Establishing a National Transit Industry Rail Vehicle Technician Qualification Program— Building for Success (2014)

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32 Qualification System Design, Program Rules, and Management of Training and Qualification Information Progression of Rail Vehicle Technician Qualifications The National Rail Vehicle Technician Qualification Program contains three levels of qualifications, built on the foundation of the transit industry’s national training standards as well as the Rail Vehicle Technician Apprenticeship as approved by the U.S. Department of Labor: • 100 level leading to Qualified Rail Vehicle Apprentice Technician • 200 level leading to Qualified Rail Vehicle Journeyperson Technician • 300 level leading to Qualified Rail Vehicle Master Technician The qualification flowchart (see Figure 12) illustrates the progression through the comprehensive national system of qualification. See a detailed flowchart containing all training and assessment modules in Appendix H of the contractor’s final report. (Appendix H can be found by searching for TCRP Report 170 on the TRB website.) The system of qualification is fundamentally a compre­ hensive system of standards­based training. It includes all the elements identified—from national training standards and joint training committees to curriculum and course­ ware, training of instructors, coordination of classroom and on­the­job learning with the support of trained mentors, and a national framework of apprenticeship training. To vali­ date that the learning has been successful, jointly developed assessments have been designed for each stage of the learning process. Training Comes Before Assessment A fundamental principle of the national program, universally endorsed by the members of the TCRP Project E­07 panel and the National Rail Vehicle Training Standards Committee, is that quality employee training is a prerequisite before employees can be tested. Training To become eligible for the national rail vehicle qualification assessments, technicians should complete associated class­ room and on­the­job learning as recommended in the U.S. Department of Labor’s rail vehicle apprenticeship guidelines for the selected module(s) as well as any locally determined additional training and work experience requirements. (Refer to Appendix I of the contractor’s final report. Appendix I: Rail Vehicle Technician Apprenticeship: Definitions of Levels of Qualification can be found by searching for TCRP Report 170 on the TRB website.) Eligibility will be verified by management and labor training coordinators at each location and kept on file at local agencies. After the required training and work experience require­ ments are met, local training coordinators may email a spread­ sheet containing the names, employee IDs, and requested assessment modules to the Transportation Learning Center staff to schedule assessments. Work Experience Workers are able to “test out” of training. A certain number of years of previous work experience may be required. The specific requirements for “testing out” are to be determined and verified locally. Grandparenting The National Rail Vehicle Training Standards Committee has recommended that incumbents in the relevant job titles be “grandparented” in their existing jobs at their existing pay rates, with no additional assessment requirements. There can C H A P T E R 3

33 Note: Craft titles used are for the national qualification program only. Actual local craft titles will be determined by local collective bargaining agreements. Figure 12. Qualification progression flowchart.

34 be no question of demoting or otherwise penalizing incumbent workers who have been performing in their jobs for fail­ ure to reach new standards of formal qualification through assessments. Details of grandparenting will be decided at the local level. On the other hand, it is appropriate to assign incumbents to take training in areas where their skills are not up to par. They should be encouraged and supported in taking qualification assessments to try to achieve formal qualification status. To obtain a portable credential in the case of moving to a new employer, a grandparented technician may want to complete the same assessment requirements laid out for new hires in the occupation. Local Training Structure Each rail transit location will designate one management and one union (for locations with union representation) coordinator to oversee the qualification program at the local level. At locations where a union does not exist, a frontline worker should be assigned to oversee the program. The Trans­ portation Learning Center will collaborate with training coordinators to address local training and assessment needs. (See Appendix J of the contractor’s final report for a list of processes and materials required from the national program. Appendix J: Written and Hands­on Assessment Process Check­ list can be found by searching for TCRP Report 170 on the TRB website.) Assessment Modules 100 Level A single comprehensive written assessment will be required at the 100 level. Some applicants may have already had sufficient training on 100­level subjects in school or in another job, either within or outside the transit industry. The assessment covers the following topics: • Safety • General electrical and electronics • Pneumatics • Hydraulics • Mechanical Candidates who successfully complete the written assess­ ment at the 100 level will be granted status as a Qualified Rail Vehicle Apprentice Technician. 