National Academies Press: OpenBook

A Guide to Building and Retaining Workforce Capacity for the Railroad Industry (2015)

Chapter: Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce

« Previous: Chapter 5 - Education
Page 172
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 172
Page 173
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 173
Page 174
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 174
Page 175
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 175
Page 176
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 176
Page 177
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 177
Page 178
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 178
Page 179
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 179
Page 180
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 180
Page 181
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 181
Page 182
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 182
Page 183
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 183
Page 184
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 184
Page 185
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 185
Page 186
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 186
Page 187
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 187
Page 188
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 188
Page 189
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 189
Page 190
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 190
Page 191
Suggested Citation:"Chapter 6 - Assessment of Industry Needs/Gap Analysis for Railroad Workforce." National Academies of Sciences, Engineering, and Medicine. 2015. A Guide to Building and Retaining Workforce Capacity for the Railroad Industry. Washington, DC: The National Academies Press. doi: 10.17226/21904.
×
Page 191

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

172 C H A P T E R 6 The following needs/gap analysis seeks to identify potential gaps between the previously developed competency models and existing training and educational programs available to those either working in the railroad industry or seeking to gain employment in the railroad industry. This has been done by systematically comparing attributes of knowledge and skill iden- tified through an examination of the existing literature; review of focus group discussions with craftworkers; exploration of the resulting data obtained in a nationwide survey of craftworkers, as well as engineering and operations professionals; and structured interviews held with human resources professionals and business leaders and executives. In the scope of this study, OTJ train- ing was not included in the needs/gap analysis, as this form of training is couched within the culture of the employer and thus difficult to ascertain. The needs/gap analysis looks at each stratum of the industry and includes a breakdown of the following rail engineering and operations professionals and craftworkers: • Rail operations manager • Rail system engineer • Train and engine personnel • Dispatchers • Signal personnel • Communications personnel • Mechanical personnel • Maintenance-of-way personnel and machine operators Both the knowledge and skills are analyzed to determine whether the attributes identified in competency models are “well supported,” “supported,” or “poorly supported” by existing train- ing and educational programs. OTJ training is not included as part of the evaluation in this task. To be characterized as well supported, an educational or training program must explicitly list in course descriptions how it will teach the required knowledge or skills. Attributes are indicated as supported where either a relevant title of a course or training program or the offering of an internship with direct in-the-field learning is listed. Poorly supported attributes are not men- tioned at all in the descriptions of educational or training programs. The discrepancies identified through this analysis will be further explored in the following chapter so as to suggest strategies for building and maintaining a skilled and knowledgeable workforce for the entire railroad industry. Gap Analysis—Operations Manager Currently, there are 11 master’s programs that specialize in transportation engineering. Two of these programs offer several courses specific to the railroad industry. The University of Illi- nois at Urbana–Champaign and Colorado State University, Pueblo, offer specialized courses Assessment of Industry Needs/Gap Analysis for Railroad Workforce

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 173 pertaining to the railroad industry. Four schools offer Ph.D. degrees in transportation engineer- ing and three institutions offer either certificates or training programs. All resources available in transportation engineering provide a comprehensive course of study for success as a rail operations manager. Given the breadth of available programs, a majority of knowledge and skill attributes are fully supported for operations managers. General Education Rail operations managers possess a minimum of a bachelor’s degree in transportation, logistics, operations management, engineering, or a related field. Domain Knowledge and Competencies 1. Advanced understanding and application of technical and business principles, rules, regula- tions, and technologies relevant to the rail industry. 2. Advanced understanding of operating principles that satisfy all FRA requirements, train con- trol and signaling systems, train scheduling, and railroad communications technologies and practices. 3. Working knowledge of the fundamentals on the relationship of yards with operations and design of conventional yard and terminal trackage. 4. Advanced understanding of efficient and sustainable asset management concept and prac- tices employed to optimize the delivery and performance of physical assets. 5. Advanced understanding of integrated information management for rail transportation systems. 6. Advanced understanding of how to employ contemporary planning and logistics concepts to optimize rail operations. 7. Understanding and application of financial and business management concepts, methods, and practices. 8. Intermediate understanding and application of generally accepted project management methods and processes. Attributes—Well Supported The Transportation Group at the University of Illinois at Urbana–Champaign offers a master’s degree in transportation engineering with an emphasis on railroad transportation engineering, railroad track engineering, railway signaling and control, and railroad project design and con- struction. All attributes for the operations domain are fully supported by either the rail-specific courses or courses in transportation engineering. As listed in the competency models, communi- cations and signal operations, asset management, information management, and traffic planning and logistics competencies are also addressed at this institution. As part of the master’s program in engineering at Colorado State University, Pueblo, students have access to the Transportation Technology Center, Inc., a subsidiary of AAR focusing on transportation research and testing organizations in an effort to provide emerging technology solutions for the railroad industry. Courses specific to the railroad include designing the rail- road track, crossings, and bridges along with the understanding of controlling the response of structures under dynamic loading; analysis and design of electric power systems for railroads including power supplies, AC/DC and linear motors, third rails, catenaries, and substations/ distribution systems; fleet management business and economics; risk analysis; information sys- tems; vehicle planning and control; productivity, safety, and environmental compliance; kine- matic and kinetic dynamic analysis; and time and frequency domain simulations of dynamics systems used in vehicles. By earning this degree, graduates have a foundation in the domain of operations and traffic planning as well as logistics. The master of civil engineering degree with an emphasis on transportation engineering at Michigan Technological University covers transportation planning, public transit systems,

