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 DivisionPopulation and Human Resources Department

September 1988

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A OhIDETO TE IDMIIPICA&OE OF

AIOVUER AND TRAINrNG ISSUES INNON-EDUCATION SECTOR WORK

CONTENTS

Page

1. Introduction .................... 12. Background ............ . ** *.*.* *,** 1

3. General Surveys or Special Studies ................ 24. Data Collection ...... ..... ........ 35. Approach .. 4......... 4

ANNZX: A SECTOR MANPOWER AND TRAINING PROFILE ................ 6

I. SECTORAL CONTEXT ........... 6

A. Sectoral Data and Issues: Implications forManpower and Training .. .............. *.... .... 6

B. Current Sector Manpower ............. * ............ 6C. Manpower Requirements 7...*****.e*qe 7D. Manpower Development and Training Needs,

and Constraints 7 ........... 7E. The Labor Market 8............8

II. TRAINING POLICY, PRIORITIES AND RESPvNSIBILITIES 9

A. Sector/Institutional Training Policy andPriorities ...... 9**** ......... 9

B. Responsibility for Training ...... ........ 9C. Coordination of Training Activities ............... 10

III. TRAINING RESOURCES INCLUDING FINANCE .................. 10

to, Staffing ..... 10B. In-Rouse Capacity and Programs 10C. Education and Training Sector .......... 11D. Manpower and Training Investments ................. 11E. Project- and Sector-Related Support ............ 12P. External Assistance ... 12

IV. TRAINING STRATEGY 12

APPENDtX: STATISTICAL DATA . ...................... 14

Attachment 1: Glossary ........ ... *.......**.... 39Attachment 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 fullresponsibility for designing, scheduling, staffing, supervlsion andquality control of country economic and sector work (CESW) will be withthe Country Departments (CDs) in each of the four regions.lt Thequality of the treatment of human resources development (BTU) in sectorwork is, of course, part of this responsibility. The importance ofthis aspect of sector work will grow as the Bank proceeds to orientItself organizationally to better assist its member countries in thedevelopment of human resources. However, whereas the Bank's specialist8RD staff are thoroughly experienced in this subsector, thc. majority ofthe operations staff, understandably, are not. Consequently, thequality of the attention given to manpower and training issues innon-education sector work lags considerably behind the attention givento other aspects of sector problems and prospects.

2. The purpose of this document, therefore, is to provide guidance tonon-MRD sector operations staff on the range of manpower and trainingissues chat typically should be addressed in the course of sectorwork. It is not intended to be exhaustive and the extent of its use,of course, is discretionary. Above all it is not implied that inpresenting a broad range of sector manpower and training issues allmust, or even can, be addressed at the same time. CESW will continueto be planned and periodically updated on a rolling, multi-year basis;it follows that sector knowledge and experience are accumulated overtime. As with other guidelines for sector work this document should beseen and used in that light. As a minimum, if used simply as a checklist or aide-memoire it would help ensure that more of the pervasiveissues affecting the supply/demand of trained manpower for a sector areconsidered during sector work than is currently the case.

3ackground

3. The core of CESW remains the identification and analysis of the keydevelopment constraints in a country, and the formulation of policiesand programs to overcome them. Within CESW, sector work is an area ofspecial weakness2/, but one of the weakest aspects of sector work isthe 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 trainingissues 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; manpoweranalysis (for example, of staffing ratios); clarity of presentation;and quality of recommended solutions and strategies. The overallresult was that manpower and training aspects were judged to have beenthoroughly addressed in only ten percent of the sample. In the main,manpower coversae was sketchy, manpower and occupational analyses wereseldom attempced, and the few references to manpower and trainlng weregenerally scattere4 throughout the reports.

4. The United Nations Development Program (UNDP) recently reaffirmed theimportance of human resource development both on institutional and oneconomic grounds. A policy paper submitted to the UNDP GoverningCouncil in 1986 asserted that 'After nearly four decades of developmentexperience, buman resources development must be looked upon not merelyas an instrument or precondition to economic growth, but also as thedevelopment objective itself-" 3/. A little earlier Messrs. Baum andTolbert in their book "Investing in Development: Lessons of World BankExperience' had made a similar declaration,*-The importance ofmanagement and manpower development to the effective functioning of..project institutions is a leitmotif of the Bank's assistance to itsdeveloping member countries to achieve their investment objectives. Itis a large and complex theme, since the pervasive shortages of managersand skilled staff are an .almost universal characteristic ofunderemployment".

