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

Chapter: Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training

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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
×
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
×
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
×
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
×
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
×
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Suggested Citation:"Chapter 3 - Best Practices for Developing and Tailoring Technical/Frontline Training ." National Academies of Sciences, Engineering, and Medicine. 2018. Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training. Washington, DC: The National Academies Press. doi: 10.17226/25158.
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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.

16 This section describes effective approaches for developing and tailoring training, including strategies for gaining a better understanding of the training needs and learning tendencies of the workforce, as well as addressing obstacles related to infrastructure, equipment, and lost productivity costs. Focus 1: Understanding of Training Needs and Learning Tendencies Focus Overview In recent years, training best practices have increasingly emphasized the value of utilizing a structured approach to training development that includes a learner-centered approach. Learner-centered training is integrative, performance-based, engaging, adaptive, collaborative, and requiring of learners that they be active participants, as seen in Exhibit 6. While traditional training models place the instructor at the core of learning and deliver the same training con- tent in the same method to all students, learner-centric training shifts the focus to the needs of individual learners. Within the transit industry, much of the training for the frontline workforce retains an instructor-centered approach. As many transit agencies lack formally-trained instructional sys- tems designers, organizations may be unaware of the benefits of learner-centered training or may lack the resources or knowledge required to implement it. Those developing training in- house at some transit agencies, especially those with limited resources, may not follow a consistent process to begin with. While they may have the technical knowledge of the content, their methods may not ensure that the course they create is structured to effectively translate that knowledge to trainees. Fortunately, there are simple processes and practices that can be implemented to shift transit training development toward a more coherent instructional system design (ISD) process and a learner-centered approach, thus enhancing student engagement and learning. Effective and Innovative Practices Although training developers at small or medium-sized transit agencies may not have received formal education in instructional systems design, they can still apply some of the basic frame- works used by ISD practitioners to promote quality, consistency, and continuous improvement of training products. Follow a Proven ISDs Framework The ADDIE model is a framework that lays out the major steps involved in developing and improving instructional materials. The model consists of the following phases: C H A P T E R 3 Best Practices for Developing and Tailoring Technical/ Frontline Training

Best Practices for Developing and Tailoring Technical/Frontline Training 17 • Analysis. The analysis phase involves efforts to understand what the training needs to accomplish in light of the learning environment and the baseline knowledge and skills of the group to be trained. It can involve training needs assessments that consider new regulatory requirements or perceived deficits in workforce behaviors and discussion about what train- ing approaches might be best to address them. • Design. The design phase takes the analysis phase a step further by narrowing down the methods the training will employ and narrowing down the structure. This could involve the development of a course design document that captures learning objectives, a content outline, planned exercises and assessments, and other features of the training. • Development. The development phase is where developers create the content outlined during the design phase. For simple classroom training, this may involve developing PowerPoint slides, instructor or trainee guides, and handouts. If eLearning is involved, the content would need to be programmed and tested. Stakeholders and subject matter experts should review and provide feedback on the materials. • Implementation. The implementation phase consists of preparation and support for the initial delivery (or pilot) of the content. This may involve a “train-the-trainer” that prepares instructors to facilitate the content and any activities needed to prepare students to take the course (e.g., scheduling, registration). The course is then delivered using all of the previously developed materials. • Evaluation. Evaluation occurs throughout the training process (formative) and after the con- tent has been delivered (summative). Formative evaluation throughout the process allows for an agile approach in which changes are incorporated quickly in response to feedback. Summative evaluation incorporates feedback and lessons learned from delivery of the course over time. By following this general model and developing internal processes for each phase, transit training developers will be better able to ensure their training content and delivery methods align with the needs of their workforce. The remainder of this section includes additional effective practices that align with the ADDIE model. Learner- Centered Training Active Collaborative Adaptive Engaging Performance- Based Integrative Exhibit 6. Approach to learner centered training.

