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Course GuidePublic Works Institute

American Public Works Association

By John Ostrowski

ii American Public Works Association

© American Public Works Association, 2008

“All Rights Reserved”

This work is the exclusive property of the American Public Works Association. This work, in whole or in part, may not be reproduced in any manner without prior written permission from the American Public Works Association. Persons found to be infringing upon the provisions of the U.S. Federal Copyright Regulations and/or the Universal Copyright Convention and/or the Berne Convention for the Protection of Literary and Artistic Works will be pros-ecuted to the fullest extent possible.

This manual or parts thereof may not be reproduced in any form without the express permission of the American Public Works Association.

Public Works Institute iii

Introduction

This course guide is intended for use with the Public Works Institute Learning Model published by the American Public Works Association in 2006. The learning model contains information about conducting institute classes and the course material requirements for national approval of an institute.

I have developed and presented institute education for the Washington and Oregon chapters of APWA and have partnered with other chapters to help them start institutes. In this Course Guide, I am including the materials and concepts I used to develop and teach public works institutes for chapters in Washington, Oregon, Northern California, Southern California, Central California and Arizona.

This Course Guide is designed in four sections. Your instructor(s) may choose to use any of these ideas or create others.

The first section is devoted to a brief narrative of the actual steps I use to set up and administer an institute.

The second section consists of a recommended course outline that follows the order of the Learning Model. The outline includes a recommended time allotment for each subject included in the institute. These time recom-mendations are based on the average time it has taken me to cover the topics in classes I have taught. It may be necessary to adjust the times for your institute based on specific chapter needs or your instructor’s judgment. The Learning Model was intended to provide flexibility to chapters already offering programs and made no recommen-dations for the amount of time required to address each subject.

The third section is an instructor’s guide organized to follow the order of the Learning Model and the recom-mended outline from section two.

Also, there are PowerPoint® slides available for you to download and use or modify. These are sample slides used during institute presentations by various instructors. [download address/link]

Developing an institute from scratch is a difficult task, so I believe in sharing resources. I hope the following information will be helpful in the process of developing and presenting a public works institute. I also believe in the importance of developing public works professionals within our field and think information presented during institute sessions really does develop tomorrow’s public works leaders today.

Public Works Institute 1

Setting Up an Institute

Every institute needs a champion—someone who takes charge and gets involved in every aspect of the institute to make it a success. Without a champion, it is very difficult to develop an institute and get it off the ground. Without a champion, a fledgling institute often starts and then dissolves.

There are three main functions requiring different skills for you to consider when you plan an institute. They can be accomplished by different means. The chart below shows the functions and compares ways a consultant or a learning institution can perform them. Each APWA chapter will have to determine what resources it has available and which model fits its needs best.

Colleges and universities have their own ways of conducting classes. They register people, keep track of credits earned, control who teaches the course and, in many ways, what is taught. The advantage of partnering with a learning institution to help you develop an institute is that the institution is set up to administer classes and handle the details some chapters may find cumbersome. But, if the chapter has a lot of ideas about what should be taught and who should teach it, using a consultant may be a better strategy.

Chapters wanting to have an institute, but not wanting to be very involved in the development and administra-tion of it, should probably link with an established school in their area for a partner. If the chapter has a lot of volunteers who want to actively participate in the development, implementation, administration, and teaching of the institute they might not want to use an established school.

FUNCTION ACTIVITIESDELIVERY OPTIONS

Consultant Learning InstitutionINSTITUTE ADMINISTRATION

• Assurecompliancew/template

• Keeprecordsofcourseattendance

• Coordinatew/APWA• Determinefinalcostper

participant

Consultantcandoalloftheactivities,butforcontinuitythechaptershouldappointsomeonewhoisresponsibleforcoordi-natingwithAPWAandtheconsultant.Chapterleadershipshouldbeinvolvedinsettingthefinancialgoalsfortheprogramandsettingcourseprices.

Iftheinstitutionisnewtotheprogram,theymayneedsomeassistancefromAPWAtoensurecompliancewiththetemplate.Theinstitutioncanhandlealloftheseactivities,buttherestillshouldbeachaptercontactperson.Coursepricingcouldbeleftuptotheinstitution.

COURSE LOGISTICS • Chooselocation• Markettheinstitute• Negotiaterentalrates• Enrollparticipants• Managepaymentsand

receipts• Coordinatespeakers• Prepare/copycourse

materials• Selectandtrain

instructors

Alocalconsultantorchapterrepresentativeisinthebestpositiontoselectalocationandnegotiaterentalrates.Thechaptertreasurershouldbeinvolvedinmanagingthefinancesofaninstitutealthoughsomeoneelsecouldcollectpaymentsandpayinstructorsandlogisticalcontracts.Ifthechapteralreadyissetuptoenrollparticipantsinmeetingsandconferences,enrollingstudentsinaninstituteissimilar.Thepreparationofcoursematerialsafterdevelopmentinvolvesmainlycopyingandprinting.Selectinginstructorscouldbehandledbychapterleadershipsincetheyknowwhotheexperiencedprofessionalsareinthearea.

Aninstitutionwillgenerallyconductclassesatitsownfacilitiesbutcoulduserentedspaceifitmakessensetodoso.Theinstitutionwouldhandlealloflogis-ticalandcoordinationactivities.Alearninginstitutionmayusestaffinstructorsfortheclassess.Discussionbetweenthechapterandtheinstitutionisrequiredpriortoimplementinganinstituteifachapterwantstoincludeexperiencedpublicworksprofessionalstoteachthematerial.Theprocessforselectinginstructorsshouldbeclearlyunderstoodbythechapter.

TEACHING •Preparematerial•Presentintimeallotted

Theconsultantcouldbetheonlyinstructororoneofmultipleinstructors.Theconsultantshouldtaketheroleofleadinstructortomakesurethatotherinstructorsstartandfinishontime.Theconsultantalsohelpsmanagetheteachingtimesevenifheorsheisalsooneoftheinstructors.Thechaptershouldbecomfortablewiththetimeallot-mentsforthevarioussubjects.

Aninstitutionwillhandleallthelogisticsfordevelopingclassesandeitherinstruc-torstheyalreadyhaveorpublicworksprofessionals.ThereisnotimeallotmentspecifiedintheAPWAtemplateforeachsubjectinthemodules.Usingexistingclasseswillsetthetimeallocationforthesesubjects,andsomeoneinthechaptershouldbecomfortablethetimedistribu-tionmeetstheneedsoftheparticipants.

2 American Public Works Association

Location

Choosing the right meeting facility results in a more comfortable and enjoyable learning environment for institute participants. Many public facilities have meeting rooms large enough to accommodate institute classes. Group sizes for classes vary between 25 and 45 people. If you are planning for a larger group, be aware there will be less time available for debriefing class exercises. Smaller sized class groups are generally more interactive, but larger groups allow for greater economy with fixed room rental costs for the class being distributed over a larger number of participants.

Hotels may offer classrooms rent free if you purchase enough food from their in-house catering operation. The hotel will have a minimum catering purchase requirement tied to a minimum number of class attendees. If you run over the guaranteed head count, the hotel can usually accommodate a 5–10% increase easily.

Institute classes have been held in hotel meeting rooms, public building training rooms, available local classrooms, church classrooms, and sewage treatment plant conference rooms. Any of these locations have adequate parking for the large number of people attending class. If you are using public facilities, plan to provide food and drinks in or near the classroom area for lunch and breaks. Doing so keeps your students from leaving for lunch and allows you to use the limited time for activities. Check your contract arrangements if you are using a hotel as a program location. Often hotels do not allow outside food to be brought in for events.

The room layout shown in Figure 1 shows a class that includes both lecture and breakout groups in the same room. The chairs are arranged so participants are facing forward for the lecture/facilitation portion of the class. Allow adequate space for the projector at least 10 feet away from the screen. The L-shaped table on the left is used to set up a lunch buffet or break service. The rectangular table at the front of the room can be used for speakers to sit and wait their turn or merely as a place to store materials.

Including lunch in the price of your class fee is a good idea. If you serve lunch on-site, you’re less likely to lose people during the lunch break and be able to start the afternoon session on time.

Hotels do not have a problem catering events and may offer a meeting package that includes a continental break-fast, lunch and morning and afternoon break beverages and snacks. If you offer the class at a public facility, check to see what rules or restrictions there are about bringing food into the building.

Public works people have hearty appetites but are also concerned about health. Consider what kind of foods you like to eat at classes and seminars when developing the menu. Buffet lunches offer menu flexibility for special dietary needs. If any participants have special diet limitations, it is best to find out before class begins. It is still a good idea to bring up any food requirements on the beginning of the first day of class when going over general information about breaks, schedule and other program logistics.

Budget

Institute classes should be priced to result in a revenue stream for the chapter. The budget can also be subsidized by a chapter or some other sponsor. In either case a budget should be prepared to include costs for the following:


Room rental or catered mealsPrinting for workbooks and other handoutsPaid speakers and speaker expensesAdministrative expenses including mailing costs

Always as a point of negotiation, hotels will either offer free meeting rooms with a minimum number of meals purchased or with a minimum number of rooms reserved for overnight stays. In either case, allow at least $50 per attendee for daily catering expense. Check with the catering service or hotel sales staff for pricing specifics.

Example: A 3-day class of 30 people $50 per person per day = $1,500 per day for food and breaks$1,500 x 3 days = $4,500Budget allocation of $4,500 for institute’s food and breaks

Printing workbooks and handout materials will sometimes be done by sponsoring agencies. If not, price how much the duplication and binder costs will be per person and add into the expense budget. Binders and printing costs can easily range from $500 or more for a 30 person class.

Speakers who are willing to contribute their time at no cost or with consideration of a minimal honorarium can generally be found in the locality or from the chapter. The cost of their hotel expenses will depend on the location and the facility. Instructor expenses can be zero or over $5,000.

Sometimes sponsoring agencies will pay for mailing and course flyer costs. If not, the printing and postage costs depend on the number of flyers prepared and mailed. That cost could be in the $600–$900 range.

Using the maximum costs in the previous discussion results in a budget of $10,900 for a 30 person class. This results in a break-even course cost of $364 per participant for a 3-day class. Also, obtaining subsidies or sponsor-ship for any of the expenses listed could also lower the cost per participant. Add in any anticipated revenue for the chapter when determining the final cost of the course per participant.

Let«s See How This Fits Together

Figure the budget and the institute cost per participant using the following information:You are responsible for planning a four day institute session for 35 people. You are using a free classroom from a local public agency, but it is charging you a one-time, $100 cleanup fee at the end of the session. The room has a projector and screen, tables and chairs, but no kitchen. You found a caterer that will provide your meals and breaks and is charging you $65 per person per day. During the session, you are using a consultant/instructor that requires a hotel room for 4 nights. He is charging you $3500 for his instruction time plus his hotel costs. You are also using 4 non-paid instructors for one day each, but 2 of them require a hotel for one night. You have contracted rooms for your instructors for $100 per night at your local hotel. Your local agency will pay the printing and postage costs associated with marketing the class, but you will have to spend $40 per person to copy the handouts and provide a binder for each participant. The chapter is requesting that you return $100 per participant to their treasury at the end of the session. What is the break even cost per participant? And, what will the cost of the institute be per participant when the extra $100 is added in?

