APPENDIX C
Focus Group Summaries

Industry Stakeholder Focus Group Summary

Introduction

Project manager Karitsa Holdzkom opened the focus group with a brief overview of the TCRP Project J-11/Task 46 purpose, the research tasks and timeline, and an introduction to the research team. Participants were informed that the meeting was being recorded but would not be published and comments would not be attributed to specific individuals. Doug Nevins, ITLC researcher, facilitated the majority of the focus group, with support from other members of the research team.

Notes from the focus group and summaries of the feedback received by participants, organized by topic area, follow.

Key Themes by Discussion Topic

Training

• APTA has facilitated the development of standards for ZEB training and has in-person and virtual programs highlighting agency practices and available resources.
• Transit agencies are relying on OEMs to kick-start their training programs by procuring training or train-the-trainer sessions.
• Organizations have separately created resources or forums for transit agencies to share their strategies and resources.
• Transit agencies in California benefit from training offered by CTTC, but since it expanded to cover the whole state, the geographic location of training offerings has to be considered and virtual training developed.
• Differences in technologies mean that more training needs to be developed. A course on the bus technologies of one manufacturer is not translatable to a course on bus technologies of another manufacturer.
• There is a huge range in the amount of training that agencies procure from vendors.
• Timing of training needs to be aligned with procurement of vehicles/start of service. Transit agencies also need to look ahead and take into account the full training schedule, including for new employees and periodic refresher training.
• There is a lack of awareness among transit agencies of the resources available and how to implement them.
• Safety should be the first training item and needs to be reinforced with regular refresher training.

Workforce Planning

• Transit agencies are struggling to maintain the staffing needed to maintain ZEVs and will need to hire more people, not just replace those who retire.

• Recruitment from automotive and other vocational training programs at community colleges offers a potential opportunity to expand the workforce (though transit is competing with OEMs and other employers).
• In addition, community colleges could be more involved in the process of curriculum development and the delivery of training. This would allow student body to be exposed to the material.
• Transit agencies have had their ZEV technicians leave in order to go work at OEMs.

Best Practices

• The transit agencies that have been the most successful are those that embrace doing a skills-gap analysis, but few resources exist to help transit agencies complete one.
• A culture of safety should be incorporated into every area of operation.
• ZEB familiarization should be widespread throughout the transit organization.
• A ZE coordinator/champion should be designated as the liaison between different departments (particularly between C-suites and frontline employees).
• Due to rapidly changing technology, there should be continuous assessment and improvement of programs.

Challenges

• Engaging the union in the right way is important.
• Infrastructure: transit agencies are not prepared to maintain it, and it needs more maintenance than they are led to believe.
• Transit agencies have not been able to do some training because OEMs have not given them all the tools (schematics, diagnostic tools) needed.
• Some attention has been paid to creation of resources and training material relating to vehicle maintenance and operations staff, but very little for charging infrastructure.
• More in-depth training is needed for a large portion of the workforce. Ideally, transit agencies would have operators initiate end-of-route charging, but maintenance staff are tasked with this because they have had more safety training than operations staff.

Key Takeaways

• A skills-gap analysis is a critical step to take prior to developing a training program. Transit agencies should assess gaps in their workforce and agency overall, involve on-the-ground staff in this process, and then develop training programs specific to their needs.
• Transit agencies need to be aware of what resources/training they need, what is already out there and available, and how to access and use it.
• Initial training is typically delivered by OEMs, although transit agencies may choose to focus more in-depth OEM training of a few key staff members using a TtT approach for the in-house training model.
• Fast-changing technology has been and will continue to be a challenge. Many elements of training delivered today will be irrelevant/obsolete in a year or two.
• Basic, foundational electronic skills are lacking, and the workforce would benefit from ZE training more if this foundational knowledge was in place first (echoes what we heard from the OEMs, although this theme was not as prominent with this group).
• Resources, specifically staffing, are a huge challenge for small and medium transit agencies. While large transit agencies have dedicated ZE training staff, at smaller transit agencies, this role falls to key lead staff who then need to split their time and attention between their core role and providing training.
• Coordination is important, and designating a ZE coordinator/champion to liaison between all staff levels leads to much greater success.

