PHREE Background Paper Series Document No. PMREE/88/03 A Guide to the Identification of Manpower and Training Issues in Non-Education Sector Work Education and Employment Division Population and Human Resources Department September 1988 A7s pubcaoum smes sees as an owet for badqwund prdue frm At ongoig wo* prm of poliy reac* and anls of *e Fduca and Employmen D1o in the Populawon and Human Rasoes DOnmt of dt Word Bk he Tsu pressed amt those of the auorfsl and should not be am*wd to dw World nk A OhIDE TO TE IDMIIPICA&OE OF AIOVUER AND TRAINrNG ISSUES IN NON-EDUCATION SECTOR WORK CONTENTS Page 1. Introduction .................... 1 2. Background ............ . ** *.*.* *,** 1 3. General Surveys or Special Studies ................ 2 4. Data Collection ...... ..... ........ 3 5. Approach ..4......... 4 ANNZX: A SECTOR MANPOWER AND TRAINING PROFILE ................ 6 I. SECTORAL CONTEXT ........... 6 A. Sectoral Data and Issues: Implications for Manpower and Training .. ..............*.... .... 6 B. Current Sector Manpower .............* ............ 6 C. Manpower Requirements 7...*****.e*qe 7 D. Manpower Development and Training Needs, and Constraints 7 ...........7 E. The Labor Market 8............8 II. TRAINING POLICY, PRIORITIES AND RESPvNSIBILITIES 9 A. Sector/Institutional Training Policy and Priorities ......9**** ......... 9 B. Responsibility for Training ...... ........ 9 C. Coordination of Training Activities ............... 10 III. TRAINING RESOURCES INCLUDING FINANCE .................. 10 to, Staffing .....10 B. In-Rouse Capacity and Programs 10 C. Education and Training Sector ..........11 D. Manpower and Training Investments ................. 11 E. Project- and Sector-Related Support ............ 12 P. External Assistance ... 12 IV. TRAINING STRATEGY 12 APPENDtX: STATISTICAL DATA . ...................... 14 Attachment 1: Glossary ........ ...*.......**.... 39 Attachment 2: Functions ......................... 43 A Guide to the Identification of Wanpouer and Training Issues in Nou-Bducation Sector Work Introduction 1. One effect of the 1987 World Bank Reorganization will be that full responsibility for designing, scheduling, staffing, supervlsion and quality control of country economic and sector work (CESW) will be with the Country Departments (CDs) in each of the four regions.lt The quality of the treatment of human resources development (BTU) in sector work is, of course, part of this responsibility. The importance of this aspect of sector work will grow as the Bank proceeds to orient Itself organizationally to better assist its member countries in the development of human resources. However, whereas the Bank's specialist 8RD staff are thoroughly experienced in this subsector, thc. majority of the operations staff, understandably, are not. Consequently, the quality of the attention given to manpower and training issues in non-education sector work lags considerably behind the attention given to other aspects of sector problems and prospects. 2. The purpose of this document, therefore, is to provide guidance to non-MRD sector operations staff on the range of manpower and training issues chat typically should be addressed in the course of sector work. It is not intended to be exhaustive and the extent of its use, of course, is discretionary. Above all it is not implied that in presenting a broad range of sector manpower and training issues all must, or even can, be addressed at the same time. CESW will continue to be planned and periodically updated on a rolling, multi-year basis; it follows that sector knowledge and experience are accumulated over time. As with other guidelines for sector work this document should be seen and used in that light. As a minimum, if used simply as a check list or aide-memoire it would help ensure that more of the pervasive issues affecting the supply/demand of trained manpower for a sector are considered during sector work than is currently the case. 3ackground 3. The core of CESW remains the identification and analysis of the key development constraints in a country, and the formulation of policies and programs to overcome them. Within CESW, sector work is an area of special weakness2/, but one of the weakest aspects of sector work is the erratic attention given to manpower and training issues. In a 1/ The World Bank Reorganization 1987 - A Guide to Institutional Changes. 2/ CESW Task Force Report. May 1983. recent (FY87) review of the attention given to manpower and training issues in sector work, a Bankwide sample of 116 sect2r memorands, reviews and reports was evaluated againtst a set of standard criteria. These measured the coverage of manpower and training aspects; manpower analysis (for example, of staffing ratios); clarity of presentation; and quality of recommended solutions and strategies. The overall result was that manpower and training aspects were judged to have been thoroughly addressed in only ten percent of the sample. In the main, manpower coversae was sketchy, manpower and occupational analyses were seldom attempced, and the few references to manpower and trainlng were generally scattere4 throughout the reports. 