18 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Gather Data on Training Needs Several strategies can be employed to gain a better understanding of the training needs within an organization. One option is to leverage the shared assessment services offered by organiza- tions such as Educational Data Systems, Inc. (EDSI). 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. For organizations that prefer to manage skill assessment internally, another alternative is to develop and administer a competency proficiency survey. Existing job descriptions or profiles will often detail the competencies or knowledge, skills, and abilities that are required for success- ful performance on the job. Agencies can then conduct some additional research to determine what level of proficiency employees should have with each of the required competencies (i.e., the desired state) and compare that to the level of proficiency that employees do have (i.e., the current state) to identify skill gaps and training needs. Exhibit 7 presents a sample proficiency rating scale for a current state assessment adminis- tered directly to employees. Employees or their direct supervisors are the best sources for current state assessments, though it is critical that employees understand the developmental purpose driving the assessment. Supervisors or leadership are in the best position to provide input on the desired state. This type of survey can be easily administered using online survey software such as SurveyMonkey. Another alternative is to simply conduct an employee survey on needed courses. Depending on the situation at the agency, this type of survey may range from asking employees open-ended EDSI—Skilldex For the last 18 years, EDSI has worked directly with transit agencies and original equipment manufacturers to design training curricula, create training materials, and deliver training for transit maintenance occupations. EDSI’s Skilldex system can assist transit agencies with assessing and addressing skill gaps in their workforce.

Best Practices for Developing and Tailoring Technical/Frontline Training 19 questions about needed training to helping to prioritize among existing topics that have already been identified. This type of approach can also be useful for gathering feedback on existing courses and desired improvements. Needs Assessment Tool. Training needs assessment can be a complex process, and there are numerous factors a transit agency must consider when analyzing what their needs are and whether any available courses would meet those needs. The Training Needs Assessment and Selection Tool, located in Appendix B, allows agencies to assess these factors in a single table and use the information to choose between two or more training options (selected from the online catalog, developed internally, or purchased from a vendor). To support this goal, the Training Needs Assessment and Selection Tool consists of two main elements: 1) a rating table and 2) several individual worksheets that can be used to capture infor- mation to be included in the rating table. The tool assumes that the transit agency has developed or identified a list of competencies that are relevant for its workforce. From there, the worksheets can help the agency rate how critical it is for employees to be able to apply each competency, how proficient they need to be in applying it, and how extensively different training courses cover content relevant to those competencies. The worksheets can be completed by a training manager within the transit industry or by several internal stakeholders in the organization (e.g., department heads, supervisors, and instructors). The input could then be aggregated in the rating table, thereby enabling agencies to quantitatively rate each relevant course based on how well it addresses the above criteria. Although the rating produced does not definitively show that any one course will address an agency’s needs, it helps to provide some structure to what can be a vague and complex challenge. Of course, the tool cannot replace more advanced skill-gap assessments like those developed by specialized vendors, but it should be a good starting point for many agencies. Nevertheless, there are other needs to consider when procuring or developing training that is not captured in the tool, such as cost, time to develop/adapt, delivery method/media, and quality of the content. These criteria can easily be added to the rating table if desired or simply considered separately when making the final decision. Update Courses with Learner-Centered Training Principles As new courses are developed or acquired, effort should be made to leverage a learner-centered approach. Additionally, while it may not be feasible to completely overhaul existing training, it is possible to incorporate certain learner-centered principles while minimizing additional resource requirements. As training should be adaptable to the experience, proficiency, and learning needs Rating Description Not Applicable This competency is not relevant to my work. No Experience This competency is relevant to my work, but I do not have experience using it. Basic Proficiency I am able to contribute to work activities that require me to use this competency with supervision. Applied Proficiency I am able to handle independently nearly all types of assignments and tasks that use this competency, as well as assist others in the application of this competency. Advanced Proficiency I am able to apply this competency to dynamic and complex work activities, as well as serve as a role model or coach for others in the application of this competency. Exhibit 7. Sample proficiency rating scale.

