Use of Automotive Service Excellence Tests Within Transit (2016)

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31 also revealed that ASE has several training and recruitment activities that could be of benefit to transit. One program evaluates training programs against established standards, another encourages young people to consider careers in the automotive service sector, and a third provides training ideas and strategies helpful to training professionals. Chapter two also noted several training programs within transit designed to help prepare technicians for ASE certi­ fication. APTA’s Standards Program, led by the Bus Main­ tenance Training Committee (BMTC), includes a series of Recommended Practices (commonly referred to as standards) that provide guidance for establishing maintenance training programs to help technicians achieve ASE certification. In developing training standards, the joint labor–management BMTC purposely developed its set of learning objectives using the ASE Task List, thereby providing agency training departments with an educational approach consistent with passing ASE tests. Although the Southern California Regional Transit Training Consortium did not originally design its courses with passing ASE tests in mind, its subject matter experts now consider the ASE Task List when developing new courses or upgrading existing ones. In addition, the Trans­ portation Learning Center has worked with BMTC from its inception to strengthen labor participation in the committee’s efforts to develop training programs that include ASE ele­ ments. Of particular interest is the Certified Transit Technician (CTT) program established jointly by the Florida Department of Transportation (FDOT) and the Center for Urban Transpor­ tation Research (CUTR), and featured in this study as a case example. More significant findings are revealed in chapter three, which presents the survey results. Survey respondents, the majority of whom have more than 10 years’ experience in their occupations as technicians, instructors, and managers, supervisors, and union representatives, indicated solid sup­ port for certification. Survey responses also favor ASE as the organization to provide the certification. However, another relatively large number of technicians from the 16 target agen­ cies were not sure about ASE providing certification, indicat­ ing that more needs to be done to inform them about ASE and to provide them with additional recognition for their ASE achievements. Of those who have at least one ASE certification, most plan to recertify with ASE to keep their credentials current, This synthesis reports on the application of the Automotive Service Excellence (ASE) testing and certification prog­ ram to maintenance staffs (technicians, instructors, and management/supervisory/union representatives) of tran­ sit bus agencies. It was accomplished through a literature review, three case examples, and 402 responses from the staffs of 16 transit agencies, as well as 108 responses from ASE transit bus test participants. Eight years after first being introduced to transit, the purpose of this inves­ tigation was to determine how the ASE program is being accepted and applied in the maintenance community, iden­ tify any barriers preventing more widespread acceptance, and suggest future research and activities to help overcome those barriers. Summary of findingS The study offers several significant findings. In the litera­ ture review in chapter two it is reported that ASE is a well­ established and respected national organization with a focused mission to certify the technical abilities of automotive pro­ fessionals. Intended primarily for automobile dealerships to show their customers that their technicians are qualified, ASE also extends to medium and heavy truck, school bus, colli­ sion, and other vehicle­related occupations. In 2004, it was expanded to include bus technicians as part of a TCRP­funded project. Beginning in 2006, the first of a series of ASE certifi­ cation tests was developed jointly by labor and management as a standardized method for validating technician skills spe­ cifically for transit bus technicians. Bringing transit techni­ cians into the ASE fold recognizes them nationally among their peers in the larger sphere of automotive professionals. ASE has been likened to a yardstick for measuring mechani­ cal competencies, similar to the credentialing required by doc­ tors and lawyers. Evidence suggests that preparing for, taking, and passing ASE certification results in students developing more intellectual curiosity and becoming more dedicated to achieving increased professional status. In the process of earn­ ing ASE certification, technicians develop learning habits that they will retain for the rest of their professional lives; the more they learn, the more professional they become. The literature also revealed that ASE extends beyond certification and offers several training and test preparation services including study guides and websites where candi­ dates become familiar with the test taking process. It was chapter five ConCluSionS

