A National Training and Certification Program for Transit Vehicle Maintenance Instructors (2015)

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20 This chapter reviews best practices used in the public and private sectors to prepare and certify technical instructors, as well as the attributes and instructional delivery methods found most effective for maintenance instructors. This chapter concludes with lessons that can be most usefully adapted from those practices. Data Collection Data used to identify and collect best practices examples were drawn from several sources. To begin with, the Project Team used the results of the stratified data collection methods as described in Chapter 2 where a targeted SME survey supplemented by face-to-face SME group discussions were used to reveal how training and certification programs are structured, the pro- cess used to train and certify instructors, cost and fee structures where applicable, how per- formance is measured, and other structural elements used in the various instructor programs identified. In conducting the SME surveys and group discussions, several best practice examples were also identified and pursued for additional information. In addition to obtaining data directly from transit agencies, the research team investigated relevant programs at APTA, the NTI at Rutgers, the Southern California Regional Transit Training Consortium (SCRTTC), and the Transportation Learning Center (the Center). The search for best practice examples from outside transit included various automotive examples, the Society of Automotive Engineers (SAE), and occupational trades including masonry, plumbing and pipefitting, laborers, and airlines. The collective investigations define best practice examples of how various technical crafts prepare instructors for their jobs as teachers, certification programs used to confirm instructors have the appropriate attributes to become effective teachers, and the role third-party institutions and vendors can play in establishing a national transit maintenance instructor training and cer- tification program. Many of the best practices have been incorporated into the program plan; all should be considered by the eventual AO when implementing the final program. Transit Best Practices Agency Instructor Development Programs Data gathered from the SME surveys and in-depth discussions held with transit agencies that included Metropolitan Atlanta Rapid Transit Authority (MARTA), Chicago Transit Authority (CTA), Southeastern Pennsylvania Transit Authority (SEPTA), and King County Metro in Seattle revealed that about 25 percent of agencies provide a formal training program for their vehicle C H A P T E R 3 Best Practices from Transit and Related Industries

Best Practices from Transit and Related Industries 21 maintenance instructors, and even fewer (about 6 percent) have a certification or qualification program for these instructors. The findings, which are not surprising, validate the need for a national program to ensure instructors are adequately prepared. Although none of the transit agencies surveyed issue formal certifications to their instructors, each program contains elements that can be helpful to developing a national program. Best practice elements of interest from transit agencies include: • To qualify its existing technicians to become instructors, MARTA’s program begins with having instructor candidates attend in-house courses the agency already offers to prepare its managers for promotion. There they receive soft skills training in subjects that include interpersonal communication, writing, and other subjects useful to instructor development. • Because MARTA purchases many support vehicles from General Motors (GM) and Ford, the agency sends candidate instructors to attend technical courses they offer. Although the automotive subject matter may not be relevant to larger buses, transit instructors are exposed to the highly developed training delivery methods perfected over the years by these very capable automakers. • MARTA’s instructor preparation program is presented in two duration formats: six months and two years. The accelerated six-month program requires existing technician candidates to have extensive mechanical experience and Automotive Service Excellence (ASE) certifications. Courses focus on improving communication and teaching skill. The two-year program requires no prerequisites; candidate instructors use the additional time to learn technical subjects in addition to the soft skills training. • Like MARTA and other agencies, rail instructors at CTA are hired from technician ranks because the agency believes they should have the first-hand ability to perform the jobs they are providing instruction on. • Newly hired instructors at CTA first observe more seasoned instructors deliver introductory- level courses. The seasoned instructors serve as mentors, coaching new hires before, during, and after classes. In time, new instructors assume increasing teaching responsibilities. Before being accepted as a qualified instructor, the novice must deliver at least three classes in basic rail subjects and receive approval by the training department. • While large agencies like CTA have qualified instructors at the agency to provide the mentoring and training needed for novice instructors to progress and become qualified, many agencies lack such mentors. An alternative that could be applied to a national program would involve a peer review group or committee consisting of seasoned training professionals from around the country using national criteria for instructor preparation and qualification to observe, coach, and approve instructors for certification. This concept could be enhanced by remote mentoring using video equipment as presented below for SEPTA. • The process used at SEPTA to select and qualify instructors involves taking a competency test to determine if candidate instructors first have technical proficiency. After passing the techni- cal test, candidates are asked to provide a 5–10 minute presentation instructing the SEPTA evaluation team on any topic of their choice that they know well and are most comfortable delivering, technical or non-technical. If the evaluation team is satisfied with the applicant’s training skills, the person is hired. • One interesting procedure used by SEPTA involves the use of video cameras where novice instructors can watch their own presentation, observe traits they may not be aware of, and learn from them as experienced trainers also review the tapes and provide valuable feedback. The application has significant implications for this project to prepare and qualify instructors. Instructor candidates could tape their presentations and send them to a national peer review team for evaluation and to receive certification. • As part of the selection process at King County Metro in Seattle, candidates are asked to write a technical presentation describing a solution to a basic service problem, and are then asked

22 A National Training and Certification Program for Transit Vehicle Maintenance Instructors to present their work in the form of instruction to a review committee consisting of experi- enced instructors. The committee assesses the written material and how well the candidate presents it, paying particular attention to how well he/she was able to engage the audience in the learning process. Following the presentation several interview questions are asked to get a sense of how the candidate would perform as an instructor, and to make a final determination regarding selection. Effective Transit Training Techniques The best practices research revealed several examples of effective instructor methods. One such example was found at the Washington Metropolitan Area Transit Authority (WMATA) where an extremely capable instructor uses a well designed and appropriate blend of instructor-led classroom and computer-based training activities to teach electrical troubleshooting techniques. The instructor uses a series of exercises to assess the background and skill level of each student to ensure that everyone is adequately prepared for the computer simulations. The course focuses on using computer simulations as the primary instructional method with supplemental classroom activities. The interactive approach used by the WMATA instructor is an innovative and effective way to teach a subject like troubleshooting where faultfinding requires technicians to apply many skills to be effective. A traditional classroom approach where “the instructor talks and the students listen” would not be nearly as effective at developing the deductive skills needed by students where the underlying cause of a fault is not readily apparent. Los Angeles County Metropolitan Transportation Authority (LACMTA) uses several inter- active activities to engage students to learn. One is an extensive use of mock-up equipment such as a brake board where all system components are mounted to a display. The interactive nature of working with the mock-ups engages the students to learn and gets them accustomed to perform- ing tasks they will be responsible for after they return to work. Another interactive learning technique used by LACMTA, SEPTA, and others in the classroom to break up lecture and get students engaged is to have the students work with tangible objects. In one example, after learning about different size fasteners, a mix of actual fasteners are placed in a bag and students must “blindly” identify them by size. Interactive exercises like this help students accomplish real-world tasks in a way that classroom lecture could never achieve. A training course observed at SEPTA has the rail instructor conduct “classroom” training inside a train, teaching electrical schematics in an engaging way by showing students where the various wires, relays and electrical components shown on paper schematics are located on the rail car. Doing so is far more effective in that students, who will need to troubleshoot and repair electrical equipment, will not only understand how power travels through circuits from one component to another but will be able to locate those components on the vehicle. Vendor Programs New Flyer New Flyer is a leading manufacturer of heavy-duty buses in the United States and Canada, with locations in both countries. The New Flyer Institute is a term that encompasses the company’s training program, a blend of web-based, hands-on, and classroom instruction. In seeking new instructor candidates, the company points out that nearly all come from outside firms. They look for candidates with strong technical backgrounds and transit experience; a transit instructor is ideal. Newly hired instructors first receive factory training, attending the same classes as transit agency personnel. The next step is to be paired with a veteran instructor and begin to take on

