Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training (2018)

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

53 A P P E N D I X A Full Training Program/ Provider Profiles Certified Transit Technician Program Center for Urban Transportation Research (CUTR) Overview: CUTR delivers technical training in a variety of subject areas specific to transit vehicle maintenance through their Certified Transit Technician Program. The curriculum has been approved by the Florida Department of Education (FDOE), and those who complete the program will earn Post-Secondary Adult Vocational (PSAV) certification and an Automotive Service Excellence (ASE) Master Certification in transit vehicle maintenance. The program comprises classroom and hands-on training to ensure that training is both realistic and current. Students who desire to continue their education can receive up to 33 credit hours toward an Associate in Applied Science (AAS) degree at participating community colleges. Exemplar Training Courses: Certified Transit Technician Program Transit Technician I Transit Technician II Transit Technician III Delivery Method: Classroom, virtual, and hands-on training Intended Audience: Transit technicians Location: Local state colleges Usage Rights: Florida Department of Transportation (FDOT) Cost/Fees: Free to Florida transit agencies Industry: Transit Notable Users: LeeTran, LYNX, Manatee County Area Transit

54 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Description of Innovative Online Training Courses Training Name/Title: Certified Transit Technician Program Point of Contact: Lisa Staes Access Information: http://www.tmaarc.org/ Innovative and Effective Training and Development Practices The Certified Transit Technician Program uses a couple of technologies that are outside of the norm. Virtual Hands-On Training (VHOT) allows students to do real-time troubleshooting over the internet while miles away at their worksite. Students from remote locations make actual repairs to equipment that is located at a distant facility. A defect is strategically inserted into a bus, and all parties log in using an internet-based software. The instructor begins the troubleshooting software and hands the remote control over to the student at their worksite location. The instructor monitors the student and acts as their assistant throughout the troubleshooting process. A mobile web camera is used so that the student can view connections, pins, and other components. When the repair is made by the assistant, the student clears the code and the bus is repaired. This element of the program is cutting edge and allows the instructor to monitor troubleshooting techniques, hands-on performance, decision making, and parts selection. Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training In order for the Certified Transit Technician Program to be implemented, it must go through (1) required approval by the Florida Board of Education, (2) an articulation agreement with local state colleges, (3) a review and approval of curriculum, (4) program delivery, and (5) transit agency participation. While none of these steps have been problematic, they do take a significant amount of time. In addition, there are challenges with acquiring the infrastructure/equipment for the program, as large transit vehicles are needed for some training modules, and a facility to conduct the training has to be identified. However, recognition of the quality of the program and the direct benefit to transit vehicle technicians and their agencies has not been a challenge. Due to the success, entry into other areas of the state and working with local state colleges in those areas have become less difficult.

Full Training Program/Provider Profiles 55 organized statewide. There may be issues with smaller or rural agencies in the ability to allow technicians to be away from the agency for extended times. Information has been provided through APTA and other industry-sponsored events. Because the curriculum was paid for by FDOT (and in part by the FTA), the use and/or replication of the materials would likely have to be approved by them. Factors Impacting Scalability and Adaptability Keeping the consistency during the ILT The state DOE would need to approve it if there is a degree earning potential like there is in Florida Lessons for Shared Training Models Shared training models provide value to local transit organizations Usage depends on good communications and marketing of training topics as well as value provide to individual agencies Performance and Quality Indicators Scalability and Lessons for Shared-Training Models This is a program that could be used in a larger agency. However, it tends to lend itself to statewide application. Participation by those who are employed by larger agencies or smaller ones should not make a difference when FDOT-sponsored programs are cutting edge, and FDOT strives to improve their programs by continuously assessing their training courses to evaluate the efficacy of the programs and participants’ progress in their professions. A comprehensive assessment strategy is used to continuously monitor program performance. Reviews, assessments, and comparisons involving performance measurement and operating indicators evaluate four phases of the program: classroom/hands-on instruction, curriculum, instructor performance, and on-the-job training. 3D Modeling methodology was developed under the partnership of a software development firm who created a 3D model distance learning structure that is computer based and student driven. This technique is used in conjunction with and separate from the classroom portion of instruction. Testing after instruction is built into the training module and can be set to advance the student through the module based on correct answers or redirect the student for additional instruction before progressing further. to 33 credit hours toward an Associate in Applied Science degree committee or transit industry professionals Innovative training techniques such as VHOT and 3D Modeling Ability to utilize the education received through Certified Transit Technician Program to receive up Program success that is extensive and comprehensive due to strong partnerships and a competent

56 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Educational Data Systems, Inc. (EDSI) Overview: Educational Data Systems, Inc. (EDSI) is a national workforce development, customized training, and consulting company providing advisory services to a variety of corporations and governmental agencies, including those in the transit industry. For the last 18 years, EDSI has worked directly with transit agencies and original equipment manufacturers (OEMs) to design training curricula, create training materials, and deliver training for transit maintenance occupations. Exemplar Training Courses*: Transit Bus Maintenance, Troubleshooting, & Repair Rail Car Maintenance, Troubleshooting, & Repair Street Car Maintenance, Troubleshooting, & Repair Rail Control Center Operations Rail Control Systems Maintenance Transit Instructor Train-the-Trainer *These are high-level course names. Each course is divided into modules typically aligned with technical systems. Delivery Method: Classroom ILT and Web-based (Asynchronous) Intended Audience: Bus maintenance, railcar vehicle maintenance, rail side maintenance Location: Onsite at agency, online Usage Rights: Employees at requesting agencies Cost/Fees: Varies; $2,500 per day for courses already developed (most courses 5 days long); customized course up to $100,000 for development and delivery Industry: Transit, rail, locomotive Notable Users: Dallas Area Rapid Transit (DART), Metropolitan Atlanta Rapid Transit Authority (MARTA) Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training One challenge the transit industry faces in developing training is that while many maintenance employees are experts in various technical areas, they are not necessarily familiar with how to develop effective training materials. A second challenge is that individuals writing procurement contracts for transit agencies may not take into account the extensive design and development that is required to create training for the equipment procured. In order to improve transit maintenance training, EDSI utilizes proven instructional systems design (ISD) methodologies to help transit agencies and OEMs to develop training that reflects principles of adult learning and the specific needs of the transit workforce.