4. The United Nations Development Program (UNDP) recently reaffirmed the importance of human resource development both on institutional and on economic grounds. A policy paper submitted to the UNDP Governing Council in 1986 asserted that 'After nearly four decades of development experience, buman resources development must be looked upon not merely as an instrument or precondition to economic growth, but also as the development objective itself-"3/. A little earlier Messrs. Baum and Tolbert in their book "Investing in Development: Lessons of World Bank Experience' had made a similar declaration,*-The importance of management and manpower development to the effective functioning of.. project institutions is a leitmotif of the Bank's assistance to its developing member countries to achieve their investment objectives. It is a large and complex theme, since the pervasive shortages of managers and skilled staff are an .almost universal characteristic of underemployment". 5. &owever, while the cursory attention given to manpower and training in sector work may not be a reflection of the Bank's regard of the importance of the subject, it is undoubtedly an indication that with or without HID specialist assistance sector work needs to assess more systematically the implications of sector-wide policies and plans for human resources. General Surves_ or Special Studies 6. There semes to be some uncertainty about how to tackle manpower aspects of sector analysis-through general surveys or by special studies. This indecision frequently results in sector manpower analysis going by default. Current weaknesses stem from a variety of factors, including: - low priority being accorded to this work, resulting in utnder-budgeting for analysis of manpower and training issues; 3/ UNDP: Policy Review. The Unique Role of ehe United Nations Development Program in Human Resources Development in the 1980s. Report of the Administrator. UNDP Governing Council (23rd Session). DP/1986/10. Geneva 1986. -3- *- .inadequate analytical skills of operations staff in relation to manpower and training issues; - low priority in the allocation of training specialists to support sector work; and - lack of guidance from Bank HRD specialists in the treatment of manpower and training issues in sector work. 7. Special sector studies have proved indispensable as a basis for specific policy recommendatħons, or for identification and design of individual projects. Rowever, manpower and training are only two of a wide range of issues that must be examined in each sector together with institutional and decision making structures, sector investment plans, incentives for resource allocation, technology policy, statistical requirements, and so on. No single general survey of any sector can adequately cover all the relevant issues. Moreover, such is gained from having up-to-date analyses of specific issues (like manpower) based on current data rather than a comprehensive general survey report that can, at best, be done no more often than every three to five years.*/ The problem for manpower and training is that not only does the sub-sector typically receive only cursory attention during general surveys, but also that fewer special studies of manpower and training appear to bave been conducted by the Bank than for any other sub-sector. In a search of all (730) non-education sector reports issued since FY79, it was possible to identify only 13 special studies of sectoral manpower and training of which ten had been conducted by the Bank's education staff. Although a substantial amount of education sector work is, in fact, allocated to the study of buman resources issues in non-education sectors, this teands to have been driven by the education sector's lending program, and is selective. Data Collection 8. There is general agreement in the Bank that greater government involvement in the design and execution of sector work should be sought, deliberately and systematically. The Bank therefore should stress, as part of its policy dialogue with governments, the need for sector ministries and institutions to assume a larger share of the responsibility for the assessment of sector manpower and training needs. This may require assisting sector officials to perceive manpower and training issues more clearly and, invariably, encouraging them to establish or begin to develop an appropriate manpower and training data base. In many cases this assistance could be provided at little or no extra cost from the training components that currently support over 80 percent of Bank projects (most training components are underspent and the average total disbursement of training funds in projects is 67 percent). 4/ Investing in Development - Lessons of World Bank Experience. -4.- 9. Although, overall, sector reports are a rich source of key sectoral data, it is unusual, as confirmed by the review sample of 116 sector reports (pars 3), for them to contain much statistical data on manpower and training. Such data is necessary as a basis for measurement and analysis. However, the amount and variety of statistical data needed to support a sector, or sub-sector, analysis of manpower may vary from sector to sector. The statistical survey questionnaire in the appendix to this guide should, therefore, again be regarded as indicative, rather than as a model. Functional areas and staff occupational categories may be markedly different among sectors. Even within a single sector it is not uncoon to find inconsistencies among sector institutlons5/ In their use and interpretacion of sector terminology. For this reason glossaries, such as those included as attachments to the appendix, are an imperative. It is frequemly necessary to collect incrementally the breadth of data indicated in the appendix. In this event, a start should be made with Tables 1, 3, 7, and 9. 