader is instructed in
procedures to follow based upon field tests in four towxns in Kenya. The
reader should follow the samples through. The procedures are presented
in a straightforward mechanical way, allowing for the survey director to
make adaptations as seen fit. These adaptations can be reflected in
revisions to the blank worksheets provided in the annex.
- vi -
USER'S GUIDE
This manual is divided in three parts, each of which is a
successive step in the overall process. In short, the sequence of
activities is as follows: Step one consists of conducting a manpower
survey to obtain an inventory of existing posts and wheLher they are
filled with appropriate candidates. Also, these data serve as an
indicator of whether performance problems within the organization may be
due to inadequate staffing levels, and are also availalle for step
two: the management review. At the management review, the heads of
departments of the town council meet to discuss performance problems
related to personnel. They have an opportunity to distinguish these
type of problems from those due to causes not corrected by training; for
example, an inadequate financial resource base, or poor relationship
with central government. This step will bring out the department heads'
views on which departments warrant immediate training to improve
performance of the town in critical functions. Step three is then the
actual interviews with those employees identified on step two. After
the data are collected, the analysis consists of aggregating them into
types and levels of training across departments and onto a matrix of
training needs for the town council. Also, at this point the survey
director may incorpora:e training needs raised by recent
management/performance studies in particular towns. The results from
other towns are combined into one master matrix for the set of towns
Vi.]
involved in the assessment. As a result, a quantitative profile or
inventory of the training needs has been aggregated. This process can
be done periodically to keep the assessment current and to monitor
progress on addressing the problem.
The manual is organized for the reader Lo follow the
procedures that were used in Kenya. Samples of filled-in worksheets
illustrate what is to be learned at each step. Blank worksheets are
included in the annex. The recommended approach is to read through the
manual as a model. The survey director should then use his knowledge of
the context into which he is to implement the methodology to adapt the
worksheets. In the heading of each part of the manual, are names of the
samples to be followed. Thie instruments used for data collection are
called worksheets; those for compilation and analysis, forms; and those
for summarizing results, narrative summaries or charts.
Stage I: Manpower Inventory
Example forms included: Sample Worksheet I
What is the manpower inventory?
1. The manpower inventory is a worksheet to count how many
persons are employed in various categories within a town council's
staffing. It will give a profile of how many posts are established in
each job title, how many of those posts are staffed or vacant, and an
estimate of of staff actually needed in each job title.
2. It provides a local authority with data for a starting point
of a comprehensive and rational training needs' assessment of its
employees. These data will aid the organization's efforts to work with
training agencies to design training programs based on observed needs.
The data we used in doing Stage II of the survey and will aid in
determining whether performance problems are due to insufficient numbers
of staff, inadequately prepared staff, weak time management, lack of
external inputs, or all of these. 1/ The data also will be presented to
the town's management to help them to decide which departments will be
interviewed in the third stage of this process.
1/ There are several approaches to a manpower survey varying in amount
of detail and planning information included in the computations.
Two versions of instruments were field tested -- a longer, more
thorough one and the one we have chosen. It was determined that the
longer versions which projects probable changes in personnel,
complicates the process of data collection and thus may discourage
the accomplishment of this task altogether. Therefore, an
abbreviated approach is recomnerided here.
-2-
What is the purpose of the manpower inventory?
3, The results of this part of the survey will permit a sorting
out of those problems caused by inadequate staffing levels or time and
resources management from those which may not be solved solely by
training incumbent staff, For problems which can be addressed by
training, the manpower survey allows training programs to be planned on
a suitable scale to accommodate the numbers needing training* Finally,
the manpower survey allows the survey director to predict how many
interviews that will be necessary in Stage III of this survey, the
Employee Training Needs' Assessment9
Who should conduct this survey?
4,, The person, here called the "survey director,'" can be an
official of the central government (for example, from the Department of
Personnel Management in Kenya), a staff member from a local training
institute, or an in-country consultant who has a firm understanding of
the municipal structure of the country and how it relates to the central
government. In any event, the survey director must understand how
municipal governments modelled upon the British pattern operate and what
posts, functions, and tasks are autonomous at the local level compared
with those that are controlled at the central level, Usually he will
have the assistance of three or four interviewers (often university
students) who can perform many of the collection tasks for the survey
directors' analysist
Who must participate in this survey?
5. The survey director must work closely with the person who
keeps the Establishment Register, a document prepared by the central
government which lists the town's posts, the incumbent, salary grade,
-3-
length of tenure of and his salary for each position. This person is
normally the Establishment Officer in the anglophone municipality. If
there is no post of Establishment Officer, as is sometimes the case in
smaller municipalities, the town clerk should have the Establishment
Register. In either case the survey director or his assistant must fill
out the worksheet for this part of the survey in consultation with the
mean estalishment officer.
6. As part of the manpower inventory, the survey director must
make a judgment on the number of persons in each title the is actually
needed to perform the tasks assigned to that title. To obtain
assistance in making this judgment, the survey director will have to
consult the administrator who has this information, for example, in
some instancES, the department head or project manager and in others,
the town clerk. Little written guidance normally exists so the
implementor must ask enough questions about workloads to make an
assessment.
7. Caution is required in recommending persons who should be
recruited to augment the department. Often inefficiencies among the
current staff can be corrected so that productivity is increased.
Redundancies can inhibit high levels of output or good service
delivery. Before suggesting problems that may be alleviated by adding
staff, consideration must be given to the current workload in relation
to present staff. One way to do this would be to have the results of an
indepth analysis of the time/management organization in one or two
representative municipalities in the country. These results could serve
as a benchmark for use when observing the workplace and consulting wtih
-4-
the managers for the manpower survey. Guidance on how to go about these
time/mangement studies is available from other sources.
What must be done?
8. The survey director must complete Worksheet 1. It lists each
job by title, followed by salary grade, the number of currently
established positions, and the number of incumbents in positions with
that title. This serves as baseline data. When problems emerge during
Parts II and III of this manual, the information on Worksheet I will
permit the survey director to identify problems stemming from inadequate
staffing and on this basis to recommend either the remedy of hiring up
to authorized levels, or requesting an increase in the number of
authorized positions, as the case may be.
Completing W1orksheet 1
9. Before completing Worksheet 1, refer to the Sample
Worksheet 1. There are three sample entries which convey what is
required. Line 14 is for the job title "accountant" and the salary
grade is "10". No computation is performed with this information. From
the roster of posts established at that title through the central
government the number of positions is six. The number currently
employed is three. From consultation with the town Clerk it is learned
that an estimated eight accountants are actually needed to handle the
current work load. This allows a calculation to be made of current
needs for additional employees by subtracting col. 6 from col. 4 which
results in a figure of five (column 7). In addition, column 5 is the
difference between columns 4 and 3 -- the vacancy. There will rarely be
a surplus since permanent employees should not be hired except according
to established posts.
