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

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39 Innovative training strategies leverage advancements in technology and learning science to provide effective approaches to learning. This section provides descriptions of innovative training strategies and how they can be used to improve training in the transit industry. Focus 5: Awareness of Available Shared-Training Resources and Courses Focus Overview One of the main challenges of existing shared-training resources is making transit agencies aware of their offerings and how they can help meet their training needs. Several organizations interviewed for this research provide free or low-cost training that addresses recognized training needs, but achieving widespread awareness of these resources has proved difficult. One of the key challenges is that while various organizations and groups are funded to develop and sometimes deliver training, they may not have dedicated funding for marketing their pro- grams beyond existing users or members. Consequently, they may lack the internal communica- tions and marketing expertise or capacity to promote industry-wide awareness of their training offerings. As a result, they tend to rely almost entirely on word of mouth, web searches, and networking (e.g., attendance at industry events/conferences) to get the word out. Since several shared-training initiatives are regionally based (e.g., SCRTTC, Florida Certified Transit Techni- cian), they may, in fact, be restricted (by funding organizations) from promoting their offerings outside of the state or region. Even when programs are widely promoted, transit organizations may not feel they are able to commit funding to externally provided training when they are unsure of the quality. Some may ask their industry peers to share their perspective on the training, but this may not result in a well-informed decision. Without an independent or crowd-sourced assessment of training quality, transit training departments are left to speculate about the quality of training materials and instructors. Regardless of the cause, inadequate awareness of shared-training resources can significantly limit the user base. A smaller pool of users means that not only are transit organizations missing out on affordable technical training resources, but the training organizations are missing out on revenue that could be devoted to improving and expanding training offerings. Effective and Innovative Practices Provide Dedicated Funding for Marketing of Shared-Training Resource A shared-training model, by definition, can only be successful if it gains widespread adop- tion. While funding promotion of several distinct transit training efforts can be cost prohibitive, C H A P T E R 5 Effective and Innovative Practices for Shared Resource Training Models

40 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training spreading awareness of what is available through a single, centralized training resource can be much more cost effective. Regardless of whether the shared-training resource is a simple catalog of training stored else- where, an integrated learning management system (LMS), or an inter- active community of training developers, it is critical that funding is allocated to promote awareness of its capabilities and offerings. Such marketing efforts need not promote one provider’s content above any other, but simply convey the range of technical and frontline training that is available, the value of maintaining it in one location, and the features of the resource. Furthermore, if the resource allows users and developers to independently add and update content over time, contin- ually promoting the resource will ensure that they see the value in adding their training to the central resource and keeping it current. Align the Shared-Training Resource with a Well-Known Industry Organization One way to affordably gain visibility for a shared-training resource is to integrate it with an organization that is already highly visible, well- respected, and well-connected within the transit industry. For example, the Transit Industry Course Catalog, displayed in Exhibit 17, is hosted online by the Eno Center for Transportation. Such an organization is also likely to have a significant marketing budget and host one or more well-attended conferences of transit industry personnel each year. This provides a natural opportunity to promote the value of the training resource with little additional expense. The Exhibit 17. Transit Industry Course Catalog homepage. Transportation Curriculum Coordination Council (TC3)—AASHTO Although it originally began as a broader consortium of federal, state, and industry partners, TC3 eventually became a technical service program under AASHTO, an established associa- tion representing highway and trans- portation departments. In addition to providing them with access to AASHTO’s extensive membership, online training platform, and marketing resources, it 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.

