Assessing the Operational and Cultural Environment of the ......Appendices include more detailed...

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Assessing the Operational and Cultural Environment of the Roadway Safety Workforce (DOT Focus)

By the

National Center for Rural Road Safety

December 2017

mailto:[email protected]

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Acknowledgement This material is based upon work supported by the U.S. Department of Transportation under Cooperative Agreement No. DTFH6114H00021.

Disclaimer Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the Author(s) and do not necessarily reflect the view of the U.S. Department of Transportation.

Author This document was co-authored by Nicholas Ward and Jay Otto of the Center for Health and Safety Culture (CHSC) at the Western Transportation Institute at Montana State University Bozeman, a National Center for Rural Road Safety (Safety Center) partner organization.

List of Acronyms CHSC Center for Health and Safety Culture

CITE Consortium for ITS Training and Education DOT Department of Transportation FHWA Federal Highway Administration

HSIP Highway Safety Improvement Program HSM Highway Safety Manual MVMT Million Vehicle Miles Traveled

NHI National Highway Institute NHTSA National Highway Traffic Safety Administration RSA Road Safety Audit

Safety Center National Center for Rural Road Safety SHSP Strategic Highway Safety Plan SPF Safety Performance Function

USDOT United States Department of Transportation


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Table of Contents Acknowledgement ......................................................................................................................................................................... 2

Disclaimer .......................................................................................................................................................................................... 2

Author .................................................................................................................................................................................................. 2

List of Acronyms ............................................................................................................................................................................ 2

List of Tables ..................................................................................................................................................................................... 5

List of Figures ................................................................................................................................................................................... 5

Introduction ...................................................................................................................................................................................... 6

Background ....................................................................................................................................................................................... 7

Organization Culture ................................................................................................................................................................ 7

Training, Technology Transfer, and Workforce Development ............................................................................. 9

Objectives ........................................................................................................................................................................................ 12

Methods ........................................................................................................................................................................................... 13

Self-Assessment Tool (SMT) Design .............................................................................................................................. 13

Prioritization of Roadway Safety ............................................................................................................................... 14

Support for Workforce Development Programs ................................................................................................ 15

Access to Training and Education Resources ...................................................................................................... 15

Utilization of Resources.................................................................................................................................................. 16

Roadway Safety Knowledge and Skills .................................................................................................................... 17

Sample ......................................................................................................................................................................................... 18

Interviews .................................................................................................................................................................................. 19

Results .............................................................................................................................................................................................. 21

Basic Findings........................................................................................................................................................................... 21

Prioritization of Roadway Safety ............................................................................................................................... 21

Support for Workforce Development Programs ................................................................................................ 22

Access to Training and Education Resources ...................................................................................................... 22

Utilization of Resources.................................................................................................................................................. 23

Roadway Safety Knowledge and Skills .................................................................................................................... 23

Summary of Basic Findings........................................................................................................................................... 25

DOT Sample Report ............................................................................................................................................................... 25

Exploring the Model .............................................................................................................................................................. 25

Additional Insights from the Interviews ...................................................................................................................... 29


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Discussion and Recommendations ................................................................................................................................... 34

Conclusions, Limitations and Future Research .......................................................................................................... 36

References ...................................................................................................................................................................................... 38

Appendix A: Self-Assessment Tool.……………………………………………………………………………………………..40

Appendix B: Sample State Report...……………………………………………………………………………………………..52 Appendix C: Summary of Internal Reliability……….……………………………………………………………………..68 Appendix D: Roadway Safety Training Culture Interview Questions……………...……………………………..70

Appendix E: Relative Frequency Analysis …………………………………………………………………………………..71


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List of Tables Table 1. Questions Used to Assess Prioritization of Roadway Safety ................................................................ 14

Table 2. Questions Used to Assess Support for Workforce Development Programs ................................. 15

Table 3. Questions Used to Assess Access to Training and Education Resources ....................................... 16

Table 4. Questions Used to Assess Utilizations of Resources................................................................................. 17

Table 5. Questions Used to Assess Roadway Safety Knowledge and Skills ..................................................... 18

Table 6. Participation by Recruited Agencies and Associated Measures of Safety Performance ......... 18

Table 7. Internal Reliability of Model Scales .................................................................................................................. 19

Table 8. Recent Participation in Specialized Safety Training ................................................................................. 24

Table 9. Relative Frequency of Strong Self-Reported Knowledge/Skills ......................................................... 24

Table 10. Summary Statistics for All Respondents ..................................................................................................... 28

Table 11. Summary Statistics only for Respondents with a Traffic Safety Role ........................................... 28

Table 12. Means and Standard Deviations of Dominant Sub-Components ..................................................... 34

Table 13. Means and Standard Deviations of Sub-Components of Safety Climate ...................................... 34

Table 14. Means and Standard Deviations of Sub-Components of Individual Readiness ........................ 35

Table 15. Means and Standard Deviations of Sub-Components of Access to Training.............................. 36

List of Figures Figure 1. Adapted Model of Organization Safety Culture (based on Guldenmund, 2000 and Johnson, 1992). ................................................................................................................................................................................................... 8

Figure 2. Enabling Model Relating Organization Culture to Roadway Safety Goals through the Use of Workforce Training and Education Methods that Empower Effective Decision-making. ....................... 13

Figure 3. Abbreviated Model ................................................................................................................................................. 26


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Introduction Rural transportation challenges have a significant impact on the safety, longevity, and sustainability of the highway system, which directly affects the United States Department of Transportation’s (USDOT) ability to meet the strategic goals of providing a safe and efficient national transportation network. The National Center for Rural Road Safety (Safety Center) was established to provide excellent rural transportation safety training tools and technology transfer that meets diverse stakeholders’ needs, recognizes multidisciplinary and systemic approaches to advance knowledge transfer, and delivers improved safety results. Roadway safety is impacted not only by road hazards and road user culture, but also by the decisions made by transportation agencies to address these factors to improve roadway safety. Effective decision-making is dependent on the knowledge and skill provided through participation in workforce training and education activities. However, access to workforce training and education is dependent on the cultural environment of the organization, both in terms of the prioritization of roadway safety and support (readiness) for workforce training and education. In addition, the resources and infrastructure that guide and support the roles and responsibilities of the workforce (which define the operational environment) determine the capacity to access different forms of workforce training and education programs and tools. This report summarizes research conducted by the Safety Center to better understand how the cultural environments within state departments of transportation (DOTs) may influence engagement in workforce training and education. First, a brief background section provides a foundation for the model that was used. Next, the objectives, methods, and results of the research are reviewed. Conclusions and recommendations are provided. Appendices include more detailed information.


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Background Organization Culture

To begin, we need to understand the concept of "organization culture." Uttal (1983) describes the essence of organizational safety culture as the “shared values (what is important) and beliefs (how things work) that interact with a company’s people, organizational structures, and operations to produce behavioral norms (the way we do things around here).” For example, the "safety culture" of an organization generally refers to the enduring valuation and prioritization of safety within an organization (Zhang et al., 2002). But to understand how organization culture influences activities such as workforce training, we need to explore this concept in more detail. For this purpose, we adopt a broader model of organization culture based on an integration of Guldenmund’s (2000) model of safety culture (based on the thesis of organizational culture and leadership developed by Schein (1992) and Johnson’s (1992) model of managing strategic change). In this model, the “paradigm” of an agency culture is signified by the shared and accepted primary values that direct decision-making (e.g., resource allocation). In addition, the paradigm includes shared system of beliefs about the environment hazards and agency response capabilities (Girasek & Becher, 2009). For example, the Swedish “vision zero” is predicated on a particular set of beliefs:

At the core of the Vision Zero is the biomechanical tolerance of human beings. Vision Zero promotes a road system where crash energy cannot exceed human tolerances. While it is accepted that crashes in the transport system occur due to human error, Vision Zero requires that no crash should be more severe than the tolerance of humans. The blame for fatalities in the road system is assigned to the failure of the road system rather than the road user. (Whitelegg & Haq, 2006)

In turn, the paradigm influences the agency “risk perception” of hazards within the operating environment that threaten the values (Cooper, 2000; Johnson, 1992). In the context of traffic safety, Haddon’s Matrix can be used to represent the primary hazards in the environment including the driver (e.g., alcohol impairment), vehicle (e.g., speed), physical environment (e.g., road curvature) and social environment (e.g., law enforcement policies) (FHWA, 2010). Given a perceived risk, the paradigm predisposes the agencies to adopt favored response “strategies” that have a history of success or are compatible with the existing belief system. Traditionally, these strategies have been classified into categories of Engineering, Enforcement, Education, and Emergency Medical Services (FHWA, 2010). These strategies represent “shared


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action plans” that comprise concerted efforts amongst relevant stakeholders to satisfy the focus value (Cooper, 2000).1

Eventually, the paradigm and associated strategies may become codified by the agency in the form of artifacts. These artifacts serve as a "cultural web" that binds the preferred strategies to the primary values of the paradigm. For example, each state DOT is required to prepare and submit a Strategic Highway Safety Plan (SHSP) (FHWA, 2012). As such, the SHSP is a form of a control system (artifact) that embodies the state DOT culture.

Figure 1. Adapted Model of Organization Safety Culture (based on Guldenmund, 2000 and Johnson, 1992).2

Typically, this concept of culture has been related to safety culture. In this context, an organization prioritizes safety and has a belief system about the factors that may impact safety. For example, a

1 Schein (1992) and Cooper (2000) use the term “behavioral norms” to refer to the common and shared behaviors of an organization members to achieve safety goals. We are choosing instead the term “shared action plans” in the context of traffic safety agencies to differentiate this concept of behavioral norms referenced in psychological models to predict individual behaviors in the driving population (e.g., Connor et al., 2007).

2 This description of the safety culture model represents the strongest path of influence between the model layers;

namely, the paradigm of the agency filters the types of strategies that are proposed become manifested as agency artifacts. However, the relationship between layers in this model can be reciprocal (Figure 1) in that artifacts can influence subsequent behaviors and beliefs while challenged beliefs and changed goals may affect the core assumptions (Cooper, 2000).


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traffic safety agency that prioritizes safety may believe that the road user is the most significant hazard in the roadway system. From this perspective, that agency may favor strategies that educate or enforce road user behavior and create policies that focus resources on such strategies. Similarly, organization culture is also relevant to workforce training. A workforce is more likely to have training if the organization values the education and promotion of its staff and believes that training tools are an effective method to empower staff. This would then lead the organization to identify and provide access to training resources. Indeed, the need and reward for training may then be incorporated into human resources and staff development policies. Moreover, both safety and training cultures can be related. For example, an organization that values safety and believes training can benefit safety (by improving staff decision- making to implement more effective traffic safety strategies), will also be more likely to have policies that encourage access and use of training resources. Thus, understanding the role of culture in the implementation of workforce training is relevant to any center that has a goal to provide training tools.

Training, Technology Transfer, and Workforce Development

In today’s rapidly changing work environment, organizations are faced with the ongoing challenge of creating and maintaining a competent workforce. Research suggests that investing time and effort into properly training employees can result in helping organizations to “adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals” (Salas, Tannenbaum, Kraiger, & Smith-Jentsch, 2012, p. 74). A competent workforce can result in a competitive advantage (Salas et al., 2006 as found in Grossman & Salsa, 2011); thus, understanding the complexities of workforce training and development is advantageous for organizations. However, the benefits of training are only realized if the knowledge is transferred to the job tasks. Transfer of training has been conceptualized as the “extent to which knowledge, skills, and abilities acquired in a training program are applied, generalized, and maintained over some time in the job environment” (Salsa & Cannon-Bowers, 2001, p. 488). The key components of this definition include: application, generalization, and maintenance, and these dimensions of training transfer are suggested by other researchers as well (Blume et al., 2010). According to Blume et al. (2010), generalization is the “extent to which the knowledge and skills acquired in a learning setting are applied to different settings, people, and or situations from those trained, and maintenance is the “extent to which changes that results from a learning experience persist over time”. Research has suggested there may be a gap between the knowledge and skills that employees learn in training and education programs, and their applicable transfer to the workplace; researchers have termed this the “transfer problem” (Salsa & Cannon-Bowers, 2001). Recognizing that a poorly trained workforce is costly to organizations, it is essential for organizations to understand what influences the transfer of knowledge and skills learned in training to the work environment, and how that transfer is supported and maintained on-the-job. Thus, from a workforce development perspective, a variety of influencing factors must be examined, including those factors influencing the cultural environment that can foster or impede the readiness of organizations to prioritize roadway safety and support workforce training and education, and


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factors influencing the operational environment, such as infrastructure and resources that foster or diminish workforce training utilization. Various researchers have studied factors associated with training transfer. Those factors are typically grouped into three broad categories: characteristics of the trainee, work environment (organization) factors, and factors associated with the delivery and design on the education and training itself (Grossman & Salsa, 2011; Govaerts & Dochy, 2014). A brief review of these categories is provided. At the individual level, characteristics shown in the research to have a strong relationship with training transfer include the trainee’s cognitive ability, self-efficacy, motivation to learn, and the perceived value of the training from the trainee’s perspective (Grossman & Salsa, 2011). Salas et al., (2012) discussed many of these same individual characteristics, but added that while motivation to learn is considered a trainee characteristic, it is also a function of the work environment and the training itself (Salas et al., 2012). Goal orientation is another individual characteristic that influences training outcomes, defined as “the mental framework that one uses to interpret and then shape how to behave in learning-oriented environments” (Salsa & Cannon-Bowers, 2001; Salsa et al., 2012). At the organizational level, various researchers have suggested that the culture of the work environment contributes to whether or not training transfer is accomplished (Rouiller & Goldstein, 1993; Grossman & Salsa, 2011; Roche, Pidd, & Freeman, 2009; Salsa & Cannon- Bowers, 2001). An organization’s transfer climate is conceptualized as “situations and consequences that either inhibit or help to facilitate the transfer of what has been learned in training into the job situation” (Rouiller & Goldstein, 1993, p. 379). Grossman and Salsa (2011) suggested that components such as feeling supported and encouraged to use newly learned skills on-the-job, opportunities to apply the knowledge and skills on-the-job, and follow-up and feedback can promote training transfer and are examples of a positive transfer climate. Similarly, Govaerts and Douchy, (2014) focused on specific supportive behaviors and attitudes of supervisors that contribute to training transfer. Some of those behaviors and attitudes include: the supervisor valuing and supporting training opportunities, an openness to new ideas and change, providing feedback about the use of training on-the-job, setting goals with the trainee based on the training contents, praising and reinforcing the trainees’ use of training, and monitoring and observing the trainee’s application of the newly learned skills (Govaerts & Douchy, 2014, p. 86). Additionally, factors such as the organization’s goals and available resources are also examples of work environment components that affect education and training in organizations (Salas & Cannon-Bowers, 2001).

The design and delivery of training has also been shown to impact learning and the transfer of learning to the work environment (Grossman & Salas, 2011). What happens before the training, during the training, and after the training are important elements to consider for maximizing training effectiveness (Salas et al., 2012). For example, “the manner in which the organization frames the training and the nature of trainees’ previous experiences in training do influence learning outcomes” (Salas & Cannon-Bowers, 2001, p. 481).


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The design of the training itself is also important. Making decisions about the training content, objectives, and instructional strategies are decisions that need to be made (Salas et al., 2012, p. 84). Strategies such as behavior modeling where trainees have a variety of opportunities to observe and practice, error management where trainees have opportunities to make mistakes and receive instruction, and being provided with an environment to learn new skills that resembles his or her work setting can increase the likelihood that what was learned in training will be transferred to the job (Grossman & Salas, 2011). The post training environment also effects training transfer. Strategies such as debriefing and ensuring employees have time and opportunities to practice can support training transfer (Salas et al., 2012). A competent workforce is a necessity for organizations. While training and education is essential for the acquisition of new information, the newly acquired skills and knowledge must be transferred into the work environment and used on-the-job in order for it to be useful to organizations. It is clear from the research that training transfer is complex and affected by many factors at the individual level, at the organizational level, and within the design and delivery of the training itself (Grossman & Salsa, 2011; Govaerts & Dochy, 2014). Developing an understanding of the factors associated with access, utilization, and transfer of training can be helpful as organizations seek to maximize the benefits that come from having a competently trained workforce (Roche et al., 2009). Therefore, the Safety Centered developed a project to understand the role of these factors to support roadway safety workforce training.


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Objectives There were four objectives for the project:

1. To understand the relationship between agency culture and the utilization of workforce training and education to empower effective decision-makers.

2. To understand the relationship between agency resources and the utilization of workforce training and education to empower effective decision-makers.

3. To understand the relationship between the empowerment of decision-makers resulting from workforce training and education and agency roadway safety performance.

4. To propose strategies to increase agency readiness to utilize workforce training and education resources that result in improved roadway safety by empowering effective decision-makers.


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Methods As shown in Figure 2, roadway safety is impacted not only by road hazards and road user culture, but also by the decisions made by transportation agencies to address these factors to improve roadway safety. Effective decision-making is dependent on the knowledge and skill provided through participation in workforce training and education activities. However, access to workforce training and education is dependent on the cultural environment of the organization both in terms of the prioritization of roadway safety and support (readiness) for workforce training and education. In addition, the resources and infrastructure that guide and support the roles and responsibilities of the workforce (which define the operational environment) determine the capacity to access different forms of workforce training and education programs and tools. This model (Figure 2) can be used to identify the cultural and resource factors to enable an agency workforce to make effective decisions in support of the agency safety goals. Specifically, this model emphasizes the importance of the cultural “readiness” of an agency – by prioritizing roadway safety and supporting workforce training and education – to empower decision makers with improved knowledge and skills that support roadway safety goals. This model also identifies the optimal characteristics of the readiness necessary for increased utilization of workforce training and education resources.

Access to TS Workforce

Development

Utilization of TS Workforce Development

Resources

Strong Knowledge

and Skills in TS

Implementing (empowering) best practices in data-based

decisions

BetterTS

High Prioritization of Traffic Safety

Support for Workforce Development

Traffic Safety

Culture

RoadContextHazards

Figure 2. Enabling Model Relating Organization Culture to Roadway Safety Goals through the Use of Workforce Training and Education Methods that Empower Effective Decision-making.

Self-Assessment Tool (SMT) Design

An internet-based self-assessment tool (SMT) was used to inform the components of the model. Each component of the model was assessed using several questions. The questions are summarized below. (see Appendix A for a copy of the complete self-assessment tool)


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Prioritization of Roadway Safety

Prioritization of roadway safety was assessed using several questions developed in previous research (Ward, Boyle, Velasquez, Otto, & Page, 2015) as well as a validated scale for organizational safety (Hahn & Murphy, 2008).

