Use of Automotive Service Excellence Tests Within Transit (2016)

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5 in each specific test area prepare the questions. SMEs include working technicians, training representatives from vehicle manufacturers, customer service professionals, and educators and instructors. Exams are segmented by the various sub- specialty areas (e.g., automobile, medium and heavy truck, and transit bus). There are more than 40 exams offered by the ASE program, each designed to discern knowledge of specific job-related skills. Procedures used by ASE for writing and validating test questions follow best practices used in other nationally rec- ognized credentialing programs: • Test-writing workshops typically include 10 to 15 SMEs. A separate workshop is conducted for each ASE certifica- tion test. • SMEs at each workshop review and modify job tasks necessary for success in a particular job category (i.e., engines, preventive maintenance inspections, etc.). • Questions are written to specific job tasks; repair and diagnostic scenarios must reflect current technology, and trick questions and manufacturer-specific questions are not acceptable. Each question is reviewed and modified by the entire workshop group for clarity and technical accuracy. Each question must have one correct answer and three incorrect multiple-choice answers. • Accepted questions are included as nonscored “pretest” questions in actual ASE tests to determine how well they perform. • Based on how well a given question performs in pretest, it may become an actual test question or may be recon- sidered in a future workshop. Questions that “make the cut” have been validated by both SMEs and working technicians. • ASE continues to monitor a question even after it passes pretesting. Every question is tracked for proper perfor- mance each time it is used in a test. • When a question becomes technically outdated, it is removed from the pool of test questions. Test Taking Process Tests were traditionally completed with pencil and paper. In 2012, ASE moved its test takings to a computer-based for- mat. All certification testing, however, is still administered at secure, proctored test centers. The computer-based testing format provides immediate test results and accommodates Much of the literature regarding the ASE program and its appli- cation to bus transit comes from ASE, APTA, and other orga- nizations related to the ASE testing and certification program. AuTomoTive Service excellence HiSTory And BAckground overview As mentioned earlier, ASE stands for the National Institute for Automotive Service Excellence and serves as the focus of this synthesis. It was founded in 1972 as a nonprofit, independent organization offering training, testing, and certification ser- vices to validate and improve the knowledge and skills of automotive technicians. ASE is nationally recognized as the standard industry credential provider for automotive profes- sionals; more than 300,000 technicians hold current ASE certifications. Detailed information about ASE’s testing and certification program can be found at https://www.ase.com. Certification of technicians by ASE offers tangible proof of their technical proficiency; providing a level of assurance to automobile dealers, fleet operators, customers, and the pub- lic that highway vehicles are serviced by qualified personnel. Many automobile dealerships proudly display posters indicat- ing to customers that their technicians are ASE certified and thereby qualified to work on their vehicles. ASE exams are not easy; only two of every three test-takers pass on their first attempt. To remain certified, technicians must be retested every 5 years. Table 2 shows the various areas in which ASE offers certi- fication and the number of technicians holding ASE certifica- tions in each group. Details about the Transit Bus Technician Program are provided later in this section. As indicated in Table 2, the vast majority of those certified (223,230) are automobile technicians; the next largest group (43,958) is parts specialists, which points to the wide range of certifications offered by ASE. Others holding large percentages of ASE certifications are associated with heavy and medium trucks (37,196) and advanced engine (racing) performance technicians (36,093). As noted in Table 2, just over 3,000 technicians have at least one transit bus certification. Test development Process ASE test questions are not prepared by any single individual at ASE. Instead, ASE holds national workshops where SMEs chapter two liTerATure review