200 Level At the 200 level, separate written and hands­on assessments will be provided for nine modules (see Table 7). For Current Collection and Distribution, a single bank of questions has been developed, but different distributions of topics will be offered based on whether the local transit agency uses third rail or overhead power. The same arrangement applies to Module 203—Propulsion and Dynamic Braking, where tech­ nicians can be assessed based on the type of propulsion system used by their agencies. Three (3) additional modules are provided in non­standard formats (see Table 8): It was determined that in two areas, Communication Sys­ tems and CBTC, there was not enough content in the train­ ing standards to support a stand­alone written assessment. In these areas, a small number of orally asked questions will be integrated with the hands­on assessments. For Monitor­ ing, Diagnosis, and Troubleshooting Overview, questions are integrated in several other modules, so a stand­alone written or hands­on assessment is not necessary. The national program does not administer assessments for the 250­level Overhaul and Rebuild of Rail Vehicle Table 7. 200-level modules with separate written and hands-on assessments. 201 Couplers—Introduction and Preventive Maintenance 202 Trucks and Axles—Introduction and Preventive Maintenance 203 Propulsion and Dynamic Braking—Introduction and Preventive Maintenance (2 tracks: AC or DC) 204 Auxiliary Inverters and Batteries—Introduction and Preventive Maintenance 205 Friction Brakes—Introduction and Preventive Maintenance 206 HVAC—Introduction and Preventive Maintenance 207 Current Collection and Distribution—Introduction and Preventive Maintenance (2 tracks: Third Rail or Pantograph) 208 Car Body—Introduction and Preventive Maintenance 209 Doors—Introduction and Preventive Maintenance 210 Communication Systems—Introduction and Preventive Maintenance 211 CBTC (ATP - ATO)—Introduction and Preventive Maintenance 212 Monitoring, Diagnosing, and Troubleshooting Overview Table 8. 200-level modules with non-standard formats.

35 Components since training and assessments in this area tend to be agency specific. Candidates who successfully complete the pair of written and hands­on assessments for a topic will be granted status as a Qualified Rail Vehicle Technician in that area, for example, Qualified Rail Vehicle Technician in Couplers. Technicians may choose to pursue single or multiple qualification tracks based on their work specialization. Technicians who obtain all 11 qualifications at the 200 level will be granted status as a Qualified Rail Vehicle Journeyperson. 300 Level No written assessments will be provided at the 300 level. Instead, 11 advanced hands­on assessments will be provided to evaluate candidate skills in each of the 11 modules (see Table 9). Again, Advanced Methods of Monitoring, Diagnosis, and Troubleshooting learning objectives are integrated in several other modules, so a stand­alone, hands­on assessment is not necessary. Candidates who successfully complete one hands­on assess­ ment at the 300 level will be granted status as a Qualified Rail Vehicle Master Technician in that area, for example, Quali­ fied Rail Vehicle Master Technician in HVAC. Technicians may choose to pursue single or multiple qualification tracks based on their work specialization. Technicians who obtain all 11 qualifications at the 300 level will be granted status as a Qualified Rail Vehicle Master Technician. Although the structure of apprenticeship or formal train­ ing programs at transit agencies may require candidates to advance from 100­level to 300­level qualifications sequen­ tially or to obtain a certain group of qualifications at the 200 or 300 level to be fully qualified for their jobs, the national program allows the flexibility of any single or combination of qualifications to be completed separate from the remaining levels or modules. For more information on qualification assessments, see Appendix K of the contractor’s final report. (Appendix K: Qualification Assessment FAQs can be found by searching for TCRP Report 170 on the TRB website.) Assessment Design and Program Rules Written Assessment Questions and Maintenance In most cases, written assessments will consist of 30 multiple­ choice questions, 25 of which will be scored and 5 of which will be pilot questions. The Internet­based testing (IBT) system allows for the selected questions to be presented in a random order and where appropriate for the answer choices to appear in random order for a given question. Questions that are “bad pairs,” either because they are versions of the same question or one reveals an answer to the other, are iden­ tified and will not appear together in any given offering of an assessment. Questions within a module are assigned to subcategories based on the training standards, and there will be a consistent distribution across these topics each time the assessment is given. Scores by subcategory can be provided to help identify program gaps to improve training and learning outcomes. The total size of the question banks varies, but there are at least 30 questions (and up to 87) written for each module. In all but two modules, at least 25 questions have been vali­ dated for scoring through paper­and­pencil and IBT testing of the questions at several agencies over the past 3 years. For Module 207 (Current Collection and Distribution) and Mod­ ule 209 (Doors), there are fewer than 25 questions validated at this time. If sufficient data are not gathered before launch­ ing the program, these modules can be offered, but they will be scored retroactively, once the set of 25 valid questions has been determined. As more data are gathered, additional questions will be validated and included in the rotation of questions. Other questions may be determined invalid and removed from the question banks. On some regular basis, perhaps every 2 years, SMEs will need to review the question bank as a whole and develop new questions where needed. All questions and the subtopic breakdown will also be reviewed any time the asso­ ciated training standard for a module is updated. 