Full Training Program/Provider Profiles 57 Innovative and Effective Training and Development Practices EDSI’s instructional systems designers work alongside subject matter experts to ensure that all essential content is included in the course while adhering to ISD methodology. EDSI also consults with adult education programs across the country to incorporate adult learning principles in training design and development. While courses are typically classroom-based, to provide participants with a hands-on learning experience, EDSI also develops courses using a blended approach, in which refresher knowledge is covered in asynchronous web-based modules, while in-depth, hands-on learning takes place in the classroom. To determine training needs, EDSI uses a web- based assessment system called Skilldex. This system surveys individual skills and identifies and catalogs skill needs of employers. Employees’ skills can then be evaluated against task-based job profiles for specific positions. Based on this information, EDSI can identify training needs and develop customized training for individual employees to close existing skill gaps. Additionally, EDSI offers train-the-trainer courses, delivered by EDSI instructors with prior transit training experience, in which participants learn to design customized curr iculum for their organizations. Finally, EDSI is currently transitioning its full course library to be completely web-based and accessible at worksites via wireless tablet. Adherence to ISD methodology Consultations with adult education programs to incorporate adult learning principles Blended learning approach with online and classroom-based portions Skilldex assessments to determine training needs Web-based library accessible at worksite via wireless tablet Performance and Quality Indicators EDSI uses multiple indicators to assess training effectiveness. First, the Skilldex system can identify if a skill gap has been closed based on participants’ scores on pre- and post-training assessments. Participants also complete quizzes during the course, allowing instructors to determine if participants are capturing and understanding the content. At the end of a course, students complete an instructor evaluation. These are used to assess the instructor’s capabilities and identify areas for improvement. Additionally, training outcomes are tied back to transit agency-specific key performance indicators (KPI), such as the mean distance between failures (MDBF), mean distance between services interruptions, on-time performance, and delays. For example, if MDBF before training is 15,000 miles on average due to brakes failing, and increases to 20,000 miles after training, the training would be considered effective. This is more cost-effective for the transit agency and increases the ROI for training. Skill gap based on Skilldex Instructor evaluations KPIs

58 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training EDSI cannot freely distribute the course across the transit industry without the transit agency’s consent. One way to overcome this may be to develop a database of contacts at transit agencies who own training materials for equipment used at multiple agencies. This would allow the agency owning the materials to share them with others upon request. An accompanying challenge for third-party organizations sharing training programs or courses is that training courses and programs are typically custom-made to fit an agency’s need. Although transit agencies may have similar training needs given the equipment used, sharing one training course, rather than developing customized training courses for individual agencies, could potentially undercut an external training provider’s revenue. Factors Impacting Scalability and Adaptability Lack of awareness and/or understanding of shared-training models Legal issues regarding who owns the course Undercutting revenue of external training providers Lessons for Shared-Training Models Clearly define learning objectives Use generic terms, rather than specific manufacturer names Keep each training module short Scalability and Lessons for Shared-Training Models A challenge for sharing training is the lack of awareness and/or understanding of shared-training models across the transit industry. Despite many agencies using similar equipment, agencies tend to develop their own training rather than sharing courses. A second challenge for sharing courses developed by third-party organizations is legal issues surrounding who owns them, and therefore who can legally share the course. For example, when EDSI develops a training course for a transit agency, it becomes proprietary information owned by the transit agency. Therefore,

Full Training Program/Provider Profiles 59 Mechanical Workforce Annual Learning Event—Doors Metra Overview: Metra has been the Chicago area’s commuter rail service since 1984. They currently offer a Mechanical Workforce Annual Learning Event, specific to train doors, for their employees. The week-long learning event, where 60-70 employees go through training on different days and different times of the day takes employees out of service in 90 minutes increments, rather than longer periods of time as required by other training. The learning event consists of four learning centers aboard rail cars, each with unique content and activities including a pre-test, presentation on the theory of door operations, presentation on troubleshooting doors, and a practical exercise where employees apply what they have learned. Exemplar Training Courses: Mechanical Workforce Annual Learning Event—Doors Delivery Method: Classroom ILT Intended Audience: All crafts invited Location: Aboard rail cab cars Usage Rights: Metra employees Cost/Fees: No charge Industry: Rail Notable Users: Metra Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training Prior to the development of the Mechanical Workforce Annual Learning Event, Metra had a difficult time getting employees to attend training due to the fact that they would have to be taken out of service in order to attend. Because the district needed training, they needed to develop a training that was more flexible with employee schedules.

60 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training schedule, they still ran into new challenges. First, the time of year that the training event is held makes a difference in attendance. During the summer, employees are on summer vacations, and during the colder months, the weather gets too bad to remove equipment from service for training purposes. Metra has found that the fall tends to be the most successful season to hold their training event. Also, although keeping each session short (90 minutes) helps allow employees to more easily attend training, instructors must use the time efficiently to get through the content. Since parts of the training event are hands-on and require employees to work with doors and troubleshoot issues, a certain amount of equipment needs to be removed from service for the week so that it is available to use during training. This requires extra logistical planning for Metra to make sure they can function appropriately without that equipment. Finally, Metra has to make adjustments as each day unfolds. Although they have created an environment that makes training more accessible to employees, they still run into issues when employees sign up for training but then are unable to attend because other employees call off work. Description of Innovative Online Training Courses Training Name/Title: Metra Electric District (MED) Training Plan: Refresher Training—Doors Point of Contact: Carol Taylor Access Information: ctaylor@metrarr.com Innovative and Effective Training and Development Practices At the start of the training development, Metra training staff spoke to supervisors and employees who maintain and repair doors to identify the needs for the training event. They engaged union leaders to ensure the perspectives of their membership were represented. During development, they ran ideas and proposed phases of the training by employees and supervisors to make sure the content was appropriate. They wanted to be sure the training was hands-on and practical, so getting employee and supervisor input throughout the development process was critical. Metra also saw the training event as an opportunity to expose employees to more modern training technology. They incorporated technology into the training event by allowing employees to conduct their pre-test and end-of-training evaluation online. There was also Wi-Fi access in all of the learning centers in order for employees to access some training materials found online. The blend of hands-on training with electronic pre/post-tests and materials provided for an effective and efficient learning experience.  Involved employees and supervisors in the development process to ensure content is relevant  Required that employees had to access the internet at points during the training to help feel more comfortable with technology Performance and Quality Indicators As mentioned above, the pre-test and end-of-training evaluation were conducted online to see how the learner reacted to the training based on the objectives that were put in place for the training event. During the learning event, learners experienced practical exercises where they applied what they had learned. The practical exercise lasted 20 minutes, and the employee was expected to troubleshoot two door problems during this time. These exercises helped gauge what employees had learned and how they reacted to the training in a fun and interactive way. Although the developed learning event allowed more employees to attend training due to the flexibility of the