6 both initial certification and recertification testing. ASE is also offering a greater choice of testing dates and times, including weekends. Applicants register online for an ASE test and have 90 days in which to schedule an appointment at more than 450 test cen- ters across the country. Appointments can be made at time slots offered during the day, evening, or on a weekend, subject to test center availability. Registering by telephone is also an option. recertification ASE certifications expire every 5 years, which requires retest- ing to keep certifications current. Tests are updated to reflect advances in technology and repair procedures, ensuring that technician skills and knowledge are kept up to date. As a result, different questions are added for recertification testing. Ideally, agencies would provide the updated training needed to pass recertification, although this is not always the case. Fees There are separate fees to register and to take tests. A $36 reg- istration fee covers each 3-month window in which applicants can register for any number of tests. With some exceptions, the fee for each Certification Test or Recertification Test is approx- imately $35. Some agencies reimburse technicians for ASE fees, at least for those tests that technicians pass. master Technician Status ASE also offers Master Technician status where techni- cians must pass a specified number of tests in a given series (e.g., automobiles, trucks, and transit buses). To receive Master Certification classification in the transit bus series a technician needs to pass one of two engine repair tests [either compressed natural gas (CNG) engines or diesel engines] and all of the remaining tests within the transit bus series of tests; seven of the eight offered. As mentioned earlier in the Introduction, to date of the more than 3,000 individuals who have passed at least one ASE transit series test, slightly more than 600 (about 20%) have attained ASE Transit Bus Master Technician designation, implying that one in five have achieved Master status. Master Technician candidates must also document at least 2 years of relevant hands-on work experience and recertify in each test area every 5 years. If one of the required certi- fications expires, Master Technician status is lost but can be reinstated by taking the required recertification test(s), even after they expire. As with all ASE tests there is no time limit on returning for recertification. Once you pass your original ASE test, you only need to take the recertification test to be reinstated no matter how long it has been expired. Blue Seal workshop certification Program In addition to certifying technicians and other automotive pro- fessionals, ASE offers a program whereby the entire workshop facility gains certification. Called the ASE Blue Seal of Excel- lence Recognition Program, businesses must meet specific criteria to achieve certification. For repair businesses includ- ing transit garages at least 75% of technicians performing diagnosis and repairs must be ASE certified. In addition, each area of service offered in the shop (e.g., engine repair and the parts room) must be covered by at least one ASE-certified ASE Classification Number of Individuals withASE Certifications* Automobile Technicians 223,230 Service Consultants 15,953 Maintenance/Light Repair Technicians 6,322 Advanced Engine Performance Specialists 36,093 Collision Repair/Refinish Technicians 20,685 Collision Damage Estimators 7,104 Medium/Heavy Truck Technicians 37,196 Truck Equipment Installation and Repair Technicians 2,728 Engine Machinists 949 Compressed Natural Gas Technicians 1,865 Transit Bus Technicians 3,065 School Bus Technicians 4,572 Parts Specialists 43,958 Net Total Service Professionals 313,033* *Note: “Net Total” means individuals with multiple certifications are counted only once. For example, a technician with both Transit Bus certifications and Automobile certifications is only counted once (that is why the net total is less than the combined Number of Individuals with ASE Certifications). Source: ASE. TABlE 2 ASE CERTIFICATION ClASSIFICATIONS