Best Practices from Transit and Related Industries 23 more training responsibility while being coached by the mentor. This process typically takes about 3 months until the new instructor can deliver training classes without supervision. All New Flyer instructors meet two to three times per year for one week. Vendor trainers (engine OEMs, etc.) are also invited to provide updated training on their components. The meet- ing is used to update trainers on New Flyer product developments and exchange training ideas. The company admits that they do not provide their trainers with much if any in the way of out- side training on adult learning or other more advanced training topics. New Flyer does, however, recommend that their instructors provide a ratio of 50/50 hands-on to classroom training. According to New Flyer, an effective instructor is one that: • Communicates well and gets the message across; • Has strong technical knowledge; and • Is honest with students and will tell them if they do not know something. In addition to conventional classroom training, New Flyer has added an e-Learning compo- nent to its training program. The computer-based platform features 3D animations, voice-over narrations, photos, video, quizzes, and simulations to engage students and facilitate learning. Students can go back to review materials and work at their own pace. Student progress and certification are tracked within the system. New Flyer’s e-Learning system is turn-key and can be implemented very quickly. It is delivered through a cloud-based learning management system and is integrated with an agency’s existing IT infrastructure. All data is hosted on an external, fully secured server with 24/7 access. In addition to training mechanics, New Flyer’s e-Learning courses are available for maintenance and reliability training, operator training, supply chain training, and leadership development. According to New Flyer, the e-Learning platform is well suited for introductory training and refresher training, leaving instructors free to focus more on advanced and hands-on training. Thermo King Thermo King (TK) is a leading manufacturer of heating, ventilation, and air conditioning (HVAC) systems for trucks, trailers, buses, rail cars and shipboard containers. Since 1938 the company realized the importance of providing technicians with training as a way of offering its customers high quality service support. Today, TK maintains an Education Center at its corporate headquarters in Minneapolis, Minnesota, offering courses to enhance technicians’: • Technical knowledge of the units and the industry; • Critical thinking skills for diagnostic and service procedures; and • Skill and expertise in service, maintenance and repair. The TK Education Center uses a combination of classrooms and labs to provide a variety of class venues, teaching styles, and course levels on its entire line of HVAC products. The company uses and makes available to other trainers a TK Bus Air Conditioning Maintenance Training Simulator. The fully operational and functioning air conditioning system comes complete with a rear-mount air conditioning unit, compressor and clutch assembly driven by an electric motor. This is all mounted on a moveable stand for use by transit agency maintenance training depart- ments for their bus air conditioning maintenance training purposes. Regarding its instructors, TK has been hiring recently retired U.S. Navy military personnel with shipboard HVAC equipment and training experience. Veteran TK instructors then work with the new hires to get them familiar with the company’s commercial vehicle HVAC systems and TK’s teaching protocols. TK also uses Langevin Learning Services (http://www.langevin. com) to help prepare its newly hired instructors. Langevin Learning Services is a provider of workshops and products for trainers. Their workshops communicate effective teaching skills

24 A National Training and Certification Program for Transit Vehicle Maintenance Instructors based on proven adult learning principles and give attendees multiple opportunities to practice those skills during individual and group exercises. Feedback is provided by the instructor as well as peers attending the workshop. A comprehensive course manual is provided with the work- shop for future reference. After attending TK’s own training program along with training provided by Langevin, novice instructors observe veteran instructors provide courses. As is the case with other instructor preparation approaches, including examples given for transit, novice instructors progressively assume more training responsibility until they are ready to teach an entire course. The veteran instructor serves as a mentor throughout the transition, providing instructional guidance as needed. Surprisingly, not many instructors have come from the TK ranks. In addition to retired U.S. Navy instructors, TK has also hired from bus companies, those with prior training and HVAC experience. About 25 percent of TK’s transit training program is directed at teaching basic HVAC fundamentals. The remainder is split between troubleshooting and providing instruction on electronic control systems. Classes use a blend of classroom and hands-on instruction, with TK’s Training Simulator module playing a major role in all aspects of its hands-on training program. Cummins Engine Company Cummins is the leading, and currently the only, supplier of heavy duty diesel engines for full-size U.S. transit buses. Worldwide, Cummins earned $1.66 billion on sales of $17.3 billion in 2012. Service support comes from an extensive series of distributors and dealers located throughout the country. To maintain control over its warranty work, mechanics are not allowed to make warranty repairs unless they are trained and certified by Cummins to do so. With few exceptions, the focus of Cummins’ certified training is on distributor and dealer personnel, who almost exclusively are the only ones authorized by Cummins to make warranty repairs. The reasoning is that Cummins can control work done under warranty, making determinations as to what caused the problem, and preventing any collateral damage done as the result of improper warranty work. As a result, training directed to agency personnel focuses on routine engine maintenance, making repairs and conducting overhauls after the warranty has expired when Cummins is not responsible for providing parts and labor reimbursements. At the foundation of Cummins’ training, regardless of whether it is directed to certifying its own dealers or agency mechanics, is its virtual college program. The web-based program is intended to ensure that mechanics first have rudimentary, foundational understandings of engine theory and operation before turning over those students to instructor-led training. Doing so allows the instructors to focus more on critical repair, troubleshooting and rebuilding instruction where hands-on training plays a larger role, leaving the online approach to provide the basic training. Cummins instructor candidates first undergo a screening process where the company first looks for a minimum of five years Cummins engine experience, existing qualifications on five Cummins engine models, and an interview process where candidates go through the same training as dealership personnel to first become certified at a level of technical proficiency. This consists of the online virtual college program followed by instructor-led training that involves classroom and hands-on training at about a 50/50 ratio. Newly hired instructors are then paired with a seasoned veteran before assuming some responsibility for delivering instruction. The novice instructor assumes increasing responsibility for training delivery until the mentor feels he/she is ready to deliver a class on their own. Cummins has about 20 certified instructors. Again, instructors are certified based on technical proficiency; there is no formal certification for training proficiency. All trainers meet annually to exchange training ideas, learn new techniques, and receive updated technical training.