Effective and Innovative Practices for Shared Resource Training Models 41 organization could describe its features in existing marketing materials and highlight its value at sponsored events. Visibility on the website and marketing materials of an established industry organization could also help the resource pass the “tipping point” to widespread adoption, which might be difficult to achieve if starting from scratch. Finally, the industry sponsor could offer reduced pricing for included training as an added benefit for its members, while still providing access to non-members. Thus, this approach could be mutually beneficial. Enable Training Reviews by Organizations That Have Used It E-commerce has grown enormously in the past decade, and few would consider buying a new product online without at least glancing at the consumer reviews. Yet with something as vital as selecting off- the-shelf transit technical training, agencies are often limited to their own past experience and word of mouth. A shared-training resource can exponentially improve the foundation for training purchases by crowdsourcing feedback from experienced users. Everything from a simple “5-star” system to detailed user reviews could be provided to help other transit organizations better assess the quality of a training program and its ability to meet their needs. As the shared-training resource grows and more people provide reviews, its role as an inde- pendent information source on publicly available training could boost its reputation further and attract even more users. At the same time, it provides training providers with both feedback on ways to improve their courses and the motivation to do so. Transit Industry Course Catalog. Transit Industry Course Catalog provides users the opportunity to rank shared-training courses and resources they have used in their transit agen- cies based on a 5-star scale, as shown in Exhibit 18. When searching for courses, users are able to sort based on ratings, so the most highly rated courses appear toward the top of the catalog. Users also have the ability to submit comments detailing information such as how/why the course was used, positive outcomes of using the course, areas for improvement, and more. As men- tioned previously, these details can be helpful both for transit agencies interested in using the course as well as training providers looking to receive feedback to improve the course. This can also help ensure courses remain current and relevant given changes in the industry. Focus 6: Training Content Is Outdated Focus Overview A major advantage of online shared-training resources is that they can be quickly accessed from any location. However, these easily accessible resources can only be effective if they are maintained and remain up to date. Not only can links to training modules, course materials, and other resources become outdated, rendering them inaccessible, but the content itself may also become outdated due to changes in industry standards and regulations. This also applies to shared-training models involving in-person training courses. Interview participants noted this as one challenge to hosting shared resources. Transit agencies are less likely to utilize a shared training if they are unsure about the course’s compliance with the most current industry standards and regulations, as this could potentially lead to safety concerns for both employees and riders. Outdated shared training would no longer be applicable or relevant for transit employees, and, as such, would ultimately defeat the purpose of the shared-training model. Transit Training Network The Transit Training Network is a shared resource that includes online courseware covering bus and rail vehicle, signals, and facilities maintenance. Any members of the network can submit ratings on a 5-star scale for courses that they have delivered. Ratings can only be submitted using individual logins, and requests for access are individually screened by TTN.

42 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Effective and Innovative Practices Routinely Update Training In order to provide effective shared-training resources, it is essential for the shared-training host to regularly revise and update resources to meet current industry standards. One way this can be accomplished is through partnerships with agencies at the state and federal levels. For example, many of the shared-training models showcased in this guidebook involve some level of partnership or oversight from agencies such as departments of transportation, FTA, or the FHWA. Members and representatives from these agencies can offer insight into the most current industry standards and regulations. Routinely Refine Training Delivery To ensure training delivery reflects current innovative practices, delivery should be updated and refined regularly. Interview participants noted that many transit agencies continue to use antiquated training practices. Although resources to implement innovative practices may be limited at individual transit agencies, doing so through a shared-training model can provide a more cost-effective approach to providing innovative training. One way to identify potential updates for training is through course evaluations and customer surveys. Current transit employees Exhibit 18. Transit Industry Course Catalog rating and review system.

Effective and Innovative Practices for Shared Resource Training Models 43 may be able to provide insight into types of training that they find to be most valuable or that they would prefer, such as hands-on training for bus operators or mobile job aids for technicians out in the field. Additionally, many of the shared-training models identified involve partnerships with training experts or third party training organizations, who may be able to provide input regarding the latest innovative training technologies fit for the transit industry’s needs. Level 1 Training Evaluation Tool. The Level 1 Training Evaluation Tool, included in Appen- dix F, aims to support transit agencies in collecting feedback on the overall course, including content, delivery method, and instructional strategies employed. Level 1 evaluations also aim to collect feedback on the instructor (in synchronous courses only), including information such as how clearly the instructor presented the content, whether or not the instructor adequately answered questions, how engaging the instructor was, and more. Collecting feedback on the course can help transit agencies determine which delivery methods and instructional strategies are most well-received by employees. For example, maintenance employees may share that they prefer just-in-time mobile training resources that they can access Transit Training Network The Transit Training Network collaborated with the American Public Transportation Association (APTA) to develop training standards for the transit industry. The training standards are publicly accessible and can be used by any transit agency or third party training organization to develop courseware compliant with industry standards.