10. The Population and Human Resources Department would be pleased to cooperate with other sectoral departments or divisions in the preparation of sector-related.survey questionnaires. Wider use of such manpower and training surveys in sector work would strengthen sectoral data bases, and could provide the means by which the Bank's in-house ERD resources could assist operations staff more systematically with manpower analyses. The comparatively small volume of sectoral manpower and training data currently available in the Bank is a substantial constraint on its ability to assist borrowers in the formulation of sector manpower policies and training strategies. Approach 11. An i-balance between the supply of, and demand for, trained manpower is an almost universal sectoral constraint among borrowers. The quality of Bank assistance in identifying and redressing these imbalances is related to its knoledge of the problem. Although currently not deep, this could be improved by the adoption of a more systematic approach to identifying sanpower and training issues in sector work. This guide Is a contribution to the achievement of that objective. 12. Whether used i:L planning a general survey or a special study the manpower component of sector work should follow a step-by-step approach. This is outlined below, and described in greater detail in the annwex to this Guide. Raving determined the scope of a proposed manpower component, or study, the annex also provides the basis for drafting terms of reference accordingly. 5/ The term as used in this guideline includes sector agencies, enterprises, companies or firms. Stag 1: Assessment of manpower supply, demand, and the labor market (sectoral context). Steg 2: Examinstion of policy framework, training priorities and responsibilities. Step 3: Evaluation of training resources including finance. Step 4: Formulation of training plan or strategy. 13. Each section of the annex andc its questions seek to build an information base on the status of the human resources subsector of a particular country sector. This would provide the basis for: - assessing more systematically the implications of sector-wide policies and plans for human resources; - diagnosing more thoroughly the causes and consequences of manpower issues identified; - analyzing more consistently sectoral manpower plans and policies as a basis for dialogue; and - presenting investment strategies for human resources development. -6- ANNEX Page 1 of 8 A FIANEWK FOR DEsTLOPTUG A SECTOR NAMiPOIR AND TRAINING PROFYtE 1. SECTOR&L CORTE=T A. Sectoral Data and Issues: Implications for Manpower and Training Sumarize the sector's major development imperatives, its plans, programs and critical issues affecting their implementation. Issues could Include cost recovery, resource allocation, privatization institutional autonomy, and duplication of functions among sector institutions. The implications of these issues for manpower and training, if any, should be identified. The essence of this section may be derived from addressing the following questions: 1. hat are the major development .objectives, issues and constraints of the sector? (For example, productivity; cost recovery; service levels; low cost technology; institutional reform) 2. What plans or programs has government approved as a basis for meeting sector development imperatives? 3. What are the key sectoral issues that are likely to affect the impleamntation of sector plans and programs? 4* What are the implications of sectoral issues for manpower and training and vice versa? (i.e., Raw and to What extent do manpower and training issues constrain sectoral development?) B. Current Sector Manpower Describe current sector manpower In terms of staffing and educational levels (See Appendix Tables 1 and 3), job requirements versus staff qualifications, critical shortages, overmauning, attrition, etc. This section aims to assemble basic manpower and training data for subsequent analysisl/, for example: 1/ A "Manpower and Training Survey Document' is attached as an Appendix. This provides an example of the kind of data that should routinely be maintained by sector agencies as a basis for sector manpower analysis. -7 ANNEX Page 2 of 8 1. What is the total number of staff employed in the sector? 2. How is the workforce distributed by institution, function, (engineering, operations, finance, administration, etc.), and occupational category (manager, pvofessional, technician, skilled worker, etc.)? 3. Given the technical complexity of sector operations, should there be more specialist staff in relation to managers in sector institutions? 4. Do staff qualifications and experience match job requiremuents as specified in schemes of service or equivalent regulations? 5. How does the number of staff in post compare with authorized entitlement? co Mapower Requirements A comparison of current sector manpower levels with estimated future manpower demand, broken down by function and occupational category will provtde indications of where and how many additional staff way be needed (or not needed) over the plan period. The quantum of training requirements is estimated, in part, from staffing projections, i.e. from projected annual recruitment rates. The following questions should be considered: 1. Using established workload/manpower ratios, expert judgment, forecasts of projected service/output levels, or other criteria-at what staffing levels and in what functions are there staff shortfalls (or overmanning)? 