sr-121377-11aSanta Monica, California, December 6, 1977
T0: Mayor and City Council ~~
D E C 1 3 1977
FROM: City Staff
SUBJECT: City's Training Plan
Introduction
This report describes the City's Training Plan in relation
to its background, objectives, present status, projected
goals, and particular advantages.
~~, r - ~. ~ ,., f
Background and Obi ectives
Santa Monica's Training Plan (Appendix I) aims at increased
productivity, quality of service and job satisfaction, and
continuing adaptation to social and technological change. The
Plan provides formal classroom training, seminars and workshops
to raise employees to higher levels of performance by modifying
present skills, knowledge, and attitudes.
Although the City has always provided training in one form or
another, in recent years, City wide, comprehensive programs
have been developed. In 1975, 1,810 instruction hours were
offered; in 1976, the total rose to 1,860 hours. In January
and February of 1977, the Personnel Division conducted a training
needs assessment with comment from management, supervisory and
general members of the permanent work force. By May a formal
training plan was devised, with a five-quarter timetable
extending through June 1978 and totalling 11,716 proposed
training hours.
An inventory of training prior to inception of the present Plan
revealed a background among department heads, middle managers
and supervisors in administrative subjects such as planning,
grievance handling, performance evaluation and supervision
(Appendix II). To build upon that foundation and to maintain
consistency, the present Plan concentrates on improving adminis-
trative skills within these professional categories.
~~
DEC 1 3 197?
/ ~ ;
Mayor and City Council ' '''
December 6, 1977
Page Two
To that end, the timing of the courses ensures that each
quarter's training builds upon the previous quarter's and that
no conflicts occur between groups in the use of limited
training facilities.
Sequential workshops form an integral part of the Plan's
cumulative design. For example, next quarter mid-managers
and administrative supervisors will get 18 hours'. training
in completed staff work, 6 hours in budget justification
and emerging concepts of planning and budgeting, and 6 hours
in time management. These courses will supplement this
quarter's 32 hours of effective middle management and super-
vision. .Response to the mid-managers' and administrative
supervisors' workshops has been good, with positive comments
by participants and their department heads.
Department heads' training continued this year with an emphasis.
on tem-building and time and stress management courses and will
proceed this quarter to planning and goal-setting. During the
fourth quarter, Department Heads -- along with Police Captains,
Lieutenants and Sergeants -- will study productivity measurement,
effective persuasion and stress management. Whether through
workshops like these or other cooperative planning programs,
the Training Plan will take full advantage of the state-of-the
art of organizational development in general, and team-building
in particular.
Implementation of the Training Plan
Implementation of the Plan is proceeding on schedule. Of the
11,716 hours scheduled, 3,874 have been completed or were in
process by the end of October.
Since April 1977, training courses have been offered in the
following subjects:
Citizen Contact Skills - Four classes in effective public
relations were provided to 79 employees with emphasis on techniques
for controlling sensitive situations, establishing rapport, and
Mayor and City Council
December 6, 1977
Page Three
guiding consumers toward solving their own problems. Positive
responses from participants and community have helped to relieve
the "negative" image frequently attached to certain public
services; especially those requiring enforcement, regulation,
inspection and licensing.
Cardio-Pulmonary Resuscitation - Six four-hour classes
were offered. to 90 general employees by City Fire Fighter
Paramedics.
New Employee Orientation - Since January 1975, ten 2-hour
tours have been provided by Personnel Division staff to 334
employees. This program is designed for incoming employees
and is offered as the need dictates. So far, in 1977, 45
new employees have received orientation.
Occupational Spanish - Twenty employees were given
instruction last quarter with highly favorable responses.
The teacher, from Santa Monica College, is presently offering
the same course to 21 other employees.
Telephone Etiquette - Six 50-minute classes, reaching 130
employees, have resulted in notable improvements in communications
service.
Projected Goals
In addition to those management development programs outlined
above, the Training Plan will include the following varieties
of instruction through fiscal 1978:
A series of courses in "training for trainers" will begin during
the January and April 1978 quarters. These workshops will
assist trade and shop supervisors, Fire Captains. and Battalion
Chiefs in teaching job particulars to subordinates. In addition,
trade and shop supervisors will receive 24 hours of supervision
training.
Mayor and City Council
December 6, 1977
Page Four
One of the components of the Plan which utilizes the talent
and experience of the City's own employees will be the assigment
of Principal Personnel Analyst Gayel Pitchford to lead a work-
shop for appointing authorities. This program will include the
design of a personnel procedures manual which will thereafter
be available on as ongoing basis. We expect the program to be
implemented by March 1978.
Another use of in-house resources has been the choice again
of Ms. Pitchford to conduct assessment and rater-training
centers, These day-long series of job-related exercises are
designed to select employees or identify potential training
needs of present employees. Three rater-training workshops
have reached 40 employees. Six more centers have been assigned.
Cardio-pulmonary resuscitation classes will be offered routinely
during the January and April 1978 quarters. Due to the popularity
and timely nature of this training, an average of 4 four-hour
classes is anticipated each quarter, to reach approximately 120.
employees.
Clerical supervisors will receive a total of 18 hours during
the next two quarters in performance evaluation and accountability
as well as in office communication skills.
During the next two quarters, general employees are expected to
receive 24 hours' training in defensive driving, 18 hours in
reading and writing skills, 6 hours in citizen contact, and 2
hours in telephone etiquette.
Special Advantages of the Plan
The Training Plan was designed with flexibility to accommodate
changes in scheduling needs. A case-in-point is this quarter's
cardio-pulmonary resuscitation training, originally planned as
two 4-hour classes. Response has been sufficient to warrant
scheduling four additional classes, and the Plan was easily
Mayor and City Council
December ~, 1977
Page Five
able to answer this expanded need. By December 1, 1977
over 90 employees will have received instruction in Basic
Life Support techniques.