44 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training at any time. They could then review and digest the content quickly and return to the task at hand. In this way, Level 1 training evaluations can allow agencies to identify both innovative and effective training methods. It can also help to ensure content is relevant and up to date given employees’ job duties and responsibilities. Similarly, gathering feedback on instructors in synchronous courses will enable transit agencies to ensure instructors are effective and meeting learners’ needs. This feedback can also help instructors improve their delivery techniques and provide a more engaging and effective learning experience. In addition, it can help instructors identify new and innovative strategies learners might request and that they may be more receptive to than the current techniques. Focus 7: Training Not Aligned with Needs Focus Overview As described under Focus 5, agencies are often unaware of the shared-training resources that are available to them. However, even when they do have awareness of shared-training options, agencies may be reluctant to use shared training due to a perception that the topics available are not aligned with their individual needs. In some cases, the concerns may be focused upon the failure of shared training to capture the unique requirements of individual agencies. For exam- ple, shared training may not address local regulations, agency-specific practices, or information about specific equipment that is critical to communicate during training. In other cases, agencies may find that entire skill development needs are lacking in existing shared-training alternatives. Consequently, agencies may believe training must be developed in-house. Despite these concerns, there are often practices that agencies can leverage to make shared training more applicable to their needs, as well as practices that shared-training providers can implement to help boost the alignment of their offerings. Effective and Innovative Practices Assess Training Needs on an Ongoing Basis As shared-training providers determine how to prioritize new training needs and dedicate resources to the development of new courses, they should conduct needs assessments to iden- tify the most critical training needs. For example, shared-training providers may wish to survey transit agencies to ask about their most critical training needs. Shared-training providers can then prioritize new courses based upon the most commonly identified requests. For example, the National Rural Transit Assistance Program (RTAP) distributes a survey to about 3,000 indi- viduals across the country and analyzes results to look for trends, common challenges, requested training topics, and issues with using RTAP platforms. Results are then used to inform the development of training resources. On a smaller scale, training providers can also increase alignment with agency needs by con- ducting regular evaluations of current course offerings and making improvements identified through agency feedback. Beyond formal data gathering techniques, providers can stay abreast of needs by maintaining regular communication with industry experts and attending industry conferences and events. For example, to identify new training needs, the NHI uses methods including the following: • Working with industry experts in FHWA to identify training priorities • Attending industry conferences to identify needs and trends • Surveying training hosts to identify areas of improvement in existing training and needs for new training

Effective and Innovative Practices for Shared Resource Training Models 45 Overall, by continually assessing the industry environment and the needs of transit agencies, shared-training providers can maximize the value of their training offerings for both individual agencies and the industry as a whole. Level 2 Training Evaluation Tool. The Level 2 Training Evaluation Tool, included in Appen- dix G, enables transit agencies to identify the level of learning that occurred as a result of training. This level of evaluation is typically in the form of a test. Therefore, the tool includes guidelines agencies can apply to develop effective content-based questions to test learners’ knowledge and skills. These results, in addition to the results of the aforementioned Needs Assessment Tool and Level 3 Training Evaluation Tool, can help agencies determine whether or not the training is meeting the learners’ needs. In order to properly assess the change and level of learning that took place, the evaluation must occur both immediately before and after training. Similar to the Levels 3, 4, and 5 evalua- tions, the pre-training and post-training results can then be compared to determine how much knowledge and how many skills learners gained. The post-training assessment can then be used to identify where gaps still exist so that the training can be updated to better meet learners’ needs. Southern California Regional Transit Training Consortium (SCRTTC) SCRTTC is a 501(c)(3) not-for-profit consortium comprised of public transportation agencies, community colleges, universities, and other public and private organiza- tions located in Southern California. SCRTTC employs several methods to ensure it meets the needs of its members: • An annual needs assessment that involves interviews of transit leaders and community colleges, which helps to ensure that courses address the most critical training topics and gaps in agency training. • A customer survey at least every two years to get a deeper understanding of how to improve courses, course delivery, the registration process, and other aspects of the program, such as how to address shifting priorities in response to technological advancements. • Ongoing course and instructor evaluations that are reviewed and analyzed in order to determine if aspects of the course need to be revised or if individual instructors have performance issues.

46 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training If the training will cover new information that learners are likely to be unfamiliar with, the post-test can include additional questions beyond those that were included in the pre-test. For example, the pre-training and post-training assessments developed as part of the CTtransit pilot study were slightly different, due to new information being covered in the training course. The evaluation can also be administered mid-training, so the training can be adapted immediately based on how much the learners are digesting and retaining. Adapt Shared Training to Meet Agency Needs Although shared training may not always be fully aligned with agency needs in its off-the-shelf state, in some cases it is possible to partner with a shared-training provider to address individual needs. Depending on the training provider, it may be possible to customize training content prior to delivery within an agency. As described previously, the importance of adapting training was also demonstrated in the MARTA pilot study. During the pilot study, MARTA used training resources developed by NRTAP and found that the resources would have been more effective, relevant, and applicable for learners if they had been adapted prior to training delivery. Alternatively, it is possible to leverage generic training while incorporating supplemental material to address individual needs. For example, agencies may choose to develop supplemental modules or training materials to use in conjunction with existing shared training. In this way, agencies can leverage the benefits of shared training while still training employees on agency- specific details. Adapting Shared-Training Checklist. When integrating an existing training course from a shared-training resource like an online training catalog into an individual agency’s training plans, it is important to consider how it aligns with that agency’s training needs and what adjust- ments must be made for it to be applied effectively. For example, the course may be targeted at more experienced maintenance personnel, focus on a different manufacturer’s buses, or be delivered using technology (e.g., tablets) that the agency does not have. In each of these instances, the Transportation Curriculum Coordination Council (TC3) TC3 is a technical service program under the American Association of State Highway and Transportation Officials (AASHTO), focused on developing easily accessible training for the transportation industry. TC3 provides a state sharing program that allows participating states to load TC3’s online training modules onto their own learning management system. By developing generic training courses, TC3 provides states the ability to add state-specific information that may be required to meet state-mandated training requirements.