2. By the same yardstick, what assessment bas been made of annual manpower growth (or decline) by staff level and function for the remainder of the plan period? 3. Where are staff shortages or surpluses located? 4. What are the projected annual recruitment rates per occupational category over the plan period? D. E!apower Development and Training Needs, and Constraints The data resulting from secti=ns A, B and C may be synthesized under this heading with the view to identifying the broad manpower development and training needs of the sector, and the co6straints on meeting them. The following questions should be considered: ANNE Page 3 of 8 1. What is the overall assessment of the quality of the sector work.orce performance? (based mainly on key, or bench-mark, jobs2 I) 2. What employment factors or conditions (good or bad) in the sector are contsibuting to observed performance levels (high or low)? 3. What is management's perception of staff motivation? 4, What is the annual training demand by function and occupational category over, say, the first three years of the plan period? 5. Can training supply (all sources) match training needs (pre-service and in-service)? 6. What level and type of training have existing staff received over the past three to five-year period? E. The Labor Market As a basis for- aking informed decisions about employment policies, wage patterns and recruitment practices, sector employers need to regularly observe the signals of the labor market. This will help employers to keep track of the short-term labor supply and demnd position, and to be aware of where surplusses or shortages exist or may develop. The following information Ls relevant: 1. What sector, or government, policies, legal instruments, system asd practices (or lack of them) militate against improving the current utilization of sector manpower resources? For example: - Does the system permit reasonable flexibility in recruitment, compensation, placemat, promotion and other personnel actions? - To what extent do sector institutions have control over their personnel policies and actions? - To what extent do personnel policies reward merit, keep remneration competitive, and insure the existence of career opportunities, with emphasis on staff development and training program adequate to cotpensate for probable losses of trained staff to other sectors? / Jobs whose responsibility, skill or adequate supply is critical to the objectives of sector development plans. 9 ANNEX Page 4 of 8 2. aow competitive is the sector in the labor market? 3. What is the current rate of labor turnover3/? Does this vary significantly among staffing levels and functlons; if so, why? 4. '-*at portion of turnover is due to dissatisfaction with employment conditions? IS. TRAINrNG POLICY PRIORITIRS AND RUSPONSIIILITIS To a large extent commitment to training is dependent oQ top magement leadership. This should be manifested in the availability of clearly stated sector or institutional training policie . A. Sector/Institutional Training Policy and Priorities 1. Rave training policies been formulated and priorities identified; if so, where and at what level? 2. Are these policies and priorities consistent .Lh the ou.oome of the mpower and training assessment in preceding Section I? 3. Are training policies current, and how are they proulgated? 4. If available, to what extent bave train4ng policies and priorities been implemented? 5* Are staff familiar with training policy-has it been disseminated? B. Responsibility for Training 1* Does national or sector legislation make provision for manpower development and training, and assign responsibility for it? 2. What institutions (sector or otherwise) provide sector-related training programs? 3. Row are training responsibilities distributed among the sector training organizations? (Specialization, or management training, for example) 4. Is there a clear definition and delineation of responsibilities among training organizations? 5. Where in sector organization structures is the training function usually located? 3/ The movement of employees in and out of an enterprise during a given period,. usually calculated as: No. of leavers in the period x 100 The average no employed in the period -10- . Pasg 5 of 8 C. Coordination of Trainins Actlildes I. Are sector training activities coordinated; if so, how and by whom? 2. Are the training interests of the respective staffing levels i functions represented at sector, subsector, and .istitutional levels? 3. Sow and at what level are sector training programs evaluated as meeting identified needs? Assess the extent to which existing sector and local (in-country) external training capacity can meet both current and projected training demand. Identify sources of and estimate funds needed to support sector training activities. A. Staffing 1. Are status, salary, and career prospects of full-time trainers adequate to permit recruitment and retention of qualified and experienc.d training staff? 2. Are training institutions, and training cadres of sector institutions, fully staffed? 3. What is the ratio of full-time sector training staff to the total staff employed in the sector as a whole? 4. To What extent can sector training staff perform all tasks in the training function*/? 5e Are comprehensive programs available locally to train tralners? 6. TI there a staff development plan for sector traini'j staff? 7. fNow actively do operational managers participate in the trainlng function? B. In-House Capacity and Programs 1. To what extent does iln-house training respond to the diversity of training demand of sector institutions? 