301 Couplers—Advanced Theory of Operation and Troubleshooting 302 Trucks and Axles—Advanced Theory of Operation and Troubleshooting 303 Propulsion and Dynamic Braking—Advanced Theory of Operation and Troubleshooting 304 Auxiliary Inverters and Batteries—Advanced Theory of Operation and Troubleshooting 305 Friction Brakes—Advanced Theory of Operation and Troubleshooting 306 HVAC—Advanced Theory of Operation and Troubleshooting 307 Current Collection and Distribution—Advanced Theory of Operation and Troubleshooting 308 Car Body—Advanced Theory of Operation and Troubleshooting 309 Doors—Advanced Theory of System Operation and Troubleshooting 310 Communication Systems—Advanced Theory of Operation and Troubleshooting 312 CBTC (ATP - ATO)—Advanced Theory of Operation and Troubleshooting Table 9. 300-level hands-on assessments.

36 Question Format The written assessment questions are all in multiple­choice format with a single correct answer and three distracters. In the context of the required knowledge and skills for the different maintenance subject areas, the questions seek to test different types of cognitive behavior, including applying a rule or principle, showing understanding of cause and effect, or identifying reasoning behind a particular action. Efforts were made to avoid any questions that were a simple recall of a memorized fact. The goal was to develop questions that required an applied understanding of the vehicle system and maintenance requirements. The question stems were written to • Be meaningful and provide a clearly defined problem • Include as much of the full question as possible • Be stated simply and not contain irrelevant information Question alternatives were written to • Fit the stem grammatically • Fit the stem in number (singular/plural—does/do; single/ multiple—cause/causes) • Be approximately the same length • Be as brief as possible • Be presented in logical order • Include only one correct or clearly best answer Following these best practices for the questions has con­ tributed to the reliability and validity of the questions. Special-Format Questions There are a few special­format questions in use under the general four­answer, multiple­choice umbrella. One example is the Technician A/Technician B format. In these questions, two statements are made. The statements are usually related to the same problem, condition, or vehicle system, and the question asks if statements made by Technician A only, Technician B only, both technicians, or neither technician are correct. This acts as a “nested true­false” question in the multiple­choice format. Other examples of special formats include the phrase “Which of the following is NOT” or “All of the following EXCEPT.” These questions are structured to avoid use of “all of the above” or “none of the above” as answer choices. Whenever these formats were used, the negative wording was empha­ sized through capitalization and underlining of key words in the stem to avoid confusion among the test takers. Hands-On Assessments Hands­on assessments will be administered at the premises of local transit agencies as needed. Hands­on assessments are based on a series of generic tasks developed by the National Rail Vehicle Training Standards Committee. Several tasks have been developed for each subject area (e.g., friction brakes, couplers, etc.). Prior to administering the hands­on assess­ ments, the labor­management team from the transit agency works with Transportation Learning Center staff to adapt the generic task selected to the agency’s particular equipment, ter­ minology, and work procedures. The joint labor­management team decides on the exact wording of the task to be read to the candidates, the level of performance that candidates must meet in carrying out each task, and the point structure for each task. The Transportation Learning Center’s role is to make certain that the intent of the original assessment remains intact and the degree of task difficulty and the point structure for tasks are consistent across all agencies. Detailed hands­on assessment instructions can be found in these appendices from the contractor’s final report: • Appendix L: National Rail Car Hands­On Skills Assessment Tutorial, • Appendix M: Hands­On Assessment—Task Application Form, • Appendix N: Hands­On Assessment—Evaluators’ Work­ sheet, and • Appendix O: Hands­On Assessment—Candidate Version. (Appendices L through O can be found by searching for TCRP Report 170 on the TRB website.) On-Demand Delivery Both the written and hands­on assessments will be provided when needed at the request of local training programs rather than on a predetermined national schedule. Flexible Written Assessment Delivery Methods With appropriate proctoring by local labor and management proctors, written assessments can be taken by workers using either an online mechanism on local computers or a paper­ and­pencil version, printed by the Transportation Learning Center and sent to each assessment location. IBT is the pre­ ferred method of delivery for the written assessments under the National Rail Vehicle Technician Qualification Program. See Appendix P from the contractor’s final report for more information on the paper­and­pencil written assessment.

