Making Water a Career of
Choice
A Compendium of Water Workforce Case Studies from
Across the Country
January 2021
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Ensuring that all Americans have access to clean water is a top priority for EPA. Each day, communities and
businesses depend on clean and safe water for daily activities that can range from drinking a glass of water to
irrigating the crops that support our food supply. Behind each drop of clean water are the hundreds of thousands
of skilled workers, or water protection specialists, and many others that comprise America's water sector.
These "water protection specialists" are critical to the safety and well-being of our communities and serve as
the foundation for virtually all aspects of our society. They are on the front line of environmental protection in
this country.
Jobs in the water sector provide stable employment, meaningful careers, technical training, and important
technical skills (including using innovative technologies), and a chance to make a real difference in our
communities across the nation.
An occupation in the water sector is a meaningful career in public service with a clear and impactful mission to
deliver clean and safe water. Water protection specialists have positive and profound impacts on the health and
wellbeing of everyday Americans and our environment. They have an opportunity to contribute to the vitality of their
community and be a part of something bigger than themselves.
As part of the agency's commitment to work with partners and make joining the water workforce a career of choice,
EPA has recently issued America's Water Workforce Initiative1, which serves as a call of action for many partners
across the water sector to address the pressing workforce challenges facing the sector. As part of its water
workforce initiative, EPA developed this compendium of case studies to illustrate approaches that utility leaders are
using to help ensure that their current workers have the skills to meet both current and future challenges as they
continue to provide reliable and affordable water services. These case studies also highlight the policies and
programs utilities are designing to ensure greater equity, diversity, and inclusion at their utility. Many utilities are
engaging in innovative work to build community connections to attract new, talented people to the water sector.
These community partnerships amplify and support both utility workforce and public engagement efforts.
Workforce Case Studies
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Each case study is different, but they all share a dedication to the health and safety of our communities. The
dedicated water workforce professionals at the utilities highlighted in this compendium demonstrate that a career in
water means making a difference in people's lives every day.
EPA believes these case studies will provide valuable and useful information to help utilities across the water sector
support and sustain their most precious resource-their workers.
Finally, EPA wishes to express our sincere appreciation to the following individuals who contributed the information
used to develop these case studies.
Michael Armstrong
WaterOne
Johnson County, KS
Janet Barrow
WaterOne
Johnson County, KS
Andrada Butler-Cunning
City of Atlanta Department of Watershed Mi
Atlanta, GA
Howard Carter
Saco Water Resource Recovery Department
Saco, ME
Julia Hillengas
EducationWorks and PowerCorpsPHL
Philadelphia, PA
Sharise Home
Louisville Metropolitan Sewer District
Louisville, KY
Joone Lopez
Moulton Niguel Water District
Laguna Hills, CA
Medha Patel
Moulton Niguel Water District
Laguna Hills, CA
Stacy Thompson
Saco Water Resource Recovery Department
Saco, ME
Ronnie Versher Jr.
San Francisco Public Utilities Commission
San Francisco, CA
Alex Warwood
Philadelphia Water Department
Philadelphia, PA
Gerard Yates
Central Utah Water Conservancy District
Orem, UT
Kayla Yingst
Alexandria Renew Enterprises
Alexandria, VA
The water utility workforce case study team was led by U.S. EPA's Jim Home (Project Manager) with important input
from Leslie Corcelli and Catherine Allen.
<>EPA waterworks N ACVVA
Water Environment 4!m
Federation fj Water ,
the water quality people' SearC \^ATEREUSE
Reference herein to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or
imply its endorsement, recommendation, or favoring by the United States Government. The views and opinions of authors expressed herein do not necessarily state
or reflect those of the United States Government and shall not be used for advertising or product endorsement purposes.
This product was developed with assistance from Rob Greenwood, Sarah Shadid, and Tori Bahe with Ross Strategic (www.rossstrategic.com), under contract GS-
00F-0045P, EP-BPA-18-C-0001 with the Office of Wastewater Management at U.S. EPA.
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Table of Contents
Introduction 1
Case Study 1) Community Resiliency Through Youth Engagement and Recruitment (Louisville, KY) 2
Case Study 2) Ensuring a Greener Future Through Empowered Young People (Philadelphia, PA) 8
Case Study 3) Creating a Healthy and Inspiring Workplace Culture (Laguna Hills, CA) 13
Case Study 4) Internal Support for Emerging Leaders (Saco, ME) 20
Case Study 5) Ensuring the Future: Every Plant Operator is a Potential Plant Manager (Orem, UT) 25
Case Study 6) From Career Pathways to Career Empowerment (Johnson County, KS) 32
Case Study 7) Building Bridges to Meaningful Employment for Vulnerable Communities
(Alexandria, VA& Atlanta, GA) 38
Case Study 8) Connecting with Students From Kindergarten-to-Career (San Francisco, CA) 46
° 9
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Workforce Case Studies
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Introduction
The water sector faces significant challenges in recruiting and maintaining an adequate and well-prepared
workforce to deliver the critical services that protect public health and support the vitality of our communities,
natural environment, and economy. To address these challenges, many utilities have dedicated themselves to
advancing practice in four key elements of an effective water utility workforce program: recruitment; retention;
competency; and community partnerships. The following provides an overview of each of these four key elements
as well as a quick reference to case study profiles that highlight each key element. Although each case study is
organized under one key element of an effective water utility workforce program, many case studies encompass
other elements as well.
Strategic Workforce Planning
Recruitment Retention Competency Community Partnerships
Recruitment: Utilities with strong recruitment programs maintain a stable, robust, and qualified pool of applicants.
Also, they can compete effectively for needed skills and talent. To learn about utilities that are focused on bolstering
their recruitment efforts, see:
¦ Louisville Metropolitan Sewer District, page 2
¦ Philadelphia Water Department, page 8
Retention: Utilities with effective retention programs achieve desired workforce retention levels with qualified,
motivated, and resilient staff. Within the utility, human resources and organizational culture can motivate staff and
support retention. To learn about utilities with a strong focus on retention, see:
¦ Moulton Niguel Water District, page 13
¦ Saco Water Resource Recovery Department, page 20
Competency: Utilities with robust competency programs have well characterized core competencies and emergent
skill needs for distinct positions within the utility. Programs provide sufficient training and certifications to support
staff and ongoing development opportunities as skills and business requirements evolve. To learn about utilities
with strong programs to support workforce competency, see:
¦ Central Utah Water Conservancy District, page 25
¦ WaterOne, page 32
Community Partnerships: Meaningful community partnerships create value to both the utility and their partners. To
achieve this "co-value," utilities often align their workforce strategy and hiring practices to support the broader
economic development and social impact goals of their communities. To learn more about utilities with strong
community partnerships, see:
¦ AlexRenew/City of Atlanta Department of Watershed Management, page 38
¦ San Francisco Public Utilities Commission, page 46
Workforce Case Studies | 1
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atwways
Community Resiliency Through Youth
Engagement and Recruitment
Introduction
Louisville, KY
Wastewater/Stormwater A
/Flood Protection ™
^^53* mi
^ 751,000
11 Louisville ,5,111
Metropolitan *
Quasi Municipal ^
^ 680
Ohio River and i
tributaries
fefjQ Sewer District
376 square miles
4
3,315 miles
600 MGD
The Louisville Metropolitan Sewer District2 (MSD) helps provide clean waterways to their region through wastewater
treatment, stormwater/drainage management, and Ohio River flood protection. Each aspect of MSD's operations
provides an opportunity to enhance the local workforce, offer educational opportunities, and spur economic
development within their community. These actions are part of a larger resiliency effort by the city to create a
culture of equity, compassion, and trust within its communities. In 2016, the City of Louisville was chosen to
Workforce Case Studies j 2
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participate in the Rockefeller Foundation's 100 Resilient
Cities initiative and developed a comprehensive Resilience
Strategy, The vision, goals, and actions in this strategy
reflected the equation that resilience is the summation of
equity, compassion, and trust. These three qualities are
incorporated into Louisville MSD's work each day.
R = E + C + T
To be a Resilient city, Louisville creates a culture
of Equity, Compassion, and Trust.
MSD embraces its role as an anchor institution and, in 2018,
developed a Community Benefits Program3 to provide a wide variety of programs that leverage partnerships to build
a water workforce pipeline, support MSD core services, and ensure all local communities within the MSD service
area experience public benefits. This case study will focus on two aspects of MSD's community commitment: their
formal contracting process, which encourages contractors to submit bids that demonstrate a commitment to
provide financial contributions, volunteer hours, or in-kind services to the community, as well as MSD's youth
development programs, which seek to prepare high school students for successful careers in water infrastructure.
Community Benefits Program
In the summer of 2018, Louisville MSD completed a Disparity Study4, which found disparities in contractor
procurement processes for minority-owned businesses and underutilization of women-owned businesses. These
findings meant that only a portion of the potential benefits that result from MSD contracts was being experienced
within their community. The disparity study recommendations included the need for MSD to embed the provision of
community benefits into all aspects of MSD's capital investments, from construction and construction-related
projects to professional and engineering services.
The CBP's goals are to foster partnerships within the local
communities, build a water workforce pipeline, and ensure all
local communities within the MSD service area experience
public benefits, especially during times of construction. The
CBP is supported by two full-time staff who oversee and monitor
the program.
A main component of the CBP is the procurement process, which
provides a community benefit score to contracting firms that
submit a formal community benefit commitment with their
proposal. This procurement process applies to all construction
and construction-related contracts valued at $2 million or more
and professional service contracts valued at $200,000 or greater.
These voluntary commitments can range from a financial
contribution to community improvements in the form of volunteer
hours, or in-kind services. The firm that submits this commitment
must demonstrate that their community benefits will go directly to
"Thanks to MSD and your Community Benefits
Program for helping us make a connection with
YouthBuild, such a great organization that we
look forward to continue investing in!"
-John Allen (L), President, RA Consultants
and Tony Marconi (R), former Regional
Director of Engineering, RA Consultants, LLC
Having seen the success and the impact of a Community Benefits Program (CBP) at other utilities, such as San
Francisco Public Utilities Commission, MSD adopted and launched its own CBP. MSD's CBP was formally approved
in 2019. The CBP's mission is to be a good neighbor within the
community and invite contracting firms to use their resources for
positive impact.
Workforce Case Studies j 3
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schools and nonprofits directly impacted by MSD's operations. Upon award of the contract, the contractor is
required to submit a summary of their anticipated activities, which must then be updated and submitted by the
contractor at regular intervals to demonstrate the progress and completion of their commitment.
Community Connections
To connect contracting firms with community partners and schools, MSD created a speed-networking event called
Community Connections. Community Connections is a monthly networking event in which community partners and
local contracting firms come together to discuss the community partners' programs. During this event, firms learn
about community programs and ask questions to gain a better understanding of the community's needs. After four
minutes of discussion, participants switch and are paired with a new firm or community partner/school. Pairs switch
until all pairs have met and firms have gained an overarching view of the wide range of community partners and
schools. These connections are crucial to create external buy-in from community members, educate firms on the
important work being done in the community and by educators, and convey the impact a firm may have if they
participate in CBP. For more information, check out this video5 from a Community Connections event.
Partnerships from Community Connections
After one of the Community Connections events, a local
firm decided the work being done by community partners
was so important, they wanted to contribute even outside
of the CBP process. The firm committed a financial
contribution to a local 501(c)(3) organization whose
focus is on education, job training, and leadership
development for low income youth between the ages of
16 to 24. To-date firms who have committed to the
program have contributed by voluntarily planting trees in
communities with low tree canopy, providing financial
support to educating youth in STEM related activities,
and assisting with emergency housing, job placement,
and tutoring services.
Contractors and community organizations came
together for the November 2079 Community
Connections
Youth Programs
MSD has been an active partner with community programs focused on increasing youth awareness of the critical
role of clean water in their communities and the availability and attractiveness of water infrastructure careers.
MSD's engagement starts early with the River to River program that provides an outdoor classroom experience for
elementary, middle, and high school students to explore the surrounding water bodies. In addition to programs
targeted at the youngest members of their community, MSD provides high school students with valuable hands-on
experiences in the water sector, along with career and personal mentorship through three robust programs.
Workforce Case Studies j 4
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River to River
The River to River: Louisville's Human Water Cycle6 program is a joint effort between Louisville MSD and Louisville
Water Company to reach and educate elementary and middle school students. This free, hands-on, hour-long lesson
for 4th to 8th graders explores water's journey from the Ohio River to people's homes and back again, allowing
students to make larger connections between the classroom lessons and the outside world. The classroom
experience is capped with a tour of Louisville Water Tower Park and Louisville MSD Floyds Fork Water Quality
Treatment Center. The guided tours provide an opportunity for the students to bring what they learned in the
classroom to life.
In addition, River to River: Urban Water Cycle High School Learning Experience is offered to freshman and
sophomore year students. Students gain an appreciation of how clean and safe water is reclaimed in streams after
serving Louisville's drinking water and wastewater needs, as well as the stormwater management, stream
monitoring, and flood protection operations that MSD manages along the Ohio River. Many sophomores at Holy
Cross High School help with the River to River program and its specific projects.
Fairdale Student Program
Louisville MSD has partnered with Fairdale High School for
almost 20 years through the Fairdale Student Program7.
Fairdale is designed to prepare students for post-secondary
education and career success through the Academies of
Louisville8. At Fairdale, there are three academies: Civil
Service, Public Service, and Global Service. Each academy
has two to four specific pathways - such as Heavy
Equipment Sciences and Fire Science within the Public
Service Academy, and Cyber Engineering and Law
Enforcement Services within the Civil Service Academy.
During their freshman year, students take career exploration pathway at Fairdale High School receive hands-on
classes and job site field trips to gain an overview of the machinery and safety training.
different academies. Students then choose an academy and
pathway to pursue for the next three years. Students in the
Heavy Equipment Sciences pathway work with MSD to gain direct exposure to heavy equipment and construction
tools, safety training, and lessons on current MSD environmental projects. Due to the hands-on nature of the Heavy
Equipment Sciences pathway, students not only learn how to operate machinery and gain foundational knowledge in
the water sector but can earn industry certifications before graduating. From this partnership, MSD has hired 40
students as employees over the past 20 years and continues to look for opportunities to expand similar outreach
efforts at other schools.