Full Training Program/Provider Profiles 61 Hours of Training Completed: 4.5 hours per employee Number of Employees Trained: 61 Number of Certified Instructors: 5 Faculty qualifications: Bachelor’s degree in Training or Journeyman’s certification. In lieu of degree, 4 years of railroad experience and 4 years of experience as a trainer delivering formal and informal training. Participating agencies: N/A Evaluation sources: Practical exercises, pre-test, end-of-training evaluation # of sessions/year: 1 Event Completion rate: 73% Annual growth rate: 13% Average time to complete 20 minutes Practical exercise: 15.5 minutes Scalability and Lessons for Shared-Training Models Currently, Metra has not shared their training model with any other agencies but would be willing to do so. However, the barrier to sharing their approach would be the rail equipment in place at other organizations. Metra is open to sharing the framework of their learning event, allowing other organizations to review and use their documentation and edit it for the type of equipment/doors and troubleshooting their agency has. Metra would find value in a training framework that organizations could use as a baseline. This framework would be used as a starting point, and organizations could create training on any topic using the same general outline. In addition, having a trained instructional designer who is knowledgeable in training standards, the organization, and the training content would make the development process more efficient and the training more effective. Factors Impacting Scalability and Adaptability Organizations use different equipment Lessons for Shared-Training Models Generic training framework that all training courses could be based on Expertise from instructional designer during the development process Metra used door troubleshooting resources including books and training courses to help with the design of the training. Also, during the development of the training, they followed ISD techniques and the Federal Railroad Administration’s new ruling on training standards (243 standards) to make training more engaging for learners.

62 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training National Rural Transit Assistance Program (RTAP) Overview: The goals of the RTAP program are to promote the safe and effective delivery of public transportation services in rural areas and to facilitate more efficient use of public transportation resources. National RTAP operates today under a cooperative agreement between the FTA and the Neponset Valley Transportation Management Association to provide training and technical support to state RTAPs. Major elements of the program include an extensive resource library, a web-based eLearning portal, webinars, and a directory of trainers from across the country. Exemplar Training Courses: Top Shops: Emergency Management in Vehicle Maintenance Facilities START Online 2 The Point Training Emergency Procedures for Rural Transit Drivers Problem Passengers, Challenging Situations Delivery Method: Web-based (asynchronous) training; materials also available for print and download Intended Audience: Any transit employee Location: http://nationalrtap.org/ Usage Rights: Open to all rural transit agencies; aspects available to all Cost/Fees: No charge Industry: Transit Notable Users: Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training The National RTAP program was developed to support the common training needs of states receiving FTA’s RTAP funding. Although the states and rural transit agencies apply for funding individually, they share many common training and operational challenges. NRTAP’s goal is to be a “partner in success” for these small systems and states to deal with rate of change in the industry, compliance, technology, communication, and more. However, providing training and other resources that have value to a diverse and widely distributed set of organizations has its challenges. Rather than providing training onsite at the rural agencies, NRTAP hosts an eLearning platform and online resource library, free printed instructor and learner guides, as well as a directory of trainers across the

Full Training Program/Provider Profiles 63 country. These reduce the costs and infrastructure requirements of the agencies themselves but present their own set of challenges. It becomes important to continuously monitor, maintain, and improve the online LMS platform to ensure participating agencies can locate and access relevant materials. There is also a lot of effort required to promote awareness of the resources available and collect feedback to ensure that newly developed content is relevant to the users. Description of Innovative Online Training Courses Training Name/Title: Safety Training and Rural Transit (START) Online Point of Contact: elearning@nationalrtap.org :noitamrofnIAccess http://elearning.nationalrtap.org/ Training Name/Title: Emergency Procedures for Rural Transit Drivers Point of Contact: elearning@nationalrtap.org :noitamrofnI sseccA http://elearning.nationalrtap.org/ Innovative and Effective Training and Development Practices NRTAP is an example of a cost-effective approach to providing nationwide training and technical assistance support to a decentralized state and local-based program. NRTAP accomplishes this primarily through an array of online platforms that few individual agencies would have the capacity to develop. Their eLearning portal hosts NRTAP training modules and links to outside training and other resources. It allows transit employees to take self- guided, online courses at their own pace and on their own schedule while keeping track of their progress. They have developed a technical brief and provide live chat support to ensure users understand how to access it. Additionally, they maintain a searchable online catalog of resources that can be accessed for free including training modules, technical briefs, cloud-based applications, and toolkits. They also host webinars on topics of interest to transit employees. An important part of the success of each of these elements is outreach to the state and local agencies. NRTAP regularly builds relationships and engages directly with transit personnel across the country, in addition to surveying state RTAP recipients in order to better understand their training needs and obtain feedback on their use of NRTAP resources. Technical brief and live chat support for eLearning portal (online LMS) to ensure usability Extensive resource library of free online training and technical briefs Engagement with transit leaders to identify common training needs Performance and Quality Indicators The primary method used by NRTAP to evaluate performance is to survey transit agencies across the country regarding their training needs and use of the NRTAP provided training resources. They distribute the survey to about 3000 individuals across the country and analyze the results to look for trends, common challenges, requested training topics, and issues with accessing or using NRTAP platforms. In addition to the wide-scale survey, NRTAP will follow up with some individuals directly (for example, those who have not completed the survey) to obtain more detailed qualitative feedback. Their email address, phone number, and live chat feature also provide opportunities for customers to provide feedback.