37 (Appendix P: Sample Written Assessment Tutorials can be found by searching for TCRP Report 170 on the TRB website.) The 100­level written assessment may not be taken with any 200­level assessments. Candidates may choose to schedule and complete more than one 200­level written assessment per sitting. One hour is allotted for each written module. IBT Option Written assessments are generally delivered via an IBT system. This system has minimal requirements for local setup, and the assessment process is intuitive even for technicians with limited computer literacy. Scoring is done by the automated IBT system and verified by the Transportation Learning Center as requested. Paper-and-Pencil Option Agencies with limited information technology infrastruc­ ture to deliver IBT may contact the Transportation Learning Center to arrange paper­and­pencil written assessments. Completed paper­and­pencil assessments will be sent to the Transportation Learning Center for scoring. Timeframe For each 200­level module, candidates must pass the written assessment before the hands­on assessment may be sched­ uled. The passing result of a written assessment expires in 5 years. If the hands­on assessment is not completed within the 5­year period, the written assessment will need to be retaken. The written and hands­on assessment retake window and the number of retakes allowed will be determined by local labor and management training committees or structure, rather than defined through the national program rules. Proctoring Proctoring of written and hands­on assessments will be conducted by certified proctors from local transit agencies. In most cases, these proctors are local management and labor training coordinators or instructors who are familiar with the training program and the national qualification system. To become certified, these proctors will go through orientation training provided by Transportation Learning Center staff and maintain a signed, valid, non­disclosure agreement on the national program file, to be renewed every 2 years. Transportation Learning Center staff will provide technical assistance and real­time troubleshooting to proctors during assessment sessions. On­site technical assistance may also be offered for hands­on assessments. Assessment Fees The assessment fee schedule is as follows. For Internet­based written assessments: • 100­level written assessment is $50 per assessment • 200­level written assessment is $50 per assessment For paper­and­pencil written assessments: • 100­level written assessment is $80 per assessment • 200­level written assessment is $80 per assessment For multiple written modules, there is a discount on Internet­ based assessments only. Candidates taking multiple 200­level written assessments during one sitting will receive a 50 per­ cent discount for each module after the first one. For instance, a candidate taking 200­level assessments for Couplers, Trucks and Axles, and Friction Braking (three modules total) will incur a total fee of $100 ($50 + $25 + $25) for the session. For hands­on assessments: • 200­ or 300­level hands­on assessment is $100 per assess­ ment (Additional costs may be incurred if Transportation Learning Center staff is requested to provide on­site tech­ nical assistance during hands­on delivery.) Fees are the same for initial assessments or retakes. Fees will be collected from participating agencies prior to scheduling assessments. The ultimate responsibility for assessment fees will be determined at the local level. Rescheduling, Cancellations, and Withdrawals Should a candidate be unable to sit for the scheduled assessment, the Transportation Learning Center must receive notifica tion in writing no later than 7 business days prior to the assessment date. The assessment fees will be held until the agency reschedules. An additional $25 rescheduling fee will be collected from the agency for each candidate. Agencies with candidates who withdraw or cancel after the deadline or do not sit for the assessment will receive a credit in the amount paid less the cancellation fees of $25 per per­ son for each written assessment and $50 for each hands­on assessment. These credits may be applied to scheduling of future assessments. (See Table 10 for a tabular version of the assessment fee schedule.)