174 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry railroad track engineering and design, as well as applications and analysis for complex dynamic systems. This program supports the operations domain knowledge, information management, and portions of traffic planning and logistics. Covering the domains of operations, communications and signal operations, and business acumen with customer awareness, Michigan State University holds a 4-week comprehensive course for railroad employees. Topics include introduction to railway and transportation issues; railway infrastructure, rolling stock, and command and control; working with customers and financial stakeholders; leadership development and managerial issues. Northwest Railroad Institute offers a 6-month rail operations training program. During the program, participants receive comprehensive overviews of railroad operations, safety rules, the General Code of Operating Rules (GCOR), yard switching operations, and handling of hazard- ous materials. This program fulfills the necessary requirements of the operations domain and competency in yard and terminal operations. For specific management skills concerning high-speed rail, the Mineta Transportation Insti- tute offers a graduate certificate in high-speed rail management. The course introduces students to the high-speed passenger rail mode and its attributes and technical components. Students gain general enterprise management and the management competencies required for organizing high-speed rail project development and implementation. Attributes—Supported The following institutions do not provide courses specifically tailored to the railroad; rather, their programs focus on transportation or engineering and may include topics pertain- ing to the railroad. Skills and knowledge in these programs are transferrable to the railroad industry. University of California, Berkeley, places strong emphasis on transportation policy, planning, and development. Transportation economics, logistics, analysis, and management are covered in detail. This program supports the domain of operations and competencies in the areas of yard and ter- minal operations, asset management, information management, and traffic planning and logistics. To support aspects of asset management, information management, and traffic planning and logistics, the University of California, Davis, has a graduate program (master’s and Ph.D.) in transportation engineering. Focused topics include transportation survey methods and analy- sis, technology and policies, traffic management, and flow in transportation networks. All these skills are transferrable to the rail industry. Also supporting assessment, information management, and traffic planning logistics are the following degree programs: master’s at California State Polytechnic University, master’s and Ph.D. at Massachusetts Institute of Technology, master’s at North Carolina State University, master’s and Ph.D. at Texas A&M University, and master’s and Ph.D. at Virginia Tech. Virginia Tech’s graduate program addresses the competency of communications and signal operations. The scope of its course work includes signal system design and operations, traffic simulation techniques, advanced traffic control strategies, and incorporation of surface street systems into intelligent transportation systems. Massachusetts Institute of Technology, along with Texas A&M University, train their gradu- ates in the project management of transportation industries. In the competency area of business acumen and customer awareness, individuals can receive training from California State Poly- technic University and Massachusetts Institute of Technology.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 175 Attributes—Poorly Supported All knowledge and skill attributes are either fully supported or supported by these educational programs. Many of the institutions provide applicable and transferrable skills, even though the course work is not rail specific. Gap Analysis—System Engineer Currently, there are 11 programs that specialize in transportation engineering, a majority offering a master’s degree. Two of these programs offer several courses specific to the railroad industry. Four schools offer Ph.D. degrees in transportation engineering and three institutions offer either certificates or training programs. All resources available in transportation engineer- ing provide a comprehensive course of study for success as a system engineer. The University of Illinois at Urbana–Champaign, Michigan State University, and Colorado State University, Pueblo, offer specialized courses pertaining to the railroad industry. Given the breadth of avail- able programs, a majority of knowledge and skill attributes are fully supported. Applicable certifications are available through Gateway Community College, Johnson County Community College, and Okefenokee Technical College. However, given the general educational requirements of system engineers, only higher educational institutions are discussed. Further, system engineers gain advanced knowledge and skill attributes through OTJ training and job experience. General Education System engineers possess a minimum of a bachelor’s degree in engineering and have work experience and employment within the rail industry or related sectors. Domain Knowledge and Competencies 1. Advanced understanding and application of scientific principles, engineering constructs, and technologies relevant to the rail industry. 2. Advanced understanding and application of track standards and railroad track engineering concepts, including track component and system design, construction, evaluation, mainte- nance, load distribution, and wheel/rail interaction. 3. Advanced understanding of rail vehicles for both freight and passenger rail and their perfor- mance and safety requirements. 4. Advanced understanding of operating principles that satisfy all FRA requirements, train control and signaling systems, train scheduling, train stopping distance calculation, and rail- road communications technologies. 5. Advanced understanding of the design, construction, and preservation of all types of railroad bridges and structures. 6. Working knowledge of the fundamentals as it relates to different types of systems (such as advanced train control, positive train control, and centralized traffic control) and their proper testing, verification, and maintenance. 7. Advanced understanding and application of generally accepted project management methods and processes. Attributes—Well Supported The Transportation Group at the University of Illinois at Urbana–Champaign offers a master’s degree in transportation engineering with an emphasis on railroad transportation engineering,

176 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry railroad track engineering, railway signaling and control, and railroad project design and con- struction. All attributes for the general, track and infrastructure, and communication and rail signal engineering domains are fully supported by either the rail-specific courses or courses in transportation engineering. As part of the master’s program in engineering at Colorado State University, Pueblo, stu- dents have access to the Transportation Technology Center, Inc., a subsidiary of AAR focusing on transportation research and testing organizations in an effort to provide emerging tech- nology solutions for the railroad industry. Courses specific to the railroad include designing the railroad track, crossings, and bridges along with the understanding of controlling the response of structures under dynamic loading; analysis and design of electric power systems for railroads including power supplies, AC/DC and linear motors, third rails, catenaries, and substations/distribution systems; fleet management business and economics; risk analysis; information systems; vehicle planning and control; productivity, safety, and environmental compliance; kinematic and kinetic dynamic analysis; and time and frequency domain simula- tions of dynamics systems used in vehicles. By earning this degree, graduates have a founda- tion in the domain of operations, track and infrastructure engineering, and engineering of bridges and structures. The master’s degree in civil engineering with an emphasis on transportation engineering at Michigan Technological University covers transportation planning, public transit systems, railroad track engineering and design, as well as applications and analysis for complex dynamic systems. This program supports track and infrastructure domain detailed in the competency model. Covering the domains of track and infrastructure and rolling stock engineering, Michigan State University holds a 4-week comprehensive course for railroad employees. Topics include introduction to railway and transportation issues; railway infrastructure; and rolling stock. Attributes—Supported Northwest Railroad Institute offers a 6-month rail operations training program. During the program, participants receive comprehensive overviews of railroad operations, safety rules, GCOR, yard switching operations, and handling of hazardous materials. The program is appli- cable for the overall knowledge of the railroad industry, rules and regulations, and operations guidelines. The following institutions do not provide courses specifically tailored to the railroad; rather, the programs focus on transportation or engineering and may include topics pertaining to the railroad. Skills and knowledge in these programs are transferrable to the railroad industry. University of California, Berkeley, offers a master’s degree in civil and environmental engi- neering. The program covers the operation, management, control, design, and evaluation of passenger and freight transportation systems. This course work is applicable to the skills needed for track and infrastructure domain. To support aspects of track and infrastructure engineering and rolling stock engineering domains, the University of California, Davis, has a graduate program (master’s and Ph.D.) in transportation engineering. Focused topics include transportation survey methods and analysis, traffic management, flow in transportation networks, and transportation planning. All these skills are transferrable to the rail industry. Virginia Tech’s graduate programs address the competency of communications and signal operations. The scope of their course work includes signal system design and operations, traffic simulation techniques, advanced traffic control strategies, and incorporation of surface street systems into intelligent transportation systems.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 177 Massachusetts Institute of Technology, along with Texas A&M University, train their gradu- ates in the project management of transportation industries. In the competency area of business acumen and customer awareness, individuals can receive training from California State Poly- technic University and Massachusetts Institute of Technology. Attributes—Poorly Supported The area of control systems engineering is not fully covered in the above curricula; specifi- cally, the knowledge base needed for positive train control implementation and use. This may be covered in the communications portions of the offering, but the descriptions do not directly address this emerging, vital knowledge attribute. Gap Analysis—Train and Engine Personnel Train and engine personnel consist of conductors/brakemen and locomotive engineers. Tra- ditionally, all locomotive engineers start as a conductor or brakeman and work their way up to becoming a locomotive engineer. Eight institutions offer education and training to prospective and current train and engine craftworkers. Though most of these places overlap in education for all train and engine personnel, three are geared specifically to either locomotive engineers or conductors/brakemen: Dakota County Technical College offers certification in railroad conductor technology through completion of a 15-week course; Johnson County Community College, in partnership with the National Academy of Railroad Sciences, offers courses and certification for conductors; and Transportation Certification Services is a contracting agency that railroads can hire to perform locomotive engineer certification in compliance with federal regulations. Penn State Altoona offers a bachelor’s degree in rail transportation engineering, covering many aspects of educational and training requirements for all train and engine personnel. ARC- Tech.net offers 2- to 8-day courses on topics in railroad safety pertinent to all train and engine personnel. Modoc Railroad Academy (three locations in Medford, Oregon; Marion, Illinois; and Akron, Ohio) offers licensing programs and internships for rail conductors and locomotive engineers. Northwest Railroad Institute offers a 6-month rail operations training program that provides important information for train and engine craftworkers. Similarly, Sacramento City College offers an associate’s degree, as well as a certificate of achievement in railroad operations. Discipline: Locomotive Engineers Locomotive engineers operate and control the movement of the train’s engine. They are responsible for working in conjunction with a conductor or brakeman to assure the safe and efficient movement of the train. Many locomotive engineers were at one time conductors who advanced to locomotive engineer after gaining experience in the railroad industry. Job Functions The locomotive engineer has two primary functions: 1. Operation of train. Locomotive engineers operate freight or passenger trains and must be knowledgeable about the route for each trip. They must direct and control the movement of the train in a safe and efficient manner. In passenger operations, they must know the schedule in order to make sure the train operates without issue and on time. 2. Constant inspection of train. They must check the speed, air pressure, battery, and other vari- ous mechanics of the train, such as brakes and gauges, to ensure that the train is operating correctly.