-5-
10. The calculaton in col. 7 will be used at later stages during
the survey for Part II (Management TraiHing Assessment) and Part III
(Employees Training Needs Assessment). It will be used to isolate
problems that are caused by staffing deficiencies which are not suscep-
tible to training solutions. In this case, it will allow the survey
director to recommend that staffing levels be increased either by hiring
up to the full amount of established levels, seeking an increase in
established levels, or recommending other organizational changes. It
will also be used to estimate the number of interviews and time required
during Part III of the survey.
11. As explained in para. 5, the survey director must obtain a
copy of the Establishment Roster. Using this document, he can proceed
to complete the Manpower Inventory Worksheet.
Col. I Give the job title.
Col. 2. Indicate the salary grade.
Col. 3. List the number of established personnel for each job
title.
Col. 4. Record the number of personnel employed in this
category.
Col. 5. Compute the difference between columns 3 and 4. This
can be 0 - no discrepancies; positive number-surplus;
or negative number-vacancy.
Col. 6. Record the number optimally needed (obtained from
knowledgeable supervisor) to perform responsibilities
of this job.
6-
Col. 7. Number of staff needed to deal with current responsi-
bilities or in rare cases number of surplus statf.
(col. 6 minus col. 4; overstaffing indicated by plus
sign (+), deficiency by negative sign (-).
Results
12. The result of this part of the survey provides an overview of
the current staffing levels within the main departments of the local
authority. There will also be a completed worksheet for each
department. It will highlight areas in which serious staffing problems
to enable management of the council to identify those for which training
programs clearly cannot solve. Finally, it will establish the scope of
the potential training needs. These data will be given to each
department head to use in completing management's assesssment of
training, Part 2.
-7 -
SAWPLE
MANPOWR INVENTORY WRKSHEET I
tPA:\ -CoPuniI
Prepared by: A - N-' mc
Departnent: t Date: 2CA - C5 -
()LI.N 1 COLUMN 2 COLU 3 oLaM 4 COLU 5 aOLUM 6 COLuN 7
JOB TLEE SALARY N`UBER OF NLIBER SURPLUS (+) ESTIbATE DEFICIENCY (-)
GRADE: CURRENTLY CURREMY VACANCIES(-) OF NUMBER REDUNDANCY (+)
ESrABUISHED EPLOYED (C0L4-mL3) REQUIRD (CVI.4-CL6)
POSIS 10 OPERATE
2..
3.
4.
6.
7.
8.
10.
11.
12.
13.
14. ACL-c SK C
15.
16.
i7.
18.
19.
20.
-8-
Stage II: Management Training Assessment
Sample Worksheets 2A, 2B, 2C, 2D
Sample lorms 2E, 2F (Narrative Descriptions)
13. In second part of this survey managers identify management
problems that they feel can be remedied by training programs. This
ensures that those programs are not expected to directly rectify
problems that stem from such causes as inadequate finances or
organizational problems. It also indicates which are the training
priorities training.
14. The result of this stage will be completed Forms 2E and 2F
with the Manpower Survey Worksheet, indicate which departments should be
surveyed in Part III in the event that a survey of the entire town
government is not feasible.
Who should conduct this survey?
15. The survey director should be the same person who conducted
Stage I. In any event he/she must have a firm understanding of how
municipal governments operate in the anglophone tradition. He should
have an official status that will facilitate cooperation with iocal
authorities, but at the same time he should have some independence from
the governments personnel decision-making structure for the council
concerned.
Who must participate in this part of the survey?
16. The town clerk and the departmental managers of the principal
departments should be included (i.e., the town engineer, the town
treasurer, and the heads of departments of social and community services
-9-
and the establishment officer). Head of any other major town
departments should also participate, an overall group of five will
usually suffice. The survey director should introduce the work of the
group to them, It must be made clear that their eftorts and views will
strongly influence the type of training later provided to the town's
staff. All department heads who participate will be able to comment on
all aspects of the town's functions.
What must be done?
17. The survey director will hold meeting to explain the process
and its objective. He will share the findings of the manpower survey
with groups, distribute the set of worksheets for the manager's to fill
out, and schedule a follow-up meeting in a few days to discuss the
worksheets. Department heads will complete four worksheets, pinpointing
problems they perceive in the areas of financial management, personnel
management, administrative practices and procedures, and on specific
ongoing projects and activities (Worksheets 2A, ZB, 2C, 2D). The
department heads will L.t asked:
(a) to rate the urgency of these problems in a long range of low
or high priority (from 5 "low" to I "high");
(b) to indicate which problems can be addressed by training
programs; and
(c) to recommend, if possible, the type of training needed or to
state how the performance problem manifests itself.
18. The survey director will analyze the information provided by
these worksheets and will then complete summaries on Form 2E. On this
form, four paragraphs call attention to patterns of high priority
problems within each of the four areas. Included here will be a
recommendation as to which employees will be intereviewed in Stage TII.
Sample Management Training Assessment
19. Refer to completed sample Worksheets 2A, 2B, 2C, 2D. They
have the same format but address each of four major areas of local
government. The survey director has provided each department head with
these worksheets.
20. The sample illustrates of Financial Management Worksheet 2A,
filled out by the town treasurer during an actual field test in Kenya.
21. Since the town treasurer filled out this form on matters of
financial management, he is commenting on problems in his own
department. It is important to understand that he will also have filled
out the other three worksheets -- personnel management, administrative
practices, at. procedures -- on specific town projects commentary on
problems in other departments. This same pattern applies to each
department head: one worksheet will tend to apply his own department,
the other three to aspects of the town administration not within his
purview. This process permits the survey director to discern problems
so critical that they are evident both inside and outside particular
departments.
22. In this sample the official has indicated that his highest
priority problem is staff competence, specifically clarity of roles and
responsibilities. He has also indicated that improvement is needed in
skills and attitudes. He has also stated that a training program in
administrative skills, procedures and public relations would be helpful
in dealina with this problem.
23. This official has also indicated that he has few problems with
auditing practices, budget processes and overall systems. He has
likewise graded as either medium- or low-priority problems in the other
areas indicated on the form.
24. The survey director should stress that department heads make
an effort to indicate their single highest and lowest priorities, and to
make an additional effort to rate other problems between these extremes.
25. Sample Form 2E contains four sections. In each section a
paragraph written by the survey director first compares each of the four
worksheets from each department. He then consulted with the town clerk
to obtain an itndication of the town clerk's agreement or disagreement.
Each paragraph contains the survey director's conclusions and the town
clerk's views about the most pressing problems in each area and the type
of training programs needed to deal with them. The form also indicates
whether, on the basis of the results of the manpower survey, problems
seem to be due to inadequate staffing.