Break even amount _______________________

Final cost per participant____________________


Let’s go through the math for the budget: Anticipated class size = 35 Number of days of class = 4 Cost of classroom and audio visual equipment = $0 One time cleaning fee at end of session = $100 Catering cost per person per day = $65 Two non-paid instructor hotel room fees per night = $100 Consultant fee = $3,500 Consultant hotel fee = $400 Marketing materials printing and postage costs = $0 Class handouts and binders per person = $40

Break even amount: $100 + ($65 X 35 X 4 = $9100) + $200 + $3500 + $400 + $40 = $13340 / 35 = $382

Final cost per participant: $382 + $100 = $482 At this point, I would probably round the cost up to $495 per participant for the session.

Including Interactive Exercises

This Course Guide includes suggestions for interactive class and group exercises. Using them encourages all partici-pants to get involved personally with the learning materials while allowing individuals an opportunity to work with the information he or she just learned. Using a class exercise or case study review early on the first day sets a tone for class participation and gets people working together right away.

Whenever possible, try to schedule a class exercise shortly after lunch. Take advantage of the time right after eating to restart and refocus the group by having the participants move around and engage in conversation with other class members.

Breaks

Schedule and insert breaks as needed. Scheduled breaks rarely line up exactly with the student’s need for a break. Many of the sessions in the course outline last about an hour and inserting a short 5 minute break between sessions allows people to stretch and have a brief discussion about what they’ve just learned.

Finding Instructors

You probably are aware of people who know a lot about some aspect of public works, and if you have seen them make a presentation have an indication of the quality of instructor he or she will be for you. Some people love to share their knowledge by teaching and some people prefer not to participate.

If you discuss the formation of an institute at chapter meetings or with chapter leadership, always bring up the need for volunteers to instruct during the program. In spite of your recruitment efforts, you might find it hard to get more than two or three instructors for your first institute class. Usually, as you hold more sessions, more volun-teers come forward because they have a better idea of what is required of them.


Also, you don’t have to accept every volunteer. If you have a volunteer who is not a strong presenter, don’t feel obligated to use the person. If you take a chance on someone you are not sure of, use the end of class evaluations to analyze if you made a good decision.

The ideal instructor is someone who has had enough experience to know what works well operationally and what is just theory. Retired public works directors can be a great source for this kind of knowledge.

Evaluating Your Institute

Every institute should include an end of course evaluation of all instructors. Your chapter already may have a form to evaluate presenters at conferences you can modify for your program. Evaluate instructors on how well they deliver the material in each of the segments they present. A simple one to five scale or a scale from poor to excel-lent should be provided. There should also be a place on the form for narrative comments.

Tabulate class evaluations and distribute them to all of the instructors after the class. Many instructors get curious to see how well they did immediately. If you provide a 1 to 5 or poor to excellent rating opportunity for the class as a whole on the top of the form, it is easy to quickly see how well the class was rated overall. This information can be useful if you and other institute supporters gather after the last day of class to evaluate the program and plan for the future.

Using the Course Outline

The course outline follows the order of the 10 subject areas found in the Learning Model. Chapter titles are under-lined in the course outline, and most of the topics and subtopics listed in the outline match the titles for individual sections in the Learning Model.

You do not have to present the material in the order as addressed in the Learning Model. You can reorder the mate-rial to fit the class format you are using. For example, you may want to include all of the public works operations material in an introductory 3-day class consisting of the material shown in the outline for class one, class two and class twelve.

How you organize the other class groupings is also up to you. You may want to divide the material even further than suggested here, or you may be happy with the outline. The important thing is that you evaluate the needs in your area to determine the most logical way to organize the material into classes with a cohesive theme.

You may also feel the need to spend more or less time than is shown in the outline. As long as you cover all of the required 58 topics from the Learning Model, you may add any additional topics or emphasize specific topics impor-tant to the participants in your area.

Using the Course Guide

The Course Guide is intended to help the first-time instructor prepare and present the material in the Learning Model. You don’t have to be limited by the course guide advice if you already have a tested approach for presenting the material.

This Course Guide is designed with advice/recommendations in the right hand column to help you present the outlined material in the left hand column. Exercises and case studies are included to help you involve the entire class in discussion of the significant materials in the curriculum.


Some of you may be reluctant to teach these classes because you have limited teaching experience. The case studies are an opportunity for you to involve the participants easily and painlessly while sharing your experiences. If you tell the story and explain how you dealt with the issue, the class will learn something from your experience. But, if you only tell the story up to the decision point and then turn it over to the group for discussion, they will learn more because they will work through a problem to reach their own conclusions.

Also, I recommend breaking the class up into groups of five. Having a small group discuss a topic encourages the bashful student to participate. It also prevents a long dull silence after you ask the whole class how they would answer the question you just posed. There is usually someone in every class wanting to answer every question and dominating the discussion if allowed. Using small groups encourages everyone to participate and requires less facilitation skill.

Whatever approach you use to present the material, treat it as a learning experience and pay attention to the class evaluations to improve your next class presentation. If you do so, you and your students will both grow and learn together.


12 Class Course Outline

Class One 8:00 Registration 8:15 Introduction/Welcome 9:00 Supervisory Techniques and Skills

Supervisor’s Role• Supervisor’s Functions•

9:45 Selecting New EmployeesBasic Criteria• Alternative Processes•

10:00 Training New EmployeesIdentifying Training Needs• Training Program Administration•

10:30 Motivating EmployeesSupervisor’s Role• Analyzing Employees• Understanding Human Behavior• Motivational Theory• Taking Care Of Your Team•

12:00 Lunch 1:00 Managing Workplace Stress and Time Management

Managing Stress• Finding Your Best Time Management System•

2:00 Problem EmployeesManaging Disciplinary Meetings• Class Exercises•

4:00 Employee DisciplineThe One Minute Manager• Key Principles•

5:00 Adjourn

Class Two 8:00 Conflict Management

Supervisor’s Role• Conflict Management Techniques• Class Exercise•

10:00 Organizational CultureOrganizational Behavior • Supervisor’s Role•

12:00 Lunch 1:00 Organizational Culture

Class Exercise• 2:00 Workplace Safety

Supervisors Role• Elements of a Safety Program• Safety Program Administration•

3:00 Labor Management RelationsUnion Roles and Responsibilities• Effective Labor Relations• Negotiations•

4:30 Adjourn


Class Three 8:00 Basic Management Skills

Planning• Organizing• Staffing• Directing• Coordinating• Reporting•

11:00 Delegation & EmpowermentDelegation Principles• Empowerment Principles•

12:00 Lunch 1:00 Delegation Exercise

The One Minute Manager• Key Principles•

1:30 Understanding Line/Staff Roles and RelationshipsBasic Organizational Design•

2:00 Introduction to Public Works Process 2:30 Information and Records Management 3:30 Creating Action Plans 4:30 Adjourn

Class Four 8:00 Action Plan Exercise 9:30 APWA Self Assessment

Self Assessment• Accreditation Site Visit•

10:00 Maintenance Management SystemsAsset Management• Maintenance Management• System Selection•

10:45 Communication Skills 11:00 Conducting Effective Meetings

Basic Principles• 12:00 Lunch 1:00 Meeting Exercise 1:30 Formal/Informal Business Communication

Business Letters• Report Writing• E-mail•

2:30 Public Relations Overview 2:45 Community Relations/Public Image 3:15 Dealing with Elected Officials 4:00 Media Relations Introduction 4:30 Adjourn


Class Five 8:00 Media Relations Exercise 10:00 Presentation Skills

Basic Principles• Class Exercise•

12:00 Lunch 1:00 Presentation Skills

Critique• 2:00 Report Writing

Basic Principles• 3:00 Report Writing Exercise

Review Homework Reports• Critique• Redraft•

4:30 Adjourn

Class Six 8:00 Leadership Skills

APWA Core Competencies• Understanding Communication Styles• Style Test Instrument•

11:30 Ethics 12:00 Lunch 1:00 Ethics Case Studies 2:30 Defining Excellence

Panel• Case Studies•

4:30 Adjourn

Class Seven 8:00 Team Development

Basic Principles• Class Exercise•

11:30 Team Exercise Debrief 12:00 Lunch 1:00 Team Building Case Studies 3:00 Team Building Action Plan 4:30 Adjourn


Class Eight 8:00 Leadership Assessment

Personal• Organizational•

12:00 Lunch 1:00 Community Service/Customer Orientation Skills 1:15 Customer Service

Basic Principles• Municipal Examples• Case Studies•

4:30 Adjourn

Class Nine 8:00 Creating Partnerships 9:00 Dealing with Internal and External Customers 10:00 Community Diversity and Service 12:00 Lunch 1:00 Public and Media Relations 2:00 Legal Understanding

Contract Regulations • Administering Contracts • Employment and Safety Laws • Environmental Legislation• Whistle-Blower Protection•

3:30 Fundamentals of GovernmentThe Regulatory Process • Roles of Local, State, and Federal Legislative-Executive Bodies•

4:30 Adjourn

Class Ten 8:00 Finance

Budgeting• Governmental Accounting• Class Exercise•

11:00 Purchasing & Inventory Management 12:00 Lunch 1:00 Capital Project Administration

Locally Financed Projects• Grant Administration• Class Exercise•

4:30 Adjourn


Class Eleven 8:00 Resource Management Skills 8:15 Strategic Planning

Basic Principles• Government vs. Business• Class Exercise•

10:00 Creative Decision Making 11:00 Effective Crew Scheduling 12:00 Lunch 1:00 Project Management

Contracting/Bidding• Consultant Management•

3:00 Public Works Operations 3:15 Transportation 4:00 Right-of-Way/Utility/One Call 4:30 Adjourn

Class Twelve 8:00 Solid Waste Management 9:00 Emergency Management 10:00 Facilities and Grounds 11:00 Potable Water 12:00 Lunch 1:00 Wastewater 2:00 Stormwater/Flood Management Master Plan 3:00 Engineering and Technology 4:00 Equipment and Fleet Management 4:30 Human Equation in Public Works and Closing Thoughts 4:35 Adjourn


Course Guide Chapter One

SUPERVISION

Dealing directly with workers

Basic Role

Plan employee activities

Provide leadership

Make sure work gets done

Be responsible for performance

Understanding your supervisory styleYour style

Style of others

Required skillsCommunication skills

Listening•

Asking questions•

Managing performance

Developing team performance

Managing change

Problem solving

Coaching

Performance planning

Conflict resolution

Point out the change from working alongside others to supervising them.