20 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training of trainees, small steps can be taken to make existing training more adaptable, including the following: • Administering pre-course assessments to assess a baseline level of knowledge can help provide the instructor with an understanding of the students in the class. Using such assessments prior to course start can help the instructor identify topics that may need more or less atten- tion for a given class as well as identify individual students who may need additional support throughout the course. • Incorporating brief knowledge checks periodically during the course can alert the instructor when the class needs further instruction or when certain students may need supplemental guidance on course material. Using feedback from such assessments thus allows the instructor to tailor the course based on the progress of the learners in each class. Within the context of training development, it is important to consider the needs of a diverse workforce. When developing training modules and scenarios, developers should con- sider the diversity of those represented. For example, • Women should be included as instructors or in training examples. Currently, females are underrepresented in the transit industry, and failure to incorporate women in training content may further perpetuate demographic barriers. • Demographics of trainees should also be considered when determining training modality. For example, younger trainees may be more comfortable with the use of CBT, simulations, and video games, while older trainees may be less comfortable with these modalities and may require additional support if they are implemented. • Learning needs of trainees should also be reflected across the design of the full training program. For example, entry-level positions may require incremental training to avoid train- ing burnout on complicated content that could occur by frontloading training too soon after onboarding. All of these considerations will assist agencies in delivering a learner-centered training program with improved outcomes for trainees and the organization. Level 3 Training Evaluation Tool. The Level 3 Training Evaluation Tool, included in Appen- dix H, focuses on changes in learner behavior. In other words, it aims to determine how learners have applied new knowledge and skills gained through training on the job to modify behavior and potentially improve performance. This information can be valuable in ensuring a course is centered on the learners’ proficiency and confidence levels in performing a given task or activity. For example, the objective of a training course may be to teach employees how to properly conduct engine inspections. The desired outcome would then be that employees are able to apply what they learned in the classroom on the job to conduct the inspections more effectively than they were able to prior to the course. Therefore, Level 3 evaluations should be conducted both before and after a training course. Results can then be compared to determine how the training impacted employees’ efficacy on the job. A second Level 3 post-training evaluation can also take place 2–3 months after the training. This might show how the training has impacted employees’ performance on the job over time and whether it has changed at all since the first post-training evaluation taken immediately after the course. If employees report similar proficiency and confidence levels before and after a course, the course can be adapted for better effective- ness based on employees’ needs. Level 3 evaluations include questions such as how frequently the employee performs a given task, how confident or proficient they feel Level 3 Evaluation Highlights • Frequency of task performed or behavior demonstrated • Proficiency or confidence in performing task or behavior • Change in task performance or behavior due to training (post-test only)

Best Practices for Developing and Tailoring Technical/Frontline Training 21 performing the task, whether or not they can complete it independently, and whether or not they have seen a positive change in their behavior since the training. While the Level 3 Evaluation Tool contains a template based around these questions, the template and questions can be revised as the transit agency sees fit, provided that they still revolve around fre- quency, proficiency or confidence, and change in behavior. For example, the format of the template as well as the wording of the questions was updated for the CTtransit pilot study to better align with the course objectives, as displayed in Exhibit 8. Engage Stakeholders One of the most critical components of ensuring learner needs are addressed through training involves engaging stakeholders through- out the development process, including employees, supervisors, orga- nizational leadership, and unions. While ISDs are in the best position to develop training, they rarely possess the full range of content knowl- edge required to make the training successful. This requires signifi- cant subject matter expert (SME) involvement. Engaging employees, equipment designers, and supervisors helps to ensure that the training content is accurate and valuable. Leadership input can help to ensure the training is aligned with strategic objectives and changes. Engaging with external partners and industry professionals can help to ensure that training reflects current industry trends and can potentially open Exhibit 8. CTtransit pilot study level 3 pre-assessment. Metra—Stakeholder Involvement At the start of development for the Mechanical Workforce Annual Learning Event, 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 their perspectives were represented. During development, they ran ideas and proposed phases of the training by employees and super- visors 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.