Procedure for Management Review
26. The survey director is ready to proceed with the actual
assessment, which consists of the following steps:
(a) An initial meeting at which he explains the purpose of the
survey and how each department head should fill out his four
worksheets. The survey director should emphasize that the
purpose of this process is to identify those management
problems solved by training. He will share the findings of
the manpower survey verbally or in writing as he sees fit.
The assessment does not attempt to address all the local
- 12 -
government's organizational difficulties. Before the meeting
the.topics on the Worksheets 2A, 2B, 2C, 2D, can be adjusted
to suit the particular local situations. The survey director
will distribute copies. Finally, he should also set a
deadline of two to three days for department heads to submit
worksheet.s.
(b) After collecting the completed worksheets, the survey director
will collate the financial worksheets of each departmenL head
and decide which are the highest priority problems in area; he
will also, to the extent possible, try to determine if a
consensus exists on the appropriateness of training. This
conclusion should be entered in Section B on Form 2E. He
should follow the same procedure with the other worksheets,
entering his conclusions in the appropriate spaces on Form 2E.
(c) The survey director should next meet with che town clerk, who,
because of his ultimate accountability, will be given the
opportunity to indicate whether he agrees or disagrees with
the survey director's conclusions. T7ie cierk's views should
be entered in the appropriate space before each paragraph on
Form 2E. The survey director should also refer to the results
of the Manpower Survey Worksheet and indicate in the
appropriate box whether problems appear to be due to
inadequate staffing.
(d) Finally, the survey director should write a concise narrative
summary of his conclusions about (i) the towt's management
skills problems and the appropriate training programs, and
(ii) the extent to which a consensus exists, the identity of
-13-
KkNAGR lT TRAINING ASSESSMENT
COMPLETED BY: A -uezNS te
SAMfLE
FINANCIAL iA%WD WVRKSHEFT 2A aATE: 2`- ' - 1 4
1. MUCIH ARE TIE SPECIAL 2. RANK BY URGENCY 3. CHE(C THOSE AREAS WIIERE 4. IF TRAINLNG IS REQUID,
FTNANCIAL MANAGENt PRIORITY A TRAINING RESFCNSE IS BE AS SFECIFIC AS POSSIBLE
PRDBLEM AREAS THAT ARE 1 = VERY HIGH REQUIED TO IMPROVE ABCU TIHE TYPE OF TRAIN-
ADVERSELY AFFECI7NG THE 2 = HIGH PERiORNANCE ING: U4AT Kf.ND OF INFR-
OPERATION OF OUR LOCAL 3 = MNEW NEW OR ATTITUDE/ ! ATION? CAW KIND OF
ALUlORITY? 4 = LOW KNOW- UIM1PVED BEHAVIOR WTLS?
5 = VER LCW LEDGE SKILIS CHANGES
OR
INFOR-
$ATIGN
A. OVERAl SYSrE1S & PRO-
PRoCEIUE - ..
B. LEVEL & COMFEIENCE OF
S1TAFF p3 v< Z PaiMK\ Pc R
C. TIE BDET PROCESS
D. BORRaqING/DEBT
,MANAG FEM NT_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
E. REVENUE SOURCES/COLLECTION RAk- i_ _ _ _ _ -Tl S 5 Ai
F. CNTROL OF EXPIluMDITRE _ V R r,ic, PUMCThF5
G. LONG RANG PROGRAH[G -
H. AUDITING PRACIICES --
I. OIHERS (BE SPECIFC) -
J. USE OF NEW TECHNOLOGY
- 14 -
MANA NT NEEDS ASSESSf2NT
COCPLED BY:
SAWLE
PERSCqE MANADENr WWR IEET 2B DATE:
1. WTHCH ARE THE SPECIAL 2. RAW BY URLNCY 3. CHE(K TI) AREAS WHERE 4. IF lRAINIW IS REQUIRED,
PERSONNEL MANAGDENr PRIORITY TRAININ IS BE AS SPECIFIC AS POSSIBLE
PROBLEM AREAS THAT ARE I = VERY HIGH EQUIRED TO IPROVE ABOUTi THE TYPE OF TRAIN-
ADVERSELY AFEECrING THE 2 = HIGH PERFORMACSE ING: BAT KMND OF INFR-
OERATICN OF OUR LOCAL 3 = MED NzEW NW OR ATTUDE! MATICN AND MILLS. NEED
AUT-DRp-Y? 4 = LOW ONW- IPROVED BEHAVIOR TO BE IMPARE? 1iAT
5 = VERY LCW LEDGE WCLLS JANGES ATTITUDE/OR BEEaVIOR
OR NEED TO BE DEVELORED
INFOR- OR CHANGD
� MON
A. OVERALL SYSIE &
PROCEDURES
B. LEVELS AND COKTENGE
OF STAFF
C. RECRUI & SELECION ,_____ } p.1/S I�N'/ic)k
D. SALARIES/BENETITS 3
E. EMPOYEE TURNOVER/
RE7=fCtN V - hi 4
F. CAREER DEVELOARI T
OPPORTUNITIES 3 V 1t-J(
G. ACCESS TO TRADII_
H. EMPLOYEE IVATICN I / t1.' t 6 i,.t *>& . '
I. EWFLOYEE DISCIPLINE
J. ELWYEE PEREORJANCE
. AND EVAUIATION _ _ _ _ _
K. OTIERS (BE SPECIFIC) -
- 15-
MANAGERENT TRAINIM ASSESSNT
CCMPLETED BY:
SAM,PLE
'ADMINISTRATIVE PRACTICES AND PROCEDURES WO)RKSHEET 2C DATE:
.1A WHICH ARE 1'HE SPECIAL 2, RANK BY URENCY 3, CHECK THOSE AREAS TAME 4, IF TRAINNG IS REQUIRED,
PROCEDURAL PRIORITY A TRAINING RESPONSE IS BE AS SPECIFIC AS POSSIBLE
PROBLZAS THAT ARE 1 = VERY HIGH REQUIRED TO IMPROVE ABT TE TYPE OF TRAIN-
ADVERSELY AFFECTI THE 2 = fIGH PERFORMANCE ING: WhAT KI OF INFOR-
OPERATION OF CUR LCCAL 3 = MED NEW NEW OER ATTITUDE/ MATION? WHAT KI OF
AUTHORITY? 4 = LOW KNOW- IMJPROVED BEHAVIOR SKILS?
