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

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42 Program Overview The program plan developed through this project provides a roadmap that a future AO can use to establish a national structure for training and certifying transit vehicle maintenance instructors. Understanding that a strong training program makes a difference for both participants and their agencies, there is sufficient detail provided in this chapter to structure a comprehensive national program while at the same time giving the AO flexibility to finalize the program as it deems appropriate. The main body of the National Vehicle Maintenance Instructor Training and Certification Program, also referred to in this report as the program or the national program, is composed of: • Suggested recruitment qualifications for entering the program • Core competencies and courses • Course design and delivery methods • Methods for validating attainment • Course substitution guidelines • Certification • Time to completion and recertification The program is designed as a national one where instructor candidates are guided by training and certification procedures established by the AO, and where the role of the agencies themselves is limited to selecting candidates and supporting them through the training and certification process. Suggested Recruitment Qualifications for Entering the Transit Vehicle Maintenance Instructor National Program Instead of establishing formal prerequisites that candidates must have before being allowed to enter the program, the program plan offers a set of suggested qualifications that agencies can use to determine which instructor candidates are best suited to enter the program and achieve certification. These suggested qualifications are based on the Transit Agency Best Practices from the Task 2 research presented in Chapter 3 and are illustrated in APTA’s recommendations for instructor selection criteria. While this program makes recommendations for the knowledge, skills, and abilities that candidates should have, each agency should establish their own guide- lines and evaluation procedures for vehicle maintenance instructor selection based on the sug- gestions presented in this model. The vehicle maintenance instructor suggested qualifications for entering the Transit Vehicle Maintenance Instructor National Program as shown in Figure 4.1 include technical skills, basic computer skills, presentation skills, writing skills, “people” skills, and personal competencies. C H A P T E R 4 Training and Certification Program Plan

Training and Certification Program Plan 43 The first mentioned, transit vehicle maintenance technical skills, encompasses the technical skills and abilities acquired through years of experience as a vehicle maintenance technician with perhaps additional proven expertise in specific systems or technical certifications. As described in Chapter 3, Best Practices, instructors who do not have a strong background in transit mechanical experience are generally not perceived as credible instructors. Most organizations researched for this project require their instructors to have ample technical experience in the field they will be teaching in. Therefore, individuals who move out of the field and into the classroom to become instructors should have ample technical knowledge and skills in their content area. Knowledge gained through years of experience and certifications can be beneficial in the class- room in providing detailed, comprehensive instruction as well as for hands-on teaching in labs and on-the-job learning settings. Knowledge of safety and related practices, such as first aid and proper use of tools, is also recommended for maintenance technicians who intend to become instructors. Safety is a critical element of the job, and instructors must have thorough knowledge of related practices within their technical field. Writing and presentation skills are both basic communication skills and essential for instructors. While these skills will be enhanced through program courses and their respective elements, some basic proficiency is recommended prior to entering the program to help ensure program and job success. In the case of vehicle maintenance instruction, a basic ability to write for business and technical purposes is recommended. In many agencies, instructors are required to write updates for technical bulletins, SOPs, and new product evaluations. Likewise, oral communication will be a basic skill required for completion of the certification program. Thus, having some ability and enthusiasm to articulate and share knowledge through oral communication and presentation with others as well as observed leadership aptitude is recommended for program entrance. Computers are often used in most jobs today and are certainly used in the field of instruction. Computers are used in bus and rail diagnostics, programming various vehicle systems, and for database applications. They also serve as a medium for communication of various forms such as email, and provide an additional avenue for learning and instructional purposes. As a result of these applications, another element of suggested prerequisite skills recommends basic computer skills and computer literacy for vehicle maintenance technicians who will enter the ICP as these are also skills required for both the program and job success. Recommended transit vehicle maintenance technician attributes also include personal attributes and “people” skills. These soft skills routinely show as desired skills for instructors as indicated by the best practices research, and which APTA also recommends as instructor selection criteria. People skills refer to those skills that involve how a potential vehicle maintenance instructor Figure 4.1. Suggested qualifications for entering transit vehicle maintenance instructor national program.

44 A National Training and Certification Program for Transit Vehicle Maintenance Instructors relates with other people. For instance, people skills may describe how someone works with diverse individuals, measures their listening skills, or indicates their ability to work as part of a team as well as their ability to learn from others. Personal competencies refers to basic foundational employment skills such as being accountable, timely, displaying a positive attitude, being goal oriented, and demonstrating a high level of trustworthiness, integrity, and ethics. In addition, embracing learning and the ability to use that for leadership and organizational development are desired personal attributes as was indicated by the research. Table 4.1 summarizes suggested qualifications and provides methods for evaluating those qualifications. The set of recommendations and guidelines provided here are intended for both agencies who are selecting vehicle maintenance technicians to become instructors as well as for those maintenance technicians who aspire to become instructors. Suggested Qualifications Topics Suggested Qualifications Suggested Methods for Qualification Evaluation Transit Vehicle Maintenance Technical Skills As determined based on area of expertise; may include years of experience as a technician, expertise in specific systems, and/or completion of certification or qualification programs Knowledge of on-the-job safety Knowledge of general safety and first aid Technical certifications such as ASE Certification for bus and the National Rail Vehicle Technician Qualification Program Professional affiliations and participation Years of experience Demonstration of skill level through on-the-job observation and performance evaluations Basic Computer Skills Basic familiarity with applications such as Office Suite (Word/PowerPoint/Excel), Email/Internet, databases, and bus diagnostics Written test Demonstration of skill Writing Skills Business and technical Written test or provided example Recommendations Presentation Skills Articulates thoughts and ideas to others Demonstrates leadership ability Interview On-the-job observation Recommendations “People” Skills Comfortable working with diverse personalities, race, gender, age, etc. Connects with people on a personal level Respectful of others Listening skills (including hearing what the student needs, not just teaching what you think they need) Seeks conflict resolution Team player Coachable (ability to learn from others) Interview On-the-job observation Performance evaluations Recommendations Personal Competencies Trustworthiness/integrity/ethics Passion and desire to be a trainer Leads change to help the organization Facilitates/embraces learning Accountability/quality-consciousness Flexible Resilient, patient Interview On-the-job observation Performance evaluations Recommendations Positive/optimistic outlook Creative Problem solver Conscious of schedules / timely Multitasks Goal oriented Practical/realistic Table 4.1. Suggested qualifications for entering the transit vehicle maintenance instructor national program.