38 Scoring Based on the pilot experience and other considerations, in particular the emphasis on demonstration of hands­on skills, the National Rail Vehicle Training Standards Committee estab­ lished a passing score of 75 percent for 100­ and 200­level written assessments and 85 percent for 200­level, hands­on assessments. For 300­level hands­on assessments, more diffi­ cult scenarios or additional check points will be used with the same passing score of 85 percent. (See Table 11 for a tabular listing of passing scores.) Americans with Disabilities Act Accommodations Arrangements for persons with disabilities will be pro vided upon request, in conformance with the Americans with Dis­ abilities Act (ADA). Professional documentation in support of a request for accommodation must be submitted to the Transportation Learning Center no later than 4 weeks prior to the scheduled assessment date. Recognition of Qualification Once the required written and hands­on assessments are successfully completed by a technician, he/she will be awarded a certificate of qualification for that assessment area by the national program (see Figure 13). Qualified technicians will receive a certificate at no cost when they complete the required assessment(s). Additional merchandise for qualified techni­ cians may be made available for purchase. With the consent of newly qualified technicians, their names will be listed in a national directory of qualified rail techni­ cians in the public section of the national program website. At the request of qualified technicians, official transcripts and proof of qualifications can be sent to an authorized party at a cost. Interim credentials are encouraged by the U.S. Depart­ ment of Labor Office of Apprenticeship. Refresher Training The National Rail Vehicle Technician Qualification Pro­ gram does not mandate an official requalification process or administer requalification assessments. Once earned, the qualified status never expires. However, in recognition of rapidly changing technologies and the need for periodic train­ ing to ensure that technicians are kept current, the program strongly recommends that transit agencies provide refresher courses to qualified technicians every 3 to 5 years, or as needed. Credential Management System Partnering with a credential management system, the Transportation Learning Center has developed a compre­ hensive, web­based, database­driven system for tracking local training course enrollment, course completion, completion Type Level Fees Written (IBT) 100 Level $50 Written (IBT) 200 Level $50 (50% discount after 1st) Written (Paper & Pencil) 100 Level $80 Written (Paper & Pencil) 200 Level $80 Hands-on 200 Level $100 Hands-on 300 Level $100 Rescheduling Any $25 Cancellation – Written Any $25 Cancellation – Hands-on Any $50 Table 10. Assessment fee schedule. Type Level Passing Score Written 100 Level 75% Written 200 Level 75% Hands-on 200 Level 85% Hands-on 300 Level 85% Table 11. Assessment passing score.

39 of standardized national assessments, and achievement of national qualification status by rail vehicle technicians. This credential management system is accessible by Transportation Learning Center staff, local training coordinators, and tech- nicians with different permission levels and interfaces. The underlying database enables Transportation Learning Center staff to produce customized reports on training, assessments, and qualification statistics. The credential management system consists of the following modules: • Candidate profiles • Local training course directory (provider module) • Candidate training history • Assessment completion status • Qualification status • National qualification statistics Candidate Profile Rail technicians who wish to participate in the national qual- ification program may create an online profile using an online registration form. Candidates will be prompted to update their profile every 180 days. See Figure 14 for a Candidate Profile/ Personal Information screenshot. Information collected includes the following: • Demographic information • Contact information • Agency and union affiliations • Current job title, job group, and years of work experience • Highest level of education completed Local Training Course Directory (Provider Module) Providers are the local transit rail agencies or joint apprentice- ship programs that provide training classes to their rail vehicle technicians, prior to sending them to qualification assessments. Each provider will be given a unique provider ID and have one designated contact person, most likely the local management coordinator. Using the provider portal, agencies may log course names, offering dates, duration, validation status against national training standards, course type (classroom, lab, on the job, web based instructor led, web based self-paced, etc.), course standing (active/in good standing, inactive, etc.), domains (e.g., 200-level Overview of Car Body), and contact informa- tion for course registration. The populated course catalog will be searchable and viewable by any user in credential manager (see Figures 15 and 16 for screenshots). Candidate Training History Although candidates’ eligibility for assessments is not determined in the system by the number of training hours, and there are no retraining requirements for candidates to maintain their qualification status once earned, the industry considers it beneficial to construct a centralized database for Figure 13. Sample certificate of qualification.

40 individual candidate training records. Candidates will be able to view local training course offerings at their employer agencies. They can also submit credits for courses taken. Assessment Completion Status Once an assessment is completed, results are transmitted to the credential management system in batches. Candidates may view their assessment results online and be reminded of the next steps in their qualification process (see Figures 17 and 18 for screenshots). Qualification Status Once the required written exams and hands-on exams are successfully completed by a technician, he/she will receive the qualification status in that exam area (see Figure 19). Qualification packets will be sent. Qualification status will be Figure 14. Screenshot of credential manager—candidate profile/personal information. Figure 15. Screenshot of credential manager—local training course directory search.