64 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Nationwide survey results Follow-up interviews Email, phone, and live chat feedback Faculty qualifications: Degrees, certifications, years of experience. Training is developed by national SMEs. National RTAP is managed by an operating transportation management association and led by experienced transportation professionals. Participating agencies: As of September 2016, there are over 280 learning teams nationally and over 1800 individual learners participating in the National RTAP eLearning program. Evaluation sources: Surveys, interviews, direct feedback, system tracking of users, a review board made up of state training managers and rural transit managers. Scalability and Lessons for Shared-Training Models The National RTAP model demonstrates the potential for a national training resource to provide a shared-training resource that meets the needs of transit agencies across the country. Although the current catalog of online training available through their eLearning portal is fairly small (less than 20 courses), its potential to scale to meet the needs of the industry is limited only by the funding support to develop the training and other resources. At the same time, the content on the eLearning portal is by necessity generic, and the extent to which it applies to each agency, including larger, non-rural agencies, could vary. Moreover, NRTAP maintains the platform and the training itself rather than distributing the content to the agencies, so there is no potential for customization. The lack of a local presence is filled in by NRTAP’s directory of trainers across the country, but NRTAP does not train or endorse them or systematically evaluate their performance. Doing so would add value to a shared model, but could add significantly to management costs. Factors Impacting Scalability and Adaptability eLearning portal accessible 24/7 nationwide Content is centrally developed and managed Limited oversight of trainer directory Lessons for Shared-Training Models Regular engagement and marketing of resources is essential Dedicated funding for a centrally managed training provider can maximize impact for all users

Full Training Program/Provider Profiles 65 National Highway Institute (NHI) Overview: The NHI is the training and education arm of the FHWA. With a mission that focuses on improving the conditions and safety of our nation's roads, highways, and bridges through continuously building on the skills of highway professionals and enhancing job performance across the country, NHI’s broad reach across the highway industry allows them to train personnel from state departments of transportation, local public agencies, industry, academia, FHWA, other federal agencies, and professionals in other countries. NHI was established by Congress in 1970 and currently offers more than 300 courses in its catalog. Exemplar Training Courses: FHWA-NHI-133078 Access Management, Location, and Design FHWA-NHI-130088 Bridge Construction Inspection FHWA-NHI-138001 Transportation Performance Management Awareness—Federal Aid Version FHWA-NHI-151043 Transportation and Land Use FHWA-NHI-380076 Low-Cost Safety Improvements Workshop FHWA-NHI-381004 CDL Series— General Knowledge FHWA-NHI-381008 Job Hazard Analysis FHWA-NHI-134109 Maintenance Training Series Delivery Method: Classroom ILT/Web-based (Asynchronous)/Web- based ILT Intended Audience: Highway professionals (e.g., engineers, inspectors, administrators) Location: Web-based: https://www.nhi.fhwa.dot.gov Classroom ILT: Training is held throughout the country and agencies can request to host training. Usage Rights: Open to all Cost/Fees: Varies; some basic prerequisite courses are offered for Industry: Highway Notable Users: FHWA, state, and local DOTs Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training NHI was established by Congress over 45 years ago to address a gap in training for the highway industry. Since that time, NHI has expanded the scope of its training program considerably, and its course offerings continue to grow. With its expansive catalog, one of NHI’s largest challenges is ensuring that all of its courses remain up to date in terms of training content and remain on the cutting edge of training technology and research. Additionally, with its broad reach, prioritizing resources for updating and adding courses can be a challenge, particularly with the rigorous process that NHI uses to maintain the high-quality training for which the organization is known. To identify new training needs, NHI uses methods including working with experts in FHWA, attending industry conferences, free; WBT is typically $25-$50; Classroom ILT is typically $500-$2000 and surveying training hosts. Overall, the focus is on offering training that is not developed elsewhere in the industry (e.g., highly technically specialized content rather than more general topics such as leadership or project management that are widely available elsewhere).

66 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Innovative and Effective Training and Development Practices NHI maintains a philosophy on learning that promotes the development of training that is engaging, effective, and enjoyable for both participants and instructors. As part of this philosophy, it follows several key practices for innovative and effective training. First, NHI is authorized by the International Association of Continuing Education and Training (IACET) to provide continuing education units (CEUs). To become a CEU provider through IACET, an organization must demonstrate that it designs and develops training in accordance with proven adult education theory and recognized instructional system design practices. NHI adheres to principles of adult learning, and instructional systems designers are involved in all of its courses. Additionally, they strive to stay on the cutting edge of training techniques and incorporate technology to engage the learner and reduce participant burden. For example, NHI recently received two awards—one for a virtual bridge simulation that replaced the need for a field trip, and another for its use of blended learning to reduce the time required for classroom training. NHI also follows practices to ensure effective delivery of its training, as its instructors are subjected to a rigorous screening and training process. Technical experts review resumes to ensure competence in the training subject matter. All new instructors are required to take a course to enhance instruction and presentation skills, and master trainers observe new instructors to ensure they meet NHI’s standards. Adheres to IACET standards for awarding CEUs Follows principles of adult learning and ISDs Strives to stay on cutting edge of training techniques Follows rigorous screening and training process for new instructors Performance and Quality Indicators NHI’s overall objective is to prepare the highway transportation workforce to meet industry needs today and in the future. To achieve this mission, each course has specific learning objectives. As courses are reviewed, experts ensure that the stated learning objectives are the most appropriate for the course, as well as that the course content achieves those objectives. Scalability and Lessons for Shared-Training Models NHI was designed to be a shared-training provider across the highway industry. Its position as an arm of FHWA puts NHI at a significant advantage in terms of both funding and expertise. While NHI staff are experts in training, they rely on a close partnership with FHWA program offices to ensure all courses maintain the necessary level of technical expertise. Within each course, there are learning checks for participants. Courses with CEUs have proctored tests that students must pass in order to get credit. For WBT, students must pass a test in order to print a certificate of completion. Factors Impacting Scalability and Adaptability Resources to maintain up-to-date course offerings Lessons for Shared-Training Models Buy-in from stakeholders (essential) Partnerships between training experts and technical experts Marketing through industry events, newsletters, etc. Although NHI is very well known throughout the industry, it continues to engage in basic marketing techniques. This includes strategies such as attending conferences and trade shows, maintaining a network of contacts for the distribution of newsletters and information alerts, marketing new courses through email and online, coordinating with FHWA experts on networking opportunities, and distributing handouts with course information during industry events.