Training and Certification Program Plan 45 Evaluation of Suggested Entrance Qualifications Evaluation of suggested program entrance qualifications, as indicated in Table 4.1, will vary according to what is being evaluated as well as with agency resources and structures in carrying out the evaluations. In some cases, a written test may be used to determine a certain skill in a potential instructor candidate. Other times, the best measurement tool for another type of skill may be an interview or work place observation. Best practices, as described in Chapter 3, illustrate methods used by various agencies for skill and aptitude measurement for their potential instructors. Those best practices for evaluating potential instructors are summarized and explained here for individual agencies to utilize, in conjunction with the earlier described suggested quali- fications, in developing an evaluation method for their present and future instructors who may enter the national certification program. As illustrated in earlier tasks, first and foremost a potential instructor should have ample technical knowledge and experience prior to becoming an instructor and entering a national technical ICP. For example, after years of experience, the auto industry found, “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.” In the case of a vehicle maintenance instructor, this technical knowledge may be developed and measured through certifications such as ASE certifications for bus or the Rail Car Technician Qualification program for rail. Other ways to measure this skill area may be to review employer performance evaluations, through on-the-job observations, and by interviewing technicians. Because this is a vital skill set for a vehicle maintenance instructor and only obtainable through hands-on experiences and professional certification programs, it is recommended that a combination of measurement tools be utilized in evaluating potential instructors’ technical abilities. Computer or writing skills may be straightforward in terms of evaluation and obtainable through a form of testing. In most cases and as determined in Chapter 3 many transit and other similar organizations have an established program for measuring these skills in potential instruc- tors. For example, in the case of evaluation for technical skills, an agency may evaluate the years of experience and technical certifications, such as ASE. At SEPTA for example, mechanical and technical mastery is measured by taking an in-house competency test prior to becoming an instructor. A transit agency may provide a basic computer literacy exam and/or evaluate a writing sample. Some transit agencies, such as King County Metro, require potential instructors to write a technical presentation as part of the selection process. Measurement of attributes and “softer skills” may provide more of a challenge. Nonetheless, best practice agencies as presented in Chapter 3 indicated several effective approaches for obtaining this candidate data. For personal attributes, some agencies such as King County Metro conduct an interview as part of the selection process to gauge potential instructor competencies including soft skills. Other suggestions for measurement of these softer skills include consideration of letters of recommendation or examination of employee evaluations that contain data regarding personal attributes throughout their employment history. While evaluation methods for selecting vehicle maintenance technician instructors exist at individual organizations, standardized methods for measurement for transit instructor selection qualifications do not. The oversight panel for this project thought it best to leave such assess- ments to each agency. However, the best practices described in Chapter 3 contain methods for evaluating qualifications for potential vehicle maintenance instructors and are summarized in Table 4.1. Each agency can use this guidance to determine eligibility for instructors wanting to enter the certification program. In some cases where maintenance technicians may present some but not all of the recom- mended prerequisite skills for entering the national transit maintenance ICP, avenues should be considered for assisting the potential program candidate with supplemental instruction to help bridge those individual skill gaps. An individual’s skill gap may be determined through in-house

46 A National Training and Certification Program for Transit Vehicle Maintenance Instructors evaluation procedures or may be decided upon by a transit vehicle maintenance technician. In either case, maintenance technicians who may not meet all of the foundational competencies or require foundational competency assistance prior to entering the vehicle maintenance ICP may consider courses through NTI, ASE or local community colleges to gain the additional prerequisite recommended foundation skills. In some agencies, such as MARTA, this skill enhancement is offered through in-house courses. Once an agency determines eligibility by following the guidance offered here, all other aspects of the program will be handled in a uniform manner by the AO. Transit Vehicle Maintenance Instructor National Core Competencies and Courses Overview The vehicle maintenance instructor core competencies are comprised of proficiencies with related learning objectives to be met through a series of courses delivered as part of a national program to achieve instructor certification. The following section provides descriptions of each core competency and related course, learning objectives that need to be achieved in each course, and expected outcomes for participants completing competency requirements to achieve national transit vehicle maintenance instructor certification. As shown in Figure 4.2, the competency areas and courses needed to achieve instructor cer- tification are thematically grouped into three areas: training delivery, instructional design, and *A separate Mentoring and Coaching certification is also available for completion of this course. Figure 4.2. Transit vehicle maintenance instructor competency model.

Training and Certification Program Plan 47 program design. In addition to the full certificate offered for instructors, a separate mentoring and coaching certificate is also available within the program to technicians who want to take a course to improve their mentoring skills and possibly go on to become an instructor by completing the remainder of the program. Training Delivery Competencies and Courses Training delivery competencies address the basic foundation by which instructors successfully facilitate, guide and deliver instruction both in the classroom and in the field. These are typically the competencies that new instructors need support and direction in mastering. Training delivery competencies and courses include Mentoring and Coaching; Communication: Oral and Written; Delivering Instruction: Classroom and Hands-on; and Adult Learning. Mentoring and Coaching Historically, the idea of a mentor originated in Homer’s epic poem The Odyssey where Odysseus, King of Ithaca, entrusted the care of his son to a mentor. A mentor in the workplace today serves a similar role: an individual with more experience who helps guide and develop another individual’s knowledge and growth in a job. Mentors often provide the basic hands-on instruction and on-the-job training to novice technicians, and their role is critical for fostering this important element of learning. A course on mentoring and coaching is not only essential to instructors, but also to the approx- imately 3,300 vehicle maintenance mentors from a total of 52,929 vehicle maintenance employees who would be interested in passing their wealth of experience and skills on to others in a more effective way. As suggested by the best practices research, mentors who receive instruction and training support tend to be more effective. With this in mind, a stand-alone Mentoring Certificate is offered within the program, which could then be used to obtain a full instructor certificate for those technicians seeking a career pathway. Given the high numbers of technicians in transit, there could be a high need and demand for this course, which will not only increase program participation but will serve to introduce technicians to a new and logical career as an instructor. Mentoring and Coaching is a unique competency that not only applies to vehicle maintenance instructors, but also to the many technicians working on the shop who continually provide valuable learning experiences every day to fellow technicians in need of assistance. In addition to providing a course on Mentoring and Coaching for instructors, the course will also be available to technicians as a separate certificate for those interested in becoming more effective at passing on their wealth of experience and knowledge before they retire. For technicians interested in becoming instructors as a career move, receiving a Mentoring and Coaching certificate becomes the first step in achieving full instructor certification. Having qualified mentors is especially critical for transit agencies seeking to maximize their training capacity where mentors can supplement formal classroom instruction with on-the-job learning as a coordinated training effort. Upon completion of Mentoring and Coaching, participants will be able to use key questioning and narrating skills to facilitate on-the-job learning, demonstrate job safety requirements to others, use various forms of documentation to aid in job task explanations, and track mentor progress. Assessment for Mentoring and Coaching should include a Level Two evaluation, measuring learning gain. Such an evaluation would include a written assessment as well as performance demonstrations of maintenance tasks and related safety measures that reflect the stated learning objectives. The recommended course hours for Mentoring and Coaching are eight.