5. &owever, while the cursory attention given to manpower and training insector work may not be a reflection of the Bank's regard of theimportance of the subject, it is undoubtedly an indication that with orwithout HID specialist assistance sector work needs to assess moresystematically the implications of sector-wide policies and plans forhuman resources.

General Surves_ or Special Studies

6. There semes to be some uncertainty about how to tackle manpower aspectsof sector analysis-through general surveys or by special studies.This indecision frequently results in sector manpower analysis going bydefault. Current weaknesses stem from a variety of factors, including:

- low priority being accorded to this work, resulting inutnder-budgeting for analysis of manpower and training issues;

3/ UNDP: Policy Review. The Unique Role of ehe United NationsDevelopment 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 tomanpower and training issues;

- low priority in the allocation of training specialists to supportsector work; and

- lack of guidance from Bank HRD specialists in the treatment ofmanpower and training issues in sector work.

7. Special sector studies have proved indispensable as a basis forspecific policy recommendat±ons, or for identification and design ofindividual projects. Rowever, manpower and training are only two of awide range of issues that must be examined in each sector together withinstitutional and decision making structures, sector investment plans,incentives for resource allocation, technology policy, statisticalrequirements, and so on. No single general survey of any sector canadequately cover all the relevant issues. Moreover, such is gainedfrom having up-to-date analyses of specific issues (like manpower)based on current data rather than a comprehensive general survey reportthat can, at best, be done no more often than every three to fiveyears.*/ The problem for manpower and training is that not only doesthe sub-sector typically receive only cursory attention during generalsurveys, but also that fewer special studies of manpower and trainingappear to bave been conducted by the Bank than for any othersub-sector. In a search of all (730) non-education sector reportsissued since FY79, it was possible to identify only 13 special studiesof sectoral manpower and training of which ten had been conducted bythe Bank's education staff. Although a substantial amount of educationsector work is, in fact, allocated to the study of buman resourcesissues in non-education sectors, this teands to have been driven by theeducation sector's lending program, and is selective.

Data Collection

8. There is general agreement in the Bank that greater governmentinvolvement in the design and execution of sector work should besought, deliberately and systematically. The Bank therefore shouldstress, as part of its policy dialogue with governments, the need forsector ministries and institutions to assume a larger share of theresponsibility for the assessment of sector manpower and trainingneeds. This may require assisting sector officials to perceivemanpower and training issues more clearly and, invariably, encouragingthem to establish or begin to develop an appropriate manpower andtraining data base. In many cases this assistance could be provided atlittle or no extra cost from the training components that currentlysupport over 80 percent of Bank projects (most training components areunderspent and the average total disbursement of training funds inprojects is 67 percent).

4/ Investing in Development - Lessons of World Bank Experience.

-4.-

9. Although, overall, sector reports are a rich source of key sectoraldata, it is unusual, as confirmed by the review sample of 116 sectorreports (pars 3), for them to contain much statistical data on manpowerand training. Such data is necessary as a basis for measurement andanalysis. However, the amount and variety of statistical data neededto support a sector, or sub-sector, analysis of manpower may vary fromsector to sector. The statistical survey questionnaire in the appendixto this guide should, therefore, again be regarded as indicative,rather than as a model. Functional areas and staff occupationalcategories may be markedly different among sectors. Even within asingle sector it is not uncoon to find inconsistencies among sectorinstitutlons 5 / In their use and interpretacion of sector terminology.For this reason glossaries, such as those included as attachments tothe appendix, are an imperative. It is frequemly necessary to collectincrementally the breadth of data indicated in the appendix. In thisevent, a start should be made with Tables 1, 3, 7, and 9.

10. The Population and Human Resources Department would be pleased tocooperate with other sectoral departments or divisions in thepreparation of sector-related.survey questionnaires. Wider use ofsuch manpower and training surveys in sector work would strengthensectoral data bases, and could provide the means by which the Bank'sin-house ERD resources could assist operations staff moresystematically with manpower analyses. The comparatively small volumeof sectoral manpower and training data currently available in the Bankis a substantial constraint on its ability to assist borrowers in theformulation of sector manpower policies and training strategies.