Table 1 summarizes the questions used. Each question asked what they thought as well as how they thought most coworkers, their immediate supervisor, top management, and their director or highest leader would respond.

Table 1. Questions Used to Assess Prioritization of Roadway Safety

Question3 Answer Choices Q4. How important is improving road safety to the following people? “Not at all important”

to

“Extremely important”

Q6. "Protecting the health and safety of all road users should be the highest priority of our organization."

“Strongly Agree” to “Strongly Disagree”

Q7. "Road safety should be considered in every transportation project (regardless of the project’s primary goal)." Q8. "Road safety is considered in every transportation project (regardless of the project’s primary goal)."* Q9. "My department / office / division has some responsibility for improving road safety." Q10. "Most departments / offices / divisions in our organization have some responsibility for improving road safety." Q11. Safety Climate:

• “New employees learn quickly that they are expected to follow good safety practices.”

• “Employees are told when they do not follow good safety practices.” • “Workers and management work together to ensure the safest possible

conditions.” • “There are no major shortcuts taken when worker health and safety are at

stake.” • “The health and safety of workers is a high priority with management where I

work.” • “I feel free to report safety problems where I work.”

*Only asked what the respondent thought.

3 Previous questions were about who was completing the SMT or instructions (Q1-3).


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Support for Workforce Development Programs

Readiness for training and education programs was assessed using several questions based on review of published research about training and question design from behavioral models (Fishbein & Ajzen, 2010). Table 2 summarizes the questions used. Each question asked what they thought as well as how they thought most coworkers, their immediate supervisor, top management, and their director or highest leader would respond.

Table 2. Questions Used to Assess Support for Workforce Development Programs

Question4 Answer Choices Q14. "Participating in training helps people do their jobs better."

“Strongly Agree” to “Strongly Disagree”

Q15. "Participating in training that improves workplace performance is a valuable investment." Q16. "Participating in training that improves the safety of the transportation system is a valuable investment." Q17. "Participating in appropriate training can result in a safer transportation system for the public." Individual Readiness:

Q21A. “My organization works with me to identify potential training opportunities for me.” Q21B. “After participating in training, my supervisor discusses the training with me and how I can apply it in my job.”

Q18. In general, how motivated are you to learn new things? “Not at all motivated” to “Extremely motivated”

Q19. To what degree are you expected to apply new ideas in your job?

“No expectation” to “Strong expectation”

Q20. How much control do you have over participating in training? “No control” to “Total control”

Access to Training and Education Resources

Access to training and education resources was assessed using several questions based on review of published research about training. Table 3 summarizes the questions used.

4 Q12 and Q13 provided instructions for the remaining section questions.


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Table 3. Questions Used to Assess Access to Training and Education Resources

Question Answer Choices Q22. To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system?

• Time to engage in training • Funding to cover cost of training • Funding to cover travel to attend training • Permission to attend training • General availability of training • Knowledge of where to find training

“Not at all a barrier” to “Extreme barrier”

Q23. How accessible are the following training resources to you?

• Online training classes • Training conducted using printed materials or books that you

complete on your own • Training provided by your organization • Training provided by outside agencies

“Not at all accessible” to “Extremely accessible”

Q24. How accessible are the following training resources to you?

• Training about improving the safety of the transportation system • Training about using roadway safety data to make better decisions • Training about how to assess the effectiveness of safety strategies • Training about how to make safety decisions that result in the most

value (that is, decisions that result in the best financial outcomes)

“Not at all accessible” to “Extremely accessible”

Utilization of Resources

Utilization of resources was assessed using several questions based on review of published research as well as a scan of available training. Table 4 summarizes the questions used.


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Table 4. Questions Used to Assess Utilizations of Resources

Question Answer Choices Q25. Thinking back over the past 12 months, how many times have you engaged in the following?

• Online training classes • Training conducted using printed materials or books that you

complete on your own • Training provided by your organization • Training provided by outside agencies

“Never” to “9 times or more”

Q26. Thinking back over the past 12 months, how many times have you engaged in the following?

• Training about your own safety or the safety of coworkers • Training about improving the safety of the transportation system • Training about using roadway safety data to make better decisions • Training about how to assess the effectiveness of safety strategies • Training about how to make safety decisions that result in the most


Q27. Have you ever participated in any of the following training events?

• Highway Safety Manual Practitioner’s Guide for Intersections (NHI) • Highway Safety Manual Practitioner’s Guide for Multilane Highways

(NHI) • Highway Safety Manual Practitioner’s Guide for Two-Lane Rural

Highways (NHI) • Highway Safety Manual Practitioner’s Guide for Geometric Design

Features (NHI) • New Approaches to Highway Safety Analysis (NHI) • Data Analysis and Evaluation (NHTSA) • Introduction to Data Analysis and Evaluation E-learning

(Transportation Safety Institute) • Road Safety Audits for Local Officials (FHWA) • Road Safety Audits/Assessments (NHI) • Road Safety Audit (RSA) Webinar: Focus on Implementation (USDOT,

Innovation Webinar Series) • Highway Safety Manual & Road Safety Audits (Kittelson & Associates,

Inc.) • Road Safety Audits (Consortium for ITS Training and Education or

CITE)

“Yes, in the past 3 years”, “Yes, more than 3 years ago”, and “No”

Roadway Safety Knowledge and Skills

Roadway safety knowledge and skills were assessed using one question with several parts whereby the respondent could rate their ability to engage in certain skills. Table 5 summarizes the questions used.


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Table 5. Questions Used to Assess Roadway Safety Knowledge and Skills

Question Answer Choices Q28. How would you rate your ability to do the following?

• Access crash data for your jurisdiction • Understand crash data • Determine contributing factors based on crash data • Prioritize contributing factors for your jurisdiction • Identify strategies to reduce contributing factors • Deploy strategies to reduce contributing factors • Conduct evaluations of strategies used to reduce contributing factors • Interpret evaluations of strategies used to reduce contributing

factors • Make data-driven decisions about investing resources to improve

roadway safety based on analyses of crash data and effectiveness of potential strategies to reduce contributing factors

“Cannot do” to “Absolutely certain can do”

Sample

All fifty states and the District of Columbia were classified into four quartiles based on safety outcomes involving crash fatalities and serious injuries. Several department of transportation agencies in states in the first (best performing) and fourth (worst performing) quartiles were approached to participate in the SMT. Departments from the first and fourth quartiles to achieve a spread of performance for this study. States were not informed of their quartile. Each state was asked to have a high-level leader send up to three emails to all employees to complete the SMT. Participation by employees was voluntary. The SMT protocol was reviewed and approved by the Institutional Review Board of Montana State University. Four states in the first quartile participated (however, one of these four states had very limited participation). Two states in the fourth quartile participated (Table 6).

Table 6. Participation by Recruited Agencies and Associated Measures of Safety Performance

Road Context Hazards (Average Fatality Rate Per

100 MVMT 2003-2014)

Road User Behaviors (Risky) (Average Fatality Rate Per 100

MVMT 2003-2014)

Quartile Responses Rural Urban Impaired Driving

Speeding No Restraint

State 1 1 1,012 1.28 0.63 0.25 0.21 0.24 State 2 1 65 1.46 0.77 0.22 0.15 0.22

State 3 1 566 1.95 1.01 0.44 0.58 0.44 State 4 1 810 2.25 1.25 0.49 0.49 0.46 State 5 4 471 2.30 1.46 0.68 0.50 0.76 State 6 4 935 2.49 0.66 0.84 0.68 1.07


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Each participating agency received a report with specific results about their agency. The report included a brief overview including a summary of the model, as well as the results component of the model, along with observations and recommendations. Specifically, the report showed the relationship between how individuals responded and their perceptions of how most of their coworkers, their immediate supervisor, top management, and their director would respond. These perceptions are important as they are an indicator of the perceived culture within the organization. A sample report is included in Appendix B. The internal reliabilities of the sub-scales were strong (all Chronbach’s alphas > 0.7, see Appendix C). The internal reliabilities of the scales representing the model were also strong Table 7).

Table 7. Internal Reliability of Model Scales

Name Chronbach’s

Alpha5 Prioritization of Roadway Safety 0.872 Support for Workforce Development 0.898 Access to Training and Education Resources 0.673 Utilization of Resources 0.594 Roadway Safety Knowledge and Skills 0.975

Interviews

The objective of the interviews was to develop a better understanding of the differences between DOTs in terms of empowerment for data-based decisions that impact roadway safety and the strategies used to build capacity in data analysis, methods to evaluate project and program effectiveness, and methods to make investment decisions. This component of the study was designed to collect qualitative information on workforce development resources and practices not likely to be captured in the self-assessment tool deployed in the first phase of the study. In addition to understanding the relationship between workforce development and the operational and cultural environments of State DOTs, the research team desired to explore the following questions:

• Is there a formal workforce development training strategy? If so, does it include a traffic safety component?

• How are DOTs organized to address traffic safety? • What strategies are DOTs using to conduct the following three components of traffic safety

planning and how is capacity built in staff? o Roadway safety analysis

5 A measure of average inter-item correlation (based on 1.0 scale).


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o Safety effectiveness evaluations o Investment decision making

The interviews had two distinct components. The first set of questions was based on how the agencies handle workforce development and staffing for roadway safety. The second set of questions focused on three key areas of roadway safety – understanding of roadway safety data and analysis, safety effectiveness evaluations, and investment decision making. Participants were asked to evaluate their agency in each of these areas and support their evaluation. Appendix D contains the interview questions. The six DOTs participating in the SMT were asked to participate in the follow up interviews. Due to scheduling conflicts, only four DOTs were able to participate in the interview process. The four agencies included two top-quartile and two bottom-quartile agencies as determined by the fatality analysis conducted in the first phase of the project. To obtain a deeper understanding of safety-related workforce development strategies, the project team interviewed managers of the DOT’s traffic safety division or department. While all the DOTs participating in the SMT are organized differently, each DOT has a group of planners and engineers responsible for traffic safety planning and project implementation. In most cases, the interviewee was the State Traffic Safety Engineer. The prepared interview questions were provided to each interviewee at the time of the request for an interview. This allowed interviewees the opportunity to ponder the questions prior to the interview and invite any other staff appropriate to the interview. Approximately one hour was allotted for each interview. After the interview, a summary of the DOT’s responses was prepared and provided to the interviewees for review and revisions, if necessary. This step was completed to ensure accuracy of the information collected.


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Results The results are presented in four sections. First, the relative frequency report is reviewed to provide a basic understanding of the SMT responses. Second, a sample report for a single DOT is reviewed (see Appendix B). This report provided insights to a single agency. Third, the model is examined using correlational analyses. Finally, additional insights from the interviews are reviewed.

Basic Findings

This section reviews the basic findings for all respondents. A detailed relative frequency report of the responses to the SMT (broken down by each agency) is included in Appendix E. Prioritization of Roadway Safety

Most respondents (73 percent) responded that improving road safety was extremely important. However, some (44 percent) did not perceive that improving road safety was extremely important to most of their coworkers. Most did perceive that it was extremely important to their immediate supervisor, top management, and their director. Two-thirds of respondents (68 percent) strongly agreed that protecting the health and safety of all road users should be the highest priority of their organization. However, about half (51 percent) did not perceive most of their coworkers strongly agreed while four of ten did not believe their supervisor or top management would strongly agree. Six out of ten (63 percent) believe their director strongly agreed.

Three quarters of respondents (75 percent) strongly agreed that road safety should be considered in every transportation project (regardless of the project’s primary goal). Again, about four out of ten did not believe that most of their coworkers, supervisors, or top management strongly agreed. About two-thirds (66 percent) believe their director strongly agreed. Slightly less than half (47 percent) strongly agreed that safety is considered in every project. Most respondents (58 percent) strongly agreed that they department, office, or division has some responsibility for improving road safety. Six questions assessed the current safety climate. These questions revealed opportunities for improvements across all the participating agencies. Slightly less than one-quarter of respondents (24 percent) strongly agreed that new employees learn quickly that they are expected to follow good safety practices. About one in five (21 percent) strongly agreed that employees are told when they do not follow good safety practices. A similar fraction (23 percent) strongly agreed that workers and management work together to ensure the safest possible conditions. One in three (32 percent) strongly agreed that no major shortcuts are taken when worker health and safety are at stake. Almost four out of ten (37 percent) strongly agreed that the health and safety of workers is a high priority with management, and even more, 46 percent, strongly agreed that they feel free to report safety problems.


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Support for Workforce Development Programs

Half of the respondents (50 percent) strongly agreed that participating in training helps people do their jobs better. Fewer thought that most coworkers, their supervisor, top management, or their director strongly agreed.

Six out of ten (60 percent) strongly agreed that participating in training that improves workplace performance is a valuable investment. Slightly fewer believed that most coworkers, their supervisor, top management, or their director strongly agreed. Similarly, six out of ten (60 percent) strongly agreed that participating in training that improves the safety of the transportation system is a valuable investment. Again, slightly fewer believed that most coworkers, their supervisor, top management, or their director strongly agreed.

A similar percentage (57 percent) strongly agreed that participating in appropriate training can result in a safer transportation system for the public. Slightly fewer believed that most coworkers, their supervisor, top management, or their director strongly agreed.

About half of the respondents (51 percent) indicated they were extremely motivated to learn new things. However, only 26 percent indicated that there was strong expectation to apply new ideas in their job. Many (75 percent) indicated they have moderate or more control over participating in training. However, only 16 percent strongly agreed that their organization works with them to identify potential training opportunities, and even fewer (9 percent) strongly agreed that after participating in training, their supervisor discusses the training with them and how they can apply it in their job. Access to Training and Education Resources

Several items were recognized as potential barriers to participating in training to improve the safety of the transportation system. About seven out of ten (68 percent) indicated that time was a moderate to extreme barrier; about three quarters (75 percent and 77 percent, respectively) reported that funding to cover the cost of the training or to cover the travel to attend training was a moderate to extreme barrier. About half (49 percent and 46 percent, respectively) indicated that permission to attend training or knowledge of where to find training was a moderate to extreme barrier. Slightly more, 61 percent, reported that general availability of training was a moderate to extreme barrier. Only about a quarter (27 percent) of respondents indicated that training classes are extremely accessible. Fewer (11 percent) indicated that training conducted using printed materials or books completed on their own was extremely accessible; more (20 percent) indicated that training provided by their organization was extremely accessible. Only about one in ten (11 percent) indicated that training about improving the safety of the transportation system was extremely accessible. More specifically, 10 percent indicated that training about using roadway safety data to make better decisions was extremely accessible, and only 8 percent indicated that training about how to assess the effectiveness of safety strategies and training about how to make safety decisions that result in the most value were extremely accessible.


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Utilization of Resources

Most respondents (81 percent) had engaged in at least one online training class in the past 12 months, and even more (91 percent) had engaged in training provided by their organization. Far fewer (50 percent) had engaged in at least one training conducted using printed materials or books that they completed on their own or provided by outside agencies (66 percent). About three-quarters (76 percent) of respondents reported engaging in training about their own safety or the safety of coworkers at least once in the past 12 months. Far fewer, 56 percent, reported participating in training about improving the safety of the transportation system. Even fewer, about four out of 10, reported participating in training about using roadway safety data to make better decisions (39 percent), training to assess the effectiveness of safety strategies (37 percent), or training about how to make safety decisions that result in the most value (37 percent). Table 8 summarizes past training experiences addressing a variety of specialized topics. Roadway Safety Knowledge and Skills

Table 9 summarizes those indicating a high level of knowledge and skills (i.e., rated themselves the highest level – “Absolutely certain can do”) in nine different areas among those who indicated they had a job role specific to traffic safety.


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Table 8. Recent Participation in Specialized Safety Training

Have you ever participated in any of the following training?

Yes, more than 3 years

ago

Yes, in the past 3

Highway Safety Manual Practitioner’s Guide for Intersections (NHI) 82.9% 7.0% 10.1% Highway Safety Manual Practitioner’s Guide for Multilane Highways (NHI) 84.1% 6.4% 9.6%

Highway Safety Manual Practitioner’s Guide for Two-Lane Rural Highways (NHI) 82.7% 7.0% 10.3%

Highway Safety Manual Practitioner’s Guide for Geometric Design Features (NHI) 86.7% 6.7% 6.5%

New Approaches to Highway Safety Analysis (NHI) 90.9% 4.1% 5.0% Data Analysis and Evaluation (NHTSA) 92.1% 3.5% 4.5% Introduction to Data Analysis and Evaluation E-learning (Transportation Safety Institute) 93.7% 2.9% 3.4%

Road Safety Audits for Local Officials (FHWA) 88.5% 4.8% 6.7% Road Safety Audits/Assessments (NHI) 86.9% 6.4% 6.8% Road Safety Audit (RSA) Webinar: Focus on Implementation (USDOT, Innovation Webinar Series) 90.8% 3.5% 5.7%

Highway Safety Manual & Road Safety Audits (Kittelson & Associates, Inc) 91.0% 3.4% 5.5%

Road Safety Audits (Consortium for ITS Training and Education or CITE) 93.3% 2.9% 3.9%

Table 9. Relative Frequency of Strong Self-Reported Knowledge/Skills

Knowledge / Skill Self-reported Ability: “Absolutely certain can do”a

Access crash data for your jurisdiction 10% Understand crash data 27% Determine contributing factors based on crash data 20% Prioritize contributing factors for your jurisdiction 16% Identify strategies to reduce contributing factors 17% Deploy strategies to reduce contributing factors 14%

Conduct evaluations of strategies used to reduce contributing factors 13% Interpret evaluations of strategies used to reduce contributing factors 14% Make data-driven decisions about investing resources to improve roadway safety based on analyses of crash data and effectiveness of potential strategies to reduce contributing factors

14%

a. Among those with a job role specific to traffic safety.


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Summary of Basic Findings

In summary, the SMT revealed the following:

• Prioritization of Safety o Most respondents highly valued safety, although, they were not sure coworkers and

leaders felt similarly; o Safety climate was moderate with opportunity to grow;

• Support for Workforce Development o Most respondents high-valued training and indicated high motivation to learn;

however, fewer believed they were expected to learn new ideas or reported their supervisors helped them apply what they learned in their jobs.

• Access to Training and Education Resources o Time and funding for training and travel (to attend training) were identified as

barriers; o Online training and training provided internally were recognized as most accessible;

• Utilization of Resources o Most respondents reported participating in training provided by their organization

while fewer reported participating in training conducted on their own or provided by others;

o Fewer reported participating in training specifically focused on building knowledge and skills to improve roadway safety;

• Roadway Safety Knowledge and Skills o Relatively few reported having strong skills in various specific safety skills (among

those with a job role specific to traffic safety). DOT Sample Report

A sample report for a single DOT is provided for review. This report provided insights to a single agency. The report may be found in Appendix B.