178 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry Attributes—Well Supported Many attributes of knowledge and skill are well supported through the various institutions offering education and training to locomotive engineers. Penn State Altoona addresses all knowl- edge attributes in its bachelor’s level program in rail transportation engineering as evidenced in the descriptions of required courses with the exception of two attributes: (1) relevant written documents, e.g., track warrants, track bulletins, rule book, timetable and (2) overall operation and structure of a freight or passenger locomotive. It does, however, cover topics in the funda- mentals of engineering review that are designed to aid in professional engineering licensure, which may touch on these attributes that were not explicitly stated in any of the course descrip- tions. Both Northwest Railroad Institute and Sacramento City College are also comprehensive in supporting knowledge and skills needed by engineers. ARC-Tech.net addresses knowledge including railroad safety and operations protocols. Attributes—Supported In addition to offering programs for conductors, Modoc Railroad Academy offers licensing programs and internship for locomotive engineers. The programs aimed at locomotive engi- neers are longer in duration, spanning a total of 20 weeks. Again, limited information exists about what is covered in these programs. It does stand to reason that many attributes of knowl- edge and skill would be supported in such programs. Similarly, internships and special topics may vary in knowledge and skill gained by attendees at Penn State Altoona and Sacramento City College. Attributes—Poorly Supported No attributes appear to be poorly supported for locomotive engineers. Discipline: Conductors/Brakemen Conductors and brakemen are responsible for the train consist and for directly supervising train crew. Along with the engineer, conductors and brakemen are responsible for the safe and efficient train operation, while adhering to the railroad’s rules and procedures. Eventually, con- ductors or brakemen may be promoted with further training to become a locomotive engineer. Job Functions The conductor/brakeman has five primary functions: 1. Managing the train consist. The conductor must understand train makeup rules and apply them both in the yard and on the mainline. 2. Coordinating with the locomotive engineer for safe and efficient en route operation. En route, the conductor supervises overall operation and administration of the train. 3. Interacting with dispatchers/roadway workers and others outside the locomotive cab. The conductor handles all radio communications. 4. Dealing with exception situations, e.g., diagnosing and responding to train problems. The most common unanticipated events are train equipment issues which the conductor must troubleshoot and if possible correct. 5. Managing paperwork. Attributes—Well Supported Though geographical constraints may exist for those wishing to receive education or train- ing to become a conductor, there are several centers throughout the country that seem to sup- port attributes of knowledge and skill quite well. Penn State Altoona covers all attributes of understanding and knowledge with the exception of relevant written documents, e.g., track

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 179 warrants, track bulletins, rule book, timetable. Johnson County Community College appears to address all attributes of understanding and knowledge with the exception of physical character- istics of the territory, including length of sidings, location of signals and switches, grades, and curves; however, both of these programs offer internships where some of these attributes may be addressed. Both of these attributes, along with the other key knowledge requirements, appear to be addressed through the program at Sacramento City College. Furthermore, through classes in GCOR at schools including Johnson County Community College, Dakota County Techni- cal College, Northwest Railroad Institute, and Sacramento City College, course attendees are exposed to an in-depth look at railroad operations and safety concerns, preparing them for the safe and efficient movement and operation of trains. Finally, ARC-Tech.net addresses knowledge including railroad safety and operations protocols. The programs offered to conductors seem to support attributes for skills well. For instance, many course descriptions speak directly to skills needed by conductors to perform their tasks in a safe and efficient manner. At Dakota County Technical College, courses include mechani- cal operations and utilization of railroad equipment and safety standards where students learn important freight car mechanical practices and inspection of cars to meet safety standards. At Northwest Railroad Institute, students in the yard switching operations course develop skills needed for train preparation procedures and car inspection. Sacramento City College appears to support all skills well through courses like railroad air brakes and internships in railroad operations, where successful completion of the internship depends on being able to make up trains, couple and uncouple cars and locomotives, trouble- shoot air brake systems, get on and off moving equipment up to 20 miles per hour, remove and apply knuckles of cars (knuckles weigh up to 90 pounds), and throw switches. Attributes—Supported Modoc Railroad Academy is based in three locations: Medford, Oregon; Marion, Illinois; and Akron, Ohio. These academies offer a rail conductor internship program lasting 8 weeks, as well as licensing programs; however, limited information exists about what is covered in these programs. Similarly, internships and special topics may vary at Penn State Altoona, Johnson County Community College, Dakota County Technical College, and Sacramento City College. Attributes—Poorly Supported Most attributes for conductors/brakemen are supported. However, there appears to be no mention of collecting passenger fare in these training and education centers. It should also be noted that many of these academic institutions seem to focus on freight versus passenger trains. Gap Analysis—Railroad Dispatcher There is one certificate program available that supports the knowledge requirements of a railroad dispatcher position and to a limited extent, the applied or skill attributes. This program is available at Tarrant County College in Fort Worth, Texas. Development of dispatching skills comes from OTJ training (referred to as posting) with an experienced dispatcher. Nearly all railroads have dispatcher training programs run by in-house training staff. Job Functions The dispatcher performs four primary functions: 1. Planning. The dispatcher must perform preliminary planning prior to assuming dispatching responsibility each day. This includes a brief “handover” period when the dispatcher working the position during the previous shift tells the new dispatcher about current and planned train movements within the territory.