Best Practices from Transit and Related Industries 25 Other Transit Programs Significant programs and materials of value related to instructor training and certification were also identified from transit organizations such as APTA, NTI, the Transportation Learning Center, and others. APTA APTA’s Subcommittee on Instructor Development, composed of representatives from both labor and management with assistance provided by the Transportation Learning Center, has produced two documents of interest to this project. The first is a Discussion Draft for Instructor Development; its purpose is to help increase the training capacity of transit agency maintenance departments by providing a career path for technicians to become qualified instructors, and to increase the pool of instructor candidates. The second APTA resource is the Recommended Practice (RP) for Transit Vehicle Maintenance Instructor Training and Certification, which recom- mends the skill sets needed to become an effective technical instructor. Discussion Draft for Instructor Development. APTA’s Discussion Draft for Instructor Development recognizes the need to improve the teaching skills of transit maintenance instructors and urges labor and management to work together to create an environment that supports this goal. The document is accessible at http://www.aptastandards.com/portals/0/Bus%20Maint/ Final%20Draft%203-27-07%20Instructor%20Development.pdf and sets forth guidelines in four areas: • Increasing the instructor candidate pool; • Selection criteria; • Training curriculum; and • Support and mentoring. The APTA draft concludes with two useful appendices. Appendix A of that document consists of a comprehensive process for selecting instructor candidates. It includes suggestions for: • Obtaining writing samples; • Arranging group presentation demonstration; • Having the candidate pose a scenario (a potential problem or need) and address it with a training response; and • Conducting a panel interview where the candidate outlines their technical experience and focus on personal and interpersonal competencies. Appendix B lists transit training resources from organizations such as NTI, EDSI, the Trans- portation Learning Center, and others. APTA Recommended Practice for Transit Vehicle Maintenance Instructor Training and Certification. The second APTA resource document with direct applicability to this project is the RP for Transit Vehicle Maintenance Instructor Training and Certification. APTA RPs are voluntary, industry-developed, and consensus-based. This particular RP recommends a set of skills needed to achieve the level of proficiency for transit vehicle maintenance instructors that includes: • Administrative knowledge and skills; • Technical skills; • Interpersonal skills; • Training and presentation aids; and • Required training documentation.

26 A National Training and Certification Program for Transit Vehicle Maintenance Instructors The RP also addresses federal and state regulations, agency policies, labor contracts, and safety and security. Materials contained in both APTA documents are extremely useful for establishing a broader system of instructor training and certification for transit. NTI NTI, at Rutgers, the State University of New Jersey, was established to develop, promote, and deliver training and education programs for the public transit industry. Training courses are offered in a variety of subjects ranging from advanced technologies, management development, workplace safety and security, and others. As was suggested in APTA’s Discussion Draft for Instructor Development, several courses offered by NTI could be extremely useful for preparing technical instructors for certification. Although course offerings change over time, examples of NTI courses that could assist instructors include: • Training and Coaching Skills for Maintenance Instructors; • Introduction to Training and Coaching Skills; • Adult Learning Principles; • Communicating and Working with Diverse Personalities; • Assessment and Feedback; • How to Write Policies and Procedures; and • Changing to Supervision. Also of interest from NTI is its Transit Trainers’ Workshop, a national event that focuses exclusively on transit training and includes a variety of training and networking opportunities. The goal of the workshop is to offer skills, strategies, and techniques that build the professionalism of transit trainers, enable trainers to become proactive partners in their organizations, and facilitate the sharing of information and resources in the industry. As noted in other best practice examples, a dedicated workshop series established exclusively for trainers provides an excellent opportunity to enhance instructor skills, have them network with other instructors, and learn from each other’s experiences. Southern California Regional Transit Training Consortium SCRTTC is a nonprofit organization created in response to the industry’s need for a trained technical workforce. It includes a coalition of 43 transit agencies, community colleges, and other educational institutions based in California and Colorado. SCRTTC has developed and delivered curriculum designed to meet present and future technological needs of transit agencies. To date, the SCRTTC has trained over 3,500 transit employee participants and delivered over 50,000 hours of training. Standard Operating Procedures. A standard operating procedure (SOP) developed by SCRTTC ensures that courseware and instructors meet established validation, certification, and accreditation standards. Course topics come from a committee made up of the transit industry and educational members based on the immediate training needs of its membership. Once the core topic is selected, a subset of committee members begins content development designed to fit within one of the four training tracks developed for the program: Basic, General, Advanced and Specialty. Training Courses. All SCRTTC courses developed, validated and delivered are evaluated by students taking the courses on a 4-point scale where 1 is poor and 4 excellent. There is also one survey question pertaining to the instructor. Courses are typically delivered by community college instructors, some of whom are also SMEs in the particular subject being taught. In other cases transit agency instructors teach the courses. Agency instructors first attend community

Best Practices from Transit and Related Industries 27 college courses that provide soft skills training needed to become effective instructors. In all cases, SCRTTC notes that the community college is teaching “our course,” that is a course developed and approved by the consortium. About 60 percent of the training is conducted at transit agency facilities depending on the course being offered. Much of the instruction is hands-on where students learn by doing. SCRTTC has several essential program elements that warrant consideration for this project. They include defining of courses by those who need it, existence of a professional training struc- ture, curriculum developed by a community college, a course validation process, and instructor evaluation by students. Certifying the entire training program, common in the non-transit best practices explored later, can ensure that qualification extends beyond the instructor to include curriculum, course and other training elements. The Transportation Learning Center, APTA, NTI and other transit organizations already have in place many of the elements needed to certify entire training programs; work undertaken by this project should serve as a building block to establishing such a future national program. Transportation Learning Center The Transportation Learning Center is a partnership of national transit leaders that develops industry-wide solutions and provides support for local and statewide partnerships in areas of common labor–management interest, such as workforce development and safety. The Center has produced several documents and programs that can be applied to this project. Training Standards. The Center has worked with APTA on a joint labor–management basis to develop training standards for both bus and rail maintenance, which can be used in establishing a national instructor certification program as a basis for defining trainer effectiveness. Courseware Development and Sharing. In 2009 the Center established the Transit Elevator/ Escalator Training Consortium (the EL/ES Consortium) for developing standards-based train- ing courseware and related materials. A new Consortium for Signals Training is also underway with broad interest expressed in follow-on consortium work in rail vehicle maintenance and traction power. Initial courseware development work has also been completed under the TCRP Project E-7. In addition to courseware development, the Transportation Learning Center has built an online platform to facilitate sharing of transit technical training materials from several sources across agencies at Transit Training Network (TTN) (www.transittraining.net). The courseware development and sharing initiatives could be applied to bring quality training materials and resources based on national standards to transit instructors across large and small agencies. Learn By Doing. How people learn is a complex subject and numerous theories abound. Aware of those complexities, the Center has produced two papers that explore the benefits of hands-on learning in great detail. Information contained in these papers could be incorporated in a training program to assist instructors move from traditional classroom lecture to more effective hands-on methods that engage students to learn. Mentoring. A Mentoring Guidebook produced by Center provides an effective training opportunity by linking an experienced person (mentor) with a less experienced trainee to help foster the trainee’s abilities, career development, and professional growth. The instructional methods presented in this publication could be useful to an instructor development and certi- fication program by helping instructors incorporate mentoring as an instructional method and assessing their abilities to effectively do so.