22 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training up opportunities for sharing training resources. Across the board, stakeholder involvement throughout development can help to increase buy-in and maximize the success of the training once it is implemented. Build Evaluation at Start While there are various methods to evaluate the effectiveness of learning within an orga- nization, the Kirkpatrick/Phillips evaluation model for training evaluations is most widely used. The Kirkpatrick/Phillips model consists of five levels of evaluation and was developed by Donald L. Kirkpatrick, who developed Levels 1 through 4, and Jack Phillips, who developed Level 5 (Kirkpatrick & Kirkpatrick, 1994; Phillips, 1996). The five levels measure the following: • Level 1: The reaction of participants • Level 2: The level of learning achieved • Level 3: Changes in learner behavior • Level 4: Business results derived from training • Level 5: The return on investment (ROI) that the training delivers Best practice suggests organizations should ideally strive for Level 4 evaluation or higher, although this is not always attainable without a solid evaluation culture already in existence in the organization. When planning for a training, organizations should identify the highest evalu- ation level that can be reasonably justified and implemented. This decision should be regularly returned to as evaluation practices and cultures are improved so that practitioners do not miss out on important advocacy and funding that can be perpetuated by higher levels of evaluation. Regardless of the evaluation level selected, practitioners should consider the following tactics to build in evaluation at the start (Transportation Learning Center, 2010): • Collaborate with stakeholders • Identify sources of measurement data • Conduct pre- and post-training data collection and analysis • Share and promote results Building an evaluation at the start can address the barrier of funding disparity for evaluation and should be used in circumstances where budgets are particularly slim. Additionally, prepar- ing to conduct Levels 1–3 evaluations at the start will keep the learners’ needs at the forefront of training design and development to ensure the training is learner-centered. Focus 2: Infrastructure, Equipment, and Lost Productivity Costs Focus Overview While the transit industry has long recognized the value of hands-on training, individual agencies often do not possess the budgetary or personnel resources required to develop and implement comprehensive hands-on training solutions. In many cases, it is simply not feasible to meet the funding or space requirements to host such training internally. Beyond issues with infrastructure and equipment, lost productivity costs associated with training can also be substantial. While the value of training is generally understood, training time undoubtedly detracts from work time, and particularly within small agencies, there may be difficulty in backfilling positions while staff is participating in training. In this section, we provide an overview of some effective practices for overcoming barriers related to the infrastructure, equipment, and lost productivity costs of training.

Best Practices for Developing and Tailoring Technical/Frontline Training 23 Effective and Innovative Practices Leverage Technology As technology has advanced in recent decades, organizations have increasingly turned to technology-based solutions to training (see example in Exhibit 9). Techniques such as web-based or mobile training require minimal physical infrastructure, making them a practi- cal option for many organizations. Additionally, technology-based training can minimize lost productivity costs, as it eliminates the need for travel time and often offers more flexibility in scheduling. While many benefits can be realized through technology-based training, access to innovative training technology can be a barrier in its own right. This barrier, as well as practices to assist in overcoming it, is discussed further under Focus Area 4. Use Shared-Training Models While a comprehensive training program for the frontline workforce can be an enormous— and often unrealistic—endeavor for many transit agencies to implement on their own, the use of regional partnerships and other shared models can assist in alleviating resource requirements by distributing costs. Shared-training models create a large pool of available trainers and train- ing equipment, which reduces the resources needed for each agency. In addition, these models create more diversity in the content of the course, exposing learners to different ideas and best practices that they might not experience at their agency. This type of shared model allows all involved parties to benefit from more robust training than any single agency would be able to implement using only their individual resources. However, sharing resources can also come with logistical and technological challenges that must be considered and prevented or overcome before training delivery. For example, for the pilot study, MARTA chose to deliver a course for bus operators on customer service and conflict management using training resources developed by National Rural Transit Assistance Program (NRTAP). The resources included videos depicting various scenarios of operators interacting Exhibit 9. Sample technology-based training: CUTR’s 3D distance learning program.

