Establishing a National Transit Industry Rail Vehicle Technician Qualification Program— Building for Success (2014) / Chapter Skim
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From page 18... ...
18 The Framework of Effective Rail Car Technician Training Building a National System of Qualification for Rail Car Technicians When the TCRP system of qualification project was getting started in 2008, the then-existing foundation for industrywide transit rail training innovation consisted of the National Rail Vehicle Training Standards Committee and their partially completed national training standards. The first question facing the project was straightforward: how to identify the best qualification framework for providing training to rail car technicians and then assess technician abilities in a consistent manner.
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19 Region Sector Partnerships: National and Statewide Local Partnerships Data-Driven Training: Classroom and On-the-Job Curriculum Secure Funding Youth and New Entrants: Training/Certification Lateral Entrants: Training/Certification and Incumbents: Refresher Training International: Northern Europe Australia UK Canada Tripartite Bipartite National and/or regional for major industries & occupations Secure blend of public and workrelated funding via legislation and bargaining Training and apprenticeship Well provided in some countries (Denmark, the Netherlands, etc.) weaker in others United States: Industrywide Partnerships Bipartite Bipartite Through national and local joint apprenticeship and training committees (JATCs)
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20 which is a major feature of the public transportation rail industry. Level 100 -- Fundamental Skills for Transit Maintenance Level 200 -- Vehicle Operations Overview and Standard Maintenance of Rail Vehicles Level 250 -- Overhaul and Rebuild of Rail Vehicles Components Level 300 -- Advanced Theory of Operation and Troubleshooting of Systems The National Rail Vehicle Training Standards Committee divided the curriculum and learning objectives at the 200 and 300 level to correspond to the 11 major subsystems that make up transit rail vehicles (see Table 4)
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21 (UTA) , Southeastern Pennsylvania Transportation Author ity (SEPTA)
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22 • Course 211: ComputerBased Train Control (CBTC) • Course 212: Monitoring, Diagnosing, and Troubleshooting Courseware Validated to the National Standards Courseware, the materials used to provide training, is only complete and effective if it contains full and appropriate content.
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From page 23... ...
23 may mean a basic set of only five to a less proficient mechanic. However, to a group of SMEs convening to define a suitable toolbox, an appropriate set would include 15 such tools to accommodate the wide variety of fasteners existing on transit vehicles today.
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From page 24... ...
24 Another benefit to the evaluation methodology is that by assigning a unique identifier to each learning objective contained in the standards, the Transportation Learning Center can more easily assist agencies to locate missing courseware elements. Using the example of the couplers course introduced above, by giving the "Inspect Linear Actuators/Motors" learning objective a unique identifier (e.g., Coupler-LO-23)
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25 National Training Consortium The standards-based system of qualification can be more easily implemented by recruiting transit rail stakeholders on an industrywide basis to occupational training consortia. This has already been done, with co-sponsorship by FTA, for transit elevator-escalator and signals training consortia.
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26 has been deemed an SME speaks at length on the theory and application of the course content. Interaction is minimal so as not to disrupt the instructor's narrative and to allow students to take in the knowledge through listening and taking notes.
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27 training opportunity because it links an experienced person (mentor) with a less experienced trainee to help foster the trainee's abilities, career development, and professional growth.
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28 developed by the SMEs on the National Rail Vehicle Training Standards Committee and subjected to rounds of validation by incumbent rail vehicle technicians at the participating agencies. These assessments track the sequencing of rail vehicle training standards and local training delivery.
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29 and assessments at the 100 level, for example, and move on to a number of modules at the 200 level through a local apprenticeship program. Results from these assessments provide tangible proof that technicians are qualified to perform their jobs and gives technicians recognition for their abilities.
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30 Rail Car Registered Apprenticeship Now Available In June 2013, the Rail Car Maintenance Technician Apprenticeship was approved by and registered with the U.S. Department of Labor's Office of Apprenticeship (See Appendix G of the contractor's final report.
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31 workers in a particular occupation. There are several common structural elements among apprenticeship/qualification programs that have successfully maintained quality training over a long period of time (See Appendix B of the contractor's final report.
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