SummerWorks Program
Stemming from Mayor Greg Fischer's initiative in 2011. SummerWorks9 connects Louisville's youth, ages 16 to 21, to
summer jobs, career opportunities, and supportive networks. In total, SummerWorks has placed over 23,000 youth
into summer jobs with over 6,900 youth participating during the summer of 2019. Participants are paired with an
employer that aligns with each participant's interests and receive an employee mentor for their eight-week hands-on
experience. Louisville MSD has been a partner with SummerWorks for the last five years.
Students in the Heavy Equipment Sciences
Workforce Case Studies j 5
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Typically, MSD hosts 14 students each summer. Participants are placed in a department that matches their career
interests such as Legal, Finance, Operations, Facility Management, Engineering, and IT. Throughout the summer,
interns receive meaningful, challenging, and substantial tasks, and work activities can include administrative
support, network support, and preparing and reading drawings. Additionally, MSD provides professional
development sessions to prepare participants for their entrance into the workforce on topics such as dressing for
success, punctuality at work, and increasing job performance. Over the last five years, one participant has been
hired as a full-time MSD employee, but MSD is looking for additional ways to provide a pathway towards full-time
employment for SummerWorks participants. Check out this video10 that showcases several SummerWorks
participants and their highlights.
Pipeline Academy
Though the two high school programs outlined above are important
and successful aspects of MSD's outreach, after the publication of the
2018 Brookings Report11 on workforce needs, MSD believed they could
do more to engage youth in their community to increase their
awareness and interest in water utility careers. To do this, MSD created
the Pipeline Academy to provide a year-long internship for junior and
senior high school students.
The Pipeline Academy is a partnership between MSD and Holy Cross
High School, that allows upper level high school students to explore
STEM fields in the water sector and gain hands-on experience through a
year-long unpaid internship. Each student receives a primary MSD
mentor that supports them throughout the work experience and a
secondary MSD staff member for additional support. This two-tiered
mentorship structure provides each student with valuable support that
can be a critical element of student success.
"/ had an incredible experience with MSD
and have learned how much MSD does in
keeping our waterways safe and clean. The
staff are welcoming, helpful, and assisted
in my learning about the different
departments. I really enjoyed my time in the
IT department, and it encouraged me to
consider pursuing a career in the tech
industry."
-Brian M., Pipeline Academy Intern, High
School Junior
In the pilot program, four students participated during the 2019-2020
school year. Weekly during the fall, two juniors and two seniors
shadowed different departments with a STEM focus. Students also
rotated through different departments every few weeks to allow them
to gain an understanding of each department. Additionally, students
received advice on necessary academic coursework and certifications
to succeed in those respective areas. At the beginning of the new year, the students choose one department to
shadow for the remainder of the school term, allowing them to gain a deeper insight and hands-on opportunities.
The Pipeline Academy not only provides a two-tiered mentorship and hands-on experience within MSD's departments,
but also provides students with the opportunity to develop important soft skills. MSD hosts a monthly "Real Talk"
session to help students delve deeper into questions such as, "What is your career path? How do we help you get
there? How do I write a resume? How do I deal with workplace conflict?" These sessions provide a safe space for the
students. MSD prides itself on these "Real Talk" sessions because it allows students and MSD employees to take a
step back from the day-to-day operations and help students progress on the right path to success.
Although the Pipeline Academy is a new program, MSD plans to expand to a larger cohort and partner with local
public high schools. MSD is committed to supporting and mentoring the youth water workforce pipeline and annually
provides 10-15 employee mentors that participate and support the youth mentorship programs.
Workforce Case Studies j 6
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Lessons Learned
Louisville MSD created community ties that enabled them to develop a robust Community Benefits Program and
host a variety of student programs. These lessons learned will assist utilities in developing and maintaining
community partnerships and engaging with youth:
¦ Engage with the Community: Create neutral spaces for the community to engage with the utility and learn of
collaborative opportunities such as the Community Connections event.
¦ Find Champion(s): Identify and engage experienced and dedicated staff to support the various programs.
¦ Build Relationships with Schools: Use every opportunity to build relationships with the students, teachers, and
school systems. MSD found it was easier to create school programs/partnerships and gain school support
because they actively participated on school boards and at community events. The creation of the Pipeline
Academy was not difficult because MSD had an existing relationship with the school.
¦ Create Internal Buy In: Provide staff with internal, open-door training sessions to learn about the utility's
initiatives. Educate and empower staff to be advocates for utility initiatives.
Louisville MSD's Programs by The Numbers
20 Years
Fairdale & SummerWorks
programs have been
active
Conclusion
Q-|Q0/ <$1 Million
Percent of total MSD
budget dedicated to
school partnerships
Estimated projected
CBP commitments over
the next two years
Through the kinds of relatively low-cost investments
summarized above, and with the City's resilience initiative in
mind, Louisville MSD embraces its role as an anchor institution
with a robust portfolio of programs that help recruitment and
create a culture of equity, compassion, and trust in its
communities. These programs create positive impacts within
the region, strengthen community partners, and encourage
contractors to do the same. With the CBP, MSD leveraged its
capital investments to embed good neighbor principles with
contractors. The Community Connection events create a
roadmap for those contractors, and this effort received
overwhelmingly positive reviews from participants. MSD's youth engagement created clear recruitment
opportunities and employment pathways and the space to learn and engage with the water sector. All these efforts
emphasize and bolster MSD's mission to be a strategic partner and good neighbor and provide pathways for
community connections and recruitment leading to employment in the water workforce.
"I like working with my hands," Megan said,
noting that she learns more from hands-on
experiences than from reading or listening to
lectures. "Academies of Louisville students
'should be excited' about the on-the-job
experience they will gain as teens."
-Megan M., current MSD employee and
former Fairdale student
Workforce Case Studies | 7
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Ensuring a Greener Future by Empowering
Young People
Combined
Municipal Department
¦JtlL
inn
Delaware and Schuylkill ^
Receiving 2
Rivers
Waters
Philadelphia, PA
A
m
Philadelphia
Water
Department
mniiihun:
3,000 mi. water main;
3,700 mi. sewer
1.7 million
Approximately 2,100
135 square miles
236 MGD W;
397 MGD WW12
Introduction
After the 2008 recession, the City of Philadelphia was facing high poverty rates and high levels of unemployment.
The City was making plans to meet federal regulations mandating drastic reductions in pollution from sewer
overflows, as well as setting its own goal of becoming the greenest city in the country. To achieve these objectives,
the City developed the Green City. Clean Waters13 Plan. A critical component of the Plan was the construction of an
extensive network of green infrastructure projects through the Philadelphia Water Department14 (PWD). Once
constructed, the green infrastructure sites required maintenance, and PWD was faced with a shortage of workers, to
maintain them. PowerCorpsPHL15. a workforce development program, was launched to cultivate a talented
workforce among Philadelphia's underemployed young adults. Over the last seven years, this partnership between
PowerCorpsPHL and PWD has given the necessary tools and support for 670 of Philadelphia's unemployed and
underemployed young people to succeed and thrive in the workforce. This case study will examine
Workforce Case Studies j 8
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PowerCorpsPHL's model, partnership between PWD and PowerCorpsPHL, and lessons learned to create water
workforce opportunities for its unemployed and underemployed young people.
PowerCorpsPHL
Launched in 2013, PowerCorpsPHL is a cross-sector collaborative model that engages disconnected young adults
and returning citizens to enter and succeed in career pathways by using service as the strategy. They focus on
developing local talent and honing existing skills to create a sustainable career pathway while addressing systemic
barriers to employment.
PowerCorpsPHL supports members, ages 18 to 28, through trainings on teamwork, task management, and other soft
skills necessary for the workforce, while also providing technical skills, mentorship, a living stipend, and
expungement services. The program aims to address the City's gun violence, youth unemployment, and
sustainability challenges, and was launched through the Mayor's Office.
Leveraging an AmeriCorps grant, City departments, such as the
Philadelphia Water Department, Philadelphia Parks & Recreation,
Department of Human Services, and the Office of Workforce
Development, collaborated to design the initiative and matched
funding through investments from their departmental budgets.
PowerCorpsPHL uses social service agencies, such as alternative
high schools, foster care, probation officers, and other
organizations with clients in need of employment training to recruit
new members into the program. Half of the program's participants
come from social service agencies; the other half come from alumni
referrals and community word of mouth through neighbors,
friends, and family.
All members complete Phase One16, a four-month, full-time, crew-
based AmeriCorps service program that builds a foundation of job-
readiness skills. Additionally, Phase One focuses on contribution and
connection to the community through the enhancement of public
lands and stewardship of community spaces. After completing the
foundation, members continue to Phase Two and have the
opportunity to partner with PWD. They are able to work with PWD for
19 to 24 weeks, and upon completion can receive an education
award of up to a $2,000. Members are able to enter or continue their
post-secondary education or they can enter employment at PWD.
PowerCorpsPHL staff work with local private industry to align
training and cultivate employment opportunities. Through this collaborative co-designing process between
PowerCorpsPHL staff and private industries, members benefit from industry-aligned career pathways that connect
to existing, in-demand jobs. Through engagement with potential employers, coupled with individual member
career counseling, members can either exit the program for full-time employment or are supported in the process
of entering/continuing post-secondary education through academic support classes and one-on-one counseling.
As PowerCorpsPHL has grown, it has refined its model structure to ensure that all members are supported along
the process.
PowerCorpsPHL members maintain
over 100 GSI sites around
Philadelphia.
Workforce Case Studies j 9
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The Three Phases of the PowerCorps PHL Model
PHASE
ONE
RECRUITMENT
PowerCorpsPHL recruits new young people who are unemployed or underemployed through partner organizations,
alumni, information sessions, and public workshops.
FOUNDATIONS
Full-time, crew-based AmeriCorps service. Focus on work-readiness, career exploration, skill building,
and contribution & connection to community.
©
FREQUENCY
2x/year (Spring & Fall)
for 17 weeks
©
©
AVAILABLESLOTS
~50/cohort
COMPENSATION
$10/hour
EDUCATION AWARD
-$1,600
PHASE
TWO
OPTION TWO: INDUSTRY ACADEMIES
Sector-specific, on-the-job training, technical content, and credentialing.
OPTION 1: GREEN INFRASTRUCTURE
©
FREQUENCY
2x/yearfor 19 to
24 weeks
©
AVAILABLESLOTS
6/academy
COMPENSATION
$11/hour
EDUCATION AWARD
~$2,000
86 PowerCorpsPHL Members That Partnered with PWD
Philadelphia Water Department and PowerCorpsPHL
Enter
Employment
or Enter/
Continue
Post-
Secondary
Education
30 PowerCorpsPHL
Members
Employed at PWD
To achieve the goal of becoming the greenest city in the country and supporting the community's young people,
PWD and PowerCorpsPHL developed a pathway for young people to gain on-the-job training and transition into full-
time positions at PWD. In Phase One, members are introduced to green infrastructure concepts and related careers
through preliminary "on-the-job" training overseen by experienced PWD staff. In Phase Two, members in the green
infrastructure Maintenance Industry Academy receive higher-level technical training and apply those skills at more
than 270 annually serviced green infrastructure systems at 125 different locations across the City. Since 2013,
PowerCorpsPHL team members working with PWD have been tasked to complete green infrastructure site
maintenance throughout the City of Philadelphia. PowerCorpsPHL members receive work orders from PWD and
work together to clear debris and litter, remove sediment, prune trees, pull weeds, plant vegetation, and apply mulch
to green infrastructure systems to ensure they function properly.
After PowerCorpsPHL members complete Phases One and Two of the program, they are eligible to interview with
PWD for an apprenticeship position. Given the experience gained during their time working on PWD's GSI and being
exposed to the City's water infrastructure systems, PowerCorpsPHL alumni are well-trained and competitive
applicants. Since the partnership launched in 2013, PWD has employed 30 PowerCorpsPHL alumni. Due to their on
the job training, alumni are prepared to work in positions ranging from Maintenance Workers and Engineering Aides
Workforce Case Studies | 10
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to Electricians and Electronic Technicians, and they play an
important role as members of the PWD community. Check out
this video17 that highlights alumnus Aaron Kirkland.
Continuing Education and Growth
Education and professional development do not stop when
PowerCorpsPHL graduates transition to employment at PWD.
PWD has partnerships with the Orleans Technical College and
the Community College of Philadelphia to offer general
education courses, as well as customized and specialized
courses in skilled trades. These partnerships have been crucial
in supporting PowerCorpsPHL alumni to broaden out of green
infrastructure-focused maintenance work to advance into other positions, including electrical, HVAC maintenance,
and building mechanics. Alumni receive specialized training that allows them to have strong, long-term careers with
the utility. The partnership has also provided the unexpected benefit of filling a variety of positions at PWD beyond
the green infrastructure maintenance role originally envisioned.
Create Champions for Your Effort
One of the key program successes has been the tangible and intangible benefits to the city, utility, and
PowerCorpsPHL, as tracked through metrics. These metrics demonstrate the successful partnership and have been
crucial to showcasing successes and highlighting champions within the program.
Lessons Learned
As PWD and PowerCorpsPHL have developed their partnership, they have experienced challenges and continue to
improve this program through support and communication. These lessons learned will assist utilities undertaking
similar efforts:
¦ Create Internal Buy-In: Communicate with employees the benefits of workforce partnerships through metrics to
gain a higher rate of acceptance and approval among PWD employees for workforce partnerships.
¦ Provide Clear Expectations: Provide clear guidance and a tangible workorder tasking process that enables
members to learn and successfully complete each work order.
¦ Support Members: Provide training to both members and utility employees to set them up for success. PWD
recognized the need to provide an on-site PWD employee to support PowerCorpsPHL Members and help direct
the successful completion of work orders.
¦ Track Metrics: Gather metrics to demonstrate and widely publicize tangible outcomes of a community
partnership. People rely on numbers to convey a program's success, and metrics provide insight to tangible
benefits.
