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 ˇ 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 ½ / , .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 TRAIMˇG 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