The Plan's adaptability was also demonstrated when the need
arose for a course in heavy equipment operation, to be taught
by and for City employees. The Plan was used to organize and
finance these classes, though they were not an original Plan
component.
Under the Plan, employees have access to state-funded Southwest
Regional Training Center area-wide instruction and in-house
workshops. During this quarter, seven City staff are taking
part in one-day off-site sessions in time and conflict manage-
ment, supervisory skills for secretaries, assertive supervision,
and reading improvement.
Conclusion
The Training Plan is proving an efficient system for skills
development, increased productivity and enhanced job satisfaction.
These improvements -- singly and in concert -- are contributing
to more effective City government and better service to the
community.
Prepared by:
R. N. Aronoff, Directo
Administrative Services
CITY OF SANTA MONICA
FORMAL TRAINING PLAN
May 1977
z
TABLE OF CONTENTS
Introduction .......................................1
Scope of the Training Plan .........................3
Responsibilities Under the Plan ....................4
Management Goals and Objectives ....................5
Desired Results .....................................6
History of Prior Training ..........................7
-Formal Training History Chart .................$
Training Needs Assessment ..........................9
-"S.M.A.R.T." .................................11
-Result of "S.M.A.R.T." .......................20
Training Format ...................................22
-In-house versus Outside Trainers .............22
-Relevance and Flexibility ....................22
-Location, Length of Time, and Size of
Training Classes .... .......................23
-Selection and Notification of Trainees.......24
-Breakdown of Supervisory Groups by Job
Classifieation ...............................25
-Evaluation ...................................27
-Acceptance and Implementation ................30
Cost of Training ..................................31
Schedule of Training ..............................32
-Department Heads .............................33
-Mid-Managers .................................33
-Administrative Supervisors ...................34
-Clerical Supervisors .........................35 ,
-Trade & Shop Supervisors .. ............ ....35
-Police Captains and Lieutenants ...............36
-Police Sergeants ..............................36
-Fire Captains & Battalion Chiefs ..............37
-General Employees ......... ..................37
Appendix-Table of Charts and Graphs ................39
INTRODUCTION
The overall goal of the Santa Monica City government is
to provide the citizens of Santa Monica with needed public
services in the most efficient and effective manner. Each
year, cities like Santa Monica find it progressively more
difficult to meet this goal due to increased demand for ser-
vices coupled with increased costs to provide such services.
The key to success, however, is to-build and retain a compe-
tent and productive work force and to institute the most
modern techniques in the conduct of the government's business.
Training, as one such technique, is a necessary and integral
part of the overall utility of a city.
The training plan described in the following pages takes
a comprehensive and systematic approach to training based
upon a combination of management goals and employee needs.
The plan does not attempt to cure all. individual and organi-
zational ills; instead, it recognizes the advantages and the
limitations of training, The plan proposes to apply training
to those identifiable and pressing needs for which training
is the most economical and effective solution. As a result,
the training outlined in this plan is more than just a "neces-
sary evil" for the City or a morale booster for the employee.
Instead, it is a means by which the City and its employees can
be encouraged to function at their fullest potential.
This training plan is intended to serve both the needs of
the City and the employee. The skills,knowledge, and attitudes
acquired by the employee are applied on the job to the benefit
1
of the City and users of the municipal; rvices, yet, they
are retained by the employee for his or her .own self-develop-
ment.
Finally, this training plan calls for a commitment on the
part of the. City and the employee. The investment of time and
money made by .the city, coupled with the employee's time and
willingness to utilize the training provided, will yield a sub-
stantial dividend to both and will insure a time-, cost-, and
needs-effective training program.
2
SCOPE OF THE TRAINING PLAN
Training means different things to different people, and,
therefore, some definition of the term is needed. .Training,
as applied to the employees of Santa Moniea, may fall into one
of three categories:
1) Informal training or guidance conducted on City
time at the work site by a supervisor or co-
worker to impart technical skills or knowledge.
2) Self-development training pursued off-the-job on
the employee's own initiative which is directed
at upward mobility and career improvement.
3) Formal classroom training, seminars, or workshops
provided on City time which are aimed at modifying
present skills, knowledge, and attitudes of em-
ployees. These sessions may be held either on-
or off-site.
The first category is commonly referred to as on-the-job
training while the second implies some form
deavor. This plan, however, is concerned w
at the third category, formal training. It
Lion of the training described in this plan
obviate the need for on-the-job training or
rather, it is hoped that this training will
other two types and will stimulate interest
of academic en-
Cth and directed
is not the inten-
to eliminate or
off-duty education;
supplement the
in them,
3
RESPONSIBILITIES UNDER THE PLAN
This training plan was prepared by the Personnel Division
with the approval of the Gity Manager. It shall be the respon-
sibility of the Director of Administrative Services to:
i) Implement the schedule of training and assign trainees;
2) Prepare and administer an annual training budget as
part of the Administrative Services Department budget;
3) Institute an evaluation process for the training pro-
vided;
4) Periodically survey the training needs of employees;
5) Maintain a permanent record of each employee's train-
ing accomplishments;
6) Prepare an annual training report which will include
the type of training provided, number of trainees, level
or function of trainees, direct and indirect costs.,
evaluation of results, and forecast for future training.
Zt shall be the responsibility of department heads and
supervisors to create an environment which encourages the
training of employees and the implementation of skills, know-
ledge, and attitudes acquired through training. Finally, it
shall be the responsibility of the employee to make maximum
use of the training that is offered.
4
MANAGEMENT GOALS AND OATECTIVES
The primary goal of .the City's training plan is to train
employees to higher levels of performance by advancing their
skills, knowledge, and attitudes.
To meet this goal several objectives have been developed
and incorporated into this plan. These are listed below and
discussed in further detail in the remainder of the plan.