24 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training with customers and handling difficult or dangerous situations. Because the resources were developed by NRTAP, not all of the training was relevant or applicable. NRTAP catered to a rural audience, and so some of the scenarios were not realistic situations operators in Atlanta, GA, would encounter. Similarly, the demographics depicted in the video were uncharacteristic of the demographics of the population in Atlanta. In addition, the operator’s behavior in some scenarios was in conflict with MARTA’s organizational policies. MARTA also operates on a fixed- route system, while some of the scenarios depicted dynamic or adaptive routing. Finally, playing the videos was challenging, as the format did not match the technology onsite at MARTA. To ensure that shared resources are relevant, applicable, and techno- logically compatible, it is important for transit agencies to review and adapt materials as needed beforehand. Electronic resources may be preferable for these purposes, as they can be quickly and easily adapted to fit the transit agency’s needs. This will ensure a smooth and optimal learning experience for learners. Best practices for shared training are discussed in greater detail in Chapter 5. Shared-Training Readiness Checklist. The Shared-Training Readiness Checklist, located in Appendix C, is intended to help agencies determine if they are ready to implement a training for the shared-training catalog. The items in the checklist address the organization’s training needs, queries if there is a resource from the shared-training catalog that meets those requirements, and asks if they are ready as an organization to implement that training—all things that need to be considered to determine if the shared training is suited for them. The organization should walk through every line of the checklist to ensure they can answer “yes” to each. If they do not know the answer to one of the items, they need to stop and examine the requirements to see if they meet it before moving forward. If the organization answers “no” to any of the checklist items, this is an indicator that the shared training may not meet their needs and that they may not be ready to implement it in their organization. Once all items are checked off, the organization can feel confident that they can implement a shared training from the catalog and it will meet their needs and produce the intended results. Align Training Schedule with Seasonal Fluctuations in Workload A simple strategy to help minimize the burden of lost productivity costs involves strategically developing the training schedule so it is aligned with fluctuations in workload. For training that is offered on a limited basis, agencies may wish to review monthly workload and schedule training during the least busy periods of the year, keeping in mind other factors such as employee leave schedules and equipment availability. For example, Metra found the fall to be the ideal time for its annual training event, as too many employees are on vacation during the summer, and equip- ment is in higher demand during the winter months, making it difficult to remove from service for training. Conduct Periodic Concentrated Training Events While some agencies may choose to administer training on a rolling basis throughout the year to minimize the number of employees taking training at any one time, another strategy for limiting the impact of training on the workforce involves the use of periodic concentrated training events. For example, Metra conducts an annual training for its employees on train doors. The training is held over a one-week period; however, employees are only removed from work for 90 minutes at a time. This type of format allows the agency to administer training to a large number of employees in a short timeframe while minimizing the impact from a reduced workforce. MARTA Pilot Study—Lessons Learned • Electronic shared resources are preferable for easy adaptability • Ensure shared resources are techno- logically compatible with equipment onsite • Review content and adapt beforehand to ensure all content is relevant and applicable for the audience • Ensure content aligns with organiza- tional policies

Best Practices for Developing and Tailoring Technical/Frontline Training 25 Metra—Mechanical Workforce Annual Learning Event on train doors. 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.

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TRB's Transit Cooperative Research Program (TCRP) Research Report 199: Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training provides public transportation agencies with best practices, strategies, and resources to assist with the implementation of effective and innovative training programs and techniques for frontline employees.

TCRP Research Report 199: Transit Technical Training is a two-volume set that presents guidance on technical training programs and the implementation of those for transportation agencies. The report's first volume, Guide to Applying Best Practices and Sharing Resources, documents the best models of technical training programs serving U.S. and international transportation agencies and related industries.

A product of this research also includes a training resource catalog to help transit agencies provide technical training for their employees. Training course information listed includes course descriptions, objectives, target audience, length, cost, training standards, and directions on how to access the course. The training resource catalog is available at https://ntrb.enotrans.org/.

Disclaimer - This software is offered as is, without warranty or promise of support of any kind either expressed or implied. Under no circumstance will the National Academy of Sciences or the Transportation Research Board (collectively "TRB") be liable for any loss or damage caused by the installation or operation of this product. TRB makes no representation or warranty of any kind, expressed or implied, in fact or in law, including without limitation, the warranty of merchantability or the warranty of fitness for a particular purpose, and shall not in any case be liable for any consequential or special damages.

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