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This paper addresses issues and considerations of the training component of the ITS-Davis Telecenters Program, and is in fulfillment of Interagency Agreement #60T381: Tasks 5.1 (Assess training needs, including the consideration of training for individual telecommuters, their supervisors, and other relevant individuals), Task 5.5 (Develop flexible training curriculum and procedures), and a part of Task 3.1 (List of training resources).

In assessing the need and scope of training for a telecenters program, it became obvious that the training element is critical to the successful functioning of a telecommuting program. Empirical studies have shown there is a direct and measurable correlation between good training and telecommuter/telemanager effectiveness. Moreover, the benefits of telecommuting training are not solely restricted to active participants in the program. In a sense, all members of an organization become participants whether through direct involvement or through indirect support, and all members can profit from the training. Because telecommuting training assists employees to sharpen communication and work organization skills, employee effectiveness is demonstrably enhanced. Because the telecommuting management model emphasizes leadership overmonitoring workers' activity, managerial effectiveness improves not only in the telemanager-telecommuter working relationship, but in other non-participant working relationships. Overall, the organization benefits from a system based on communication, interdependence, and worker involvement to achieve common goals. For this reason, a good training program is inclusive rather than exclusive.

The interdependent organizational system and the telecommuting management model represent a change in the place and way work is accomplished, and like all change, can be perceived as inherently risky. The objective of training is to ease the transition from a conventional work style to an effective telework style, and address fears about associated risk. Telecommuting training ensures the success of a telecommuting program by creating an environment where effective management-employee skills can be developed and guides the participants in their implementation. The purpose of this paper is to examine and evaluate the components of a sound training program, and to establish guidelines of functions and topics.

This paper as a whole addresses Task 5.1 (Assess training needs). Because sites are in the process of being developed, Task 5.4 (Identify site-specific training needs) will be accomplished as sites are developed. Task 5.5 (Develop flexible training curriculum and procedures) is addressed in the section of this paper entitled: "Components of a Telecommuting Training Program." This section includes format, structure, and topics for a comprehensive training program, and is divided into sixparts: an overview, the orientation, formal training structure, manager/supervisor training, telecommuter training, and monitoring. A part of Task 3.1 (List of training resources) is included as an appendix to the training document.

In the course of researching this paper, certain ideas were found to be common throughout the resource material. Wherever possible, credit was given the authors of specific ideas or training models. However, for those concepts common to almost all sources, specific authors were not cited. Instead, I would like to acknowledge work by the following authors for this material: Gil Gordon and Marcia Kelly, Jack Nilles, and William Schmidt.

I would also like to acknowledge the guidance of David Fleming and the review efforts of Yvonne Johnson in the production of this paper.

This report was prepared as a part of a project sponsored by the Federal Highway Administration (FHWA) and the California Department of Transportation Office of Traffic Improvement, under Interagency Agreement No. 60T381. The views expressed herein are those of the authors and do not necessarily represent the views of the FHWA or the State of California.

07/09/96

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