Emphasize the difference between supervision and management with managers supervising other supervisors.

Provide examples from your own experience. For example, discuss the first time you had to plan the work of others, how you shifted into a leadership role, or how your employees viewed you in your new role of holding them responsible for performance.

Emphasize: Leadership style should fit your person-ality; forcing a specific style appears phony. Explain: In a later module there is more information about personalities and how to use that information to flex to styles of others.

List the required skills. Explain there is more in-depth information later.

Give examples from your own experience how active listening and asking questions helped you solve problems.

This could be a good time to go beyond the list with examples from your experience to point out the differ-ence in the roles of a supervisor and team members in each area.


SELECTING NEW EMPLOYEES

Different approaches availablePersonal knowledge

Valued friend knows the candidate well

Search firm

Temporary employees

Effective advertising

In-house candidates

Screening resumes

Interviewing candidatesCoordinate

Basic questions

Illegal questions

Observe candidate reactions

Leave time for questions

List next steps

Make summary notes

Point out the advantages and disadvantages of each of the approaches with examples from your own experience.

Emphasize:The objective of any selection process is to find •

the best candidate available with the necessary job qualifications.The best selection process has the most complete •

view of all the candidates and how they perform in a variety of situations. Questions must be job related. Illegal questions •

don’t have any bearing on suitability for the job and get the selecting manager in trouble.The candidate should do most of the talking. •

Watching how they behave during the interview is important, but remember some people are nervous in interviews. The interview might not be the best indicator of how the person will perform on the job. Evaluate overall candidate information.Quickly summarizing the interview immediately •

after the candidate leaves helps you remember the individual interview after seeing several candidates.Relate stories from your experience about when •

you were able to identify good candidates in interviews and why. Give examples of times you misjudged people in interviews and why.

Discuss other selection procedures you are aware of like using assessment centers, using search firms, and role playing to evaluate suitability.

Open the class to an exchange of lessons learned about hiring practices from the participants.


TRAINING NEW EMPLOYEES

Employee orientation Comfort immediately = more efficiency

Orientation—faster route to full potential

Advantages Concise and accurate information

Faster adaptation

Productive workforce

Improves employee retention

Promotes communication

Job-specific trainingReview specific training needs

Mentors and buddies

Ask these questions:How many of you started a job without an •

employee orientation? What’s your opinion? Use this information to point out how uncomfortable it may have felt. For those who had an orientation, ask them what •

was covered and how quickly they felt they inte-grated into the work environment.

Explain even if your agency doesn’t have an orienta-tion procedure, it doesn’t prevent you from estab-lishing one.

List the advantages of having an orientation. Ask for other ideas.

Tell a story from your own experience of a job you started without any orientation. Be sure you have the cause/effect to relate back to your learning objective.

Stress every job should have a list of necessary skills so training needs can be properly identified.

Point out the importance of teaming the new employee with seasoned employee(s) willing to share what he or she knows. Discuss the outcomes with the group.

Relate your experiences about mentoring new employees. Use positive and negative examples. Sometimes a negative personal story is a good illustra-tion of the point you are trying to make.


MOTIVIATING EMPLOYEES

Basic motivation techniques

Motivating yourself

Aligning employee goals with organization goals

Understanding each employee

Motivation is a process not a task

Policies and procedures supporting motivation

Stress the importance of setting a good example by checking to see if you are the motivated employee you ask others to be.

Stress the importance of looking at our own moti-vation in the workplace. Point out the danger of assuming all employees think like you do. Tell any stories you have about your own experience to illus-trate this point. For example, have you ever thought someone else would be motivated by the things you find enjoyable in your job only to find out that they cared about something completely different?

Aligning employee goals requires you understand what makes the employee tick in the first place. Tell a story from your own experience about an employee whom you left to his or her own devices only to find out that the person needed constant care and feeding.

Explain:The personal nature of motivation. Policies and •

procedures cannot be relied on to motivate people.The importance of examining policies regularly to •

make sure they are supporting your motivational efforts and not undermining them.The time you discovered an annoying policy and •

what you did about it.


MANAGING WORKPLACE STRESS

Approaches to dealing with stressAction oriented

Emotionally oriented

Acceptance oriented

Explain:The advisability of controlling your own destiny in •

both your personal and professional life. Cite the example in the Learning Model and share how this approach has worked for you in similar work or personal situations.

The emotionally-oriented approach is less desir-•

able and could result in resigning oneself to less than satisfactory results. Cite the example in the Learning Model and something from your own experience.

While acceptance reduces stress, it is a less desir-•

able alternative than the previous two approaches. Cite the example in the Learning Model and some-thing from your own experience.

This might also be a good time to break the class into groups and discuss different stress reduction strate-gies that they’ve found successful in the working environment.


TIME MANAGEMENT

Advantages of time managementStress reduction

Efficiency

TechniquesMake a list

ABC or 123 ratings

Do the most important first

List new tasks and rate them

Paper or computer

Explain:Time management systems can reduce stress by •

allowing you to forget about your to-do list when you leave work. One of the reasons small businesses fail is they do •

not prioritize tasks or manage time well and wind up working on things that don’t make money for them. People in government often do the same thing but don’t have a bottom line to punish them for failing to manage time.The importance of taking the time to develop a list •

of tasks to complete. Assigning high, medium, and low ratings is quick •

and easy to do.The importance of doing the most important •

work first, but sometimes doing some quickly finished, less important work will give you a sense of accomplishment and a break from the hard work. Not a technique to do routinely to avoid the longer more difficult tasks.How to list and prioritize tasks as they come to •

keep you on target. Track how many tasks are added so you can develop a strategy to better balance your workload.

Stress the importance of finding a time management system that works. Making lists and not using them is not efficient. Discuss this concept by breaking the class into groups to discuss the systems they use or why they haven’t used time management systems in the past. List the ideas on the board/flipchart and ask the groups to develop strategies to counter inefficient manage-ment methods.


PROBLEM EMPLOYEES

Identifying the problem

Impact of employee problemsStaff morale

Bottom line

Symptom of larger issues

Dealing with the employeeDescribe the specific performance issue

Describe the expected standard

Determine the real cause

Ask employee for solutions

Agree on action plan and time frame

Stress the need to analyze the problem and get help from others who may have had similar problem employees. Point out the need for dealing with employee problems and not letting them fester. Share examples from your experience when someone you worked with ignored a problem employee and the impact that had on staff morale and overall team performance.

Use examples from your own career when your frustra-tion with “the system” caused you to be a problem employee.

Explain the need for dealing effectively with •

problem employees. List the steps for dealing with problem employees and discuss how to focus on the performance issue. Determine the root cause of the employee •

behavior causing workplace issues. Any discus-sion with the employee may not always result in candor from the employee. Ask the group why they think that is so.Explain that asking the employee for a solution •

helps gain buy-in by the employee for behavioral change. Stress the importance of a definite time for a •

follow-up meeting to discuss progress.

Ask the group to identify the types of employee problems they have seen in the workplace. Discuss the cause and effect of those issues on the entire working environment. The exercise can be done with the entire group or with small discussion groups.

Select one or two examples to use as role-plays. Have someone play the employee while you play the super-visor in a demonstration to show how a discussion following the recommended steps might look.


CONFLICT MANAGEMENT

Basic reactions to conflictCompetition

Accommodation

Compromise

Collaboration

Avoidance

Techniques for resolving conflictIdentify potential conflict quickly

Set goals

Communicate

Select best solution

Be honest

Agree to disagree

Take ego out of the solution

Let your team be creative

Discuss differences in values

Stress importance of following policy

Provide plenty of information

Discuss the pros and cons of each approach to conflict with examples from your experience. Examples can illustrate either a successful result or one in which you learned what you might have done differently.

Stress the importance of acting quickly to avoid •

escalation.Point out the goal is always to resolve conflict in •

the most productive way.Emphasize communication is a two-way street and •

should be an ongoing activity.Explain the best solution is one that works and •

you can support.Remind the class it is unreasonable to expect •

everyone to agree.

Emphasize there is additional discussion in other parts of this course about creativity and the richness evolving from team-based solutions.

Comment on the role of agency/company policy as a guide to determine how employees are expected to work together.

Stress that a willingness to share information and provide more than just the necessary amount keeps people from making up stories and fueling conflict.

Break the class into groups and discuss successful and unsuccessful conflict resolution techniques they’ve seen used or used themselves. Have them share the results and comment on what was most effective.


ORGANIZATIONAL CULTURE

Elements of organizational cultureValues

Beliefs

Behaviors

WORKPLACE SAFETY

Ideas to include in a safety programManagement support

Comprehensive coverage

All-inclusive organizationally

Periodic review

Developing a safety programAnalyze the workplace

Involve employees

Train

Implement

Document

Identify responsibilities

Lead a discussion with the group about how the objective of good leadership is to provide a positive, confirming culture.

Use breakout groups organized to prevent more than one person from a particular agency in the same group, or organize the groups so all the participants from an agency are in the same group. Ask the groups to develop a list of what kind of values, beliefs and behav-iors they see in their agencies. After the list has been prepared, have the participants circle the items they believe are conducive to a positive, confirming culture.

Use the re-combined whole group to develop strategies to address values, beliefs and behaviors that do not promote a positive, confirming culture.

Discuss the following topics with the group:The need for management support for workplace •

safety. Explain that the ultimate responsibility for a safe working environment falls to the leader.Safety is more than employee safety. It includes •

safety for the public and contractors working for the agency.The need for office personnel to be actively •

involved in the safety program even though they are in low risk work. Administrators write specifications and establish budgets impacting safety and should support the overall goals of the department.Periodic review of existing safety programs can be •

a team building exercise if all levels of the organi-zation are involved in finding ways to improve the process.

Refer the class to the chapter on safety in the Management Practices Manual and the Public Works Administration textbook for more detail.

A possible homework assignment would involve having class members compare their agency safety program to what is covered in either the Management Practices Manual or the PW Administration textbook.


LABOR RELATIONS

Collective bargaining administrative policyRole of the agency

The bargaining team

Units covered

Negotiator authority

Cover the requirements of a collective bargaining agreement as outlined in the Learning Model.

Stress that there are two parts to labor relations, the formal and informal. Remind the class the collective bargaining agreement sets the structure for the rela-tionship, but you as a leader/supervisor set the tone.

Emphasize that a cooperative, win/win approach is generally the most effective.

Share a story from your experience of both a successful and an unsuccessful labor relationship and what you learned from each. It is effective to take a story from your experience of a labor disagreement and tell the story up to the decision point. Let the class work out their own solutions in their groups and then share their findings. After the groups have worked through their solutions, you can share the end of your story explaining what actually happened and what you learned.