Exploring the Model

Figure 3 provides an abbreviated version of the full model that was used to guide the analysis of the predicted relationships of the model using linear multiple regression.


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Figure 3. Abbreviated Model

To further understand the relationship between prioritization of safety and support for workforce development and access, a multiple linear regression was calculated to predict Access to Workforce Development scale based on Prioritization of Safety and Support for Workforce Development scales. A

significant regression equation was found (F(2,1886)=408.67, p<.000) with an R2 of .302.6 The coefficients revealed that both prioritization of safety and support for workforce development independently (and significantly) were associated with access. Thus, increases in prioritization of safety and support for workforce development were associated with greater access.

To further explore the relationship between prioritization of safety and access to workforce development, the components of the Prioritization of Safety scale (see Table 1) were regressed onto Access to Workforce Development scale. The dominant component in this regression model was Safety

Climate (unstandardized beta= 0.382; beta < 0.1 for all other components). Based on this analysis, it was apparent that Safety Climate was the strongest predictor (from the prioritization of safety scale) of access to workforce development. The stronger the safety climate, the greater the reported access to workforce development.

To further explore the relationship between support for workforce development and access to workforce development, the components of the Support for Workforce Development scale (see Table 2) were regressed onto the Access to Workforce Development scale. Two components dominated the regression:

Individual Readiness (unstandardized beta= 0.471) and value of safety training (Q16, 6 Access to Workforce Development is equal to - .968 + 0.294 (Prioritization of Safety) + 0.573 (Support for Training) where Prioritization of Safety and Support for Training were measured on scales ranging from 1 to 7.


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unstandardized beta= 0.150). Thus, as individual readiness and value of safety training increased, access to workforce development also increased. Table 10 summarizes the means, standard deviations, and correlation coefficients for the basic components of the overall model for all respondents across all participating agencies. Table 11 summarizes the same for only those who were identified as having a job role specific to traffic safety). The results of both groups are very similar except for Safety Skills which are higher (mean of 4.61 vs. 2.88) for those with a job role specific to traffic safety compared to all respondents.

From Table 10 and Table 11, it is apparent that utilization of training is significantly correlated with access to workforce development. Those individuals reporting more access to training, and specifically safety training, were more likely to report utilizing training resources.

Moreover, reported safety skills are significantly correlated with utilization of training. In general, those who reported utilizing more training also reported having stronger knowledge and skills.


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Table 10. Summary Statistics for All Respondents

N

Mean

Std.

Deviation

Spearman Correlation Coefficients Prioritization

of Safety Support

Access

Utilization

Safety Skills

Prioritization of 2592 6.17 0.77 1.00 .72** .48** .29** .09**

Safety Support 2476 5.98 0.75 1.00 .51** .31** .10**

Access 2325 4.30 1.09 1.00 .49** .21**

Utilization 2202 1.95 0.70 1.00 .25**

Safety Skills 2272 2.88 1.79 1.00 **Correlation is significant at the 0.01 level (2-tailed).

*Correlation is significant at the 0.05 level (2-tailed).

Table 11. Summary Statistics only for Respondents with a Traffic Safety Role

N

Mean

Std.

Deviation

Spearman Correlation Coefficients Prioritization

of Safety Support

Access

Utilization

Safety Skills

Prioritization of 763 6.31 0.64 1.00 .73** .48** .27** .09*

Safety Support 756 6.08 0.69 1.00 .52** .28** .12**

Access 815 4.60 1.03 1.00 .47** .16**

Utilization 784 2.15 0.79 1.00 .22**

Safety Skills 816 4.61 1.43 1.00 **Correlation is significant at the 0.01 level (2-tailed).

*Correlation is significant at the 0.05 level (2-tailed).

In summary, basic correlations revealed associations between the various components of the model. Further analysis revealed a deeper understanding of how various components were related. Safety climate, individual readiness for training, and the value of safety training were the strongest predictors of access to workforce development. Correlation showed that access to workforce development was strongly associated with utilization.


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Additional Insights from the Interviews

The following questions were used to generate a conversation with each agency in an effort to understand how each agency conducted general and safety specific workforce development and training. This correlates to the ‘Implementing (empowering) best practices in data-based decisions’ step in the enabling model. ‘Traffic Safety Culture’ and ‘Road Context Hazards’ are represented by crash history and are previously defined in Table 6. As shown in Table 6, the states participating in the study represented a range of traffic safety cultures. A summary of the answers is presented below.

In general, how does your agency approach workforce development with professional staff (e.g., engineers, safety planners, etc.)? The intent of this question was to determine if an agency had a professional development plan or conducted training in an ad-hoc manner. While all four agencies interviewed felt there was some form of structure for professional development within their organization, only one of the agencies (a top quartile state) identified a specific plan for safety related courses, which were required for all new engineers. Two agencies indicated specific “generic professional development training courses required for all employees based on career path,” but indicated there was no specific safety- training curriculum. One agency indicated they would be adapting a formal curriculum for roadway safety engineers, which is under development as a research project in another state. The last agency indicated they thoroughly track training as they are made available and employees participate as well as making a yearly review of needed training, but they did not indicate there was any formal training structure for the department or safety specific personnel. What staff are responsible for safety? All four of the agencies interviewed indicated that the primary staff responsible for traffic safety are housed in a specific traffic safety section of the DOT. Each agency indicated there was generally safety consideration or review from the design sections of their respective agencies. One agency indicated the specific roles of all DOT employees will be defined as they adapt and implement a formal curriculum for roadway safety engineers. Two of the agencies mentioned crossover responsibilities between safety and other divisions concerning Highway Safety Improvement Program (HSIP) projects and administration.

What are critical skills these staff must have to be successful? One agency identified learning their specific in-house analysis process as a critical skill for staff to be successful. Another indicated it was communication and team building. The ability to learn new processes (specific to how the state conducts analyses) was noted as critical. Overall, the interviewees’ responses to this question suggest skills critical to safety are often obtained through on-the-job training.


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How does the agency build capacity of staff in these skills?

Each of the four agencies indicated they use training to build the needed skills for safety staff. Training was offered through a formal plan, or as needed for the other three states. Of the three states without formal roadway safety training paths, two indicated they try to bring in training as they see a need for it among their staff and as it becomes available. Three of the four states commented that if they could not give a training because it was not available, then they would reach out to a variety of agencies/ resources for training (National Highway Institute, Federal Highway Administration, other states). One state indicated they are in the process of hiring a staff member to focus on safety workforce development and training. Each participant also indicated their staff build many skills through on-the-job training.

What role do managers play in building capacity in these skills? Three of the agencies indicated management is responsible for identifying available training, bringing in training opportunities, and enforcing mandatory training when needed. Two of the four agencies also indicated that managers play a key role in promoting safety as an important issue to other divisions/ section of their agencies. By meeting with other managers, safety management is able to promote safety specific training to other divisions/ sections.

Roadway Safety Analysis How important is Roadway Safety Analysis? For the area of roadway safety analysis, each of the agencies felt roadway safety analysis was very important. Two of the agencies felt safety analysis was extremely important within their organization, and responded with the highest choice (i.e.,“10”). The other two organizations were not far behind and responded with “9 or 10.” When asked why, the responses included:

• “Without analysis, money would not be spent wisely, and it would not be possible to meet the mandate to eliminate fatalities.”

• “If we are going to meet vision zero, we need to know what issues to address. If you are going to spend very limited dollars, you need to make sure they are addressing the critical areas.”

• “At this point, now several departments outside of safety all would feel like safety is paramount. The department made the decision to include safety analysis in every pavement preservation project…some form of safety analysis needs to be conducted for all pavement preservation studies. This initiative puts Road Safety Audits (RSAs) and safety analysis on everyone’s minds.”

• “It’s easy to do before and after studies and determine emphasis areas based on data analysis.”

All four of the agencies indicated some form of systemic analysis effort in their best practices. Using systemic analysis allows the agencies to conduct a systematic and uniform analysis to identify safety improvements.


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In-house analytical tools are developed to assist staff in comparing crashes and crash trends, statewide safety performance functions (SPFs), and calibrated Highway Safety Manual (HSM) spreadsheets. The participants all cited the use of spreadsheet tools to ensure uniform and consistent safety analyses. One state indicated they used their SPFs for evaluating changes in crashes. One state began including safety analysis in every pavement preservation project. This became the department’s policy. Three states specifically indicated they have developed or are developing SPFs for crash types of high importance within their state. One state indicated they have a new safety information system which is allowing them to make better use of safety related data. Three states also indicated these analyses are used in project prioritization or Highway Safety Improvement Program (HSIP) related project identification.

Three of the states mentioned use of on-the-job training to build the capacity of their staff in roadway safety analyses. Two of those agencies also mentioned making training available, but no agencies’ response indicated it was part of a formal training plan. The one agency that had previously mentioned it had a formal process noted that staff turnover and retention was a constant challenge. In response to this challenge, the agency indicated that in the next 1 to 3 years, the effort would focus on making safety “more professional with promotion potential to help reduce turnover.” One state indicated the goal is to fix an underlying data quality problem, which is one of the biggest challenges facing the agency and the development of employee skills. Another agency said “The push has been to educate other design engineers on new processes and how they may impact their design, etc. The goal is that designers will come to understand the new process better and incorporate the best design that would improve safety.” Lastly, the final agency indicated they were focusing on making more standard analysis templates and better tools for staff to utilize. Safety Effectiveness Evaluations How well does your office engage in safety effectiveness evaluations?

While all four agencies felt roadway safety analysis was important and indicated the analyses have a strong impact on the planning process, no state felt they were effectively engaging in the evaluation process. One of the top quartile states indicated “The Department does not do comprehensive safety effectiveness evaluations” and “Competing for another safety project typically takes precedence over evaluating previous projects.” The other top quartile agency ranked themselves as a “3” and indicated “There has not been enough time since HSIP projects began to do true evaluations of projects.” Interestingly, the two bottom states responded with “5” and “7-8”. Both states indicated they do before and after studies, though the state indicated “[We] would have to hire someone that would be specialized in this field and provide them the statistical training to be effective. It’s a narrow skillset and a very specialized field.” When asked how they would build capacity in this area. The other bottom quartile agency said they had a dedicated staff member for this area, but that arrangement was not intentional. They also indicated they would build staff capacity through on- the-job and peer-to-peer training.


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Two states, one from each quartile, indicated they would have to hire additional staff in the next 1 to 3 years to see any change in safety effectiveness evaluations. The other two agencies indicated they will be building off of other efforts including using Empirical Bayes analysis with the previously developed SPFs or in the other case, beginning the post evaluations as the data become available. Investment Decision Making How well does your office engage in investment decision making?

Two agencies felt they engaged in investment decision making moderately well, responding with either “8” or “7 or 8”. One organization felt they used data to drive decisions and “try to stay away from political spectrum, but politics do float into things.” The other agency indicated they needed to develop more robust tools (cost benefit analysis) but do focus on using data to drive decisions. One of the top quartile states responded with “5” indicating that most of the decision making was out of their hands. This agency felt that most of their work was to “recommend projects and get projects ready.” One bottom quartile state responded with “10” and felt they were an industry leader in investment decision making. The rational was that the state conducts systemic analysis of roadway departure crashes and is planning to do a similar analyses for intersections. The systemic approach allows the agency to implement improvements based on risk, therefore investing in the most pressing improvements and getting the best investment return. Of the three responding agencies, two felt they had adequate staff training through previous efforts. Both of these agencies indicated either they have redundancies in the skills, or turnover is not a problem for them and, as such, do not see a problem in the future with staff capacity. Similarly, both of these states indicated that on-the-job training was one of the most effective methods. The fourth agency felt their staff was not making the decisions and indicated they were not aware of any training in investment decision making, though they would consider it for their staff if the training were made available.

Strategies to Increase Staff Capacity The interviews provided several strategies DOTs are using to build capacity in the three safety areas:

Roadway Safety Analysis

• Develop in house analytical tools and provide staff training • Incorporate safety analysis in standard procedures • Follow national research on data analysis and host training on new practices • Provide on-the-job training


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Safety Effectiveness Evaluations

• Provide on-the-job training opportunities • Build capacity in targeted staff to allow repeat experience and uniform procedures • Provide Highway Safety Manual (HSM) training beyond introductory content • Conduct peer-to-peer exchanges with other states to build additional capacity

Investment Decision Making

• Developing in-house tools to streamline processes • Expose new staff to project specific work and on-the-job training • Cross train staff with other planning areas


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Discussion and Recommendations Analysis showed that prioritization of safety and support for workforce development were important predictors of access to workforce development. This finding is in line with previous research suggesting the importance of organizational context and a shift towards adopting a system view of training (Salas & Cannon-Bowers, 2001, p. 473). Specifically, the safety climate scale, individual readiness for training, and valuing safety training were the dominant sub-components. The means and standard deviations of these three scales are shown in Table 12. The value of safety training is relatively high (mean=6.30); however, the means of the other two sub-components have room to grow.

Table 12. Means and Standard Deviations of Dominant Sub-Components

Mean Std. Deviation

Safety Climate 5.59 1.22

Individual Readiness 5.00 1.13

Value of Safety Training 6.30 0.80

All scales range from 1 to 7.

Safety climate is based on the responses to six questions (see Table 13). Agencies can engage in a variety of efforts to enhance their safety climate including training, internal communication, and orientation programs for new employees. (Additional recommendations will be included in a subsequent report.)

Table 13. Means and Standard Deviations of Sub-Components of Safety Climate

Mean

Std. Deviation

Q11A "New employees learn quickly that they are expected to follow good safety practices."

5.56 1.32

Q11B "Employees are told when they do not follow good safety practices." 5.32 1.47

Q11C "Workers and management work together to ensure the safest possible conditions."

5.42 1.48

Q11D "There are no major shortcuts taken when worker health and safety are at stake." 5.52 1.57

Q11E "The health and safety of workers is a high priority with management where I work."

5.72 1.51

Q11F "I feel free to report safety problems where I work." 6.00 1.39

Responses range from 1= Strongly disagree to 7= Strongly agree.


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Individual readiness includes a variety of beliefs about expectations and sense of control about training (Table 14). While respondents indicated a high level of motivation to learnnew things (Q18, mean= 6.31), they indicated a much lower sense that they were expected to apply new ideas in their job (Q19, mean= 5.33). Research has suggested that supervisors play an important role in supporting employees to apply what they learn through training on-the-job (Govaerts & Douchy, 2014). Examples of specific supervisor behaviors that can support training efforts include: discussing why the training is beneficial and relevant, how the learning can be applied, and providing opportunities to practice (Govaerts & Douchy, 2014). Overall, there is opportunity for improvement for agencies to work with staff to identify potential training opportunities (Q21A, mean= 4.95). Furthermore, there is significant opportunity to improve supervisor discussions on how training can be applied to their work after training (Q21B, mean= 4.16).

Table 14. Means and Standard Deviations of Sub-Components of Individual Readiness

Mean

Std. Deviation

Q18 In general, how motivated are you to learn new things? 6.31 0.93

Q19 To what degree are you expected to apply new ideas in your job? 5.33 1.55

Q20 How much control do you have over participating in training? 4.29 1.71

Q21A How much do you agree or disagree with these statements? -My organization works with me to identify potential training opportunities for me.

4.95 1.69

Q21B How much do you agree or disagree with these statements? -After participating in training, my supervisor discusses the training with me and how I can apply it in my job.

4.16 1.84

Responses range from 1 to 7.

As shown in Table 15, access to training was strongly correlated with utilization of training. The SMT explored both access to general training and access to safety-specific training.

Online training classes were the most accessible, followed by training provided by the DOT itself. Trainings on how to assess the effectiveness of safety strategies and how to make safety decisions that result in the most value were rated the least accessible. Developing online training modules and train-the-trainer models (whereby DOT training staff who become trainers) may be strategies to increase access to these types of critical safety training.


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Table 15. Means and Standard Deviations of Sub-Components of Access to Training

How accessible are the following training resources to you? Mean Std.

Deviation

Q23A Online training classes 5.24 1.58

Q23B Training conducted using printed materials or books that you complete on your own 4.23 1.74

Q23C Training provided by your organization 5.03 1.54

Q23D Training provided by outside agencies 4.17 1.61

Q24A Training about improving the safety of the transportation system 4.43 1.62

Q24B Training about using roadway safety data to make better decisions 4.16 1.72

Q24C Training about how to assess the effectiveness of safety strategies 4.03 1.71

Q24D Training about how to make safety decisions that result in the most value (that is, decisions that result in the best financial outcomes) 3.97 1.75

Responses range from 1= Not at all accessible to 7= Extremely accessible.

Conclusions, Limitations and Future Research A significant relationship was found between high prioritization of safety, support for workforce development, and access to workforce development. Similarly, access to workforce development was significantly associated with utilization of resources which was associated with roadway safety knowledge.

There are clear opportunities to improve high prioritization of safety. Improving internal safety climate may be an effective way to bolster high prioritization of safety. Furthermore, there are opportunities to improve support for workforce development by increasing expectations for employees to apply new ideas in their jobs, helping employees identify potential training opportunities, and encouraging supervisors to discuss how training can be applied after employees engage in training.

Increased access to training was associated with more utilization. Therefore, agencies need to examine the accessibility of safety training and explore ways to increase access. Online training and training delivered by internal DOT trainers were rated as most accessible. To bolster access to critical safety training, online training programs, and even train-the- trainer models (for DOT trainers), may be appropriate. Interviews with four states revealed additional understanding. While the responses of the four states did not necessarily yield very many trends between top and bottom performing states, there are several key takeaways from the interviews.


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• Most states are not integrating safety workforce development into their DOT workforce development training program. Instead, training is being addressed on an ad-hoc basis depending on availability and staff needs.

• States have focused a great deal of attention and effort on data analysis and the self- assessed level of effort may not be indicative of performance.

• All states interviewed indicated there is at least some portion of training that is “on-the- job,” with several states indicating it was the best method of capacity building for several different areas of roadway safety.

• All states struggle with effectiveness evaluations. While there are several options for training and defined outputs for data analysis, there are not very many specific and effective training opportunities for either effectiveness evaluations or investment decision making. Particularly with effectiveness evaluations, several states felt there was a lot of variety as to what could be considered an appropriate evaluation, with academics asking seemingly too much from a statistics standpoint.

