Policy Practicum: New Regulatory and Policy Frameworks for Government Remote Work in Times of Crisis

Background: With the sudden onslaught of the pandemic COVID 19 creating emergency requirements regarding professional and social distancing, government agencies in California have had to implement "telework" or remote work policies quickly, with limited guidance and limited awareness of best practices. Government agencies are complex institutions, performing diverse and vital functions and employing a wide variety of types of employees, some of whom are represented by labor bargaining units. They handle and manage information subject to privacy protections, and many of the communications engaged in between employees and with members of the public are also subject to public disclosure requirements. Public agencies also face financial, technological, and personnel resource limitations. California state agencies need to be able to anticipate work and access issues due to its experiences with natural and manmade disasters, frequently in the form of earthquakes and fires. The disruptions created by this pandemic, because of its impacts on the workforce and economy, are extreme but highlight the need for broad reconsideration of work functions, locations, and worker support. The Project: Working with one state agency, the California State Controller's Office (SCO), students will research and evaluate best practices for remote work by government employees and develop recommendations to ensure the critical government functions continue during a variety of disasters and emergencies. Students will also try to learn what remote work policies could be effectively implemented over the long term. After gaining an understanding of the key functions of the State Controller's Office, students will research and provide answers to several critical questions, which may include: What are legally required timelines for performance of key tasks and functions and how do these requirements implicate remote work? What are the best practices related to chain of command, communications, and redundancy protocols to ensure ongoing operations? How can remote work policies ensure that decision-making remains efficient and effective? What are the priority factors to analyze when determining which staff positions should be designated "essential" or "non-essential"? In the current coronavirus environment, how does this analysis implicate who can or should be physically onsite? What are the processes that are required to be in place should an employee whose work is designated essential have a person who is at risk at home? What are the implications for public employees related to FLSA, OSHA, and Workers' Compensation Insurance compliance? How have business, other government agencies, and nonprofits resolved these issues and what are their best practices? How can those practices be implemented within the SCO? What are the technology requirements that can effectuate remote work? What types of encryption are necessary to protect private and sensitive data? If workers are using their privately-owned technology (e.g., cellular phones, computers), what are the possible exposures due to public records act reporting requirements and in a litigation setting? What are the equity implications of operationalizing remote work policies? What are the demographics of the positions with functions that can and cannot most likely take advantage of remote work? What are implications for the worker experience of remote work in different demographic groups? What are the impacts of differential levels of access to adequate technology at home? What is a cost-benefit analysis of shifting to more remote work? Are there cost-savings through potential reduction of work force or physical space? If so, what are the equity implications? What are the environmental benefits of shifting to remote work? Student Skills and Interests: All students are welcome regardless of experience as long as you are interested in this topic. However, if you have any experience working with government agencies, in disaster or emergency prepared or response, or in applying an equity analysis to policies and programs, please note that in your consent form. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.