I. Future training efforts will build upon past training.
II. Training will be based upon a comprehensive and syste-
matic survey of employee needs.
III. Training will be directed at specific, identifiable
areas of need on a priority basis.
IV. Training efforts will. be primarily directed at super-
visory, middle management, and department head levels.
V, Training-will be provided on a "top-down" basis when-
. ever appropriate.
VI. Training will be scheduled so as to minimize the dis-
ruption to dailq operations.
VII. Training will be relevant to on-the-job situations oc-
curring in Santa Monica,
VIII. Training content will be flexible and matched to the
needs and level of the trainees,
IX. Training will be provided in a familiar and comfort-
able physical and social environment,
X. Course objectives will be developed and presented to
the trainees prior to training.
XI. Training will be provided by "in-house" instructors
whenever feasible.
XII. Outside training agencies will be selected on the basis
of their municipal experience, instructor suitability
and flexibility, and cost.
XIII. Employee attitudes on particular subjects will be eval-
uated prior to, during, and following training.
5
DESIRED RESULTS
Through the implementation of this. training plan the fol-
lowing desired results should occur;
l~ increased employee productivity;
2) Increased level or quality of service provided;
3) Continued employee and organizational viability to
keep pace with rapidly changing social and technologi-
cal conditions; and.
4) Employee self-development and job enrichment.
The most difficult aspect of any training plan is the
measurement of results. While it is important to state goals,
progress toward them can be extremely difficult to determine,
particularly when training is directed at the improvement of a
non-quantifiable task such. as the level of service provided.
Although training plans typically address the topic of desired
results, few, if any, are able to identify the attainment of
their goals. Instead, trainers become content to measure the
subjective attitudes of their trainees toward the training rather
than looking for its applicability to the job.
It is the intention of this training plan to go beyond the
personal likes and dislikes of trainees about a particular topic
or instructor and to evaluate, in on-the-job situations, the
practicality of the training provided.
6
HISTORY OF PRIOR TRAINING
By compiling and reviewing a history of prior training,
duplication of effort can be avoided and .future .training can
build upon the positive aspects of prior training.
The following page gives an inventory of recently held
formal employee training sessions provided by the City.
Not shown are other types of training such as any on-the-job
instruction, or off-duty educational programs. Also not listed
are any conferences, seminars, or workshops sponsored by a
public or private agency which were open t4 the general public
and attended only by a few City employees. While such acti-
vibes are a valid and worthwhile type of training that Santa
Monica employees frequently avail themselves of, the limited
number of participants at any one function does not constitute
a broad foundation from which to build future training for
large segments of employees.
The inventory demonstrates that recent training has been
primarily directed at department heads, middle managers, and
supervisors, and has dealt mainly with administrative subjects
such as planning, grievance handling, performance evaluation
and supervision, To ensure consistency and to build upon past
training, the emphasis of the training outlined in this plan
will be on administrative skills for department heads, middle
managers, and supervisors.
7
FORMAL TRAINING HISTORY.
CITY OF SANTA MONICA
1975 - 1976
1975
MARCH - NOVEMBER. Heavy Equipment Operator Class.. Conducted
in-house.
OCTOBER. Personnel Practices and Labor Relations for mid-
managers. Conducted in-house.
OCTOBER - NOVEMBER. Management by Objectives for department
heads. Conducted through Santa Monica
College.
NOVEMBER. Defensive Driving Instructor Training for Public
Works and Personnel employees. Conducted by Los
Angeles Chapter, National Safety Council.
NOVEMBER, Mid-Management workshop. Conducted in-house.
1976
JANUARY. Fair Employment Practices for mid-managers. Con-
ducted in-house.
JANUARY - FEBRUARY. Management Workshops far Supervisors.
Conducted through Santa Monica College.
MARCH, Performance Evaluation Techniques for mid-managers,
Conducted by GOMEX Research Project, University of
Southern California.
APRIL. "Skelley Decision" Workshop for department heads and
mid-managers. Conducted in-house.
APRIL - MAY. Labor Relations for Supervisors. Conducted in-
house.
JUNE - AUGUST. Management Workshops for Supervisors. Con-
ducted through Santa Monica College.
AUGUST. New Performance Evaluation Form training for depart-
meet heads, mid-managers, and supervisors. Conducted
in-house.
NOVEMBER. Handling the Problem Patron for Library personnel,
Conducted in-house,
8
TRAINING NEEDS ASSESSMENT
The statistical basis of the. training plan is the train-
ing needs assessment. In January and February 1977 a train-
ing needs assessment was conducted by members of the Person-
net Division with 137 City employees (13.6% of the permanent
work farce) in various supervisory, middle, and top management
positions. For purposes of assessment and later for schedul-
ing of training, these individuals were placed into one of
eight supervisory groups according to their organizational
level or function. It was assumed that the employees. in each
group would, for the most part, share common training needs
that would be different from the needs of those in the other
groups, The eight supervisory groups were:
Department Heads
Mid-Managers
Administrative Supervisors
Clerical Supervisors
Trade and Shop Supervisors
Police Captains and Lieuten-
ants.
Police Sergeants
Fire Captains and Battalion
Chiefs
The needs assessment took the form of structured inter-
views with each group. After a brief feedback session on
past training, the individuals were asked to complete three
forms:
1) A determination and ranking of personal training needs;
2) A personal history of training received; and
3) An assessment of subordinate training needs.
In asking the respondents to determine and rank their in-
dividual training needs, it was important that these needs be
expressed in reference to the individual's job, To insure this,
9
a comprehensive;" st of job tasks was prepa.- 3 and presented
to each individual, Each job task listed was linked to a known
training topic or set of topics, They were asked to select up
to ten tasks for which additional training would help them bet-
ter accomplish their jobs, Next they were asked to rank these
tasks in order of personal importance, The results of the data
obtained are displayed in a training needs matrix on the fol-
lowing pages.