The results in this report must be considered in the context of several limitations. The SMT results are based on self-reported data and are subject to the bias of the respondent. While the SMTs were anonymous, individuals may have felt it was in their best interest to respond in a certain way. The associations drawn in the analyses were based on correlation and cannot confirm causality. Furthermore, these results are only based on the responses of six agencies (four agencies for the interviews). All agencies participating in this study were state DOTs; thus other kinds of agencies engaged in traffic safety were not included. Future research should seek to engage more DOTs and other kinds of agencies. For example, county, municipal, and Tribal agencies also play a significant role in traffic safety. These agencies have very different cultures than state DOTs. Similar research should seek to reveal the cultural factors that influence in utilization and development of strong roadway safety knowledge and skills.


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References Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of Training: A Meta- Analytic Review. Journal of Management, 36(4), 1065–1105.

Cooper, M.D. (2000). Towards a model of safety culture. Safety Science, 36, 111 – 136. Fishbein, M., & Ajzen, I. (2010). Predicting and Changing Behavior: The Reasoned Action Approach (1st edition). New York: Psychology Press.

FHWA (2010). Highway Safety Improvement Program (HSIP). FHWA-SA-09-029. Federal Highway Administration (FHWA). Washington, DC. FHWA (2012) Strategic Highway Safety Plan (SHSP). Accessed 9/23/2016: http://safety.fhwa.dot.gov/hsip/shsp/ Girasek, D.C. & Becher, D. (2009). Defining traffic safety culture and refining its measurement. AAA Foundation for Traffic Safety. Washington, DC.

Govaerts, N., & Dochy, F. (2014). Disentangling the role of the supervisor in transfer of training. Educational Research Review, 12, 77–93. Grossman, R., & Salas, E. (2011). The transfer of training: what really matters. International Journal of Training and Development, 15(2), 103–120. Guldenmund, F.W. (2000). The nature of safety culture: a review of theory and research. Safety Science, 34, 215 – 257.

Hahn, S. E., & Murphy, L. R. (2008). A short scale for measuring safety climate. Safety Science, 46(7), 1047–1066. Johnson, G. (1992). Managing strategic change: strategy, culture and action. Long Range Planning, 25, 28 – 36. Roche, A. M., Pidd, K., & Freeman, T. (2009). Achieving professional practice change: From training to workforce development. Drug & Alcohol Review, 28(5), 550–557.

Rouiller, J. Z., & Goldstein, I. L. (1993). The Relationship Between Organizational Transfer Climate and Positive Transfer of Training. Human Resource Development Quarterly, 4(4), 377–390. Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations What Matters in Practice. Psychological Science in the Public Interest, 13(2), 74–101. Salas, E., & Cannon-Bowers, J. A. (2001). The Science of Training: A Decade of Progress. Annual Review of Psychology, 52(1), 471–499. Schein, E.H. (1992). Organizational Culture and Leadership, Jossey-Bass, San Francisco.


http://safety.fhwa.dot.gov/hsip/shsp/

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US DOT (2013). US Department of Transportation home page accessed on September 6th, 2013, http://www.dot.gov/mission/about-us. Uttal, B., (1983). "The corporate culture vultures." Fortune, 108, 66-72. Ward, N., Boyle, L. N., Velasquez, M., Otto, J., & Page, L. (2015). Preliminary Efforts to Quantify the Safety Culture of Transportation Agencies. Presented at the Transportation Research Board 94th Annual Meeting, Transportation Research Board. Whitelegg, J., & Haq, G. (2006). Vision zero: Adopting a target of zero for road traffic fatalities and serious injuries. Retrieved from http://www.20splentyforus.org.uk/UsefulReports/VZFinalReportMarch06.pdf Zhang, H., Wiegmann, D. A., von Thaden, T. L., Sharma, G., & Mitchell, A. A. (2002). Safety culture: A concept in chaos? Proceedings of the 46th Annual Meeting of the Human Factors and Ergonomics Society, Santa Monica.


http://www.dot.gov/mission/about-us

http://www.20splentyforus.org.uk/UsefulReports/VZFinalReportMarch06.pdf

http://www.20splentyforus.org.uk/UsefulReports/VZFinalReportMarch06.pdf

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Appendix A – Self-Assessment Tool (SMT) Safety Center Organizational Self-Assessment Tool

Introduction This self-assessment is about Road Safety and Training. The self-assessment is being conducted by the Center for Health and Safety Culture and takes about 15 minutes to complete. Your responses will not be associated with your identity nor with your department or office. Only summary results will be reported.

Your voice matters. Each and every self-assessment is important to us. The results of this self-assessment will be used to improve resources and training materials to improve road safety. The self-assessment will ask you about your own beliefs and behaviors as well as how you think others within your organization would respond. Even if you are not sure, please give your best guess.

Your participation in completing the self-assessment is voluntary and will have no impact on your position or employment. This study has been approved by the Montana State University Institutional Review Board. If you have questions about the approval of this study, please contact [email protected]. If you have questions or comments about the survey, please contact Jay Otto with the Center for Health and Safety Culture at [email protected]. Thank you.

Q2 Is improving road safety a component of your job? In other words, do you work in an agency, department or office that has responsibility for road safety?

Yes No


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Road Safety This section covers road safety. Road safety includes all aspects of safety involving motorized and non-motorized road users.

Q4 How important is improving road safety to the following people?

Not at all

important (1)

(2) (3) Moderately important

(4) (5) (6)

Extremely important

(7) you

most of your coworkers

your immediate supervisor

top management

your director or

highest leader

How much do the following people agree or disagree with these statements? Even if you are not sure, please give your best estimate.

Q6 "Protecting the health and safety of all road users should be the highest priority of our organization."

Strongly Disagree Disagree Somewhat

Disagree

Neither Agree nor Disagree

Somewhat Agree Agree Strongly

Agree

you most of your

coworkers


top management

your director or

highest leader


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Q7 "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader

Q8 "Road safety is considered in every transportation project (regardless of the project’s primary goal)."


Disagree



Agree

you


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Q9 "My department / office / division has some responsibility for improving road safety."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader

Q10 "Most departments / offices / divisions in our organization have some responsibility for improving road safety."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader


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Q11 How much do you agree or disagree with the following statements?


Disagree

Neither Agree

nor Disagree


Agree

New employees learn quickly that they are

expected to follow good safety practices.

Employees are told when they do not follow good

safety practices.

Workers and management work

together to ensure the safest possible

conditions.

There are no major shortcuts taken when

worker health and safety are at stake.

The health and safety of workers is a high priority with management where

I work.

I feel free to report safety problems where I work.


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Training This section covers training. For the purposes of this survey, training is defined as the systematic acquisition of knowledge, skills and attitudes that together lead to improved performance in a specific environment. Please only consider training that you have participated in while employed at your current workplace.

How much do the following people agree or disagree with these statements? Even if you are not sure, please give your best estimate.

Q14 "Participating in training helps people do their jobs better."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader

Q15 "Participating in training that improves workplace performance is a valuable investment."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader


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Q16 "Participating in training that improves the safety of the transportation system is a valuable investment."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader

Q17 "Participating in appropriate training can result in a safer transportation system for the public."


Disagree



Agree

you most of your

coworkers


top management

your director or

highest leader


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Q18 In general, how motivated are you to learn new things?

Not at all motivated (1) (2) (3) Moderately motivated (4) (5) (6) Extremely motivated (7)

Q19 To what degree are you expected to apply new ideas in your job?

No expectation (1) (2) (3) Moderate expectation (4) (5) (6) Strong expectation (7)

Q20 How much control do you have over participating in training?

No control (1) (2) (3) Moderate control (4) (5) (6) Total control (7)


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Q21 How much do you agree or disagree with these statements?


Disagree

Neither Agree

nor Disagree


Agree

My organization works with me to identify potential training

opportunities for me.

After participating in training, my supervisor discusses the training with me and how I can

apply it in my job.

Q22 To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system?

Not at all a barrier (1) (2) (3) Moderate

barrier (4) (5) (6) Extreme barrier (7)

Time to engage in training

Funding to cover cost of training

Funding to cover

travel to attend

training

Permission to attend training

General availability of training

Knowledge of where

to find training


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Q23 How accessible are the following training resources to you?

Not at all accessible

(1) (2) (3)

Moderately accessible

(4) (5) (6)

Extremely accessible

(7) Online training classes

Training conducted using printed materials or books that you complete

on your own

Training provided by your organization

Training provided by outside agencies

Q24 How accessible are the following training resources to you?

Not at all accessible

(1) (2) (3)


(4) (5) (6)


(7) Training about improving the safety

of the transportation system

Training about using roadway safety data to make better decisions

Training about how to assess the effectiveness of safety strategies

Training about how to make safety decisions that result in the most


Q25 Thinking back over the past 12 months, how many times have you engaged in the following?

Never

(0 times)

1 time

2-3 times

4-5 times

5-6 times

7-8 times

9 times or more

Online training classes Training conducted using printed

materials or books that you complete on your own

Training provided by your organization Training provided by outside agencies


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Q26 Thinking back over the past 12 months, how many times have you engaged in the following?

Never

(0 times)

1 time

2-3 times

4-5 times

5-6 times

7-8 times

9 times or more

Training about your own safety or the safety of coworkers

Training about improving the safety of the transportation system

Training about using roadway safety data to make better decisions

Training about how to assess the effectiveness of safety strategies

Training about how to make safety decisions that result in the most value

(that is, decisions that result in the best financial outcomes)

Q27 Have you ever participated in any of the following training events?

Yes, in the past 3 years

Yes, more than 3 years ago No

Highway Safety Manual Practitioner’s Guide for Intersections (NHI)

Highway Safety Manual Practitioner’s Guide for Multilane Highways (NHI)

Highway Safety Manual Practitioner’s Guide for Two-Lane Rural Highways (NHI)

Highway Safety Manual Practitioner’s Guide for Geometric Design Features (NHI)

New Approaches to Highway Safety Analysis (NHI) Data Analysis and Evaluation (NHTSA)

Introduction to Data Analysis and Evaluation E-learning (Transportation Safety Institute)

Road Safety Audits for Local Officials (FHWA) Road Safety Audits/Assessments (NHI)

Road Safety Audit (RSA) Webinar: Focus on Implementation (UD DOT, Innovation Webinar Series)

Highway Safety Manual & Road Safety Audits (Kittelson & Associates, Inc)

Road Safety Audits (Consortium for ITS Training and Education or CITE)


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Q28 How would you rate your ability to do the following?

Cannot

do (1)

(2) (3) Moderately certain can

do (4) (5) (6)

Absolutely certain can

do (7) Access crash data for your jurisdiction

Understand crash data Determine contributing factors based

on crash data

Prioritize contributing factors for your jurisdiction

Identify strategies to reduce contributing factors

Deploy strategies to reduce contributing factors

Conduct evaluations of strategies used to reduce contributing factors

Interpret evaluations of strategies used to reduce contributing factors

Make data-driven decisions about investing resources to improve

roadway safety based on analyses of crash data and effectiveness of potential strategies to reduce contributing factors

Thank you!


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Appendix B - Sample State Report


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Appendix C - Summary of Internal Reliability

Table 1. Measures of Internal Reliability

Question Chronbach’s

Alpha How important is improving road safety to the following people? 0.865 "Protecting the health and safety of all road users should be the highest priority of our organization." 0.893

"Road safety should be considered in every transportation project (regardless of the project’s primary goal)." 0.896

"My department / office / division has some responsibility for improving road safety." 0.932 "Most departments / offices / divisions in our organization have some responsibility for improving road safety." 0.940

Safety Climate: • “New employees learn quickly that they are expected to follow good safety practices.” • “Employees are told when they do not follow good safety practices.” • “Workers and management work together to ensure the safest possible conditions.” • “There are no major shortcuts taken when worker health and safety are at stake.” • “The health and safety of workers is a high priority with management where I work.” • “I feel free to report safety problems where I work.”

0.913

"Participating in training helps people do their jobs better." 0.888 "Participating in training that improves workplace performance is a valuable investment." 0.877 "Participating in training that improves the safety of the transportation system is a valuable investment." 0.894

"Participating in appropriate training can result in a safer transportation system for the public." 0.908

“My organization works with me to identify potential training opportunities for me.”

0.767

“After participating in training, my supervisor discusses the training with me and how I can apply it in my job.” In general, how motivated are you to learn new things? To what degree are you expected to apply new ideas in your job? How much control do you have over participating in training? To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system?

• Time to engage in training • Funding to cover cost of training • Funding to cover travel to attend training • Permission to attend training • General availability of training

Knowledge of where to find training

0.831


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Table 6. Measures of Internal Reliability (continued)

How accessible are the following training resources to you? • Online training classes • Training conducted using printed materials or books that you complete on your

own • Training provided by your organization • Training provided by outside agencies

0.790

How accessible are the following training resources to you? • Training about improving the safety of the transportation system • Training about using roadway safety data to make better decisions • Training about how to assess the effectiveness of safety strategies • Training about how to make safety decisions that result in the most value (that is,

decisions that result in the best financial outcomes)

0.960

Thinking back over the past 12 months, how many times have you engaged in the following? • Online training classes • Training conducted using printed materials or books that you complete on your

own • Training provided by your organization • Training provided by outside agencies

0.721

Thinking back over the past 12 months, how many times have you engaged in the following? • Training about your own safety or the safety of coworkers • Training about improving the safety of the transportation system • Training about using roadway safety data to make better decisions • Training about how to assess the effectiveness of safety strategies • Training about how to make safety decisions that result in the most value (that is,

decisions that result in the best financial outcomes)

0.895

Have you ever participated in any of the following training events? • Highway Safety Manual Practitioner’s Guide for Intersections (NHI) • Highway Safety Manual Practitioner’s Guide for Multilane Highways (NHI) • Highway Safety Manual Practitioner’s Guide for Two-Lane Rural Highways (NHI) • Highway Safety Manual Practitioner’s Guide for Geometric Design Features (NHI) • New Approaches to Highway Safety Analysis (NHI) • Data Analysis and Evaluation (NHTSA) • Introduction to Data Analysis and Evaluation E-learning (Transportation Safety

Institute) • Road Safety Audits for Local Officials (FHWA) • Road Safety Audits/Assessments (NHI) • Road Safety Audit (RSA) Webinar: Focus on Implementation (UD DOT, Innovation

Webinar Series) • Highway Safety Manual & Road Safety Audits (Kittelson & Associates, Inc) • Road Safety Audits (Consortium for ITS Training and Education or CITE)

0.925


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Appendix D – Roadway Safety and Training Culture Interview Questions 1. In general, how does your agency approach workforce development with professional staff

(e.g., engineers, safety planners, etc.)? For example, do employees have a professional development plan created in coordination with their supervisor? Or is more that individuals take training when it is available? Is the agency intentional in developing individuals with safety talent?

2. How is your agency organized to address roadway safety? a. What staff are responsible for addressing roadway safety? b. What are critical skills these staff must have to be successful? c. How does the agency build capacity of staff in these skills? d. What role do managers play in building capacity in these skills?

3. In your opinion, on a scale of 1 to 10 where 1 is not at all important and 10 is extremely

important, how important is roadway safety analysis? a. Why do you feel this way? b. What are examples of your best practices in roadway safety analysis? c. How are these analyses used in your formal planning processes? d. How do you build the capacity of planners and other staff in roadway safety

analysis? e. How will these practices (safety analyses) be improved in the next 1 to 3 years?

4. In your opinion, on a scale of 1 to 10 where 1 is very poorly and 10 is extremely well, how

well does your safety office engage in safety effectiveness evaluations? a. Why do you feel this way? b. What are examples of your best practices in safety effectiveness evaluations? c. These evaluations require higher level skills. Are safety employees expected to have

these skills? Are they expected to use these skills in their work? d. How do you build the capacity of planners and other staff in safety effectiveness

evaluations? e. How will these practices (safety effectiveness evaluations) be improved in the next

1 to 3 years?

5. In your opinion, on a scale of 1 to 10 where 1 is very poorly and 10 is extremely well, how well does your safety office engage in investment decision making?

a. Why do you feel this way? b. What are examples of your best practices in investment decision making? c. How are these practices used in your planning and funding processes? Are safety

employees expected to have these skills? Are they expected to use these skills in their work?

d. How do you build the capacity of planners and other staff in safety effectiveness evaluations?

e. How will these practices (investment decision making) be improved in the next 1 to 3 years?