7 individual. Of the survey respondents, 15% claim their shops are Blue Seal certified, including PRTC, one of the case exam- ples highlighted in chapter four. The initial application fee for the Blue Seal of Excellence Recognition Program at the time of this report was $235. Once approved, workshops receive several promotional items including a wall plaque personalized with the business name, date of participation, and ASE logo. Eligibility status is evalu- ated each year by ASE to ensure that certification credentials remain current. The annual renewal fee is $65. Recipients of the Blue Seal recognition program are also listed on the ASE website, a benefit intended primarily for automobile dealer- ships to gain consumer confidence and increase business. AuTomoTive Service excellence TrAnSiT BuS ProgrAm Until recently, ASE did not offer a series of certifications specifically for the transit bus technician. Instead, bus techni- cians took certifications intended for the automobile and truck markets. Recognizing this gap, TRB organized a meeting in 2004 with ASE and representatives from various transit agen- cies, APTA, the Transportation learning Center, and the two major transit unions, the Amalgamated Transit Union (ATU) and Transport Workers Union of America (TWU). TCRP Project E-06, Transit Bus Mechanics: Building for Success— The ASE Transit Bus Maintenance Certification Test Series, details the multi-organizational effort taken to establish an ASE program for transit bus technicians (Kunce 2012). During its initial meeting the group reinforced interest in a new ASE test series specifically for transit bus technicians and identified eight categories for certification; ASE refers to the Transit Bus Series as the H Series: H1—Compressed Natural Gas (CNG) Engines H2—Diesel Engines H3—Drive Train H4—Brakes H5—Suspension & Steering H6—Electrical/Electronic Systems H7—Heating, Ventilation & Air Conditioning H8—Preventive Maintenance & Inspection. TRB acquired funding from U.S.DOT to cover costs asso- ciated with the development of various task lists, which rep- resent the essential tasks or skills SMEs collectively believe technicians need to demonstrate knowledge of to receive certifications. Each of the test series (e.g., Diesel Engines) is classified by Content Areas, under which the various job tasks reside. For example, one of the Content Areas under Diesel Engines is “General Engine Diagnostics.” A work task under that area is: “listen for and diagnose engine noises; determine needed repairs.” Once all tasks are identified, SMEs develop questions to demonstrate knowledge in each of the tasks. Workshops to develop the transit task lists through joint labor–management participation were held during September and October of 2004. Additional funding was then approved for full develop- ment of the transit test series in early 2005. Each test ques- tion had to survive review by all SME groups. Questions were written to address practical problems of diagnosis and repair experienced by technicians in their day-to-day work. Next, all questions were pre-tested and quality-checked on a national sample of technicians. Questions that met ASE stan- dards of quality and accuracy were included in the scored sections of the tests; those rejects were revisited or discarded altogether. The first two tests, Brakes (H4) and Electrical/Electronic Systems (H6), were introduced in May 2006, with recerti- fication slated for the fall of 2010. The Diesel Engines (H2) and HVAC (Heating Ventilation & Air Conditioning) (H7) were introduced in May 2007; recertification in January 2012. The Drive Train (H3) and Steering & Suspension (H5) tests were introduced in May 2008; recertification in January 2013. The Compressed Natural Gas (CNG) Engines (H1) and Preven tive Maintenance & Inspection (PMI) (H8) tests were introduced in May 2009; recertification in January 2014. The existing eight Transit Bus certifications may be expanded in the future if sufficient interest exists (chapter three reveals a strong interest in hybrids and doors). Table 3 shows the current offering of eight tests with respective number of questions and testing time for certification and recertification. Transit Participation and certifications to date As mentioned earlier, a total of 3,065 technicians have passed one or more of the ASE Transit Bus tests. In total, 10,557 ASE Transit Bus tests have been passed, with 601 technicians attain- ing ASE Transit Bus Master Technician designation. Educa- tional and other programs to help prepare technicians for ASE testing are described here. AuTomoTive Service excellence educATionAl ProgrAmS In addition to testing and certification, ASE has created vari- ous educational programs to assist both entry-level and senior technicians with their careers. To accomplish this, ASE has formed relationships with key educational organizations and established three other programs to help recruit and train entry-level technicians. Together the various organizations within ASE provide a structure to deliver information, advice, and services to help technicians progress. A summary of each organization is provided here; additional information can be found at https://www.ase.com.