• The industry at large is challenged by this new, fast-changing technology. Collective effort throughout the entire industry/sector (including transit agencies, federal government, nonprofits/nongovernmental organizations) needs to happen.
• One group attributed inadequate training issues to the OEMs, not the transit agencies themselves. OEM training resources often lag behind the new technology being used on the ground.
• Infrastructure is typically a bigger challenge than vehicles.
• Transit agencies report that there are not enough resources available for what they need (especially from OEMs? In general?)
  • Editorial comment/observation: While a lot of this discussion focused on OEMs not being able to provide up-to-date information, it sounded like we were hearing that there was a lack of resources in general, even for foundational electric/high-voltage knowledge. We know that there are in fact many great resources available to transit agencies, often at no charge (APTA, CTTC, ITLC, and many others), so raising awareness of what resources are out there and how to get them may be a key strategy with relatively low cost and high reward.
• Transit agenciesʼ level of workforce preparedness is affected by:
  • Agency size, which is correlated with the resources/funding at their disposal, and
  • Proximity to other transit agencies that are expanding their zero-emission fleets.
• Transit agencies that have trolleybuses or hybrid buses are more prepared in terms of electrical and BEB skills, particularly if the buses are from the same OEM as the new BEBs.

OEM Focus Group Summary

Introduction

Project manager Karitsa Holdzkom opened the focus group with a brief overview of the TCRP Project J-11/Task 46 purpose, the research tasks and timeline, and an introduction to the research team. Participants were informed that the meeting was being recorded but would not be published and comments would not be attributed to specific individuals. John Schiavone, principal investigator, facilitated the majority of the focus group, with support from other members of the research team.

Notes from the focus group and summaries of the feedback received by participants, organized by topic area, follow.

Key Themes by Discussion Topic

Vehicle Maintenance Technician Training

• Type and duration of training provided:
  • Most OEMs offer three levels of technical training: basic, intermediate, and advanced. Topics include lockout/tagout, schematics, diagnostic tools, safety, advanced diagnostics, and component-specific courses. All levels include a hands-on component. Courses that are more basic have less hands-on because of the need for safety training.
  • Duration of training averages about 5 days.
  • One OEM meets with technicians and local fire departments to train them in what to do in a crash/accident, and also provides training on how to tow an electric bus.
  • Another OEM will send down a local service representative if an agency hires a new technician that needs training because they do not want buses sitting idle due to not knowing how to service the bus.
• Use of interactive or advanced training delivery methods:
  • One OEM sells licenses to a learning management system (LMS) that provides the theory of what is taught and mirrors the classroom training. LMS is updated as soon as new material is needed rather than waiting for a trainer to show up.

• • Another offers an LMS system that does not mirror in-class lessons. It has an optional course on basic electrical foundations, which has been identified as an area where training is needed.
  • LMS is more targeted; technicians can review one specific item as needed instead sitting through the full training course.
  • There is much interest in LMS, but not all transit agencies have access to a system.
  • One OEM is developing a test board to allow transit agencies to test different components, simulate faults, learn what they can do with software, and better understand why warning alarms show up.
  • Augmented reality and virtual reality training are being explored. WiFi currently is too spotty but should improve over time.
• Obstacles and issues related to providing EV training:
  • Lack of basic electrical understanding was raised often.
  • It was highly recommended that technicians take basic electrical training as they will be required to use multimeters and oscilloscopes.
  • Many technicians are not familiar with using a laptop computer to diagnose faults.
  • Training presents Ohmʼs Law, but those being trained have a hard time grasping this concept. A more engaging and easy-to-follow approach is needed.
  • There is a lack of understanding of high-voltage along with theory.
  • Transit agencies provide training to technicians that either do not want to or need to attend. Some diesel technicians say they are not interested in ZEVs.
  • One contributing challenge is that many transit agencies jam in all the technicians they can, regardless of whether they are interested or not. Should only send those with real interest.
  • Labor can be challenging because they sometimes send technicians with seniority rather than those with interest.
  • Turnover is a big challenge to providing training.
  • Some students that go through the classes are not provided the ability to use the knowledge gained in the classes. This is seen as a management problem.
  • Removing anxiety and fear around high voltage is an issue.
  • It is becoming more difficult to get people into training because of the technician shortage.
  • Maybe there should be a different classification of techs that work on ZEVs.
  • There is sometimes a lack of commitment and buy-in from management regarding the need for training.
  • There is apprehension among some technicians when they realize how much you have to use digital tools, laptops, and so forth.
• Coordinating training with other OEMs or other parties (transit agencies, community colleges, etc.) to make the combined training more effective:
  • Some OEMs work with their major suppliers to tag-team on training module development. However, because there is always different software (especially for identifying faults), the training on those components has to be done by the individual OEM.
  • One OEM is working with a couple of colleges and governmental agencies and mentioned CPCA Montreal, a licensing body for technicians. The Quebec government has created a program, and the OEM is working with them to create training modules and an apprenticeship/licensing program. Also working with community colleges to help them build courses where technicians can get degrees.
• Percentage of training provided as part of the vehicle procurement versus purchased outside of the procurement procures:
  • Responses varied; one OEM said it was 50/50.
  • One OEM offers each customer 8 hours of training regardless of procurement requirements. Most customers will buy 48 hours of training.