5 = VERY LOW LEDGE SKILLS CHANGES
OR
INFOR-
MATION
A. WORK SCHEDULING AND
PLANNING
Bv ORGANIZATION STRUCTURE - - -
Ci SUPERVISORY PRACTICES -
D, HEPOFIN ON
ACGCCPLISHMENIS -
E. PUBLIC RELATIONS AND
CITIZEN CCMPLAINT
RESPONSE
tWAAMT.NT NEEDS ASSESEM'
GG�PLRTED BY:
SAWPLE'
SPECIFIC TOM PROJECTS WDW.SBEIE 2D DATE: --
1. WlEaI ARE THE SPECIAL 2. RAW BY U NCY 3. CHECK THOSE AREAS WERE 4. IF TRAU{% IS REQUIRED,
ERIORITY TRAIN-EG IS BE AS SPECIFIC AS OSSIKE
PROBLES AT ARE 1 = VER BIGH REQUIRED TO Il!PTOE ABOLTEE TYPE OF TRAIN-
ADVERSELY AEFECIIG TIEE 2 = HIGH REORANCE ING: iAT KIND OF INMR-
OPERATION OF OUR LOCAL 3 = MED NEW NEW OR AITUDOE/ MATION AND XILLS. NEED
A1UJIRITY? 4 = LOW KNOW- INPROVMD BEHAVIOR TO BE IfIPAZTED? UIAT
5 = VERY LCW LEDGE S(ILUS CHANGES ATTIIUDE/OR BEHAVIOR
OR NEED TO BE DEVELOPED
INFOR- OR CHANGED
MATICN
A. tRK SaEEU AND
PLANNI_
B. IECHNICAL OaMPEINE FOR
OPERACION & NLNG_E
C. CaI4 VNICATIONS WI TEE
t1JNITY
D. Ca NICATIctSBETE
STAF & COUNCIL
E. COiJNICATIONS WIM
CENRAL GOVERMNE
AGENIES
- 17 -
WE
*AMN TRA-IN ASSESSTr FORM 2E
INADEQIATE SIAFBLNG IN DEPT. YES NO
A. tURKSM 2A FLIANCIAL Mwoc\ouMLAc TMWJ aCE AGEE Vl DISAGREE
l7)oi FpYi0'- ;'\ WO -tC-< b5 - itNMpVCVev. 1tC> 4'Ii'S CVcS ciij.do
B. )RKSHEET 2B PERSONE TOW CLEW, AGREE V/ DISAREE
IN1ADEQUTE SEATING IN DEPT. V YES NO
lt /LA -. e-'e d l pl'Lt ev -
cT1Kt _ VC8fl 4lb50 9 _A. _, G,98 vC9-tf
l0tVLvXvsirtZ\U 1 eoe,-vte sVclz:tb1c:: stdt erlo e;6,14 '15ke
Y' {V C bL V -1 -- X v & S
C. TiORS 2C ANISRATIVE TOW CIERK AGREE DISAGREE
PRACICES AND PPRDC RES INADEQUNI SEAFING IN DEPT. YES_ NO
D. WWRKS= 2D SRECIFIC FPOJECTS T17 CLERK AGREE DISAGEE_
MAThTNAN" DFX1AD SL.FTIM IN DEPT. YES NO
- 18-
NRRATIVE SUIAf FORM 2F
'SW~$ iq j vAdcV t - c tJ& A1' rt- ; q, c
4LC pA9. w-h tvq'c&4-itt itAM~vP vo vc.ceves CE5S, . C5
- zt - cmxs Ix' t- lA c 'e t. �4e, recb.&
'b ve- vosuo -'s e-d8 @<6t o
-Mo[ZV<,>E \5 C/XA -(cu c9{ rtIs se~- > i b
1u1VV;LM< AV 1t T C % A.
- 19 -
the problems and the appropriateness of a training or staffing
solution, considering the data yielded by the manpower
survey. This account should be one page on Form 2F.
27. This concludes Part II, the Management's Training Assessment;
the survey director may now proceed to Part III.
- 20 -
Stage III: Employee Training Needs' Assessment
Sample Questionnaire (2 pages), Forms 3A, 3B, 3C, 3D
Training Request Chart, Narrative Summary
28. After completing the first two parts of this survey, the third
and most essential step is the assessment of individual employee
training needs. It can proceed on the basis of information gathered in
the previous steps. The Employee Training Needs' Assessment, the most
time-consuming of the three needs' assessment tasks, will produce
information about the quantity of training needed, the type and the
extent to which training programs can be expected to solve the most
pressing performance problems. Because the task appears formidable, it
is broken down into intermediate steps to arrive at a desired assess-
ment.
What is the Employee Training Needs' Assessment?
29. The assessment is a series of interviews of individual staff
members to obtain information on their educational background, their
previous work experience, their j'cti responsibilities, their own analysis
of the tasks they perform, and their descriptions of the training they
need to perform their jobs more effectively.
30. The assessment also includes comments of the immediate
supervisor on training needs as perceived by the employees.
31. This information is used to compile of the trairning needs of
the entire municipality, as well as a breakdown of these needs by
departments and salary grades. The data from the first page can serve
as the data base of a personnel management system.
- 21 -
What is the purpose of the Employee Training Needs' Assessment?
32. The assessment produces a priority listing of the training
topics that will have the greatest effect on improving job performances
within the spectrum of graded positions of the local authority.
Who will conduct the Employee Training Needs Assessment?
33. The survey director who conducted the first two parts of this
survey should also oversee part three. He will also need the assistance
of a team of interviewers since usually between 50 and 150 employees
must be interviewed in a secondary town in anglophone Africa.
34. In part three, a good deal of personal judgment must be
exercised. The survey director, therefore, must select, train and
supervise the interviewers, instructing them in the proper methods of
objectively recording the responses of the municipal employees
(instructions for interviewers are included in an Appendix). Normally,
the interviewers should be as independent as possible from the decision-
making structure of the town.
35. The survey director must also transLate the employees'
perceptions of their training needs into standardized categories capable
of being analyzed as systematically as possible without losing
specificity. The information recorded should avoid identifying
particular established diploma courses but, rather, should try to
specify the precise topics needed for job performance.
Who must participate in this survey?
36. Ideally, all municipal employees except for of manual workers
should be interviewed, both for reasons of morale and for
comprehensiveness of data. However, in most cases, constraints of time,
personnel, and financial resources will permit only the highest priority
- 22 2
groups of employees to be interviewed. This selection should be made on
the basis of information provided by Part II, the Management Assessment
Survey, evaluated in light of Part I, the Manpower Inventory.
How long will the Employee Needs Assessment take?
37. As many as 100 staff members may have to be interviewed. An
interview will take from 20 to 30 minutes. One interviewer can
interview about eight employees in a day if they are located in nearby
work areas. Usually a team of four or five interviewers is required so
that interruptions in the work place can be confined to a two-week
period.
Sample Employee Training Needs Assessment
(Questionnaire, Forms 3A, 3B, 3C, 3D)
38. Refer to the completed sample questionnaire, which is based on
a field test of the method in Kenya.
39. In the upper right corner of the questionnaire, a code for the
local authority has been entered. These codes, determined by the survey
director, indicate the town (NY), the department (TT), and the number of
the individuals interviewed (23). They are used to ensure confi-
dentiality yet enable the respondent to be identified later i� selected
for training.