COURSE GUIDE CHAPTER TWO

OverviewPlanning, organizing, staffing, directing, coordi-

nating, reporting: necessary but not sufficientHuman interaction skills

Respect•Understanding•Involvement•

PlanningTypes of plans

Comprehensive•Annual work plan•Long range plan•

Point out that management skills are different from those of a supervisor but a good manager needs both supervisory and management skills. Explain manage-ment skills could better be called management responsibilities.

Beyond the management skills, managers also need skills to interact with others. These skills are necessary for all human interaction.

Remind the class that respect is the foundation of •

working relationships. Give an example from your own experience where respect was lacking and the consequences of that omission.Stress understanding and empathy are necessary to •

be successful as a manager. Tell a story from your experience when seeing the another person’s point of view helped you reach a positive outcome.Point out that employee involvement builds •

buy-in for the programs of a public works depart-ment. The manager is responsible for getting that buy-in.

Review the types of plans and how they relate to public works programs. Use examples from your experience for each type of plan.


OrganizingPrior organizational decisions

Making organization work for you

Making organization match reality

StaffingHaving a plan

Working with the HR department

Working with what you have

Assessing strengths and weaknesses•Matching personalities to jobs•

DirectingThe importance of vision

Understanding your options

Hands off vs. hands on

Off when things are going well•On when correction avoids pain•

Types of problems

Productivity•Behavior•

Public works managers almost always inherit an organizational structure from the previous leader. A manager should try to make a paper organizational chart match the real world as closely as possible,

Point out what your ideal staffing would look like. •

Emphasize the need to work with the human •

resources department. Tell a story from your expe-rience where this was true or where it was lacking and tell the consequences.Stress the need for analyzing the needs of your •

department and the existing talent you have in your workplace.

Explain the word directing implies you have a direc-tion or a vision. Having an understanding of the different ways your vision can be implemented allows you to give your employees flexibility in implementing the vision.

Give examples from your experience about when you let people make their own mistakes and when you helped them see the easiest way to do something to save time and pain. Discuss the cause and effect of your example

Point out that dealing with problem employees is a responsibility of a manager. Open a discussion with the group about how negative behavior impacts produc-tivity in the workplace.


Understanding human behaviorRespect•Listen•Involve•

CoordinatingCoordinating vs. controlling

Control processes

Coordinate people

Functions•Decentralized operations•

ReportingReports

Focus

Brevity

Clarity

Remind the class that human behavior was covered in the overview and is an important key to successful management.

Coordinating is the term replacing controlling in a list of management responsibilities. Stress control is a function of management, but processes are controlled. Coordinate with people so the different functions of the department support each other and decentralized operations work well together.

Explain reporting is the mechanism to highlight your department’s performance for upper management and elected officials.

Give examples from your experience of reports that were too focused, too brief, or unclear and discuss the results the shortcomings with the group.


Overview The obvious need for delegation

The observed lack of delegation

Delegating vs. assigning tasksDifference between supervising and managing

The checklist

Do they know what you want?•

Will they have the authority?•

Do they know how to do it?•

CriteriaAchievable•

Challenging•

Limitations clearly stated•

Delegation vs. empowermentSharing essential values

Determining shared values

Principles of delegationAssigning duties to the right people

Granting authority to do the job

Minimizing yo-yo delegation

Making due dates specific

Knowing what NOT to delegate

Understanding line-staff roles and relationshipsLine employees perform physical tasks

Staff employees provide support

Point out that while it is obvious that we can’t do everything, there are still people who either don’t delegate or who think they are delegating but are really only assigning tasks.

Point out the difference between assigning tasks and delegating by an example from your experience of tasks you assigned as a supervisor versus something you delegated as a manager.

Give examples of each of the items on the • checklist.Give an example of a delegation from your experi-• ence that met all three criteria.

Stress the importance of shared values to empower-ment. The best example of this in public works is the relationship between an inspector and the construc-tion manager. An inspector who is tougher than the manager will be overruled by the manager if a contractor complains. Conversely, the inspector who is too easy will be second-guessed by the manager.

Relate any example you have from your experience of a discussion you’ve had with an employee to develop an understanding of values that allowed you to trust the employee enough to empower him or her.

Give examples from your experience for each of the principles of delegation listed with your comments on what went well or poorly in each case. Have the class break into groups and provide examples of best/worst delegation experiences.

Provide an example from your experience in which staff employees didn’t understand the “get it done” approach of line employees and an example of line employees who didn’t understand the role of staff.Provide an example of how you’ve helped line and staff employees understand each other’s roles and responsibilities.


Basic organizational designDifferences

Theory

Few levels•

Clearly defined responsibilities•

Alternative StructuresPW director/city engineer

Engineering, operations, utilities

Transportation and utilities departments

Organizing principlesFocus

Routine functions

The Public Works Process

Point out that there is no ideal structure for a public works operation and that sometimes the “department” may not even be visible in the city organization chart.Point out that many people will take liberties with defining levels in an organization but that the basic principle is meant to make communication between the top and bottom as unfiltered as possible.

Give examples from your experience of when you’ve seen the different approaches used and why they were chosen.

Relate an example from your experience in which you were part of a reorganization that was set up to provide better focus.

Use the chart to explain that the process is not compli-cated and requires different skills at different points in the process.

Emphasize that the skills listed are a partial list but highlight the major skills required at each step in the process.

Point out how much of your time you spend on engi-neering if you are a public works director. Usually this amount of time is 5% or less. If your time is signifi-cantly greater, comment on why it is that way for you.

Emphasize that the skills and knowledge required for a public works director are much more than engineering and project management capabilities.

Use the chart which was developed based on job announcements to determine what skills city managers and mayors look for in a public works director.

Point out that dealing with people is the most impor-tant job qualification.


Information and records managementThe variety of public works records

Paper or electronic

PoliciesRetention

Security

Format

Public recordsLegal requirements

Practical considerations

Work crew recordsMaintenance management systems

Cost information

Productivity information

Troubleshooting information

Service requestsSpecific requirements

Benefits to the system

Informal records

Personnel recordsPrivacy requirements

Central control

Contents

MapsNeed for accurate maps

Regular updating

Preservation standards

Introduce the subject by pointing out the importance of accurate records with a story from your experience, in which good records saved the day or in which faulty record keeping led to problems.

Ask the class for suggestions about the types of records a public works department might keep.

Refer the class to the APWA Management Practices Manual for greater detail on the policies required for records management.

Point out the limitations on “Freedom of Information Act” requests with a story from your own experience about how you’ve handled such requests in your organization.

Give examples of how you’ve used work crew records to help you manage your department.

Ask the class for different examples of how they handle service requests and point out that agencies that don’t have computer systems to monitor service requests still need to ensure that accurate records are kept and that the right people are in the routing process.

Point out that public works libraries can be a helpful information source for all employees if properly maintained.

Stress the need to have the same control of personnel records that would be found in a professionally run personnel department even if personnel issues are handled totally in the public works department.

Give examples from your experience in which inac-curate maps caused problems and what you’ve done to set up a good map keeping system.


Infrastructure records

Property records

Creating action plansWhy do it?

Steps for action planningClear goals

Step by step statement

Trust analysis

Criteria

Alternatives

Schedule achievable milestones

Resources

Picking the plan

APWA self assessment

The manual

The process

Stress the need to decide up front if an actual action plan is required or if the situation is routine or not complex enough to require an action plan.

Give action-planning examples from your experience.Point out the steps and give an example from your own experience of each.

Point out that the trust analysis might not be neces-sary if you know the players well, but, it is an impor-tant step if you are going to be relying on people with whom you are not familiar.

Give the class a case study to work on in their breakout groups. Give them a situation from your experience that requires the preparation of an action plan and ask them to develop a plan in each of their groups. After they report out from their groups, tell them what actually happened in the situation you gave them and how the way they handled it was better than the way you did it or could have been improved considering how much more you knew about the situation than they did.

Point out how many accredited agencies there are in North America and which agencies in your own state are accredited.

Point out that the process begins with the manual that we’ve referred to several times in the class.

Outline the steps in the accreditation process.

If you’ve been through the accreditation process, tell the story of your experience. If someone in the class is from an accredited agency, ask them to share their experience and focus on the advantages they experi-enced and the challenges they overcame.

Point out the comparative ease that today’s computers provide to keep track of infrastructure location and condition. This might be a good spot for a story from the “old days” when all maps were prepared by hand. If you don’t go back that far, find an old timer to tell you how it was done.

Point out that county property records may contain much of the information you need but that having your own records with information related to public works can be a time saver.


Elements of maintenance managementWork order backlog controls

Effective preventive maintenance

Controlling inventory with availability

Efficient manpower utilization

Using software programsResource optimization

Data for decision making

Identifying needs

Maintenance•Capital•

Determining backlogs

Budget information

Tracking

Customer service

Managing assetsInventory

Costs

Annual work plans

Begin with stories of your experiences with mainte-nance management systems and successes and prob-lems you’ve had. Ask the class for examples of mainte-nance management systems used in their organizations and why they like or don’t like them. Relate their answers to the key elements.

Give an example of a software selection process you’ve been through and show examples of some of the prod-ucts produced.

Stress the importance of having a system that allows you to provide several of the key elements of a good customer service program such as quick response and a coordinated response.

Point out the difference from your perspective between a maintenance management system and an asset management system along with any examples you might have of your asset management system.


COURSE GUIDE CHAPTER THREE

Communication skill topicsMeetings

Formal/informal business communication

Report writing

Public, media, council relations

Presentation skills

Types of meetingsInform about policies and procedures

Gather information

Training

Resolve problems

Make decisions

Planning for meetingsPurpose/objective

Who should attend and when

Avoid close to lunch or end of day•Comfortable location•Note taking•

Agendas

Advance notice•Input•Time assessment•Adequate notice•

While presenting this overview information, refer back to the last chapter identifying the requirements of a public works administrator and stressing the impor-tance of communication skills. This section goes into detail about those communication skills.

Ask participants to come up with two lists. List the components of the best meetings they •

attended.List the issues typical of the worst meetings they •

attended.Have all of the participants share what they came up with on a flip chart. It is likely they will come up with a list of the subjects to be covered in this section. Keep the list up in front of the group and refer to it during the presentation.

Explain:Different types of meetings require different prepa-•

ration and approaches.Meetings held to inform or train are largely •

accomplished using one-way communication.Meetings held to gather information, resolve prob-•

lems or make decisions require the active involve-ment of the participants and two-way communica-tion to be successful.

Successful meetings require advanced planning. Meetings held near lunch and the end of the day are usually short. Plan when to schedule meetings requiring additional time. Consider how the comfort of the location will impact the meeting. Point out any items appearing on the flipchart lists.