28 A National Training and Certification Program for Transit Vehicle Maintenance Instructors Elements of Effective Training. The Center’s paper, Establishing Guidelines for Quality Training: Elements of Effective Training Programs, examines all aspects of a training program with several sections of particular value to this project including: • Creating a national system of transit industry apprenticeship programs; • Transitioning toward a system that can provide college credits for transit technical skills training tied to industry training standards; and • Responsible implementation of technician testing and certification. The program is available at: http://www.transportcenter.org/images/uploads/publications/ Establishing_Guidelines_for_Quality_Training.pdf. Train-the-Trainer Activities. The Center has developed quality train-the-trainer programs, alongside national development of courseware to provide high quality classroom-ready train- ing materials. In particular, the Transit Elevator/Escalator Training Consortium has tackled the pressing need to prepare SMEs to become trainers. In partnership with the Center, EDSI has also developed and delivered train-the-trainer pro- grams to transit agencies across the country as part of the local transit career ladder partnership training programs. Sample train-the-trainer PowerPoint and Instructor’s Guide are provided in Appendixes G and H. Materials contained in this program are directly applicable to a national program to help prepare instructors for certification. Credential Management System. As part of the National Rail Vehicle Technician Quali- fication Program, the Center has developed an online credentialing management system that is currently piloted to track technician training, written and hands-on assessment results and qualification progress. This system could potentially be used for national training and certification of vehicle maintenance instructors and other instructors for transit technical training. American Public Transit Exam Institute The American Public Transit Exam Institute (APTREX) claims to be the only accredited pro- fessional certification institute in public transit. It focuses on the continuous improvement of managers, supervisors, and executives. The mission is to provide the transportation industry with a certification process that encourages industry development. APTREX was founded in 1993 as an examination center for the public transportation industry. Its certification process is governed by the International Transit Certification Review Board (ITCRB), a professional body composed of senior executives and educators. The APTREX Cer- tification Program was developed as a result of feedback from hundreds of transit authorities and in concert with NTI. Although APTREX currently does not offer a program for maintenance instructors, the tenets of the certification program, which is similar to professional certification programs found in other industries (e.g., real estate, accounting and healthcare, etc.), have relevance to this project and should be considered. Instructor Attributes and Prerequisites The Project Team also examined the prerequisites that agencies require of their instructors and the attributes they feel are most essential. The two are interrelated in that the more desir- able attributes a candidate already possesses, the less preparation and training is needed to make instructors productive and effective.

Best Practices from Transit and Related Industries 29 The research, summarized in Figure 3.1, revealed that good communication skills, good work habits or ethics, good technical knowledge, and a desire or passion to be a trainer ranked highest among desired attributes. When asked to list prerequisites for their trainers, the vast majority of survey responders cite technical experience. The ideal candidate described by one agency comes to the job with technical experience, college training in teaching methods, extensive work experience, and a training background. Finding a transit instructor with these existing qualifications, however, can be extremely difficult. Some agencies require instructors to first have one year of supervisory or lead experience (preferred); five years as a journey-level mechanic, or five years of teaching diesel engine, transit bus maintenance, electronics or mechanical skill areas; and ASE certification (preferred). Others require a two-year degree and five years of transit vehicles maintenance, while other agencies send their instructors to train-the-trainer programs offered by OEMs and NTI. One agency without in-house instructors sums up their situation: “We only use OEM instructors. Some are very good while others are a waste of everyone’s time and money.” When asked for specific examples of effective technical training many survey respondents, including instructors and union technicians, mentioned activities that engage students. King County Metro strongly favors interactive, web-based learning offered by engine and transmission OEMs. These courses provide technicians with essential background knowledge, allowing agency instructors to focus on more advanced training. VIA (San Antonio) describes an effective instructor who frequently uses tests to gauge student comprehension. VIA is a strong proponent of task-based training where SOPs are developed for carrying out common jobs. The SOPs ensure that all workers perform jobs in a consistent manner, and they serve as the basis for instruction where students perform the jobs first in hands-on Good communication skills Good work habits/ethics Good technical knowledge A desire to be a trainer/ Passion Patience Trust and respect for the ability of others A sense of humor Very Important 83% 76% 63% 59% 48% 41% 13% Moderately Important 15% 22% 33% 33% 46% 59% 48% Of Little Importance 2% 2% 4% 2% 6% 0% 33% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% % o f R es po ns es Rating the Importance of Transit Vehicle Maintenance Instructor Attributes (Ranked by "Very Important") Figure 3.1. Rating the importance of instructor attributes.

30 A National Training and Certification Program for Transit Vehicle Maintenance Instructors training settings that they will later carry out on the shop floor. This approach is also used by CTA and several other agencies. At LYNX in Orlando, a highly effective instructor is cited for applying interactive and hands-on teaching approaches that students find very helpful. New York City Transit (NYCT) cites an instructor who spends extra time mentoring new students, follows up once the person has graduated the course, and tracks the success of the students over time. Strong technical under- standing, work experience, interactive training technicians, and dedication to teaching and seeing students succeed are desirable attributes described in the survey responses. Lessons Learned from Transit Best Practices The transit industry investigation produced several significant practices and approaches with relevance to this project. Many of the elements identified through this work have been applied to the program structure; others are left for the eventual AO to consider as it finalizes the program for future implementation. Few Programs Exist for Instructor Training: It was made clear from the research that because most agencies do not have programs in place that adequately prepare instructors for their jobs, a national program is needed. Essential Instructor Attributes Identified: Survey responses and follow-up research provide a consistent description of essential trainer attributes that a national training and certification program should focus on. The top four attributes identified are strong technical knowledge, good communication skills, good work habits and ethics, and a desire (or even passion) to share information and skills with others. Although stated in a variety of ways, the prerequisite qualifi- cations noted by survey responses mirror these attributes. Transit Elements Have Merit in Establishing a National Program: Although few in numbers, much can be gleaned from the best practices found at transit agencies with programs in place to train and prepare instructors for their jobs. Elements of qualification/certification, though not formalized, are in place as part of processes used by these agencies to determine if candidates are capable to serve as instructors. These elements can be used as a starting point for establishing a more formal national program, understanding that more robust up-front preparation and other essential elements will be needed to adequately prepare instructors for certification. As shown by MARTA and King County Metro, taking advantage of in-house and local training sources makes sense. The concept could be made part of a national program where applicable training to prepare instructors (that already exists) could be identified and assembled into a training resources directory and shared with other agencies. Processes used by CTA, SEPTA, King County Metro, and others whereby newly hired instruc- tors work alongside seasoned instructors in a mentoring relationship to learn their craft also have merit. Work from the Transportation Learning Center and others on mentoring should be applied. The concept could be extended to smaller agencies where their instructors would travel and receive mentor training from larger agencies with the resources to accommodate them. The concept of using a team of seasoned instructors also has value in establishing guidance for a national instructor certification program. A peer committee or team could be established for the purposes of evaluating instructor performance to determine qualification. The team could travel to evaluate instructors and offer guidance or certification as appropriate. As a more efficient and cost-effective alternative, video presentations could be made of the instructors as was suggested by SEPTA’s best practice and sent to the national peer committee/team for review, evaluation, and to make recommendations.