Approach

11. An i-balance between the supply of, and demand for, trained manpoweris an almost universal sectoral constraint among borrowers. Thequality of Bank assistance in identifying and redressing theseimbalances is related to its knoledge of the problem. Althoughcurrently not deep, this could be improved by the adoption of a moresystematic approach to identifying sanpower and training issues insector work. This guide Is a contribution to the achievement of thatobjective.

12. Whether used i:L planning a general survey or a special study themanpower component of sector work should follow a step-by-stepapproach. This is outlined below, and described in greater detail inthe annwex to this Guide. Raving determined the scope of a proposedmanpower component, or study, the annex also provides the basis fordrafting 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 andresponsibilities.

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 aninformation base on the status of the human resources subsector of aparticular country sector. This would provide the basis for:

- assessing more systematically the implications of sector-widepolicies and plans for human resources;

- diagnosing more thoroughly the causes and consequences ofmanpower issues identified;

- analyzing more consistently sectoral manpower plans andpolicies as a basis for dialogue; and

- presenting investment strategies for human resourcesdevelopment.

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ANNEXPage 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 functionsamong sector institutions. The implications of these issues formanpower and training, if any, should be identified.

The essence of this section may be derived from addressing thefollowing questions:

1. hat are the major development .objectives, issues andconstraints of the sector? (For example, productivity; costrecovery; service levels; low cost technology; institutionalreform)

2. What plans or programs has government approved as a basis formeeting sector development imperatives?

3. What are the key sectoral issues that are likely to affect theimpleamntation of sector plans and programs?

4* What are the implications of sectoral issues for manpower andtraining and vice versa? (i.e., Raw and to What extent domanpower and training issues constrain sectoral development?)

B. Current Sector Manpower

Describe current sector manpower In terms of staffing andeducational levels (See Appendix Tables 1 and 3), job requirementsversus staff qualifications, critical shortages, overmauning,attrition, etc.

This section aims to assemble basic manpower and training data forsubsequent 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 bemaintained by sector agencies as a basis for sector manpower analysis.

-7ANNEXPage 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.), andoccupational category (manager, pvofessional, technician,skilled worker, etc.)?

3. Given the technical complexity of sector operations, shouldthere be more specialist staff in relation to managers insector institutions?

4. Do staff qualifications and experience match job requiremuentsas specified in schemes of service or equivalent regulations?

5. How does the number of staff in post compare with authorizedentitlement?

co Mapower Requirements

A comparison of current sector manpower levels with estimatedfuture manpower demand, broken down by function and occupationalcategory will provtde indications of where and how many additionalstaff way be needed (or not needed) over the plan period. Thequantum of training requirements is estimated, in part, fromstaffing 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 othercriteria-at what staffing levels and in what functions arethere staff shortfalls (or overmanning)?

2. By the same yardstick, what assessment bas been made of annualmanpower growth (or decline) by staff level and function forthe remainder of the plan period?

3. Where are staff shortages or surpluses located?

4. What are the projected annual recruitment rates peroccupational 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 synthesizedunder this heading with the view to identifying the broad manpowerdevelopment and training needs of the sector, and the co6straintson meeting them.

The following questions should be considered:

ANNEPage 3 of 8

1. What is the overall assessment of the quality of the sectorwork.orce performance? (based mainly on key, or bench-mark,jobs 2 I)

2. What employment factors or conditions (good or bad) in thesector are contsibuting to observed performance levels (high orlow)?

3. What is management's perception of staff motivation?

4, What is the annual training demand by function and occupationalcategory 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 receivedover 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 toregularly observe the signals of the labor market. This will helpemployers to keep track of the short-term labor supply and demndposition, and to be aware of where surplusses or shortages exist or maydevelop.

The following information Ls relevant:

1. What sector, or government, policies, legal instruments,system asd practices (or lack of them) militate againstimproving the current utilization of sector manpowerresources? For example:

- Does the system permit reasonable flexibility inrecruitment, compensation, placemat, promotion and otherpersonnel actions?

- To what extent do sector institutions have control overtheir personnel policies and actions?