Keys to effective meeting managementStart/end on time

Stay on topic

Three rules

No private conversations•One person speaks at a time•Address issues not personalities•

Make sure everyone is comfortable participating

Speak now, not after the meeting

Don’t tolerate showoffs or sulkers

Keep an open mind

Avoid “group think”

Record meeting notes

Agree on a desired result

Present a meeting summary

Set goals and follow throughRecord responsibilities

Track outcome

Evaluate the meeting

Formal and informal business communicationE-mail

I= Image

R= Results

S= Security

Explain each key to effective meeting management, reminding the class what makes up a good meeting. Share an experience when you violated one or more of these rules. Use the ending to clarify what you learned.

Highlight any of items listed on the flipcharts throughout class discussion.

End this section by giving the work groups a public works problem to discuss using a meeting format. Have a representative from each group report on the process used in the meeting. Highlight the learning concepts used and the ones forgotten.

Explain the difference in traditional, formal written communication and informal business communi-cation like e-mail. Discuss the concepts of image, results, and security and how they relate to both formal and informal business communication. Open a group discussion to identify the advantages and disadvantages to both types of business communica-tion. Highlight the discussion on flipcharts for the participants.


Business lettersStandard format

The 5 Cs

Clear•Concise•Complete•Considerate of others•Correct•

Types of lettersGood news

Bad news

Routine

Persuasive

Report writingPurpose

Audience

Research

Format

Effective writingWrite for your reader

Use headings

Use an executive summary

Keep conclusions separate

Illustrations are tools

Review the draft

Appearance counts

Give examples from your experience of when using standard format was important and when it didn’t matter. Also provide an example of a letter in your experience that violated the 5 Cs and the consequences of those shortcomings.

Include the examples of each type of letter from the Learning Model in the class handouts. Discuss ways the examples could be improved, pointing out that every-thing written can be improved.

Remind the group to use purpose, audience, research, and format as guides when reviewing draft reports and when preparing them.

Remind the group it doesn’t matter how well your report is written, it has no value if no one reads it. Ask for feedback from the group to increase the chances of a report being read and understood.

Explain that a report is a persuasive document, but it requires objective data to enhance credibility. Keeping conclusions separate from the data portion of the report increases clarity.

Ask each participant to write a report. Give simple guidelines for reviewing the reports. Ask participants to exchange reports and critique each other’s work. This exercise is effective as a class assignment or as a homework assignment. The exercise debrief can be completed after the activity, or at the start of the next class day.


Meeting minutesWho, what, where, when, why, how, and how

much for each topicFilter unnecessary dialogue

Draft minutes immediately

Public imageQuality of service

Professionalism

Planning

Communication

Informed employees

Core competencies

Media relationsPrint media interviews

Everything is on the record

Be accurate

Be helpful

Respect deadlines

Be patient

Don’t hold grudges

Handle the tough questions

TV and radio interviewsImpromptu interviews

The right person

Your key message

Stay calm

Look the part

Stay positive

Listen

Silence is golden

Formal interviewsRecord it

Do your homework

Sound bites/key messages

Explain some groups are very selective about how minutes are done and others do not read the minutes. Give an example from your experience to illustrate the point of the importance of knowing your audi-ence before preparing minutes. Another appropriate example is the result of delaying writing minutes or forgetting key information.

Ask the group to discuss what characteristics of public agencies they respect. Compare that list to the six bullets listed here.

Explain:Prepare for interviews.•

Practice being interviewed.•

Know your key message and be comfortable •

working it into any interview.

Have participants divide into groups of three and practice giving an interview. Have one person act as the interviewer, one the interviewee, and one act as the monitor, suggesting improvements. Allow the interviews to last 5-7 minutes. Rotate the roles in the groups until everyone has had a chance to be each of the parts.


News releasesStrong lead

Interesting, accurate content

Elected/appointed officialsKeep them informed

Be responsive

Stay out of politics

Avoid surprises

Remember, you work for them

Maintain integrity

Communicate in their language

Presentation skillsYour goal/ your plan

If possible, use an instructor with journalism experience to teach this segment.

Some media outlets will ignore the specific words in your press release, and others may quote it verbatim.

Use a public works scenario and have individual partici-pants develop a news release. Ask participants to share what they wrote with the entire group. This exercise could also be done as a homework assignment and debriefed the following day.

If possible, use a current or former elected official to instruct this section. Doing this will allow the partici-pants to hear an alternate perspective on the topics.

Explain each of these points on working with elected or appointed officials, and include information from both points of view.

Ask the group to develop a list of situations when public works officials make presentations. Stress the impor-tance of preparation and having a clear statement of what you’re trying to accomplish when you make a presentation.


Elements of effective speakingClear objective•

Well reasoned•

Clear theme•

Visual aides•

Understand the audience•

The hook•

Alternative structure

Chronological order•

Hierarchical structure•

Question-based•

Pyramid structure•

Effective presentationsEnthusiasm

Knowledge

Confidence

Persuasive

Appropriate language

Real life stories/examples

The beginningGet their attention

Establish a theme

Present a structure

Create rapport

Keep you facial expressions natural

Dress for the audience

Housekeeping details: breaks, etc.

The middleLimit bullets or lines of text to six or less per slide

Use only key words or phrases

Use only one major concept per slide

Avoid the use of acronyms

Use at least a 32 or 36 point font for headers and 24

point font for textUse graphics, pictures, charts or other visuals to

complement the textProofread each slide

The endSummarize

End on up note

Ask the class to discuss in groups the good speakers. Have them develop a list of why they were effective. Compare them to the points in the outline.

Give examples from your experience in which each alternative structure for a presentation was appropriate.

Give examples from your personal experience for as many of these points as possible, including things that worked well and things that went wrong.

Give examples from your experience of when these presentation rules have been violated and the consequences.

Give examples of ways to properly summarize a presen-tation. Recall examples when materials and speeches you presented were successful. Explain why they were successful.


Overcoming anxietyKnow your material

Practice, practice, practice

A little nervousness is good

“Tricks of the Trade”Repeat important points

1 picture = 1,000 words

Good humor vs. bad jokes

Rehearse

Critique and improve

Explain:One of the hallmarks of effective speakers is they •

learn from their experiences—both positive and negative. Comfort comes from knowing your material and •

knowing how it sounds when you deliver it.Practice is required for success.•

Reinforce these points with examples from your experi-ence. Authenticity is essential to public speaking. If jokes are not a natural part of your personal speaking style, you will come across as phony.

Depending on the time available, use one of these exer-cises to end the segment.

Use five or six real one-page staff reports. Give •

each small group five minutes to read the reports and prepare a 30 second presentation of the mate-rial. When they’re ready, have each group stand in a circle and deliver the presentation to the whole class. Debrief the exercise by discussing how diffi-cult it was to compress the material.A longer exercise requires a 2 minute presentation •

from each class member to the entire group on an issue important to them. Have the group give posi-tive and corrective feedback to the speakers.


COURSE GUIDE CHAPTER FOUR

Leadership core competenciesPossesses integrity

Is accountable

Is decisive

Is public service oriented

Empowers others

Is deliberate

Is a communicator

Shows respect for others

Technically knowledgeable

Manages resources

Is resilient

Delegates

Maintains balance

Leadership stylesLeader vs. manager

Leadership at all levels

Initiative vs. authority

Leadership assessment toolsDISC

Your own communication style

Recognizing styles of others

Begin this segment by asking the class to discuss in groups people they consider to be good leaders.

Identify the characteristics making them good •

leaders. Have each group report out and list the char-•

acteristics and compare it to the APWA Core Competencies for Leaders list. Explain there are many leaders in an organization •

at many different levels.One way to identify leaders is to watch how they •

perform in groups when they are not in authority positions.

The DISC Classic Personal Profile instrument can be obtained from multiple online vendors. Each booklet contains a profile assessment and instructions to self administer and self-interpret. Facilitate this activity by making sure everyone in the class understands the instructions and draws the charts correctly to best determine their personal profile.

Have participants take a profile and evaluate their own results within a 45 minute window. Discuss the results by having participants identify their communication patterns and their primary letter descriptions: D = Dominant; I = Influencing; S = Steady; C = Cautious

Explain there is no preferred or good type, nor is there a bad type. There are advantages and disadvantages to each type. Understanding your personality can help you understand the styles of those around you, and helps you flex your style to communicate better with your peers and others.

Ask the group to collect themselves around the •

room by letter type into four groups and discuss the advantages and disadvantages of their type and report out to the group as a whole.Give each group a difficult personnel problem •

from your experience and ask them to discuss in their groups what they would do with it. Have each group report out separately and look for ways their style impacts their thought processes.


Team developmentPublic works mission requires shared vision and

team approachNine core competencies for team building

Is accountable•Is decisive•Empowers others•Is deliberate•Is a communicator•Shows respect for others•Manages resources•Is resilient•Delegates•

EthicsEthics vs. achieving the vision

The public trust

Four ethical core competencies

Possesses integrity•Is accountable•Is public service oriented•Shows respect for others•

Defining excellenceHow do you define excellence

Some examples

Organizational self assessmentThe essential leadership elements

Vision•Mission•Goals•Objectives•Actions•

Use examples from your experience about the benefit of using a team approach for increasing effectiveness.

Use the table groups as teams to complete a competi-tive activity. An example is building paper airplanes. Challenge the groups to see who can construct the most airplanes that will fly a 25 ft. test course and stay within a 5 ft., gap. Allow a very short time for the actual construction and testing period of the exercise. Other activities can substitute for the airplane exercise. The point of the exercise is to evaluate how the groups assembled their teams. Did they look for someone on the team who was good at building paper airplanes? Did they make group decisions? Did they appoint a leader? How well did they communicate? Compare the winning group’s performance to the nine core competencies.

Have the groups discuss the ethical dilemmas in the Learning Model.

When debriefing the exercise, look for examples of the four core competencies.

If possible, invite public works leaders, recognized as successful, to present their secrets of success to the class. The Top Ten Leaders in your area make an easy choice for panel members if you have any available to work with the institute.

Use the list of essential leadership elements and exer-cises in the Learning Model to measure an agency repre-sented by at least three group members. If necessary, reorganize the groups of eight or more. Let the people from the same agency develop a list while the others in the group observe. Observers can offer suggestions to the group but cannot add data.


COURSE GUIDE CHAPTER FIVE

Community service/customer orientationCustomer service

Everyone in PW is in customer service

Philosophy part of daily operations

Management support

Training•Tools•Managerial involvement•

Management responsibilitiesCulture

Skills training

Customer service strategyCustomer service training needs for

Call taker•

Technical staff•

Field staff•

Customer service “cultural” message

Mission and vision•

Values•

Orientation•

“Tools” for staff•

Partnering and networking—personal contacts

Civic leagues•

Speakers bureau•

Other departments•

Outside the organization•

Ask the class to discuss examples of good and bad customer service in small groups. Have each group develop and share a list of good and bad customer service characteristics on a flip chart.