"I love the fact that there's a sense of
purpose in what I'm doing. Vie all have the
same passion for cleaning Philadelphia up.
I really take pride in investing in the people
that's coming behind me, because I know
what it's like when somebody showed me
the right things to do."
- Aaron Kirkland, Crew Chief GSI
Operations Unit
Workforce Case Studies | 11
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Philadelphia Water Department's Program by the Numbers
Q PowerCorpsPHL t PWD skilled trade
members employed at PWD pathways supported
6 Work Orders CC? R A PowerCorPsPHL members
Completed that have partnered with PWD
Conclusion
As utilities seek to diversify their workforce beyond their
traditional sources of employees, programs like the
partnership between PowerCorpsPHL and PWD are essential.
This partnership took fine-tuning over the years. Both entities
relied on strong communication and relationship building to
refine their program partnership and ensure both
PowerCorpsPHL members and PWD employees were
supported. The partnership demonstrated to both
organizations the value of collaboration between job
readiness organizations and public utilities to provide
employment and training opportunities for those within the
community, while filling a critical workforce gap faced by many utilities. PWD's partnership with PowerCorpsPHL
empowered and employed once underemployed and unemployed young people who can now positively contribute to
the greener future of Philadelphia.
"Our crucial and important partnership with
PowerCorps showcases what PWD is and
continues to be about as a utility leader."
- Alex Warwood, Former Apprenticeship and
Workforce Development Director at PWD
Workforce Case Studies | 12
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Creating a Healthy and Inspiring Workplace
Culture
Combined
Authority/Special
District
State Water Project arid
Colorado River
1,299 miles
JmL
Laguna Hills,CA
A,
fin
= Moulton Niguel ,U|
Water District
170,000
163
37 square miles
22.3 MGD W; 21 MGDWW;12
MGD Recycled
Introduction
Moulton Niauel Water District18 (Mouiton Niguel or the District), located in Orange County, provides high-quality
drinking water, recycled water, and wastewater services to more than 170,000 customers in the Cities of Laguna
Niguel, Aliso Viejo, Mission Viejo, Laguna Hills, Dana Point, and San Juan Capistrano. Moulton Niguel is devoted to
cultivating a healthy and inspiring workplace for its 163 employees. Since joining the team in 2012, Moulton Niguel
General Manager Joone Lopez has instilled the District's HERO Principles - Honesty, Effort, Respect, and One Team
- at every level of the organization. The goal is to support the District's foundation of Performance, Impact, and
Resiliency. Moulton Niguel ensures that employees are performing at the highest levels, going above and beyond in
the community, and are prepared for unforeseeable events.
Over the last eight years, Moulton Niguel launched a wide variety of efforts, such as the Moulton Leadership
Academy, the Future Leaders of Water (FLOW) Initiative, and partnerships with academic institutions, to imbed these
Workforce Case Studies | 13
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principles into the operational DNA at Moulton Niguel. This case study will examine the academies, programs, and
partnerships that support and help achieve the District's mission to create a healthy, respectful, and inspiring
workplace culture.
HERO Principles
At the heart of Moulton Niguel's workforce program is a commitment to creating a workplace where employees feel
respected and taken care of by each other and the management team. In 2012, General Manager Joone Lopez
brought her vision of the HERO Principles to Moulton Niguel. Through her leadership and workforce initiatives, the
HERO Principles became the foundation for a respectful and supportive workplace:
Honesty: The fundamental principle, honesty, is the "H" in HERO. To develop a strong workforce culture,
trust and accountability must be established and reinforced first. The management team encourages
feedback from all employees regardless of title. The team fosters communication and creates neutral
spaces and an open forum for idea sharing during daily staff meetings and monthly all-hands team
meetings to hear feedback and integrate these ideas into District operations. Honesty is part of individual
professional growth as well. Employees are also expected to share their weaknesses or mistakes with their
supervisors to gain constructive feedback to continuously improve.
Effort: The management team encourages and reinforces individual and team effort. Employees are
consistently encouraged to come to work every day and give their best effort to the job at hand. Effort is
valued and rewarded through public acknowledgment, praise, and recognition.
Respect: The management team treats employees - and requires employees to treat each other - with
respect and courtesy. Coordination and collaboration are based on mutual respect and regard for each
other's strengths, expertise, and knowledge. Demonstrating respect demands a level of professional civility
towards one another that ultimately leads to growth in personal connection, understanding, and
appreciation amongst the organization.
One Team: During all-hands meetings, the management team promotes engagement and connections at all
staff levels. These meetings allow employees to understand how their roles fit into the District's big picture.
These actions create a sense of excitement and pride, which promotes comradery within, leading to cross
collaborations between various departments. The HERO acronym was created to make it easy for staff to remember
Moulton Niguel's core values. During new hire orientations, new employees are introduced to these core values and
are reminded that technical expertise is important but upholding Moulton Niguel's core values is required. All
employees know they can and will be called upon at any time to remind each other of these values. The values are
even woven into an interview question asked of all prospective candidates. Staff make job applicants aware of
Moulton Niguel's workplace culture prior to hire.
Workforce Case Studies | 14
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Cross Collaboration
Moulton Niguel has a leadership mandate, or rather
expectation for all staff, that states departments must
work together on issues that cross multiple departments
such as finance, operations, etc. This interdepartmental
collaboration brings a wide variety of senior staff and
their respective department teams together to discuss
issues with a cross-disciplinary lens. Examples include
monthly engineering and operations "huddles," annual
budget workshops, and communications teams that may
involve more than 25 participants. During these meetings,
hierarchy and titles are of little importance, leading to
greater feedback and generation of ideas and solutions.
Employees are encouraged to be honest and freely share
their ideas. During these meetings, ideas from entry-level
employees are incorporated into future work plans. These
contributions are recognized at all-hands meetings during
a regular "kudos" section, where Moulton Niguel
collectively celebrates staff achievements, reinforcing the
Internal Leadership Academy
Moulton Niguel recognized that to effectively instill HERO Principles across the organization, they needed to provide
managers with the tools and support necessary to lead by example. However, the District found a lack of available
and appropriate external leadership training and though they considered hiring an external group to facilitate a
leadership academy, there were many logistical hurdles and many of the external curriculums did not fit into
Moulton Niguel's logistical and organizational needs.
After deliberation, the management team decided it would be most cost-effective and beneficial if Moulton Niguel
conducted the leadership academy internally. This tailor-made program would fit all of Moulton Niguel's logistical
constraints and organizational needs; reinforce the mission, values, and sense of team; and take advantage of
inherent institutional knowledge by using Moulton Niguel's subject matter experts. One of the first steps to create
the leadership academy was to form an interdepartmental innovation team to identify the necessary qualities and
skills of a Moulton Niguel leader.
Forming an Interdepartmental Innovation Team
Moulton Niguel formed an interdepartmental innovation team made up of well-rounded individuals from different
departments such as engineering, operations, customer service, and finance. The team served as an initial think-
tank and identified the qualities of a successful leader at the District. Some examples of these qualities were:
¦ Perpetually seeks further understanding of the bigger picture
¦ Serves as a steward of Moulton Niguel's vision and mission
¦ Holds themselves to a great sense of accountability
¦ Creates an inclusive environment and facilitates a team-win group mindset
Moulton Niguel employees have an annual District Day
and reinforce the HERO principles through group
activities.
One Team principle.
Workforce Case Studies | 15
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Once the necessary qualities were identified, the innovation team created a curriculum that would effectively teach
and reinforce these qualities.
Curriculum
The innovation team brainstormed curriculum components and incorporated past experiences and observations,
and the necessary qualities of a leader. The team designed a curriculum that reflected these qualities and provided
tools and knowledge for a successful leader at Moulton Niguel. The team crafted these ten focus areas:
Each focus area had a set of subtopics with a functional tie to actual job performance at Moulton Niguel. The
innovation team recruited internal subject matter experts to teach specific subtopics and split the workload. This
approach allowed Moulton Niguel to support internal knowledge transfer and experience without the cost of an
external service.
Participants attended five, on-site half-day sessions over five months. They were scheduled on strategic days and
times to reduce the impact on operations and customers. During these sessions, speakers were encouraged to use
various teaching techniques such as PowerPoint presentations, Q&A sessions, competitive group activities,
theatrical skits, and technology demonstrations. These sessions were interactive and pushed managers outside of
their comfort zones. Throughout the process, each manager was able to be the student as well as the teacher to
incorporate their own experiences into the curriculum through the motto of "Learn, Share, Grow." This empowering
leadership academy gave managers the tools to continue to succeed and progress in their career paths, and
effectively engage and empower the staff at Moulton Niguel.
Academy Expansion
The first Moulton Niguel Internal Leadership Academy in 2017 proved to be a success for managers. Due to this
success, the District expanded it to an organization-wide training during the Annual District Day. Moulton Niguel's
employees participated in activities that focused on the District's core values through the motto of "Learn, Share,
Grow" and provided ample teambuilding opportunities. This new academy included staff members from all levels
and focused on employee core values, promotion of grassroots leadership, and emphasis on HERO Principles
through a combination of skits and group activities.
The success of the two internal leadership academies has strengthened employee engagement and development.
Moulton Niguel plans to make these academies reoccurring to continuously empower its employees and maintain a
supportive work environment. The internal academies and support of the HERO Principles earned Moulton Niguel the
award of Top Workplace in Orange County for three years running. Check out this video19 that showcases Moulton
Niguel's Third Year as a Top Workplace.
Operational Overview
Administrative Policies
Interagency Relations
Occupational Safety
Customer Service
Communication
Time Management
Technology
Employee Development
Employee Discipline
Workforce Case Studies | 16
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Future Leaders of Water Initiative
I he Future Leaders of Water20 (FLOW) Initiative seeks to inspire a new generation of water champions through
education and recruitment. FLOW was an effort to integrate all of Moulton Miguel's workforce initiatives and build on
them through sharing and great collaboration. This initiative, created in 2019, engages with community groups,
professional associations, and academic institutions and aims to educate the public to actively seek career
opportunities in the water sector.
FLOW reaches a broad audience and creates
excitement about the water sector. Moulton Niguel
engages with participants through facility tours,
internships, and community events. During these
connections, participants are asked about their
interests, career, and education goals with the
hopes to attract and recruit the best and brightest
candidates. These engagements emphasize the
many career opportunities available in the water
sector such as information technology and human
resources to the frequently advertised construction
and water chemistry positions. Additionally, it is
emphasized that every position plays an important
role in Moulton Niguel and each position is part of
the One Team mindset.
The water sector is evolving and adopting new
technologies that are crucial for the sustainability of
the District and region. To adapt to these changes
and tackle upcoming challenges, Moulton Niguel
recognizes that their water workforce needs to be innovative and creative. Moulton Niguel continues to concentrate
on recruiting innovative skillsets such as data science, which has provided value to not only Moulton Niguel but also
to the customers and communities it serves. FLOW allows Moulton Niguel to engage, educate, and empower, and
recruit bright individuals for available opportunities at Moulton Niguel and in the water sector.
Check out this video21 that highlights the FLOW Initiative at Moulton Niguel.
Partnerships with Academic Institutions
With changing technologies and the influx of new information, it is crucial that utilities engage with different sectors
to gain new perspectives. For this reason, Moulton Niguel engages with various schools, community colleges, and
universities in their region to discuss the attractiveness and availability of job opportunities in the water sector. At
local high schools and community colleges, the District meets with students in career and technical education
programs to discuss the full range of water sector careers to expand their understanding beyond the prominently
advertised engineer and construction positions. Students are frequently surprised to hear the range of stable jobs
and the many avenues for involvement.
A group of emerging professionals from the Coro
Fellows program, visit Moulton Niguel to learn about the
water sector as part of the FLOW Initiative.
Workforce Case Studies | 11
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Additionally, Moulton Niguel is surrounded by some of the nation's top universities and strives to connect with these
universities through partnerships. Moulton Niguel has created partnerships with the following academic institutions,
to name a few:
Santiago Canyon College: Moulton Niguel visits students and provides advice to students on career
opportunities in the classroom and during the college's career fair. Moulton Niguel informs students of
opportunities in the water sector beyond the traditional construction and engineering positions. Moulton Niguel
has hired several employees who attended Santiago Canyon College, and many employees continue their
education at the College.
University of California, Davis: Moulton Niguel is partnering with UC Davis in a multi-year, multi-million-dollar
pilot program to better understand how water utilities can reduce energy usage. This pilot program idea was the
result of the state's goal to reduce greenhouse gas emissions. This project is designed to reduce the District's
energy consumption and will combine water system hydraulic modeling with energy intensity models to create a
demand management system. The pilot will help utilities nationwide reduce energy consumption, saving money
for utilities and ratepayers, and reduce greenhouse gas emissions. This pilot will be coming to an end in 2021.
University of California, Irvine: With the FLOW
Initiative and Moulton Niguel's expanded efforts in
educating the public, Moulton Niguel connected with a
dedicated water center at its neighboring research
institution, University of California, Irvine (UCI). Water
UCI is a globally recognized leader in water research
and has built several educational offerings, from a
middle school program to internships to symposia.
Moulton Niguel has partnered in their educational
offerings and determined there were opportunities to
broaden the FLOW Initiative through a collaboration
with Water UCI. Additionally, Moulton Niguel staff are
participating in developing a National Science
Foundation Industry University Research Center at UCI.
"I attended a Water Science Career Fair on campus.
At this event, I sat in a presentation on job interview
preparation led by Todd Novacek, Director of
Operations for Moulton Niguel. One key moment that
stood out to me in the presentation was when Todd
explained that he began his career as a meter reader
and how rewarding a career in the water industry can
be. I applied for a position with MNWD following the
career fair."
- Matt Keith, Temp Customer Service Field Tech
California Data Collaborative: Moulton Niguel is a founding member of the California Data Collaborative, which
provides a network for water professionals to design and build the data infrastructure and analytic tools that
strengthen water planning. The collaboration empowers agencies to make informed, data-driven decisions
responsive to tomorrow's water needs. The unique inter-agency database of cleaned and standardized data
accelerates research to generate insights for the water industry. World-renowned research institutions, including
the University of Southern California, University of California, Los Angeles, and Stanford University, and industry
professionals facilitate intellectual partnerships to fill gaps in knowledge and transform the state of the art.