8 nATeF The National Automotive Technicians Education Foundation (NATEF) was founded in 1983 as a nonprofit, independent organization with a single mission: to evaluate technician train- ing programs against standards developed by the automotive industry and recommend qualifying programs for accredi- tation by ASE. The NATEF process has resulted in certified automotive training programs in all 50 states at the secondary and postsecondary levels. Under a program called Continuing Automotive Service Education, NATEF also works with students to increase career awareness opportunities in the auto- motive repair industry, and evaluates providers of in-service technician training programs. AyeS The Automotive Youth Educational Systems (AYES) was founded in 1997 as a partnership among automotive manufac- turers and dealerships. The program, with active affiliations in 45 states, encourages young people to consider careers in the automotive service sector and prepares them for entry-level career positions. Through its dealership and school partners, AYES strives to enhance the public image of dealerships and dealership careers, build local partnerships between dealer- ships and high quality schools, and foster positive working environments in dealerships. AYES coordinates mentoring, job shadowing opportunities for students, and takes part in career days and career fairs at local schools. ATmc The Automotive Training Managers Council (ATMC) was founded in 1984 by original equipment manufacturer (OEM) and aftermarket automotive training professionals for the exchange of training ideas and strategies helpful to training pro- fessionals. ATMC members use networking and the exchange of ideas to improve training performance and stay current with the latest training techniques. The Council sees itself as a think tank for the automotive training industry, using its collective wisdom and experience to determine how people will best learn and then helping them prepare for that future. As a subject for future research, the transit community might investigate the various ASE educational programs as a way of enhancing their own training efforts. TeST PrePArATion And STudy guideS ASE offers several services to help candidates prepare for test- ing. ASE’s website, under Test Prep & Training, contains four areas of assistance (http://www.ase.com/Test-Prep-Training. aspx): • Study Guides • Official ASE Practice Tests • Test Taking Tips • CBT (Computer Based Training) Test-Drive. Study guides ASE has produced a free study guide available on their web- site (https://www.ase.com) that encompasses all eight transit topic areas in one document. The guide reviews the ASE pro- gram and offers test-taking guidance. It also cites the number of questions asked in each content area (i.e., four questions will be asked pertaining to starting and charging systems). Job tasks from which test questions will be based are also pro- vided (i.e., charge battery using slow or fast charge method as appropriate). Individual study guides are also available through Delmar Cengage learning, an organization distinct from ASE. The guides, developed for each Transit Bus “H” Series subject Test Name Number of questions Testing time Number of questions Testing time H1 Compressed Natural Gas (CNG) Engines 60 1¼ hours 25 30 min H2 Diesel Engines 60 1¼ hours 25 30 min H3 Drive Train 50 1 hour 20 30 min H4 Brakes 60 1¼ hours 25 30 min H5 Suspension & Steering 55 1¼ hours 23 30 min H6 Electrical/Electronic Systems 60 1½ hours 25 45 min H7 Heating, Ventilation, & A/C 50 1 hour 25 30 min H8 Preventive Maintenance &Inspection 60 1¼ hours 25 30 min Source: ASE. TABlE 3 NUMBER OF QUESTIONS AND TESTING TIME

9 area except H1 (CNG Engines), cost about $25 each and can be purchased at http://www.delmarlearning.com. Each Delmar Cengage learning study guide contains questions that reflect those used on ASE tests. In addition to the study guides mentioned here, a link on ASE’s website contains a listing of other training resources, such as those available from Motor Age, Mitchell, Chilton, UTI and others (http://www.ase.com/Test-Prep-Training/More- Training-Resources/Other-Training-Sources.aspx). Those wanting to prepare for ASE certification testing are strongly urged to obtain the study guides offered through Delmar, ASE, and others. Together they provide valuable assistance, especially when no other training is available. As indicated in chapter three, however, the guides are intended to supplement, not replace, formal training. Some of these publications may not be periodically updated, however, which may make it difficult to use them for recertification. official Automotive Service excellence Practice Tests Official ASE Practice Tests can be found online (http://www. ase.com/Test-Prep-Training.aspx) to help technicians prepare for ASE certification exams by providing sample questions of similar content and format to those used on actual ASE tests. These online practice tests allow candidates a chance to practice taking ASE-style tests without the stress of the real thing. The practice tests are half the length of the regular ASE tests, and give feedback