Use the examples they present to point out the differ-ence between customer service in government where the customer cannot go to a different service provider and in private enterprise where consumers change providers all the time.

Stress the importance of training, having the right tools and managerial involvement. Draw a connec-tion between the examples from the groups and the customer service principles.

Give examples from your experience of positive and negative customer service cultures and examples of how providing customer service training to staff improves service.

Explain the importance of front line staff having the best information and tools to do the best job of customer service.

Emphasize that organizational culture is what makes the difference between an organization that “walks the talk” and one that only talks about customer service.

Explain how using personal contacts and networking will help staff to better understand customer needs.


Education on issues and proceduresStaff•

Elected officials•

Schools•

Civic leagues•

Managers•

Media relations

Training for staff•

Publish articles?•

Awards?•

Dealing with internal and external customers

Public works customers/stakeholders:Citizens and citizen groups

• Neighborhoods, civic leagues, historic areas, area businesses

• Income groups (low vs. high)• Rural vs. suburban vs. urban groups• Agenda groups

- Farmers- NAACP- Churches- Businesses- Developers

• Traveling public- Tourists and visitors- Those just driving through

Internal customers

• City departments• City manager’s staff• City council

Mayor•Courts•

• School systemExternal Agencies

• State Department of Transportation• State environmental regulators

Federal•- EPA

Corps of Engineers- Coast Guard-

Media

• Radio• Television• NewspapersAdjacent municipalities/counties

Explain that everyone should understand the customer service issues your organization faces and the proce-dures used. Include discussion of the following items:

Definition of internal and external customer.•

Do different types of customers require different •

customer service skills?Which type of customer is most influential?•


Regional groups Regional transit

Regional planning

Considering all customersBest interest of the neighborhood?

Best use of tax money

Best interest of general public

Compatible with policy

Steps to effective communicationListen

Acknowledge

Understand the interests

Look for common goals

Look for alternatives

Follow up

Community diversity and serviceImportance of attitude

A few tips

Smile•Sympathy doesn’t mean agreement•Okay to apologize•The kind way to say no•

Customer service trainingAs basic as safety training

Policies

Scripts

Steps to develop a programIdentify problem areas using staff interviews

Review policies for clarity and consistency

Give examples from your experience about each of the following considerations:

Neighborhood•

Tax money•

General public•

Compatible with policy•

Give examples from your own experience of each of the six steps to better explain what they mean and show how they work in real life.

Explain the importance of a “customer service” atti-tude when dealing with the public, and emphasize that professionalism is required to forget the bad day you’ve been having or the last unfortunate experience you had with this group.

Stress the comparison with safety as an essential part of any public works department’s administrative procedures. Point out while policies and scripts are helpful to ensure uniform customer service, they will be ineffective if not delivered by employees who have been trained in presenting a positive customer service attitude.

Point out that improving customer service doesn’t have to be complicated. Interviewing key customer service people will tell you what they need to do a better job. Reviewing your policies to make sure they don’t stand in the way of giving good customer service is an ongoing activity.


Public relationsThe importance of image

Identifying perceptions

Developing approaches

Personal contactBreaking large groups into small groups

What is public relations?Inform or educate

Influence

Actuate

Some common information vehiclesBrochures

Newsletters

Memos

Presentations

Videos

ApproachesEducation/training the public

Building relationships

Give examples from your experience showing how you’ve used these points to develop a public relations program.

Point out that group settings generally work against the personal contact that is necessary for good interac-tion. Use this class as an example by pointing out how much more comfortable the class is when discussing subjects in small groups versus the pressure of feeling that you have to come up with the “right” answer in a large group question and answer session.

Give examples from your experience for each of the topics in the definition of public relations as defined by public relations professionals. Add any other ways that you might have found to define public relations for public works professionals.

Ask participants to brainstorm in their groups the various forms of information vehicles available to public works departments.

Use the list to get started, and then compare the results with the longer list in the Learning Model.

Point out the advantages and limitations of each approach using examples from your experience. Stress that in many ways government life is all about rela-tionships, but you are only one person, and developing a positive relationship with the whole community is a challenge.


Media relationsKnow editors and reporters

Understand their jobs

Five rules for dealing with the mediaBe honest

Know your facts

Choose your spokesperson

Be sensitive to deadlines

Be concise

Point out that developing positive media relations starts long before you are interviewed to discuss the water main break or bridge collapse.

Develop a personal but professional relationship •

with your local new media.A positive relationship doesn’t guarantee positive •

coverage. Understand the reporter still has a job to do.•

Take a case from your experience in which you were interviewed by a reporter regarding a difficult situ-ation and ask the class to divide into groups of two with one person playing the role of you in your story and the other person playing a reporter. Have groups spend about 5 minutes doing an interview. Give them another situation and reverse roles and do another interview.

Ask them to report on how well they felt they were able to get their message across and ask the reporters if they felt that the person they interviewed was keeping anything from them. Use the last question from the exercise to point out the importance of the first rule in dealing with the media.

Give examples from your experience to illustrate each of these points. Your examples can be either of things that worked well for you or cases in which you learned what you would do differently using these rules the next time you have the opportunity.


COURSE GUIDE CHAPTER SIX

The law and public worksSafety and health

Environment

Public resources

Basic public works requirementsPhysical laws

Social laws

Contract regulationsPurchasing goods and services

State laws

Local laws

Bidding process

Importance of experienced contracting staff

Contract administrationDelivery and performance

Terms of delivery•Liquidated damages•

Inspection and testing

Importance of documentation•Payment

If possible, have an attorney present this section. Include information about how to learn about munic-ipal law if one is not an attorney. Include explanations on topics of law relevant to public works professionals.

Stress the importance of a strong working relationship with the city attorney. Give examples of working with city attorneys and some of the things learned from them.

Explain:Most contract regulations are addressed in state •

laws, while local ordinances often are adminis-tered by someone in the purchasing or finance department. A strong relationship with the city attorney posi-•

tively impacts the unusual situations when things go wrong while purchasing goods and services. Legal advice is essential if contracting for private •

services previously done in-house. Get experienced legal advice from an attorney for •

first-time proposals or bids. If necessary, seek outside legal advice with the •

concurrence of the city attorney.

Most contracts are handled routinely if the agency has already established procedures consistent with state law and local ordinances. A good working relation-ship with the city attorney is important for the times contractors default or sue over some aspect of contract administration.

Tell a story from your experience to stress the impor-tance of good legal advice in contract disputes. The example can have a positive or negative outcome to stimulate class discussion.


Employment and safety lawsOSHA

Hazardous materials exposure •Confined space entry•Traffic hazards•Electrical shock •General industry and construction risks •

Union agreements

Compensation •Leave•Insurance•Overtime•Family Leave•Benefits •

Importance of safety committees

Non-discrimination laws

Americans with Disabilities Act

Environmental legislationClean Air Act

Clean Water Act

Environmental impact statements

Whistle-blower protectionOSHA violations

General protection from retaliation

Give examples of OSHA or the state-adopted safety regulations to illustrate the different employment and safety laws.

Give examples of times you sought legal advice on the listed union agreement items. Share the details and outcomes of any current legal cases relating to the topic.

Give examples of how to correctly use a safety committee.

Ask the group to name the areas in which discrimina-tion is not allowed and then compare that to the list in the Learning Model including: religion, national origin, gender, or ethnicity.

Relate any experiences about the Americans with Disabilities Act, stressing the change in ways of doing business. Explain the act covers both access to public facilities and employment accommodation that may be required. Both are responsibilities for the department.

Give examples of your experience with each of the three laws listed.

Point out the great difficulty management has when protecting whistle-blowers because of the similarity between retaliation and perceived retaliation. Use examples highlighting how agencies deal with whistle-blower reports and/or protecting individuals from retaliation.


COURSE GUIDE CHAPTER SEVEN

Fundamentals of governmentImportance of advocacy

How Congress operates

Committees•Expert testimony•Drafting legislation•

State legislatures

Implements federal laws•Similar to federal process•

The regulatory processAgencies implement federal law

The Federal Register

Code of Federal Regulations (CFR)

How state procedures are similar

State, county and local rolesState responsibilities

Highways•Waterways and water resources•Regulatory agencies•

State/local relationshipsCompetitive

Cooperative

Regulatory

County responsibilitiesUrban services in unincorporated areas

NPDES coordination

May include street and storm maintenance

Explain how the federal government delegates some powers and responsibilities to states while leaving the states to regulate others and ultimately delegate powers and responsibilities to local governments.

Public works professionals must take proactive approach. Emphasize that knowing how the legislative process works is just the beginning. Actual partici-pation in the advocacy process through your local government or APWA is the best way to learn how laws and regulations are made and how they impact the future.

Ask for a show of hands from the class to see how many currently work in state, county, and city govern-ment. Also, ask for a show of hands of those having worked at all levels.

Tell stories from your experience to illustrate each of the three government relationships to public works.

Ask for individuals from the group to explain the typical county responsibilities in their states.


City responsibilitiesCharter or general law

Full or limited service

May provide water and sewer

May include non-traditional functions

May include street and storm maintenance

Public works department responsibilitiesVaries based on local conditions and history

Defender of the infrastructure

Customer service essential

Unfunded mandates

Ask for individuals from the group to explain the typical city responsibilities regarding privatization and street and stormwater utilities.

Stress that the typical public works department has responsibility for street maintenance at least. Other responsibilities vary from department to department.

Ask for information from the individuals in the group about the difficulty of being the defender of the infra-structure without the decision-making authority for funding. Also share examples from your experience.

Link the importance of good customer service with the last point, stressing how it builds support for funding proposals. Use examples from past experiences to illus-trate this point.

Explain that the difficulty with unfunded mandates is the lack of recourses required to uphold the mandate. Public works professionals should already be doing many things required by the federal and state govern-ment. The difficulty to execute is often from limited or no funding. Lead a group discussion on how different departments work through these issues.


COURSE GUIDE CHAPTER EIGHT

Finance and budgetingPlanned acquisition and allocation of resources

Balanced budgets

Public works budget challenges

One-time revenues•Hiring freezes•Postponing replacements•Deferring maintenance•

Types of budgetsOperating

Capital

Long-term capital improvement program (CIP)

The budget cycleOne-year

Multi-year

Capital budgets

20 year plans•Growth management connection•

Four stages of a budgetPreparation and formulation

Forecasting revenue•Forecasting expenditures•

Submission and approval

Hearings•Adjusted budgets•

Execution and implementation

Tax•Spend•

Audit and review

Not immediate•A learning experience•

Typical processFormal

Analytical

Forecasting•Cost analysis•

Budget typesLine item

Performance

Program

Zero-based

Begin this section by explaining the importance of the finance function to public works departments. Stress that without money nothing gets built or maintained or operated, and it is important to maintain a close working relationship with the agency finance director. Ask the individuals in the group for an example from their experience to illustrate each of the budget challenges.