4/ Item 36 of attached Glossary. -11l- MNC Page 6 of 8 2. What in-house programs/courses are conducted and what is the Snnual output? 3. Kc* are in-house training snortfalls (if any) met? 4. 1 on-the-job training organized and evaluated or is it, in fact, training by exposure to the job? 5, What is the ratio of practical to theoretical training? C. Education and Training Sector 1. flow are the overall effectiveness and relevance of external training institutions perceived by the sector? 2. Does the education sector produce sufficient trained manpower at the degree/diploma/trade-certificate levels to meot the overall needs of sectors? 3. What sector-specific degrees, diplomss or accredited programs are offered in the education sector? 4a Now many graduates of sector-specific programs do educational inastitutions produce annually? Does this meet demand? 5. Are there effective linkages for liaison between sector institutions and the external education and training sector? 6. Are literacy and numeracy levels adequate to ensure that sector training programs can be assimilated at the respective staff levels? D _Manoower and Tralainn Investments 1. Do sector institutions make regular budgetary allocations to cover the operating costs of in-service training program? 2. What capital expenditure, if any, bas training incurred over, say, the last five years? 3, Approximately what percentage of the payroll of sector institutions is allotted annually to training? 4. What proportion of sector institutions' oper-ting training budgets is allocated annually to support the training needs of each main occupational category (managers, professionals, technicians, supervisors, skilled workers, artisans)? 5. fow much responsibility is assigned to the in-house training staff for the preparation and disbursement of the training budget? - 12 ANNEX Page 7 of 8 6. Can sector institutions meet projected employment costs? 7. What personnel and training recurrent cost problems exist, if any? 8, Are some skills (e.g. non-sector specific) more cost-effective to hire than to train? Z. Pro1ect- and Sector-Related Support 1. What ongoing Bank-flnanced sector projects have training components or are themselves free-standing training projects3/? 2. What are the objectives, coverage, relationship (if any), cost, and lending of project-related training (PRT) components? 3. How and by whom is the implementation of Bank-financed training components managed? 4. What has Bank-fianmced sector training support accomplished to date? S. Is PIT likely to achieve sector self-sufficiency for training, or is there a need for more substantial training iuvestmet Like, for example, a free-standing training project? F. External Assistanuce I *hat financial assistance for training has been, or is being, provided by other donor agencies, and for what purpose? 2. Row, and by whom, are external training funds administered? 3. What has been accomplished in the past five years through external funding of training? IV. flAIlIN STR*MG Having reviewed the existing manpower and training state of a sector, and assessed the overall sector training demuand, strategies and options for maintaining or strengthening the training capacity of the sector should be considered. This would broadly imply the following: S/ A project, or sub-project that focusses predominantly on human resources development (HRD) issues in a country, sector, or subsector. -13 ANNE Page 8 of 8 Ha* s an overall sector manpower development strategy or plan been formulated with objectives that are related to sector development targets over both the short and medium terms? 2. If a sector training strategy exists, does it identify options and phasss for implementing needed training programs, and give recoimendations for integrating in-service and external training programs (including current or planned project-related training components financed under bilateral or sulti-lateral aid arrangements)? 3. Does the training strategy also include: (i) assessawnt of the need for, and proposals for developing, sectoral training capacity, (il) a training investment plan specifying local and foreign expenditures (capital and recurrent) and identifying funding sources, (iii) provision of appropriate training incentives (not necessarily financial), (iv) muchanisms to monitor training activities and to assess the results achieved, and (v) specification of such technical assistance as may be needed for the design and implementation of training curricular and programs, and the development of sector training staff? 4. If there is no sector training strategy, what options should be considered for assisting the sector, if necessary, to formulate one-through further sector work with or without specialist assistance, through studies financed from ongoing or proposed projects, by seeking bilateral assistance, or through technical cooperation within the region? - 14 - APPEWIX Page I of 25 WULI OW ______ VW= AGE= *WU AD?Z " w *S Educacioft and TraħniAg Departusuc The World Sank - 1S - APPENDtX Page 2 of 25 Collection of Mauover and Tfainijg Data Csompny SIas (and Acroam))................................................. POO*ueN ?.O. Dox............ ...Teieptioe4*.......*... *T.L.x4 - 16 APPEXGDIX Page 3 of 25 TH& l£UMLIC OF gATER SUfY AND SANTATIfON-SECTOR SURVET OF ^KALOKIW AND TRAIStNG TABU Of CONTEM psa FAL .-SCOR XA£El ORDfSN ..............................,............... 