in the form of a performance report with explanations for both correct and incorrect answers. The Official ASE Practice Tests start at $14.95 each (at time of this report), with discounts for multiple purchases. Test Taking Tips ASE also has a link on its website (http://www.ase.com/Test- Prep-Training.aspx) offering an interactive format regarding how to interpret the types of questions found on ASE tests. Here candidates can learn more about the kinds of questions they will experience. They can also review a recording of a live ASE webinar, “Testing 1, 2, 3—Three Key Elements of ASE Test Preparation.” cBT Test-drive The “Start CBT Test Drive” link offered on ASE’s website (http://www.ase.com/Test-Prep-Training.aspx) allows can- didates to try out the computer-based testing system used at ASE’s Test Centers. The demonstration presents sample questions from a variety of ASE tests to allow candidates to practice the navigational controls of the computer-based tests, just as they appear at the Test Centers. BeneFiTS And meTricS In a PowerPoint presentation entitled The ROI of ASE, How Certification Improves Key Performance Indicators (http:// www.tirebusiness.com/assets/PDF/TB97505125.PDF) ASE claims ROI (return on investment) benefits to its certification program including: • 40% improvement in productivity, • Reduced job turnover, • 60% reduction in repeat failures (shop comebacks), • Improved public trust and recognition, • Increased training effectiveness, and • Technician recognition. The presentation explores how ASE certification adds value to both the individual automotive professional and the companies employing them. It quantifies the various advan- tages ASE certification provides in demonstrating technical knowledge and building consumer trust and confidence, and the positive impact on key performance indicators. In another PowerPoint presentation, ASE Certification, The Industry Advantage, Tony Molla of ASE points to how ASE certification affects performance in four major areas: • Repair accuracy (fix-it-right or FIR the first time); • Productivity; • Performance reviews; and • Compensation, including bonuses or additional perfor- mance compensation. The study results show a clear correlation between the number of ASE certifications held and higher results in all performance areas surveyed. Moreover, research indicates that taking an ASE or any test does more than document how much someone knows. Testing, especially multiple-choice testing, appears to help people retain what they have learned and better apply it on the job. ASE research has also shown that the simple act of preparing for a credentialing exam can enhance on-the-job (OTJ) performance. In the same PowerPoint presentation, ASE also points to an Arizona Department of Transportation study where those with ASE certifications received up to $170 in monthly bonuses, worker turnover decreased from 35% to less than 5%, shop comebacks (repeat failures) fell from 65% to less than 1%, and overtime was reduced by 35%. ASE also emphasizes a research study (http://scholar.lib.vt.edu/theses/available/ etd-04052006-133702/unrestricted/KoloDissertation.pdf) conducted by Virginia Tech that shows: • Technicians who possess ASE certification perform bet- ter and have more positive perceptions of their profession than their noncertified counterparts. • Knowledge and experience gained while obtaining ASE certification enhances a technician’s job knowledge.

10 • Fewer customer complaints directed at certified techni- cians . . . may be attributed to increased levels of pro- fessional knowledge and experience obtained [through] certification. • Knowledge gained preparing for the exams can be directly applied to the service bay. More productivity and fewer comebacks are the result. • For the employee, ASE certification offers the oppor- tunity to prove to themselves and others that they are among the most efficient in their professional peer group. • Certification reflects achievement and demonstrates a commitment to the automotive service and repair pro- fession. It demonstrates the “can do” attitude of an indi- vidual who is secure in his or her ability. Others have also extolled the benefits of ASE certification. In one example, NAPA (National Auto Parts Association), a national franchise of auto parts supply stores and repair shops, recognized that automobile technicians must have current skills and knowledge to keep pace with the ever-changing vehicles and the methods and tools needed to repair them. As a result, NAPA openly states that its AutoCare repair centers employ qualified ASE-certified technicians, who must recertify every 5 years to remain current with developing technology, and urges customers to look for the blue and white ASE- Certified seal at local NAPA stores (www.napaonline.com). In an article written for the U.S. auto repair industry entitled “ASE Certification: It’s a Matter of Common Sense,” Gary Goms (http://www.counterman.com/ase-certification-it-s-a- matter-of-common-sense/) states: In the real world, the automotive service industry in the United States is an industry with no threshold professional