Full Training Program/Provider Profiles 67 Southern California Regional Transit Training Consortium (SCRTTC) Overview: SCRTTC is a 501(c)(3) not-for-profit consortium comprised of public transportation agencies, community colleges, universities, and other public and private organizations located in Southern California. The consortium is overseen by a 21-person board and day-to-day activities are managed under contract. Its goal is to support efficient development and delivery of high-quality transit training that addresses the needs of its member agencies. SCRTTC conducts an annual needs assessment of its membership and then delivers a broad spectrum of transit training education throughout the year that employees from across the region can attend at other agencies or community colleges. Exemplar Training Courses: E1-Electric I for Transit #SC-EL- 1600-I B1-Brakes I for Transit #SC-BR- 1300-I CNG Transit Vehicle Safety #SC- CG-4100-I eElectrical System Diagnosis for Transit - #SC-eEL-1600-I Delivery Method: Primarily Classroom ILT; some WBT Intended Audience: Vehicle maintenance and supervisors Location: Across Southern California; online registration Usage Rights: Members only (incl. in dues); others extra cost Cost/Fees: $650 per student per course (covered in member dues), accessible to non-members at cost per course fee Industry: Transit Notable Users: LA METRO, Long Beach Transit, UCLA, OCTA and SCRTTC Private Industry Partners Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training Two key challenges spurred the initial development of the SCRTTC. First, transit agencies were struggling to hire and retain qualified technicians due to the rapid pace of technological development in the field. Training budgets were being slashed, and with the exception of large agencies like LA Metro, internal training staff was non-existent, forcing most agencies to rely on vendor training. Thus, internal expertise in developing training curriculum and courseware was lost, limiting the ability of smaller agencies to keep up with rapidly changing technologies.

68 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Secondly, transit agencies would often deliver training to small groups of perhaps 3–5 students, while paying for classroom and instructor time that could support up to 20 students. This excess capacity was seen as inefficient as that capacity could be used by other agencies who needed to train employees on the same topics. A related factor is that, due to air-quality regulatory compliance, much of the training in California is state-mandated, so the agencies have very similar training needs. Innovative and Effective Training and Development Practices The defining feature of SCRTTC’s approach to transit training is its shared and collaborative approach to training delivery and needs assessments. All courses are developed through partnerships using SMEs representing the transit agencies’ perspective and local colleges’ academic acumen. The SCRTTC contractor management team plans and coordinates the delivery of training with member agencies to ensure training is delivered in the most efficient and effective way to the greatest number of people that need it. This requires identifying an appropriate site based on demand, convenience, and availability of space and equipment; communicating to raise awareness about course availability and content; scheduling appropriate times; and coordinating with employees and supervisors to arrange attendance. In addition to streamlining training delivery, SCRTTC conducts an annual needs assessment by interviewing its full membership to identify topics of greatest shared need and member priorities. Shared/consortium approach to training delivery and annual needs assessment Industry partners from both transit agencies and academia Streamlined training delivery Blended learning approach with online and lab portions Performance and Quality Indicators SCRTTC pursues a three-pronged approach to ensuring that its courses maintain high-quality standards and meet the needs of its members. First, the annual needs assessment, which involves interviews with transit leaders and community colleges, helps to ensure that courses address the most critical training topics and gaps in agency training. Second, they conduct a customer survey at least every 2 years to get a deeper understanding of how to improve the courses, course delivery, the registration process, and other aspects of the program, such as how to address shifting priorities in response to technological advancements. Finally, every course and instructor is evaluated by those taking the class. The evaluations are reviewed and analyzed in order to determine if aspects of the course need to be revised or if individual instructors have performance issues. Hours of Training Completed: 67,764 Number of Students Trained: 4,724 Courses Developed/Validated: 31 Student Evaluation Rating on a 4-point scale: 3.65 Number of Certified Instructors: 340 Faculty qualifications: SCRTTC Training of Trainers certification Participating agencies: 34 Evaluation sources: Post- course instructor evaluations, course evaluation Number of sessions/year: 12–15 Completion rate: 99% Annual growth rate: n/a

Full Training Program/Provider Profiles 69 Scalability and Lessons for Shared-Training Models The SCRTTC model provides an instructive example of how the responsibility for planning, developing, and delivering effective transit training can be shared on a regional scale. Several distinguishing features and external factors have contributed to its success and could determine its potential for adoption elsewhere. First, the member agencies face a common challenge as many technical training requirements are state regulated to meet air-quality mandates. Second, there is significant stakeholder commitment to the success and future direction of SCRTTC as both the board and the members are derived from the transit agencies requiring training and the colleges supporting course development and delivery. Additionally, the consortium funds a contractor to actively coordinate and manage the training needs assessment, development, and delivery for the benefit of all members. This provides a point of contact with dedicated daily focus and keeps things operating smoothly while relieving any individual agency of responsibility for training upkeep. At the same time, shared-training delivery often relies on the space, instructional certification, and equipment of its member agencies, and travel is required for employees not in the same local area. This could have repercussions if a similar model were adopted on a larger scale as travel across greater distances would be required for hands-on training. SCRTTC does offer some distance learning courses to address this challenge. Factors Impacting Scalability and Adaptability Effective needs assessment methodology Common requirements for training across agencies Funding source needed for oversight and management Lessons for Shared-Training Models Share responsibility/accountability for success across member organizations Independent staff/contract support can relieve the burden of management/development from member agencies and provide objective needs analysis