180 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry 2. Controlling track use. The dispatcher is responsible for determining which trains may travel across the territory and when maintenance-of-way inspectors, crews, and equipment may access the track. 3. Managing unplanned and emergency events. The dispatcher must reschedule trains and request assistance when an unplanned or emergency event occurs. 4. Performing required record keeping. Today’s computer-based dispatching systems do not require the dispatcher to keep detailed written records but, depending upon an individual railroad’s procedures, some written reports may be necessary. Attributes—Well Supported The Railroad Dispatcher Certification Program at Tarrant County College provides founda- tion training in the rules, regulations, and procedures of railroad dispatching. With the excep- tion of railroad-specific management of unplanned or emergency events, this program covers all of the knowledge attributes. Admission to the program requires 30 semester hours of credit from a regionally accredited college or university. The program appears to cover the majority of the knowledge competencies for a railroad dispatcher. This program is geographically limited to the Fort Worth area. Attributes—Supported The Tarrant County College dispatcher certificate program offers training to develop the skills necessary for dispatching. It utilizes a simulator for this purpose. The dispatcher candidate will require OTJ training once hired by a railroad to learn the railroad’s computer-based dispatching system and to develop territory familiarity. The Tarrant County College training will build the following skills: • Application and removal of blocking devices. • Issuance and removal of speed restrictions. • Safe authorization, dispatch, and monitoring of the use of tracks by non-shunting equipment and work crews. • Clear and coherent communication skills and procedures. Attributes—Poorly Supported Railroad-specific skills that are not supported include the following: • Understanding and use of all manual and computer-based dispatcher planning aids employed by the railroad. • Implementation of appropriate procedure in response to an unplanned or emergency event. • Completion of required records via electronic devices or paper. • Management and dispatch of helper services, e.g., extra engine or qualified pilot (freight oper- ations only). • Rapid effect of the de-energization of one or more specific traction power sections (for electri- fied railroad only). Gap Analysis—Signal Personnel There are certification programs and educational institutions providing several courses to support the knowledge attributes and applied skills needed for signal personnel. They have lim- ited geographic overlap with rail hubs. The limited geographic spread of these resources means that these attributes are unsupported in coastal rail corridors as well as in southern areas of the country. Both Gateway Community College (Connecticut) and Johnson County Community College (Kansas) offer certifications applicable to signalmen and linemen. Penn State Altoona,

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 181 Northwest Railroad Institute (Washington), and Sacramento City College offer a few courses primarily focused on the history of railroading, railroad rules and regulations, and safety regula- tions and operating procedures. Job Functions The signalman or lineman has one primary function. 1. Construction, installation, repair, maintenance, testing, and inspection of signal systems: These signal systems include automatic block signal systems, traffic control systems, train stop, train control and cab signal systems, interlocking systems, rail–highway grade crossing protection, automatic classification yards, hot box detectors, broken flange detectors, other similar devices, appliances, and systems, and positive train control systems. Attributes—Well Supported Gateway Community College offers an associate’s degree in railroading engineering technol- ogy. This college’s signaling and communications track trains students to maintain and repair rail line and railcars where signaling and communications are used. All of the knowledge and applied attributes of this craft are well supported by this degree. Upon successful completion of this degree, the graduates understand railroad rules and regulations, the operation of rail line and railcar signaling and communications systems, and possess skills for entry-level trouble- shooting and repair work on the signal and communications systems. A second resource available for both current and future signalmen and linemen is Johnson County Community College. Partnering with the National Academy of Railroad Sciences, Johnson County Community College offers certification for signalmen. Upon successful com- pletion of this course, the student should be able to describe basic company organization, oper- ating and safety rules pertaining to signalmen, basic principles of electricity and measurement, as well as protective devices. The student should have a basic understanding of signal systems, track circuits, and FRA rules. The certificate appears to encompass all the necessary knowledge and applied skills for success as a signalman or lineman. At the end of the program, the person should be able to (1) describe and explain the operation of various track circuits, relay and con- trol circuits, traffic control systems, locks, and applicable rules and standards; (2) describe and maintain automatic block signaling systems, centralized traffic systems, and power switches and locks; (3) be familiar with ground testing and isolation, as well as applicable rules and standards; and (4) perform interlocking plant and route plant analysis, explain classification yards, grade crossing warning systems, gates, and other devices. Attributes—Supported Penn State Altoona, Northwest Railroad Institute, and Sacramento City College provide opportunities to understand the basics of railroad operations as well as FRA rules, regulations, and safety requirements. Internships in railroad operations are available at Northwest Railroad Institute and Sacramento City College. These programs provide knowledge regarding the rail- road industry, but the practicums at these two institutions do not appear to provide in-depth experience for signalmen and linemen. Attributes—Poorly Supported All attributes (knowledge and skill) are fully supported by educational resources such as Gate- way Community College and Johnson County Community College. Only the following applied attribute is not clearly addressed in any of these resources. • Compile reports, including maintenance and FRA tests performed, any repairs made, and equipment requiring replacement.