Lessons Learned
Moulton Niguel is committed to creating a workplace culture that supports and empowers its most valuable
resources: its employees. The following lessons learned will assist utilities as they create programs for a healthy
and inspiring workplace culture:
¦ Care for your employees: Show employees that management cares about their wellbeing in addition to their job
performance. Make an effort to engage and connect with all employees.
Workforce Case Studies | 18
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Encourage employees: Create spaces that encourage employees to use their imagination to address and tackle
problems. Encourage creativity and support employees in their efforts.
Learn from staff: Engage with staff and subject matter experts on unfamiliar topics and provide neutral spaces
for knowledge transfer.
Prioritize others: Identify the needs of the utility and coworkers, and create time and space to address those
needs.
Moulton Niguel's Program by the Numbers
|oDO ft Years Academy Acn School cr°nr\ FLOW
|noo, ) has been active Vj JU engagements engagements
• • A IT Managers that have , Promotions following
0 attended the [a^A ^ attendance at the
Academy c ^ ^ Academy
Conclusion
Moulton Niguel creates safe and supportive spaces for its employees to thrive and succeed through their foundation
of Performance, Impact, and Resiliency and upholding the HERO Principles. The District's efforts began with a
commitment to treating employees with respect and the development of programs to achieve that goal has resulted
in the District winning the Top Workplace in Orange County for three years in a row. Moulton Niguel focuses on
internal employee development through the two internal leadership academies and an environment that focuses on
and reinforces the HERO Principles. Employees can provide honest feedback to continuously enhance the District
and improve methods to support the community.
To keep pace with the changing technologies and
information, the District recruits some of the nation's "Knowing the names of your employees means a lot.
best and brightest through the Future Leaders of Water Thjs js one part of a jarger effort t0 show employees
program and academic partnerships. These initiatives thatyou car6j that they are seea and that they are
and programs allow employees to use technology and respected and taken care of."
science to think creatively and advance the District
towards a sustainable future. Moulton Niguel not only " J°one Lopez, General Manager
provides safe, high-quality water to its customers but
also provides a healthy and inspiring workforce for its
employees.
Workforce Case Studies | 19
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Internal Support for Emerging Leaders
Wastewater
Municipal Department
with Enterprise Fund
Saco River
76 miles gravity; 22 miles
force main
Saco, ME
a»i»lilhiimi
Resource
Recovery
Department
313133
11,935
u apvapi
23.1 square miles
a
1
4.2 MGD
Introduction
Saco Water Resource Recovery Department22 (WRRD) is committed to providing customers with the highest level of
quality service through the responsible, sustainable, and creative stewardship of resources and assets. To achieve
this level of service, Saco WRRD made a commitment to hire and retain a productive and talented workforce and to
support employees through networking and professional development opportunities.
Though a smaller utility, Saco WRRD is a regional and
national leader in professional development for staff and
outstanding service to the community. Saco WWRD is an
active member of regional and national associations and
leadership encourages employees to attend conferences
and join team challenges that help employees gain new
skills and network with other utility professionals.
Employees take classes at the Wastewater and Drinking
"You have to plan for the future of your utility. If
you don't train your workforce, where are they
going to be in the future?"
- Stacy Thompson, Deputy Director
Workforce Case Studies j 20
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Water Operator Training School and Maine Management Candidate School to train and stay up to date in clean water
treatment, maintenance, asset management, and all other facets to running a treatment facility. This case study
describes how Saco WRRD supports its employees through teambuilding, networking, and professional
development opportunities.
Teambuilding Experiences
With a full-time staff of ten, Saco WRRD employees work together to provide service to its almost 12,000 customers.
Saco WRRD supports these teambuilding activities by setting aside 2-3% of its annual budget for teambuilding,
training, and travel opportunities. This consistent line item creates a culture of professional development and
ensures that employees are able to consistently engage with professional networks.
Operations Challenge
Since 1998, Saco WRRD employees have joined the Maine state team and competed in the Operations (Ops)
Challenge at the annual Water Environment Federation's Technical Exhibition and Conference (WEFTEC). At this
event, teams compete in various challenges and scenarios and are scored on accuracy and time. This event, funded
by state and regional associations, is a cost-effective opportunity to test Operators on their knowledge and skills to
network with the thousands of other conference attendees. The annual participation at WEFTEC also ensures
employees are regularly exposed to innovative ideas from across the nation and able to maintain connections to
other water professionals. Many Saco WRRD employees have participated for three or four years and developed
lasting relationships with their teammates.
Participation in the Ops Challenge is also important once employees return home. Historically, this experience is
often a steppingstone to upper management positions. Saco WRRD Director, Howard Carter, notes that most of the
Saco WRRD employees who have participated in the Ops Challenge have moved onto higher positions both within
Saco WRRD and other utilities in the region.
Regular, Infernal Team Meetings
Saco WRRD has an all-team meeting every morning to
discuss outstanding items, items for the day, and a plan for
the upcoming day. These daily meetings follow an open
discussion format and allow all employees to participate
and share their ideas and thoughts. This format emphasizes
teamwork and the Director and Deputy Director look forward
to hearing feedback from their employees.
Networking Through Professional
Development
Saco WRRD leadership encourages and provides funding for
its employees to participate in water professional
development courses through regional programs. Since
1985, all employees have participated in Joint Environmental
Training Coordinating Committee (JETCC) courses.
The Maine Ops Team competes in a set of
challenges testing their knowledge and
communication skills.
Photo Credit: City of Saco/A. Dickinson
MUNICIPAL'
Workforce Case Studies | 21
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The Joint Environmental Training Coordinating Committee
The JETCC coordinates training for Maine's environmental professionals. In addition to JETCC's regular ongoing
certification and continuing education classes for Wastewater and Drinking Water operators, JETCC offers
Management Candidate School (MCS) and an intensive Wastewater Operator School (WOS). As part of the New
England Interstate Water Pollution Control Commission's (NEIWPCC) state network, JETCC, the Maine-based
program partner, develops, coordinates, and conducts training courses that serve water quality professionals.
Training credits fulfill requirements of the Maine Department of Environmental Protection's Wastewater Treatment
Plant Operator Certification Program and are approved by the Maine Board of Licensure of Water Systems Operators
for Drinking Water Operator Training. Participation in JETCC classes helps employees expand their engagement with
other water professionals as they gain knowledge and experience in their respective fields.
Wastewater and Drinking Water Operator Training23: A regular, ongoing Operator Training schedule with a
variety of entry level and advanced courses each fall and spring. As the foundation of JETCC training, Maine
operators rely on this innovative program to remain current on water quality issues and to obtain state required
continuing education.
Wastewater Operator School (WOS)24: A 6-month, 12-session training program with in-depth training to entry
level Operators, technicians, and others who want to deepen their understanding of biological wastewater
treatment concepts. WOS prepares personnel for Maine's Wastewater Operator exams. Two Saco WRRD
employees have completed this program.
Maine Management Candidate School (MCS)25: An 11 -month training program that provides intensive skills-
development training and networking that is crucial for the next generation of water professional leaders. The
curriculum, designed for mid-level Operators, includes technical courses on topics like construction planning and
engineering basics, communication, and specialized skill training in budget preparation and personnel
management. Four Saco WRRD employees have graduated from this program.
Water Leadership Institute
Through the Water Environment Federation, the Water Leadership Institute program aims to educate, train, and
connect emerging leaders within the water industry. This intensive program allows participants to take management
training and leadership development courses that combine the challenges facing water and wastewater industries.
Participants attend an in-person workshop, complete assignments, and produce a final project. Saco WRRD
encourages its employees to apply to this program to further their professional development.
Creating Opportunities for Employees Beyond Saco
Saco WRRD is considered a "training ground" for Operators and leadership promotes professional development
opportunities to gain experience in teambuilding and management skills. Director Howard Carter supports staff that
gain these important experiences and seek managerial opportunities at other utilities. He believes it is important for
water professionals to share their knowledge and skills to help advance the clean water sector as a whole.
Workforce Case Studies | 22
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From Intern to Operator: Riley's Journey at Saco WRRD
Riley started at Saco WRRD eight years ago as an intern and is
currently an Operator and Lab Technician, He started with an
Associate Degree in Environmental Science and while working at
Saco WRRD took classes in Wastewater 101 through the JETCC.
As he progressed, he realized that, "having joined a team that has
been together for many years and each teach member having
significantly more experience in the field than I, it was clear that I
had some learning to do." Riley pursued a bachelor's degree and
felt, "Saco was an extremely useful resource for me, from
notifying me of open scholarship opportunities and allowing me
to use work computers after hours to complete homework, to
even offering tuition reimbursement for some courses."
Saco WRRD's school assistance helped Riley complete his bachelor's degree and continue to gain more skills at the
utility through training and external opportunities. Riley participated in the Ops Challenge and pushed himself to learn
new materials and network with other professionals. After his first Ops Challenge, Riley continued to study and
passed his Grade 5 Wastewater Certification and then participated in the Management Candidate School. Riley notes,
"These programs have all been a great reminder to keep learning. It inspired me to take on new challenges and meet
others in the field." Riley exemplifies the benefits of teambuilding and professional development opportunities.
Check out this video26 that highlights Riley's journey at Saco WRRD.
Lessons Learned
Saco WRRD supports its employees by creating a culture of professional improvement. Employees that engage in
networking opportunities are celebrated and promoted. These lessons learned will help assist utilities create a
supportive culture for their employees:
¦ Support and Empower Your Employees: Help employees accomplish their career goals by providing resources
or on-site training. Let your employees grow and be supportive of their goals.
¦ Encourage Professional Development Create a supportive environment where employees feel comfortable
sharing professional ambitions and approaching management with opportunities.
¦ Think Beyond Your Utility: Support and train employees to succeed in your utility and at other utilities. Saco
WRRD feels that if their employees receive training, succeed, and move to another utility, it benefits the clean
water industry as a whole.
¦ Include Training and Travel in the Budget: Set aside money to support employee professional development
training and traveling. Communicate with employees about utility resources when they are exploring continuing
education classes and out-of-state conferences.
Operator and Lab Technician, Riley C
participates in regular team meetings.
Photo Credit: City ofSaco/A. Dickinson
Workforce Case Studies | 23
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Saco Water Resource Recovery Department Program by the Numbers
Years JETCC
has been
active
l 2-3%
Percent of Saco WRRD
annual budget dedicated
to teambuilding & training
Percent of
employees that
have participated in
JETCC
Years MCS
has been
active
Percent of
employees that
ll 0 % ^ave receivec'
financial assistance
Conclusion
Saco Water Resource Recovery Department is the training ground
for Operators and supports its employees through numerous
external professional development opportunities. Employees
further their knowledge and network with industry peers through
the Ops Challenge at WEFTEC, take Wastewater and Drinking
Water Operator Training courses, and gain leadership skills at the
Maine Management Candidate School. Through these important
engagements, Saco WRRD employees develop necessary
technical and leadership skills to progress in their careers. Many
individuals have progressed from Operators to Directors, either at
Saco WRRD or at other utilities. Saco WRRD genuinely wants its
employees to succeed and provides ample opportunities to
support its employees and the clean water sector.
"For people thinking of entering the clean
water industry, know that we care and
support one another and that's why many of
us stay and make our careers out of it."
- Howard Carter, Director
Workforce Case Studies | 24
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tnsuring tne f-uture: bvery Plant uperator is a
Potential Plant Manager
Drinking Water
Municipal Department
Snow Melt, Reservoirs,
and Ground Wells
142 miles
Orem.UT
UTTTTIEllf?
Central Utah
Water
Conservancy
1.5 million
120
18.000 square miles
130 MGD
Introduction
Central Utah Water Conservancy District27 (CUWCD) has delivered clean water for the growing population of Central
Utah's eight counties for over 50 years. With 62% of Utah's population currently living within its boundaries, CUWCD
recognizes that achieving customer expectations and utility sustainability depends on developing and supporting
its workforce.
The Problem: Twenty years ago, CUWCD's hiring and training workforce strategies did not result in a prepared,
engaged workforce. The treatment plants had high turnover rates and a small candidate pool for new hires, which
resulted in a staff unprepared to react to change. When positions were filled, the hiring process focused on present
needs but did not anticipate management positions that would likely be vacant in the future. Additionally, plant
operations at the utility rarely provided formal training opportunities. The turnover rates, recruitment challenges,
Workforce Case Studies j 25
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short-term hiring views, and lack of employee training led to low morale, lack of knowledge transfer, and ultimately a
decline in employee trust, which left the various plants at risk.
The Path Forward: In 1997, CUWCD initiated changes to their recruitment strategies and employee development
programs to address these issues. First, CUWCD started to hire differently, by recruiting and hiring treatment plant
staff with STEM backgrounds and leadership experience. Next, CUWCD developed a training program for employees
differently to advance their technical and leadership skills, leading to upward mobility within the utility. This case
study will examine CUWCD's journey and lessons learned in their efforts to hire and train differently.
Hire Differently
Prior to 1997, CUWCD's hiring practices focused only on present workforce demands. CUWCD utilized its network
from the Utah Water Quality Alliance to share information, cross-train with other treatment plant staff, and
communicate staffing opportunities, but it did not have a specific community outreach initiative. As the years went
on, senior treatment plant positions and management roles became vacant due to retirement and turnover without
well-qualified internal replacement. This disconnect between current and future needs led CUWCD to hire externally
for senior staff positions, leading to low employee morale. To address this gap in personnel, CUWCD recruited the
best and brightest candidates with STEM backgrounds, interviewed candidates with a long-term growth mindset,
and provided competitive entry-level salary and benefits. These "Hire Differently" changes brought in candidates that
would not only succeed in their current role but demonstrated traits of a great future Plant Manager.
Advertise to Attract the Best and Brightest
First, CUWCD changed its hiring announcement to attract those with STEM backgrounds and advertised employment
opportunities at academic institutions. To do this, CUWCD changed the job description title from "Operator" to
"Water Systems Technician." This change attracted candidates with STEM technical skills, as opposed to those with
only heavy machinery experience. CUWCD also developed partnerships with local university professors to increase
student awareness of the attractive, well-paying jobs at CUWCD. Professors within science departments advertised
and encouraged qualified students to apply to these positions. Interested students were invited to tour the facility to
see the real-world applications of their STEM skills and to learn of career pathways within the water sector.