Give examples of each budget type:Explain the advantages and disadvantages of •

multi-year budgets. Ask if anyone in the class has experience with multi-year budgets and wants to share their positive and/or negative experiences.Stress that the external process of budget approval •

is primarily discussion and gathering input from constituents, while the internal process is primarily analytical.


Purchasing management Not always low bid

Central vs. decentralized

Finance department professionals

Purchasing policiesEthics

Conflict of interest•Financial interest•Financial disclosure•Gratuities•Contingency fees•Lobbying restrictions•Confidential information•

Purchasing proceduresBids vs. proposals

Negotiated bids

Non-competitive negotiations

Typical bid conditions

Uniformity•Right to reject•Hold harmless•Guaranteed price•Accuracy and completeness•Bonding requirements•

Inventory managementCosts of inventory

Opportunity cost•Storage•Personnel•

Goal of inventory

Least cost•Availability•

Life cycle costingDetermine useful life

Salvage value

Present value of costs

Cost = acquisition cost + discounted ownership

cost – discounted salvage value

Explain that low bid is the typical, but not only, method for making purchasing decisions.

Point out the advantages and disadvantages of central-ized and decentralized purchasing operations.

Remind the class of the importance of working with the purchasing agent.

Inventory management is something public works professionals usually do not learn in a formal educa-tional setting. Public works operations require a huge inventory of replacement parts and equipment requiring management.

“Just in time” delivery used in manufacturing facilities is about managing inventory. Product is not stockpiled but is available when ordered. This incurs no ware-housing costs.

The concept of life cycle costing is most frequently used when making materials choices for roadways. The concept can be applied to other product choices.

Calculating present cost requires assumptions about inflation rates. The process is not complicated, but requires finance professionals to do the calculations or check yours.Illustrate your discussion with stories from your experience.


Leasing considerationsHow long item will be kept

Method of payment

Obsolete when?

Buy-back options available

Method of financing

Purchasing poolsEconomy of scale

Loss of flexibility

Relate any experience you have about purchasing pools.


COURSE GUIDE CHAPTER NINE

Resource management skills

Strategic planningMission

Vision

Goals

Objectives

Strategies

Planning goals and objectivesThe agency’s mission statement

Input from staff

Stated clearly

Prioritized

Measurable

Explain the difference between strategic planning for business or the government.

Business planning focuses on results•

Government planning focuses on inclusion•

A public works strategic plan is the result of an inclu-sionary process, taking place in a government setting. But, public works operations have much in common with business operations and produce measurable results.

The strategies are essential to any strategic plan and result from a creative process beginning with an analysis of the strengths and weaknesses of an organi-zation and an analysis of the opportunities and threats the organization can be expected to experience.

Divide the class into small groups to develop a list of strengths and weaknesses and opportunities and threats for several agencies. After completing the lists, have each group develop a strategic plan for the agency. Have each small group present the strategic plan to the class and ask for comments and questions. Plans should include:

Mission of the agency•

Goal of the plan•

Measures for success or failure of the plan•

Priority •


Levels of serviceBudget drivers

Plan monitoringPlan documentation

Creative decision makingReview your existing methods

Benchmarking•Networking•Re-engineering•Internal/external audits of procedures•APWA Self Assessment•

Employee involvementWe don’t have all the answers

People who do the work know it can be done better

Build trust

Sharing of resourcesEquipment utilization study

Review adjacent municipalities

Outsourcing

Many people have difficulty describing levels of service. Use examples from your experience to explain what typical public works levels of service should look like. Illustrate how levels of service are impacted by the amount budgeted for the service.

Point out the importance of regular plan monitoring and documentation. Share examples from your experi-ence when this was not done and the consequences of not monitoring and/or documenting the plan.

Creativity does not have to mean coming up with something totally new. Point out the advantage of an organization like APWA for benchmarking, networking and self-assessment to expand the horizons of knowledge.

An organization based on trust is more efficient than one requiring constant reporting and oversight. Share examples from your experience to show how you have involved employees in the decision-making process. Include creative ideas they added to the planning process.

Relate an experience about resource sharing programs and point out the advantages and disadvantages of doing both.


Basic project management elementsOperations plan

Work order system

Performance indicators

Project management manual

Operations planMission, vision of the organization

Organizational/functional chart

Goals and objectives

Operational policies and procedures

Budget information

Description of services provided

Work load indicators - what you have to do

Performance measurement - how you do it

Work order systemProject/service description

Estimated time/resources required

Actual staff time/equipment/materials utilized

Final costs to accomplish the task

Performance measurement benefitsStrengthened accountability

Enhanced decision making

Improved customer service

Effective resource management

Support for strategic planning and goal setting

Project management manualProject description

Project planning and organization

Design phases

Contract administration

Bidding procedures

Project manager authority

Project monitoring

Project management is defined in this section to include both the day-to-day operations of a public works department and managing other traditional “projects.”

Make the connection between the operational plan and the agency and department strategic plan, putting emphasis on the mission, vision, goals and objectives. Share examples from your experience to show how each of these is handled.

Remind the class of two publications from APWA by Bill Sterling relating to this subject, Developing a Public Works Operations Manual and It’s Your Move: Strategic Planning for Public Works Agencies.

Show the class an example of a work order system, and discuss each feature of the system.

Discuss the emergence of performance measurement since 1998, and explain the importance of tailoring reporting to the needs of an agency. Measurement not resulting in action is unnecessary bookkeeping.


Effective crew schedulingAlternative schedules

Flex time

Four tens

Split shifts

Alternative work week

Telecommuting

Employment alternativesPart-time employees

Job sharing

Temporary employees

Retired employees

Interns

Volunteers

Community service workers

Reducing absenteeismRemove causes of job dissatisfaction

Reward excellent attendance

Operations manual

Divide the class into small groups and ask them to come up with a list of the most difficult problems they face when scheduling crews. Share with the whole group to develop a composite list. Ask the groups to meet again and discuss the techniques they have found successful when dealing with the problems listed.

Discuss each of the crew scheduling alternatives, including the advantages and disadvantages of each.

Discuss the different employment alternatives listed. Ask for examples from the group to highlight the advantages and disadvantages of each alternative.

Remind the class the solution to absenteeism lies in employee motivation. Ask the group to discuss what causes job dissatisfaction. Compile the answers on a flip chart. Ask for suggestions to overcome the dissatisfaction.

Give an example to show techniques for solving employee absenteeism problems.

Refer the class to Developing a Public Works Operations Manual as a guide for how to develop an operations manual. Give examples of how an operations manual solved problems for you and when a lack of one resulted in confusion or mistakes.


ProductivitySmall gains add up

When should you contract for services?A one time project

Limited staffing

Project requires specialization

Expertise/equipment

Significant cost

Savings

Time is limited

Emergency situations

Components of a consultant contractScope of service

Budget

Schedule of key

Milestones/phases

Explain the difficulty of educating the public on how productivity increases result in lower costs. Discuss the importance of stressing productivity gains in reports to elected officials and the public. Ask the group for examples of ways to report increased productivity.

Discuss what types of services in a public works depart-ment should be contracted. Encourage class participa-tion, including specific examples of projects and the results from the contracted service..

Explain the following definition of wording found in a consultant’s contract and the benefit of each:

Scope•

Budget•

Schedule•

Milestones•


COURSE GUIDE CHAPTER TEN

Public works operations

TransportationTraffic operations

The Manual on Uniform Traffic Control Devices• (MUTCD) Uniform Traffic Control Devices• (UTCD) book for Canada

Effective traffic control

• Fulfill a need• Command attention• Convey a clear, simple message• Command respect from road users• Give adequate time for proper response

Regulatory devices: state law and local ordinances

Traffic control policy and procedure manual

• Truck routes• Bicycle paths• Bus stops• Temporary street closings• One-way streets• Traffic calming devices • Streetlights

Parking

Size and placement•Parking lot design•Maintenance standards and inspections•Operating procedures•

All of the public works operations segments are best taught by someone with extensive experience in each operating area. The advantage of this is their ability to answer questions that go beyond the presentation material and also provide personal stories to give life to the material.

Each segment should begin with the instructor explaining his or her experience in the specific opera-tion being presented. Individual instructors may also wish to use material supplemental to the learning objectives of this chapter.

Explain the following points about traffic control and operations.

Traffic engineering is a balance between control-•

ling traffic for the best use of all versus looking at the needs of individual customers.Traffic engineers have the ability to change local •

ordinances, but also have to deal with local desires conflicting with standard traffic engineering principles.Parking issues may be handled in a separate •

department. Share any examples you might have from your experience with each of the parking issues listed.


Transit operationsAuthority

Grant management

Inventory

Maintenance

Personnel policies

Planning

Right-of-way/utility/one-callPermit process

Issuance procedures•Tracking•Inspection•One-call•

One-call centersPlanning

Information sharing•Decision making•

Record keeping

Detailed information

History

Geographic information systems (GIS) encouraged

Liability

Damage prevention

Long-range plans•Line clearances•Utility coordination•Uniform color code•

Solid waste managementIntegrated solid waste management (ISWM) hierarchy

Waste reduction at the source

Recycling and reuse, including yard waste

compostingResource recovery

Landfilling

Solid waste planningFramework

Policies

Procedures

In larger jurisdictions, transit might be a separate oper-ation or agency. There is extensive federal involvement relating to transit. Share experiences about operating or coordinating with transit agencies.

Discuss the importance and the history of a coordi-nated one-call system.

Explain how the one-call center in your area oper-ates. Share any stories from experience to enhance the importance of one-call centers for damage prevention.

Test participants’ knowledge of the uniform color code to stress the importance of general knowledge of the colors to prevent mistakes and injury.

Red - electric•

Yellow - gas, oil, steam•

Orange - communication, catv•

Blue - water•

Green - sewer•

Pink - temporary service•

White - proposed excavation•

Violet - reclaimed water•

Explain that solid waste management as a profession-ally run organization is a relatively recent innovation. Landfillling was the only item in the hierarchy until the latter part of the last century.

Give examples of solid waste plans.


CollectionLevels of service

Policies

A list of materials accepted for collection•A schedule of the time and frequency of collec-•tion for all classesTypes, number and sizes of collection •receptacles

Route design

RecyclingService level

Source separation

Composting

Landfill Design

Operation

Drainage control•Leachate control•Compaction•Inspections•Litter control•Vector control•

Closure

Post-closure

Emergency managementBasic elements

Address significant community hazard exposures.

Cover preparedness responsibilities.

Cite provisions for resource management.

Outline command and control organization, opera-

tional policies and responsibilities, communication arrangements, and the transition to recovery.Make provisions for exercising and updating the

plan itself.

Plan elementsMission statement

Intent of the plan

Descriptions of the organization, emergency

resources, and provisions for outside assistanceEstablishing emergency policies, procedures, respon-

sibilities, and communication

Explain how to arrive at the levels of service in an operation. Discuss available policies and other options.