The individuals were. asked to complete a personal inven-
tory of past training to help start a permanent employee
training record and to provide information on possible instruc-
tors. Finally, the respondents were asked to review a list of
training topics and indicate those which they felt were needed
by their employees in order to best improve their job perfor-
mance. This information became the, basis for department and
general employee training classes.
10
"S.M.A.R.T."
Santa Monica Assessment/Review of Training
The Personnel Department is appraising the training needs
of City employees. A training needs assessment involves:
1. Determining what job-related training is desirable
to increase productivity and job-satisfaction;
2. Finding out what the past experience has been with
training; and
3. Determining what sources of training can be tapped.
You are asked today to help us out with the first two
parts of the assessment by completing the attached three
questionnaires described below:
1. "Manager's/Supervisor`s Training Needs Assessment"
This two-page questionnaire lists forty-one different
job tasks. Considering you own job and your personal
training needs, indicate those tasks (u to ten) in
which you. would like additional training. ease rank
your choices in importance of need by giving each a
number from 1 to 10, with number 1 being your most
essential training need. In completing this exercise
please remember to consider only your own opinion of
what is essential to you to do your job; do not consider
others' views in listing choices unless you share
those views.
_ - __
The task list has been developed to cover most
important leadership tasks that .might be improved
through training. However, you may feel that
an important category has been overlooked; if so,
add it to the list and rank it with the others.
2. "Manager's/Supervisor's Personal Training Inventory"
This form will become pour permanent training record
and will be kept in the Personnel Department. Please
list all job-related training you have received in the
past five years. Instructions for completing the
inventory are provided an the form.. _ _ __ _,_ __
3. "Manager's/Supervisor's Assessment of Subordinates'
Training Dteeds" --
------------
It would be difficult to survey the training needs of all
City employees through the personal assessment method
due to time constraints and the variety of tasks. There-
fore, you are being asked as a supervisor to make
assessments for your employees. On the first questionnaire
we asked you to take a personal viewpoint in listing
your own training needs. On this form, we would like
you to take an organizational viewpoint and make recommen-
dations as to what job-related training would be valuable
for your subordinates.
11
The information obtained on these forms will be combined with
that gained from personal interviews and management to develop
a training grogram for the City. Your cooperation is greatly
appreciated and any further suggestions you might have would
be welcome. You can contact the Personnel Department on Ext. 260.
12
"MANAGE `S / SUPERVISOR'S TRAINING `TEEDS
ASSESSMENT"
DATE
DEPT./ DIVISION
POSITION
1. Please complete this exercise before. doing the other two.
2. Review the list of leadership job tasks.. Not all of them apply
to every managerial/ supervisary position. Note which ones do
apply to your job.
3. Please ask yourself the following question: "TO ACCOMPLISH MY
JOB, I NEED TRAINING THAT WOULD HELP ME T0. ."
4. Put a check mark next to up to ten .job tasks in which you would
be interested in receiving training.
5. Rank your choices in importance of need by giving each a number
from 1 to 10, with number 1 being your most essential. training
need.
6. Transfer your choices in rank order to this sheet below.
7. Give this sheet to the personnel representative and go on to
complete the other two exercises.
1. ~,~
2. ~k
3. ~~
4. ~~
5 . 46
6. ~k
7. ~~
8. ~k
9. ~~
10. ~~
JOB TASKS
Ranking Administrative
1. Establish organizational productivity/effectiveness
indicators
Z. Plan for long-range fiscal and manpower needs.
3. Establish management information system to receive
reliable data
4. Administer a risk management program
5. Implement EEO/Affirmative Action program
b. Determine organizational structure and procedures
7. Decide between opposing viewpoints
8. Make the best use of time
9. Function effectively in stressful situations
10. Determine long-range goals and short-term objectives for
organization
11. Keep innovating to allow the organization to meet
changing circumstances
Work Supervision
12. Review clerical work
13. Review subordinates' recommendations
14. Provide on-the-job training for employees
15. Establish work schedules and assign tasks
16. Establish and apply work quality and maintenance standards
17. Establish and enforce safety standards
18. Delegate authority
19. Initiate cost reduction measures
20. Administrative:-perform cost/benefit analyses
Employee Relations
21. Develop teamwork and resolve conflicts among employees
22. Conduct interviews for hiring, counselling, and disciplining
23. Motivate subordinates for greater productivity
14
Ranking
24. Assess employee performance (formal - written, daily -
informal)
25. Handle disciplinary matters and grievance complaints
26. Utilize the unique talents of individual employees
Technical
27. Perform myself the technical/professional/trade functions
of my organization
28. Handle my supervisor's duties in his absence
Energy
29, Maintain a high level of personal energy, physical fitness,
and mental alertness
Oral Communications
30. Conduct meetings
31. Develop consensus. among people with divergent viewpoints
32..- Speak in Spanish
33. Speak persuasively before groups
34. Give directions to subordinates
35. Develop-effective lines of communication with my supervisor
36. Deal tactfully with different personalities
37. Coordinate work with other organizations
38. Serve as city government representative to public
Written Communications
39. Read reports and letters
40. Write reports for my supervisor's information or action
41. Prepare general correspondence and office memoranda
15
"Manager`s/~~~~ervisor's Training Needs ~, sessment°
Data Matrix
Group:
Date:
Cask 1 2 3 4 5 6 7 8 9 10
Administrative
1
2
3
4
5
6
7
8
9
10
11
Work Supervi sion
12
13
I4
I5
16
I7
I8
19
20
Emp oyee Re ations
21
22
23
24
25
26!
Technica
27
28
16
Pask 1 2 3 4 5 6 7 8 9 10 '.