41 Figure 16. Screenshot of credential manager—local training course directory. Figure 17. Screenshot of credential manager—assessment results. viewable online using the secure access. With the consent of newly qualified mechanics, their names may be listed in a national directory of qualified rail technicians in the public section of the national program website. National Qualification Statistics This section is reserved for Transportation Learning Center staff involved in national program administration only. Queries and reports are designed to enable staff to use statistics gener- ated by the credential management system to provide individ- ual scoring feedback to participants, aggregated agency results to local training coordinators, and aggregated national results to the national program. Credential-management-system data will allow for better evaluation of testing validity and reliability and protection against legal liabilities. Credential-management- system data may also be used for initial assessment of new hires, job placement or assignments, identification of departmental training needs and creation of professional development plans for individual employees.

42 Figure 18. Screenshot of credential manager—detailed assessment results. Figure 19. Screenshot of credential manager—qualification requirements. Analyzing the Numbers: The Economics of a National System of Assessment To provide a fiscally sound framework for the development of a national system for assessments after required training or experience, the Transportation Learning Center performed two rounds of economic analyses on the various elements of assessment within a system of transit training, first in Year 1 of the project and second in Year 5 as details of the national program were determined. Tables 12 and 13 below provide a 10-year overview of the assessment participation rate, assessment fees, and costs associ- ated with assessment development, delivery and maintenance. The Year 1 survey estimates that the number of technical rail maintenance employees in the entire North American tran- sit industry is around 9,156, with 6,280 in the more skilled mechanic ranks and the rest in job titles of cleaner, helper, and

43 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Total Transit Railcar Mechanic Count* 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 Participating Mechanics Existing Mechanics Participating - as % of Population** 3% 3% 3% 3% 3% 3% 3% 3% 3% 3% # of Existing Mechanics Participating 188 188 188 188 188 188 188 188 188 188 New Hires - as % of Population (5% Replacement of Exiters, 3.8% Net Growth)*** 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% # of New Hires Participating (50% of all) 276 276 276 276 276 276 276 276 276 276 # of 100 Written Assessments Taken (1 assessment/yr, New Hires only)**** 276 276 276 276 276 276 276 276 276 276 # of 200 Written Assessments Taken (2 assessments/yr)***** 929 929 929 929 929 929 929 929 929 929 # of 200 or 300 Hands-on Assessments Taken (2 assessment/technician/yr) 929 929 929 929 929 929 929 929 929 929 Total # of Assessments Taken Written Assessments 1,206 1,206 1,206 1,206 1,206 1,206 1,206 1,206 1,206 1,206 Hands-on Assessments 929 929 929 929 929 929 929 929 929 929 Fees/Income Written Assessment Fees ($50/assessment) 60.3 60.3 60.3 60.3 60.3 60.3 60.3 60.3 60.3 60.3 Hands-on Assessment Fees ($100/assessment) 92.9 92.9 92.9 92.9 92.9 92.9 92.9 92.9 92.9 92.9 Study Guide Fees ($0/assessment - download) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Total Fees/Income 153.2 153.2 153.2 153.2 153.2 153.2 153.2 153.2 153.2 153.2 Fixed Costs (Overall) Updates for Task Analysis, Written & Hands- on Question and Study Guide (ongoing and major update every 5 yrs, incl. SME travel) 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 Public Website Maintenance 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Legal Costs (incl. insurance) 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 Credential Management System License and Admin 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 Internet-based Assessment System Maintenance 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Orientation Training and Technical Assistance for Local Proctors 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Total Fixed Costs 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 Variable Costs Facility/Equipment/Proctoring for Written Assessment (Local Cost) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Written Assessment Setup, Support and Record-keeping ($25/assessment) 30.1 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 Hands-on Assessment Setup, Support and Record-keeping ($50/assessment) 46.5 46.5 46.5 46.5 46.5 46.5 46.5 46.5 46.5 46.5 Recognition (Patches, certificates, etc.) ($5/person) 10.7 10.7 10.7 10.7 10.7 10.7 10.7 10.7 10.7 10.7 Study