Effective and Innovative Practices for Shared Resource Training Models 47 course may still have potential to be valuable, but substantial adjustments to the content or method of delivery may be required. The Checklist for Adapting Shared Training located in Appendix E, is designed to help transit agencies think through whether it is practical to adapt a shared-training course in the first place, as well as the steps or considerations involved in adapting the content and the delivery method to suit the agency’s needs. The guidance is based on effective practices in training development, as well as two pilot efforts to apply shared-training courses at transit agencies. By applying these lessons, agencies will realize that training is rarely “plug and play,” but by effectively adapting shared content, they can save resources while achieving their training goals. Focus 8: Legal Risks of Shared-Training Models Focus Overview In some cases, agencies may be concerned that the legal risks asso- ciated with the use of shared training outweigh any savings associated with using shared resources. Leveraging training that is developed and delivered by external organizations may lead to a concern that the transit agency has limited control over the training content and quality. It may be unclear who is liable in the event of injuries or other problems that result during training or as a result of poor training. Additionally, as employee unions often have to sign off on workplace policies, if any training from a shared source does not align perfectly with those poli- cies, there could be some resistance to implementing it. Consequently, some agencies may simply prefer to maintain control of all aspects of training to avoid these legal risks. In addition to concerns from the agency perspective, legal issues can also make the sharing of training complicated for training providers due to questions regarding the ownership of proprietary content and platforms. For example, when EDSI develops a training course for a transit agency, it becomes proprietary information owned by the tran- sit agency. Therefore, EDSI cannot distribute the course more broadly across the transit industry without the agency’s consent. Conversely, many training vendors (original equipment manufacturers, for exam- ple) maintain all intellectual property rights to the training they develop and may be reluctant to include it in an online catalog maintained by an external source. Even transit agencies who would be willing to share their training content freely may be concerned that others would take their work and try to sell it. Effective and Innovative Practices Include Legal Waivers/Agreements Prior to implementing shared training, it is important to ensure that all legal responsibilities are clear for both the transit agency and the training provider. The use of legal waivers or agree- ments can be used to limit liability and alleviate any concerns the agency has that are causing a reluctance to leverage shared training. By clearly articulating responsibilities and limiting the liability on the part of the agency, it is possible to substantially limit the legal risk involved with shared training. In addition to addressing concerns about liability, these agreements can be used to establish what can and cannot be done with the training in the catalog, who owns the rights to the content, and how or if fees can be charged for their use. Is shared training a bigger legal risk? Although there are legitimate legal concerns with the use of shared training, it is important for agencies to recognize that the maintaining all training in-house involves substantial risk as well. While individual agencies likely have the best grasp on the technical content that needs to be communicated to their staff, they may lack the expertise of instructional systems designers that know how to best integrate that content into training. Similarly, transit agencies may lack the budgetary resources to develop and implement a comprehensive training program. In this sense, an agency may have signifi- cant legal risks if it maintains all training in-house while lacking the resources required to implement a quality program.

48 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training Shared-Training Legal Guidance. Although establishing the specific legal parameters for the use and licensing of shared training is a matter for legal experts, discussions with various transit agencies regarding their legal concerns about shared training suggest that the legal agree- ments should attempt to do the following: • Eliminate (to the extent possible) legal risk of sharing training on the catalog • Allow developers of training to retain the rights to their intellectual property (i.e., restrict others from profiting from their work) • Establish multiple categories of licensing arrangements that allow agencies and content developers to share information on their courses with various restrictions on its use. For example: – Open source – Free to use but not modify – Fee per agency – Fee per user – Fee per course delivery • Provide an FAQ or similar document to training staff that addresses common legal concerns agencies might have in plain language It is critical for transit agencies to keep this guidance in mind and to focus on addressing legal issues. Ensuring the agency is not infringing on the use of any protected material is a foundational element of leveraging shared-training courses and training content when building new offerings. Develop eLearning Courses on an Open Source, SCORM-Compliant Platform The use of open source LMS platforms eliminates the question of platform ownership when sharing training. Open source LMS options like Moodle offer features such as dashboards, learner tracking, multimedia support, a range of course development and distribution options, and online support. Open Source LMS: Moodle