- To what extent do personnel policies reward merit, keepremneration competitive, and insure the existence ofcareer opportunities, with emphasis on staff developmentand training program adequate to cotpensate for probablelosses of trained staff to other sectors?

/ Jobs whose responsibility, skill or adequate supply is critical to theobjectives of sector development plans.

9 ANNEXPage 4 of 8

2. aow competitive is the sector in the labor market?

3. What is the current rate of labor turnover 3 /? Does this varysignificantly among staffing levels and functlons; if so, why?

4. '-*at portion of turnover is due to dissatisfaction withemployment conditions?

IS. TRAINrNG POLICY PRIORITIRS AND RUSPONSIIILITIS

To a large extent commitment to training is dependent oQ top magementleadership. This should be manifested in the availability of clearlystated sector or institutional training policie .

A. Sector/Institutional Training Policy and Priorities

1. Rave training policies been formulated and prioritiesidentified; if so, where and at what level?

2. Are these policies and priorities consistent .Lh the ou.oomeof 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 train 4 ng policies andpriorities been implemented?

5* Are staff familiar with training policy-has it beendisseminated?

B. Responsibility for Training

1* Does national or sector legislation make provision for manpowerdevelopment and training, and assign responsibility for it?

2. What institutions (sector or otherwise) provide sector-relatedtraining programs?

3. Row are training responsibilities distributed among the sectortraining organizations? (Specialization, or managementtraining, for example)

4. Is there a clear definition and delineation of responsibilitiesamong training organizations?

5. Where in sector organization structures is the trainingfunction usually located?

3/ The movement of employees in and out of an enterprise during a givenperiod,. usually calculated as: No. of leavers in the period x 100

The average no employed in the period

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Pasg 5 of 8

C. Coordination of Trainins Actlildes

I. Are sector training activities coordinated; if so, how and bywhom?

2. Are the training interests of the respective staffing levelsi functions represented at sector, subsector, and

.istitutional levels?

3. Sow and at what level are sector training programs evaluated asmeeting identified needs?

Assess the extent to which existing sector and local (in-country)external training capacity can meet both current and projectedtraining demand. Identify sources of and estimate funds needed tosupport sector training activities.

A. Staffing

1. Are status, salary, and career prospects of full-timetrainers adequate to permit recruitment and retention ofqualified and experienc.d training staff?

2. Are training institutions, and training cadres of sectorinstitutions, fully staffed?

3. What is the ratio of full-time sector training staff to thetotal staff employed in the sector as a whole?

4. To What extent can sector training staff perform all tasks inthe training function*/?

5e Are comprehensive programs available locally to traintralners?

6. TI there a staff development plan for sector traini'j staff?

7. fNow actively do operational managers participate in thetrainlng function?

B. In-House Capacity and Programs

1. To what extent does iln-house training respond to thediversity of training demand of sector institutions?

4/ Item 36 of attached Glossary.

-11l- MNCPage 6 of 8

2. What in-house programs/courses are conducted and what is theSnnual output?

3. Kc* are in-house training snortfalls (if any) met?

4. 1 on-the-job training organized and evaluated or is it, infact, 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 externaltraining institutions perceived by the sector?

2. Does the education sector produce sufficient trained manpowerat the degree/diploma/trade-certificate levels to meot theoverall needs of sectors?

3. What sector-specific degrees, diplomss or accredited programsare offered in the education sector?

4a Now many graduates of sector-specific programs do educationalinastitutions produce annually? Does this meet demand?

5. Are there effective linkages for liaison between sectorinstitutions and the external education and training sector?

6. Are literacy and numeracy levels adequate to ensure thatsector training programs can be assimilated at the respectivestaff levels?

D _Manoower and Tralainn Investments

1. Do sector institutions make regular budgetary allocations tocover 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 sectorinstitutions is allotted annually to training?

4. What proportion of sector institutions' oper-ting trainingbudgets is allocated annually to support the training needsof each main occupational category (managers, professionals,technicians, supervisors, skilled workers, artisans)?

5. fow much responsibility is assigned to the in-house trainingstaff for the preparation and disbursement of the trainingbudget?

- 12 ANNEX

Page 7 of 8

6. Can sector institutions meet projected employment costs?

7. What personnel and training recurrent cost problems exist, ifany?

8, Are some skills (e.g. non-sector specific) morecost-effective to hire than to train?