30*Ot*9**4 ALE I WATER AGNZC3 STAITING LEVELS ........................... I TABLE 2. SECTOR KANIO VERE ?R.CTIO2NS 3 TABUL . 3STAF LDUCATlONAL AND TRAIN=G LEV1LS ... ............... 5 TABLU 4. IN-SEZVICZ OVMUS& TRAINTM.*.*... ... 7 TABLE S.* IN-ERVCE TRAINING FO ANAGMAGNI OEE0flNT,198,4 -ae*e4e4O~GO*~GOe 9 TABLE 6. ETEzRNAL OTYANNGI OUNTRYC, 198 4" ......... .......... 0t TABLE 8. PrOFILE OP TRAINING STAFF R 18 TABLE 9. COST AND FINANCUIC OF WN-smiCE tRATNING ............... . 20 ATTAQIENT 2. I*GLOESAItZOV OF FUNCTIONAL AREAS .................. 22 ATTAC8MENT 2. OtSCBMPTlOS OF FiNCTWNAL AREAS .... ... 26 - 17 - APPINDIX Page 4 of 25 Foreword l. This survey ams at developing the manpower and training daca bse secessary to plAn a sectorwide craining scrategy and improve coordination of sector training accivties. Itc is confined to off-the-job trainiag, ranging from training courses and seminars given at in-house facilities, to training at external institucions, both local and overseas. t is designed to survey staffing levels and the scace-of-the-art of job-elaced training (i.e., basic, refresher, retraining, uanagemenc development) at the inaticucional level. Therefore, ic excludes several other forus of training (e#$** induction, on-the-job, safety, and correspondence courses). 2. The cowmletion of this survey document will depend an fauiliarixation with terminology associated with the trai1nig of sector personnue and a clarification of functional areas as they relate to company organizational units, such as departments and divisions, To assist with the completion of the dacusent, reference to key terms described in a glossary (Attachment 1) and to the descripcion of functional areas (Attachment 2) is recomended. 3. All tables, less Table 9 (covering training costs and financing) are structured to identify company staff by the functional areas in which they work and not in which they they have exclusively been trained. For examla, a ctchnician assigned to water distribution may have received tralning both in pump mainenance and in Ieak detection. Regardless of che training subject, all entries for tcchnicians in wacer distribution function should be made in the 0Techn1ci,n' column on the 'Water Distributionu line. "traiing" as a functional area refe's co company training arganixation and for purpos of this survey, should include only full-time training staff. The purpose of each table is explained in the foocnotes. 4. Som staff may have received training on several occasions. Roaever, all entries in Tables 3-6 should reflect the number of itaff in the various functional areas who have received in-service craining ac least once in the survey period. 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NW aF atPJ@K: 't=E 68 Page I of 2 QNAL M , 198 -8 af IN CM= AM h%2MWM OF MAE== *Othe EtciaL An MmSers Pf.sdaimds rxz_wdm= Ted dda=s CatcmL bwaI Toa Mo.- Call Thbig M. this table f.u . tc.1dz m t __iiom in PomeowCaft Ib of sciff w to & M m _. n s$Pid&gL1Y in p Lace. C 0 & M. It .m .du .e- the , at staff epWIni 0 & M( ih me Ibm a1vecde cmz In a varacy of job- .la , subje , x as -30 - pap7of 25 IWS CF aKlW:_____ TAME 6B hPa 2 of 2 C=tft MAR uJNZ , 198 -8 2AMG N D O IAW No 1ThAmw OF 1 6M OM= Total L Am Staff Cpaft OrACOn bSo. z ~~~~ada UAWi n . - ., - - . Suh tc Ptaim _ ._ _ Wc w sclbutc T O Ta:il S I a_ -X .~~~~~~~~~~~~~~~ -31- A-FDVX 1w ~18 of 23 rtAE 7A Phee l of 2 ,, O*-M-JO8 MAL= 198 -8 C_t~~~~~~~Oh El Sez1 Q SS .IVAMdA SK%I_ ., ~~Mitoe.. 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A A A B A APIB UT=P - _ - I _ Z ~~~~O Z ~tiiLd 4ai B _ _L __________ a a a . _& 9c S SD 3s;n=:3 ", 50 3 SZ ;o cz s -37 -APO ~~tMft: Pap Z'~~~~~~~~-Qr.4of 2.5 1:E 9 Pap I a 2 as ANA F~W~G OF 1V(M rR Tocl Ap _f it 5eafffl YSe I Ye 2 Yew 3 OaWM Taw !- - - - - Ya 2 198 -4 . -- - -a - --II._ lb3-- --- (_- ,a -. .- me o- - -1 - - V WV EE- - - -= .i 0 - - -. I -38 - !ap 25 of 25 tASL 9 Pqs i a 2 as No FM= or 2fsan(t t:AQ USCL (USM TCI)Mt Mr * - L - ::: - -L ~g FOLYOhiya Trad CMWu ___ A. Costs 1kL5m call"es SdocU ~ ~ ~it4t. Tomis YM I . . 11. .. ___ __ ___ ___ ___1 Ye 2 Yew 3 (ba)mx U.~~ . *__- Yew 3. owmz Tw~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ (d)~46- UN_=_._ Be,U18= :'~~~~~~~ ~~~~~~~~ f .I __ - 39 - ATTACHMENT 1 Page 1 of 4 GLOSSARY 1. Attrition. The reduction of personnel through resignation, retirement, or death, but excluding redundancy. 2. Basic Training. The first stage of training for a given job or occupation, aimed at imparting the fundamental knowledge and skill to required standards. 3. Block Relaase. -A system whereby employers allow their employees to attend technical colleges for short periods of full-time study, usually of several weeks' duration, normally without loss of pay. 4. Correspondence Course. Systematic instruction conducted by postal correspondence between the student and the agency running the course. 5. Craftsman. A skilled worker in a particular operation, trade or craft who is able to apply a wide range of skills and a high degree of knowledge to non-repetitive work with a minimum of direction or supervision. 6. Day Release. The system by which employers allow employees to be absent from work without loss of pay, usually for one day per week, in order to attend a course of further education, or training. 7. Education. Activities that aim at developing the knowledge and understanding require in all walks of life rather than knowledge and skill relating to a limited field of activity or a specific job. 8. Educational Institution. A permanent establishment that may be a university or a college of technology, or comerce, which provides further education and/or higher education. 