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Appendix E - Relative Frequency Analysis

Q4A How important is improving road safety to the following people?-you

Total

Not at all important

(1)

(2) (3)

Moderately important

(4) (5) (6)

Extremely important

(7) S1 1.0% .5% 1.0% 6.0% 9.4% 23.4% 58.7% 100.0%

S2 .3% .3% 1.9% 2.7% 12.0% 82.9% 100.0% S3 .6% .1% 1.0% 3.9% 4.0% 12.2% 78.3% 100.0% S4 .3% .1% .1% 2.6% 4.1% 20.4% 72.4% 100.0% S5 3.7% 1.9% 3.7% 24.1% 66.7% 100.0% S6 .6% 3.6% 6.3% 18.3% 71.1% 100.0%

Total .4% .2% .5% 3.5% 5.1% 17.4% 72.8% 100.0%

Q4B How important is improving road safety to the following people?-most of your coworkers

Total


(1)

(2) (3)


(4) (5) (6)

Extremely important

(7) S1 1.2% 1.5% 1.2% 12.9% 12.7% 28.8% 41.7% 100.0%

S2 .3% .5% 4.9% 10.1% 19.9% 64.2% 100.0% S3 1.0% 1.0% 2.1% 9.7% 7.5% 19.6% 59.2% 100.0% S4 .3% .3% .3% 6.4% 11.6% 26.7% 54.5% 100.0% S5 3.7% 7.4% 7.4% 24.1% 57.4% 100.0% S6 .2% .2% 1.3% 7.3% 12.0% 23.0% 56.1% 100.0%

Total .5% .6% 1.1% 8.2% 10.6% 23.6% 55.5% 100.0%

Q4C How important is improving road safety to the following people?-your immediate supervisor

Total


(1)

(2) (3)


(4) (5) (6)

Extremely important

(7) S1 1.7% 1.0% 2.0% 13.4% 8.6% 24.9% 48.4% 100.0%

S2 .5% .3% 1.1% 4.4% 3.8% 12.5% 77.4% 100.0% S3 1.4% 2.2% 2.0% 6.3% 6.3% 15.5% 66.3% 100.0% S4 .9% .6% .9% 4.4% 7.1% 22.1% 64.0% 100.0% S5 1.9% 5.8% 9.6% 23.1% 59.6% 100.0% S6 1.4% 1.0% 1.8% 5.6% 8.9% 18.4% 62.9% 100.0%

Total 1.2% 1.1% 1.5% 6.4% 7.1% 18.9% 63.8% 100.0%


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Q4D How important is improving road safety to the following people?-top management

Total


(1) (2) (3)


(4) (5) (6)

Extremely important

(7) S1 1.2% 2.7% 4.4% 10.3% 9.8% 22.7% 48.9% 100.0%

S2 .3% 1.1% 6.6% 7.1% 12.9% 72.1% 100.0% S3 3.1% 2.2% 2.6% 5.7% 6.6% 15.5% 64.3% 100.0% S4 .8% 1.2% 1.8% 5.0% 5.1% 18.7% 67.4% 100.0% S5 1.9% 3.7% 22.2% 72.2% 100.0% S6 1.3% 1.8% 2.2% 6.2% 8.6% 18.7% 61.2% 100.0%

Total 1.4% 1.7% 2.3% 6.3% 7.1% 17.8% 63.4% 100.0%

Q4E How important is improving road safety to the following people?-your director or highest leader

Total


(1) (2) (3)


(4) (5) (6) Extremely

important (7) S1 1.5% 2.9% 3.9% 7.6% 8.4% 23.6% 52.1% 100.0%

S2 .5% .8% 6.3% 4.9% 12.0% 75.4% 100.0% S3 2.6% 1.9% 2.8% 6.1% 5.7% 13.4% 67.4% 100.0% S4 .6% .8% .8% 3.3% 2.9% 10.8% 80.8% 100.0% S5 1.9% 1.9% 3.7% 16.7% 75.9% 100.0% S6 1.6% .8% 3.0% 5.9% 6.4% 16.4% 65.9% 100.0%

Total 1.4% 1.4% 2.2% 5.5% 5.4% 14.6% 69.6% 100.0%

Q6A "Protecting the health and safety of all road users should be the highest priority of our organization." -you

Total Strongly Disagree Disagree

Somewhat Disagree


Somewhat Agree Agree

Strongly Agree

S1 .7% .5% 1.2% 2.4% 11.0% 28.9% 55.3% 100.0% S2 .3% .3% .3% 3.5% 17.9% 77.8% 100.0% S3 .4% .6% .6% 2.4% 3.7% 19.0% 73.4% 100.0% S4 .4% .5% 1.3% 5.4% 28.5% 63.9% 100.0% S5 1.9% 3.7% 16.7% 77.8% 100.0% S6 .3% .6% 1.4% 5.8% 25.3% 66.5% 100.0%

Total .2% .4% .6% 1.6% 5.6% 24.0% 67.6% 100.0%


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Q6B "Protecting the health and safety of all road users should be the highest priority of our organization." -most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .7% .5% 1.2% 6.5% 16.2% 40.0% 34.8% 100.0% S2 .3% .8% 1.6% 8.2% 28.7% 60.4% 100.0% S3 .3% .8% 1.3% 4.2% 10.5% 29.0% 53.9% 100.0% S4 .3% .8% 3.1% 11.1% 40.3% 44.5% 100.0% S5 3.7% 11.1% 18.5% 66.7% 100.0% S6 .3% 1.1% 3.8% 11.5% 33.9% 49.4% 100.0%

Total .2% .4% 1.0% 3.8% 11.4% 34.3% 48.9% 100.0%

Q6C "Protecting the health and safety of all road users should be the highest priority of our organization." -your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 1.0% 1.0% 1.0% 6.9% 13.4% 32.9% 43.8% 100.0% S2 .8% .5% 1.4% 6.6% 21.4% 69.3% 100.0% S3 .7% 1.3% 1.0% 3.4% 7.3% 23.0% 63.4% 100.0% S4 .1% .4% .6% 3.5% 7.5% 32.4% 55.5% 100.0% S5 3.7% 7.4% 18.5% 70.4% 100.0% S6 1.1% 1.1% 1.0% 3.8% 10.1% 26.5% 56.4% 100.0%

Total .7% .8% .8% 3.7% 8.7% 27.3% 58.0% 100.0%

Q6D "Protecting the health and safety of all road users should be the highest priority of our organization." -top management


Somewhat Disagree



Strongly Agree

S1 1.2% 2.0% 2.2% 7.7% 14.5% 31.4% 40.9% 100.0% S2 .3% 1.4% 3.0% 9.3% 20.4% 65.7% 100.0% S3 1.8% 1.8% 1.0% 4.1% 8.3% 23.2% 59.7% 100.0% S4 .3% .6% .9% 3.6% 9.5% 27.5% 57.6% 100.0% S5 1.9% 1.9% 18.5% 77.8% 100.0% S6 1.0% 1.0% 2.2% 4.8% 11.0% 24.8% 55.3% 100.0%

Total .9% 1.1% 1.4% 4.4% 10.0% 25.4% 56.7% 100.0%


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Q6E "Protecting the health and safety of all road users should be the highest priority of our organization." -your director or highest leader


Somewhat Disagree



Strongly Agree

S1 .7% 2.5% 2.5% 6.5% 13.0% 29.9% 44.9% 100.0% S2 .3% 1.1% 3.3% 7.9% 18.6% 68.8% 100.0% S3 2.0% 1.1% .7% 3.7% 7.0% 22.8% 62.7% 100.0% S4 .3% .1% .6% 2.3% 4.9% 19.6% 72.2% 100.0% S5 1.9% 3.7% 14.8% 79.6% 100.0% S6 .8% .6% 1.9% 4.6% 9.1% 23.3% 59.6% 100.0%

Total .9% .8% 1.2% 3.8% 7.8% 22.4% 63.2% 100.0%

Q7A "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."-you


Somewhat Disagree



Strongly Agree

S1 .2% .5% .5% 2.0% 4.4% 22.0% 70.5% 100.0% S2 .5% .3% 1.4% 16.3% 81.6% 100.0% S3 .4% .1% .1% 1.3% 2.2% 17.7% 78.1% 100.0% S4 .1% .3% .5% 2.7% 24.3% 72.1% 100.0% S5 1.9% 1.9% 20.4% 75.9% 100.0% S6 .3% .5% 1.3% 3.8% 21.2% 72.9% 100.0%

Total .2% .2% .3% 1.0% 2.9% 20.6% 74.8% 100.0%

Q7B "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."-most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .2% 1.0% 1.0% 5.0% 11.2% 30.3% 51.4% 100.0% S2 .5% 2.5% 4.6% 29.7% 62.7% 100.0% S3 .4% .4% .7% 2.5% 7.6% 31.0% 57.2% 100.0% S4 .1% .3% .5% 2.6% 7.0% 33.1% 56.4% 100.0% S5 3.7% 5.6% 22.2% 68.5% 100.0% S6 .2% .6% .3% 4.2% 9.0% 28.5% 57.2% 100.0%

Total .3% .4% .5% 3.2% 7.8% 30.6% 57.1% 100.0%


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Q7C "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."-your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 .5% 1.0% 1.0% 5.7% 8.2% 29.0% 54.6% 100.0% S2 .8% 1.9% 2.4% 23.6% 71.2% 100.0% S3 .9% .6% .7% 2.3% 4.8% 25.7% 65.1% 100.0% S4 .5% .3% .9% 2.6% 4.6% 28.9% 62.2% 100.0% S5 5.7% 5.7% 20.8% 67.9% 100.0% S6 1.1% 1.0% .8% 4.3% 5.8% 24.8% 62.2% 100.0%

Total .8% .5% .7% 3.3% 5.1% 26.5% 63.1% 100.0%

Q7D "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."-top management


Somewhat Disagree



Strongly Agree

S1 .5% 1.7% 2.2% 7.2% 9.7% 25.6% 53.1% 100.0% S2 .8% .3% .8% 2.2% 4.7% 25.2% 66.0% 100.0% S3 1.6% 1.1% .7% 3.4% 6.8% 24.4% 61.9% 100.0% S4 .4% .8% .7% 2.7% 6.7% 26.2% 62.5% 100.0% S5 1.9% 3.7% 20.4% 74.1% 100.0% S6 .5% 1.8% 2.7% 4.0% 8.6% 23.7% 58.7% 100.0%

Total .8% 1.2% 1.3% 3.7% 7.2% 24.9% 60.9% 100.0%

Q7E "Road safety should be considered in every transportation project (regardless of the project’s primary goal)."-your director or highest leader


Somewhat Disagree



Strongly Agree

S1 .5% 2.0% 1.5% 6.7% 7.2% 26.6% 55.6% 100.0% S2 .8% .5% 3.0% 3.6% 23.2% 68.9% 100.0% S3 1.6% 1.0% .7% 3.3% 5.1% 23.4% 65.0% 100.0% S4 .5% .1% .9% 1.8% 3.5% 21.0% 72.1% 100.0% S5 1.9% 5.6% 20.4% 72.2% 100.0% S6 .5% 1.6% 2.4% 3.7% 7.2% 22.5% 62.1% 100.0%

Total .8% .9% 1.2% 3.4% 5.3% 22.9% 65.5% 100.0%


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Q8 "Road safety is considered in every transportation project (regardless of the project’s primary goal)."-you


Somewhat Disagree



Strongly Agree

S1 1.0% 2.7% 4.2% 6.0% 16.4% 29.8% 40.0% 100.0% S2 .3% 1.9% 1.4% 2.2% 12.6% 23.4% 58.2% 100.0% S3 1.1% 1.6% 1.7% 3.0% 13.2% 29.7% 49.6% 100.0% S4 .3% 1.2% 1.7% 4.0% 15.5% 33.9% 43.4% 100.0% S5 1.9% 7.7% 3.8% 28.8% 57.7% 100.0% S6 .3% 2.6% 2.6% 6.8% 15.0% 27.3% 45.5% 100.0%

Total .6% 1.9% 2.2% 4.5% 14.4% 29.5% 47.0% 100.0%

Q9A "My department / office / division has some responsibility for improving road safety."-you


Somewhat Disagree



Strongly Agree

S1 1.5% 3.9% 1.5% 6.8% 6.6% 26.8% 52.9% 100.0% S2 .5% 1.4% 3.3% 2.2% 20.3% 72.4% 100.0% S3 1.8% 1.7% .8% 4.1% 7.4% 23.8% 60.3% 100.0% S4 .4% 1.5% .6% 4.7% 5.9% 28.6% 58.3% 100.0% S5 3.7% 1.9% 1.9% 7.4% 16.7% 25.9% 42.6% 100.0% S6 1.3% 2.5% 1.6% 6.3% 8.4% 28.2% 51.7% 100.0%

Total 1.1% 2.1% .9% 5.1% 6.6% 26.0% 58.1% 100.0%

Q9B "My department / office / division has some responsibility for improving road safety."-most of your coworkers


Somewhat Disagree



Strongly Agree

S1 1.5% 3.9% 1.5% 7.9% 8.6% 31.4% 45.2% 100.0% S2 .3% .8% .3% 3.6% 5.2% 29.6% 60.3% 100.0% S3 1.8% 1.7% 1.1% 5.3% 11.9% 29.2% 48.9% 100.0% S4 .3% 1.6% .6% 5.4% 7.9% 33.7% 50.5% 100.0% S5 1.9% 1.9% 1.9% 9.3% 14.8% 31.5% 38.9% 100.0% S6 1.1% 2.7% 2.2% 7.1% 11.4% 32.4% 43.1% 100.0%

Total 1.0% 2.1% 1.2% 5.9% 9.5% 31.5% 48.8% 100.0%


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Q9C "My department / office / division has some responsibility for improving road safety."-your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 1.2% 4.2% 1.2% 8.2% 8.9% 27.2% 49.0% 100.0% S2 .8% .5% .3% 2.7% 3.8% 23.9% 67.9% 100.0% S3 2.0% 1.6% 1.6% 5.0% 7.7% 27.3% 54.9% 100.0% S4 .5% 1.4% 1.3% 5.5% 6.8% 28.7% 55.8% 100.0% S5 1.9% 1.9% 1.9% 9.3% 18.5% 24.1% 42.6% 100.0% S6 1.8% 3.0% 2.2% 6.7% 10.1% 27.6% 48.6% 100.0%

Total 1.3% 2.1% 1.4% 5.7% 7.9% 27.2% 54.4% 100.0%

Q9D "My department / office / division has some responsibility for improving road safety."-top management


Somewhat Disagree



Strongly Agree

S1 1.2% 2.5% 2.2% 8.2% 7.9% 27.0% 50.9% 100.0% S2 .3% .3% .3% 3.9% 5.2% 23.8% 66.3% 100.0% S3 2.3% 1.7% 1.9% 4.1% 7.1% 26.7% 56.1% 100.0% S4 .4% 1.7% 1.0% 3.6% 5.7% 29.4% 58.2% 100.0% S5 7.4% 13.0% 24.1% 55.6% 100.0% S6 1.0% .8% 2.9% 7.5% 8.3% 29.0% 50.5% 100.0%

Total 1.1% 1.4% 1.7% 5.3% 7.0% 27.5% 56.0% 100.0%

Q9E "My department / office / division has some responsibility for improving road safety."-your director or highest leader


Somewhat Disagree



Strongly Agree

S1 1.0% 3.0% 2.5% 7.7% 7.2% 27.2% 51.6% 100.0% S2 .3% .3% .3% 4.4% 4.4% 22.9% 67.5% 100.0% S3 2.1% 1.9% .9% 4.3% 5.6% 27.3% 58.0% 100.0% S4 .3% .8% .9% 2.9% 4.5% 22.2% 68.5% 100.0% S5 7.4% 14.8% 25.9% 51.9% 100.0% S6 1.0% .8% 2.4% 8.1% 7.7% 27.2% 52.8% 100.0%

Total 1.0% 1.3% 1.3% 5.3% 6.0% 25.3% 59.8% 100.0%


Page 78



Q10A "Most departments / offices / divisions in our organization have some responsibility for improving road safety." -you


Somewhat Disagree



Strongly Agree

S1 1.0% 2.4% 1.0% 5.6% 10.0% 35.5% 44.5% 100.0% S2 .8% .3% 1.1% 2.5% 6.0% 33.2% 56.2% 100.0% S3 .7% 2.0% 1.0% 4.1% 12.1% 31.5% 48.6% 100.0% S4 .4% .5% .5% 2.8% 9.5% 35.9% 50.4% 100.0% S5 1.9% 3.8% 15.1% 39.6% 39.6% 100.0% S6 .2% 1.1% .8% 4.0% 11.1% 37.2% 45.7% 100.0%

Total .6% 1.2% .8% 3.7% 10.2% 34.8% 48.7% 100.0%

Q10B "Most departments / offices / divisions in our organization have some responsibility for improving road safety." -most of your coworkers


Somewhat Disagree



Strongly Agree

S1 1.2% 2.0% 1.5% 7.4% 14.4% 37.7% 35.7% 100.0% S2 .6% .3% .8% 2.5% 9.2% 37.0% 49.6% 100.0% S3 .9% 2.0% 1.8% 5.1% 14.4% 34.6% 41.3% 100.0% S4 .5% .8% 3.6% 12.6% 39.9% 42.6% 100.0% S5 1.9% 3.8% 13.2% 43.4% 37.7% 100.0% S6 .3% 1.3% 1.4% 6.8% 13.5% 38.6% 38.1% 100.0%

Total .5% 1.2% 1.3% 5.1% 13.1% 37.7% 41.1% 100.0%

Q10C "Most departments / offices / divisions in our organization have some responsibility for improving road safety." -your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 1.5% 2.3% .8% 8.3% 11.5% 34.8% 41.0% 100.0% S2 .8% .8% 3.6% 7.8% 34.1% 52.9% 100.0% S3 .7% 1.9% 1.7% 5.0% 12.1% 31.7% 46.9% 100.0% S4 .1% .4% .9% 4.4% 8.2% 37.4% 48.5% 100.0% S5 1.9% 5.8% 11.5% 40.4% 40.4% 100.0% S6 1.0% 1.8% 2.3% 5.8% 10.6% 35.4% 43.2% 100.0%

Total .8% 1.2% 1.3% 5.3% 10.1% 34.9% 46.3% 100.0%


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Q10D "Most departments / offices / divisions in our organization have some responsibility for improving road safety." -top management


Somewhat Disagree



Strongly Agree

S1 1.2% 2.2% 1.5% 9.5% 10.5% 31.4% 43.6% 100.0% S2 .3% .3% .3% 5.0% 7.8% 33.2% 53.2% 100.0% S3 1.1% 1.7% 1.9% 6.2% 10.1% 31.5% 47.6% 100.0% S4 .3% .5% 1.3% 4.2% 8.0% 33.5% 52.2% 100.0% S5 2.0% 3.9% 9.8% 41.2% 43.1% 100.0% S6 .8% 1.4% 1.3% 7.4% 10.6% 34.2% 44.3% 100.0%

Total .8% 1.2% 1.3% 6.2% 9.4% 33.0% 48.1% 100.0%

Q10E "Most departments / offices / divisions in our organization have some responsibility for improving road safety." -your director or highest leader


Somewhat Disagree



Strongly Agree

S1 1.0% 2.5% 1.7% 8.2% 9.7% 30.4% 46.4% 100.0% S2 .3% .3% 5.0% 8.9% 29.8% 55.7% 100.0% S3 1.0% 1.6% 1.7% 5.7% 9.5% 31.2% 49.3% 100.0% S4 .1% 1.2% 3.4% 6.0% 29.4% 59.9% 100.0% S5 1.9% 3.8% 11.3% 41.5% 41.5% 100.0% S6 .6% 1.1% 1.3% 7.9% 8.5% 33.9% 46.6% 100.0%

Total .6% 1.0% 1.3% 5.8% 8.4% 31.2% 51.8% 100.0%

Q11A "New employees learn quickly that they are expected to follow good safety practices."


Somewhat Disagree



Strongly Agree

S1 1.2% 4.6% 7.0% 10.9% 24.3% 33.3% 18.7% 100.0% S2 .8% 1.1% 3.5% 4.3% 18.2% 35.9% 36.1% 100.0% S3 3.4% 3.1% 4.6% 8.4% 22.2% 35.7% 22.7% 100.0% S4 .5% 2.7% 5.5% 4.5% 20.7% 44.0% 22.2% 100.0% S5 3.7% 7.4% 22.2% 44.4% 22.2% 100.0% S6 .9% 2.2% 3.2% 7.0% 22.9% 41.9% 22.0% 100.0%

Total 1.4% 2.7% 4.7% 6.9% 21.7% 39.0% 23.5% 100.0%


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Q11B "Employees are told when they do not follow good safety practices."