Z. Pro1ect- and Sector-Related Support

1. What ongoing Bank-flnanced sector projects have trainingcomponents or are themselves free-standing trainingprojects3/?

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-financedtraining components managed?

4. What has Bank-fianmced sector training support accomplishedto date?

S. Is PIT likely to achieve sector self-sufficiency fortraining, or is there a need for more substantial trainingiuvestmet Like, for example, a free-standing trainingproject?

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 throughexternal 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 andoptions for maintaining or strengthening the training capacity of thesector should be considered. This would broadly imply the following:

S/ A project, or sub-project that focusses predominantly on humanresources development (HRD) issues in a country, sector, or subsector.

-13 ANNEPage 8 of 8

Ha* s an overall sector manpower development strategy or plan beenformulated with objectives that are related to sector developmenttargets over both the short and medium terms?

2. If a sector training strategy exists, does it identify optionsand phasss for implementing needed training programs, and giverecoimendations for integrating in-service and external trainingprograms (including current or planned project-related trainingcomponents financed under bilateral or sulti-lateral aidarrangements)?

3. Does the training strategy also include: (i) assessawnt of theneed for, and proposals for developing, sectoral trainingcapacity, (il) a training investment plan specifying local andforeign expenditures (capital and recurrent) and identifyingfunding sources, (iii) provision of appropriate trainingincentives (not necessarily financial), (iv) muchanisms tomonitor training activities and to assess the results achieved,and (v) specification of such technical assistance as may beneeded for the design and implementation of training curricularand programs, and the development of sector training staff?

4. If there is no sector training strategy, what options should beconsidered for assisting the sector, if necessary, to formulateone-through further sector work with or without specialistassistance, through studies financed from ongoing or proposedprojects, by seeking bilateral assistance, or through technicalcooperation within the region?

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APPEWIXPage I of 25

WULI OW ______

VW= AGE= *WU AD?Z

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Educacioft and Tra±niAg DepartusucThe World Sank

- 1S -

APPENDtXPage 2 of 25

Collection of Mauover and Tfainijg Data

Csompny SIas (and Acroam)).................................................

POO*ueN

?.O. Dox............ ...Teieptioe4*.......*... *T.L.x4

- 16

APPEXGDIXPage 3 of 25

TH& l£UMLIC OF

gATER SUfY AND SANTATIfON-SECTOR

SURVET OF ^KALOKIW AND TRAIStNG

TABU Of CONTEM

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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 ANAGMAGNIOEE0flNT,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 -

APPINDIXPage 4 of 25

Foreword

l. This survey ams at developing the manpower and training dacabse secessary to plAn a sectorwide craining scrategy and improvecoordination of sector training accivties. Itc is confined to off-the-jobtrainiag, ranging from training courses and seminars given at in-housefacilities, 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, uanagemencdevelopment) at the inaticucional level. Therefore, ic excludes severalother forus of training (e#$** induction, on-the-job, safety, andcorrespondence courses).

2. The cowmletion of this survey document will depend anfauiliarixation with terminology associated with the trai1nig of sectorpersonnue and a clarification of functional areas as they relate to companyorganizational units, such as departments and divisions, To assist withthe completion of the dacusent, reference to key terms described in aglossary (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 whichthey work and not in which they they have exclusively been trained. Forexamla, a ctchnician assigned to water distribution may have receivedtralning both in pump mainenance and in Ieak detection. Regardless of chetraining subject, all entries for tcchnicians in wacer distributionfunction should be made in the 0Techn1ci,n' column on the 'WaterDistributionu line. "traiing" as a functional area refe's co companytraining arganixation and for purpos of this survey, should include onlyfull-time training staff. The purpose of each table is explained in thefoocnotes.

4. Som staff may have received training on several occasions.Roaever, all entries in Tables 3-6 should reflect the number of itaff inthe various functional areas who have received in-service craining ac leastonce in the survey period. This way double counting can be avoided.

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- 39 -

ATTACHMENT 1Page 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 oroccupation, aimed at imparting the fundamental knowledge and skill torequired standards.