standards. In other words, anybody without the benefit of education or training is legally entitled to call him or herself an auto technician. Unfortunately for the automotive service industry, this glaring lack of professional standards has opened the door to incompetence and fraud. To counter this, Goms states that ASE certification tests are the “yardstick” for measuring auto mechanic competen- cies and establishing such a threshold standard. According to Goms, preparing for, taking, and passing ASE certification results in each student developing more intellectual curiosity, and becoming more dedicated to achieving professional sta- tus. Earning ASE certificates helps technicians to develop learning habits that stay with them through the rest of their professional lives. The more academics they learn, the more professional and the more intellectually aware they become. In an article written for Mass Transit Magazine, Dennis Cristofaro, formerly Manager of Bus Maintenance Training for the Chicago Transit Authority and now Operations Train- ing Specialist with PACE Suburban Bus, asks: “The ASE Cer- tification Credential: What Does it Mean to Our Industry?” (Dec. 2006–Jan. 2007). At the time it was published, Cristofaro was also an active member of the committee that prepared the ASE transit series test questions. The program was just being launched and its acceptance in transit was uncer- tain. To gain support for the program he likened the need for technician certification to credentialing required by doc- tors, lawyers, and other professional occupations. Given the responsibility technicians have for ensuring safety, security, on-time dependability, and comfort, Cristofaro maintained that it is absolutely essential that a credentialing mechanism such as ASE be in place to validate and recognize knowl- edge, skills, and abilities. Eight years later, more than 3,000 technicians have passed a total of more than 10,000 ASE Tran- sit Bus tests, a testament to the benefits bus transit sees in credentialing. APTA STAndArdS And AuTomoTive Service excellence Background Standards represent an important program activity at APTA and within the public transportation industry. APTA, through its policy and planning committees, has played a major role in the development of standards. Hundreds of industry volunteers serving on numerous working committees have developed standards for bus, rail transit and commuter rail operations, maintenance, procurement, and Intelligent Transportation Systems. These consensus-based standards are being used to achieve operational efficiencies and safety improvements in services, facilities, and vehicles. Although some terms are often used interchangeably, types of documents published by APTA include: • Standards: A generally accepted practice, method, or prescribed manner by which something is achieved by authority as a rule, measure of quality, or value. • Recommended Practices (RP): An established or usual way of doing something usually based on repeated actions or widely established processes. • Guidelines: General options on how to accomplish the task at hand. • White Papers: Documents that only provide information; no action is described. recommended Practices for Training An entire page of APTA’s Standards website is dedicated to buses: http://www.apta.com/resources/standards/bus/Pages/ default.aspx. Included is a section devoted to training, spe- cifically a series of RPs offering guidance for establishing standardized bus maintenance training programs to help tech- nicians pass ASE certification tests. The RPs are developed by APTA’s Bus Maintenance Train- ing Committee (BMTC) consisting of transit labor organi- zations, including ATU and TWU; instructors; maintenance

11 managers; OEMs; and the Transportation learning Center (TlC), which helped organize the joint labor–management participation. APTA recommends the use of these documents by orga- nizations that have a training department or conduct training for the maintenance of transit buses, that contract with others for transit bus maintenance training, and that influence how training for transit bus maintenance is conducted. The RPs begin by recommending a learning environment that combines classroom lectures, mentoring, practical train- ing, and includes practice tests as part of the training program. The introduction also describes the level of computer skills needed by technicians, and the types of questions typically found on ASE tests. Another section, course descriptions and objectives, lists the learning objectives each course is recom- mended to achieve, which are tied to the ASE task list. The ASE reference ensures that regardless of how many learn- ing objectives are contained in the RPs, those job tasks used specifically by ASE to develop their questions are addressed in the APTA training. By incorporating APTA’s learning objec- tive in their training programs, instructors are sure to develop a comprehensive approach to learning that includes the knowl- edge technicians need to gain ASE certification. learning objectives are organized on four levels, 100–400, with level 100 representing basic tasks