48 A National Training and Certification Program for Transit Vehicle Maintenance Instructors Learning objectives for Mentoring and Coaching include: • Demonstrate, narrate and clearly explain the purpose of each maintenance task as it is performed. • Reinforce important safety considerations for performance of each task. • Utilize agency SOPs, methods and schedules through mentoring. • Observe and assess trainee’s hands-on performance. • Use manuals during training and encourage trainee’s use of manufacturer documentation, SOPs or other material. • Develop key instructional questions to facilitate learning through a demonstration (e.g., What should you do next? Why is that next? What does that do? Why is that the right tool?). • Track time spent with trainee, tasks performed, and skill progress. • Identify basic interactive and directive counseling and coaching techniques. Communication: Oral and Written Communication is a basic yet essential requirement and competency for a transit vehicle maintenance instructor. Communication can be defined as a meaningful exchange between individuals for the purpose of sharing ideas and knowledge. As a leader in the classroom and in the field, learning can only be most effective when an instructor can clearly communicate with participants both orally and in written form, and through effective hands-on and on-the-job demonstrations. In addition, instructors are often expected to communicate beyond the training environment for a variety of organizational purposes. Thus, upon completion of the course for Communication: Oral and Written, participants will have met competency for knowledge of various types of communication and mediums for various purposes including: • Classroom, hands-on, and on-the-job training (OJT) communication strategies including methods for active listening, conflict, communication challenges, and basic coaching techniques. • Communication practices to encourage a motivational learning environment. • Effective feedback strategies. • Writing skills for general transit organizational purposes. Assessment for Communication: Oral and Written should include a Level Two evaluation containing a written assessment as well as an oral demonstration of acquired skills and knowledge that reflect stated learning objectives. The recommended course hours are four to eight. Learning objectives for Communication: Oral and Written include: • Identify types of communication: intrapersonal, interpersonal, small group, organizational, public, and mass communication. • Identify effective mediums for execution of various types of communication. • Identify communication strategies for diverse learners. • Describe and apply active listening skills. • Develop and apply conflict resolution strategies. • Identify methods for dealing with communication challenges. • Identify communication and learning activities that can influence a motivational learning environment. • Identify effective strategies for providing effective feedback. • Identify and apply writing skills: technical and business. Delivering Instruction: Classroom and Hands-on Delivering instruction can occur in a variety of ways and should always be primarily focused on participant involvement and expected outcomes. For transit maintenance applications,

Training and Certification Program Plan 49 instruction is usually delivered through classroom activities and through various interactive and hands-on demonstrations. Activities that a transit maintenance instructor should be familiar with and utilize include instructor-led activities, shared instructor-participant-led activities, and participant-led activities. Typical activities consist of a limited amount of lecture and presentations (live or pre-recorded) supplemented by a great deal of events that engage students such as group discussions, case studies, interactive exercises, mock-up and equipment demonstrations, computer simulations, lab exercises, and games to name a few. Hands-on activities could be integrated into the classroom, held in dedicated labs, or con- ducted as shop-floor exercises. Additional areas of focus for this course include cooperative and collaborative learning, techniques for creating effective classroom environments, and best practices for demonstrations and hands-on learning. Delivering Instruction: Classroom and Hands-on should include a Level Two evaluation containing a written assessment as well as the delivery of an instructional presentation demonstrating acquired skills and knowledge reflective of all stated learning objectives. The recommended course hours are eight. Learning objectives for Delivering Instruction: Classroom and Hands-on include: • Effectively deliver lesson plans. • Identify at least three areas that make a good presentation. • Identify the do’s and don’ts of presentations. • Structure a presentation to effectively deliver information. • Improve presentation skills and audience communication. • Describe and demonstrate how to maintain audience interest during a presentation. • Implement effective and dynamic question techniques during presentation of material. • Structure presentations for participant centered and driven learning. • Assess effectiveness of learning activities, integrate student feedback. • Apply strategies for cooperative and collaborative learning and instruction. • Describe techniques for creating an effective classroom environment with consideration for variables such as classroom size, audience and instructional goals. • Identify best practice methods for labs, use of mock-ups, and hand-on learning. • Integrate live demonstrations or simulations and opportunities for hands-on learning through- out the courses. Adult Learning Andragogy, or adult learning, is the processes and means by which adults learn in the context of adult needs, experiences and pre-existing knowledge. Since the participants of a vehicle main- tenance training program are adults, an instructor in this adult learning environment should have knowledge of adult learning theories and psychology as well as how these theories relate to practical classroom application. Specific areas of adult learning addressed in this competency include basic educational psy- chology and adult learning theories, a comparison of pedagogy to andragogy, barriers for adult learners in the maintenance classroom, and legal aspects of training. Adult Learning should include a Level Two evaluation containing a written assessment as well as a demonstration of acquired skills and knowledge reflective of all stated learning objectives. Recommended course hours are eight. Learning objectives covered include: • Identify the basic principles behind educational psychology. • Identify learning theories and methods important in adult education. • Discuss Malcolm Knowles and his theory of self-directed learning.

50 A National Training and Certification Program for Transit Vehicle Maintenance Instructors • Discuss Howard Gardner and his Multiple Intelligences Theory. • Define the eight intelligences in the theory. • Implement the Multiple Intelligence Theory into lessons using the MI (multiple intelligence) planning sheet. • Explain Edward Thorndike’s Laws of Learning and their practical application. • Identify techniques to engage and motivate adult learners/maintenance technicians. • Review and compare the theories of pedagogy and andragogy as they apply to adult learners and specifically hands-on maintenance technicians. • Identify barriers unique to adult learners/maintenance technicians. • Understand legal aspects of training. Instructional Design Competencies and Courses Instructional design competencies are those competencies that provide the backbone for instruc- tional development. Lesson planning, assessment, material development, and instructional technology are all designed and developed through instructional design. Competencies reflective of instructional design for the transit vehicle maintenance ICP and related course descriptions are explained below. Lesson Plan Design A basic format and structure for instruction is the lesson plan. A lesson plan is a guide for an instructor which divides classroom and OJT experiences into a predictable pattern of dynamic events that promote and engage participant learning. While lesson plans may vary somewhat in design, most often they include basic components such as an opening to the lesson, a direction for the lesson, an element of recall, the lesson content, various levels of application and feedback, and conclude with an assessment and summary of the lesson. An instructor must be knowledge- able of both the format and in how to develop, follow, utilize, reflect, and build upon this key component of vehicle maintenance instruction. In addition to the basic lesson plan, an instructor must also be able to differentiate instruc- tion for various learners and needs in the learning environment. Having both the knowledge of and methods for addressing the needs of a diverse audience is a critical component of lesson plan design. In the Lesson Plan Design course, participants will identify key theories as related to lesson planning, explore learning objectives and their parts, and identify and describe various learning models and instructional methods. Lesson Plan Design should include a Level Two evaluation containing a written assessment as well as a completed lesson plan demonstrating acquisition of skills and knowledge reflective of all stated learning objectives. The recommended number of course hours is eight. Learning objectives for Lesson Plan Design include: • Identify Gagne and describe the nine components of instruction (master sheet and lesson plan matrix). • Identify and write goals and behavioral objectives for a lesson. • Identify goals for a lesson plan. • Identify parts of a learning objective. • Describe Bloom’s taxonomy in the context of lesson planning. • Determine behavioral objectives. • Write behavioral objectives for a lesson plan. • Define differentiated instruction and benefits.