40. In item 7 the employee has stated that the entry requirement
for his position was relevant experience or a diploma in purchase and
supply from the polytechnic institute.
41. In item 8 he has indicated that his immediate supervisor is
the town treasurer.
- 23 -
42. In item 9 he has listed his non-personnel responsibilities,
and in item 10 his personnel responsibilities, in his case supervising
four clerks.
43. Item 11 records whatever comments the employee makes about his
work environment.
44. The items shown on the second page of the interview question-
naire are most important. The employee is asked to list the most
important tasks he performs and the training he needs to perform his job
more effectively. The third column on page 2 provides space for the
employee's supervisor to indicate agreement or disagreement with the
employee's assessment of his training needs.
45. The survey director should now refer to Sample Form 3A and
Sample 7, Form 3B. On these forms the survey director has separated the
requests for management and supervision training from these for
technical training.
46. In sample Form 3A the line marked "L" shows that the same
person as interviewed earlier needs training in supervisory management.
47. The line marked "*" in Sample Form 3B shows that the same
person has requested training in stores management.
48. The survey director has reviewed all the interview question-
naires from the town treasury and has placed all training requests on
either Form 3A or 3B, depending on whether it in the category of
technical or supervisory training.
49. Note that at this stage, a lot of data has been been collecced
and compiled. They must now be transferred to Forms 3C and 3D. The
survey director should work closely with an assistant and approach the
- 24 -
process of transferring data as systematically as possible to ensure
minimal misreading and misrecording.
50. A set of Forms 3C and 3D is then completed for each depart-
ment. Thus, if four departments were interviewed, the survey director
will complete two forms for each department, making a total of eight
forms.
51e On Form 3C the survey director has rearranged the information
from Form 3A, which lists the requests for management and supervisory
training. On Form 3D each type of training requested is placed in the
first column, then the job title and salary grade is placed in column 2,
and finally the number of employees at that job title and salary grade
requesting that type of training is tallied in column 3. The line
marked "*" shows the information about the chief storekeeper who figured
in the previous Samples.
52. Form 3D is a similar tally of requests for technical training.
53. The final product of these calculations, the Training Request
Chart, is a tabulation for all the departments in the town that list the
type of course requested in the first column, and then the number ot
requests for that type of training by salary grade, department by
department. The extreme right column shows the total number of requests
for each type of training throughout the entire town government, while
the bottom line shows the number of requests for all kinds of training
at each grade level. The total number of training requests throughout
the entire town government is shown at the bottom line in the extreme
right column.
- 25 -
54. Note that the survey director hias first listed the requests
for managerial training on the Training Request Chart, and then those
for technical training.
55. Finally, Sample 11 shows the survey director's narrative
description of the town's requests for training courses in which he has
pointed out those types of courses most frequently requested.
What must be done? Directions for procedures follow:
56. PROCEDURE ONE: Performed by Interviewers.
All items on the questioanaire should be completed even though an
interviewee might not answer questions in order. In this case the
interviewer should return to unanswered items betore che interview is
completed. Some points to consider betore interviewing are in annex
material.
Item 4. Personnel Data: Enter employees' full name and
underline surname of family or family name. Enter employee's
year of birth (this information will be useful in deciding
about any extensive training, e.g. if the employee is near
retirement age). List the employee's job ticle and grade; if
possible, obtain this information from the personnel roster
before the interview and then check it with the employee for
accuracy.
Item 5. Education and Training. Record the employee's
education experience, including certificates achieved at
primary and secondary school, diplomas or degrees from
college, polytechnics, or universities and training courses
attended.
- 26 -
Item 6. Work Experience: Record employee's work experience,
both current and previous jobs; include employer, job title
and daces.
Item 7. Job Entry Requirements: Record in this space
information on requirement for entry into the job. This
information can be obtained from the personnel officers, trom
job adlvertisements or from schemes of service.
Item 8. Immediate Supervisor by Job Title: List the
employee's immediate supervisor (or supervisors in case the
employee reports to more than one person).
Item 9. Persons Supervised: List numbers and types of
employees supervised by this employee.
Item 10. Responsibilities: This column records the
employee's non-personnel duties. If it is possible to define
the financial responsibilities of the employee, they should be
listed; e.g., the authority to sign vouchers up to a certain
amount. The intent is to determine the level of respon-
sibility that the organization has given the employee.
Item 11. Additional Comments: Enter any other comments made
by the employee that might help identify training needs.
57. PROCEDURE TWO: Performed bv the survey director.
As described in the discussion of the sample forms, the survey director
must complete four forms for each department, and then use the data to
create a chart that permits analysis of the employees' requests for
training.
- 27 -
(a) The survey director will need one Form 3A, for each
department. The job title ot every interviewee is placed
in the left column, his salary grade in the second
column, and the employee's requests for management
training in the third.
(b) When this is done for all employees in a department, the
process is repeated, this time using Form 3B, which
collects requests for technical training.
(c) The survey director performs the above process for each
department that is covered by the assessment. The
results of Parts I and II, particularly Worksheet 1 and
Form 2E, will guide this decision.
(d) Next, the survey director transfers the information from
Form 3A to Form 3C, rearranging the information so that
the training requested is placed in the first column, the
title and salary grade in the second, and then the number
of requests for that training by persons in that job
title and at that salary grade in the last column.
(e), The same process is performed on the information from
Form 3B, which is transferred to Form 3B.
(f) This is done for each department.
(g) Finally, the information from Forms 3C and 3D for all
departments is transferred to the Training Request Chart,
so that the number of training requests at each salary
grade in each department is clearly described. This
should be done by referring to the sample Training
Request Chart shown in Sample 10.
- 28 -
(h) When all information has been transferred to the chart,
each column and row should be added, with the sum of the
rows equalling the sum of the columns.
(i) Narrative Summary:
58. After completing the Training Request Chart, the survey
director should also complete the zNarrati-te Summary, in which he
describes the employees' training requests, calling particular aLtention
to types of training most frequently requested. This is the result that
will be collected from several towns to form a training need for each
department that is covered by the assessment. The results of Parts I
and II particularly Worksheet 1 and Form 2E, will guide this decision.