and level 400 highly advanced tasks. The division by levels allows a training depart- ment to structure its program to first teach basics and increase the level of mastered knowledge over time. The final section of APTA’s training RPs recommends the minimum acceptable grade required to pass the course and all practical tests. SouTHern cAliForniA regionAl TrAnSiT TrAining conSorTium 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 46 transit operators, community col- leges, and other educational institutions based in California and Colorado. SCRTTC has developed and delivered curricu- lum designed to meet the technical needs of transit agencies, having trained more than 4,300 transit employees and deliv- ered more than 61,000 hours of training. SCRTTC uses standard operating procedures to develop courseware and has processes in place to ensure that instruc- tors meet established accreditation standards. Course topics come from a committee of transit 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 four training tracks: Basic, General, Advanced, and Specialty; a structure similar to the four levels used by APTA. 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 college courses that provide soft skills training required to become effective instructors. In all cases, the community college is teaching a course developed and approved by the consortium. About 60% 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. Although SCRTTC did not originally design its courses with passing ASE tests in mind, SMEs now consider the ASE Task list when developing new courses or upgrading existing ones. Doing so ensures that the training includes material needed to help technicians pass ASE tests and obtain certifica- tion. As evident in its work, SCRTTC is a staunch supporter of standards-based training and as such believes transit has a positive view toward the ASE program and that the standards established by ASE are worth training to (D. Stumpo, per- sonal communication, Jan. 23, 2015). Additional information can be found at: www.scrttc.com. cenTer For urBAn TrAnSPorTATion reSeArcH CUTR at the University of South Florida was established in 1988 to provide objective expertise in the form of research, comprehensive training and education, and technical assis- tance. CUTR’s National Center for Transit Research is des- ignated as one of 22 University Transportation Centers in the country. CUTR has a faculty of 37 full-time researchers and is home for the National Bus Rapid Transit Institute. In addi- tion, CUTR maintains a widely used list serve (created by and formerly maintained by TRB) dedicated to the exchange of bus maintenance and technology topics among transit bus professionals. Important to this study is CUTR’s Certified Transit Techni- cian (CTT) training program developed in conjunction with the Florida Department of Transportation (FDOT), which includes several key ASE elements as part of its program. A detailed case example is included in chapter four. TrAnSPorTATion leArning cenTer The Transportation learning Center (TlC) is a partnership of national transportation leaders that develops industry-wide solutions and provides support for local and statewide partner- ships in areas of common labor–management interest, such as workforce development and safety. The Center’s growing network of regional Transit Career ladder Partnerships has helped create jointly developed transit training standards, national apprenticeships, and systems of qualification for tech- nical occupations—all of which help improve the quality of transit training while cutting cost.

12 TlC works on a joint labor–management basis to develop training standards for both bus and rail maintenance. The standards, established for a broad range of maintenance areas, define the learning objectives to be achieved during training. TlC has been instrumental in identifying skilled technicians and instructors to serve as SMEs, thereby adding validity to the learning objective development process. TlC has played a key role in developing bus training standards through APTA’s BMTC. As described earlier, those standards are based on the ASE Task lists and designed in part to help technicians prepare for and pass the ASE certification tests. TlC has also established an online platform, the Transit Training Network (http://www.transittraining.net), to facilitate sharing of transit technical training materials across agencies. The courseware sharing initiative could be useful to techni- cians looking to prepare for ASE testing. TlC is also involved in other training activities includ- ing an Elevator/Escalator Training Consortium for develop- ing standards-based training materials, a similar Consortium for Rail Signals training, a Mentoring Guidebook to make effective use of the many highly skilled baby boomer techni- cians before they retire, two papers that explore the benefits of hands-on learning, train the trainer programs, and a host of other front-line worker training initiatives. Of particular interest to this study are two Transit learning Center projects. One is TCRP Report 178: A National Training and Certification