Best Practices from Transit and Related Industries 31 National standards would need to be developed for instructor training and qualification in the same fashion they were done for technicians to ensure the training is appropriate, consistent, and adequately prepares instructors for qualification. Standards also make certain that the qualification process is fair and equitable. APTA, the Transportation Learning Center, NTI and others each have a great deal to offer a national program for instructor training and qualification. The process established by APTA and the Center for developing standards on a joint labor–management basis could be applied for developing instructor training and certification standards. Previous research done by the Center on mentoring could be applied in the training process, as well as elements contained in the train-the-trainer. APTA’s Discussion Draft for Instructor Development contains helpful guidance on increasing the instructor candidate pool, selection criteria, training curriculum, and support and mentoring that could be extremely useful to this project. So is APTA’s RP for Transit Vehicle Maintenance Instructor Training and Certification. NTI also has several elements of interest to this project. Its course offerings could be tailored to include those based on national standards and specifically designed to assist maintenance instructors achieve qualification as defined by this project. Their annual workshop could also be enhanced with a track of sessions designed for maintenance instructors. The best practices used by SCRTTC to develop and validate courses for technicians certainly have relevance for this project. So does the concept of using community colleges to teach courses designed in collaboration with transit professionals, especially those that would enhance instructor communication skills. Much also could be applied from APTREX, transit’s accredited professional certification institute. Transit vendors also have much to offer including the e-Learning used by New Flyer and others that should be considered as a method to provide instructor training. The concept of pairing newly hired instructors with veteran mentors and using periodic workshops to exchange ideas also used by vendors appears to be a universal approach for preparing technical instructors. Thermo King’s use of Langevin Learning Services (http://www.langevin.com) to help prepare its newly hired instructors should be explored as a possible instructor training resource for this program. Best Practices from Other Industries The Project Team also examined best practices used by organizations outside of transit including automotive, skilled building trades, and airlines. These industries are extensive and this investigation by no means covered them all. It did, however, reach out to seek noteworthy and representative instructor preparation and certification best practice examples with applicability to this project. Automotive Manufacturing Background With about 15 million cars and light trucks sold annually, the automobile industry is extensive and arguably difficult to compare with transit. Dealerships are run as manufacturer franchises with specific requirements established for sales, service, and training. Each automaker has its own set of training requirements with the objective of ensuring that technicians are capable of making repairs properly to sustain customer satisfaction and repeat business in this highly competitive industry. The survival of automotive franchises and the manufacturers they represent depends

32 A National Training and Certification Program for Transit Vehicle Maintenance Instructors on having qualified technicians and instructors. With the need for training clearly established in the auto industry, automakers are keenly focused on how best to effectively provide that training. With so many auto manufacturers, the task of reaching them all would be daunting and extremely time consuming. Instead, the best practice approach used here was to establish contact with a highly respected training executive who was asked to speak broadly, objectively, and candidly about all aspects of automotive training, specifically how instructors are trained and certified. Various Training Approaches As is the case with transit, the market for skilled automotive technicians is limited and the auto industry is keenly aware of the shortages brought on by retiring baby boomers. Given the large numbers of technicians to be trained, the representative admitted that OEMs use a variety of training approaches and are often forced to sacrifice effective training methods to accommodate training demand. According to the representative, hands-on training is the most effective, but it does require more time, smaller class size, and equipment with which to provide the training. The executive implied that the days of sitting students in a classroom and lecturing them on how to maintain and repair equipment is over, especially with today’s generation of students who have grown up with video games and computer apps. The ideal technical training scenario, according to the training executive interviewed, is to first use computer-based, online training to introduce a subject and provide some basic, up-front training through classroom instruction before moving on to hands-on training. The auto representative also strongly favors mentoring as an effective training approach and is seeking ways to incorporate it into a franchised dealer environment. Instructor Recruitment and Selection The auto representative, who has a strong background in education, once firmly believed that instructors should foremost possess a strong educational background and that having technical skill was secondary. After years of experience, however, he has come full circle, stating that: “It’s easier to teach someone with a strong technical background to become an effective instructor than it is to teach technical skills to someone with a background in education.” The next two critical attributes mentioned by the training executive include having a strong desire to teach and strong communications skills, emphasizing that the hiring process needs to ensure that applicants have all three essential attributes. It is interesting to note that the top three attributes cited by the auto training executive—technical proficiency, desire, and communication skills— are identical to those identified by this project. Once technical experience and proficiency are established, the auto representative stated that he looks for training experience and the desire to teach, which could include community college teaching at night, experience working as a shop foreman, and experience as an informal mentor who reaches out to others to help them solve problems. Teaching courses at night shows that the candidate has a genuine desire to teach; so does mentoring. Instructor Preparation and Evaluation The representative revealed that the process of preparing auto instructors typically does not result in issuing formal certificates. OEMs typically participate in the various ASE programs described above where the entire training program, including instructors, is accredited. OEMs encourage instructors to participate in various ASE sponsored events once hired, but to get employed they typically use a rigorous screening process to hire already qualified instructors or those with technical proficiency that they can more easily train to become effective instructors.

Best Practices from Transit and Related Industries 33 Once they pass the screening process and are hired, newly hired instructors typically sit in on training courses given by senior instructors, a process similar to that used by CTA, King County Metro, and SEPTA. In time the OEMs typically refer to the instructors as being “certified.” Obviously, each OEM has its own exact methods for preparing their instructors. However, while ASE assists OEMs to build a highly competent training staff, there does not appear to be an encompassing national program for automotive instructor certification. Implications for Transit The interview with an auto training executive with broad industry experience reinforces the need to assure through a qualification process that instructors have strong technical experience, a strong desire to teach, and have strong communication skills. The interview also emphasized that instructors need to deliver a blended training approach where students are actively engaged in the learning process with substantial hands-on exercises and computer-based programs that involve student participation. Mentoring is also recognized as an effective training approach, one that is more easily applied to transit than to franchised auto dealers. Independent Automotive Organizations Automotive Service Excellence ASE is a nonprofit organization established by the automotive industry to improve the quality of vehicle repair and service through the voluntary testing and certification of automotive repair technicians. Through a TRB program, ASE certification has been adopted specifically for transit bus technicians. ASE developed the technician certification program on a joint labor–management basis with the support of the FTA, APTA, and the Transportation Learning Center. ASE is also specifically engaged in several activities intended to improve the quality of auto- motive training programs and institutions. Rather than certifying only instructors, ASE founded the National Automotive Technicians Education Foundation (NATEF) to improve the quality of all aspects of automotive technician training programs offered nationwide at public and proprietary schools through voluntary accreditation. ASE believes the accreditation is needed because the motor vehicle repair industry has taken on a new level of sophistication, requiring advanced technical training and computer literacy. Continuing Automotive Service Education (CASE) is the name of the voluntary certification program within NATEF. Under its NATEF/CASE program, ASE examines the structure and resources of training programs and evaluates them against nationally accepted standards. ASE’s evaluation process ensures that accredited training programs meet or exceed these industry- recognized standards. ASE’s CASE evaluation and accreditation process for technical training programs is supported by the state Departments of Education in all 50 states. Benefits of Accreditation. ASE touts several accreditation benefits. For schools, program accreditation increases potential for funding from public and corporate sources and provides a mechanism for recruiting students based on demonstrated program excellence. For students, accreditation provides a means of identifying quality programs meeting national standards and ensures that training received is current, complete, and applicable, while employers are ensured a pool of well-trained entry-level technicians. ASE Certification Standards. Through its program to evaluate and certify organizations that provide automotive technical education, ASE has identified certain elements of organization, structure, and method that contribute significantly to the development of high quality continuing automotive service education. This best practice application of standards, although developed to