Energy
29
Oral Communications
30
31
32
33
34
35
36
37
3&
Written Communications
39
40
41
17
"Manager's/Supervisor's Personal Training Inventory"
Name Date
Dept. iv. Position
1. Please indicate any college degrees obtained. and maj
2. Are you presently working for a college degree?
If so, what degree and when do you expect to receive
it?
In the spaces below, please list all Job-Related Tra
ing you have received in the LAST 5 YEARS.
Please specify where and when training was received.
3,
4.
5.
College Courses Date
Job-Training Brovidea atFP$evious Job Date_
City-Provided (police - include P.O.S.T.)
iF NECESSARY USE BACK OF SHEET Date
n,
a
0
v
a
G
0
N
N
a
S-I
O
W
For Personne•
Dept.Use Only
Indiv., Gp.
"Manager`s/Supervisor's Assessment of Subordinates' Training Needs"
Dept. iv. nager upervisor
N er o mp oyees in Date
Dept./Div.
__
--
Taking an organizational viewpoint, please specify any areas
in which performance and/or teamwork might be improved .through
job training.. The following list gives some possible areas
to assist you, but it is not complete.
Possible Training Needs.
Bookkeeping
City Civil Service Work Rules
Defensive Driving
First Aid/CPR
How to fill out City forms
(such as time cards,
requisitions, personnel
forms, etc.)
Organizing Office Files
Public Contact. Skills
Public Speaking
Regort Writing
Safety Rules
Spanish Language
Speedwriting
Supervisory Training for
those with promotional potential
Telephone Etiquette
Training to use new Technology.
or to become more proficient
in their field
Writing general correspondence
Do you feel that enough support is provided in training your
employees to do their jobs? Yes No
RESULTS OF
"SANTA MONICA ASSESSMENT/REVIEW OF TRAINING"
Composition of Supervisory Groups for the Self-Assessment
of Personal Training Needs.
January 1977
Administrative - 24 supervisors from Building, Recreation,
Li rary, Personnel, EDP, Finance, and Civic Auditorium.
Clerical - 8 supervisors and senior secretaries.
Department Heads - 16 top management personnel and staff.
Fire - 20 Captains, 3 Battalion Chiefs.
Mid-Mana ement - 15 participants from all departments
except Po ice and Fire.
Police Captains & Lieutenants - 7 participants.
Police Sergeants - 13 participants.
Trade & Sho Su ervisors - 29 participants representing
Genera Services, Custodial, Motor Coach, Airport, and
Parks Maintenance groups..
20
CITY OF SANTA MONICA
RANKING OF JOB TASKS IN WHICH TRAINING IS NEEDED - FOR DIFFERENT SUPERVISORY GROUPS
Tanii~rv 1Q77
2ANKING
ADMIN,
CLERICAL-
DEpT,HEADS ~.
FIRE
MID-MGT,.-
P. D, LTAP~TS
P,D. SGTS.
S OPE AND
1 23 25 8 27 14 1 23 14
2 8 21 1 14 23 2 25 17
3 14 16 36 8 10 11 36 21
4 10 9 11 32 17 10 21 16
J
5
9
23
2
37
21
25
24
23
6 11 36 33 25 8 9 22
7 2 8 9 9 1 14 36
8 29 32 31 28 29 22 40
9 35 11 35 40 40 2 15
10 27 34 3 33 33 8 37
FORMAL TRAINING HISTORY
CITY OF SANTA MONICA
1975 - 1976
1975
MARCH - NOVEMBER. Heavy Equipment Operator Class. Conducted
in-house.
OCTOBER, Personnel Practices and Labor Relations for mid-
managers. Conducted in-house.
OCTOBER - NOVEMBER. Management by Objectives for department
heads. Conducted through Santa Monica
College.
NOVEMBER. Defensive Driving Instructor Training for Public
Works and Personnel employees, Conducted by Los
Angeles Chapter, National Safety Council.
NOVEMBER, Mid-Management workshop. Conducted in-house.
1976
JANUARY.. Fair Employment Practices for mid-managers. Con-
ducted in-house.
JANUARY - FEBRUARY, Management Workshops for Supervisors.
Conducted through Santa Monica College,
MARCH. Performance Evaluation Techniques for mid-managers,
Conducted by COMER Research Project, University of
Southern California.
APRIL. "Skelley Decision" Workshop for department heads and
mid-managers. Conducted in-house.
APRIL- MAY. Labor Relations for Supervisors. Conducted in-
house.
JUNE - AUGUST. Management Workshops for Supervisors. Con-
ducted through Santa Monica College.
AUGUST. New Performance Evaluation Form training for depart-
ment heads, mid-managers, and supervisors. Conducted
in-house.
NOVEMBER. Handling the Problem. Patron for Library personnel,
Conducted in-house.
8
TRAINING NEEDS ASSESSMENT
The statistical basis of the training plan is the train-
ing needs assessment, In January and February 1977 a train-
ing needs assessment was conducted by members of the Person-
nel Division with 137 City employees (13.6% of the permanent
work force) in various supervisory, middle, and top management
positions, For purposes of assessment and later for schedul-
ing of training, these individuals were placed into one of
eight supervisory groups according to their organizational
level or function, It was assumed that the employees in each.
group would, for the most part, share common training needs
that would be different from the needs of those in the other
groups, The eight supervisory groups were:
Department Heads
Mid-Managers
Administrative Supervisors
Clerical Supervisors
Trade and Shop Supervisors
Folice Captains and Lieuten-
ants,
Police Sergeants
Fire Captains and Battalion
Chiefs
The needs assessment took the form of structured inter-
views with each group, After a brief feedback session on
past training, the individuals were asked to complete three
forms:
1) A determination and ranking of personal training needs;
2) A personal history of training received; and
3) An assessment of subordinate training needs,
In asking the respondents to determine and rank their in-
dividual training needs, it was important that these needs be
expressed in reference to the individual's job, To insure this,
9
TRAINING FORMAT
In-house versus outside trainers
It is to the benefit of the City to use the talents,
experiences, and knowledge of its own employees in formal
training situations. The advantages of utilizing "in-
house" trainers are that: "in-house" trainers know the
trainees and their needs; they are familiar with on-the-
job situations which occur in Santa Monica; and the "hard"
cost for training is greatly reduced, The main disadvan-
tages are that these people often find it difficult to make
time available to prepare and present a formal lesson, ex-
pecially when the .lesson may have to be repeated to several
groups. Also,, the subject. matter and other associated ma-
terials may be so specialized that outside trainers and re-
sources are needed.