70 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Transportation Curriculum Coordination Council (TC3) Overview: TC3 is a technical service program under the American Associate of State Highway and Transportation Officials (AASHTO), focused on developing easily accessible training for the transportation industry. Originally, TC3 offered instructor-led training, but as demand for just-in-time training grew, they began to offer web-based courses instead. They now offer over 100 web-based training courses related to construction, materials, maintenance, traffic and safety, pavement preservation, and general transportation employee development. TC3 is also currently developing job aids and training resources in mobile and video formats. Exemplar Training Courses: Basic Construction Surveying Basic Materials for Highway and Structure Construction PCC Pavement Preservation Series: Full-Depth Repairs Bridge Construction Inspection Safety Chip Seal Best Practices Ethics Awareness for the Transportation Industry Delivery Method: Web-based (asynchronous) Intended Audience: Transportation personnel involved in construction, materials, maintenance, traffic, safety, and pavement Location: http://tc3.transportation.org/training-resources/courses/ Usage Rights: All transportation organizations Cost/Fees: No cost for member organizations; cost varies by course for non-member organizations Industry: Transportation, highway Notable Users: State DOTs Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training TC3 also provides a State Sharing Program that allows participating states to load TC3’s online training modules onto their own learning management system (LMS). Employees can then access the courses without an internet connection and are able to gain credit through the LMS.

Full Training Program/Provider Profiles 71 Prior to the formation of TC3, there was a lack of training in the transportation industry for entry-level and/or lower- level employees. Many transportation agencies were developing courses in-house similar to each other, many addressing their own LMS training requirements or internet restrictions. TC3 formed with the goal of developing an easily accessible, effective core of entry-level and lower-level training courses, to prevent different agencies from reinventing the wheel. TC3 aims to provide 80% of the course content, offering agencies the flexibility to fill the remaining 20% with state-specific content. Additionally, states in the State Sharing Program can download TC3’s library onto their own LMS, so employees are able to gain credit and complete courses without internet access. TC3 initially formed as a partnership of state DOTs, FHWA, NHI, and AASHTO, though federal rules, regulations, and approval processes made the process of implementing effective and innovative training solutions more time- consuming than necessary. To overcome this, TC3 shed direct federal oversight to become one of eight technical service programs under AASHTO. Although volunteers from FHWA remain on the Course Development Committee to provide guidance from a federal standpoint, becoming an AASHTO technical service program relieved TC3 of some federal compliance issues and provided them with greater flexibility to experiment with various types of training designs and technologies—such as mobile applications and videos—and enabled them to be more responsive to the needs of their customers. Innovative and Effective Training and Development Practices TC3’s training courses are developed through collaboration among instructional designers, SMEs from state agencies across the country, and volunteers from FHWA. This ensures that courses are meeting industry needs at both the state and national levels, while the expertise of instructional systems designers ensures the web-based training courses are engaging and effective for participants. To meet skill gaps, TC3 first determines what skills are required of lower-level technicians, identifies gaps in the workforce, and then develops courses to fill the gaps. By taking a shared approach, TC3 is able to offer easily accessible and cost-effective training to all transportation agencies. State DOTs contributing funds to TC3 through AASHTO and the State Sharing Program may access the full training library for free. Additionally, members of the State Sharing Program can download courses to an internal LMS for offline access. Employees of AASHTO member agencies not contributing funds to TC3 can access training courses at a discounted price. Individuals who are not employees of an AASHTO member agency can access courses at the full non-member price. from FHWA Development of new courses based on industry needs Tiered pricing structure for cost-effectiveness Ability through the State Sharing Program to download courses to an internal LMS Collaboration among instructional systems designers, SMEs from state agencies, and volunteers

72 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Courses Developed/Validated: 120 Courses in Development: 30 Total Number of Participant Registrations: 125,000 Average Course Rating (1-5 scale): 4.18 out of 5 (based on 513 responses) Faculty qualifications: N/A Participating agencies: 25-30 states in State Sharing Program Evaluation sources: Knowledge checks, Level 1 course evaluation Scalability and Lessons for Shared-Training Models TC3’s approach offers a tiered cost structure that enables transportation agencies to select the most cost-effective option, based on their needs. States were initially reluctant to contribute funds to the program, as it would be freely available to both contributing and non-contributing states, meaning that states would have little incentive to contribute. Implementing the tiered cost structure incentivized states to fund development upfront so their employees could access all courses and resources for free. By developing generic training courses, TC3 courses also provide states the ability to add state-specific information that may be required to meet state-mandated training requirements. Finally, in order to overcome potential compatibility issues with the variety of LMS used across states, TC3 provides technical support when loading the first course onto an LMS. They can then troubleshoot any technical issues prior to loading the full library. Factors Impacting Scalability and Adaptability Incentivizing organizations to contribute funds Meeting nationwide training needs Using various LMS systems across agencies and states Lessons for Shared-Training Models Generic courses allow states flexibility to customize training as needed Providing technical support can help overcome LMS compatibility issues Performance and Quality Indicators To test student learning throughout the duration of the course, TC3 uses knowledge checks. States also have the option to include a separate post-assessment. To assess training effectiveness, TC3’s instructional designers have developed Level 1 course evaluations that participants complete at the end of each course. Evaluation reports are run every few months, and the results are thoroughly analyzed to identify technical or content issues that can be adjusted. Responses on the course evaluations are based on a 5-point scale, with TC3’s goal being to keep every course above a 4.0. If courses are rated below 4.0, the Performance Measurement Committee in TC3 contacts SMEs for suggested improvements.