Program for Transit Vehicle Maintenance Instructors (2015) (http://onlinepubs.trb.org/onlinepubs/tcrp/ tcrp_rpt_178.pdf), which recommends a program structure and business plan for establishing a national system for training and certification for transit bus and rail maintenance instructors. It proposes a suite of tools for the evaluation and accredita- tion of instructors. The national approach recommended by the study eliminates the need for each agency to develop redundant and unnecessary programs, courses, and qualifications. Finally, it will ensure a new generation of instructional professionals because the courses and process of certification will ensure that any instructor granted certification will have the documented skills to be effective. The other TlC project is TCRP Report Project E-07, TCRP Report 170: Establishing a National Transit Industry Rail Vehicle Technician Qualification Program: Building for Success (http://apps.trb.org/cmsfeed/TRBNetProjectDisplay. asp?ProjectID=2359). The program establishes a system of qualifications for rail vehicle technicians that integrates national training standards, progressive classroom curricula, OJT learning modules, an apprenticeship framework, and mentoring. Both written and hands-on assessments are used to confirm that technicians have the practical knowledge and skills required to perform their jobs at the highest level of expertise. The research project developed all content and infrastructure necessary to deliver the system of qualifications to transit rail agencies; an organization is now required to see it through. cdx gloBAl As part of TCRP’s Innovations Deserving Exploratory Anal- ysis (IDEA) Program, Transit Project 62 (http://apps.trb.org/ cmsfeed/TRBNetProjectDisplay.asp?ProjectID=2860), CDX Global located in Australia developed an Internet-based electri- cal training module for transit technicians. The training module was created to meet a growing demand for increased under- standing of modern transit bus electrical systems, which have become increasingly complex. CDX Global worked closely with APTA’s BMTC members to ensure that the material would be useful to technicians wanting to prepare for the ASE electri- cal exam, to smaller transit agencies without training depart- ments, and to those agencies looking to enhance their existing training programs. After consulting extensively with transit training managers, a module, CDX Bus: Modern Electrical Systems, was devel- oped. CDX Global adapted its model of “Know-See-Do-Prove” to the bus transit industry because of its successful application in the automotive industry. That model takes into account the learning styles of technicians in a blended learning approach, where theoretical concepts are explained in computer-based courses and then matched with hands-on training. According to CDX Global, this approach successfully accelerates reten- tion of principles and concepts, and lays the groundwork for more specific manufacturer training. CDX Bus: Modern Electrical Systems was finalized (http://www.trb.org/Main/Blurbs/169360.aspx) after exten- sive worldwide review by maintenance training managers and technicians to provide critical information on: • Electrical theory and practice, • Multiplexing, • Alternative fuel vehicles, • Safe handling of high voltage systems on hybrid-diesel buses, and • Diagnosis and repair using ladder logic and electrical schematics. The module is available through the Jones and Bartlett learning website (http://cdxauto.com/CDXBusOverview) as a free trial or on a yearly subscription basis. Each module comes complete with: • Videos and diagrams, • Interactive digital volt ohm meter simulations, • Quizzes and exams, and • Assessment and reporting tools. Jones and Bartlett learning markets this course to various tran- sit training departments including SCRTTC (www.scrttc.com).

13 univerSAl TecHnicAl inSTiTuTe 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. Through a nationwide campus-based school system, UTI offers specialized techni- cal education programs under several brands including UTI, Motorcycle Mechanics Institute, Marine Mechanics Insti- tute, and NASCAR Technical Institute. Prominently displayed on UTI’s website homepage is a statement that its Diesel & Industrial Technology program is Master Certified by ASE’s Education Foundation (NATEF). Graduates of UTI’s Diesel & Industrial Technology program are well prepared to pass ASE tests. UTI is also proud to proclaim that three of its instructors were recently awarded the prestigious ASE World Class Technician Award, given to professional technicians who have tested and obtained ASE certification in 22 specialty areas. UTI has training facilities at ten campus locations through- out the United States and uses hands-on training extensively in its educational programs. In addition to traditional campus- centered training where students travel to attend courses, UTI has another division that provides on-site training to meet spe- cific client needs. Customers include public transit agencies, both through its own representation under the UTI banner and under contract through transit bus OEMs.