In deciding whether to select an in-house or outside
trainer, consideration will be given to the number of avail-
able instructors, the subject matter to be presented,. the
number of sessions planned, and the relative costs.
Relevance and Flexibilitg
Unlike management goals and objectives, employee needs
are uniquely individual. In the development of a training
schedule, the differences in needs must be recognized if the
training is to prove effective, A standardized course in
supervision that is attended by all employees may. meet the
needs of some but might miss the mark with the majority.
22
Some may find the,~evel of discussion too sir~ale, while others
will feel the subject is too difficult.
On the other hand, individual or personalized training is
not feasible in most instances. The time involved in structur,
ing the course content and the expense for individual sessions
are prohibitive. The answer, therefore, is to group together
employees who share similar needs and to develop course plans
which. address those needs. The training schedule presented
in this plan takes into account the diverse second common needs
of employees, Training groups are formed according to similar
needs, yet the content of training sessions is adjusted to the
level of function of the group. These sessions will be fur-
ther personalized by discussing actual on-the-job situations
and by holding these sessions in a comfortable and familiar
environment,
Location, Length of Time, and Size of Training Classes.
Whenever possible, training sessions will be located in
City facilities that can. accommodate large groups comfortably
and that are easily accessible to the trainees, These facili-
ties will be scheduled for times that cause a minimum disrup-
tion to daily operations or other scheduled activities.
A normal training day is six hours. Usually, the train-
ing day will be divided into two 3-hour periods, a morning and.
an afternoon session, in some instances both sessions may need
to be presented without interruption. If so, a catered meal
will be provided at the training location. In other instances,
circumstances may not permit a full day's training in one day,
If this be the case, the training will be provided in half-day
23
.'.sessions and will bo-,spread out over a relatively short period
of time,
The size of the training class is affected by three fac-
tors:. size of the training facility, degree of active partici-
pation required by the trainer, and average cost of training
per trainee. In most circumstances the normal class size will
be 20 participants,
Selection and Notification of Trainees
Selection of trainees will be made from among employees
in the supervisory group for which the particular training
session has been scheduled, A breakdown of the various super-
visory groups bg job classification is provided on the follow-
ing pages, It is intended that enough sessions of a particular
training topic will be scheduled so that all employees in a
group will have the opportunity to attend,
In some situations there may not be enough .employees in
a particular supervisory group to fill a normal size class
(approximately ZO employees), When.. this occurs, employees in
another supervisory group who share a similar training need
will be added to the class. Care will be taken to insure that
the training objectives meet the needs of all trainees.
The procedure for notification of trainees varies accord-
ing to the supervisory group. Department Heads will be notified
of upcoming training sessions by memo and at their weekly staff
meeting, Employees in the other groups will be notified through
their supervisors, The supervisor will be sent a memo which
lists the training topic, location and time, and name(s) of the
employee(s) suggested for that training, The supervisor will be
24
asked to confirm the employee's attendance in writing.' Once done,.
a memo will be sent directly to the employee o..clining the time,
location and topic of training. This procedure should help super-
visors to stay informed of the tape of training being provided
subordinates, and to re-schedule work assignments well in advance
of training.
In the case of general employee training courses, flyers des-
cribing the training available will be distributed to all depart-
ments. Interested employees will be nominated in writing by their
supervisors. The selection of trainees for general employee train-
ing sessions will be based upon the number of available openings
in the class, and the need for such training. as indicated by the
employee's supervisor. Once the trainees have been selected, they
will be notified by memo. Eligible nominees who are not selected
for training will be placed on a waiting list for future sessions
should they be scheduled,
Breakdown of Supervisory Groups. by Job Classification
DEPARTMENT HEADS. (18)
City .Manager
Assistant City Manager
Building Officer
City Attorney
City Clerk
City Librarian
Director of Administrative Services
Director of Civic Auditorium
Director of Environmental Services
Director of Finance
Director of General Services
Director of Grants & Community Services
Director of Municipal Airport
Director of Planning
Director of Recreation and Parks
Direc or of Transportation
Fire Chief
Police Chief
25
MID-MANAGEMENT (24~
Assistant. City Attorney
Assistant City Clerk
Assistant City Librarian
Assistant. Director of Civic Auditorium
Assistant Director of Finance/City Treasurer
Assistant Street Superintendent
Assistant Water Superintendent
Cemetery Superintendent
City Engineer
Deputy City Attorney III
EDP Manager
Enterprises Manager
Human Resources Administrator
Maintenance Manager
Mechanical Maintenance Superintendent
Park Superintendent
Public Facilities Superintendent
Recreation Superintendent
Redevelopment Director
Sanitation Superintendent
Transit Operations Superintendent
Transportation Maintenance Superintendent
Assistant Public Facilities Superintendent
Assistant Building Officer
Principal Personnel Analyst
ADMINISTRATIVE SUPERVISORS (34)
Accounting Supervisor
Assistant Purchasing Agent
Associate Planner
Auditorium Business Supervisor
Auditorium Operations Supervisor
Branch Librarian
Civil Engineer
Departmental Administrative Assistant
EDP. Equipment Operator (Supervisor)
EDP Programmer Analyst
Fire Alarm Supervisor
Harbor Captain
Human Resources Coordinator
Librarian III
Librarian II
Parking and Traffic Engineer
Parking Supervisor
Principal Planner
Recreation Supervisor
Senior Accountant
Senior Building & Housing Inspector
Senior Identification Technician
Supervisory Building Inspector
CLERICAL SUPERVISORS (13)
Accounting Clerk II (City Clerk)
Secretary to the City Manager
Secretary to tYe Police Chief
26
Senior Clerk
Senior .Secretary
TRADE & SHOP SUPERVISORS (42)
Assistant Public Facilities Superintendent
Asphalt Crew Leader