Somewhat Disagree



Strongly Agree

S1 2.4% 8.5% 10.5% 15.3% 20.2% 27.0% 16.1% 100.0% S2 1.9% 1.1% 3.8% 6.3% 16.9% 36.0% 34.1% 100.0% S3 3.5% 4.8% 6.0% 11.5% 21.2% 33.9% 19.1% 100.0% S4 1.1% 3.6% 7.4% 7.3% 22.2% 39.5% 18.9% 100.0% S5 1.9% 7.4% 20.4% 22.2% 35.2% 13.0% 100.0% S6 2.1% 3.2% 4.6% 11.7% 24.1% 33.2% 21.2% 100.0%

Total 2.2% 4.1% 6.5% 10.5% 21.4% 34.6% 20.8% 100.0%

Q11C "Workers and management work together to ensure the safest possible conditions."


Somewhat Disagree



Strongly Agree

S1 2.7% 6.6% 9.0% 10.2% 23.1% 30.1% 18.4% 100.0% S2 1.4% 2.2% 3.8% 5.4% 13.4% 38.1% 35.7% 100.0% S3 4.6% 3.9% 5.6% 8.3% 20.7% 36.3% 20.6% 100.0% S4 1.4% 3.4% 6.3% 7.5% 19.8% 38.2% 23.4% 100.0% S5 3.7% 1.9% 5.6% 11.1% 46.3% 31.5% 100.0% S6 2.2% 3.0% 6.0% 7.9% 21.9% 37.2% 21.7% 100.0%

Total 2.5% 3.7% 6.0% 7.9% 20.0% 36.5% 23.3% 100.0%

Q11D "There are no major shortcuts taken when worker health and safety are at stake."


Somewhat Disagree



Strongly Agree

S1 2.7% 5.6% 6.3% 12.4% 17.3% 31.7% 23.9% 100.0% S2 .8% 2.5% 4.4% 2.7% 14.7% 28.1% 46.9% 100.0% S3 5.8% 3.5% 5.8% 8.0% 16.5% 31.0% 29.5% 100.0% S4 1.9% 4.3% 7.3% 7.9% 14.7% 33.7% 30.2% 100.0% S5 5.7% 15.1% 5.7% 26.4% 47.2% 100.0% S6 2.7% 2.9% 6.7% 8.6% 12.8% 35.2% 31.2% 100.0%

Total 2.9% 3.8% 6.2% 8.2% 14.9% 32.3% 31.7% 100.0%


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Q11E "The health and safety of workers is a high priority with management where I work."


Somewhat Disagree



Strongly Agree

S1 3.2% 4.1% 6.3% 9.0% 15.6% 33.1% 28.7% 100.0% S2 .8% 1.6% 3.5% 2.2% 11.2% 31.9% 48.8% 100.0% S3 5.2% 3.2% 5.2% 6.8% 12.8% 32.7% 34.1% 100.0% S4 1.9% 3.2% 4.0% 6.3% 12.3% 34.6% 37.8% 100.0% S5 1.9% 5.6% 7.4% 31.5% 53.7% 100.0% S6 2.1% 3.8% 4.4% 5.1% 13.3% 34.1% 37.1% 100.0%

Total 2.7% 3.2% 4.6% 6.0% 12.9% 33.4% 37.1% 100.0%

Q11F "I feel free to report safety problems where I work."


Somewhat Disagree



Strongly Agree

S1 3.2% 2.9% 3.6% 7.0% 7.3% 36.7% 39.3% 100.0% S2 1.1% .5% 2.2% 3.6% 6.8% 26.0% 59.8% 100.0% S3 4.2% 3.2% 3.7% 4.8% 9.4% 33.8% 40.9% 100.0% S4 1.2% 1.7% 2.8% 3.5% 7.3% 35.4% 48.2% 100.0% S5 5.6% 5.6% 31.5% 57.4% 100.0% S6 2.2% 2.1% 3.7% 2.7% 11.0% 32.4% 45.9% 100.0%

Total 2.4% 2.1% 3.2% 4.2% 8.5% 33.3% 46.3% 100.0%

Q14A "Participating in training helps people do their jobs better."-you


Somewhat Disagree



Strongly Agree

S1 .5% 2.1% 10.1% 36.1% 51.2% 100.0% S2 .3% .3% 1.1% 1.7% 8.5% 32.6% 55.5% 100.0% S3 .3% .8% .5% 3.8% 11.5% 37.6% 45.6% 100.0% S4 .3% .1% .9% 9.5% 39.4% 49.8% 100.0% S5 4.1% 10.2% 28.6% 57.1% 100.0% S6 .2% .5% .2% 2.0% 9.5% 35.8% 51.8% 100.0%

Total .1% .5% .3% 2.1% 10.0% 36.7% 50.3% 100.0%


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Q14B "Participating in training helps people do their jobs better."-most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .8% .8% 5.5% 15.8% 44.9% 32.2% 100.0% S2 .3% .3% 1.4% 3.7% 15.6% 37.2% 41.5% 100.0% S3 .5% 1.2% 2.3% 5.7% 20.5% 38.4% 31.4% 100.0% S4 .3% .5% 3.4% 16.1% 46.5% 33.2% 100.0% S5 4.1% 4.1% 16.3% 34.7% 40.8% 100.0% S6 .5% .8% 1.0% 4.7% 16.1% 44.4% 32.4% 100.0%

Total .3% .8% 1.2% 4.6% 17.1% 42.5% 33.6% 100.0%

Q14C "Participating in training helps people do their jobs better."-your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 .3% .8% .8% 6.3% 13.2% 37.6% 41.0% 100.0% S2 .6% .3% .6% 2.9% 9.7% 35.5% 50.4% 100.0% S3 .9% 1.5% 1.2% 4.9% 11.1% 40.8% 39.4% 100.0% S4 .1% 1.1% 1.6% 2.7% 8.4% 41.8% 44.1% 100.0% S5 2.0% 2.0% 2.0% 8.2% 32.7% 53.1% 100.0% S6 1.5% 1.5% 1.9% 3.9% 10.8% 37.2% 43.1% 100.0%

Total .7% 1.2% 1.3% 4.0% 10.4% 39.1% 43.3% 100.0%

Q14D "Participating in training helps people do their jobs better."-top management


Somewhat Disagree



Strongly Agree

S1 .8% 2.4% 6.9% 15.9% 34.9% 39.2% 100.0% S2 3.5% 7.5% 40.1% 49.0% 100.0% S3 1.7% .9% 1.4% 5.5% 8.6% 38.7% 43.1% 100.0% S4 1.9% 1.6% 5.2% 11.5% 39.5% 40.3% 100.0% S5 2.0% 4.1% 8.2% 32.7% 53.1% 100.0% S6 1.0% 1.5% 1.7% 7.1% 10.3% 39.5% 38.9% 100.0%

Total .7% 1.1% 1.5% 5.7% 10.6% 38.6% 41.8% 100.0%


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Q14E "Participating in training helps people do their jobs better."-your director or highest leader


Somewhat Disagree



Strongly Agree

S1 1.1% .5% 2.1% 7.4% 12.2% 36.6% 40.1% 100.0% S2 .3% 3.5% 7.9% 38.5% 49.9% 100.0% S3 1.7% 1.4% .5% 5.0% 8.5% 37.9% 45.0% 100.0% S4 .1% .4% 1.4% 5.4% 8.3% 37.9% 46.5% 100.0% S5 2.0% 2.0% 8.2% 36.7% 51.0% 100.0% S6 .9% .3% 1.5% 7.8% 8.3% 40.2% 40.9% 100.0%

Total .8% .6% 1.1% 5.8% 8.8% 38.3% 44.6% 100.0%

Q15A "Participating in training that improves workplace performance is a valuable investment."-you


Somewhat Disagree



Strongly Agree

S1 .3% .3% .8% 3.9% 33.3% 61.5% 100.0% S2 .6% .3% 1.4% 4.8% 29.6% 63.2% 100.0% S3 .3% .8% .5% 2.9% 6.4% 34.8% 54.4% 100.0% S4 .1% .1% 1.1% 4.5% 32.1% 62.0% 100.0% S5 4.1% 8.2% 26.5% 61.2% 100.0% S6 .2% .2% 2.0% 5.2% 34.0% 58.5% 100.0%

Total .1% .4% .3% 1.7% 5.1% 32.9% 59.5% 100.0%

Q15B "Participating in training that improves workplace performance is a valuable investment."-most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .3% .3% 4.0% 12.4% 46.3% 36.8% 100.0% S2 .3% 1.2% 2.9% 9.3% 37.1% 49.3% 100.0% S3 .6% 1.4% 2.5% 4.9% 13.7% 39.0% 37.8% 100.0% S4 .3% .7% 3.8% 10.6% 43.6% 41.1% 100.0% S5 4.1% 12.2% 34.7% 49.0% 100.0% S6 .2% .3% 1.0% 3.9% 11.2% 43.7% 39.8% 100.0%

Total .2% .6% 1.2% 3.9% 11.6% 41.9% 40.6% 100.0%


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Q15C "Participating in training that improves workplace performance is a valuable investment."-your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 .5% .8% .5% 4.8% 9.3% 40.0% 44.0% 100.0% S2 .3% .6% 2.1% 6.8% 33.5% 56.8% 100.0% S3 1.1% .9% 2.2% 4.4% 8.9% 36.9% 45.7% 100.0% S4 .5% .8% 1.5% 3.4% 4.5% 37.4% 51.9% 100.0% S5 4.1% 10.2% 28.6% 57.1% 100.0% S6 1.2% 1.7% 1.4% 4.2% 9.0% 35.4% 47.1% 100.0%

Total .8% 1.1% 1.3% 3.8% 7.5% 36.6% 49.0% 100.0%

Q15D "Participating in training that improves workplace performance is a valuable investment."-top management


Somewhat Disagree



Strongly Agree

S1 .8% 1.6% 3.2% 7.5% 12.5% 36.3% 38.1% 100.0% S2 .3% 2.9% 6.1% 34.5% 56.2% 100.0% S3 1.9% .8% 1.1% 5.3% 8.9% 36.4% 45.6% 100.0% S4 .1% 1.6% 2.2% 4.5% 8.4% 36.4% 46.7% 100.0% S5 4.1% 8.2% 30.6% 57.1% 100.0% S6 1.0% 1.7% 2.0% 6.5% 9.7% 37.1% 41.9% 100.0%

Total .8% 1.3% 1.8% 5.2% 9.1% 36.2% 45.6% 100.0%

Q15E "Participating in training that improves workplace performance is a valuable investment."-your director or highest leader


Somewhat Disagree



Strongly Agree

S1 .5% 1.6% 3.5% 6.9% 9.6% 37.0% 41.0% 100.0% S2 3.5% 4.7% 33.6% 58.2% 100.0% S3 1.7% .9% 1.2% 4.8% 7.3% 35.4% 48.5% 100.0% S4 .1% .5% 1.1% 4.8% 5.5% 34.7% 53.3% 100.0% S5 4.1% 6.1% 32.7% 57.1% 100.0% S6 .5% .9% 1.5% 7.3% 7.7% 37.5% 44.6% 100.0%

Total .6% .8% 1.4% 5.4% 6.9% 35.6% 49.3% 100.0%


Page 85



Q16A "Participating in training that improves the safety of the transportation system is a valuable investment." -you


Somewhat Disagree



Strongly Agree

S1 .5% .3% 2.3% 6.5% 32.5% 57.9% 100.0% S2 .3% .3% 4.6% 27.2% 67.6% 100.0% S3 .3% .2% .3% 1.8% 4.4% 33.9% 59.1% 100.0% S4 .1% .1% 1.6% 2.7% 35.1% 60.4% 100.0% S5 2.0% 6.1% 2.0% 28.6% 61.2% 100.0% S6 1.7% 4.9% 34.6% 58.8% 100.0%

Total .1% .2% .1% 1.7% 4.3% 33.2% 60.3% 100.0%

Q16B "Participating in training that improves the safety of the transportation system is a valuable investment." -most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .5% .3% 5.3% 11.9% 41.5% 40.5% 100.0% S2 .3% .6% 2.6% 7.8% 35.5% 53.2% 100.0% S3 .8% .6% 1.5% 4.2% 11.2% 40.4% 41.3% 100.0% S4 .4% .1% 4.2% 7.3% 43.5% 44.5% 100.0% S5 2.0% 8.2% 4.1% 38.8% 46.9% 100.0% S6 .2% .3% .5% 4.3% 10.9% 40.9% 42.9% 100.0%

Total .2% .5% .6% 4.2% 9.6% 40.9% 44.0% 100.0%

Q16C "Participating in training that improves the safety of the transportation system is a valuable investment." -your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 .3% .3% .8% 6.4% 10.3% 37.1% 44.8% 100.0% S2 .3% .6% .3% 1.7% 4.0% 32.4% 60.7% 100.0% S3 .9% .6% 1.2% 3.6% 6.6% 37.7% 49.3% 100.0% S4 .3% .3% 1.5% 4.7% 4.3% 36.2% 52.7% 100.0% S5 2.1% 8.3% 2.1% 37.5% 50.0% 100.0% S6 1.2% 1.2% 1.2% 4.6% 7.0% 36.0% 48.9% 100.0%

Total .6% .6% 1.1% 4.3% 6.2% 36.2% 51.0% 100.0%


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Q16D "Participating in training that improves the safety of the transportation system is a valuable investment." -top management


Somewhat Disagree



Strongly Agree

S1 .3% 1.3% 1.6% 6.7% 12.0% 34.1% 44.0% 100.0% S2 3.2% 5.5% 32.7% 58.6% 100.0% S3 1.6% 1.1% .5% 5.1% 7.2% 34.2% 50.4% 100.0% S4 .3% .7% 1.0% 6.3% 4.9% 36.2% 50.8% 100.0% S5 2.0% 6.1% 2.0% 36.7% 53.1% 100.0% S6 1.0% 1.5% 1.5% 6.3% 6.8% 36.6% 46.2% 100.0%

Total .7% 1.0% .9% 5.7% 6.8% 35.1% 49.8% 100.0%

Q16E "Participating in training that improves the safety of the transportation system is a valuable investment." -your director or highest leader


Somewhat Disagree



Strongly Agree

S1 .3% 1.6% 2.4% 7.2% 9.5% 33.7% 45.4% 100.0% S2 2.7% 5.3% 31.4% 60.7% 100.0% S3 1.4% 1.1% .8% 5.0% 6.8% 33.6% 51.3% 100.0% S4 .3% .3% .4% 4.8% 4.6% 31.4% 58.3% 100.0% S5 2.0% 8.2% 2.0% 30.6% 57.1% 100.0% S6 .5% 1.2% .9% 6.5% 7.0% 35.9% 48.0% 100.0%

Total .5% .8% .8% 5.3% 6.4% 33.2% 52.9% 100.0%

Q17A "Participating in appropriate training can result in a safer transportation system for the public."-you


Somewhat Disagree



Strongly Agree

S1 3.1% 9.4% 32.1% 55.4% 100.0% S2 .6% .6% .9% 6.6% 25.1% 66.3% 100.0% S3 .3% .6% .8% 2.6% 5.3% 34.1% 56.4% 100.0% S4 .1% 1.9% 6.4% 37.0% 54.6% 100.0% S5 6.1% 10.2% 30.6% 53.1% 100.0% S6 .5% 2.3% 5.7% 35.2% 56.2% 100.0%

Total .1% .2% .4% 2.3% 6.5% 33.7% 56.9% 100.0%


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Q17B "Participating in appropriate training can result in a safer transportation system for the public."-most of your coworkers


Somewhat Disagree



Strongly Agree

S1 .3% 5.6% 11.9% 41.6% 40.6% 100.0% S2 .3% .9% 3.2% 9.0% 33.8% 52.8% 100.0% S3 .8% .9% 1.5% 3.8% 11.7% 39.4% 41.8% 100.0% S4 .3% .3% 4.5% 10.9% 43.3% 40.8% 100.0% S5 8.2% 12.2% 36.7% 42.9% 100.0% S6 .2% .2% .5% 4.9% 9.2% 43.0% 42.1% 100.0%

Total .2% .4% .7% 4.5% 10.6% 40.8% 42.8% 100.0%

Q17C "Participating in appropriate training can result in a safer transportation system for the public."-your immediate supervisor


Somewhat Disagree



Strongly Agree

S1 .3% .3% .5% 6.7% 9.9% 37.0% 45.3% 100.0% S2 .3% .3% .9% 1.7% 6.7% 32.7% 57.4% 100.0% S3 .9% .9% 1.1% 2.9% 8.4% 35.6% 50.2% 100.0% S4 .5% .7% .7% 4.0% 7.1% 38.8% 48.2% 100.0% S5 8.3% 10.4% 33.3% 47.9% 100.0% S6 1.2% 1.2% .9% 5.5% 6.8% 37.0% 47.5% 100.0%

Total .7% .7% .8% 4.2% 7.7% 36.5% 49.3% 100.0%

Q17D "Participating in appropriate training can result in a safer transportation system for the public."-top management


Somewhat Disagree



Strongly Agree

S1 .5% .8% 1.6% 7.5% 11.3% 34.2% 43.9% 100.0% S2 .3% .3% 3.2% 6.4% 32.1% 57.7% 100.0% S3 1.2% .6% 1.2% 4.5% 6.9% 34.9% 50.6% 100.0% S4 .4% .4% 1.4% 5.2% 8.2% 38.1% 46.3% 100.0% S5 6.3% 8.3% 37.5% 47.9% 100.0% S6 1.0% .9% 1.2% 6.4% 7.2% 39.1% 44.1% 100.0%

Total .7% .6% 1.2% 5.4% 7.9% 36.3% 48.0% 100.0%


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Q17E "Participating in appropriate training can result in a safer transportation system for the public."-your director or highest leader


Somewhat Disagree



Strongly Agree

S1 .5% 1.3% 1.3% 7.8% 9.7% 34.2% 45.0% 100.0% S2 .3% .3% 3.2% 6.4% 31.3% 58.5% 100.0% S3 1.7% .5% 1.1% 4.0% 5.9% 35.2% 51.6% 100.0% S4 .3% .4% 4.5% 6.1% 35.0% 53.7% 100.0% S5 6.1% 8.2% 34.7% 51.0% 100.0% S6 .7% .3% 1.2% 5.8% 7.2% 38.1% 46.7% 100.0%

Total .6% .5% .8% 5.0% 6.9% 35.1% 51.1% 100.0%

Q18 In general, how motivated are you to learn new things?