9. External Training. All in-service training away from the agency or other sectoral institution. This would include training at educational institutions, and training courses and seminars sponsored by agencies outside the sector. External training is likely to involve day or block release, or further educatlon. All in-service training is either in-house or external. 10. Further Education. Full- or part-time education for persons who have left school. The term, in its widest sense, includes higher education and adult education as well as non-advanced courses. It is often used In the narrower sense to denote courses leading to technical and professional qualifications. - 40 - ATTACEIIENT 1 Page 2 of 4 11. Induction Training. Arrangements made by the employer to familiarize the new employee with the industry, the undertaking, welfare and safety matters, general conditions of employment and the department in which he Is to be employed. 12. In-Rouse Training. Training activities taking place within sector institutions. These could be on-the-job or off-the-job in a classroom or teaining facility with workshops and simulators. Training activities could be held at the place of work, elsewhere in the sector, or at a sector training institute. AU in-service training is either in-bouse or external. 13. In-Service Training. All job-related training received after joining an organl2ation. All trainlng ls either pre-service or in-service. 14. Job Requirements. The characteristics and abilities that are required of the employee if the person is to perform a Job successfully. 15. Management. The whole range of people from the chief executive officer to the supervisor who direct and control the work of other employees. 16. Management Development. The long-term, planned development of managerial ability which will normally include planned movement within the undertaking and within the Industry; promotion; progressive training and education which should extend throughout a manager's career. 17. Manpower Ratio. The number of staff employed per ur4t of output produced or service provided. 18. Office Staff. Administrative support staff who are variously classifted as, e.g., accounts clerk, administrative assistant, audit clerk, bookkeeper, estate assistant, filing clerk, messenger, personnel assistant, receptionist, secretary, stenographer, telephone operator, and typist, etc. 19. Off-the-Job Trining. Training which is provided away from the work situation and production pressures. It is normally only part of the whole training program and is usually combined with on-the-job training and/or further education. 20. On-the-Job Training. Training which is organized and delivered in the normal work situation. It may constitute the whole of the training programe or be combined with off-the-job training and/or further education. 21. Operator. A manual worker who possesses a degree of skill and knowledge of a narrower range than that of a craftsman, and who is capable of a lesser degree of adaptation. - 41. - 41 - ~~~ATTACWIENT I Page 3 of 4 22. Overmanning. Excess staff in relation to the authorized personnel entitlement of an institution. 23. Pre-Service Training. All training completed prior to induction into an organization. All training is either pre-service or in-service. 24. Professional Person. A professional person is competent by virtue of his funda_metal education and training to apply scientific method to the analysis and solution of business problems. He is able to assume personal responsibility for the development and application of science and knowledge. Ris work is predominantly intellectual and varied, and not of a routine mental or Physical character. It requires the exerclse of original thought and judgement and the ability to supervise the technical and administrative work of others. 25. Refresher Training. Training given to revise and up-date acquired skills and knowledge. 26. Retralnin. Training for the acquisition of the attitude/knowledge/ killfperformance pattern required in an occupation other than one for which the tralnee was prepared originally, or in some cases for a new job or part of a job. 27. Safety Trainin. An integral part of all training programmes to ensure That trainees habitually adopt safe working practices. 28. Seminar. A short course or conference for experienced persons making extensive use of participative methods and devoted to the exclusive study of nominated subjects with the object of furthering knowledge in those areas. 29. Senior Managers. Professional persons whose activity is essentially concerned with setting objectives and deciding priorities, devising and implesenting the mens to achieve the objectives successfully, and the means to assess the results achieved. 30. Study Tour. Visit to another agency, industrial plant, or co_ ercial institution to observe and practice specific activities, procedures, processes, and skills performed in a normal work situation.. 31. Superintendent. A person at the second level (above foreman) of the total management structure who is in charge, either directly or indirectly of a particular area of operations. He is primarily concerned with planning and controlling the work of others, whether in the works, on site, or in the office. 