Full Training Program/Provider Profiles 73 Transit Training Network (TTN) Transportation Learning Center Created and maintained by the Center, the Transit Training Network (TTN) provides a platform for transit industry occupational training committee members and local training practitioners to view the most updated industry training standards, share and rate courseware, and engage in interactive discussions with peers on training-related subjects for the frontline workforce. Exemplar Training Courses: El/Es Course 300: Input Output Control Equipment Signals Course 101: Introduction and Overview to Track Circuits Signals Course 203: Inspection and Maintenance of Train Stops Rail Vehicle 106: Introduction and Overview of Rail HVAC Rail Vehicle 204: Inspection and Maintenance of APS and Batteries Delivery Method: Computer-based training resources Intended Audience: Bus operations, bus maintenance, rail vehicle maintenance, signals and traction power maintenance, elevator/escalator maintenance Location: http://www.transittraining.net/resource_library Usage Rights: Members only Cost/Fees: Tiered bi-annual agency contribution based on ridership Industry: Transit, rail Notable Users: GCRTA, MBTA, BART, LACMTA, SEPTA, WMATA, SF MUNI, Denver RTD, CATS, DART, Capital Metro, MD MTA, NFTA, SacRT, San Diego MTS, Metro Transit, TriMet, VTA, Hampton Roads Transit, Metro North, LIRR, PATCO, Metra, Keolis Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training Overview: The Transportation Learning Center (the Center) is a nonprofit organization dedicated to building training capacity for the frontline workforce through the development of national training standards and standards-based courseware, and to design and delivery of training and apprenticeship programs, train-the-trainer, and mentor- ship. It currently organizes three training consortiums: elevator/escala- tor, signal, and rail car maintenance. It receives funding from the FTA, the US Department of Labor, and the Transit Cooperative Research Program to develop and support technical training partnerships.

74 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training TTN uses a shared approach to provide transit agencies with training standards and resources at a lower cost compared to in-house training or contracted training services. TTN was developed using a consortium approach to provide the transit industry with training capacity-building resources. The formation of the first consortium, the elevator-escalator training consortium, initiated an effort to develop courseware materials and apprenticeships. SMEs from agencies across the country collaborated with APTA to develop training standards that any transit agency can use to develop courseware. Funding to support this effort was provided by FTA. Additionally, each member agency provided bi-annual financial contributions and SMEs to develop the resources. This process, initiated in 2008, elicited a series of discussions for jointly developing training and courseware in other areas as well, leading to the development of signaling and rail consortiums. Each member agency pays 2 to 4 percent of the full cost of the training materials. The resulting training and apprenticeship programs have led to savings in the millions for the participating agencies, from stronger in-house maintenance capacity and better equipment reliability. Description of Innovative Online Training Courses Training Name/Title: National Rail Car Training Consortium Point of Contact: Xinge Wang Access Information: xwang@transportcenter.org Training Name/Title: National Signals Training Consortium Point of Contact: Julie Deibel-Pundt Access Information: jdeibel@transportcenter.org TTN’s training resources are developed by three training consortiums (elevator/escalator, signals, and rail car) and multiple working groups (Transit Core Competencies Curriculum, Foundation Skills, Veterans Working Group, Women’s Working Group, etc.) with SMEs from transit agencies and unions representing frontline workers. By hosting these resources on an online resource library, TTN enables learning and sharing of resources to strengthen frontline training. 3 consortiums focusing on different transit occupations: elevator-escalator, signaling, and rail car maintenance Working groups developing standardized curriculum, course materials, and resources for pre- employment training for transit maintenance occupations, entry-level maintenance employee skills training, veterans’ transition to transit jobs, and women in non-traditional transit jobs Technical committees working on guidelines, standards, and implementation of registered apprenticeship and training programs for transit operations and maintenance employees Online training resources available for consortium member agencies and training committee members Online training standards, tools, and resources with open access Innovative and Effective Training and Development Practices Performance and Quality Indicators When developing a new course, TTN conducts a structured evaluation process after the pilot course delivery. The course is then updated based on feedback, prior to being offered formally. Evaluations typically follow the Kirkpatrick- Phillips model. Additionally, students and instructors both evaluate the content and effectiveness of the courses. TTN also provides agencies evaluation resources to conduct their own evaluations. Evaluation reports are provided by each training location.

Full Training Program/Provider Profiles 75 Level I: Reaction—Survey Findings from Pilot Delivery Level II: Learning—Assessment Findings Level III: Changes in Work Behavior Level IV: Business Results—System Reliability and Cost Savings Faculty qualifications: Work experience in ISD, training, labor relations, education, and community relations; Certificates (ISD, Instructional Technology, Education); Master’s degrees (Urban Planning, ISD, Information Systems Management, Project Management, Industrial Relations and HR); Ph.D. (Industrial and Labor Relations) Participating agencies: GCRTA, MBTA, BART, LACMTA, SEPTA, WMATA, SF MUNI, Denver RTD, CATS, DART, Capital Metro, MD MTA, NFTA, SacRT, San Diego MTS, Metro Transit, TriMet, VTA, Hampton Roads Transit, Metro North, LIRR, PATCO, Metra, Keolis Evaluation sources: Student and instructor evaluations, evaluation report by location # of sessions/year: Roughly 20 sessions a year, including consortium course pilots, train- the-trainer, and mentor training Completion rate: 100% Pre- and post- assessment results (Examples based on signals pilots): Course 100: avg. pre-test 61%, avg. post-test 94% Course 301: avg. pre-test 28%, avg. post-test 80% Course 304: avg. pre-test 66%, avg. post-test 85% Equipment reliability: Example: Since participation in the consortium, one Elevator/Escalator Consortium member agency’s escalator availability has improved tremendously, from 84 percent in 2011 to 93.2 percent in Q3 2015 Cost savings: Example: In-house elevator/escalator work enabled by improved technician training results in savings of between $4 to $8 million annually Scalability and Lessons for Shared-Training Models TTN’s online resource library provides the industry a model for nationally sharing training standards and resources. In developing shared resources, a major challenge is gaining buy-in from transit agencies. By hosting regular webinars and in-person meetings with SMEs from transit agencies across the country, TTN was able to break down these barriers and build camaraderie, partnerships, and commitment. This was demonstrated by the initial success of the elevator-escalator consortium, which encouraged the formation of the subsequent signaling and rail consortiums. A second challenge in creating shared resources is developing training that stands apart from what many transit agencies already develop in-house. TTN was able to differentiate itself from these agencies by addressing commonalities across different models of equipment, creating resources relevant to many different agencies. Factors Impacting Scalability and Adaptability Commonalities across models of equipment Lessons for Shared-Training Models Marketing and outreach Inclusion of the train-the-trainer programs Emphasis on hands-on instruction and on-the-job learning Inclusion of mentorship programs Sharing of maintenance and training practices, and exchange of materials and spare equipment on the consortium platform