34 A National Training and Certification Program for Transit Vehicle Maintenance Instructors certify entire training programs, can be applied to a transit instructor training and qualification program using the training standards developed by APTA and the Center as a guide. Automotive Training Managers Council. The Automotive Training Managers Council (ATMC) is another nonprofit organization within ASE designed to promote the advancement of training and professional development within the automotive service industry. The Council sees itself as a think tank for the automotive training industry, using collective wisdom and experience from within the industry itself to project how students will learn in the future, and then helping its members prepare for it. ATMC also conducts a yearly benchmark survey with training providers and technicians designed to keep the two groups in sync. The latest survey, available at http://www.atmc.org/ Resources/Documents/ATMC%20Training%20Benchmark%20Survey%202013.pdf, con- cludes that the trend for classroom, instructor-led training is giving way to more engaging train- ing delivery methods that include lab-based, hands-on, online, video, and others. ASE Program Implications for Transit. The concept of providing accreditation for entire training programs is one worth considering once the instructor certification program is estab- lished. Once the instructor qualification program becomes a reality, thought should be given to developing a structure that would offer accreditation to the entire training program. Work done by APTA and the Transportation Learning Center regarding training standards, mentoring, apprenticeship, and others could be incorporated into the accreditation process. The four step process used by ASE/NATEF serves as a model. The concept of periodic meetings and conferences where technical instructors convene and receive recognition is also a good one. Although NTI has such a venue, it tends to be directed more towards trainers engaged in non-maintenance related areas. Separately surveying tran- sit instructors and technicians to identify trends and needs would also be useful. The concept of establishing standards exemplified by ASE and others, serves as another reminder of their importance for training and certification purposes. Universal Technical Institute Inc. Universal Technical Institute (UTI) is a nationally recognized provider of technical education training for students seeking careers as professional automotive, diesel, collision repair, motorcycle, and marine technicians. UTI provides on-site training for several public transit agencies, both through its own representation under the UTI banner and under contract through individual transit bus OEMs. Based on its experiences, UTI believes transit training to be too “academic” in nature with both agency and OEM instructors spending too much up-front training on theory. UTI’s approach is that instructors need to engage students in task-based activities. UTI does not offer a formal certification program for its technical instructors. Instead, UTI’s overall training program, which includes instructor training, is accredited by the Accrediting Commission of Career Schools and Colleges (ACCSC). The ACCSC is listed by the U.S. Department of Education as a nationally recognized accrediting agency for the establishment of educational standards. Instructors take courses developed by UTI’s large organizational structure and can- didates are required to have extensive ASE certifications as master technicians. Once hired, instructors then work with UTI staff to prepare them in UTI’s training method, which is task-based and focuses heavily on hands-on training. Seasoned instructors work alongside novices as they assume greater teaching responsibilities, where they are critiqued and coached on both classroom presentations and hands-on exercises. The observation and coach- ing continues as newly hired instructors deliver their first series of classes and throughout their employment as instructors.

Best Practices from Transit and Related Industries 35 Craft Trades The International Masonry Institute The International Masonry Institute (IMI) provides training services for the masonry trade. IMI does provide training with certifications offered in five areas including three in various masonry crafts, one for foreman and supervisors, and another for instructors, called the Instructor Certification Program (ICP). Training is provided primarily at IMI’s headquarters in Maryland and through various regional centers. The Bowie, Maryland facility consists of two buildings on a 25-acre site: a 61,000 square-foot, two-story open bay training center; and a 46,000 square- foot main building with dormitory rooms, recreation facilities, cafeteria, and meeting rooms to accommodate 108 students. Instructor Certification Program. IMI’s ICP is comprised of a 200-hour curriculum that takes at least five years to complete. Program participants must have at least five years of journey- level craft experience. Now in its 24th year, the curriculum is updated to address changing industry needs. The ICP keeps instructors informed of the latest technical and professional information, from new building products to personnel management, health and safety, and sexual harassment. Masonry Industry Program Implications for Transit. The IMI is an excellent example of what could be achieved with regard to instructor development and certification, especially with ample dedication, resources and 24 years of experience. The need for applicants to have existing craft experience is consistent with the survey findings and prerequisites found in the auto and other industries where strong emphasis is placed on instructors having prior technical experience. The curriculum developed by IMI could serve as a model for transit, while their annual work- shops reinforce the need to have instructors meet on a regular basis to exchange teaching ideas and skills. United Association of the Pipefitting Industry The United Association of Journeymen and Apprentices of the Plumbing and Pipe Fitting Industry (UA) is a multi-craft union whose members are engaged in the fabrication, installation and servicing of piping systems. UA’s training system consists of approximately 350 schools in the United States and Canada. This is in addition to other facilities that its apprenticeship programs use, such as community colleges and technical schools. The Great Lakes Training Center, Ann Arbor, Michigan, serves as the training headquarters. It consists of a dedicated facility on the campus of Washtenaw Community College, which works with the UA to provide the training in a collaborative arrangement. UA instructors typically provide technical train- ing while Washtenaw Community College instructors provide the educational based courses. Washtenaw Community College offers instructor training programs for other trades, including the ironworkers. As a way to bring training to students, UA uses Mobile Training Trailers, a fleet of 30 self- contained trailers that provide local unions with training anywhere in the United States and Canada. The mobile training units are also used to train UA instructors. The state of the art training trailers can be moved at a moment’s notice to an area in need of extra training. Instructor Training Program. A separate International Training Fund has been estab- lished to provide local union instructors with the educational resources they need to prepare UA apprentices and journeymen for their work in the piping industry. A number of courses are offered to help UA instructors enhance their teaching or update their certifications. The five year program trains nearly 2,000 UA instructors with 200 hours of classroom and hands-on training experience. The ICP, celebrating its 60th year, has instructors attending a national training conference, a full week (40 hours) of courses held each year at its headquarters in Ann Arbor.