Training and Certification Program Plan 51 • Identify considerations for teaching diverse groups of learners. • Identify ways to create a learning environment accommodating differentiated instruction. • Identify techniques that work best with each type of learner. • Describe various learning models and instructional methods. • Identify and use resources/methods taught in previous lessons to select methods and plan a lesson. • Identify five different ways maintenance technicians learn. Assessment and Process Analysis Assessment is defined as an evaluation or judgment about an activity based on an understanding of a given situation. In classroom and OJT settings, assessment is an extension of the communi- cation taking place between instructors and participants. For example, an instructor may assess a participant’s knowledge using questions. The participant’s response will help the instructor determine how the participant is learning and should help guide further instruction. This idea can also be applied to peer-to-peer learning both in the classroom and in the field. Assessment is also a means of learning measurement for both the instructor and participant. For instructors, developing, engaging, and using assessment for instructional decisions is a critical component of teaching. Likewise, facilitating classroom and OJT settings where self and peer- assessment can take place is also critical for adult learning and especially for instructor training purposes. Assessment should occur in both oral and written form, as well as through hands-on performance demonstrations prior to, during, and after instruction. Assessment and Process Analysis should include a Level Two evaluation containing a written assessment as well as performance demonstrations reflecting acquired skills and knowledge as related to all stated learning objectives. The recommended course hours are four to eight. Upon completion of Assessment and Process Analysis, participants will be able to develop and use appropriate and effective assessment methods, use assessment to enhance instruction, and employ comprehensive reflective learning and self-assessment practices. Learning objectives for Assessment and Process Analysis include: • Identify and use appropriate and effective assessment methods. • Identify best practices for questioning: oral and written. • Describe and apply active listening and reflective questioning techniques for real-time assess- ment purposes. • Develop a written assessment. • Develop a hands-on assessment. • Utilize written and hands-on assessments to enhance and adjust instruction. • Identify comprehensive reflective learning and self-assessment reflective practices for learning purposes. Instructional Material Development Instructional material refers to resources used in the classroom to support, extend, execute, assess or enhance instruction. In many cases, instructors are faced with acquiring and developing some if not all of the instructional materials needed for their classroom and participant needs. Instructional material typically includes projected media, assessments, SOPs, OEM manuals, and professional articles. Instructional Material Development offers vehicle maintenance instructors the opportunity to learn methods and tools needed to develop effective instructional material to fit their class- room needs. Upon completion of this course, participants will be able to explain how to create

52 A National Training and Certification Program for Transit Vehicle Maintenance Instructors better presentations using instructional material; use supplemental material to assist in meeting organizational needs; construct a participant training aid for their learners; and integrate safety aspects into their material development. Understanding that good instructional material may have been developed by others, the course will also include methods for locating and incorporating those materials. Instructional Material Development should include a Level Two evaluation containing a written assessment as well as a demonstration using developed and selected instruc- tional material illustrating acquired skills and knowledge reflective of all stated learning objectives. Recommended course hours are eight. Learning objectives for Instructional Material Development include: • Account for safety principles in developing all material. • Describe how projected media can enhance or detract from a presentation. • Integrate balance, clarity, and simplicity while creating presentations. • Develop, locate, and use effective training aides (transit-specific material). • Identify supplemental material (from news, industry, OEMs, etc.). • Use OEM training material to develop unique presentations based on actual problems faced at local agency (include local deviations from manufacturer norms and recommendations). Instructional Technology Technology for instructional purposes can be beneficial in the classroom and for OJT in many ways and encompasses a variety of equipment and methods. Instructional technology may include delivery tools and methods such as videos, software tools, OEM software, computer-based learn- ing, PowerPoint presentations, social media posting boards, etc. Instructional technology may also refer to technology employed by an organization for the purpose of learning management. Instructors at the advanced level should have an understanding and know how to most effectively use instructional technology for the appropriate purposes. Participants completing Instructional Technology should be able to develop effective multi- media lessons for appropriate and intended purposes, understand methods and tools for computer- based learning, be knowledgeable in technology for learning management purposes, and be able to stay up-to-date on technology beyond the purposes of the required immediate course. Instructional Technology should include a Level Two evaluation containing a written assess- ment as well as a demonstration of instructional technology used for learning purposes to show acquired skills and knowledge reflective of all stated learning objectives. Recommended course hours are eight. Learning objectives for Instructional Technology include: • Develop a multi-media lesson using various instructional technologies. • Identify various software to support and enhance training. • Identify applications for video demonstrations and simulations. • Integrate various OEM software into training demonstrations. • Describe computer-based learning and methods for instructional purposes. • Identify computer-based training tools and software. • Identify methods for online social learning and professional networking. • Identify instructional technology tools for learning management. • Identify methods for remaining up-to-date on instructional technology. Program Design Competencies and Course Accomplished instructors often face instructionally related tasks beyond the immediate train- ing environment setting. In addition, accomplished instructors may have the opportunity to

Training and Certification Program Plan 53 become learning managers or serve as learning leaders in their agencies. Thus, the last phase of courses relates not only to advanced instructional practices related to the classroom and OJT environment, but also addresses competencies related to the larger field of instruction and related program development which a nationally certified vehicle maintenance instructor should know. These competencies include Curriculum Development: Standards-Based Training, Program Management and Evaluation, and Curriculum Development. Standards-Based Training A recommended prerequisite for transit vehicle maintenance instructors is to be technically qualified in their field. In other words, they ideally should have knowledge and experience as technicians prior to teaching these skills. Thus, the competency Standards-Based Training is not intended to teach transit vehicle maintenance skills but to instead teach how to identify standards and certifications for vehicle maintenance and incorporate those standards into their instructional practices. As standards and/or technologies change, instructors must also know how to stay-up-to-date with the latest developments. Consequently, methods for managing those changes in instructional practices are also addressed in this competency and related course. Upon completion of Standards-Based Training, the participant should be able to identify and implement national training standards and certifications into instructional practices, be able to remain up-to-date on standards and technology for instructional purposes, and have a working knowledge of the general organizational structure of the vehicle maintenance organization for workplace development purposes. Standards-Based Training should include a Level Two evalu- ation containing a written assessment as well as a developed lesson plan integrating industry standards as a demonstration of acquired skills and knowledge all reflective of stated learning objectives. The recommended course hours are eight to 16. Learning objectives for Standards-Based Training include: • Identify national training standards and certification/qualification systems for transit bus and rail vehicle maintenance. • Implement standards and certification systems into instructional practices. • Identify methods to keep up-to-date on new technologies and updates to standards. • Describe the general human resource structure and organization of the bus and rail transit systems. Program Management and Evaluation As established in a needs analysis, the needs of an organization are determined and, when appropriate, targeted instruction is subsequently planned and delivered in an effort to help meet those needs. Understanding whether or not a learning program is working and meeting organizational needs is important for successful instruction. Thus, instructors at this level should be able to complete an assessment at the classroom and program level using Kirkpatrick’s four level evaluation model. From there, instructors should be able to use knowledge gained through course and program evaluations to manage various aspects and methods for workplace learning. In Program Management and Evaluation, participants should learn how to construct effective assessments for the purpose of program evaluation; develop a program evaluation based on the Kirkpatrick model; understand “Return on Investment” and its challenges; and be able to use evaluation for learning management. Program Management and Evaluation should include a Level Two evaluation containing a written assessment as well as a developed program evaluation