32 which represents another vote of confidence for ASE. Again, there are a large number of those who are unsure, implying some uncertainty regarding the value of certification and the need for additional communication and incentives. When asked what could be considered one of the most significant survey questions: Is ASE good for transit, most respondents answered in the affirmative, an indication that respondents believe steps might be taken to continue and expand program participation. Three survey comments cap­ tured the sentiments: • It shows that techs are trained and tested under one standard and ensures the riding public and government officials that our techs are the best at what they do. • [ASE] provides third­party testing and eliminates the per­ ception of subjective decisions for technician promotions. • [ASE] allows technicians to take pride in what they do, and feel accomplished in certain areas. Although survey respondents show solid support for ASE certification, they also believe that holding a certification is not a clear indication of a technician’s true abilities. The vast majority in each occupation, including nearly all technicians, believe one can pass ASE tests but not be a good technician. Conversely, the vast majority believes that it is possible to be a good technician but not pass ASE tests. Despite these beliefs that tend to downplay the significance of certification, ASE’s own research as presented in chapter two provides evidence that technicians who hold ASE certifications show improved job performance over those who do not. Never­ theless, more needs to be done to communicate the benefits of ASE certification. More than half of all survey respondents believe at least some ASE test questions are awkward and difficult to answer. Despite this, most respondents in each occupation indicated that the test questions are “just right.” When it comes to rating ASE test questions in terms of difficulty, indications were that although test questions are fair, a revisiting of some questions may be required. When asked if hands­on exercises would be a more representative indicator of a technician’s abilities about half concur. Several, however, believe practical testing, while useful, would be too difficult to administer as part of a testing and certification program. The survey result discussed in chapter three also found that most agencies do not offer increased compensation for achiev­ ing ASE certification, although more than two­thirds of survey respondents believe technicians should be compensated for ASE certifications. It is interesting to note that more instruc­ tors and managers, supervisors, and union representatives as a group believe technicians should get paid more than even themselves for holding ASE certifications. When it comes to the level of support of management and labor for the ASE program, most respondents believe that both sides are not doing enough. Regarding training, most survey respondents are aware of the ASE study guides and have used them to prepare for testing. Most instructors believe the guides are “very useful,” while technicians and managers, supervisors, and union reps find them “somewhat useful.” Response comments indicated that the guides are useful as a supplement to other training, not as stand­alone training materials. Another significant finding of this study shows that less than one­quarter of the technicians surveyed believe they get as much training as they need. Nearly one­third reported that the training they receive is not sufficient, whereas some say they get no training at all. Except for the managers, supervisors, and union reps, sur­ vey respondents (technicians and instructors) do not believe that the current training allows technicians to pass ASE test­ ing. Although there is solid support for attaining certification, technicians appear to believe that they do not get enough training and that the training they do get is not sufficient to attain certification. Almost all survey respondents indicated that more training is needed. Survey respondents also ranked the need for more hands­ on training first on their list of training priorities, an indica­ tion that transit focuses too heavily on classroom learning. Responses also point to the need of increased training for managers, supervisors, and union representatives as a group. It was implied that some who are promoted into management positions from the ranks of technicians appear to have no formal training. When it comes to ways to improve ASE participation, three primary suggestions from survey respondents emerged: 1. Provide those with ASE certifications increased com­ pensation and other incentives in recognition of their abilities, a practice widely accepted in other professions. 2. Provide technicians with more training to allow them to attain certification. Technicians must keep current with rapidly changing technology; their maintenance and repair actions can seriously impact public safety. 3. Stronger industry support from management and labor would help increase the visibility and importance of ASE certification. Doing so complements the state of good repair, asset management, and workforce devel­ opment initiatives. Chapter four explored three case examples where elements of the ASE program are effectively used in bus maintenance and training. Metropolitan Transit (VIA) in San Antonio, Texas, incorporates task lists developed by ASE to enhance its own training program. The tasks represent the essential skills that technicians must have to efficiently and safely per­ form work assignments as defined by subject matter experts within transit. Although VIA recognizes that incentives given to those who achieve ASE certification are currently modest,

33 it is working to improve them. As another example of how a transit agency uses ASE certification, the Potomac and Rappahannock Transportation Commission (PRTC) in sub ­ urban Washington, D.C., insists that its maintenance contractor employ ASE­certified technicians as a way of substantiating their abilities to adequately maintain PRTC­owned equipment. Chapter four also highlights the CUTR/FDOT Certified Transit Technician (CTT) Program in Florida, which requires participants to acquire ASE Master Certification as a way of validating the training provided and ensuring technicians are adequately prepared for their jobs. Classroom and on­ the­job training provided through the CTT program include essential ASE program elements, helping to ensure that tech­ nicians can acquire Master Certification and graduate from the program. The emphasis CUTR/FDOT places on the ASE program is a strong indication of the value it places on the testing and certification organization. BarrierS to WideSpread implementation The synthesis findings indicated that there are several barri­ ers preventing widespread acceptance and implementation of ASE certification: • Although there is a general awareness of ASE in transit maintenance, it appears that many are uninformed of its benefits. More than half of the technicians from the target agencies surveyed either say they are not sure if ASE is good for bus technicians or say it is not. • Lack of support for the ASE program by both labor and management at some agencies. • Perception by many that pay increases, other incen­ tives, and recognition offered to those who achieve ASE certification is insufficient and serves as a bar­ rier to motivate technicians to participate in the ASE program. • A general lack of training within transit that prevents more technicians from attaining certification. SuggeStionS for further reSearCh Suggestions for further research include investigations into ways to overcome the barriers presented earlier: • Determine what could be done to improve awareness and benefits of ASE throughout the transit bus maintenance community. Also, determine how ASE test preparation services might be made known to more transit bus tech­ nicians. A national webinar is suggested, along with presentations at industry meetings. • Conduct a return­on­investment study to overcome the perception by many in transit who do not believe certifica­ tions necessarily translates into being a better technician. • Determine how labor and management could come together to fully understand the benefits offered through certification and provide stronger support for ASE. A qualified and competent workforce not only bolsters self­esteem, but improves work efficiency and limits agency exposure to liability. The validation of techni­ cal ability offered through ASE certification reinforces state of good repair, asset management, and workforce development initiatives. • More closely examine how agencies provide financial compensation, advancement pathways, incentives, pro­ motions, and other motivations for obtaining ASE cer­ tification as best practice examples for other agencies to consider and follow. • Although there are many efforts underway to provide training to bus technicians, survey respondents appear to indicate it is inadequate to achieve ASE certification. A research project is suggested to consolidate the many disparate elements into a unified training effort and deter­ mine what additional resources are required to make certain technicians acquire needed skills that serve as a pathway to ASE certification. Include how educational programs developed by ASE and others outside of transit could be applied to enhance those efforts. • Expand the current ASE offering to include hybrid bus and other certifications.