• Views regarding the ideal frequency of refresher training:
  • Larger transit agencies insist on many training hours in their procurements; smaller transit agencies include less training or may not include training in their procurements at all.
  • By the time technicians get their buses, they are too far removed from the training for it to be effective. Staggering the training makes good sense.
  • A refresher should take place immediately following end of warranty.
  • Most transit agencies request annual refresher training.
  • At a minimum, safety training should be delivered once a year due to staff turnover.
  • Technicians need to apply what they have learned and get practical experience soon after training for it to be effective.
• Role of OEMs to provide training beyond product-specific training to include familiarization training and basic foundational electrical training:
  • Skill sets have gotten worse over the past several years. The transit industry needs to come up with a solution as a consortium to provided needed foundational training, or individual transit agencies somehow need to step up their training efforts. Otherwise, skills will continue to worsen.
  • Some OEMs do not feel that it is their responsibility to offer basic electrical training, while others do provide it.
  • All OEMs offer hands-on training.
• Opinion regarding the ratio of OJT/hands-on training versus classroom as it pertains to technicians:
  • Hands on is very effective but only after the theory is provided.
  • It was generally agreed that the ratio of hands-on training to classroom training should be about equal but that the amount depends on the techniciansʼ current skill level or where they are in the training program. For example, hands-on training should be about 40% of overall at Level 1, 60% at Level 2, 80% at Level 3.
  • Technicians tend to be hands-on and visual.
• Transit agencies that have exemplary EV training programs for technicians:
  • AC Transit, Oakland. The agency has many training aids, modules, and apprenticeship options. But what it provides can only be done by a larger agency with resources.
  • Chicago CTA has good facilities, a large number of trainers, and sends many technicians through courses.
  • Pinellas Suncoast worked with APTA and has good training modules and trainers on-site.
  • Hampton Roads Transit in VA is partnering with a local college for prerequisite training. The agency is able to be more one-on-one with technicians.
  • Transit agencies are using 5% Low-No funds to obtain training from OEMs
  • Centennial college in Ontario has developed a 2-week EV training program for transit agencies to send their technicians to.
  • The organization Competence EV has been providing EV training since 2020 in Quebec. Fifty-six hours of basic electricity training are provided, and then training is directed to hybrid and fully electric technology, with a total of 161 hours (including diagnostics, battery overhaul). Certification is provided at the end.

Vehicle Maintenance Technician Preparedness

• Skills that frontline workers lack when it comes to maintaining ZEVs:
  • Understanding of basic electrical was mentioned often. The overwhelming consensus is that most agency technicians lack basic electrical and diagnostic understanding needed for ZEV fleets.
  • Effectively troubleshoot, ability to identify problems.
  • Understanding multiplexing.