54 A National Training and Certification Program for Transit Vehicle Maintenance Instructors plan for a demonstration of acquired skills and knowledge reflective of all stated learning objectives. Recommended course hours are four to eight. Learning objectives for Program Management and Evaluation include: • Develop effective pre- and post-course assessments based on course objectives. • Develop a program evaluation using the Kirkpatrick evaluation model and training return on investment (ROI) analysis. • Describe the benefits and challenges of ROI analysis. • Identify methods for learning management. • Use program evaluation for learning management purposes. Curriculum Development Curriculum generally refers to a series of courses with related learning objectives and resources that help an instructor and learner achieve specific instructional goals. Often instructors, and especially instructors at advanced levels, are required to participate in curriculum development. As facilitators of workplace learning and development, experienced instructors are often seen as the go to resource for organizational knowledge. Thus, knowledge of workplace organization will be beneficial in identifying workplace organization knowledge needs. Upon completion of this course and based on instructional design (ISD) principles, the Curriculum Development: Transit Maintenance Instruction course provides participants with basic principles, methods, and tools for vehicle maintenance instructors to assess course needs; plan for related instructional goals, strategies and methods; integrate national standards; and identify methods for organizational learning management. Curriculum Development: Transit Maintenance Instruction should include a Level Two evaluation containing a written assessment as well as a developed curriculum plan presenting acquired skills and knowledge reflective of all stated learning objectives. Recommended course hours are eight. Learning objectives for Curriculum Development: Transit Maintenance Instruction include: • Use ISD principles (e.g. Bloom Hierarchy, DLK, ADDIE Model) and practices when planning lessons and curriculum. • Perform a skill gap/training needs analysis. • Use a needs analysis to develop training program. • Describe Bloom’s taxonomy in the context of curriculum development. • Define the instructional strategies and appropriate uses of each strategy. • Select instructional methods that best suit the material and audience. • Utilize the instructional model of method selection. • Develop the ability to select new methods by using the instructional strategies/methods selection tool. • Develop curriculum and training materials based on national standards. • Identify methods for system-based learning management. Table 4.2 summarizes the learning objectives for each core competency, thereby allowing the AO to develop targeted program courses that address these objectives. When evaluating and approving alternative courses, the learning objectives identified here can also be used for that AO function. Table 4.3 summarizes the suggested hours for each program course to help guide the Admin- istrating Organization in structuring the program.

Training and Certification Program Plan 55 Core Competencies Learning Objectives Training Delivery Mentoring and Coaching • Demonstrate, narrate and clearly explain the purpose of each maintenance task as it is performed • Reinforce important safety considerations for performance of each task • Utilize agency SOPs, methods, and schedules through mentoring • Observe and assess trainee’s hands-on performance • Use manual during training and encourage trainee’s use of manufacturer documentation, SOP’s or other material • Develop key instructional questions to facilitate learning through a demonstration (e.g., What should you do next? Why is that next? What does that do? Why is that the right tool?) • Track time spent with trainee, tasks performed, and skill progress • Identify basic interactive and directive counseling and coaching techniques Communication • Identify types of communication: intrapersonal, interpersonal, small group, organizational, public, and mass communication o Identify effective mediums for execution of various types of communication • Identify communication strategies for diverse learners o Describe and apply active listening skills o Develop and apply conflict resolution strategies o Identify methods for dealing with communication challenges • Identify communication and learning activities that can influence a motivational learning environment • Identify effective strategies for providing effective feedback • Identify and apply writing skills: technical and business • Identify effective mediums for various types of communication Delivering Instruction: Classroom and Hands-On • Effectively deliver lesson plans o Identify at least three areas that make a good presentation o Identify the do’s and don’ts of presentations o Structure a presentation to effectively deliver information o Improve presentation skills and audience communication Describe and demonstrate how to maintain audience interest during a presentation Implement effective and dynamic question techniques during presentation of material Structure presentations for participant centered and driven learning o Assess effectiveness of learning activities, integrate student feedback • Apply strategies for cooperative and collaborative learning and instruction • Describe techniques for creating an effective classroom environment with consideration for variables such as classroom size, audience and instructional goals • Identify best practice methods for engaging students through hands-on and other interactive learning • Integrate live demonstrations, simulations and other opportunities that engage students throughout the learning process Adult Learning • Identify the basic principles behind educational psychology • Identify learning theories and methods important in adult education o Discuss Malcolm Knowles and his theory of self-directed learning o Discuss Howard Gardner and his MI theory o Define the eight intelligences in the theory o Implement the MI theory into lessons using the MI planning sheet o Explain Edward Thorndike’s Laws of Learning and their practical application o Identify techniques to engage and motivate adult learners/maintenance technicians • Review and compare the theories of pedagogy and andragogy as they apply to adult learners, and specifically hands-on maintenance technicians o Identify barriers unique to adult learners/maintenance technicians • Understand legal aspects of training Table 4.2. Transit vehicle maintenance instructor national core competencies and courses. (continued on next page)

56 A National Training and Certification Program for Transit Vehicle Maintenance Instructors Core Competencies Learning Objectives Instructional Design Lesson Plan Design • Identify Gagne’s Nine Events of Instruction • Identify and write goals and behavioral objectives for a lesson o Identify goals for a lesson plan o Identify parts of a learning objective o Describe Bloom’s taxonomy in the context of lesson plan design o Determine behavioral objectives o Write behavioral objectives for a lesson plan • Define differentiated instruction and benefits o Identify considerations for teaching diverse groups of learners o Identify ways to create a learning environment accommodating differentiated instruction o Identify techniques that work best with each type of learner • Describe various learning models and instructional methods • Identify and use resources/methods taught in previous lessons to select methods and plan lesson • Identify five different ways maintenance technicians learn Assessment and Process Analysis • Identify appropriate and effective assessment methods o Identify best practices for questioning: oral and written o Describe and apply active listening and reflective questioning techniques for real-time assessment purposes o Develop a written assessment • Utilize assessment to enhance and adjust instruction • Identify comprehensive reflective learning and self-assessment reflective practices for learning purposes Instructional Material Development • Account for safety principles in developing all material • Describe how projected media can enhance or detract from a presentation • Integrate balance, clarity, and simplicity while creating presentations and OJT activities • Develop and use effective training aides (transit-specific material) • Identify supplemental material (from news, industry, OEMs, etc.) • Use OEM training material to develop unique presentations based on actual problems faced at local agency (include local deviations from manufacturer norms and recommendations) Instructional Technology • Develop a multi-media lesson using various instructional technologies o Identify various software to support and enhance training o Identify applications for video demonstrations and simulations • Integrate various OEM software into training demonstrations • Describe computer-based learning and methods for instructional purposes o Identify computer-based training tools and software o Identify methods for online social learning and professional networking • Identify instructional technology tools for learning management • Identify methods for remaining up-to-date on instructional technology Program Design Standards-Based Training • Describe components of standard-based effective training—local and national training, certification/qualification and apprenticeship systems for transit bus and rail vehicle maintenance occupations • Integrate national training standards into local training programs • Identify methods to keep up-to-date on new technologies and updates to standards • Describe the general human resource structure and organization of the bus and rail transit systems Program Management and Evaluation • Develop effective pre- and post-course assessments based on course objectives • Develop a program evaluation using the Kirkpatrick evaluation model and training ROI analysis • Describe the benefits and challenges of ROI analysis • Identify methods for learning management • Use program evaluation for learning management purposes Table 4.2. (Continued).