182 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry Gap Analysis—Communications Personnel There are a total of six certification programs and educational institutions providing several courses to support the knowledge attributes and applied skills needed for this position. They have limited geographic overlap with rail hubs. Available programs are located at Gateway Com- munity College, Johnson County Community College, Okefenokee Technical College, Penn State Altoona, Northwest Railroad Institute, and Sacramento City College. They offer a few courses primarily focused on the history of railroading, railroad rules and regulations, and safety regulations and operating procedures. ARC-Tech.net provides training on machine safety and operation of hoisting equipment. Job Functions The electrician or communications maintainer has three primary functions: 1. Maintenance and repair of electrical system: The worker is responsible for the maintenance and repair of electrical systems on low-horsepower systems, diesel engine systems, and other electrical systems used in railway and railcar equipment. 2. Installation, inspection, and test of communications systems: The worker is responsible for VHF/UHF radios and radio dispatching systems, public address and video surveillance sys- tems, automatic revenue collection equipment, alarm monitors, GPS networks, fiber optic systems, and communications computer networks. 3. Documentation of repair status and procedure: Depending on individual railroad proce- dures, the worker is responsible for documenting the status of equipment, what repairs it needs or has had, and what procedures were followed. Attributes—Well Supported Gateway Community College offers an associate’s degree in railroad engineering technology, with an electromechanical track. Not only are students exposed to various career opportunities within the railroad industry for individuals with an electromechanical-oriented degree, but they also receive an understanding of the operation of railcar electromechanical systems and experi- ence troubleshooting and repairing these systems. All of the knowledge and applied attributes of this craft are well supported by this degree. Upon successful completion of this degree, the graduates understand railroad rules and regulations and the operation of rail line and railcar signaling and communications systems, and possess skills for entry-level troubleshooting and repair work on the signal and communications systems. A second resource available is Johnson County Community College, which offers the Railroad Signal Certificate in which skills overlap between electricians and communica- tions maintainers. Partnering with the National Academy of Railroad Sciences, Johnson County Community College also offers a locomotive electrical certificate. Upon successful completion of this course, the student should be able to describe basic company organiza- tion, operating and safety rules pertaining to signalmen, basic principles of electricity and measurement, as well as protective devices. The student should have a basic understanding of signal systems, track circuits, and FRA rules. The certificate appears to encompass all the necessary knowledge and applied skills for success as an electrician and/or communications maintainer. At the end of the program, the person should be able to (1) describe and explain the operation of various track circuits, relay and control circuits, traffic control systems, locks, and applicable rules and standards; (2) describe and maintain automatic block signal- ing systems, centralized traffic systems, power switches and locks; (3) be familiar with ground testing and isolation, as well as applicable rules and standards; and (4) perform interlocking plant and route plant analysis, explain classification yards, grade crossing warning systems, gates, and other devices.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 183 At Okefenokee Technical College, a technical certificate of credit in locomotive electrical systems can be obtained. Students are introduced to microcomputers, industrial safety procedures, solder- ing technology, industrial wiring, DC and AC motors, as well as several courses devoted to current circuits, alternating currents, and solid state devices. Additional course work focuses on magnetic starters and braking, motor control, locomotive electrical systems, and the railroad industry. According to this program, students are trained for entry-level positions in the rail industry. Attributes—Supported Penn State Altoona and Sacramento City College provide comprehensive and in-depth studies on the railroad industry; rail operations; safety rules and regulations; and FRA rules, regulations, and safety requirements. Penn State Altoona has a course dedicated to railroad communications and signals. The course provides information on the separation of trains, including signals, interlocking, and communications. ARC-Tech.net provides practical experience with operat- ing different types of hoisting equipment. Internships in railroad operations are available at Northwest Railroad Institute and Sacramento City College. These programs provide knowledge regarding the railroad industry, but the practicums at these two institutions do not appear to provide in-depth experience for electricians and communications maintainers. Attributes—Poorly Supported All attributes (knowledge and skill) are fully supported by educational resources such as Gateway Community College, Johnson County Community College, and Okefenokee Technical College. The following attributes were not explicitly addressed but may be covered under general descriptions: • Operation of railroad/locomotive equipment between various shop locations, service tracks, and switching areas. • Use of lantern, hand, or radio to signal locomotive mover when to start, stop, and back up the locomotive. Gap Analysis—Mechanical Personnel This sector of the workforce has approximately eight educational training opportunities via certifications, bachelor’s degrees, associate’s degree, workshops, and practicums. Offering a bachelor’s degree in rail transportation, Penn State Altoona provides specific courses in the principles of railroad track location, alignment, elements, and safety regulations and the basics of rail operations and safety principles and a practicum in repair of locomotives and cars. John- son County Community College provides certification for locomotive electricians, machinists, and freight car repairmen. As a contract company for railroad training, ARC-Tech.net offers an overview of railroad worker protection and maintenance machine safety. Other units are taught but not necessarily geared toward mechanical personnel. Upon successful completion of the electromechanical degree at Gateway Community College, students have a basic understanding of the operation of railcar electromechanical systems and demonstrate the ability to troubleshoot and repair electromechanical systems. The University of Tennessee, Knoxville, hosts workshops for mechanical personnel. This sector may benefit from a unit aimed at train crews and mechanical forces that inspect freight cars. It is a hands-on workshop providing 34 professional development hours. During the 6-month training program at Northwest Railroad Institute, mechanical person- nel receive an overview of the railroad industry; in-depth knowledge of railroad operations and safety rules, GCOR, air brakes and train handling rules, freight car and locomotive daily inspec- tion, and handling of hazardous materials; as well as OTJ training in railroad field operations. At