Guide Printing ($0/assessment) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Total Variable Costs 87.3 63.2 63.2 63.2 63.2 63.2 63.2 63.2 63.2 63.2 Total Costs 167.3 143.2 143.2 143.2 143.2 143.2 143.2 143.2 143.2 143.2 Annual Cost Excess/Shortage -14.1 10.1 10.1 10.1 10.1 10.1 10.1 10.1 10.1 10.1 Cumulative Reserve/Loss -14.1 -4.0 6.1 16.1 26.2 36.2 46.3 56.3 66.4 76.4 *Total Rail Mechanic population is estimated from the Center's survey data. *** 5% annual growth and 3.8% annual replacement rates are estimated using US DOT and DOL data. See Figure 1. **** Assuming half of the new hires will participate in the program and take one (1) 100 level written assessment, two (2) 200 level written and two (2) hands-on assessments annually. ***** Assuming existing mechanics will take two (2) 200 level written and hands-on assessments annually. ** Experienced mechanics are grandparented into the qualification program. However, they may choose to take assessments for portable credentials. This Low Participation Estimate builds in only 3 percent of the existing mechanics participating in the program. It is further assumed that each participating mechanic will complete two (2) written and two (2) hands-on modules annually. Fees/Income (Constant $ in Thousands) Costs (Constant $ in Thousands) Note: Initial development includes task analysis, training standards approval, training materials approval, written assessment question development and validation, study guide development, Internet-based assessment system initiation, hands-on assessment scenario development and validation, proctoring system development, credential management initiation, and national committee meeting and travel associated with the above tasks. Table 12. Economic analysis of rail vehicle technician qualification program—low-participation estimate.

44 Table 13. Economic analysis of rail vehicle technician qualification program—high-participation estimate. Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Total Transit Railcar Mechanic Count* 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 6,280 Participating Mechanics Existing Mechanics Participating - as % of Population** 5% 5% 5% 5% 5% 5% 5% 5% 5% 5% # of Existing Mechanics Participating 314 314 314 314 314 314 314 314 314 314 New Hires - as % of Population (5% Replacement of Exiters, 3.8% Net Growth)*** 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% 8.8% # of New Hires Participating (50% of all) 276 276 276 276 276 276 276 276 276 276 # of 100 Written assessments Taken (1 assessment/yr, New Hires only)**** 276 276 276 276 276 276 276 276 276 276 # of 200 Written assessments Taken (2 assessment/yr)***** 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 # of 200 or 300 Hands-on assessments Taken (2 assessment/technician/yr) 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 Total # of Assessments Taken Written Assessments 1,457 1,457 1,457 1,457 1,457 1,457 1,457 1,457 1,457 1,457 Hands-on Assessments 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 1,181 Fees/Income Written Assessment Fees ($50/assessment) 72.8 72.8 72.8 72.8 72.8 72.8 72.8 72.8 72.8 72.8 Hands-on Assessment Fees ($100/assessment) 118.1 118.1 118.1 118.1 118.1 118.1 118.1 118.1 118.1 118.1 Study Guide Fees ($0/assessment - download) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Total Fees/Income 190.9 190.9 190.9 190.9 190.9 190.9 190.9 190.9 190.9 190.9 Fixed Costs (Overall) Updates for Task Analysis, Written & Hands- on Question and Study Guide (ongoing and major update every 5 yrs, incl. SME travel) 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 25.0 Public Website Maintenance 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Legal Costs (incl. insurance) 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 Credential Management System License and Admin 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 20.0 Internet-based Assessment System Maintenance 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Orientation Training and Technical Assistance for Local Proctors 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 Total Fixed Costs 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 80.0 Variable Costs Facility/Equipment/Proctoring for Written assessment (Local Cost) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Written Assessment Setup, Support and Record-keeping ($25/assessment) 36.4 7.3 7.3 7.3 7.3 7.3 7.3 7.3 7.3 7.3 Hands-on Assessment Setup, Support and Record-keeping ($50/assessment) 59.0 59.0 59.0 59.0 59.0 59.0 59.0 59.0 59.0 59.0 Recognition (Patches, certificates, etc.) ($5/person) 13.2 13.2 13.2 13.2 13.2 13.2 13.2 13.2 13.2 13.2 Study Guide Printing ($0/assessment) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Total Variable Costs 108.6 79.5 79.5 79.5 79.5 79.5 79.5 79.5 79.5 79.5 Total Costs 188.6 159.5 159.5 159.5 159.5 159.5 159.5 159.5 159.5 