Currently, CUWCD is invited to college classes to teach water topics and college career fairs to discuss employment
opportunities. CUWCD typically recruits 4-5 interns each year from local colleges.
Interview with a Growth Mindset
To effectively identify interviewees with long-term growth potential, CUWCD needed to articulate critical knowledge
categories for successful plant operations. Leadership met with facility managers and developed five knowledge
areas needed for success, from Water Systems Technician to Plant Manager:
• Education and Water Experience • Mechanical
• Computers and SCADA • Personal Character
• Electrical Skills
Once these critical knowledge categories were identified, CUWCD scored each candidate's application based on
their demonstrated knowledge within each area. Top applicants were then invited, as a group, for a facility tour,
which served as an initial screening or "informal interview" to assess interest and ability. A refined group of
candidates were selected for formal interviews. Interview questions touched on the variety of potential situations
Workforce Case Studies | 26
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and functions anticipated for each role, ranging from instrumentation and electronics to leadership experience. Top
candidates were then given an exam to assess computer skills and problem-solving abilities.
This multi-tiered approach allowed CUWCD to interview and hire the right candidates with the necessary technical
background and growth potential. Each candidate filled the present position vacancy but was also hired for their
potential to grow into the role of Plant Manager.
Shift Pay Differential
CUWCD has around the clock employee coverage with plant roles that require consistent shifts as well as roles that
require rotating shift schedules. Rotating shift schedules vary each month and consist of afternoon (swing) and
evening (grave) shifts. CUWCD noticed that highly trained rotating shift employees were transferring internally to
other CUWCD departments that offered consistent day shift schedules. These transfers occurred when no
consistent non-rotating day shift positions were available and left the treatment plants short on experienced
employees, thus creating risk for CUWCD.
To prevent the loss of staffing in critical rotating shift positions, CUWCD increased the shift differential resulting in
higher hourly wages for swing and grave shifts. Employees with swing shifts received $2.75 more per hour,
originally $0.25 per hour, and grave shift workers received $5.50 more per hour, originally $0.50 per hour. This
increased shift differential incentivized employees to stay in their rotating swing and grave shifts, which resulted in
fewer vacancies and less overtime pay. The increased differential pay annually per employee was approximately
$6,000, but the net increase per employee after the first year was approximately $1,500. This "savings" from what
was budgeted, appeared to be the result of employees choosing not to call in sick during higher-paid shifts, which
previously resulted in covering the shift with an employee who received unexpected, overtime pay. It appears that
employees tend to utilize sick leave during the day, regular pay, when there is typically an "extra" operator
(technician) available to cover the shift. The most important improvement was the long-term retention of highly
skilled employees to operate the treatment plant.
Ensure Pay Is Competitive
As younger workers and recent college graduates enter the workforce, many gravitate toward jobs with high salaries
and comprehensive benefits. CUWCD knew it needed to be more competitive with a higher salary for entry-level
positions to attract younger workers and recent graduates. CUWCD's entry-level salaries increased and are
competitive on the national water utility scale; within the first five years, Water Systems Technicians are
aggressively compensated for completing certification programs and gaining on the job experience. This
accelerated increase in salary is meant to be commensurate with what a candidate may experience in a private
sector position. Candidates are motivated to apply to CUWCD because of the competitive salaries for entry-level
positions and stay long term because of internal training and advancement opportunities that allow for financial
growth and stability.
Train Differently
In conjunction with an overhaul of hiring practices, CUWCD created a training program to ensure each employee is
supported and encouraged to develop professionally throughout their time at CUWCD. The Lead Operator Training
Program is a multi-year, comprehensive training that provides employees with the skills, knowledge, and practice
necessary to become a successful Plant Manager. Although the program is voluntary, participants become eligible
Workforce Case Studies | 27
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for promotions, reductions in rotating shiftwork, and salary increases. These additional benefits contributed to an
increase in job satisfaction and confidence.
Employees are eligible to participate in the program after completing three years as an Operator (technician).
Employees in the program participate in weekly, peer-to-peer trainings and are tested across 120 skills. The training
program takes approximately two years to complete and CUWCD encourages employees to take their time to master
the necessary skills. Operators who successfully complete the program receive a one-time $2,500 bonus and are
eligible for a promotion to Lead Operator with a supervisor's recommendation and company approval. This section
focuses on the two components of the Lead Operator Training Program: the peer-to-peer learning to support skills
development and the demonstration of competency across 120 skills through testing.
Peer-to-Peer Training
Peer-to-peer training is an important component of the Lead Operator Training Program. In peer-to-peer training,
Operators identify a skill topic of choice, learn about that skill through self-study, and educate their peers with a one-
hour presentation and training session. These weekly training sessions enable employees to become resident
experts across a variety of topics and foster confidence and teamwork within the utility.
Operators choose a topic from the 120 required skills and lead sessions on those topics, ranging from standard
operating procedures to water chemistry. Each operator is typically given three months to research their topic and to
create a presentation with information gathered from the utility's subject matter experts. CUCWD prioritizes these
trainings by creating dedicated weekly sessions that
bring the Operators together. Training sessions are
either presented through a PowerPoint presentation or
video clips recorded on company smartphones. Both
presentation formats allow remote site employees to
participate in the training sessions. Most sessions are
taught by Operators enrolled in the training program,
but other departments such as human resources, are
encouraged to participate and teach on topics such as
time management and performance coaching.
These cost-effective peer-to-peer training sessions
ensure procedures and protocols are consistent
among employees, resulting in a safer work
environment and safer water for the public. CUWCD's
peer-to-peer training challenges employees to
continuously learn and gain new skills from colleagues
resulting in greater confidence and workplace morale.
Demonstration of Competencies
Through Testing
At the completion of each training session, the trainer is charged with measuring the Operator's knowledge, skills,
and ability (KSA) through a demonstration of skills, verbal communication, or through a written test at the end of the
training. If the Operator is successful, the trainer or supervisor, signs-off on a document of completion/
demonstration of competency. This document is then reviewed by the Operator and the plant manager during
scheduled performance planning meetings. While some skills can be learned and signed off in a single training
session, most require independent effort and additional studying to reach the required level of competence.
CUWCD team members must be able to step out of
their comfort zone and complete trainings such as
confined space trainings.
Workforce Case Studies | 28
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The peer-to-peer training program has resulted in several positive outcomes for CUWCD. As the Operators prepare,
share knowledge, and assist co-workers, unity and friendship develops among the cohort of Operators that lasts well
beyond the training. Additionally, Operators in the program become more confident in their ability to make critical
operational decisions when it matters most, and those that successfully complete the program move on to become
Lead Operators and often continue their development to become plant managers, facility supervisors, or managers
within the organization.
Finally, the investment in these trainings has directly led to an improvement in water quality. The turbidity graph
below shows the relationship between implementation of advanced training and enhanced finished water quality
over time. The treatment plants consistently meet all the established water quality goals and finished water quality
has improved dramatically.
Don A. Christiansen Regional Water Treatment Plant
Water Quality Improvements 1996 - Date
The graph shows the decrease in Annual Average of Maximum Turbidity Values and turbidity spikes due to
advanced training.
Lead Operator Training Program Evolution
Over the last 20 years, the Lead Operator Training Program has evolved to keep pace with the changing technology
and industry. CUWCD has kept pace with these external changes by evolving its program. The program has added
new plant processes such as ozone, mechanical dewatering, and reclamation processes, which led to the creation of
new training skill sets. The original training program had 12 categories and 72 skill sets; today there are 18
categories with 120 skill sets. Additionally, as employees maneuvered their way through the Lead Operator Training
Workforce Case Studies | 29
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Program, CUWCD saw the need to continuously support employee growth and development and created a new
position, Operations Supervisor. This supervisory role allows employees to continue to grow in their career.
Lessons Learned
Over the last 20 years, CUWCD has created a comprehensive training program that ensures their workforce has the
necessary skills and knowledge to adapt and advance in the water sector. In developing and implementing this
program, CUWCD has learned the following lessons along the way:
¦ Adapt Training for Employee Needs: Change
training formats to meet different learning
styles. CUWCD originally completed trainings
through paper documents and PowerPoint
presentations but has since adapted to
generational learning and moved towards
"YouTube-like" video training. These videos have
not only benefitted the younger workforce, but
also allow for the engagement of employees at
remote sites.
¦ Be Patient: Emphasize the importance of
slowing down and fully mastering the program
skill bases. Employees that proceed to the next
step without comprehensive preparation, create
risk for utilities. CUWCD recognized this shortfall
and adjusted the completion time for the Lead
Operator Training Program.
¦ Dedicate Time for Employee Development: Commit to weekly training sessions to allow for knowledge transfer
and teambuilding between employees. CUWCD designates one hour on Thursday mornings for training and
includes both technical and scheduled support staff, such as engineering and human resources.
¦ Make it Voluntary: Provide the pathway for employees who want to develop but recognize that not everyone
wants to be a Plant Manager. All Operators participate in the peer-to-peer training program, but completion of
CUWCD's Lead Operator Training Program is voluntary. This does not force employees to complete the program
but creates incentives for employees to do so.
• Incentivize Participation: Provide avenues for employees without a four-year college degree to meet
educational requirements for supervisory positions. The position of plant manager has a four-year college
degree education requirement that can be satisfied either with a four-year degree or successful completion of
the Lead Operator Training Program.
A group of Operators engage in peer-to-peer training
and learn about pH probe calibration.
Workforce Case Studies | 30
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Central Utah Water Conservancy District Program by the Numbers
Years since
program
launched
Ł3%
A 5%
Percent
reduction in
turnover
80%
Percent of CUWCD labor
budget dedicated to
training
Percent completion rate A$6,000
for Lead Operator Increase in differential pay
Program (annual, per employee)
Conclusion
CUWCD has curated and sustained a training program and hiring process that ensures the utility is prepared to
continuously provide safe and secure water for its residents. The "Hire Differently" and "Train Differently" initiatives
are aimed to create a sustainable and supportive workforce
environment that provides opportunities for employee
growth and development, These initiatives have increased
employee morale, reduced staff turnover, encouraged
knowledge transfer, provided generational training, and
created successful a learning community among CUWCD
employees. Over the last 20 years, Central Utah Water
Conservancy District has committed to hiring and training
the right people because they see every employee as a
future Plant Manager.
"When you are hiring for a Plant Operator, you are
always hiring for a future Plant Manager."
- Gerard Yates, Water Quality & Treatment
Department Manager
Workforce Case Studies | 31
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Drinking Water
Independent Public
Utility
Kansas & Missouri River
and collector wells
2,700+ miles
Johnson County, KS
• •4
Ml
mimihHU
mil
WaterOne
440,000
395
272 square miles
200 MGD
Introduction
WaterOne28 is committed to providing Johnson County, Kansas, a safe and reliable water supply with exceptional
service and value. Every day, WaterOne relies on its employees to provide those high-quality services. To ensure
their employees are supported and engaged, WaterOne developed a workforce program that trains and empowers
staff to advance in their careers and not just their current job.
For WaterOne, developing a robust workforce program has been a journey that started in 2015. At that time, a lack of
vacant upper-level positions and non-competitive salaries led many WaterOne Field employees to look for career
development opportunities elsewhere. Facing turnover rates as high as 25% annually, WaterOne began to restructure
its workforce program to develop a voluntary career pathway for Distribution Technicians. The Distribution
Workforce Case Studies j 32
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Technician Program establishes a set of milestones that result in career advancement, provides the support needed
to achieve those milestones, and empowers employees to control their own career trajectory. This case study will
examine the development of the Distribution Technician Program career pathway and the development of a
workforce program that has made WaterOne an employer of choice in the region.
Distribution Technician Program
In 2015, WaterOne's high turnover rates resulted in a rapid loss of institutional knowledge, a constant stream of
new hires, and many frustrated front-line supervisors who were continuously pulled away from their regular work to
train new employees. The Field workforce was suffering from low morale and reduced productivity. Leadership saw
there was an overwhelming need to retain employees, support training, and facilitate knowledge transfer
throughout the utility.
In October 2016, WaterOne established the Distribution Technician Program to train and provide advancement
opportunities for its workforce. The voluntary program offered participants a comprehensive set of trainings that
would provide them with the competencies needed to be successful as a distribution technician. The program also
set the stage for participants to advance in their careers at WaterOne through promotions and higher compensation.
Internal Restructuring for Upward Mobility
The Distribution Technician program is curated for
employees within the Construction, Maintenance,
Valving, and Services (CMVS) branch housed in the
larger Distribution Division Structure. WaterOne's first
step for creating a new pathway was to restructure the
existing job titles within the CMVS branch to reflect the
progression of skills and responsibilities. The entry-
level position, Utility II, changed to Distribution Tech I
(Levels 1-6), the mid-level position, Heavy Equipment
Operator, changed to Distribution Tech I (Levels 7-11),
and the higher-level position, Utility I, changed to
Distribution Tech II (Levels 1-4). Employees in the
CMVS branch with these titles were invited to
voluntarily participate in the program.
Skill-Based Competencies
In conjunction with the position restructuring, WaterOne created a list of six competencies that reflected the skills
needed for a Distribution Technician to succeed at the utility. At the beginning of their Distribution Technician
program, employees are evaluated by their Foreman to assess their current abilities and competencies. Human
Resources partners with CMVS to review the evaluations, discuss whether the employee is at the appropriate level,
and develop next steps with the employee. Employees receive a booklet that further details the Distribution
Technician program and the specific competencies within each of the six major categories. WaterOne is currently
developing a digitized version of the booklet and tracking within the Learning Management System (LMS).