Training and Certification Program Plan 57 Course Design, Delivery Methods, Time Limits and Recertification Course Design While the courses are thematically grouped, the Project Team is recommending that participants should have the flexibility to take these courses by the groupings as indicated or à la carte in the order of their choice or need for certain skill development. For the Mentoring and Coaching certificate, the process is straightforward in that there is only one course to take. A candidate pursuing full certification, however, should be given the option to start with Training Delivery courses if those courses fulfill a pressing need for improvement. For another instructor with a more immediate need to better understand standards in instruction, he/she would be better served beginning with Standards-Based Training. Therefore, the model needs to be flexible to accommodate specific instructor needs with the understanding that all course requirements must be satisfied before a certificate is issued. The intended target audience for each course shall have met the suggested prerequisite KSAs described earlier as determined by their individual agency. Student–teacher ratio recommenda- tions based on best practices as outlined in Chapter 3 indicate that smaller class size is proven to be more effective for training, and especially for hands-on training purposes. Therefore, the recommended class size should be kept to no more than 12 to 15 students with 6 to 10 participants as the optimum. Core Competencies Learning Objectives Curriculum Development • Use ISD principles (e.g., Bloom Hierarchy, DLK, ADDIE Model) and practices when planning lessons and curriculum o Perform a skill gap/training needs analysis o Use a needs analysis to develop training program o Describe Bloom’s taxonomy in the context of curriculum development o Define the Instructional Strategies and appropriate uses of each strategy • Select Instructional Methods that best suit the material and audience o Utilize the instructional model of method selection o Develop the ability to select new methods by using the Instructional Strategies/Methods selection tool • Develop curriculum and training materials based on national standards • Identify tools for system-based learning management Table 4.2. (Continued). Courses Hours Mentoring and Coaching 4 – 8 Communication: Oral and Written 4 – 8 Delivering Instruction: Classroom & Hands-On 8 Adult Learning 8 Lesson Plan Design 8 Assessment and Process Analysis 4 – 8 Instructional Material Development 8 Instructional Technology 8 Standard-Based Training 8 – 16 Program Management & Evaluation 4 – 8 Curriculum Development 8 Capstone - Putting it all Together 8 – 16 Table 4.3. Transit vehicle maintenance instructor national core competencies and courses suggested hours.

58 A National Training and Certification Program for Transit Vehicle Maintenance Instructors It is essential that all courses be developed in such a way that candidate instructors go back to their agencies with the ability to deliver a blend of instructor and participant-led learning such that the student is actively engaged in the learning process to the greatest extent possible. As supported by the best practices research, training courses must dynamically involve students if they are to be effective, especially if transit maintenance hopes to attract younger workers accustomed to computers and interactive video games. As illustrated by theorists such as Gagne and Dewey, students best retain concepts presented to them when they are actively engaged in the learning process. Use of interactive computer programs, lab exercises, OJT, equipment mock-ups, cutaways, and hands-on exercises are examples of activities that supplement classroom training and engage students to learn. If the ultimate goal of maintenance training is to instill in students the ability to perform job tasks, then the learning environment must serve to facili- tate the manual dexterity needed to accomplish those tasks. Thus, a blend of delivery including instructor and participant-led learning along with other interactive classroom strategies and delivery methods is strongly recommended for this program. Facilitators for both program courses as well as approved alternative courses must be knowl- edgeable and experienced in the content area of the course they are facilitating. The AO needs to have a process in place to ensure that all facilitators have proven experience in facilitation and instruction. For technical courses such as Instructional Technology, the instructors must have the technical knowledge and experience as required for the participants. While not part of the official program design, agencies who have participants in the program should consider adding in-house mentoring for those instructors completing the national certi- fication program. In-house mentoring is a best practice used by many agencies where instructors receive feedback and support as they grow to become more independent masters of program competencies as maintenance instructors. Course Delivery Methods Course delivery to meet training and certification requirements for candidate instructors needs to take into account limited agency budgets and the limited time instructors have to travel to take all of the required courses. As shown in Chapter 3, organizations use a variety of methods to deliver courses to candidate instructors such as traditional in-person type classroom style setting, computer-based and/or web setting, approved alternative courses offered by third-party providers, or through a combination of blended traditional in-person classroom and computer- based training. Another effective but somewhat costly option is to offer annual workshops where candidate instructors receive training and exchange learning ideas with their peers. Also revealed in the best practices chapter was SEPTA’s approach whereby videotaped presentations are used to critique and assess instructor performance. The Core Competency Course Delivery section of Chapter 5 recognizes that the methods of course delivery to candidate instructors represent a major program cost and outlines the advan- tages and disadvantages associated with three specific course delivery methods. Ultimately, it will be up to the AO to take the best practices gleaned from transit and other industries presented in Chapter 3 along with the business considerations outlined in Chapter 5 to develop a course delivery structure that is both effective and sustainable, given participation levels and budgetary constraints. Time Limitations and Recertification Because course competencies vary in content and potential participant or agency need, the Project Team is recommending that there be no time limit established in which to complete

Training and Certification Program Plan 59 the program. Instructors should be given as much time as needed to complete the program and achieve certification. This is especially important for smaller agencies where the instructor has many responsibilities and may be unable to devote as much time to the program as an instructor from a larger agency with sufficient back-up staff. However, because some competencies may be time sensitive due to technological advances, courses to meet those competencies should be con- sidered for completion within a certain time frame prior to certification and possibly required to be taken for refresher in order to maintain certification over time. Except for a possible require- ment to take certain time sensitive courses closer to certification as established by the AO, it is recommended that there be no general recertification requirements for those already certified. The program model should be reviewed every three to five years by the AO for updates to content, standards, and technological advancements. Methods for Validating Attainment Validation for attainment of the National Vehicle Maintenance Instructor Training and Certification Program is completed by means of a thorough evaluation process. This process is made up of two components: a portfolio containing National Course Assessments completed at the end of each course and a comprehensive National Capstone Project completed at the con- clusion of the program. This assessment process ensures the participants will meet individual competency requirements for each course as well as comprehensive mastery of the full program woven together. Both the portfolio and the final Capstone Project should be evaluated by an appointed SME Evaluation Team. Both approved components should be completed and approved by the Subject Matter Evaluation Team in order to achieve certification. The assessment process is presented here as a series of recommendations to the AO, which ultimately will develop and manage the entire assessment process including having direct responsibility for assessing program courses and overseeing SME involvement in the assessment process. SME Evaluation Team It is recommended that a group of SMEs be appointed as the official evaluation team with the sole purpose of reviewing all portfolio assessments throughout the program and all elements of the Capstone Project at the end of the program to determine if instructor certification is warranted. Reviews will be made of written materials as well as video tapes or similar materials submitted by candidates as examples of actual training delivery. This evaluation team must be appointed by the AO to represent all of the interests in the certification process and must each be independently qualified as a SME as required for this content. At a minimum, these teams should consist of at least three SMEs. A chair should be appointed by the group to facilitate the process. The Portfolio and Course Performance-Based Assessments Upon the conclusion of each completed course, participants in the National Vehicle Maintenance Instructor Training and Certification Program should complete National Course Assessments reflective of the course and competency met. Each course assessment should contain two summa- tive assessments, one being written and one being demonstrative. The written assessment should contain an assortment of multiple choice and essay-type questions measuring content learned in the course. The demonstrative assessment should be designed to measure the application of the content learned in the course. In some cases, videotaping or distance-based techniques may