-29 -
SAMPLE
aFLDYEE ASlSESFN QUEKIONNAIRE
LOCAL AT.7R TY: 7 7 / /g DATE: IV4
DEPARDENT: 77
REFERENCE NO:
CCMPLET BY:
1. NAE: J,i2 a A/ h in 2i 2 YEAR OF BIH: /
3. JOB 1TIIE: (A,',-Jz 4. GRAE: +
5. EWCATICN AND TRAiG: (LISr CERTIFICATES, DIPLIAAS, IE )
A. PRIMARY SCEXL: <* 1?
Z/2
B. SEGONDARY .iCOL: r-f7 A>,- r7T- c!'47 f" f - =
C. POSr SECONDARY (COLLEC, UNIVERSITY, POL2CTHIC) a -7pX7-/6t'j4
D. TRAINDri PROGRPM (PRE-SERVIGE/IN-SERVICE): - /2 , /tsi4' Zui57
OF 0-711&< '54 /N Z2
6 wRK EXPECE: (LTm JOB/POSriTON & YEARs OF ExpERECE)
PRE2T JOB: YEARS OF EXPERIENCE: -
PREVICUS JOBS: A. SZ, i- tor- -/ rYEARS OF EXPERIENCE: ( 7 /5 -
B. � ,7 F,RS OF EXPERIENCE: _____
C. /Ipv/yr YEARS OF EPERIENCE: /j9 /
7. ENTRY JOB REQUIEMES: (LISr EIUCATION, TRINIG EXPERENCE REQU TO GET ED IN rIrS POSITION)
jhov11_,( ; pf7 c 2i ;r73 /O7{ o o
8. I4EIATE SUPERVISORS (BY JOB 7TILE): 6-W,.v /
9. ESPCNS=IB FOR: (LIST SPEIFIC T): ,,-
A. BUILDINGS: 17- 4icZA
B. VECLE/EQUIRF,M: -
C. SIRES/SUPPLS: �2 C7-A)L,- f 3
D, OIEE (INC, FINANCIAL RESPONSIBIL 9 IF' ANY):
10. NUIMB OF PERSONS SUPERVIsD AND JOB TILES
11. ADDITIONAL OOCEM2Me
~1o ZDF .r � / , .o k/,/v4- MrsLt. vr
,t?W S /r 7fgb;s4 EG r SF r
- 30 -
SAtfLE
EWFLOYEE ASSESSMENT QUESTIC'NNIRE
A. 1WAT ARE IEE kOJSr IPOERANT MW TRATN IS REQUIRED SUPERVISORY C(WEN RECARDIW
TASKS YOU EEREORN? TO HELP YOU DO LESE TASKS TRAINING NEEDS
BEIIrM?
-hl-l'JI- -
1. XRUEaz -,-U, - 5 ,'tPeg\Ame7NT
2. ':?7-'ACE . b __
3. - ,? o ,
4. 4oo = OF ,TP FF C4,: CLE FCL| C,TQCF P; _ _ _XI
5. _ -
6 .
7.
8 .
OT1ER CCS0:
6.r _____ ____ ____ _____ ____ ____ ____ ___ ___ ____ ___ ___ ___ __e_ _e .
fQWE R ,,Gct 3N3 Is:l
- 31 -
SAWLE
IDIVIDUAL TRAININ NEEDS FORM 3A
MMAGEMENT AND SUIEERVISION ODURSES
DEPARTIENT: ct-CM rLAJ
JOB TITTE. GDE LEVEL TRAINIG NEEDS
-- S . L1 Qo- FCO- MAL-
t;rle c-\ce-R? P ul3uic REurn.CKi
C- L- -4i ,\ -- C Fp
A. NOE-Mf6\YV A
4 t i ro F r t i
L~ V~AMA6~P~-
-32 -
SAML
LNDIVBIAL TRALNINJ NEEDS FORM 3B
TEhaNICAL OOURSES
DEPARINEN: -, t\j 1 XR A'CU e
JOB TITLE GRDE LEVEL TRAINI4NG NEEDS
cr LD, p ,' '7 1- 't L4g- 1~ 7>tAPI,N -L
LLe:R~cA - bF:--E- -5 f;
CA-,u D cRT 5
CL E4 clzU C'PR1C \ , 15 C Ch CTh
Aarb ,pYT CL5S !, ,r nc-L
&L~tC.Fkt. cOacljrz ______ 1__
'E 1 _ _ _ _ __ _ _ _ _
_____4 _____*1____
________________________________________________I. _______________________________________________
. . -. i -_______________________________________ ___________________________________________ _________ ________________________________________________
..4 ,_ __I_ _-
- 33 -
SAMLE
AGRETE TRALN NEE)S FO1I 3C (kJ)
DEPAR2IET: EA5 )
LIST OF TRALNING NEEDS BY JOB TITLE & GRADE (NlTMERS TO BE TRAIED IN
SUBJECT CAEGORY EACa TRAINL% CATEGORY BY
DEPARTiENT AND GRADE LEVEL
N'i.A Accormj. - 6 L
AcLC2o''.AlPcIr - 61
AiNPCA A7 !' -
P A A
?A. ~CL FC __ - _17
~~~~~~~C ICF i tN!p C x8IE-iC>tF'MR- Al-D rIrT --I =
A-- C n\ X--
6 ,,A - Al-v.NThAaCN Fr -' .1..
__ _ __ _ __ _ __ _ _ Ac.MA MT pr- ,lcf -j __ __ __ _ ___L_
F ' t C LcG - , K-
6CF- F\ , 6 -j .- 1 MT - -
rA f- VCA .L STA *\ EC -,.
Pia;C Ac- bl \ �.LK -6 1 z..- '
___ __ __ __ ___ __ __ __ MoE- K TA R - ,
cLC I-, C , - cQFFIcyZ 5
..E~C~ .)FC~. - -
__ _ _ __ _ _ __ _ _ __ _ _ c c. k~ - 1,.8 -
E,J;c4 (>tT cc. -Ac -, �er.eFCr1
- 34 -
AGGEGA) TRAININr, NEEDS FCXM 3D (TEaMCAL)
DE;PAREr: TbCt , rT e 'S
LIST OF MQAUZ; NE2)S BY JOB TTE & GRADE (NkB TO B TRAINM TN
SUJ1 CATE=y FAC TRAINDI CATEOMY BY
DEPARU-1W A)D GRADE LEVEL
& zLE~ Ac -~TIA
t. T r-- . t- c - u -
-F Nt -.' NJ . 3
A I rA A'r 4 _ _ _ _ _ _ _ _
A L E-'C c e, P -h R _ __ __ __E_ __L _ __ _
. PE P. --PP~ ,--
L C" r0 P , ,\ I Y$ , Z-
CLE ICA'-L E7-tt-JP *-V.~ LC1N
A: ' .- z-, . - -. N- , - -
Ar- C,,. C .!> .2 ?-R A- 'A
-C L L 4 -7 c t~ .df - 7s _ _ _ _ _ _ _ _ _
__ _ _ __ _ _ _ __ _ _ _ __ __ __ __ _ 6e~D !7 #1D @g1- ---
LLA~?~\CAU i:
C C FC C, Q- t: -e-i l g -I
:l;>,- L'F-C ________ 1k? u (\g*- .c 4 ,>,, c
-35-
SAMLE
TRAINI3 mES= aART
NYERI NICIPAL CO[GNCIL
CCUSE CAIEO Tow CLE TM EASURER TOW .T--
GRADES GRADES - GRADES GRADES
1-3 4-1 11- 14- T 1-3 4- 11- 14- T 1-3- 11- 14- r 1-3 - 11- 14- T
10 12 10 13 10 13 10 13
.IC/ -- - -2--- ---4 --- -5-2
.ERS-- - - - -
SUPERVISICN s-7-I--l-3351
FDM, lT. - - 7
-OU\L - - - - . -
A----- - 2- 33 N - - - -2-- w
PIUFESSICNAL -
STDIESAM ; - - 3--- - - ~ *- 1- 7I-1-{
SECRETA~rIAT
G~ENEAL M2T
SKILS- -Z
PUE{ASI - - Zz
REM- - -1-- - - IM- --
DEVEM- - - - - -
. . - .