Each Distribution Technician level has a set of competencies that must be completed before advancing to the next
level. Within the new structure, the Distribution Technician I is composed of 11 levels and the Distribution
Technician II is composed of 4 levels. Once an employee has successfully demonstrated proficiency in a level's
respective competencies, they are eligible for a pay increase. This skill-based pay structure incentivizes employees
Job Title Transitions Within the CMVS
Branch
Utility II
Distribution Tech I
(Levels 1 -6)
Heavy Equipment
Operator
Distribution Tech I
(Levels 7-11)
Utility I
Distribution Tech II
(Levels 1 -4)
Workforce Case Studies | 33
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to continuously learn and advance through the
competencies. On average, it takes six months for a
Distribution Technician to successfully complete one
level. However, this self-paced structure allows
employees to dictate their study schedules and
complete each level at a slower pace.
Training
When the Distribution Technician program started,
participants met with a University of Kansas professor
to learn study habits to prepare for their national license
and certification exams. As part of the curriculum,
participants utilize the online Water Distribution
Operator Training Courses29, which are offered at
California State University in Sacramento. These self-
paced courses correspond with study materials and
cover a range of topics. Within the Water Distribution
System course, students learn safety, distribution
facilities, disinfection, operation and maintenance, and management. Employees take the courses at their own pace
and WaterOne covers the cost of study materials, training, and the exams. WaterOne's Safety team provides training
and guidance on safety requirements. Distribution Technician lis attend a three-day supervisory workshop presented
by the University of Kansas.
Testing
Testing is an important aspect of the WaterOne Distribution Technician program. Employees not only commit to
learning the six competency categories but demonstrate their knowledge in the form of in-utility exams, on the job
demonstrations, and national certification exams. In the Licenses & Certifications category, Distribution Technicians
are required to take the Water Distribution Operator course and certification exams that are regularly scheduled
through the Kansas Water Environment Association. In addition, Commercial Driver's License training and
certification on heavy equipment are also included in the program.
In the other competency categories, Distribution Technicians must demonstrate proficiency through utility-specific
equipment operation, safety, and WaterOne specific curriculum. To assess their skills in specific competencies,
employees complete written and practical exams that are scheduled twice a year. In the practical components,
employees must physically demonstrate capabilities to their Foreman. After all competencies within the level have
been successfully completed, the Foreman and Assistant Manager convene and identify the employees that will
progress to the next level.
Salary Progression
Distribution Technicians are eligible to receive a pay increase when they progress to the next level. This increase
typically ranges between 4-7% and is dependent on factors such as where the employee started in the program,
how fast they progressed, and their performance. Employees who quickly progress through the program may have
two opportunities within the year to move to the next competency and pay level.
Workforce Case Studies | 34
Specific
Work
Modules
Six Major
Competencies
-------
Initially, WaterOne's salary progression did not cause an
increase in their overall budget. The decrease in
turnover and vacancies increased productivity, quality,
and engagement.
Empowered Engagement
"The Distribution Technician program has been a great
success. It has improved employee retention and has
helped us with recruiting. Distribution Technicians
know precisely what they need to do to progress and
they are able to determine their own rate of
advancement. A side benefit of the program is that it
has caused us to do a better job of providing training
to our employees on a regularly scheduled basis."
- Greg Johnson, Manager CMVS
Over the last four years, the Distribution Technician
program has created a pathway for career advancement
and reduced the bottleneck that many employees faced
before reaching upper-level positions. The program has
seen a high level of engagement from staff and when first
launched; 75 of the eligible 95 employees enrolled in the program. However, the transition was not without
challenges. Some existing employees felt the program created an undue burden and that adequate time and
experience would lead to career progression. However, newer employees reported that the clear process enabled
and empowered them to succeed at their own pace.
Overall, WaterOne leadership is pleased with how quickly employees have embraced and progressed through
the program. Currently, 58 employees are enrolled, and 16 have successfully completed the Distribution
Technician program.
Succession Planning
The Distribution Technician program creates skills
overlap that allows for additional coverage across
positions leading to many participants emerging as
future leaders. Within the major competencies,
Distribution Technician II employees receive training in
necessary Foreman skills, such as timekeeping and
completing work orders. WaterOne is currently
expanding training efforts to ensure they have adequate
coverage during emergency callouts, especially for
Foreman positions. These trainings facilitate
knowledge transfer and allow Distribution Technician II
employees to gain hands-on experience and become
leaders within the utility. Leaders gain more
responsibilities and are promoted to higher positions,
thus securing the future workforce and internal
knowledge.
WaterOne employees work and learn together to
solve water sector problems.
Workforce Case Studies | 35
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Higher Caliber Applicants
A positive outcome of the Distribution Technician Program was the influx of higher caliber applicants. Previously,
WaterOne often received applications from individuals with only distantly related experiences, which meant
leadership was often engaging in the time intensive process of actively recruiting qualified candidates for positions.
Since the start of the Distribution Technician Program in 2016, WaterOne has seen an increase in qualified
applicants. This increase is due to two motivating factors: the opportunity to develop a career path and an increase
in compensation. Applicants are motivated to apply and work for a utility that invests in their employees through
development of a career path, allowing them to control their trajectory.
The Human Resources (HR) team connected with the Engineering Career Centers at the University of Kansas and
Kansas State University through the biannual career fairs. The WaterOne HR team attends the career fairs with a
WaterOne engineer, preferably one that graduated from the university. The engineer acts as an ambassador and
subject matter expert while talking with students about WaterOne opportunities. These career fairs have increased
HR's awareness and knowledge about the engineering profession, as well as provided an opportunity to network
with students/potential candidates.
In addition to career fair recruitment opportunities, WaterOne has a robust summer intern program. Interns are
placed within most of the Divisions, including Engineering. During the program, interns receive tours and engage in
organizational awareness activities that provide interns the opportunity to learn about other positions and functions
at WaterOne. Students often return for multiple years and are valuable mentors for incoming interns.
Lessons Learned
WaterOne created an empowering career path that allows employees to manage their career trajectory and enhance
workforce morale. This restructuring process was not without challenges and learning experiences. These lessons
learned will help assist utilities to create their own internal career paths:
¦ Encourage Open Communication: Provide neutral spaces that allow employees to engage and provide feedback
for management. Support all-inclusive staff meetings that allow everyone to engage.
¦ Provide Resources: Help employees succeed with on-site training and resources. WaterOne partnered with the
University of Kansas to provide employees with study skills and resources
¦ Clearly Convey Competencies: Emphasize that employee advancement is based on successfully demonstrating
competencies. Highlight that successful demonstration of competencies equates to an increase in skills, pay,
and promotions.
¦ Create Internal Buy-In: Create a workgroup to formally involve staff that will be impacted at the beginning of
program development to help articulate current challenges and create buy-in for proposed solutions. Ensure
there is consensus with Human Resources, managers, and other internal business partners to support the
process.
Workforce Case Studies | 36
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WaterOne's Program by the Numbers
ODD
Years since
program
launched
1r Employees
. graduated from
«\ Percent change in
cost per employee
24 O/q from pre-program to
present
the program
18 %Percent
{ "il reduction in
turnover 2015
to 2018
4-7%
Percent
increase in
salary per
raise
Conclusion
WaterOne's Distribution Technician Program empowers employees to control their own career trajectory. This self-
paced program allows staff in the Distribution Division to gain skills and advance their careers. Prior to this
program, WaterOne was experiencing turnover rates of 25%, as employees were leaving in search of other
opportunities. Since the implementation of the Distribution
Technician Program, WaterOne's turnover rate has reduced to 7%.
WaterOne hopes to expand its workforce program to create a
career pathway for advancement to the Foreman position and to
develop on-site training sessions. By supporting employees,
WaterOne has increased morale and attracted a higher caliber of
job applicants. The Distribution Technician Program has improved
retention at the utility and enabled employees to set their career
paths to control their own trajectory, making WaterOne an
employer of choice in the region.
"The Distribution Technician program gives
new staff a way to control their own destiny.
j4s part of this program, a technician can see
that they set their own career path through
what they learn and achieve."
- Michael Armstrong, General Manager at
WaterOne
Workforce Case Studies | 37
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Building Bridges to Meaningful Employment
for Vulnerable Communities
Introduction
Both Alexandria Renew Enterprises (AlexRenew) and the City of Atlanta Department of Watershed Management
(DWM) are leaders in their communities. They not only provide safe and reliable water to their communities, but they
also employ residents in meaningful, wage-competitive careers. In recent years, both utilities have looked to reach
further into their community to build relationships with organizations that prepare vulnerable populations for career
success. These relationships have resulted in the development of programs that provide clear pathways to train and
hire new employees from diverse backgrounds. These programs range from high school internships for
economically disadvantaged youth to adult programs that enable victims of sex trafficking and individuals who are
currently incarcerated-on non-violent/non-sex offending charges-to transition to meaningful and family-sustaining
careers. These partnerships have required communication and active engagement from both utility and community
partners to create supportive learning and work environments for their participants.
This case study will examine how partnerships help build the utility workforce of the future and bolster the
community by providing participants with the education, life skills, and career readiness needed to secure full-time
employment and financial independence in their communities.
Workforce Case Studies | 38
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Alexandria Renew Enterprises
Wastewater
Special District
Potomac River via
Receiving 2
Hunting Creek
Waters
Alexandria, VA
, S,
-H3. Ml
nni Alexandria
Renew
Enterprises
i'—
20 miles
V.
320,000
110
52.8 square miles
54MGD
Overview
Alexandria Renew Enterprises30 (AlexRenew) is one of the most advanced water resource recovery facilities in the
country, and the innovation doesn't stop when it comes to growing and developing the workforce that ensures the
safety and wellness of their Northern Virginia community.
Over the years, AlexRenew developed a robust portfolio of
workforce programs to recruit, retain, train, and empower
their workforce. More recently, AlexRenew established and
grew community partnerships to cultivate the workforce of
the future. This case study focuses on the partnerships
AlexRenew established with the Urban Alliance Internship
Program31 and the Arlington Career Center32. These
partnerships were developed to increase youth awareness
of the attractiveness of water sector careers and to
provide hands-on job training, internship opportunities,
and mentorship to under-resourced young people in
the community.
"Community partnerships are a cornerstone of
our working programs. These partnerships not
only allow us to train and recruit outstanding
young people for careers in water, but they also
help us continue to educate our community on
the importance of clean water and our critical
role as a public service anchor in them."
- Karen Pallansch, AlexRenew Chief
Executive Officer
Urban Alliance High School Internship Program
Urban Alliance33 is a national youth development nonprofit that provides economically disadvantaged young people
with access to the exposure, opportunity, support, and training needed to prepare them for lifelong economic self-
sufficiency. A core component of their work is the High School Internship Program, which provides students an
intensive, year-long experience through paid internships, job training, and mentoring. Every year, more than 80
seniors in Northern Virginia sign-up for the year-long internship program, which offers the opportunity to work with
24 local businesses and organizations34. Urban Alliance hosts three "mixer" style activities, providing a space where
students can meet and ask questions of the organizations/mentors. After the mixers, students list the businesses
and mentors they are interested in interning with and mentors create a list of students as well. Participants in the
Urban Alliance Internship Program have reported increases in confidence working in professional environments and
higher high school graduation and college acceptance rates.
Starting in 2013, AlexRenew began a partnership with the Urban Alliance High School Internship Program to mentor
seniors from T.C. Williams High School, the only public high school in Alexandria City. T.C. Williams serves
approximately 4,000 students, 70% of whom come from diverse backgrounds. This unique year-long paid program
Workforce Case Studies | 39
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introduces motivated T.C. Williams students to a variety of water jobs and exposures the students to a professional
workplace. Critically, the partnership provides each student with two engaged adults: an Urban Alliance Coordinator
who provides professional or "soft" skills training and a one-on-one AlexRenew mentor to support the student
through direct work experience and education. The AlexRenew mentor supports the students as they rotate through
the different departments and ensures that department projects given to students are viable and challenging. This
complimentary coordination between the two organizations provides each student with the wraparound support that
is essential to success.
During the school year, interns work part-time at
AlexRenew and rotate departments regularly to ensure
they are exposed to the full suite of possible careers
in resource recovery, including engineers, scientists,
and professionals in finance, communications, and IT
departments. During the departmental rotation, interns
assist with ongoing projects and report to their project
supervisor and coordinator. Students are mentored
through the process of learning about technical
complexities, career opportunities, and sustainable
practices within the water utility sector. Urban Alliance
and AlexRenew host workshops on professional
development, professional writing, and assistance on
college and career planning. To date, AlexRenew has
hosted 10 Urban Alliance interns.
Arlington Career Center Internships
The Arlington Career Center35 (ACC) offers students
project-based learning for their high school education,
which allows students to succeed in higher education
and the workplace. ACC offers 24 unique Career and /Cay/a Yingst, AlexRenew's Communications Programming
Technical Education programs and provides students Specialist, with two interns, Isaac (left) andHiwot (right) at
with opportunities to earn college credits through a an Urban Alliance event.
dual enrollment program. ACC students reflect the
diversity of the Arlington/Northern Virginia community. Many students come from diverse backgrounds and are
often English as a Second Language students. ACC supports the diverse student body by providing over two dozen
career and technical education programs, counselor support, and allowing students the ability to curate their
Capstone Experience.
ACC students start to curate their own Capstone Experience36 in 9th grade by building a foundation, then exploring
Capstone opportunities in 10th grade, preparing their Capstone in 11th grade, and conducting their Capstone
Experience during their senior year. This experience is unique to each individual and their internship aligns with their
interests and academic/career goals. Students gain experience writing a resume and cover letter, developing a
research question, and presenting their final thesis at the end of their experience.
In 2018, AlexRenew began conversations with the ACC to develop an internship program for ACC students to
complete their required Capstone Experience project. This partnership allows students to obtain hands-on
experience in STEM-related fields and increase their awareness of the availability and attractiveness of water sector
jobs. Students who are interested in working with AlexRenew for their Capstone Experience are given tours of the
Workforce Case Studies | 40
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municipal water facility and meet with AiexRenew staff to ask questions and determine if AlexRenew is the right fit
for their Capstone project.