36 A National Training and Certification Program for Transit Vehicle Maintenance Instructors Upon graduation, instructors then become certified to teach apprentices and journey-workers at their home local. Instructor development courses are also held at a number of locations throughout the year to meet UA local needs. Various levels of instructor certifications are offered. The title of Certified Instructor of Journey-workers and Apprentices in the Plumbing and Pipefitting Industry is given to those who satisfactorily complete 200 hours of course work (including all mandatory classes). The title of Certified Coordinator of Journey-workers and Apprentices is given to those who satisfactorily complete 120 hours of required courses in the Coordinator’s Certification Program. To earn a Certificate of Attendance, a candidate must complete all 40 hours of class during the Instructor Training Program. Certificates of Attendance are not offered for online courses. A selection of courses is offered to achieve the various instructor certifications. Of general interest to this project is the course on public speaking designed to help UA instructors acquire essential speaking and listening skills for the classroom. Class exercises focus on the delivery of lecture material, conducting demonstrations, and gaining a heightened awareness of the relation- ship between a speaker and an audience. UA instructors are encouraged to bring materials from classes they are currently teaching as reference for class exercises. Also of interest is a course on Problem Solving and Innovations in Trade Teaching. Another course with applicability to transit is entitled Basic Computer for the Trade Teacher. This 20-hour course introduces instructors to the basics of computers. This could be especially useful in transit where many of the older technicians moving into instructor positions may not be thoroughly familiar with computer use. Especially of interest is a course titled Interactive Teaching for the UA Trade Instructor. The course is designed to enhance teaching and interaction techniques for UA instructors who teach in a classroom environment. It provides instructors with the necessary tools to more effectively engage an audience, create individual and group discussion, structure classroom setup more conducive to individual participation, manipulate lesson plans to fit a set time frame, and to create student, instructor, and classroom cohesiveness, ultimately accelerating learning and comprehension. Pipefitting Industry Program Implications for Transit. UA’s training program serves as an excellent model for a craft training program, one that transit can aspire to achieve some day. The concept of holding an annual conference where instructor training is used to achieve certification is one that deserves serious consideration. Holding the training sessions on a community college campus such as Washtenaw Community College also deserves consideration as a third-party vendor because the college could offer essential communications and educational training for transit. The traveling training trailer concept is also a good one where instructors receive training at their own facility by seasoned instructors who carry needed training aids with them. The concept of oversight and mentoring of novice instructors by seasoned veterans is a common theme seen in all industries and should also be part of a national transit program. Laborers’ International Union of North America Laborers’ International Union of North America (LIUNA) Training and Education Fund runs an extensive network of 73 training centers in the United States and Canada. Training centers are supported by contractor collective bargaining agreements and to a small degree by targeted federal grants for technical training. LIUNA’s rigorous selection, training, and creden- tialing process follows the ISO 17024 standard for the accreditation of certification of personnel agencies, and may be unique in U.S. technical instruction. The organization believes that formal credentialing is a key aspect of ensuring quality industry training. LIUNA believes that a combination of training approaches are needed to create a well-rounded worker. LIUNA training is a strong proponent of both interactive and hands-on instruction.

Best Practices from Transit and Related Industries 37 All courses are designed with these components built-in. All instruction is tailored to the specific technical area being taught. This includes hands-on activities and classroom learning. Computers are a helpful instructional tool and are sometimes used to aid instruction as appro- priate. Distance learning is used for training instructors and for some knowledge-based worker courses (primarily prerequisite and/or refresher training). LIUNA instructors adjust their teaching to meet the needs of the students. This involves conducting an initial analysis of student skills such as language and technical knowledge of the subject. Instructor Recruitment and Selection. Instructors are recruited based on their industry expertise and leadership abilities as demonstrated through their professional practice in the field. Interested recruits go through an interview process that typically involves a panel including the training facility’s director. Final decisions are made based on demonstrated expertise, work experience, and interview results. Selected instructors have industry knowledge obtained from direct professional practice in the field, preferably in a leadership position. Most trainer recruits are laborers with extensive work experience. Some have become job superintendents or project managers. The second important prerequisite is experience with on-the-job training or mentoring. These may be spontaneous mentors—skilled workers who share their expertise and support younger laborers—or part of a formal mentoring process maintained by an employer. Recruits are expected to have strong interpersonal skills as demonstrated through the ability to effectively work with individuals from diverse backgrounds and at multiple levels within the organization. Instructor Preparation and Evaluation. After hire, instructors take a 16-hour online orien- tation course that introduces them to the concepts of adult education in a trade environment and provides basic tools to support instructional planning, training delivery, assessment of learning, and classroom management. Instructors are required to successfully complete an online test. Successful hires are then assigned classroom duties as selected by the training director as they continue to develop their required competencies. As apprentice trainers they are supported and mentored. From hire to certification can take from 6 months to 3 years, depending on the courses they need and where they take them. Teaching skills are assessed based on combined scores derived from the review of a lesson plan created by each instructor during a proctored and timed planning session, a 30-minute lesson delivered by each instructor to an expert panel of trained assessors, and the review of a post- lesson reflection submitted by each instructor. Instructors meeting the minimum requirements for certification in all four areas of competence—reading, math, computer and teaching—are eligible to sit for LIUNA Training’s Instructor Certification Exam. Instructors who do not meet certification requirements in one or more of the competence areas undergo training to build their skills. Instructors can elect to take instructor training through LIUNA-provided courses or through an approved training provider. Instructors all use LIUNA training’s accredited curriculum that includes standards, has mea- surable objectives, includes lesson plans, and uses both written and performance assessments. Instruction consists of 40 percent classroom and 60 percent hands-on training. Hands-on training is conducted in simulated job site conditions. This helps ensure workers have the necessary knowl- edge to do the work and are able to apply the skills on-the-job. Finally, LIUNA Training conducts annual monitoring visits to ensure that certified instructors adhere to instructional best practices. LIUNA Program Implications for Transit. The well-structured approach used by LIUNA to certify its instructors can serve as another example for transit to emulate. Providing instructors

38 A National Training and Certification Program for Transit Vehicle Maintenance Instructors with the ability to deliver interactive and hands-on instruction is a noteworthy characteristic of any instructor development program and one that needs to be incorporated into the transit program. The ISO 17024 standard for accreditation certification is worth exploring further; so is the requirement for periodic monitoring of credentialed instructors to ensure what they learned is being followed. Aircraft Maintenance Aircraft mechanics are required to be trained and certified by the FAA per federal regulations, which define the qualifications of aviation maintenance technician schools and instructors. Each airline provides company-specific training to the certified mechanics it hires. There are recurring skills, policy and safety training, and courses whenever new equipment is introduced. American Airlines Instruction provided by American Airlines (AA), for example, replicates work conditions as much as possible. Real engines, cockpits, and other equipment are available or simulated. While hands-on instruction is the main mode, computers are often used just as they are in the mechanics’ work. The airline has some outstandingly excellent and innovative trainers. They build their own equipment mock-ups and enhance presentations with photos or animations. Instructor Recruitment and Selection. Continuing with the AA example, most instructors are hired from among the mechanic ranks, with about 10 percent coming from the military. Instructors are identified by the training staff or through applications in response to an announced opening. Applicants are interviewed by a 5-person panel and asked to prepare a 15 minute training session on an assigned topic that they are familiar with but not expert in, a process also used by SEPTA as described earlier. Instructor Preparation and Evaluation. New instructors are sent through week-long trainer classes, usually at the aircraft OEM or at a community college. The course covers the skills needed to be an effective instructor, including gauging students’ understanding and approaches to meet different learning needs. To prepare for teaching a course, the new instructor will participate in the course, talk it over with the experienced instructor, and co-teach a section in a longer course. The new instructor is observed by a manager who uses a standard competency form which is kept in the instructor’s record. There are also annual assessments by a training manager using a similar form, who also provides direct critique. Courses are audited for content and effective- ness by an AA audit team and by the FAA. For new courses (on new procedures or equipment for example) the lead instructors develop a train-the-trainer session for that unit and provide it to all the instructors. Instructor Certification. There is no formal certification program for instructors beyond the certification requirement for mechanics. Providing skills training qualifies as hand-on expe- rience, so instructors continue to be certified as mechanics. In the view of AA’s training director, a certification process would not change things for the airline because their instructor training program is so rigorous. AA Program Implications for Transit. FAA requirements for aviation mechanics schools and the curricula and experience required for mechanics certification mean that mechanics are trained for the industry at an extremely high level before being hired. As in transit, AA recruits its trainers from among skilled aircraft mechanics with a will to share information and a thoughtful approach to training. Their hands-on approach relies to some extent on training materials pro- duced by their equipment manufacturers. At the same time, they create courses based on their internal experience of maintenance problems and suited to their facilities.