C~4JTh(ll- I -11111 - - - I- 1- - -' t- 1-1
CAITONS - - - - - -
LOCALE - -O- ||-
M ALM. - .
BY-LAW
E DP 2---- 13
5 1- - 7.14 2-1 136- K K71-'-i3 31
TOTAL - __ -
-36 -
SAM2
NARRATIVE SU+MAP
YW NJl+- , movxQ& lLiC +Y4'A1ic uCcc
Ao Ve kYts i .v IS
c1 � Me ~ j- SAO5V+-t6VW1 - --G v LA
6IC - LXAicvFh V,vl tA e - 1 T L Ac. ,
--e ,
ANNEX
The following contains a set of forms identical to those
discussed in the text9 These forms are blank, howE-ver,
so that they might be adapted or duplicated for actual use.
Al
MAENPCR IrNEORY DRS I
__Co_cil
Prepared by:
Lkpartrint: Date:
COLUM I COLUQL 2 COLLN 3 CQLaIN 4 COLfth 5 cLuN 6 MLLm 7
JOB TITLE SALARY NUM8ER OF NU1BER SRPLUJS (+) ESTDPATE FICENCY (-)
GRADE: QRRENI'Y aIJRRDMLY V'ACANCIES(-) OF NlR REUNDAN (+)
ESALJISHED EWPLOYED (ODL4-3L3) REBMIRE (C4-ML6)
POSTS TO OPERATE
2..
3.
4.
5.
6.
7 .
8.--
9.
10.
12.
130.
15.
16.-
17.---
1i8.-
19.
20.-
A2
AA TRAMNG ASSES&MECT
COCLLErED BY:
FINANCIAL JEG'DF::T WRESHEBY 2A DATE:
1. MHICH ARE 1E SPECLAL 2. RANK BY L1WEU;CY 3. C-EC( THOSE AREFAS -EE 4. IF TRALNL' IS REQUIRED,
FINANCIL MAL XEMT PRIORITY A TRAINLNG RECNSE IS BE AS SPECIFIC AS DSSTL E
PMJBLEM AREAS T ARE I = VERY HIUI REQUIRED TO LPEVfE ABCJI THE TYPE OF TRAIN-
ADVERSELY AFFECITNG THE 2 = HIGH PERFORMANCE LNG: AT D OF I R-
OPERICON OF OUR LOCAL 3 = EDW *EW OR AITUDE! MATIUN? {AT KIND OF
ALoRITY? 4 = LCW KNOW- ID>VED BEMAVIOR Sl[LS'?
5 = VEM LU4 LEDGE SLX LS ALNGES
OR
INFOR--
A. OVERALL SYSTE & PRO-
B. LEVEL & COMaITE OF
SLAFF - -
C. THE B =1X r PRCESS _ . .__
D. BOR-QWDLJG/DEBT
.MAKAGa ,
E. REVENU:E SOURCES/COLLEClION
F. OCaqL OF ECP DITURE
G. LONG RANGE RADA NCG ---
H. A.TJETTNJ PRTCES
I. OMHERS (BE SFECIEIC) - -
J.. *Ji OF MEW TEahLCGY
A3
,AAMf2T NEEDS ASSESSMWT
COWPLEMED BY: ,
E~EMG1 -%T~)SEET 25 DATE: ___________
1. WICGH ARE TnE SPECIAL 2. RANK BY UIaNCY 3. aECI ThXI AREAS WHE 4. IF TRAINDK IS REQUIE
-EPSCtZiEL ':*tW Lr PRIORITY TRALMI% IS BE AS SECIFIC AS POSSTIE
PROBLE2I AREAS 1hAT ARE I = VERE HIGH REQUIRD TO T1IW ABXTr TME IYPE OF TRAIN-
ADVERSELY AFFECNG THE 2 = HIGH oRMAuE ING: '-IAT KWD OF INFR-
OFERATICt4 OF OUR LCCAL 3 = ME NEW NEW OR ATTITUE/ ! MAICN AtD anLLS. NEED
AUIMlRITY? 4 = LCa KNCW- LMPOVED BEHAVIOR TO BE L 1.IEEI? W+AT
5 = VERY LCW LEE SILLS alk"AXES ATrIlTDE/OR BEHAVIOR
OR NEED TO BE DEVELOPED
INEOR- OR CHAtD
WTION
A. OVERALL SYSrE1 &
PFEXEDURES - -
B. LEVELS AND C&XE7TELE
OF ASF
C. RECRIJIIh01T & SELECTION
D. SALARS/BNEFITS
E. EFLOYEE TURNOVE
RECN
F. CAREER DEVEOEWMI
OPPORTUNITIES
G. AIXSS TO TR4SL___G
H. ElPLOYEE x,1MVATI_N
I. EWIYEE DISCIPLINE
J. EPL-YEH PERRANC
AND EVALUA2'ICN_
K. OIHERS (BE SPECIFIC)
A4
ibANLENr TRANI2G ASSESSaNT
GOWLEED BY: B
ANISIRA1TVE PRACrICES AND PROCURES OPM (WSMM 2C DAIE:
1I TfILH ARE THE SPECIAL 2. RAK BY URGENCY 3. CHECK M)SE AREAS M7fE 4. IF TRAIM�G IS REQUED,
FROCEURLRAL FRIORITY A TPRA NI?' RESPONSE IS BE AS SPECEFIC AS POSSrI E
PROBLEM THAT ARE 1 = VERY HIO RaQIE TO RMPRGVE ABaJI THE TYPE OF TRAN-
ADVERSELY AFFECING THE 2 = HIGI FEDREMANCE LNG: WiAT KIND OF IINER-
OPERATIal OF OUR LOCAL 3 - MED NEW NEW OR ATfITUDE/ ! MATN? I &{AT KW OF
AIHIORITY? 4 = LCW ( CW- IMJVE BEHAVIOR SCLS?