Though the relationship between the two organizations is relatively new, AlexRenew already hosted two students
from the ACC, The first student, upon completion of the internship, was hired as a part-time data analyst at
AlexRenew. The second student, Aidan, completed their internship and is working full-time as a General Laborer at
AlexRenew. Visit the text box below to learn more about Aidan's experience. This partnership has given ACC
students real-world experiences and a direct pipeline for employment with AlexRenew. The utility sees the
importance of interacting and curating workforce experiences with Northern Virginia's youth to recruit these bright
students to AlexRenew.
Intern Spotlight
Aidan, 2020 Senior at
Arlington Career Center
Interests: Maintenance, Operations, and working on cars.
What the internship has meant to Aidan:
"I am learning loads of information every day while working at AlexRenew. Whether it be simple
small tricks about every little tool, or how the entire system of a water treatment plant works. I
never go a day without learning something new. What I love about the Capstone Experience is
the reality of actually working in the field. In my high school, I am given the opportunity and
knowledge of working over 200 hours at a real job. The fact that I leave high school with the
knowledge puts me much higher than the average student. Giving high school students this
opportunity to give the workforce a try is, in my opinion, one of the greatest things we can do."
This past summer, Aidan started as a full-time General Laborer at AlexRenew.
AlexRenew's Program by the Numbers
Years ACC Program
has been active
AA2
ACC students that have
interned at AlexRenew
0.12%
Percent of total AlexRenew
operating budget dedicated to
student internships
Years UA program
has been active
Workforce Case Studies | 41
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City of Atlanta Department of Watershed Management
<
A
Combined ^
Ba ~ m—
^ 1.2 million
v City of Atlsnts *
Department of
Watershed
Sft— Management
Municipal Department ^
\ 1,415
Chattahoochee River I
I 650 square miles
2,790 W; 2,150 WW; 603
miles watershed protection 1°°MGDW;188MGDWW
Overview
The City of Atlanta's Department of Watershed Management37 (DWM) provides safe drinking water and clean water
services to over 1.2 million residents. In 2017, DWM experienced stagnant recruitment and challenges with
knowledge transfer from experienced staff members to newer staff members. To address this, DWM developed a
strategic workforce plan to ensure a sufficient and prepared workforce. This planning effort included a review and
revision of job position requirements and qualifications to solicit broader applicants, the development of career
pathways to demonstrate the growth available to DWM staff, and an increased focus on employee development
and support.
External partnerships are a key aspect of DWM's strategic workforce plan and they have developed strong
relationships with local educational institutions, such as Atlanta Technical College and Georgia Tech, to provide
curriculum for water professionals, increase student awareness of the water sector employment opportunities, and
provide water operator certification programs. As these programs grew, so did DWM's ability to recruit post-
secondary candidates and existing water professionals, but DWM and the City of Atlanta wanted to reach deeper
and build capacity among Atlanta's more vulnerable residents.
In 2018, Mayor Keisha Lance Bottoms created the Office of Equity, Diversity, and Inclusion (known as One Atlanta)
and developed legislation that provided support to Atlanta's often forgotten communities. This case study focuses
on the new partnerships that the City of Atlanta and the DWM cultivated with the Wellsprina Living Women's
Academy Program38 and the Atlanta Department of Corrections.
Wellspring Living Women's Academy Program
Wellspring Living's mission is to transform the lives of women who are at-risk or victims of sexual exploitation by
providing specialized recovery services. The Women's Academy at Wellspring Living offers General Educational
Development (GED) completion support, career readiness training, and apprenticeship opportunities to help ensure
participants obtain living-wage jobs upon completion of the program. Full-time employment is often a critical step
Workforce Case Studies | 42
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towards independence. In 2019, DWM developed a partnership with Wellspring Living to launch an apprenticeship
opportunity to provide workforce soft-skills and full-
time employment with DWM.
Participants receive 12 weeks of paid apprentice
training in job readiness skills and are then employed
by the DWM for 12 weeks. Wellspring Living staff
conduct trainings with DWM staff to ensure that the
work environment is supportive for both staff and
participants. After this period, participants may be
hired full time to support the DWM in their customer
service or billing operations. Since the inception of the
initiative, the DWM has trained three individuals and
has hired two full time. Looking forward, the DWM hopes to continue and expand its partnership with Wellspring
Living and increase the number of apprenticeship participants to support their transition into full-time employment.
Preparing Adult Offenders to Transition through Training and Therapy (PAT3)
"I am so grateful for this opportunity and just blessed
that the City of Atlanta is willing to partner with programs
like Wellspring. With this type of partnership, not only
does it help give women like me a chance at a different
way of life, it gives us hope."
- J., Wellspring Apprentice and now a current Atlanta
DWM Employee
PAT3 is a three-tiered process consisting of state-
mandated vocational training, workforce development,
and employment. The whole process can take 12-18
months and has the end goal of full-time employment
with the DWM.
¦ State Mandated Vocational Training: The first tier
is the New Beginnings Transitional Training,
Career and Employment program, a 12-week curriculum, administered by the ULGA. The curriculum is designed
for the individual's workforce development needs and addresses the barriers to becoming employed.
Participants work to establish employment/career and personal goals with qualified training facilitators, a case
manager, and a job/career coach.
¦ Workforce Development: The remaining weeks are supported by the DWM and are dedicated to industry-sector
competency training and gaining the certification needed for a water service professional. The tier includes five
modules that take participants through topics such as career opportunities, water system introductions, major
In 2018, the DWM partnered with the City of Atlanta Department of Corrections (ADOC), the Georgia Department of
Corrections (GDC), and the Urban League of Greater Atlanta (ULGA) to develop the Preparing Adult Offenders to
Transition through Training and Therapy (PAT3). PAT3
is a pre-release reentry program for male offenders
who are held in medium- or minimum-security facilities
with 12 to 18 months remaining in their sentences for
non-violent/non-sex offending charges. This program
aims to reduce the recidivism rate and reintegrate
individuals into the community by providing substance
abuse training, education, life skills, family planning
resources, on-the-job training, anger and stress
management, and certification and employment
assistance. Check out this video39 that highlights
several PAT3 participants.
PAT3graduates maintain DWM's operations during the
COVID-19 pandemic and provide clean water to their
community.
Workforce Case Studies | 43
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components of a distribution system, safety, and 16 weeks of preparation to become a licensed Water
Distribution System Operator for the State of Georgia.
¦ Employment: Graduates of the program become full-time employees at DWM. Participants maintain regular
contact with their career and employment coach to ensure employee retention and consistency for 90 days.
PAT3 provides career training and life-skills to reduce recidivism and provides a sustainable career path while
supporting workforce initiatives by DWM. Since 2018, DWM has permanently hired 13 of 15 program participants
from the PAT3 program.
Resource Allocation for DWM Programs
As relatively new programs, DWM did not have to dedicate any additional resources for either program. The
department had over 300 vacant positions and the available budget to hire new employees. They felt these were
great programs and were dedicated to their success.
Lessons Learned
AlexRenew and the City of Atlanta's DWM robust programming unite their communities through the engagement
with underrepresented persons and populations. While developing these programs, both utilities experienced
challenges and breakthroughs and provided the following insights and lessons learned for other utilities interested
in undertaking similar efforts.
¦ Align Goals: Find community partners that have focused objectives that are aligned with your needs to ensure
both entities benefit from the partnership.
¦ Build on Strong Foundations: Look for organizations with an already established program that has available
resources to support participants and other aspects of participant support that are not managed by the utility.
¦ Celebrate the Wins: Celebrate the program's wins and successes. By keeping metrics, utilities can showcase
the successes through their community partnerships for outreach and development of new community partners.
¦ Communicate: Identify and prioritize the needs and expectations of the utility and the community partner
through an active discussion and development of a plan to address those needs and expectations.
¦ Prepare Employees for Success: Provide staff with the information and training necessary to support
participants. In these instances, AlexRenew provided training and education for working with high school age
students and Atlanta DWM worked with staff to ensure sensitivity and appropriate engagement with at-risk
individuals.
¦ Find Champion(s): Identify and engage dedicated and experienced staff to support the effort. Having internal
buy-in and support beyond leadership is a critical step in program success.
Workforce Case Studies | 44
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City of Atlanta DWM's Program by the Numbers
21 Years of partnership with
Wellspring Living
Years of Partnership
with PAT3
^ Wellspring Living graduates that
• ^ have transitioned to full-time
employees
¦ • PAT3 graduates that have
9=^ transitioned to full-time
employees
Conclusion
Through these new initiatives, both AlexRenew and the City
of Atlanta's DWM have developed meaningful partnerships
to build a future workforce from among underserved
populations in our communities. These partnerships have
created numerous touchpoints and opportunities to create
a diverse and passionate workforce. Participants have
benefited from the support given by utility staff champions
and the communication between utilities and community
partners to secure full-time employment and financial
independence.
'We must continue to focus on recruiting, training
and maintaining our most valued resource: our
workforce. It is the employees who make our vision
and mission a reality."
-Andrada Butler-Cunning, Chief of Staff, City of
Atlanta DWM
Workforce Case Studies | 45
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Connecting with Students from
Kindergarten-to-Career
Combined40
Municipal Department
Hetch Hetchy
Reservoir, Alameda and
Peninsula Watersheds
1,000+ miles
UmU
San Francisco, CA
A
••••
Tiff
= San Francisco »u,
Public Utilities
Commission
jjMMMJMl
2.7 million
2,300
2,500 square miles
192MGD W; 80-575 MGD
WW41
Introduction
The San Erancjsco Public Utilities Cornmissior42 (SFPUC) is a national leader in developing and growing a utility
workforce program with initiatives focused on recruitment, retention, competency, and community partnerships. The
foundation of these efforts is their Kindergarten-to-Career strategy, which is focused on engaging with kindergarten
through high school students to raise early awareness of the Bay Area's watersheds, develop the next generation of
Workforce Case Studies j 46
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environmental stewards, and provide opportunities for San Francisco's youth to learn about STEM careers within the
utility sector.
SFPUC developed youth engagement touchpoints at each stage of a student's educational experience, from
Kindergarten-to-Career. These engagements build upon one another to match a student's academic progression,
beginning with initial elementary classroom presentations and field trips and culminating in job shadowing and paid
internships for high school and college students considering their future careers.
Since 2012, these efforts have engaged more than 77,000 youth in San Francisco. While these programs may not
directly result in immediate recruitment, SFPUC's long-term Kindergarten-to-Career approach provides many lasting
tangible and intangible benefits that build strong communities and a strengthened workforce pipeline. This case
study will provide an overview of SFPUC's youth community programs with a spotlight on the John 0' Connell High
School program.
SFPUC's Community Benefits Program
Youth engagement and education are key components of SFPUC's Community Benefits Policy43. This policy outlines
the agency's commitment and approach to ensuring that communities are positively impacted by SFPUC services.
The Community Benefits Program focuses on workforce development, small business opportunities, neighborhood
partnerships, environmental justice and land use, education, and art. SFPUC has shared its good neighbor approach
with other communities, government agencies, and utilities around the country.
Supporting Elementary School Students
SFPUC introduces elementary school students to water services, environmental stewardship principles, and
watershed concepts through curricula content, classroom presentations, and visits to demonstration gardens.
Below is an overview of the various programs and materials that SFPUC produced in partnership with local
educational organizations to build and deepen ecological awareness.
¦ The Story of Poo44: Produced in partnership with the California Academy of Sciences, this short animated
video45 teaches young audiences about San Francisco's sewer system, from flushing the toilet all the way to the
treatment plant.
¦ Our Water Curriculum46: SFPUC has developed water curricula aimed at students in 4th through 6th grades and
includes teacher guides, fact sheets, activity sheets, and lesson plans that discuss the history of water in San
Francisco, recycled water, and plastic pollution. SFPUC has also designed a Watershed Stewardship
Curriculum47 that teaches watershed and pollution awareness, green stormwater management, and water
conservation. Additionally, SFPUC provides free classroom presentations on the Our Water curriculum.
¦ College Hill Learning Garden48: The College Hill Learning Garden is an education and demonstration garden that
teaches over 2,000 local students each year how they can support ecologically friendly water, food, energy, and
waste systems. Students of all ages participate in hands-on stewardship focused activities, often building upon
Workforce Case Studies | 47
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other SFPUC experiences and concepts, to adopt
sustainable practices and understand career
opportunities in related green industries. Students
can also visit the Garden for the Environment49 to
learn about small-scale urban food production and
organic gardening space.
¦ Big Ideas Educational Framework50 In partnership
with the Center for Ecoliteracy, SFPUC created the
Big Ideas educational framework to serve as a
resource for curriculum developers, teachers, and
schools. Through the publication of this framework,
the SFPUC seeks to foster the next generation of
environmental stewards and provide a water, power,
and sewer framework for Grades K-12. Teachers
can also engage in a one-year professional learning
opportunity through the Bavview Science Institute51,
in partnership with the California Academy of
Sciences.
Supporting Middle School Students
Elementary students visit SFPUC's College Hill
Learning Garden to learn and explore the relationship
between food, water, and energy.
As students advance in their educational journey, SFPUC helps middle school students explore a variety of water
resource environments. Students have the opportunity to take field trips to wastewater treatment plants and parks,
to explore physical environments and ask questions, and to explore real career opportunities. Middle school
students build upon knowledge gained in elementary school by emphasizing the relationships and connectivity of
water to the San Francisco Bay Area.
¦ Wastewater Treatment Plant Tours52 SFPUC provides free tours of the Westside Recycled Water Facility and
the Southeast Treatment Plant to provide students with exposure and the knowledge of how SFPUC protects
human health and the environment.
¦ Sunol AqPark53 Located in beautiful Sunol Valley, within the Alameda Creek Watershed, the Sunol AgPark is
owned by SFPUC and is managed through a partnership agreement with the Alameda County Resource
Conservation d istrict54 (ACRCD). Within the AgPark, eight small-scale organic farms grow fresh fruit, vegetables,
and flowers for Bay Area communities. The SFPUC and ACRCD partnership provides land and technical
assistance to the farmers and hands-on environmental education programs for Bay Area schoolchildren.
Supporting High School Students
SFPUC's high school programs enrich students' lives and provide exposure to environmental stewardship and water,
power, and sewer concepts. High school students are presented opportunities to explore employment opportunities
at SFPUC through after-school and summer internship programs. These programs provide valuable mentorship to
students and open the door to possibilities in the water service sector and STEM fields.