184 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry Okefenokee Technical College, the locomotive mechanical systems certificate prepares students to work as mechanical technicians. Particular attention is given to diesel and electrical locomo- tives. Finally, at Sacramento City College, students receive an overview of the railroad industry as well as a specific course on railroad air brakes. Although a few of these programs offer a comprehensive educational resource, many of the mechanical personnel rely on OTJ training, apprenticeships, and job experience. With a high school degree or GED, many do not consider higher education a possible option, especially given the geographic restrictions and available resources. Discipline: Boilermakers Job Functions The boilermaker has two primary functions: 1. Repair: Renew and repair any system pertaining to boilers, tanks, and drums. 2. Fabrication: Weld, forge, heat, shape, and bend metal; operate punches, brakes, shears, welders, wire feed welders, plasma arc cutters, and oxygen/acetylene cutting torches and welders. Read and understand blue prints. Attributes—Well Supported All knowledge attributes are well supported by the following programs: Sacramento City Col- lege, Okefenokee Technical College, and Johnson County Community College. However, no single program covers all of the necessary knowledge attributes needed for developing a success- ful boilermaker. Only a few of the applied skill attributes are well supported. Compliance with railroad rules, regulations for safety and operations, and knowledge of the FRA are covered in detail by Sacramento City College, Johnson County Community College, and Okefenokee Tech- nical College. Okefenokee Technical College also trains students on how to interpret blueprints and sketches. The expected result upon completion is for a person to be ready for an entry-level position as a technician. ARC-Tech.net provides courses covering a wide range of maintenance, inspection, and safe operation of hoisting equipment, a necessary requirement of boilermakers. Attributes—Supported At Johnson County Community College, interested persons may elect to obtain a railroad freight car certificate or railroad track welding certificate. Students learn to safely inspect, test, and repair freight cars in accordance with FRA, AAR, and BNSF Railway procedures and poli- cies. Upon successfully obtaining the welding certificate, students should be able to cut and weld using oxyfuel (OFC) and shielded metal arc welding (SMAW). OFC will cover straight-line cutting, beveling, piercing, and gouging. The SMAW portion will cover flat position and will be limited to fillet welds. The student should be able to discuss electrical safety in SMAW, handle welding cables properly, understand eye hazards, list safe clothing requirements, and discuss environmental safety. Although not geared toward boilermakers, it is an opportunity to gain skills transferrable to this position. Attributes—Poorly Supported The aforementioned programs do not address the practical and technical skills required of boilermakers: • Laying out, cutting apart, building, or repair of boilers, tanks, and drums. • Laying out and fitting up of sheet iron or sheet steel work made of 16 gauge or heavier, includ- ing fronts and doors, gates and gate rigging, ash pans, front-end netting and diaphragm work, engine tender steel underframe, and pressed steel tender truck frames and locomotive cabs.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 185 • Building, repair, removal, and application of steel cabs and running boards. • Selection of gauge and type of metal, or nonmetallic material, according to specifications. • Operation of precision machines such as drills, presses, lathes, and other power hand tools. • Setup and operation of fabricating machines to cut, bend, block and form, or straighten materials and to trim, file, grind, deburr, buff, and smooth surfaces. • Ability to straighten or reshape bent plates or structures. • Assembly and installation of a variety of metal tubes. • Removal and replacement of rivets and caulk seams to repair riveted shells and structures. • Cutting and shaping of defective parts, using oxy-acetylene torch. • Fabrication of any and all parts for locomotives and cars on or off the same. • Operation of electric and gas welding equipment. • Signaling of crane operator or attaching of rigging to lift parts to specified position. • Operation of locomotives as required. • Operation of railroad computer programs used to track and document repairs. Discipline: Carmen Job Functions The carman or freight car repairer has two primary functions: 1. Inspection: The carman performs inspections required by federal safety regulations, com- pany standards, and AAR standards, including railcar frames and bodies for holes, cracks, and other defects; safety appliances including handholds, sill steps, grab iron, brake platforms, and running boards; and wheels to ensure that rim treads, plates, hub axles, and bearings are in good repair. The carman is also responsible for the air brake system and hazardous materials inspections. 2. Rebuild and repair: Compliant with FRA, AAR, and company standards, the carman is responsible for maintenance, replacement, and/or repair of air brake pipes, valves, gaskets, air hoses, brake assemblies and shoes, draft gear components, and other equipment as required; operation of electrical and gas welding equipment to join a variety of metals and alloys; and operation of acetylene torches for cutting and/or shaping metal parts such as aluminum, cast iron, steel, and bronze. Attributes—Well Supported Attending workshops and courses offered by Penn State Altoona, Johnson County Commu- nity College, and Okefenokee Technical College, carmen would obtain the necessary foundation of knowledge attributes to thrive as a carman. These programs cover FRA rules, regulations, and safety requirements; machines and tools, including their design, use, repair, and maintenance; blueprints, drawings, sketches, and technical documentation; railcar mechanical characteristics, components, and air systems. Applied attributes—including compliance with all railroad and FRA rules, regulations, and safety requirements; inspection of car components for compliance with railroad, FRA, and AAR standards; identification of defective components and performance of necessary repairs to com- ply with established rules and standards; interpretation of blueprints, drawings, and technical documentation to troubleshoot, rebuild, and repair railcars; inspection and application of end- of-train device and performance of airbrake tests; operation of light and heavy cranes, fork lifts, and other car-moving shop equipment; and operation of acetylene torch for cutting or shap- ing metal parts—are well supported by Johnson County Community College; University of Tennessee, Knoxville; Okefenokee Technical College; Northwest Rail Institute; ARC-Tech.net; and Sacramento City College. However, no single institution provides a comprehensive coverage of skills needed as a carman.

186 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry Attributes—Supported Sacramento City College offers a railroad air brakes course covering inspection of the load, undercarriage, air brake connections, hand brake systems, drain valves, and cut-out cocks. This course provides a basis for the skill of inspection, replacement, and/or repair of gaskets, air hose, train line, bulkhead and other interior load restraining equipment, steel sections such as side sheets, cross bearers, crossties, and under framing. Attributes—Poorly Supported The following knowledge attribute is not supported by current educational programs: • Knowledge of computer-aided programs to obtain railcar information regarding car charac- teristics, destination, lading, and repair records and/or to file data such as repair information, bad orders, and car releases. Applied attributes that do not receive explicit attention include the following: • Inspect and salvage parts from dismantled and/or scrapped cars. • Clean, lubricate, and maintain tie-down devices and other special equipment on railcars. • Remove and replace couplers, draft gears, and yokes. • Build or repair components such as freight doors, wooden floors, or interior walls. • Repair or replace steel parts such as grab irons, handholds, ladders, brackets, steps, and other components. • Paint cars and car components; stencil letters and numbers on cars. • Operate proper electric, pneumatic, or hydraulic hand tools such as drills, impact wrenches, saws, and grinders. • Operate railroad computer programs used to track and document repairs. Discipline: Electricians Job Functions The electrician has two primary functions: 1. Locomotive system maintenance: Test, inspect, and repair switches, heaters, air conditioners, DC power systems, event recorder tapes, lights, watercoolers, batteries, low-voltage systems, high-voltage systems, traction motors, cooling fans, and fuel pumps. 2. Equipment maintenance: Troubleshoot, repair, install, inspect, calibrate, and replace electrical high-voltage, mechanical, and electro-magnetic equipment; perform preventive maintenance on a variety of tools/equipment, and machinery to ensure proper function. Attributes—Well Supported Johnson County Community College offers a locomotive electrical certificate which pro- vides a comprehensive introduction and a base for most knowledge and skill attributes needed for this line of work. The certificate program comprises four courses aimed at introducing students to the basic electrical theory and concepts related to locomotive electrical systems as well as the operation, maintenance, and troubleshooting of EMD low-horsepower locomo- tive electrical systems, EMD diesel engines and support systems, and GE Dash 8/9 locomotive systems. Okefenokee Technical College offers a technical certificate of credit in locomotive electri- cal systems. Students are introduced to microcomputers, industrial safety procedures, sol- dering technology, industrial wiring, DC and AC motors, as well as several courses devoted to current circuits, alternating currents, and solid state devices. Additional course work focuses on magnetic starters and braking, motor control, locomotive electrical systems, and the