32. Technician. A person who carries out functions of an intermediate grade between the professional on the one hand and the craftsman on the other. The education and specialist skills of a technician enable him to exercise technical Judgement i.e. an understanding, by reference to general principles, of the reasons for, and the purposes of his work, rather than reliance solely on established practices or accumulated skills. - 42 - ATTACNT 1 Page 4 of 4 33. Training. The systematic development of the attitudes, knowledge and skill required by au individual in order to perform adequately a given task or job. 34. Training Consultancy. The provision of a training service at national or local level where the assignment will normally cover the whole of the training function from the formulation of policy to the assessment of effectiveness of a trairing scheme or project. Training consultancy assignments are normally of extended duration. 35. Training Course. A seriee of integrated training sessions which are linked together and which may form part of a training program with specific aims clearly defined. 36. Training Function. All that has to be done in meeting the training responsibilities of an undertaking. The five main steps are: (a) job and training analysis; (b) identification of training needs; (c) the formulation of training policy; (d) implementing the training plan; and (e) assessment of training effectiveness. 37. Training Officer. A specialist who is appointed to provide a service of advice and executive action to enable managers to carry out their training responsibilities. Re may act directly as a member of the mangement team or may report to a training manager, and may cover a range of occupations within the organizations. Re seeks to describe, analyze, and solve those problems caused by lack of skill or knowledge. 38. Training Organization. A permanent organization or body employing established staff that promotes or provides training services of any kind; e.g., training courses, advisory services, consultancy services. - 43 - ATTACHIENT 2 Page 1 of 2 Water Supply and Sewerage Functions Corporace XsnaLement l. Read of water utility, his deputy, heads of departments, and those staff such as the internal auditor and legal advisor who report directly to the head of the water utility. k4oce: Staff indicated below shoulu not include heads of departments included in corporate management. Where che role of staff covers two or more of the job areas listed below the staff should be described under the job area which predominates. Water Resources Planninx 2. Staff who are engaged in the planning of che development and utili2ation of existing and fucure surface and groundwater water resources. Suoport Services 3. Staff who provide administrative support to corporate management including such services as, personnel, public relations, estates, purchasing, and safety/health. Trainiac 4. Staff who are employed full-time to assist corporate management in eetcing the training responsibilities of the water utility. Their duties may include any, or all, of: (t) Identifying training needs; (ii) 4esigning, preparing and administering training pfograms or courses; (iII) giving instruction; (iv) developing training materials; and (v) assessing training effectiveness. Financial Services 5. Staff whose role is-to record,'analyxe and moanitor the financial aspects of the wacer utility excluding those financial transactions concerned with co _ rcill services. Commercial Services 6. Staff who sole function is connected with the billing and collection of water charges including the reading of meters, accounting for new consumer connections, and other rechargeable vorks. Scientific Services 7. Staff who are responsible for monitoring water quality concrol during production and distribution including chemists, bacteriologists and ocher laboratory scaff. - 44 - ATTACMUENT 2 Page 2 of ? Maintenance 8. Staff who do not operate plant and equipment but who carry out servicing and repair of the plant and equipment on a routine or emergency bests in: (i) rural areas; or (ii) in urban areas. New Works Engineering 9. Staff who are involved in the design, supervision and construction of new works whether carried out by the water utility,s own labor or by contract in (i) rural areas; or (ii) urban areas. Groundwater Production 10. Staff who are involved in the production of water from existing boreholes and wells in the (i) rural areas; or (ii) urban areas but excluding staff who are responsible for the treatment of the grouadwater. Surface Water Production 11. Staff who are involved in the production of water from existing surface water supply sources in (i) rural areas; or (ii) urban areas but excluding staff who are responsible for the treatment of the surface water. Water Treatment 12, Staff who are responsible for, or who assist in the production of. treated water includes plant and filter supervisors and attendants but excludes scientific services staff. Water Distribution 13. Staff whose responsibility for the distribution of water starts after the treated water has left the treatment plant and includes the operation and maintenance of plant and equipment outside of the treatment plant, e.g., booster stations, valves, and repair and maintenance of consumer connections. Sewerage 14. Excluding staff employed in the treatment of sewage, the sewerage staff design, construct, operate and maintain the sewerage system and the collection of sewage. Sewage Treatment 15. Staff who are involved with the treatwit of sewage.