60 A National Training and Certification Program for Transit Vehicle Maintenance Instructors be a required medium for demonstrative assessments in order to reduce travel costs and time needed to conduct those types of assessments. Each summative course assessment, as completed and developed by the certificate candidate, should then get applied to their final portfolio for review by the SME Evaluation team. The earlier described learning objectives should be the standard by which to develop and measure each assessment. The assessments used to determine certification are based on the late Donald Kirkpatrick’s Four Level Evaluation Model as first published by the American Society for Training and Devel- opment (ASTD). The model is widely accepted and utilized for workplace employee training and development evaluation. Kirkpatrick’s four levels of evaluation include a Level One measurement of course reaction; a Level Two measurement of knowledge gained; a Level Three measurement of behavior and job performance; and a Level Four measurement of results and ROI. Although the Kirkpatrick model contains four levels, each individual course assessment should contain a Level Two written and demonstrative assessment from that model to determine what the participant learned in each course throughout the certification program. Table 4.4 summarizes the recommended performance-based assessments for each core competency. Core Competencies Competency Assessment Training Delivery Mentoring and Coaching Written assessment Demonstration of explained vehicle maintenance task and related safety measures Communication Written assessment Oral presentation demonstrating ability to communicate technical instruction (involves videotaping) Delivering Instruction: Classroom and Hands- On Written assessment Presentation of a 20-minute lesson (involves videotaping) Adult Learning Written assessment Case study illustrating how adult learning theories are applied to a transit maintenance class Instructional Design Lesson Plan Design Written assessment Develop a lesson plan for a transit maintenance training session Assessment and Process Analysis Written assessment Develop an oral and written assessment for a given transit maintenance lesson Instructional Material Development Written assessment Demonstration of selected and developed instructional materials for a given transit maintenance lesson Instructional Technology Written assessment Develop a multi-media lesson of a transit maintenance training session for demonstration (involves videotaping) Program Design Standards-Based Training Written assessment Develop a lesson for a transit maintenance classroom with integrated industry standards Program Management and Evaluation Written assessment Develop a program evaluation based on the Kirkpatrick model and explain how the evaluation will be used for management purposes Curriculum Development Written assessment Given a transit maintenance course, develop a curriculum plan using ISD principles and methods Table 4.4. Transit vehicle maintenance instructor national core competencies and performance-based assessments.

Training and Certification Program Plan 61 National Capstone Project Requirements Upon conclusion of the program, the participant should complete a capstone project. The capstone project requirements for certification should involve three comprehensive elements all relating to each course in the program. This process is recommended to assure mastery of each course and to connect all of the courses to the process of certification. Like the portfolio, a participant’s capstone project should be reviewed and approved by the appointed SME evaluation team. Each candidate will be required to complete the following elements to an assigned level of mastery to qualify for national certification. Element 1—Comprehensive Exam Each certificate candidate must complete a comprehensive examination that will include two essay questions from each course in the certification program. These will be directly related to the content for each course and will be developed based on the objectives for each specific course. These questions will provide each student an opportunity to apply the content of a course in a real-world context. Each exam will be reviewed by a group of appointed SMEs and an evaluation of pass or fail will be applied to each question. A student must have a final grade of 70 percent or higher for these questions to pass this portion of the capstone requirement. Element 2—Reflective Paper Each certificate candidate will be required to reflect on each course in the program and con- struct how the content of each course can be applied to improving the courses they now teach, or will teach in the future. There will be a minimum requirement of 250 words for each reflection. Each reflective paper will be reviewed by a team of SMEs and assigned a pass or fail evaluation. A student must have a 70 percent or higher evaluation to pass this element of the certification. Element 3—Case Study Each certificate student will be required to complete a case study assignment that requires each student to demonstrate a solution for a specific real-world problem that typically exists in the training environment at the level of an instructor. A minimum of 500 words will be required for the written product which will be reviewed by a team of SMEs. An evaluation of pass or fail will be assigned to each case study response. Course Substitution Guidelines To provide added flexibility for candidate instructors, approved program course substitutions will be a factor in the national certification program. In some cases, instructor candidates desiring to enter the national vehicle maintenance instructor program may have already completed similar courses elsewhere, for which credits will need to be given. Although guidance and recommendations are provided here, it will be the AO’s final determi- nation regarding how non-program courses will be selected and approved, and how credits will be assigned for those courses. Regardless, the Project Team is recommending that in situations where students have taken courses that qualify as substitutes for a program required course, they will still be required to complete all capstone elements to the same level of mastery as a student who has taken all required courses through the program. This assures that the requirements of certification are maintained regardless of where the course was taken. Detailed course substitution guidelines and example alternative courses are provided here.

62 A National Training and Certification Program for Transit Vehicle Maintenance Instructors Course Substitution Process and Examples of Alternative Courses This section provides a preliminary listing of possible alternative courses and describes the conditions under which candidates seeking national instructor certification can apply these courses. The intent is to allow those candidates who have already received instruction that meets certain conditions to achieve certification, thereby avoiding duplication and saving time. The process also permits candidates to fast track the certification process by taking approved alter- native courses in advance of those scheduled by the certification program. The flexibility is intended to give instructor candidates increased choices towards reaching certification without compromising the program’s validity. Regarding alternative courses, a challenge that faced the search effort is the limited numbers of those that are “plug-and-play,” ones that fully satisfy the duration and learning objectives estab- lished within this project. Many courses, for example, are part of larger educational programs where it is uncertain if the provider will make certain elements available à la carte. In other cases, some examples are not fully developed course offerings, but instead consist of reference materials or related work accomplished by competent organizations. The collective information does, however, provide the eventual AO with a set of potential courses and a list of organizations with the ability to either develop new courses or modify existing ones to suit program requirements. Course Substitution Process The Project Team proposes that any candidate seeking certification under this program may request that a non-program course be considered for substitution for one of the required certi- fication courses using the following guidelines: • A substitute course must contain equal or greater contact hours as the certification course. • A substitute course must cover the same or greater content area as the certificate course as determined by course objectives. • A substitute course must have equal or greater academic rigor and complexity as the certificate course. • Evaluation of student mastery must be equal to or greater than that required in the certification course. • A student must present a certificate of completion, transcript or other official instrument documenting satisfactory participation and completion of the substitute course. • The capstone course will not be considered for substitution under any circumstances. • Acceptance of substitute courses does not in any way change the certification requirements of the capstone course and subsequent certification. • A substitute course must have been completed no later than 5 years from the time the requested substitution is filed. • A fee may be applied to each requested course substitution, regardless of outcome. • No more than four (4) courses can be substituted for certification courses. An initial group of equivalent courses will be determined within the first year of the program and additional courses may be added later as required. The initial group of courses and each subsequent review for substitute course requests will be determined by the program’s eventual AO. It is envisioned that the course validation process will be conducted by a team of SMEs and instructional designers under the direction of the AO to assure conformity to both content and academic standards established for the certification process. Also, as part of the alternative course process, if someone has earned an associate degree in a related field, he/she may be able to substitute suitable courses obtained through that degree to meet certain National Instructor Certification requirements. The same team of SMEs