Total Not at all

motivated (1) (2) (3) Moderately

motivated (4) (5) (6)

Extremely motivated

(7) S1 .5% .8% 7.6% 38.1% 53.0% 100.0%

S2 .3% 5.4% 8.6% 31.4% 54.3% 100.0% S3 2.0% .2% 5.5% 8.5% 34.6% 49.2% 100.0% S4 .1% .4% 3.9% 9.5% 37.5% 48.5% 100.0% S5 4.1% 8.2% 6.1% 40.8% 40.8% 100.0% S6 .2% .2% .3% 3.1% 8.0% 33.3% 55.0% 100.0%

Total .6% .1% .3% 3.9% 8.5% 35.3% 51.3% 100.0%

Q19 To what degree are you expected to apply new ideas in your job?

Total

No expectation

(1) (2) (3) Moderate

expectation(4) (5) (6)

Strong expectation

(7) S1 2.9% 4.4% 5.2% 16.7% 15.6% 27.6% 27.6% 100.0%

S2 1.7% 1.4% 2.9% 15.7% 18.6% 29.1% 30.6% 100.0% S3 6.2% 3.8% 5.2% 19.9% 18.1% 24.6% 22.2% 100.0% S4 2.5% 2.1% 3.1% 15.3% 17.7% 32.2% 27.0% 100.0% S5 4.1% 2.0% 4.1% 10.2% 12.2% 32.7% 34.7% 100.0% S6 4.4% 2.4% 3.5% 17.0% 17.1% 31.4% 24.2% 100.0%

Total 3.8% 2.8% 3.9% 16.9% 17.4% 29.2% 25.9% 100.0%


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Q20 How much control do you have over participating in training?

Total No control (1) (2) (3) Moderate control (4) (5) (6)

Total control (7)

S1 11.9% 10.6% 9.4% 26.0% 18.7% 18.4% 4.9% 100.0% S2 6.3% 3.7% 6.3% 26.0% 17.4% 29.4% 10.9% 100.0% S3 16.2% 7.6% 8.0% 29.7% 14.2% 17.4% 7.0% 100.0% S4 8.6% 8.4% 7.3% 26.7% 20.3% 24.3% 4.4% 100.0% S5 6.1% 6.1% 2.0% 30.6% 22.4% 24.5% 8.2% 100.0% S6 9.7% 5.2% 6.7% 25.4% 20.2% 25.4% 7.4% 100.0%

Total 10.8% 7.2% 7.4% 27.0% 18.3% 22.7% 6.6% 100.0%

Q21A How much do you agree or disagree with these statements? -My organization works with me to identify potential training opportunities for me.


Somewhat Disagree



Strongly Agree

S1 8.0% 11.1% 11.7% 11.4% 23.1% 24.9% 9.8% 100.0% S2 3.2% 3.4% 4.3% 7.2% 19.8% 35.8% 26.4% 100.0% S3 6.8% 9.2% 7.2% 13.8% 24.4% 26.5% 12.2% 100.0% S4 2.5% 7.0% 6.8% 11.2% 21.3% 34.8% 16.4% 100.0% S5 6.1% 4.1% 2.0% 12.2% 20.4% 38.8% 16.3% 100.0% S6 7.0% 5.4% 6.2% 9.9% 20.7% 33.6% 17.2% 100.0%

Total 5.4% 7.3% 7.0% 11.1% 21.9% 31.4% 15.9% 100.0%

Q21B How much do you agree or disagree with these statements? -After participating in training, my supervisor discusses the training with me and how I can apply it in my job.


Somewhat Disagree



Strongly Agree

S1 14.2% 15.8% 10.1% 17.1% 18.9% 17.6% 6.2% 100.0% S2 8.6% 11.5% 7.8% 21.8% 14.9% 21.6% 13.8% 100.0% S3 12.9% 18.9% 8.9% 18.9% 17.4% 15.3% 7.7% 100.0% S4 7.4% 11.2% 9.1% 19.7% 21.0% 21.0% 10.7% 100.0% S5 12.2% 4.1% 10.2% 18.4% 22.4% 24.5% 8.2% 100.0% S6 11.7% 12.8% 7.7% 18.6% 20.0% 20.6% 8.6% 100.0%

Total 10.8% 13.9% 8.8% 19.2% 18.9% 19.2% 9.3% 100.0%


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Q22A To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -Time to engage in training

Total Not at all a barrier(1) (2) (3)

Moderate barrier(4) (5) (6)

Extreme barrier(7)

S1 9.3% 12.4% 10.8% 34.9% 14.8% 11.4% 6.3% 100.0% S2 14.9% 12.6% 9.4% 33.6% 13.5% 11.1% 5.0% 100.0% S3 12.5% 9.8% 8.9% 35.0% 12.8% 10.9% 10.1% 100.0% S4 9.8% 11.5% 9.4% 33.8% 17.9% 12.3% 5.3% 100.0% S5 6.1% 10.2% 14.3% 34.7% 10.2% 18.4% 6.1% 100.0% S6 11.8% 8.9% 9.2% 32.5% 15.6% 14.6% 7.4% 100.0%

Total 11.4% 10.8% 9.5% 34.0% 15.1% 12.3% 7.0% 100.0%

Q22B To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -Funding to cover cost of training



Extreme barrier(7)

S1 4.0% 4.5% 4.0% 15.9% 14.8% 22.5% 34.4% 100.0% S2 17.5% 6.7% 8.5% 28.0% 11.7% 17.2% 10.5% 100.0% S3 14.7% 11.9% 9.5% 31.0% 11.4% 10.6% 10.9% 100.0% S4 3.8% 6.5% 6.3% 25.7% 12.5% 21.7% 23.4% 100.0% S5 6.1% 6.1% 18.4% 36.7% 12.2% 14.3% 6.1% 100.0% S6 10.3% 10.5% 7.4% 25.3% 13.6% 18.1% 14.7% 100.0%

Total 9.5% 8.4% 7.4% 26.0% 12.7% 17.7% 18.2% 100.0%

Q22C To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -Funding to cover travel to attend

training



Extreme barrier(7)

S1 2.9% 3.4% 2.4% 10.1% 8.2% 19.4% 53.6% 100.0% S2 13.8% 7.0% 8.5% 17.9% 11.7% 16.4% 24.6% 100.0% S3 15.7% 10.3% 9.0% 22.8% 10.6% 11.9% 19.7% 100.0% S4 4.8% 6.0% 5.9% 22.5% 10.9% 22.8% 27.1% 100.0% S5 4.1% 8.2% 8.2% 24.5% 10.2% 20.4% 24.5% 100.0% S6 8.2% 8.4% 6.7% 20.8% 11.1% 19.9% 24.9% 100.0%

Total 8.9% 7.3% 6.7% 19.9% 10.6% 18.3% 28.2% 100.0%


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Q22D To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -Permission to attend training



Extreme barrier(7)

S1 13.3% 14.4% 12.5% 22.6% 10.4% 13.8% 13.0% 100.0% S2 34.9% 18.9% 8.1% 18.3% 7.8% 8.1% 3.8% 100.0% S3 27.0% 17.2% 9.7% 20.3% 9.8% 8.6% 7.3% 100.0% S4 16.9% 20.4% 14.2% 20.3% 12.3% 10.2% 5.7% 100.0% S5 20.4% 16.3% 18.4% 30.6% 8.2% 6.1% 100.0% S6 19.8% 17.5% 12.5% 19.4% 11.3% 12.4% 7.0% 100.0%

Total 21.7% 17.9% 11.9% 20.4% 10.6% 10.5% 7.0% 100.0%

Q22E To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -General availability of training



Extreme barrier(7)

S1 7.2% 12.3% 11.7% 27.5% 16.0% 13.6% 11.7% 100.0% S2 18.1% 13.2% 12.6% 27.5% 7.3% 13.7% 7.6% 100.0% S3 13.5% 14.6% 12.5% 26.3% 11.6% 12.2% 9.2% 100.0% S4 9.8% 16.3% 15.1% 28.3% 11.9% 12.7% 5.9% 100.0% S5 8.2% 20.4% 14.3% 36.7% 12.2% 8.2% 100.0% S6 10.6% 13.7% 13.7% 28.0% 12.9% 14.2% 6.9% 100.0%

Total 11.5% 14.5% 13.4% 27.7% 12.0% 13.1% 7.8% 100.0%

Q22F To what degree is each of the following a potential barrier to participating in training to improve safety of the transportation system? -Knowledge of where to find

training



Extreme barrier(7)

S1 20.7% 18.4% 16.5% 20.5% 9.0% 9.0% 5.9% 100.0% S2 31.0% 20.5% 12.3% 19.3% 4.7% 7.9% 4.4% 100.0% S3 18.6% 15.2% 15.3% 24.4% 9.9% 8.0% 8.6% 100.0% S4 20.0% 23.4% 12.1% 21.9% 10.9% 8.8% 2.9% 100.0% S5 18.4% 24.5% 14.3% 22.4% 8.2% 12.2% 100.0% S6 17.5% 17.9% 15.1% 22.2% 11.7% 10.8% 4.8% 100.0%

Total 20.6% 19.2% 14.2% 22.0% 9.7% 9.0% 5.2% 100.0%


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Q23A How accessible are the following training resources to you?-Online training classes

Total Not at all a

accessible (1) (2) (3)


(4) (5) (6)


(7) S1 1.3% 8.0% 8.2% 27.3% 17.2% 18.0% 19.9% 100.0%

S2 .6% .9% 2.0% 12.8% 9.9% 25.9% 48.0% 100.0% S3 4.1% 5.3% 5.0% 24.8% 15.8% 19.7% 25.4% 100.0% S4 2.2% 3.5% 5.3% 16.4% 16.6% 29.1% 26.9% 100.0% S5 4.1% 6.1% 12.2% 12.2% 22.4% 42.9% 100.0% S6 3.3% 3.9% 5.1% 25.4% 17.2% 22.0% 23.2% 100.0%

Total 2.6% 4.4% 5.1% 21.3% 15.7% 23.3% 27.7% 100.0%

Q23B How accessible are the following training resources to you?-Training conducted using printed materials or books that you complete on your own

Total Not at all a



(4) (5) (6)


(7) S1 6.4% 18.8% 13.0% 28.4% 15.1% 13.0% 5.3% 100.0%

S2 2.3% 6.7% 5.6% 21.9% 15.2% 19.0% 29.2% 100.0% S3 14.1% 12.1% 11.8% 24.3% 14.4% 13.2% 10.0% 100.0% S4 4.8% 9.3% 13.1% 27.1% 17.0% 20.4% 8.4% 100.0% S5 12.2% 16.3% 8.2% 30.6% 10.2% 18.4% 4.1% 100.0% S6 8.2% 10.8% 13.9% 29.2% 13.7% 14.6% 9.5% 100.0%

Total 7.8% 11.4% 11.9% 26.5% 15.1% 16.2% 11.1% 100.0%

Q23C How accessible are the following training resources to you?-Training provided by your organization

Total Not at all a



(4) (5) (6)


(7) S1 2.9% 10.9% 10.4% 29.0% 21.5% 16.0% 9.3% 100.0%

S2 .6% 2.9% 2.6% 13.7% 16.1% 28.4% 35.7% 100.0% S3 3.7% 3.1% 7.8% 21.7% 19.5% 22.2% 22.0% 100.0% S4 2.0% 4.9% 6.5% 22.7% 22.4% 25.5% 15.9% 100.0% S5 4.1% 4.1% 2.0% 26.5% 10.2% 40.8% 12.2% 100.0% S6 1.4% 5.0% 7.9% 21.9% 17.6% 25.5% 20.8% 100.0%

Total 2.3% 5.1% 7.1% 22.1% 19.6% 24.0% 19.9% 100.0%


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Q23D How accessible are the following training resources to you?-Training provided by outside agencies

Total Not at all a



(4) (5) (6)


(7) S1 5.3% 17.6% 16.6% 28.9% 15.5% 11.0% 5.1% 100.0%

S2 5.8% 9.1% 8.5% 24.9% 20.2% 18.4% 13.2% 100.0% S3 6.3% 8.2% 12.5% 28.5% 20.5% 14.1% 9.9% 100.0% S4 6.3% 13.1% 15.4% 27.2% 16.2% 15.2% 6.7% 100.0% S5 2.0% 16.3% 20.4% 24.5% 18.4% 16.3% 2.0% 100.0% S6 3.8% 13.0% 14.7% 28.5% 17.6% 14.0% 8.5% 100.0%

Total 5.5% 12.1% 13.9% 27.7% 18.0% 14.5% 8.3% 100.0%

Q24A How accessible are the following training resources to you?-Training about improving the safety of the transportation system

Total Not at all a



(4) (5) (6)


(7) S1 7.6% 12.8% 15.8% 29.9% 18.1% 11.5% 4.3% 100.0%

S2 5.2% 4.0% 7.6% 22.2% 16.1% 22.5% 22.5% 100.0% S3 5.7% 7.7% 10.5% 29.1% 19.4% 17.2% 10.3% 100.0% S4 4.9% 7.6% 12.2% 28.3% 20.4% 18.3% 8.3% 100.0% S5 12.8% 5.1% 2.6% 30.8% 15.4% 25.6% 7.7% 100.0% S6 4.8% 7.8% 11.2% 30.2% 16.4% 18.2% 11.4% 100.0%

Total 5.6% 7.8% 11.3% 28.3% 18.4% 17.9% 10.8% 100.0%

Q24B How accessible are the following training resources to you?-Training about using roadway safety data to make better decisions

Total Not at all a



(4) (5) (6)


(7) S1 15.8% 15.1% 16.1% 27.0% 12.2% 9.5% 4.3% 100.0%

S2 6.4% 5.8% 10.3% 20.4% 17.6% 19.8% 19.8% 100.0% S3 9.3% 10.0% 13.1% 26.5% 16.0% 15.0% 10.2% 100.0% S4 6.0% 13.1% 16.7% 22.2% 18.3% 17.9% 6.0% 100.0% S5 12.8% 7.7% 25.6% 12.8% 7.7% 25.6% 7.7% 100.0% S6 6.0% 11.2% 14.7% 24.5% 17.3% 15.7% 10.6% 100.0%

Total 8.2% 11.1% 14.6% 23.9% 16.5% 16.1% 9.6% 100.0%


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Q24C How accessible are the following training resources to you?-Training about how to assess the effectiveness of safety strategies

Total Not at all a



(4) (5) (6)


(7) S1 14.9% 19.5% 17.2% 27.1% 11.2% 6.3% 4.0% 100.0%

S2 6.8% 6.8% 9.2% 24.3% 18.2% 17.8% 16.9% 100.0% S3 9.2% 11.9% 14.2% 26.5% 15.9% 13.8% 8.5% 100.0% S4 6.7% 14.4% 17.8% 24.8% 15.8% 15.3% 5.2% 100.0% S5 13.2% 10.5% 18.4% 18.4% 5.3% 28.9% 5.3% 100.0% S6 6.8% 12.7% 13.9% 26.3% 16.1% 14.1% 10.2% 100.0%

Total 8.4% 13.0% 14.9% 25.6% 15.4% 14.1% 8.4% 100.0%

Q24D How accessible are the following training resources to you?-Training about how to make safety decisions that result in the most value (that is, decisions that result in the

best financial outcomes)

Total Not at all a



(4) (5) (6)


(7) S1 16.4% 18.1% 16.7% 27.8% 11.4% 6.4% 3.3% 100.0%

S2 7.3% 6.7% 7.3% 25.7% 18.0% 17.1% 17.7% 100.0% S3 10.5% 12.4% 15.5% 25.5% 15.7% 12.6% 7.8% 100.0% S4 8.4% 16.1% 16.9% 22.4% 14.8% 15.5% 6.0% 100.0% S5 15.4% 7.7% 20.5% 12.8% 10.3% 30.8% 2.6% 100.0% S6 9.3% 11.9% 13.9% 25.0% 15.7% 13.9% 10.3% 100.0%

Total 10.0% 13.2% 14.7% 24.6% 15.1% 13.8% 8.5% 100.0%

Q25A Thinking back over the past 12 months, how many times have you engaged in the following?-Online training classes

Total Never(0 times) 1 time

2-3 times 4-5 times

5-6 times

7-8 times

9 times or more

S1 30.0% 21.5% 27.0% 10.6% 4.9% .5% 5.4% 100.0% S2 2.4% 3.7% 28.7% 22.9% 15.6% 11.0% 15.6% 100.0% S3 16.2% 23.9% 41.3% 10.7% 4.5% 1.3% 2.1% 100.0% S4 19.6% 28.2% 30.7% 10.7% 3.9% 2.9% 4.0% 100.0% S5 12.5% 14.6% 47.9% 8.3% 10.4% 4.2% 2.1% 100.0% S6 25.0% 28.3% 28.3% 8.1% 4.1% 3.2% 3.0% 100.0%

Total 19.1% 23.0% 32.2% 11.6% 5.8% 3.3% 5.0% 100.0%


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Q25B Thinking back over the past 12 months, how many times have you engaged in the following?-Training conducted using printed materials or books that you complete on

your own


2-3 times 4-5 times

5-6 times

7-8 times

9 times or more

S1 56.1% 14.4% 16.3% 4.9% 4.1% .8% 3.3% 100.0% S2 30.8% 18.5% 28.9% 8.3% 4.6% 4.0% 4.9% 100.0% S3 52.1% 15.8% 23.1% 4.7% 1.0% 1.0% 2.3% 100.0% S4 51.9% 20.5% 18.1% 4.0% 2.6% .6% 2.2% 100.0% S5 52.1% 20.8% 14.6% 8.3% 2.1% 2.1% 100.0% S6 50.4% 16.5% 18.7% 7.1% 3.4% 1.6% 2.3% 100.0%

Total 49.6% 17.5% 20.4% 5.6% 2.8% 1.3% 2.7% 100.0%

Q25C Thinking back over the past 12 months, how many times have you engaged in the following?-Training provided by your organization


2-3 times 4-5 times

5-6 times

7-8 times

9 times or more

S1 10.9% 23.2% 39.8% 10.4% 7.9% 2.5% 5.4% 100.0% S2 4.3% 6.8% 33.3% 21.0% 13.9% 8.0% 12.7% 100.0% S3 10.0% 18.6% 46.7% 13.3% 6.6% 2.3% 2.4% 100.0% S4 9.3% 21.4% 36.9% 14.9% 8.6% 3.9% 5.0% 100.0% S5 16.7% 14.6% 31.3% 27.1% 4.2% 2.1% 4.2% 100.0% S6 7.3% 19.2% 38.1% 18.1% 8.7% 4.8% 3.7% 100.0%