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 187 railroad industry. According to this program, students are trained for entry-level positions in the rail industry. Gateway Community College offers an associate’s degree in railroad engineering technology, with an electromechanical track. Not only are students exposed to various career opportunities within the railroad industry with an electromechanical-oriented degree, but they also receive an understanding of the operation of railcar electromechanical systems and experience trouble- shooting and repairing these systems. Penn State Altoona and Sacramento City College provide comprehensive and in-depth studies on the railroad industry; rail operations; safety rules and regulations; and FRA rules, regulations, and safety requirements. ARC-Tech.net provides practical experience with operating different types of hoisting equipment. Attributes—Supported All attributes for this position are either well supported (by multiple resources) or poorly supported (by none). Attributes—Poorly Supported Skill attributes not explicitly stated in the curricula include the following: • Perform modifications and construct mechanical assemblies. • Rebuild power assemblies. • Operate various electric, pneumatic, or hydraulic power tools such as drills, impact wrenches, saws, and grinders. • Operate railroad computer programs used to track and document repairs. • Refer to schematics and manufacturers’ specifications that show connections and provide instructions on how to locate problems. • Maintain equipment service records. Discipline: Mechanics Job Functions The mechanic has two primary functions: 1. Locomotive engine maintenance: Repair running gears such as wheels, springs, hangers, and brake rigging traction motors. Test and repair brake systems, safety appliances, couplers, draft systems, air compressors, safety valves, lube oil pumps filter systems, fuel systems, radiators, and shutters. Install, disassemble, assemble, repair, or replace locomotive diesel engine com- ponents. Perform scheduled and preventive maintenance on tools and equipment. 2. Inspection: Inspect locomotive components and diagnose malfunctions in diesel engines, locomotive systems, equipment, and components. Attributes—Well Supported Okefenokee Technical College offers training for entry-level positions as locomotive mechan- ical technicians through a technical certificate of credit in locomotive electrical systems. Students are introduced to microcomputers, industrial safety procedures, soldering technology, indus- trial wiring, DC and AC motors, as well as several courses devoted to current circuits, alternat- ing currents, and solid state devices. Additional course work focuses on magnetic starters and braking, motor control, locomotive electrical systems, and the railroad industry. Penn State Altoona and Sacramento City College provide comprehensive and in-depth studies on the railroad industry; rail operations; safety rules and regulations; and FRA rules, regulations,

188 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry and safety requirements. Penn State Altoona also offers a practicum in the repair of locomo- tives and cars from a mechanical perspective. ARC-Tech.net provides practical experience with operating different types of hoisting equipment. Attributes—Supported All attributes for this position are either well supported (by multiple resources) or poorly supported (by none). Attributes—Poorly Supported No documentation was available to determine if students are exposed to railroad computer programs used to track and document repairs. Discipline: Pipefitters Job Functions The pipefitter has two primary functions: 1. Fabrication: Fabricate, cut, shape, and modify items utilizing various methods (e.g., seaming, riveting, brazing, or welding). Utilize pipe threaders, pipe bending, pipe coupling, sheet metal brakes, shears, snaps, metal-cutting saws, drills, wire feed welders, oxygen/acetylene cutting torches and repair various components of locomotives. 2. Inspection and Repair: Inspect and properly repair piping on the following systems on loco- motives: air brakes, exhaust system, lube oil, cooling water, air compressor, radiator, and fuel system. Install, disassemble, assemble, repair, or replace locomotive and diesel engine com- ponents as required. Attributes—Well Supported Knowledge and skill acquisition of FRA rules, regulations, and safety procedures are well supported by Penn State Altoona and Sacramento City College. Penn State Altoona also offers a practicum in the repair of locomotives and cars from a pipefitter perspective. Practical experi- ence with operating different types of hoisting equipment may be obtained by training sessions with ARC-Tech.net. Attributes—Supported To gain experience with aspects of welding, pipefitters may take advantage of the railroad track welding certificate at Johnson County Community College. Students learn to cut and weld using OFC and SMAW, handle welding cables properly, understand eye hazards, list safe cloth- ing requirements, and discuss environmental safety. The Northwest Railroad Institute and Sacramento City College each provide a unit on air brakes and train handling. However, this is a small aspect of the job functions required of a pipefitter. Attributes—Poorly Supported Most of the skills indicated for a pipefitter are not addressed by current educational programs. Those unaddressed skills are as follows: • Select gauge and type of metal, or nonmetallic material, according to specifications. • Build, erect, assemble, install, dismantle, and maintain parts made of copper, brass, tin, zinc, white/black metal including brazing, soldering, tinning, and leading. • Bend, fit, cut, thread, braze, connect and disconnect air, water, gas, oil, and steam pipes. • Operate pipe threading machines. • Operate railroad computer programs used to track and document repairs.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 189 Discipline: Shop Laborers Job Functions The shop laborer has two primary functions: 1. Equipment operations: Operate forklift, mobile crane, track mobile, shop tractor, and power hand tools. 2. Equipment and shop maintenance: Sand, fuel, and clean locomotives. Clean and organize shop work area: sweep and clean work surfaces; store parts; empty and discard garbage; and operate power-driven equipment such as a vacuum cleaner, electric broom, or steam cleaning gun. Attributes—Well Supported Available programs at Johnson County Community College, Penn State Altoona, Northwest Railroad Institute, and Sacramento City College provide opportunities to understand the rail- road operations as well as FRA rules, regulations, and safety requirements. Basic knowledge of locomotives and their operations are additionally supported. Attributes—Supported All attributes for this position are either well supported (by multiple resources) or poorly supported (by none). Attributes—Poorly Supported Most of the applied attributes are not covered by courses designed specifically for railroad shop laborers. Workers in this craft may seek educational training in other areas and apply the skills to the railroad industry. Poorly supported skills are as follows: • Knowledge of railroad computer programs used to track and document locomotive repairs, maintenance, and history. • Operation of heavy duty equipment and licensed and unlicensed vehicles and knowledge of how to work around all types of moving equipment. • Performance of tasks associated with work assignments such as cleaning, sweeping, forklift operation, handling material, and fueling locomotives. • Cleaning of interior/exterior of locomotives, equipment, and mechanical parts. • Supply of locomotive with necessary materials. • Completion of routine reports and log and inventory records entries. • Cleaning of empty cars. • Checking of fuel or water sight glass/gauge to determine fluid levels on tools, machines, or equipment (hydraulic, lubricating, fuel, cooling, etc.) and performance of preventive main- tenance on a variety of tools, equipment, or machinery. • Operation of mechanical washing system, including preparation of cleaning solutions to clean grease, scales, dirt, and other foreign matter from locomotives, freight cars, and equipment. • Operation of railroad computer programs used to track and document work history. Gap Analysis—Maintenance-of-Way Workers Six educational centers offer degrees, certificates, or workshops that provide course work and practicum geared specifically to persons interested in pursuing MOW positions. Penn State Altoona offers a bachelor’s degree in rail transportation engineering well supporting the knowledge attributes. ARC-Tech.net is a resource and company training program providing 2- to 8-day courses covering railroad safety and operations. Johnson County Community College offers a track welding certificate applicable to MOW.