76 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Bus Maintenance Training and Personnel Development (BMTR) Washington Metropolitan Area Transit Authority (WMATA) Overview: BMTR provides technical and specialty training to bus maintenance employees supporting the Bus Maintenance Mission and Vision. The program supplies bus maintenance employees with the knowledge and skills necessary to provide safe, clean, reliable buses, service vehicles, and support equipment to all customers in a safe, equitable, and efficient manner. The program adheres to a “hire to retire” philosophy, in which both new and existing employees must complete extensive, ongoing training. New hires must complete nine weeks of technical training to receive their certification, and existing employees must complete 40 hours of training per year and renew their certification every five years. BMTR plays a key role in accomplishing WMATA’s overall mission by offering training geared toward job performance enhancement, certification maintenance, management skills, and career advancement. Exemplar Training Courses: Basic Mechanical—Wheel & Tire Basic Electrical Engine Familiarization Automatic Transmissions Entrance & Exit Doors HVAC Systems Delivery Method: Classroom ILT; simulation; computer-based Intended Audience: Bus maintenance employees Location: Carmen E. Turner Maintenance and Training Facility Usage Rights: WMATA BMTR Department Cost/Fees: $10,000-$12,000 per new hire Industry: Transit Notable Users: WMATA Alignment with Industry Needs and Challenges Innovative training technology Advanced (level 3-4) training evaluation Reduced impact on normal work duties Regular assessment of instructor performance Reflects industry training standards, guidelines, and needs assessments Accounts for learning needs of a diverse workforce Reduced infrastructure requirements Cost-effective/scalable approach Provides hands-on training Tailored to the individual learner Pre/post trainee assessment Addresses legal barriers to shared training

Full Training Program/Provider Profiles 77 Prior to the BMTR program, bus maintenance training at WMATA was held sporadically, with frequently canceled classes, low attendance, and low commitment from instructors. Developing and implementing a more rigorous training program involved changing the organizational culture to be more diligent in training. This was initially met with resistance given the increased level of effort and commitment it requires. Additionally, supervisors can be hesitant to send employees to training, as it pulls them away from their daily duties. However, strong executive leadership support and funding from the FTA enabled WMATA to hire instructors, curriculum developers, and training analysts committed to providing effective training. To ensure employees receive the appropriate training, WMATA requires all supervisors to send a particular number of employees to training each month. If these numbers are not met, supervisors must submit a summary explanation. Additionally, in the future employees may be work restricted if they are not trained to keep their certifications up to date, further incentivizing supervisors to send their employees to training. Innovative and Effective Training and Development Practices  15 dedicated training staff members, including managers, supervisors, instructors, curriculum developers, and training analysts  Hands-on courses with mock equipment to simulate maintenance issues on various equipment  One-on-one driver training for new hires  Computer-based training and videos in development Between 2008 and 2016, WMATA increased its training staff from 5 to 15 dedicated staff members, enabling them to offer 3–5 classes daily. Curriculum developers and training instructors collaborate in an interactive process to develop courses, using the OEM’s curriculum as a basis. New courses and course revisions must be approved by the training supervisor, manager, engineering manager, and director before being implemented. All courses consist of a classroom portion and a hands-on workshop portion. In the classroom portion, employees learn basic information regarding equipment. During the hands-on portion, employees handle model equipment that instructors can manipulate to create mock defects and issues. This provides employees the opportunity to apply their knowledge and demonstrate their troubleshooting skills. Each workshop is also equipped with large monitors displaying diagnostic information. Additionally, all new hires must participate in one-on-one driver training. WMATA is currently developing computer-based courses and exams and is joining the Transit Academy to provide training videos. Performance and Quality Indicators To assess whether or not employees are capturing and retaining knowledge, employees must complete a pre-test, post-test, and practical evaluation for each course taken. Additionally, all employees must complete a 100-question general knowledge assessment every two years. Tests are currently completed using pencil and Scantron forms, but they are in the process of transitioning to computer-based testing. Employees must successfully complete a practical evaluation, to ensure they can apply the knowledge gained. Their supervisors then monitor them and sign off that they have performed the trained skills. At the end of each course, participants complete anonymous feedback forms assessing the instructor. These exams and evaluations are used to determine whether or not the course is effective, as well as identify areas for improvement. Additionally, WMATA must submit monthly reports to

78 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Faculty qualifications: Prior industry and/or training experience or Master’s degree Participating agencies: WMATA Evaluation sources: Pre-test, post-test, practical evaluation, instructor evaluation Scalability and Lessons for Shared-Training Models Given that bus maintenance employees across the region are handling very similar equipment, WMATA’s BMTR program, immense training facility, and advanced training equipment could be of great value to employees of other agencies in the area. Although WMATA would like to support other agencies through shared training and could conceivably offer late night courses to accommodate shorter staffed agencies, they noted several potential barriers for such an effort. First, funding would need to come from either the agencies themselves or a third party (e.g., FTA) to support training costs, such as training materials, instructors, and facility operating costs. Additionally, there could be significant liabilities for WMATA if someone were to get hurt while training or if an accident occurred and someone blamed their training. Such issues would need to be resolved before any shared use of the training facility could be considered. That said, WMATA has typically been open about sharing its curriculum with other agencies that have requested it. Factors Impacting Scalability and Adaptability Funding needed to support shared training Liabilities for supporting organization Lessons for Shared-Training Models N/A FTA displaying the number of actual, targeted, and projected bus certifications obtained. Internal reports are created to display course attendance and test scores and can be organized by division. These reports can be used to see where attendance is low and why. Finally, the BMTR business plan serves as a performance review for instructors. Number of Courses Offered: 52 Number of Certified Instructors: 8