Training and Certification Program Plan 63 and instructional designers will make these determinations under program management guidance. Examples of Alternative Courses As stated above, alternative courses will be selected and approved through a formal process developed by the AO. The list of alternative courses provided here as Appendix A is by no means comprehensive nor is it intended as the only suitable alternative course listing available to the program. However, a preliminary listing of alternative courses organized by each subject area will provide the AO with a good start for making its final determination. Each of the alternative course recommendations listed in Appendix A contain contact information for the organization providing the materials, an overview of the organization, details about its training products, and whether those products relate specifically to transit. A summary of those courses is provided here. Mentoring and Coaching There are several sources for mentor training. Management Mentors, for example, offers interactive, online courses on mentoring training. The firm uses audio skits, interactive quizzes, and dynamic tutorials to address several aspects of mentoring and coaching. The Association for Talent Development (ATD), formerly ASTD, offers mentoring courses that can be delivered on-site or online. Two community colleges were identified that offer mentor training. Chronus offers development software to assist organizations develop their own mentoring and coaching programs, while EDSI has developed a course on mentoring and coaching specifically for transit applications. The Transportation Learning Center’s Mentoring Guidebook is also included as a reference for developing mentoring programs in a transit environment. Adult Learning The Murphy Institute, associated with the City University of New York, offers two programs focused on instruction of adult learners—Graduate Certificate in Adult Learning: Program Design and Facilitation, and Certificate in Understanding How Adults Learn. ATD has a course entitled Essentials of Adult Learning, which explains the principles of adult learning in the context of workplace implementation. The ed2go network offers several instructor-led online courses including one entitled Teaching Adult Learners that explores the unique needs and motivations of adult students. EDSI offers two complete courses on Learning Styles and the Adult Learner, while FTA’s Principles of Adult Learning and Instructional System Design serves as a useful reference document. Communication: Oral and Written In addition to the sources provided here and in Appendix A, courses on oral and written communication are readily available through the community college network and other sources. The search revealed that Langevin, a company used by Thermo King as discussed in Chapter 3, has a self-study kit designed for training professionals who want to write clear, concise, and professional training materials. They also offer a one-day workshop entitled Polishing Your Presentation Skills. Mind Tools, an online training provider, offers a variety of courses dedicated to improving writing skills in specific areas. Improving Communications, a New York based training firm, offers courses on business writing and public speaking. Delivering Instruction: Classroom and Hands-on Washtenaw Community College, a community college in southern Michigan, has a course on Interactive Teaching designed specifically to enhance teaching and interaction techniques

64 A National Training and Certification Program for Transit Vehicle Maintenance Instructors for technical instructors. The course provides instructors with tools to more effectively engage an audience, create individual and group discussion, and structure classroom setup more conducive to individual participation. The CUTR provides several courses to assist instructors with setting up training for transit technicians in classrooms and labs. The NTI offers the course, Training and Coaching Skills, which provides instructors with skills to structure effective classroom presentations, improve presentation skills, and encourage audience participation. ATD’s Master Trainer Program also contains courses to help instructors master all aspects of training delivery. EDSI offers a course entitled Presentation Skills where participants get to understand what makes a good presentation and their own strengths and weaknesses regarding making presentations. Two useful reference materials were identified including MIT’s Training Delivery Guide that addresses what makes a training program excellent and how to select optimal delivery methods. OSHA’s Best Practices for Development, Delivery & Evaluation Workbook provides best practice elements to help instructors to better develop, deliver and evaluate training. Assessment and Process Analysis CUTR, which extensively uses assessments to evaluate their course offerings and to measure learning, has the capability to develop a course for this project based on the assessment processes it uses. The National Occupational Competency Testing Institute (NOCTI) works with specific industry SMEs to develop assessment courses either on-site or distance based. ATD offers an Evaluating Learning Impact Certificate as an online course where students receive a solid foundation in all aspects of the measurement and evaluation of learning. Standards-Based Training The search for alternative courses did not locate a single course applicable to this project. However, several organizations were identified with the potential to create such courses. APTA, for example, has worked with transit agency and union stakeholders to develop national training standards for bus and rail vehicle maintenance. Although a specific course is not offered, APTA is well qualified to develop one to assist instructors integrate national training standards into local training programs. The NATEF, a division of ASE, certifies automotive professionals. Procedures they use could be useful for developing a course on standards-based training in transit. SCRTTC, EDSI and the Transportation Learning Center (TLC) also have the experience to develop courses on standards-based training. Lesson Plan Design/Instructional Material Development TLC Seminars, which has significant experience in advanced instructor training programs, offers the course Custom Training Development designed to assist instructors with producing new training programs and upgrading existing programs. The West Virginia Department of Education has a document titled Quality Lesson Design, which describes why lesson plans should be created, what needs to be included, and where to find examples of comprehensive lesson plans. EDSI, which developed instructional material for several of the APTA bus and rail training stan- dards, also offers courses on lesson plan design and instructional design. Curriculum Development Courses on curriculum development are found at community and other colleges that specialize in education. UTI, which offers automotive technician training, has a Custom Training Group (CTG) that can tailor one of its existing course offerings on creating curriculum specifically for transit applications. EDSI’s course entitled Curriculum Development is designed to assist qualified instructors with developing curriculum off of existing responsibility and task lists.

Training and Certification Program Plan 65 Certification A national certification will be granted to vehicle maintenance instructor participants that successfully complete all 11 courses outlined in the competency model or approved substitute courses, as well as the completed and approved final capstone project. The certification provides tangible proof that instructors have demonstrated they are qualified to perform their jobs, and provides recognition for their knowledge and abilities. This nationally recognized credential is portable if the certified instructor seeks employment at another agency. Time to Completion and Recertification Because course competencies vary in content and potential participant or agency need, the Project Team is not recommending a limit in which to complete the program, nor is it recom- mending a formal recertification process. However, because some competencies may be time sensitive due to technological advances, courses to meet those competencies should be considered for completion within a certain time frame prior to certification and possibly required to be taken for refresher in order to maintain certification over time.