Effective and Innovative Practices for Shared Resource Training Models 49 Another strategy for facilitating the sharing of eLearning resources involves the use of the Sharable Content Object Reference Model (SCORM). SCORM is a set of standards that governs how online learning content and LMSs communicate with one another. If an LMS is SCORM- compliant, then any SCORM-compliant content can be utilized through the LMS. Using a SCORM-compliant LMS substantially increases the ability to leverage training developed by other parties while developing SCORM-compliant courses ensures that the training can be easily shared with other organizations. Focus 9: Lack of Adequate Resources Focus Overview While it is essential for shared-training resources to remain up to date with training needs and changes in industry standards, many shared-training providers do not have the resources to do so. Under increasing budgetary constraints and pressure to meet ridership demands, transit AC Transit: Bus Operators and Heavy Duty Coach Mechanics Training AC Transit became the first California public transit district to develop open source training for the broader transit community. Internal efforts started a few years ago, when staff engineers began designing and building a platform of custom software. Their primary focus was using common datasets that could be readily shared and used outside AC Transit. AC Transit’s first publicly available application is training for bus operators and heavy duty coach mechanics. The application is written in C# language on the .NET framework, resulting in an application that is nimble and adaptable to the needs of other agencies. Its features include the following: • Course management (schedules, employee/non-employee enrollments, class size, attendance, grading and topics); • Course instructor management; • Apprenticeship management (work order import, daily review, weekly rating system, supervisor sign-off, and worksheet printout); and • Pre-built SQL reports (for monitoring attendance, course rosters, completed training, and work order history). AC Transit plans to expand its open source training offerings beyond the Operations and Maintenance application in the future.

50 Transit Technical Training, Volume 2: Guide to Overcoming Barriers to Implementing Best and Innovative Training agencies have limited resources and personnel to dedicate to consistently updating training materials. Interview participants noted that some shared resources available to transit agen- cies and employees online are several years old and, as such, are not applicable or relevant to today’s workforce. Without having staff dedicated to updating and maintaining courseware, agencies will be less likely to utilize the resources. As a result, the shared-training model will become obsolete. Effective and Innovative Practices Generate Funding Through Fees, Costs, and Grants It is critical for shared-training providers to have the funding for dedicated staff to main- tain courses. One way to obtain this funding is through membership fees. Shared-training pro- viders can request a membership fee from agencies interested in gaining access to the resources. Through membership fees, participating agencies can cover the cost of revisions and updates to the resources that they are paying for access to. This model is also beneficial for agencies, as it can be more cost- effective than developing training at the individual training level. Rather than requiring an annual membership fee, shared-training providers can also generate funding by charging for each course indi- vidually. Similar to membership fees, the funds received from agencies purchasing individual courses can be used to dedicate staff to regularly updating the courses. This can also be a beneficial approach for agen- cies who do not want to commit to paying annual membership fees. It provides greater flexibility to accommodate to various transit agencies’ needs, so the shared-training provider is able to obtain funds and support transit agencies of various sizes. A third way to obtain funding is through grants. Many of the shared- training models highlighted in this guidebook were created with fund- ing obtained through grants from the FTA, Department of Labor (DOL), state DOTs, and other state and federal agencies. For example, the SCRTTC obtained a grant from the International Development Research Centre (IDRC) that enabled SCRTTC to establish its shared- training program. Furthermore, the grant required SCRTTC to work with industry partners, including community colleges interested in supporting transit training. This led to additional grants and federal funding awarded to SCRTTC’s academic partners to support the ini- tiative. Similarly, the Transit Training Network was awarded a DOL grant that provided them with funding to bring together subject matter experts from across the country to develop industry training standards. Transportation Curriculum Coordination Council— Tiered Pricing Structure TC3 offers a three-tiered pricing structure that not only helps to generate funding but also provides flexibility for agencies with different training needs. 1. State DOTs contributing funds to the program through AASHTO or TC3’s State Sharing Program may access the full training library for no additional cost. 2. Employees of AASHTO member agencies not contributing funds to TC3 may access individual training courses at discounted prices. 3. Employees who are not employed at AASHTO member agencies or agencies contributing funds through AASHTO or TC3’s State Sharing Program may access individual training courses at the full non-member price.