Total 8.8% 18.6% 39.3% 15.5% 8.6% 4.0% 5.1% 100.0%

Q25D Thinking back over the past 12 months, how many times have you engaged in the following?-Training provided by outside agencies


2-3 times 4-5 times

5-6 times

7-8 times

9 times or more

S1 39.8% 26.8% 25.7% 4.7% .8% 2.2% 100.0% S2 29.9% 22.5% 30.9% 9.9% 1.9% 2.8% 2.2% 100.0% S3 31.4% 29.9% 28.3% 6.3% 2.1% .5% 1.5% 100.0% S4 35.7% 32.1% 24.1% 3.5% 1.8% .8% 1.9% 100.0% S5 47.9% 20.8% 20.8% 8.3% 2.1% 100.0% S6 30.8% 32.4% 26.4% 6.2% 2.3% 1.1% .9% 100.0%

Total 33.7% 29.5% 26.5% 5.8% 1.8% .9% 1.7% 100.0%


Page 96



Q26A Thinking back over the past 12 months, how many times have you engaged in the following?-Training about your own safety or the safety of coworkers


2-3 times 4-5 times 5-6 times

7-8 times

9 times or more

S1 40.7% 21.5% 15.5% 4.7% 2.7% 2.4% 12.5% 100.0% S2 14.6% 22.9% 27.6% 9.5% 6.0% 1.9% 17.5% 100.0% S3 24.2% 43.2% 23.3% 4.2% 1.6% 1.1% 2.5% 100.0% S4 19.7% 29.5% 23.5% 6.9% 2.1% 1.8% 16.5% 100.0% S5 39.5% 39.5% 15.8% 5.3% 100.0% S6 23.9% 31.5% 23.0% 7.1% 2.7% 2.7% 9.1% 100.0%

Total 23.9% 31.5% 22.8% 6.3% 2.7% 1.9% 11.0% 100.0%

Q26B Thinking back over the past 12 months, how many times have you engaged in the following?-Training about improving the safety of the transportation system



7-8 times

9 times or more

S1 55.6% 17.5% 16.5% 3.4% 2.4% 1.3% 3.4% 100.0% S2 28.6% 20.0% 27.0% 9.8% 4.8% 3.2% 6.7% 100.0% S3 44.4% 31.0% 16.1% 3.5% 2.1% 1.1% 1.8% 100.0% S4 45.2% 22.1% 19.3% 4.7% 3.6% 2.3% 2.9% 100.0% S5 50.0% 28.9% 15.8% 5.3% 100.0% S6 46.2% 20.0% 18.7% 6.0% 3.5% 2.3% 3.3% 100.0%

Total 44.4% 23.0% 19.0% 5.2% 3.2% 2.0% 3.2% 100.0%

Q26C Thinking back over the past 12 months, how many times have you engaged in the following?-Training about using roadway safety data to make better decisions



7-8 times

9 times or more

S1 74.4% 14.1% 6.4% 2.4% 1.0% 1.7% 100.0% S2 42.8% 19.6% 16.4% 10.0% 3.2% 1.9% 6.1% 100.0% S3 57.8% 24.4% 12.1% 2.1% 1.1% 1.1% 1.4% 100.0% S4 65.1% 16.0% 10.8% 3.3% 1.5% 1.4% 2.0% 100.0% S5 71.1% 18.4% 5.3% 5.3% 100.0% S6 60.0% 17.7% 12.7% 3.8% 2.1% 1.7% 2.1% 100.0%

Total 60.6% 18.6% 11.6% 3.9% 1.7% 1.2% 2.3% 100.0%


Page 97



Q26D Thinking back over the past 12 months, how many times have you engaged in the following?-Training about how to assess the effectiveness of safety strategies

Total Never

(0 times) 1 time 2-3

times 4-5 times 5-6

times 7-8

times 9 times or

more S1 75.7% 15.2% 4.7% 1.7% .7% .7% 1.4% 100.0%

S2 45.3% 19.6% 15.8% 6.8% 5.1% 2.3% 5.1% 100.0% S3 60.1% 23.8% 10.3% 3.0% .7% .7% 1.2% 100.0% S4 66.9% 17.2% 8.6% 3.3% .9% 1.1% 2.1% 100.0% S5 68.4% 21.1% 5.3% 2.6% 2.6% 100.0% S6 62.2% 17.2% 11.6% 4.1% 1.9% 1.2% 1.7% 100.0%

Total 62.6% 18.9% 10.0% 3.7% 1.6% 1.1% 2.1% 100.0%

Q26E Thinking back over the past 12 months, how many times have you engaged in the following?-Training about how to make safety decisions that result in the most value (that

is, decisions that result in the best financial outcomes)

Total Never

(0 times) 1 time 2-3

times 4-5 times 5-6

times 7-8

times 9 times or

more S1 73.0% 16.2% 6.4% 2.0% .7% 1.7% 100.0%

S2 46.5% 18.3% 16.0% 7.7% 4.5% 2.2% 4.8% 100.0% S3 64.6% 20.1% 9.6% 3.0% .7% .5% 1.4% 100.0% S4 64.8% 16.6% 9.1% 4.1% 2.0% .9% 2.6% 100.0% S5 57.9% 31.6% 5.3% 5.3% 100.0% S6 62.3% 16.4% 10.1% 4.1% 2.7% 2.3% 2.1% 100.0%

Total 62.7% 17.8% 9.9% 4.1% 2.0% 1.1% 2.3% 100.0%


Page 98



Q27A Have you ever participated in any of the following training events?-Highway Safety Manual Practitioner’s Guide for Intersections (NHI)

Total No Yes, more than 3 years ago Yes, in the past 3 years S1 89.6% 5.1% 5.4% 100.0%

S2 71.4% 14.3% 14.3% 100.0% S3 81.2% 6.7% 12.1% 100.0% S4 86.9% 5.9% 7.2% 100.0% S5 78.9% 7.9% 13.2% 100.0% S6 83.2% 5.2% 11.6% 100.0%

Total 82.9% 7.0% 10.1% 100.0%

Q27B Have you ever participated in any of the following training events?-Highway Safety Manual Practitioner’s Guide for Multilane Highways (NHI)


S2 74.4% 12.0% 13.6% 100.0% S3 78.6% 7.1% 14.3% 100.0% S4 89.1% 4.5% 6.4% 100.0% S5 86.5% 2.7% 10.8% 100.0% S6 83.6% 6.4% 9.9% 100.0%

Total 84.1% 6.4% 9.6% 100.0%

Q27C Have you ever participated in any of the following training events?-Highway Safety Manual Practitioner’s Guide for Two-Lane Rural Highways (NHI)


S2 71.7% 14.0% 14.3% 100.0% S3 79.9% 6.7% 13.4% 100.0% S4 85.4% 6.2% 8.4% 100.0% S5 86.5% 2.7% 10.8% 100.0% S6 84.2% 5.0% 10.8% 100.0%

Total 82.7% 7.0% 10.3% 100.0%


Page 99



Q27D Have you ever participated in any of the following training events?-Highway Safety Manual Practitioner’s Guide for Geometric Design Features (NHI)


S2 74.9% 13.7% 11.4% 100.0% S3 86.1% 7.4% 6.5% 100.0% S4 90.9% 4.1% 5.0% 100.0% S5 84.2% 5.3% 10.5% 100.0% S6 89.0% 5.6% 5.4% 100.0%

Total 86.7% 6.7% 6.5% 100.0%

Q27E Have you ever participated in any of the following training events?-New Approaches to Highway Safety Analysis (NHI)


S2 83.0% 9.3% 7.7% 100.0% S3 91.2% 3.4% 5.5% 100.0% S4 92.9% 3.5% 3.6% 100.0% S5 86.8% 13.2% 100.0% S6 91.3% 3.7% 5.0% 100.0%

Total 90.9% 4.1% 5.0% 100.0%

Q27F Have you ever participated in any of the following training events?-Data Analysis and Evaluation (NHTSA)


S2 85.7% 8.9% 5.4% 100.0% S3 91.3% 3.7% 5.0% 100.0% S4 94.1% 2.3% 3.6% 100.0% S5 92.1% 7.9% 100.0% S6 92.7% 2.3% 5.0% 100.0%

Total 92.1% 3.5% 4.5% 100.0%


Page 100



Q27G Have you ever participated in any of the following training events?-Introduction to Data Analysis and Evaluation E-learning (Transportation Safety Institute)


S2 88.5% 7.6% 3.8% 100.0% S3 92.8% 3.4% 3.8% 100.0% S4 95.0% 1.7% 3.3% 100.0% S5 92.1% 7.9% 100.0% S6 94.6% 2.3% 3.1% 100.0%

Total 93.7% 2.9% 3.4% 100.0%

Q27H Have you ever participated in any of the following training events?-Road Safety Audits for Local Officials (FHWA)


S2 80.3% 10.8% 8.9% 100.0% S3 87.6% 5.1% 7.3% 100.0% S4 93.2% 2.6% 4.2% 100.0% S5 89.5% 10.5% 100.0% S6 84.2% 6.4% 9.3% 100.0%

Total 88.5% 4.8% 6.7% 100.0%

Q27I Have you ever participated in any of the following training events?-Road Safety Audits/Assessments (NHI)


S2 78.4% 10.8% 10.8% 100.0% S3 87.7% 5.3% 7.0% 100.0% S4 90.4% 4.6% 5.0% 100.0% S5 84.2% 2.6% 13.2% 100.0% S6 83.4% 8.9% 7.7% 100.0%

Total 86.9% 6.4% 6.8% 100.0%


Page 101



Q27J Have you ever participated in any of the following training events?-Road Safety Audit (RSA) Webinar: Focus on Implementation (UD DOT, Innovation Webinar Series)


S2 84.6% 8.7% 6.7% 100.0% S3 90.6% 3.0% 6.4% 100.0% S4 93.0% 2.4% 4.5% 100.0% S5 89.5% 10.5% 100.0% S6 89.6% 4.0% 6.5% 100.0%

Total 90.8% 3.5% 5.7% 100.0%

Q27K Have you ever participated in any of the following training events?-Highway Safety Manual & Road Safety Audits (Kittelson & Associates, Inc)


S2 87.0% 7.3% 5.7% 100.0% S3 88.7% 3.9% 7.4% 100.0% S4 92.2% 2.9% 4.9% 100.0% S5 89.5% 10.5% 100.0% S6 92.5% 2.7% 4.8% 100.0%

Total 91.0% 3.4% 5.5% 100.0%

Q27L Have you ever participated in any of the following training events?-Road Safety Audits (Consortium for ITS Training and Education or CITE)

Total No Yes, more than 3 years ago Yes, in the past 3 years S1 97.3% .7% 2.0% 100.0%

S2 90.4% 5.1% 4.5% 100.0% S3 90.6% 3.7% 5.7% 100.0% S4 95.4% 1.5% 3.0% 100.0% S5 89.5% 10.5% 100.0% S6 93.1% 3.8% 3.1% 100.0%

Total 93.3% 2.9% 3.9% 100.0%


Page 102



Q28A How would you rate your ability to do the following? -Access crash data for your jurisdiction

Total Cannot do(1) (2) (3)

Moderately certain can

do(4) (5) (6)


do(7) S1 41.2% 13.2% 8.1% 12.5% 7.8% 6.8% 10.5% 100.0%

S2 40.8% 9.8% 7.6% 15.8% 5.7% 6.6% 13.6% 100.0% S3 41.1% 13.1% 9.2% 16.1% 5.3% 5.5% 9.7% 100.0% S4 47.0% 15.0% 7.3% 15.1% 3.5% 5.1% 7.0% 100.0% S5 55.3% 10.5% 15.8% 5.3% 7.9% 5.3% 100.0% S6 40.7% 13.1% 7.5% 11.9% 6.7% 6.9% 13.3% 100.0%

Total 42.9% 13.2% 7.8% 14.5% 5.4% 6.0% 10.2% 100.0%

Q28B How would you rate your ability to do the following? -Understand crash data



do(4) (5) (6)


do(7) S1 28.5% 9.5% 11.2% 18.0% 7.1% 12.5% 13.2% 100.0%

S2 29.1% 10.1% 12.3% 17.7% 10.4% 7.9% 12.3% 100.0% S3 31.0% 12.9% 10.8% 17.7% 7.8% 6.9% 12.8% 100.0% S4 34.4% 16.8% 10.0% 17.4% 6.9% 6.6% 7.9% 100.0% S5 39.5% 7.9% 10.5% 18.4% 5.3% 15.8% 2.6% 100.0% S6 31.7% 14.0% 7.3% 17.7% 6.9% 10.4% 12.1% 100.0%

Total 31.7% 13.3% 10.1% 17.7% 7.6% 8.5% 11.1% 100.0%

Q28C How would you rate your ability to do the following? -Determine contributing factors based on crash data



do(4) (5) (6)


do(7) S1 33.7% 11.9% 10.9% 15.0% 7.5% 11.2% 9.9% 100.0%

S2 32.0% 11.4% 11.1% 16.8% 10.1% 9.5% 9.2% 100.0% S3 32.4% 15.2% 11.5% 17.7% 7.9% 6.8% 8.4% 100.0% S4 39.2% 18.2% 8.1% 16.6% 6.7% 6.2% 5.0% 100.0% S5 47.4% 13.2% 2.6% 21.1% 5.3% 5.3% 5.3% 100.0% S6 33.3% 14.2% 9.2% 16.3% 8.3% 8.8% 10.0% 100.0%

Total 34.9% 14.9% 9.8% 16.7% 7.8% 7.9% 8.0% 100.0%


Page 103



Q28D How would you rate your ability to do the following? -Prioritize contributing factors for your jurisdiction



do(4) (5) (6)


do(7) S1 38.6% 12.5% 12.9% 14.2% 6.4% 7.5% 7.8% 100.0%

S2 34.0% 11.7% 12.7% 18.4% 7.3% 7.6% 8.3% 100.0% S3 38.0% 16.0% 10.0% 15.3% 7.3% 6.8% 6.6% 100.0% S4 43.8% 18.0% 9.1% 14.5% 4.7% 5.6% 4.2% 100.0% S5 44.7% 13.2% 7.9% 18.4% 5.3% 5.3% 5.3% 100.0% S6 38.1% 13.8% 10.4% 14.4% 8.8% 6.5% 8.1% 100.0%

Total 39.3% 15.1% 10.5% 15.2% 6.7% 6.6% 6.6% 100.0%

Q28E How would you rate your ability to do the following? -Identify strategies to reduce contributing factors



do(4) (5) (6)


do(7) S1 33.9% 10.2% 15.3% 16.6% 6.8% 9.2% 8.1% 100.0%

S2 30.5% 13.0% 8.6% 21.0% 7.3% 9.8% 9.8% 100.0% S3 34.9% 14.8% 10.7% 17.8% 6.6% 8.7% 6.6% 100.0% S4 34.7% 18.0% 13.5% 16.4% 6.4% 5.3% 5.6% 100.0% S5 45.9% 13.5% 8.1% 16.2% 8.1% 5.4% 2.7% 100.0% S6 33.1% 16.7% 8.5% 15.4% 9.4% 9.2% 7.7% 100.0%

Total 33.9% 15.2% 11.3% 17.2% 7.2% 8.0% 7.1% 100.0%

Q28F How would you rate your ability to do the following? -Deploy strategies to reduce contributing factors



do(4) (5) (6)


do(7) S1 38.0% 12.5% 14.2% 14.6% 6.8% 7.1% 6.8% 100.0%

S2 34.8% 11.4% 12.0% 16.8% 7.6% 9.2% 8.2% 100.0% S3 37.6% 14.4% 10.7% 16.0% 8.6% 6.6% 6.1% 100.0% S4 41.7% 17.9% 10.2% 14.7% 5.9% 5.0% 4.7% 100.0% S5 52.6% 10.5% 10.5% 7.9% 15.8% 2.6% 100.0% S6 39.8% 14.0% 7.5% 13.8% 10.2% 8.3% 6.5% 100.0%

Total 39.1% 14.6% 10.5% 15.0% 7.9% 6.8% 6.1% 100.0%


Page 104



Q28G How would you rate your ability to do the following? -Conduct evaluations of strategies used to reduce contributing factors



do(4) (5) (6)


do(7) S1 43.6% 12.5% 12.8% 12.5% 6.4% 6.4% 5.7% 100.0%

S2 36.8% 12.4% 12.1% 20.3% 4.8% 6.7% 7.0% 100.0% S3 38.3% 15.5% 12.3% 15.8% 7.7% 4.8% 5.7% 100.0% S4 44.0% 18.9% 11.3% 12.2% 5.6% 4.1% 4.0% 100.0% S5 52.6% 13.2% 5.3% 18.4% 10.5% 100.0% S6 41.3% 13.2% 8.6% 14.5% 9.2% 6.7% 6.5% 100.0%

Total 41.2% 15.1% 11.2% 14.8% 6.9% 5.4% 5.5% 100.0%

Q28H How would you rate your ability to do the following? -Interpret evaluations of strategies used to reduce contributing factors



do(4) (5) (6)


do(7) S1 41.2% 10.2% 13.9% 12.9% 6.8% 9.2% 5.8% 100.0%

S2 34.2% 12.5% 12.1% 20.8% 6.7% 6.7% 7.0% 100.0% S3 37.4% 15.0% 13.4% 16.1% 6.8% 5.7% 5.5% 100.0% S4 41.2% 19.0% 11.2% 13.1% 6.7% 4.3% 4.6% 100.0% S5 47.4% 10.5% 10.5% 21.1% 10.5% 100.0% S6 40.8% 13.5% 9.0% 14.4% 8.8% 6.3% 7.3% 100.0%

Total 39.4% 14.8% 11.7% 15.2% 7.2% 5.9% 5.8% 100.0%

Q28I How would you rate your ability to do the following? -Make data-driven decisions about investing resources to improve roadway safety based on analyses of crash data and effectiveness of potential strategies to reduce contributing

factors



do(4) (5) (6)


do(7) S1 43.9% 11.8% 9.8% 13.2% 7.8% 7.1% 6.4% 100.0%

S2 37.3% 10.8% 10.8% 18.8% 7.6% 8.3% 6.4% 100.0% S3 41.9% 14.2% 10.9% 15.4% 5.6% 6.5% 5.6% 100.0% S4 48.9% 15.4% 10.2% 10.5% 6.0% 4.0% 5.0% 100.0% S5 47.4% 10.5% 15.8% 18.4% 7.9% 100.0% S6 45.1% 14.5% 6.3% 12.8% 7.5% 6.3% 7.5% 100.0%

Total 44.2% 13.8% 9.7% 13.7% 6.7% 5.9% 5.9% 100.0%


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