Best Practices from Transit and Related Industries 39 This model of skilled mechanics with instructor potential being carefully trained, mentored and monitored relies on standards and resources that may not be available to smaller transit agencies, as they are not for the smaller commuter airlines. Even with a core qualification process, however, smaller transit agencies are not likely to be able to develop or need full-time skilled trainers. Support from larger agencies or a consortium of regional training programs may be needed to apply the lessons of effective instructor recruitment and qualification dem- onstrated by AA. Conclusion and Application of Best Practice Lessons The examination of best practices provides much guidance that can be applied to developing a training and certification program plan for transit vehicle maintenance instructors. Training Approach The interactive and hands-on approach to mechanics training described in transit and other industries represents an important and effective teaching process, one that should serve as the cornerstone for any program that prepares and certifies instructors. The core approach included in all programs reviewed is to instill in instructors an ability to blend instructional delivery using a variety of techniques that ultimately must engage students to learn given that the audience is one where they are responsible for the hands-on maintenance and repair of transit equipment. A mechanics instructor training program should teach instructors to keep students actively engaged through a blended training approach where lecture is kept to a minimum and learn- by-doing methods are maximized through hands-on exercises, group discussions, computer simulations, and lab work. Instructor Recruitment and Selection An ideal candidate for the instructor training program has strong technical skills, a positive work ethic, good communication skills, and an active desire to pass on skills and knowledge to others. Given transit’s limited resources, a national transit program would need to prioritize which essential attributes are best taught and which are best left as existing prerequisites. As sug- gested by several best practice examples, technical skills, work ethic and desire are best obtained as prerequisites, while post-hire training and preparation can focus primarily on developing communication and other soft skills. Developing highly qualified technicians into instructors is a way to improve retention and avoid losing skilled employees when they are no longer capable or willing to meet the physical demands of being a technician. Instructor Preparation and Evaluation As in other industries, instruction of mechanics includes upgrading their skills for new equipment and refresher training, as well as providing basic mechanics skills and knowledge for apprentices. Instructors need to be trained and assessed in communicating basic content areas and in learning and transferring new information and skills. Given transit’s limited resources and the wide distribution of transit agencies, an efficient approach to providing instructor training should be examined. Options to consider include: • An annual workshop series; • Mentoring by senior instructors in-house and from other agencies;

40 A National Training and Certification Program for Transit Vehicle Maintenance Instructors • Use of videotaping or webinars to observe instructor delivery and provide constructive feed- back; and • General skills courses offered by community colleges, NTI, EDSI, SCRTTC, and other training institutions. Annual workshops established by NTI, the Transportation Learning Center, APTA, and others are potential venues for convening transit instructors, providing them with training and opportunities to network and learn from their peers. These workshops could provide a platform for achieving certification. Instructor training materials could be catalogued and shared, using a courseware sharing process such as that developed by the Transportation Learning Center for technicians. Effective trainer instruction is ongoing. CTA, King County Metro, SEPTA, and others describe a mentoring relationship where newly hired instructors work alongside seasoned instructors. Work from the Transportation Learning Center and others on mentoring could be applied to this process. The format and requirements for mentoring could be established through a national peer review committee, which would evaluate, provide feedback, and certify candidate instructors either in person or through videotaping. Instructor Certification Program Standards Some individual transit agencies currently have a process to qualify instructors to their own standards. A national program would need to clearly establish the essential elements for mechan- ics instructors. In the transit technical training and in other best practices reviewed, the use of concrete content and skills standards is an essential program element. Training standards devel- oped by APTA and the Transportation Learning Center for bus and rail technicians are essential to developing similar standards for instructor training and certification. Standards developed by ASE, SCRTTC, and others should also be referenced. APTA’s Discussion Draft for Instructor Development and its RP for Transit Vehicle Maintenance Instructor Training and Certification are essential documents that would be extremely useful for crafting a system of instructor training and certification for transit. Documents published by ASE and others also serve as useful reference materials. The training and certification programs established by other trades should be considered in the program plan with the understanding that transit may have fewer resources. Although APTREX does not offer a certification program for maintenance instructors, the tenets of their program has relevance to this project and should be considered. Structure Just as SCRTTC establishes training courses at levels (basic, general, advanced and specialty), and the Transportation Learning Center develops training standards at various levels (100, 200, etc.) consideration will be given in the program plan to establishing instructor training and certifi- cation at various levels. Levels could be based on various technical subject areas (i.e., brakes, engines, etc.), training levels (classroom, hands-on, online, etc.), instructional design, curriculum development, and other training classifications. Doing so would also allow a development track for instructors and training professionals with various interests and skills. While some industries certify the entire training program of which the instructor is one part, others specifically certify individual instructors. Regardless of how the certification process is established, the program plan needs to consider instructor certification as an integral part of a future effort to certify the entire training program as is the case with SCRTTC, the auto industry,

Best Practices from Transit and Related Industries 41 certain trades, and other industries. Legal and other implications associated with any certification process will need to be examined as part of the program plan. Process As demonstrated by the Transportation Learning Center and others, an instructor training and certification process benefits from joint SME involvement where technicians provide feedback as to which training techniques work best for them. Too often instructors who once worked as technicians are now removed from the new technology, the day-to-day work, and other changes that have taken place. The technicians being trained can provide important insight into both the effectiveness of the instructors and the content of the instruction. The Center’s work on establishing labor–management partnerships would be useful. Any partnership established as a result of this project should be made with an organization that has direct and extensive experience preparing and certifying instructors that teach students who work in technical trades. Although an organization may have extensive instructor training credentials in academic fields, the need to have those credentials specifically directed at providing effective instruction to frontline personnel who work with their hands cannot be overstated.