Assistant Water Supervisor/Construction/Meters
Beach Cleaning Supervisor
Carpenter Supervisor
Cementery Supervisor
Chief of Survey Party
Custodial Leader
Custodian II
Electrician Supervisor
Groundskeeper Supervisor
Landscape Supervisor
Mechanic Supervisor
Motor Coach Supervisor
Painter Supervisor
Sanitation Supervisor
Senior Animal Control Officer
Street Cleaning Supervisor
Sewer Maintenance Supervisor
Street Maintenance Supervisor
Traffic Painter Supervisor
Tree Trimming Supervisor
Water Production & Treatment Plant Supervisor
Water Supervisor
Motor Coach Supervisor
Lead Animal Control. Officer
Cement Crew Leader
Event Attendant III
Aitport Attendant Supervisor
Transfer Station Supervisor
Water Construction Crew Leader '
POLICE CAPTAINS & LIEUTENANTS (8)
POLICE SERGEANTS (23)
FIRE CAPTAINS & BATTALION CHIEFS (25)
Numbers in parentheses represent number of employees in group
as of 4/25/77.
Evaluation
Evaluation is one of the most important and often over-
looked aspects of training. Too often training evaluation
only measures the subjective attitudes of the trainees toward
the instructor or the topic at the conclusion of the session.
27
lVo attempt is made to measure the attitudes and expectations of
the trainees prior ~o the session, although studies prove a cor-
relation between trainees' attitudes toward the training they
are to receive and the extent to which new techniques are imple-
mented. Similarly, little effort is made, in other than the most
subjective ways, to measure the results of training upon the
trainee and his or her working environment after a period of time.
Evaluation of training is extremely difficult to do as a
formal cost-benefit analysis. It is not always possible to iso-
late the results of training from the results of other managerial
influences. The common exception to this situation is in pro-
duction type jobs where an increase in performance can be physi-
cally measured. In the city these jobs may be certain shop or
clerical positions, such as sanitation collector or keypunch
operator. Even so, non-routine situations are generally common,
making comparisons between pre- and post-training. performance
difficult.
In the literature of the field, management training is con-
sidered to be the most difficult to measure. This is due to the
problem of defining what managers, in fact, do. Their work tends
to be heavily non-routine and to have a high inter-personal con-
teat which does not Lend itself to any form of statistical measure-
ment... It, therefore, verges on the impossible to say that "for
the cost of X dollars one gets Y dollars of inter-personal re-'
sups". Yet, because. of the position of managers and their in-
fluence on the organization, effective training for them may,
in fact, be enormously cost effective. Therefore, the City should
not be discouraged from providing training or attempting to evalu-
28
\-ate the .effects. of *-~aining.
Evaluation will be an integral part of the training format,
occurring .before, during and following each training session.
As such, evaluation, like the training itself, will be tailored
to the specific nature. of each class. Before the class is held,
the trainees will be asked to describe their attitudes and ex-
pectations toward and their needs for the training. They will
also be asked to provide actual on-the-job situations related
to the training topic. By combining this information with the
results of the needs assessment data and with other employee
background information, the instructor can have a profile of
each trainee's motivation and the. reason he or she is attending
the session. At-the same time the instructor will be asked to
provide specific training objectives and desired results which
can, in fact., be isolated and measured after a period of time,
usually three months, following the class,
On the day of the class, the trainees will be informed of
class objectives by the instructor and the .practical application
to on-the-job situations of the theories and techniques presented,
The trainees will be asked at the end of class to set personal
goals for the implementation of these theories and techniques to
resolve problems or increase performance in their own working
environment. Then, three months later the trainees will be asked
to assess their success in attaining the goals they had set. Also,
the trainee's supervisor will be .asked to comment on positive
changes which may have occurred in the trainee's performance or in
the overall operation of the work unit. This type of data will
not be easily quantifiable, but x.11 be far superior to the con-
29
ventional evaluation given at the conclusion of the training ses-
sion, because the emphasis will be on implementation and results
of training. This type of evaluation. will reflect the interest
that management has in the training and should further increase
employee participation in training,
Acceptance and Implementation
No style or type of training will be effective if the em-
ployee does not have the opportunity to implement the techniques
and theories presented. The only thing worse than providing no
training is to provide training and not make use of it, Training.,
which is not used because it is viewed as inappropriate or ir-
relevant by the employee or supervisor, is neither time nor eost-
effective and increases employee frustrations,. The key to avoid-
ing this problem is to insure that the training provided meets
both organizational and individual needs, Supervisors will be
encouraged to participate in the training provided to their sub-
ordinates whenever gossible, so that a supportive environment
for needed change can exist,
30
COST OE TRAINING
In computing the cost of training provided in this plan, the
following expenses were considered;
1) Cost of instruction;
2) Compensation paid to lecturers and organizations;
3) Registration fees;
4) Purchase and rental of required materials, and supplies;
5) Photostating and duplicating of handout material;
6) Membership fees, if they are a necessary cost directly
related to the training, or if their payment is necessary
in order to participate in training;
7) Catering fees (luncheons, dinners, and coffee breaks),
if they are necessary to achieve the objectives of the
training;
8) Travel costs and. mileage for training provided under
this plan but held outside Santa Monica; and
9) Costs of other services or facilities which are incurred
directly as a result of the training provided,
The following expenses are excluded from the cost of train-
ing and not considered in the training budget:
1) Salaries of trainees or of City employees serving as in-
structors in in-service training sessions;
2) Overtime, shift, or holiday pay for City employees under-
going training; and
3) Utility and maintenance costs for City facilities used
for training.