¦ SSIP CitvWorks55 Entering its ninth summer, SSIP CityWorks is an eight-week paid summer internship program
for high school students and college students from San Francisco's southeast neighborhoods. Starting after
their junior year in high school, students are provided with internship opportunities every summer either at the
Workforce Case Studies | 48
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SFPUC or with one of the private engineering firms participating in the Sewer System Internship Program. Since
2012, nearly 100 students have participated in the CityWorks internship.
¦ Project Learning Partnership Grant Program56: Through the Project Learning Partnership Grant Program, SFPUC
supports existing summer and academic-year youth programs to integrate project-based learning on water,
power, and sewer concepts and to learn about utility careers. More than 3,000 youth have engaged in
meaningful and enriching projects related to the SFPUC since 2012. In the most recent grant cycle, participating
organizations have implemented activities designed by the California Academy of Sciences on Clean Power,
Flooding, and Groundwater; brought youth on tours of the SFPUC headquarters and the College Hill Learning
Garden; and participated in the annual Futures Fair, a youth summit focused on utility job opportunities and
career readiness programming.
¦ YouthWorks57: For about 20 years, YouthWorks-a paid after-school and summer internship program-has
provided San Francisco high school students interested in public service with job opportunities at SFPUC and
more than 30 other City departments, such as the Department of Health and District Attorney's Office.
¦ Project Pull58: For more than 25 years, Project Pull has provided more than 1,500 San Francisco high school and
college students with paid summer internships at SFPUC and other City departments. During their eight-week
program, interns at the SFPUC learn about careers in architecture, business, engineering, and science.
Virtual Engagement During COVID-19
Due to the COVID-19 pandemic, SFPUC launched its ninth annual CityWorks Summer Internship Program in late June
2020 as a virtual internship for the first time. This paid internship opportunity allowed 20 students from the Bayview-
Hunters Point community to gain important mentorship opportunities and exposure to available career opportunities
in the utility sector. SFPUC worked with its private contracting partners, Young Community Developers59 and
Ignited60, to ensure interns have a unique and impactful virtual summer internship program.
John O'Connell High School Career Awareness Pilot
The John 0' Connell High School in San Francisco's Mission District neighborhood provides an equity-centered
learning community for students to develop academic mastery and interpersonal skills that will help them succeed
in both college and in their careers. Since 2017, the SFPUC has partnered with the teachers at John O'Connell High
School to develop a unique project-based curriculum with a deep nexus to the water, power, and sewer operations of
the SFPUC. Furthermore, students gain exposure to careers in the water, wastewater, and utility field during their
studies through the SFPUC partnership. This program has become the cornerstone of the SFPUC's Kindergarten-to-
Career strategy.
The John O'Connell Career Awareness Pilot has four main goals:
1. Foster student awareness of career opportunities in the utility industry through the creation of regular and
progressive education and engagement.
2. Provide all students with real-world connections to SFPUC staff and work-based learning experiences related to
the agency.
Workforce Case Studies | 49
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3. Provide teachers with the opportunity, time, and resources to build connections, knowledge, and excitement
around work-based learning and career skills.
4, Clearly connect graduating students to internship, trainee, pre-apprentice, apprenticeship, and entry-level job
opportunities.
These goals are met through the support of the school's administration, SFPUC staff engagement with teachers and
students, tours of SFPUC sites, and SFPUC-integrated lesson plans.
Supporting the School Administration
For the SFPUC, making a meaningful impact on the students at John O'Connell High School requires a
comprehensive approach that includes teachers' needs and the administrative context within which they operate. As
a school operating in a lower-income community with 60% of students on the subsidized lunch program, SFPUC has
created a funding structure that allows their grant to also be used in support of meeting administrative needs and
providing teacher teams additional time and supplies. The majority of grant funds support teacher planning time for
SFPUC-related project-based learning curricula, which ensures that teachers are resourced to integrate learning
creatively and effectively on utility concepts and careers into their lesson plans. Funds also support Sth-grade
recruitment efforts, which showcase the partnership with the SFPUC, and busses for SFPUC-related tours and trips.
Engaging with Teachers
Teachers are uniquely positioned to make a meaningful
impact in the lives of their students, and SFPUC designed
a program that places teachers at the center of this
effort. SFPUC partners with Ignited61, a Bay Area-based
nonprofit that connects teachers with business leaders
and scientists to help transform the classroom
experience by providing teachers with real-world
applications to their curriculums. With Ignited, teachers
participate in a week-long paid externship to learn about
SFPUC operations, from collection systems to treatment
processes. This learning opportunity helps teachers
understand things like the biology behind wastewater
treatment processes, the history behind San Francisco's
water system, and math involved in SFPUC hydrology. d™9
week-long externship.
The externship also provides teachers with working time
to develop their curriculum and ensures subject matter
experts are available during that time to act as a resource in developing lesson plans. In advance of the 2018-2019
academic year, a third of John O'Connell teachers attended the SFPUC Teacher Externship and developed SFPUC-
aligned curricula on water, power, and sewer concepts for their students. Teachers leave the externship with a
breadth of water, power, and sewer knowledge; connections to SFPUC staff; and a clearer sense of how students
can benefit from the agency partnership.
Engaging with Students
SFPUC wanted to create a sustained, sequential set of interactions with students that introduced age-appropriate
educational content and experiences and laid the foundation for older students to consider SFPUC as an attractive
potential employer. For this reason, the pilot includes engagements at freshman, junior, and senior years with plans
for touchpoints at the sophomore level anticipated in future iterations of the program.
Workforce Case Studies | 50
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¦ Freshmen: Freshmen have an opportunity to go on an overnight trip to Camp Mather and visit the Hetch Hetchy
Reservoir. For many students, this rewarding outdoor experience visiting Yosemite National Park and the
surrounding public lands is deeply impactful. During this trip, students learn about the environment and see
first-hand the source of 85% of San Francisco's drinking water.
¦ Juniors: Juniors receive work-based learning in their
curriculum and visit various employers across the
region once a week. This allows students to see
different industries and develop a better
understanding of how their classroom content applies
to the real world. As part of this program, students
visit one of the SFPUC plants or facilities to better
understand the types of jobs that are available and the
skills and education needed to work in those facilities.
"It has been a positive experience being able to learn
about San Francisco's environment and natural
resources, research and work collaboratively with my
classmates, and have hands-on projects related to the
SFPUC."
- John O'Connell High School student
¦ Seniors: Seniors are poised to enter the workforce and, for that reason, SFPUC has targeted its most in-depth
engagement at this grade level. At John O'Connell, seniors are eligible to receive weekly hands-on training at
one of the SFPUC's plants or facilities. Students shadow different departments and gain an all-encompassing
knowledge of the public water sector. As a result of this program, one John O'Connell student became
interested in the engineer and maintenance technician positions, completed an electronic technician program,
and is currently an intern at SFPUC.
Lessons Learned
For SFPUC, the decision to develop and launch a robust and varied youth engagement program came after an
internal workforce assessment identified a significant future gap in mission-critical positions. SFPUC also saw this
challenge as an important opportunity to help its local community access family-sustaining employment
opportunities—specifically, job seekers from environmental justice communities. With that goal in mind, SFPUC
developed programs aimed at creating capacity and awareness at an early age within the community. For utilities
interested in launching educational programs for students, SFPUC noted the following lessons learned:
¦ Invest in Teachers: Resources for teacher planning time are vital to the John O'Connell pilot's success. The
grants help to ensure that teachers are supported and incentivized to put time and effort into the integration of
SFPUC concepts in their lesson plans.
¦ Offer Tours to Allow Students to See "Behind the Scenes": Tours can help to ensure that students see the
concepts in action and meet a range of utility staff to learn about their careers. Staff are encouraged to share
with students about their jobs, key responsibilities, highlights, challenges, and how they got to the SFPUC.
¦ Create Utility Liaisons: For many SFPUC staff serving as subject-matter experts (SMEs), working with students
and teachers can be an exciting opportunity that makes their work more meaningful and fun. Nevertheless, busy
schedules and new partnerships can foster unclear expectations and miscommunications. SFPUC pilot
program staff have found success in serving as liaisons between teachers and SFPUC SMEs. SFPUC liaisons
help to clarify the time expected of an SME's schedule, coordinate dates for guest speaking and tour
opportunities, coach SFPUC SMEs on useful and relevant content for high school youth and ensure
responsiveness from all parties.
Workforce Case Studies | 51
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¦ Consult and Communicate with School Career Counselors: It is helpful to ensure that students can access
career counselors with knowledge about utility job training so that counselors can support students to advance
towards work in the water, power, and sewer sectors. Consultation between career counselors and utility human
resources staff can aide in this effort.
San Francisco Public Utilities Commission's Program by the Numbers
Qsl. Lj Engaged students from John O'Connell I ~~~
•ill Hiah School annually (averaae) lBGG^
Years of partnership with
High School annually (average) l°°°D John °'Corme" Hi9h Sch°o1
1.60 Annual Project Pull internship ' 50,000
¦ participants (average) Annual Gran< for John
O'Connell High School Program
Conclusion
Utilities must make an investment in their young
people, just as we invest in our natural resources. The
San Francisco Public Utilities Commission has curated
an array of programs that engage students from
kindergarten to career to build important fundamental
environmental stewardship ideals and support students
as future leaders and utility workers. While these
programs do not necessarily result in immediate
recruitment, they have touched over 77,000 youth and
more than 100 of their educators as they build towards
the future together.
'We understand that our mission entails more than
simply delivering water, power, and sewer services to the
public. We want to support our youth through education
initiatives, enliven our communities with public arts and
green spaces, and bolster the local economy through
apprenticeship training and economic assistance
programs. We see it as our duty to partner with our
residents and businesses to build strong, sustainable
and vibrant communities for generations to come."
- Juliet Ellis, Chief Strategy Officer and Assistant
General Manager for External Affairs
The SFPUC's Kindergarten-to-Career strategy and
engagements enable students to think about their
connection to the natural environment through hands-
on field trips, in-classroom curricula, and workforce exposure programs. Through this holistic approach, SFPUC is
active in promoting water as a career of choice in their communities by supporting education and opportunity for
youth - particularly youth who live in environmental justice communities. The John O'Connell High School
Awareness Pilot Program is a catalytic program ensuring that students acquire the opportunity to connect their
studies to real-life SFPUC concepts and projects and learn about utility careers in the process.
Workforce Case Studies ] 52
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1 https://www.epa.aov/sustainable-water-infrastructure/americas-water-sector-workforce-initiative
2 https://louisvillemsd.ora/
3 https://louisvillemsd.org/doing-business-us/communitv-benefits
4https://louisvillemsd.org/sites/default/files/file repositorv/Supplier0/o20Diversitv/MSD0/o20Disparitv0/o20Studv0/o20Executive0/o20Summarv%20
7-23-18.pdf
5 https://www.voutube.com/watch?v=NrJzDqxhOcw&feature=voutu.be
6 https://louisvillemsd.org/sites/default/files/file repositorv/6843LWC-Joint0/o20Partnership0/o20Flver%20DIGITAL.pdf
7 https://www.iefferson.kvschools.us/schools/profiles/fairdale-high
8 https://www.iefferson.kvschools.us/file/fairdale-pathwav-chartipg
9 https://www.summerworks.org/
10 https://www.voutube.com/watch?v=wlnlpWBJqe8
11 https://www.brookings.edu/research/water-workforce/
12 W represents drinking water; WW represents wastewater
13 https://www.phila.gov/water/sustainabilitv/greencitvcleanwaters/Pages/default.aspx
14 https://www.phila.gov/water/pages/default.aspx
15 http://powercorpsphl.org/
16 http://powercorpsphl.org/model/
17 https://vimeo.com/382437196
18 https://www.mnwd.com/
19 https://www.voutube.com/watch?v=EPigX2PYK8Q&feature=voutu.be
20 https://www.mnwd.com/future-leaders-of-water/
21 https://voutu.be/ttsMS5R02Ds
22 https://www.sacomaine.org/departments/water resource recovery division/index.php
23 http://jetcc.org/wastewater-training.php
24 http://jetcc.org/wastewater-training.php
25 http://jetcc.org/mcs.php
26 https://www.voutube.com/watch?v=rUjGtAu9vXI&feature=voutu.be
27 https://www.cuwcd.com/
28 https://www.waterone.org/
29 https://www.owp.csus.edu/courses/catalog.php
30 https://alexrenew.com/
31 https://theurbanalliance.org/locations/northern-virginia/
32 https://careercenter.apsva.us/
33 https://theurbanalliance.org/about-us/
34 https://theurbanalliance.org/locations/northern-virginia/partners/
35 https://careercenter.apsva.us/
36 https://careercenter.apsva.us/capstone/
37 https://www.atlantawatershed.org/
38 https://wellspringliving.org/academv/
39 https://vimeo.com/269732421
40 SFPUC offers water, power, and sewer services.
41 The range of 80-575 MGD depends on wet weather events. SFPUC has multiple wastewater plants.
42 https://www.sfwater.org/
43 https://sfwater.oro/index.aspx?page=656
44 https://www.calacademv.org/educators/the-storv-of-poo
45 https://www.voutube.com/watch?v=hBuWCKAx8ls
46 http://sfwater.org/index.aspx?page=490
Workforce Case Studies | 53
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https
//sfwater.ora/index.aspx?paae=491
https
//sfwater.ora/index.aspx?paae=987
https
//www.sfwater.ora/index.aspx?paae=160
https
//sfwater.ora/index.aspx?paae=1077
https
//www.calacademv.ora/bsi
https
//www.sfwater.ora/index.aspx?paae=95
https
//www.sfwater.ora/index.aspx?paae=504
54 http://acrcd.ora/
55 https://www.sfwater.ora/index.aspx?paae=1138
56 https://www.sfwater.ora/index.aspx?paae=1262
57 http://sfvouthworks.ora/
58 http://sfaov.ora/proiectpull/
59 http://www.vcdiobs.ora/
60 https://www.ianiteducation.ora/about/
61 https://www.ianiteducation.ora/about/
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