Explain how routes are designed and other collection methods.

.

Explain emergency management with examples of each of the basic elements. Ask for examples from the group for discussion.

Describe how to develop an emergency management plan and give examples of each of the plan elements.


Public works rolesFirst responder

Assist other first responders

Public works responsibilitiesSafeguard resources

Contingency planning

Stages of emergency managementPreparedness

Response

Recovery

Mitigation

Facilities and groundsScope of responsibilities

Planning and scheduling of maintenance

Establishing a communication system

Designing an organizational structure

Developing training programs

Establishing a performance measurement system and

quality control functionDeveloping an annual budget

Maintaining a safe, secure, and accessible work

environment

Required proceduresOutline authority and responsibility of individuals

responding to requests for maintenance, etc.Set quality standards for all repair and maintenance

workInspect completed work and document results

Develop a preventive maintenance program that

determines and addresses all building maintenance functionsSet the preventive maintenance schedule

Establish emergency repair procedures

Prepare reports, assign personnel, and test alarms

Custodial methodsEffective cleaning methods

New methods/approaches

Explain that public works is often forgotten as a first responder. Stress:

Importance of inclusion with other first responders•

Importance of evaluating the entire infrastructure •

for vulnerabilityDevelopment of plans to maintain operability of •

infrastructure

Point out the four stages of emergency management. Give examples of each stage.

Describe the responsibilities as a facilities and grounds manager. Give examples of the responsibilities listed.

Explain that the required procedures can be found in the APWA Management Practices Manual and give examples of each.

Give examples of how to provide good custodial service including outsourcing as an option.


Grounds managementMajor landscaping functions

Enhance a facility by blending concrete, stone or

other building materialTo provide “green space” isolating manmade struc-

tures from each other to give an illusion of space or openness.To add value.

Other aspects of landscapingControl of wind damage.

Provision of shade to cool buildings, equipment and

open spaces.Reduction of dust and erosion in the areas to keep

buildings clean.

Urban forestryTree ordinance

Protects the community’s investment in public trees

and its indirect interest in trees on private propertyPromotes well maintained trees, which contribute to

higher property value (and increased property tax) and better quality of lifeKeeps neglected or ill-treated trees from becoming

hazards and potential bases for lawsuits

Minimum requirements for a tree ordinanceDevelopment of street tree management plan

Assignment of responsibility for implementing the

planProvisions for enforcement of standards

Detailed information concerning specifications,

replacement policy, planting in or near utilities (overhead and underground), species avoidance, maintenance, and removal.

Turf management principlesNo lawn is stable, but is either improving or

declining in quality.With proper moisture and fertilizer, a lawn can be

established, weeds will be crowded out, and grasses will grow abundantly.Grass will not continue to grow in dense shade.

Point out that most grounds management is generally located in the parks department making it a chal-lenge to get adequate funding for grounds mainte-nance professionals. Share an example to illustrate the problem of having limited funds and the desire for attractive landscaping.

Describe your experience when adopting a tree ordi-nance in the community, focusing on the elements listed.

Point out the parallel between home lawn care and professional turf management to give the group an appreciation for the program. Relate the principles to things everyone has seen in their own lawn.


Turf maintenance programMowing

Watering

Fertilization

Repair and renovation

Setting standards

Inventorying turf

Inspecting and evaluating condition

Determining fertilization practice and areas to be

fertilizedControlling disease, insects and weeds in turf and

landscaped area

IrrigationDesign criteria

Standard maintenance policies

Fence maintenance program•Policy and management program to conduct or •permit controlled burning of vegetationMaintenance of playground equipment•Policies and procedures for design and mainte-•nance of recreation amenities in grounds area

Potable waterWater source

Treatment facilities

Storage and booster stations

Distribution network

Fire protection

SourcesGroundwater

Surface water supplies

Treatment requirementsMaintenance

Staffing

Quality standards

Storage and distributionEfficient use

Drought contingency plans

Outline a program used in your organization to accomplish the elements in a turf maintenance program.

Detailed management practices for irrigation management can be found in the APWA Management Practices Manual.

Give examples and describe each of these potable water elements in a system.

Explain both supply sources and the considerations for deciding which source to use as a supply.

Explain the treatment system used in a system and how to deal with the elements listed.

Explain how storage is used to ensure adequate capacity in a system and how to deal with drought contingency planning.


Fire protectionFire rating

Facility sizing

WastewaterCollection

Conveyance

Treatment

Disposal

CollectionHealth considerations

Design standards

ConveyanceInterceptors

Lift stations

TreatmentHistory of treatment

In the street•In the stream•In treatment plants•

Primary treatment

Secondary treatment

Advanced treatment

DisposalSolids

Land application•Incineration•

Liquids

Receiving water quality•Reuse options•

Explain the importance of cooperation with the fire department and that pipe sizing for a water system is largely dependent on fire flow requirements.

Describe the wastewater and each of the elements listed.

Describe how conveyance is handled in your system and any special considerations encountered. To insert humor, give examples of strange things that have been found in manholes.

Discuss the relatively recent advent of scientific treat-ment of liquid waste and the components of a treat-ment system to provide a simple explanation of how sewage treatment works.

Discuss considerations for solid and liquid waste disposal.


Stormwater and flood managementStormwater utilities

Nuisance flooding

Major flood damage control

Best management practices (BMPs)Structural controls

Non-structural controls such as erosion and sedi-

ment control ordinances and public education programsOperations and maintenance procedures

Stormwater/flood management master planMaintain and update stormwater infrastructure

location on a regular scheduleMaintain and update a record of stormwater infra-

structure condition regularlyDesign standards

Identify necessary improvements or additions to

the stormwater system, along with funding sources, based on existing and projected needsSet a policy to establish a sediment and erosion

programEvaluate and test operational flood warning systems

periodicallyEstablish a program for inspection of the storm

water infrastructure to ensure compliance with water quality standardsDevelop written procedures for the operations

and maintenance of conveyance, storage and BMP facilities Protect and improve the quality of receiving waters

through an established pollution prevention planDevelop a public education program to increase

individual and corporate awareness of stormwater quality system needs

A stormwater utility is a special assessment district set up to generate funding specifically for stormwater management. Begun in the 1970s and recently expe-riencing growing popularity, the utilities provide stable, flexible, adequate and equitable funding to support stormwater programs.

Give examples of best management practices from your experience.

Describe how the management plan for a stormwater system handles the elements listed.


Engineering and technologyPlanning and development

Engineering design

Bid process

Project management

DesignPurpose of design

Design phases

Options and alternatives

Estimates, permits and clearances

Cost/benefit and value engineering

Appearance and historical concerns

Reviews

Scheduling and time allowances

MapsArchives storage

A system to pull maps and to catalog them

Record retention system

Security measures

Bid processLegal requirements for official notices are

established.A procedure describes conditions for holding pre-

proposal or pre-bid meetings.Qualifications and performance of prospective

bidders are investigated if allowed by law.Bid opening procedures are established.

Bids are reviewed according to established

evaluation criteria.A procedure is established for formally awarding

contracts and rejecting bids.

Project close outFinal inspection

Securing incomplete work

Test operation

Operational manuals

Warranties

Record drawings

Notice of completion

Liens

Retentions

Final payment

Discuss the different concepts listed under engi-neering and technology.

Explain the different elements to design. Ask the group to share examples of each element.

Describe your mapping program, highlighting how the system stores and catalogs archives and the secu-rity process.

Describe an experience with the bid process to identify the problems and solutions associated with the process. Encourage a group discussion to identify elements of the process.

Highlight your experience with the project closeout process. Explain the purpose of each item listed and why it is included in construction contracts.


Project reports and critiques

Equipment and fleet managementMaintaining equipment and parts inventories

Equipment inspections

Scheduling preventive and normal maintenance

Recording maintenance history

Analyzing equipment costs and defining replace-

ment cycles, drafting specifications, and procuring and maintaining all mechanized equipment.

APWA’s fleet performance measuresDevelops fleet charge-back rates

Establishes a preventive maintenance program

Measures fleet availability and downtime

Measures technician productivity

Tracks the costs associated with operation and

ownership of equipmentEstablishes the number of repair hours and cost of

repairs by repair type within each equipment classMonitors the scheduled repair rate

Assesses the appropriateness of size and mix of

commodities in a parts inventory, as well as the effectiveness of parts management activitiesMeasures ability of parts room to support high-

average repair service turnaround time and minimal parts-related equipment downtimeMaintains a high level of customer satisfaction

Business plansVision, mission statement

Services provided/business description

Key measures

Strengths, weaknesses, opportunities and threats

Service level agreementsIdentifies the parties involved

Sets forth purpose of a service agreement

States the agreement between the parties

Outlines areas of responsibility

Lists service provider locations

States hours of service

Delineates scope of service with performance

standardsDefines fees

Sets fleet availability rates for each major fleet class

Describe your job responsibilities and how they compare to what’s listed here. Explain which of these are the most important in your experience and why.

Divide the group into small groups and have each group develop a business plan and present it to the whole.

Explain how service level agreements work in an operation.


MaintenanceReplacement/life cyclePreventive maintenance

The human equation in public worksEngineering and maintenance necessary but not

sufficient

Human capital

The public we serve

Emphasize that most of what was covered in the insti-tute involves people skills in one way or another, while the public works operations chapter is an overview of the specialty areas a public works manager would reasonably expect to oversee.

Remind the group that the human components encountered in public works are the people we work with and the people we serve. Illustrate some of the high points of your career and how this human inter-action has been the source of some of your fondest memories.


My Final Thoughts

Now that you have read all of the material in this Course Guide, you might be wondering if doing an institute is worth all the work. My personal experience with several institutes tells me this is not like real work and it is defi-nitely worth the effort.

Institute classes can be fun and rewarding for everyone involved. As an instructor, I have learned more about the material I teach than I knew before when I was a public works director. Having to explain what I know to someone else required me to organize the material in some logical fashion. Developing and teaching an institute also requires me to be excited enough about the material to present it in an interesting manner. I rehearse my presenta-tions to make sure I am making sense. Doing all of this led me to a fuller understanding of the materials and made me more aware of how valuable the knowledge is for the public we all serve.

Participants attending institute classes grow in confidence by spending time with seasoned professionals, and they learn how to interact more effectively with peers, employees and elected officials. Some who have taken the classes come back later to teach part of the material. Over time, I have found that training the future leaders really is an achievable goal.

A few years ago, the Washington APWA Chapter brought a group of chapter leaders together to work on the chapter’s strategic plan. Most of the people in the group had gone through the institute classes I had been teaching since 2000. I felt really proud of what they had accomplished and took a great deal of satisfaction from my role in helping them. It’s my hope that anyone using this Course Guide will have that same experience.

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