31
SCHEDULE OF TRAINING
The attached schedule of formal training covers the period
from April 1977 through June 1978, It is broken down by super-
visory.group, fiscal. year quarter, number of training hours, and
the estimated cost for training,
The selection of the courses shown is based upon management
goals and employee needs, The timing of these courses will in-
sure that eaeh quarter's training builds upon the previous one
and that there will be few conflicts between groups in the use
of training facilities,
32
SCHEDULE OF TRAINING
(APRIL 1977 - 3UNE 1978)
DEPARTMENT HEADS
April-June 1977 HOURS
Citizen Contact Skills 6 hrs
Time Management 6 hrs
Stress Management 6 hrs
18 hrs
July-September 1977
Effective Persuasion 6 hrs.
Assessment Center 6 hrs
12 hrs
October-December 1977
Long Range Planning & Goal Setting 6 hrs
January-March 197$
Productivity 6 hrs
April-June 1978
Noae Scheduled
Total. 42 hrs
MID-MANAGERS
April-June 1977 HOURS
Citizen Contact Skills 6 hrs
Time Management 6 hrs
12 hrs
33
July-September 1977 HOURS
Time Management 6 hrs
Stress Management (2 Sessions) 12 hrs
(Two Different groups)
18 hrs
October-December 1977
Mid-Management Institute (2 Sessions) 48 hrs
Completed Staff Work 6 hrs.
54 hrs
January-March 1977
Assessment Center (2 Sessions) 12 hrs
(Two. different groups)
A ril-June 1978
None sc uled
ADMII4ISTRATI~IE SUPERVISORS
April-Juae 1977
Grievance Handling
Time Management
Julq-September 1977
Grievance Handling
Time Management
Total• 96 hrs
Stress Management (2 sessions)
October-December 1977
Assessment Center (3 sessions)
Completed Staff Work
HOURS
b hrs
b hrs
12 hrs
6 hrs
6 hrs
12 hrs
24 hrs
18 hrs
6 hrs
24 hrs
34
January-March. 1978 HOURS
Supervision Workshop 24 hrs
Completed Staff Work 6 hrs
30 hrs
April-June 1.978
Supervision Workshop 24 hrs
Total; 114 hrs
CLERICAL SUPERVISORS
April-June 1977 HOURS
Citizen Contact Skills 6 hrs
Grievance Haadling 6 hrs
12. hrs
' July-September 1977
Supervisory Skills for Women 12 hrs
October-December 1977
Performance Evaluation i2 hrs
January-March 1978
Office Communications Skills 6 hrs
April-June 1978
None Scheduled
Tot21: 42 hrs
TRADE & SHOP SUPERVISORS
April-June 1977 HOURS
Safety for Supervisors 3 hrs
July-September 1977
Supervision Workshop 24 hrs
35
October-December 1977
Supervision .Workshop
January-March 1978
Training for Trainers
April-June 1978.
Training for Trainers
POLICE CAPTAINS AND LIEUTENANTS
April-June 1977
Citizen Contact Skills
Completed Staff Work
July-September 1977
Time Management. institute
Stress Management
October-December
Mid-Management Institute
Long Range Palnning
January-March 1978
Productivity Measurement
April-June 1978
None Scheduled
POLICE SERGEANTS
Aril-June 1977
None Scheduled
Total°
Total:
HOURS.
24 hrs
18 brs
18 hrs
87 hrs
HOURS
6 hrs
6 hrs
12 brs
6 hrs
6 hrs
12 hrs
24 hrs
3 hrs
27 hrs
3 hrs
54 hrs
HOURS
36
Julq-September 1977 HOURS
Citizen Contact Skills b hrs
Grievance Handling 6 hrs
12 hrs
October-December 1977
Effective Persuasion 6 hrs
Januarq-June 1978
None Scheduled
Total• 18 hrs
FIRE CAPTAINS & BATTALION CHIEFS
April-December 1977 HOURS
Noae Scheduled
3anuar9-March 1978
Traiaiag for Trainers 12 hrs
Aprii-June 1978
None Scheduled '
Total: I2 hrs
GENERAL EMPLOYEES
April-June 1977 HOURS
Civic Orientation 3 hrs
Conversational Spanish 16 hrs
Telephone Etiquette 2 hrs
Cardio-Pulmonary Resuscitation (2) 16 hrs
Defensive Driving 8 hrs
Citizen Contact Skills 6 hrs
51 hrs
37
July-September 1977 HOURS
Civic Orientation 3 hrs
Cardin-Pulmonary Resuscitation (2) 16 hrs
Defensive Driving 8 hrs
Citizen Contact Skills 6 hrs
Writing Skills - b hrs
39 hrs
October-December 1977
Civic Orientation 3 hrs
Cardin-Pulmonary Resuscitation (2) 16 hrs
Defensive. Driving - 8 hrs
Writing Skills 6 hrs
Conversational Spanish (2) 16 hrs
English Composition. 8 hrs
57 hrs-
January-March 1978
Civic Orientation 3 hrs
Telephone Etiquette 2 hrs
Cardin-Pulmonary Resuscitation (2) I6 hrs
Defensive Driving 8 hrs
29 hrs
Aril-June 1978
Civic Orientation 3 hrs
Cardin-Pulmonary Resuscitation (2) 16 hrs
Defensive Driving $ hrs
Writing Skills b hrs
Total• 193 hrs
38