190 A Guide to Building and Retaining Workforce Capacity for the Railroad Industry MOW workers may partake in short-term workshops at the University of Tennessee, Knoxville, with a focus on track inspection, safety standards, track maintenance, track design, and worker safety. Northwest Railroad Institute has a 6-month rail operations training program. Highlighted topics include an introduction to railroading, railroad operations and safety rules, freight car and locomotive daily inspection, and OTJ training. Similarly, Sacramento City College offers an associate’s degree in railroad operations with an emphasis on railroad operations and safety. The program includes an internship in railroad operations. Geographic locations of these institutes limit the number of MOW workers able to benefit from such programs. All of the knowledge and skill attributes are covered by educational opportunities; however, it is difficult to find a program that is all encompassing of knowledge, skills, and practicum. Job Functions The MOW worker and machinery operator performs three primary functions: 1. Monitor condition of track: MOW workers must routinely inspect, maintain, check, clear, and repair the tracks. Often times these tasks must be completed using specialized equipment and machinery. 2. Ensure area adjacent to track is clear: Workers must keep this area clear for safety. Their work can include removing debris, clearing drainage trenches, installing drainage systems, trimming back trees and shrubs, reapplying gravel, and other activities. Keeping this area clear promotes visibility so that train drivers can clearly see what is ahead of them, reduces track obstructions by keeping the area around the track clear of potential obstructions, and reduces fire hazards. 3. Operate variety of machinery: Workers must know how to safely operate specialized on- and off-track machinery to maintain and repair track and surrounding area, as well as discern which pieces of equipment and tools are suited for each task. Disciplines Foreman—This position oversees the work of either a track gang or a production gang. Depending upon the size of the gang, there may also be an assistant foreman. Large-machine operator—This position involves using self-propelled track equipment, such as a ballast tamper, ballast regulators, tie handlers and undercutter, and off-track equipment, such as a crane and backhoe. Small-machine operator—This position involves using small hand-held or push-along (not self-propelled) track equipment such as grinders, tie borers, and rail saws. Track inspector—This position inspects track and identifies conditions that do not meet FRA safety standards. Trackman/laborer—This is a labor-intensive job requiring the use of hand tools for work on the track and right-of-way. Welder—This position involves electric, thermite, and gas welding of track. Attributes—Well Supported The curriculum from Penn State Altoona is based on civil engineering but includes courses specific to transportation and rail. The bachelor’s degree provides a foundation in railroad over- view, track location and maintenance, operations, and safety and practicums in operations, track, or mechanical. The program appears to fully cover all of the knowledge attributes. The program is limited to Altoona, Pennsylvania, and a commitment to a bachelor’s degree. Training provided by ARC-Tech.net covers all of the knowledge attributes and applied skills with specific target populations of foremen, track inspectors, and employees who operate hoisting equipment.

Assessment of Industry Needs/Gap Analysis for Railroad Workforce 191 For a full coverage of knowledge related to the history of the railroad industry and railroad operations, MOW workers may take a 6-month rail operations training program at Northwest Railroad Institute. Available are two units covering operations and safety rules and GCOR. This 6-month program emphasizes yard switching operations, inspections, hazardous material han- dling, and field operations training. During the training, students receive practical experience in a working railroad environment. They learn to make up trains, switch and spot rail equipment, couple and uncouple rail cars and locomotives, troubleshoot air brake systems, and line track switches. They work in teams to inspect, repair, and replace damaged or useless track. Lastly, Sacramento City College offers courses covering the knowledge attribute of relative policies and procedures ensuring safety. Students apply skills learned in the classroom to field operations: making up trains, coupling and uncoupling cars and locomotives, hooking up air hoses, troubleshooting air brakes systems, getting on and off stationary equipment, removing and applying knuckles of cars (knuckles weigh up to 90 lb), and lining different types of switches. Attributes—Supported The Penn State Altoona degree appears to support the applied attributes, but it is unclear whether the practicums provide in-depth experience, particularly in skills related to the opera- tion of equipment. The University of Tennessee, Knoxville, supports the knowledge attributes and applied attributes related only to track inspection, safety, and track maintenance. Attributes—Poorly Supported Several of the programs available to MOW workers allude to hands-on experience; it is unclear how extensive the training is in regards to the following attributes: • Operation of self-propelled on- and off-track specialized equipment such as light cranes; ordi- nary motor trucks; tampers; regulators; tie handlers; hoists/booms; undercutters; tractors, graders, and other heavy equipment; large cranes; dump trucks; bulldozers; bob cats; and backhoes to maintain and repair the railroad tracks and related infrastructure (i.e., right-of- way, bridges, culverts, catenary systems, etc.). • Loading, unloading, and hauling of scrap, trash, and other debris. • Operation of mechanical street and yard sweepers. • Operation of automatic equipment, including preparation of cleaning solutions to chemically clean grease, scales, dirt, and other foreign matter from metal machinery, parts, filters, and materials. • Operation of hand-held, hand-supported power-operated machinery or equipment such as power washers, jack hammers, air chisels, hand-held tampers, spiking guns, pneumatic wrenches, shot/sand blasters, rail saws, rail drills, grinders, chain saws, etc. • Operation of personnel-lifting equipment such as bucket-lifts, platform-lifts, safety pallets, etc. Conclusions It is important to note that although some rail industry knowledge, skills, and abilities are well supported by educational or training resources in principle (see Table 12), a lack of geographi- cally appropriate resources can reduce this to an almost complete lack of functional support. Very few current or prospective railroad employees can relocate across the country for the time it takes to complete these training regimens, and this is particularly true of certificate or associate’s degree programs which typically occur over a longer period of time. While there is geographic overlap between educational/training resources and rail hubs in the San Francisco Bay area, at the Oregon/Washington state border, in the St. Paul, Minnesota, area, in Dallas/Ft. Worth, and in Denver, Colorado, there are also significant numbers of rail hubs in Ohio and on the East Coast that are largely unsupported by geographically proximate resources.

Next: Chapter 7 - Strategies for Building and Maintaining a Railroad Workforce »
A Guide to Building and Retaining Workforce Capacity for the Railroad Industry Get This Book
×
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

TRB’s National Cooperative Rail Research Program (NCRRP) Report 2: A Guide to Building and Retaining Workforce Capacity for the Railroad Industry presents competency models that describe workforce requirements for the passenger and freight railroad industry. The models are based on assessments of past trends, current forecasts, and a detailed gap analysis of employee supply and demand. The report also presents a strategy for improving employee retention and enhancing educational programs designed to attract new employees to the industry.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!