159.5 Annual Cost Excess/Shortage 2.3 31.4 31.4 31.4 31.4 31.4 31.4 31.4 31.4 31.4 Cumulative Reserve/Loss 2.3 33.7 65.1 96.5 127.9 159.3 190.7 222.1 253.5 284.9 *Total Rail Mechanic population is estimated from the Center's survey data. *** 5% annual growth and 3.8% annual replacement rates are estimated using US DOT and DOL data. See Figure 1. **** Assuming half of the new hires will participate in the program and take one (1) 100 level written assessment, two (2) 200 level written and two (2) hands-on assessments annually. ***** Assuming existing mechanics will take two (2) 200 level written and hands-on assessments annually. ** Experienced mechanics are grandparented into the qualification program. However, they may choose to take assessments for portable credentials. This High Participation Estimate builds in 5 percent of the existing mechanics participating in the program. It is further assumed that each participating mechanic will complete two (2) written and two (2) hands-on modules annually. Costs (Constant $ in Thousands) Note: Initial development includes task analysis, training standards approval, training materials approval, written assessment question development and validation, study guide development, Internet-based assessment system initiation, hands-on assessment scenario development and validation, proctoring system development, credential management initiation, and national committee meeting and travel associated with the above tasks. Fees/Income (Constant $ in Thousands)

45 maintenance apprentice. Table 12 represents a low­participation estimate for existing mechanics at 3 percent of current popu­ lation of 6,280 and Table 13 represents high participation at 5 percent. On the cost side, general fixed costs cover updates to the task analysis, IBT system licensing and maintenance, credential management system licensing and maintenance, qualification public website maintenance, and legal fees. To keep up with the new developments in technology, written assessments will need to be updated and revalidated and study guides revised on an ongoing basis. For hands­on assessments, the assessment task list and scenarios will also need to be updated regularly. Orientation training will be provided to proctors to ensure competency and consistency in written and hands­on assess­ ment administration. Variable costs such as assessment sched­ uling and registration, scoring, transfer of assessment results, individual and aggregated feedback report generation, and certificate generation will be dependent upon the number of assessment takers. Initial development of the qualification system was funded by TCRP through TCRP Project E­07; those costs are not reflected in the tables. For the scenarios presented in Tables 12 and 13, the following assumptions were made: • Experienced mechanics are grandparented into the qualifi­ cation program. However, they may choose to take assess­ ments for portable credentials. The low­participation estimate in Table 12 builds in only 3 percent of the existing mechanics participating at the 200 or 300 level annually. The high­participation estimate in Table 13 assumes that 5 percent of the existing mechanics will participate in the program. It is further assumed that each participat­ ing mechanic will complete two written and two hands­on modules annually. • Based on estimates from the U.S. Department of Labor and U.S. DOT (see Figure 1 in Chapter 1), the transit rail indus­ try will bring in new hires at an annual rate of 8.8 percent (88 percent in the next 10 years). • Half of these new hires will participate in the program and take one 100­level written assessment and two written assessments and two hands­on assessments at the 200 level annually. • 100­ and 200­level written assessments will be delivered pri­ marily on local transit agency computers via the Internet and proctored by local labor and management representatives. • Internet­based written assessment delivery costs $50 per assessment per person. • 200­ and 300­level, hands­on assessment delivery costs $100 per assessment per person with local labor and management proctoring. Additional costs may be incurred if third­party proctoring is requested. • Study guides will be provided to assessment takers for free in a downloadable and printable format. Given the above assumptions, the number of total writ­ ten assessments taken is estimated to be between 1,206 and 1,457 annually, and hands­on assessments are estimated to be between 929 and 1,181. In the low­participation scenario, the national qualification system will bear a net loss of $14,100 in the first year after launch and start accumulating reserves in Year 2, reaching a cumula­ tive $76,400 by the end of Year 10. In the high­participation scenario, the national system will generate an excess of $2,300 in Year 1, reaching a cumulative $284,900 by Year 10.