3. Block Relaase. -A system whereby employers allow their employees toattend technical colleges for short periods of full-time study, usuallyof several weeks' duration, normally without loss of pay.

4. Correspondence Course. Systematic instruction conducted by postalcorrespondence between the student and the agency running the course.

5. Craftsman. A skilled worker in a particular operation, trade or craftwho is able to apply a wide range of skills and a high degree ofknowledge to non-repetitive work with a minimum of direction orsupervision.

6. Day Release. The system by which employers allow employees to beabsent from work without loss of pay, usually for one day per week, inorder to attend a course of further education, or training.

7. Education. Activities that aim at developing the knowledge andunderstanding require in all walks of life rather than knowledge andskill relating to a limited field of activity or a specific job.

8. Educational Institution. A permanent establishment that may be auniversity or a college of technology, or comerce, which providesfurther education and/or higher education.

9. External Training. All in-service training away from the agency orother sectoral institution. This would include training at educationalinstitutions, and training courses and seminars sponsored by agenciesoutside the sector. External training is likely to involve day orblock release, or further educatlon. All in-service training is eitherin-house or external.

10. Further Education. Full- or part-time education for persons who haveleft school. The term, in its widest sense, includes higher educationand adult education as well as non-advanced courses. It is often usedIn the narrower sense to denote courses leading to technical andprofessional qualifications.

- 40 -

ATTACEIIENT 1Page 2 of 4

11. Induction Training. Arrangements made by the employer to familiarizethe new employee with the industry, the undertaking, welfare and safetymatters, general conditions of employment and the department in whichhe Is to be employed.

12. In-Rouse Training. Training activities taking place within sectorinstitutions. These could be on-the-job or off-the-job in a classroomor teaining facility with workshops and simulators. Trainingactivities could be held at the place of work, elsewhere in the sector,or at a sector training institute. AU in-service training is eitherin-bouse or external.

13. In-Service Training. All job-related training received after joiningan organl2ation. All trainlng ls either pre-service or in-service.

14. Job Requirements. The characteristics and abilities that are requiredof the employee if the person is to perform a Job successfully.

15. Management. The whole range of people from the chief executive officerto the supervisor who direct and control the work of other employees.

16. Management Development. The long-term, planned development ofmanagerial ability which will normally include planned movement withinthe undertaking and within the Industry; promotion; progressivetraining and education which should extend throughout a manager'scareer.

17. Manpower Ratio. The number of staff employed per ur4t of outputproduced or service provided.

18. Office Staff. Administrative support staff who are variouslyclassifted as, e.g., accounts clerk, administrative assistant, auditclerk, bookkeeper, estate assistant, filing clerk, messenger, personnelassistant, receptionist, secretary, stenographer, telephone operator,and typist, etc.

19. Off-the-Job Trining. Training which is provided away from the worksituation and production pressures. It is normally only part of thewhole training program and is usually combined with on-the-job trainingand/or further education.

20. On-the-Job Training. Training which is organized and delivered in thenormal work situation. It may constitute the whole of the trainingprograme or be combined with off-the-job training and/or furthereducation.

21. Operator. A manual worker who possesses a degree of skill andknowledge of a narrower range than that of a craftsman, and who iscapable of a lesser degree of adaptation.

- 41. -41 - ~~~ATTACWIENT I

Page 3 of 4

22. Overmanning. Excess staff in relation to the authorized personnelentitlement of an institution.

23. Pre-Service Training. All training completed prior to induction intoan organization. All training is either pre-service or in-service.

24. Professional Person. A professional person is competent by virtue ofhis funda_metal education and training to apply scientific method tothe analysis and solution of business problems. He is able to assumepersonal responsibility for the development and application of scienceand knowledge. Ris work is predominantly intellectual and varied, andnot of a routine mental or Physical character. It requires theexerclse of original thought and judgement and the ability to supervisethe technical and administrative work of others.

25. Refresher Training. Training given to revise and up-date acquiredskills 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 newjob or part of a job.

27. Safety Trainin. An integral part of all training programmes to ensureThat trainees habitually adopt safe working practices.

28. Seminar. A short course or conference for experienced persons makingextensive use of participative methods and devoted to the exclusivestudy of nominated subjects with the object of furthering knowledge inthose areas.