5 =VE LOW LE E SILLS CHANGES
OR
INFORN
A. WOR SCL'lIW AND
PLANN_\_
B. ORI3AN`ZATION SITR RE
C. SUPERVISOR PRACrICES
D. REPORIGC ON
ACaTLISSmS
E. PUEI3C RELATIONS AN)
CITlZEN CctAPL
RESPCtE
A5
N NEEDS ASSES&%NT
COYPLEE) BY:
SPECEFIC TCI PRO= S UWSHHTU 2D DAlE:
1. WHIGf ARE THE SPEECLAL 2. RAN P;Y URMiECY 3. CHEC2K T-SE WARS WEERE 4. IF TRAM% IS REQUIRED,
'IIORIITY L" NE TRE IS BE AS bSPECIFC AS FOSS La
PROB-S TEAT ARE I = VERY HIGH REQUIRED TO L-P1RVE ABOU7 THE TE OF TRAM-
ADMRSELY AFFECTING TE 2 = HIGH PMEOiAN ING: W-L4.T .Z2J) OF IWRO-
OPEACIC OF OUR LOCAL 3 = MED NEW LNEW OR AMTITDE/ {AIN AND S&L.LS. .;E
ALMORITY? 4 = LCW KNCW- MFPROVED BYaVIOR TO BE I!PARED? 4qA
5 = VEY LOW LEDGE SKThLS aummS ATITULDE/OR BERAVIOR
OR NEED TO BE DELOPED
LOUR- OR aHAND
A. URK SQHEULLr A&N
PLANNIG
B. TECHNICAL GaOEA FOR
OPERATICXI & !DrU*LA; _
C. CCMMNICATIONS WIM TE
D. C'NICAlICUSBEIMEN
STAFE & CCNCI
E. CM ICAIOCNS WITh
AGENIES _
A6
,MANAGDfM TRA\TM A-SSESE&r FOEM 2E
INADEQUE SLAFFLNG IN DEPT. YES NO
A. tRK= 2A FLNACIAL TtXN aERK AGEE DISt&EE
B. UWESHEET 2B PERSTNM TM CLEW, AGREE DISAREE
LKADDBX:A SLAFM% LN DEPT. ES _ NO
C. IISR 2C AUY015MXME Tow aLERK Aa_ DISA2GEE _ _
PRAC'ICES AM) P�EDURES 'A&ECtLATE SFFLN DEPT. _ _ES _ \_
D. PdSNE 2D SECIFIC MD= TCLEW A0E DISAE _
YAIYrE2'LYDL " ILADEQUA:E SMAFVM IN DEPT. YES -___
LYL
14 lioQ~ XV14,nsS ATJNV1XI
LV
A8
E1LYEE ASSESSMNT Wq ONNAIE
LOCAL AUIRJT: DATE:
Df:PARE:
REFERENCE N_:
CMFLE= BY:
1. INAE: - 2. YEAR CF BII:
3. JOB 1TLE: 4. GRAD:
5. EIXICATION AND TRAIN: (LIST CEIFICATES, DIPLU4AS, LEs )
A. PRIMARY SCXCCL:
B. SFDARY SCOL:
C. POST SARY (COLL.., UaI-VEI=TY, POLYTFXThEC)
D. TRA2M PFGRAMW (PRE-ERVIai/IN-5RVICE):
6. hRK EP : (LIST JOB/POSiTION & YEARS CF PERZIECE)
PRES?T JOB: YEARS CF i
PREVICUS JOBS: A. YEARS OF EXPERIENCE:
B. __ E.AFS CF EXPERIThCE:
C. OkS F Z-^=CEc:
7. E\nRY JOB REQJUEI4ES: (LISr ECUCATION, TRAINING, EXPEIENCE REWIRED TO GE0 IfR IN ThIS PCSIlON)
8. +4EDIATE SUPERVIORs (BY JOB TIE):
9. RESPCNSILE FOR: (LIST SPECIFIC YI3&):
A. BUILDIiS:
B, VEHICLE/EQUIPENT:
C.. SIORES/SUPPLIES:
D. OR-ER ([NC, FMIANCAL RESPONSIBILES IF ANY):
10. tNER OF PERSNS SUPERVT AND JOB TITLES
11, ADDtIONAL M+-2:
A9
LOEE ASSES&5ENT QUE(-CtLAEPE
A. 41A ARE SSHE SUST ORIAMf 4ThT TRAIMm IS EQUIRED SUPEEISORY MVENT REXGARM
TAqS YOU -E[P3R? TO HELP YOU DO THESE TA S TRALNT1G NDS
BET?
2.-
3.
4.
5.
6.
7.
8.
anlER cs=:
AIL
A10
LDlIVDUAL TPADFXLC NEEDS FORM 3A
mL AND SUERIION COURSES
DEPAP-2-EIT: - _t
JOB TITLE QRAJJE LEVEL --M-I- NEEDS
.A
.I
All
LNDIVDYJAL TRALNIhX NEEDS FORK 3B
QEiNICAL COURSES
DEPARIENT:
II
,--,
--I
.1
A12
AGFAD TKADIX INEEDS )RM 3C ( WE-Er)
DEPAR2124T:
LIST OF TRA-INIG NEES BY JOB 1IThE & GRDE (NUMBERS TO BE TRAINED IN
SUBJECr CATEGORY EACH TMADfD CATECORY BY
DEPARTIT AN GAE LEVEL
A13
AGGwREGAJD TPATLNG NEEDS FORS 3D (IECNICAL)
DEPARTNFNf: -
LIST OF TRALING NEEDS BY- JOB TITLE & MADE (iU4BERS TO BE TRAMED IT
SUBJECT CATEGORY EACH TRALINiNG C[EGORY BY
DEPARJEIT AND .AE LEVEL
A14
TRAINMI REUESr aIART
Ni MJNICIPAL COtNC:C
OCUISE CAEGY T a.EM TOW TREASURER TM aD=LG TOTAL
GRADES __ GRADES GRADES __GRAES
- 1. -1 14DE -{- T
1-3 4-1 1 1- 14- T 1-34- 11- 14- T 1-3 4- 11- 14-T
10 12 10 13 10 13 10 13
PJBLIC/N
RERCS O NNE
PE1IEL_ __T -- -- F
SUPERS7ISION
___ -_ --_ - I t- - --
I__ _ K 1 1 1 1 Ti l l - -1
pRFESSIAC AL |ii -.
SrUDIES _II_
__ _ __ _ __ _ _ ._ __ __ _ - - -, - ,. 1 '- - . - ,
SI0RES IIII
PUR1iASTL -._ l
KEEPTL __
P___I__ II I I I I 1 11 1 1 1
CATIILC -l - 1 LK.11
DEVEa -L
___________________v -r --r -.1- r-- -rr - - I u-
MiET AEM. i I i
ENF0R { } t t t { | l
E D P 1 __ __ __ _ 1 __ _ _ _ I I _________ l l l |
TO TA L i i ______ ______ J |_ _ __ _ _ ___'__ | i |
cam * .
A15
NARRATIVE SUARY
c
I
i