29. Senior Managers. Professional persons whose activity is essentiallyconcerned with setting objectives and deciding priorities, devising andimplesenting the mens to achieve the objectives successfully, and themeans to assess the results achieved.

30. Study Tour. Visit to another agency, industrial plant, or co_ ercialinstitution 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 thetotal management structure who is in charge, either directly orindirectly of a particular area of operations. He is primarilyconcerned with planning and controlling the work of others, whether inthe works, on site, or in the office.

32. Technician. A person who carries out functions of an intermediategrade between the professional on the one hand and the craftsman on theother. The education and specialist skills of a technician enable himto exercise technical Judgement i.e. an understanding, by reference togeneral principles, of the reasons for, and the purposes of his work,rather than reliance solely on established practices or accumulatedskills.

- 42 -ATTACNT 1Page 4 of 4

33. Training. The systematic development of the attitudes, knowledge andskill required by au individual in order to perform adequately a giventask or job.

34. Training Consultancy. The provision of a training service at nationalor local level where the assignment will normally cover the whole ofthe training function from the formulation of policy to the assessmentof effectiveness of a trairing scheme or project. Training consultancyassignments are normally of extended duration.

35. Training Course. A seriee of integrated training sessions which arelinked together and which may form part of a training program withspecific aims clearly defined.

36. Training Function. All that has to be done in meeting the trainingresponsibilities 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 serviceof advice and executive action to enable managers to carry out theirtraining responsibilities. Re may act directly as a member of themangement 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 employingestablished staff that promotes or provides training services of anykind; e.g., training courses, advisory services, consultancy services.

- 43 -

ATTACHIENT 2Page 1 of 2

Water Supply and Sewerage Functions

Corporace XsnaLement

l. Read of water utility, his deputy, heads of departments, andthose staff such as the internal auditor and legal advisor who reportdirectly to the head of the water utility.

k4oce: Staff indicated below shoulu not include heads of departmentsincluded in corporate management. Where che role of staff coverstwo or more of the job areas listed below the staff should bedescribed under the job area which predominates.

Water Resources Planninx

2. Staff who are engaged in the planning of che development andutili2ation of existing and fucure surface and groundwater water resources.

Suoport Services

3. Staff who provide administrative support to corporate managementincluding such services as, personnel, public relations, estates,purchasing, and safety/health.

Trainiac

4. Staff who are employed full-time to assist corporate managementin eetcing the training responsibilities of the water utility. Theirduties 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 financialaspects of the wacer utility excluding those financial transactionsconcerned with co _ rcill services.

Commercial Services

6. Staff who sole function is connected with the billing andcollection of water charges including the reading of meters, accounting fornew consumer connections, and other rechargeable vorks.

Scientific Services

7. Staff who are responsible for monitoring water quality concrolduring production and distribution including chemists, bacteriologists andocher laboratory scaff.

- 44 -

ATTACMUENT 2Page 2 of ?

Maintenance

8. Staff who do not operate plant and equipment but who carry outservicing and repair of the plant and equipment on a routine or emergencybests in: (i) rural areas; or (ii) in urban areas.

New Works Engineering

9. Staff who are involved in the design, supervision andconstruction of new works whether carried out by the water utility,s ownlabor or by contract in (i) rural areas; or (ii) urban areas.

Groundwater Production

10. Staff who are involved in the production of water from existingboreholes and wells in the (i) rural areas; or (ii) urban areas butexcluding staff who are responsible for the treatment of the grouadwater.

Surface Water Production

11. Staff who are involved in the production of water from existingsurface water supply sources in (i) rural areas; or (ii) urban areas butexcluding staff who are responsible for the treatment of the surface water.

Water Treatment

12, Staff who are responsible for, or who assist in the productionof. treated water includes plant and filter supervisors and attendants butexcludes scientific services staff.

Water Distribution

13. Staff whose responsibility for the distribution of water startsafter the treated water has left the treatment plant and includes theoperation and maintenance of plant and equipment outside of the treatmentplant, e.g., booster stations, valves, and repair and maintenance ofconsumer connections.

Sewerage

14. Excluding staff employed in the treatment of sewage, the seweragestaff design, construct, operate and maintain the sewerage system and thecollection of sewage.

Sewage Treatment

15. Staff who are involved with the treatwit of sewage.