• • About 15% to 20% of technicians are familiar with using electrical multimeters, which are an essential diagnostic tool.
  • Some transit agencies do not have a multimeter in the shop, and some transit agencies will not purchase them.
  • Most OEMs provide a recommended tool list with each bus order.
• Prerequisite skills and knowledge needed prior to providing HV training:
  • Responses included basic electrical understanding and safety, diagnostics, use of multimeters, and the need for transit agencies to supply technicians with needed tools.
  • Test lights have their purpose for basic troubleshooting, but multimeters are far more useful.
• Procedures transit agencies are using to prepare their maintenance workforce to maintain ZEVs besides OEM training, adequacy of their preparation and procedures to improve that preparation:
  • Even if they have the right tools (i.e., multimeters), technicians should know how to use them.
  • Transit agencies should have at least a few experts on staff to use these tools not only for vehicle repair, but for basic lockout/tagout procedures.
  • A Megger tool is absolutely essential for measuring high voltage; many transit agencies lack them, do not realize they need them, and are unwilling to pay for them (cost is about $800).
  • Need to get transit agencies informed and have them understand how important these tools are.
• Use of OEM warranty work as a training opportunity:
  • Several OEMs emphasize to transit agencies that when warranty work is being performed, they should have someone observe and learn. But no idea how many actually do. It goes back to “why do training if you wonʼt use it for a year?”
  • One OEM will use warranty work as a training opportunity if it has the time, and emphasized that the training is needed now more than ever.
  • One OEM claims that larger transit agencies want OEMs to do warranty work. Smaller transit agencies that did not purchase much training typically will be there to listen and learn. For transit agencies that call often for simple repairs, the OEM encourages them to get the training (either buying it or for free). The OEM stated that it costs less for the training when compared to the costs of multiple service visits.
  • Another OEM claims that an increasing number of transit agencies are refusing to touch the vehicles. They seem scared and want the OEMs to do the work.
  • OEMs did not recall procurement requirements that specify that warranty will be used as a training opportunity.
  • Conditions under which transit agencies are allowed to do their own warranty work were unclear to the OEMs that participated.
  • Percentage of transit agencies performing their own warranty work—responses ranged from zero to 50%, although the consensus is that most do not.

Vehicle Operator Training

• Type and duration of operator training provided by OEMs, use of interactive or advanced training delivery methods used, and amount of hands-on training:
  • There are two variations. If they do depot plug-in charging, the course is 4 hours (2 hours on the road). If overhead charging, the course is 8 hours.
  • Another OEM offers the same amount of training; however, providing training to operators is rarely requested. The OEM usually uses a train-the-trainer approach.
  • One OEM stated that operators do not do the charging, although some very small transit agencies allow operators to do plug-in charging.
  • Instruction includes bus behavior, turning radius, dashboard, dashboard icons, and regenerative braking.

• • Another OEM provides 6 to 10 hours of training depending on agency needs; this training can be online or in person. The OEM teaches operators about location of switches, proper driving techniques, charging, and fundamentals.
• Use of training aids, mockups, or innovative techniques to assist in the training, and whether they are effective:
  • One OEM uses the same LMS for operators that was described previously for technicians. If the transit agency hires more drivers, it can use the LMS system to train them.
  • Another OEM has created a 1-hour video that summarizes the training, but this is not a substitute for in-person training.
  • Trainers at another OEM provide in-person training with bus operators using a YouTube video specific to drivers. Trainers will use that video during in-person training.
  • Another OEM provides an orientation video.
  • According to one OEM, some customers use charge-management systems and telematics to measure efficiency. This can help determine if training was effective.
  • Competitions have been used to have drivers get the best efficiency. Incentives to have drivers work efficiently are effective at internalizing best practices.
• Opinions regarding the ratio of OJT/hands-on training versus classroom as it pertains to operators:
  • Begin the training in the bus because it is a more effective way to learn than through a video.
  • Another OEM uses 50/50 hands-on/classroom.
• Obstacles to providing EV training for operators:
  • School bus operators have free time during the school day. Some are resistant to driving an EV, but once they start, they love it.
  • When changing vehicle OEMs, operators need more training even if they think they do not.
  • If an agency receives training but operators do not apply that training through actually driving an E-bus, they will end up needing more.
  • Many transit agencies are short on operators, which is an obstacle because an agency may not want to pull people off the road to do training.
• Percentage of operator training provided as part of the vehicle procurement versus training purchased outside of the procurement procures:
  • One OEM stated that 90% of the training is provided through the procurement, maybe more. However, much more technical training is purchased outside of procurement.
  • Another stated at all training is provided through the procurement process.
  • Another stated that 80% of the training is provided through the procurement process.
• What are your views regarding the ideal frequency of refresher training for operators?
  • Refresher training is done through a learning management system.
  • We usually do train the trainer, so we assume that they are providing subsequent trainings.
  • Annually/as needed when hiring new operators.

General

• Industry-wide initiatives to accelerate EV training:
  • One OEM claims that each agency has to recognize that the technology is different than that of traditional buses. They need to truly support the path that is needed to gain proficiency in vehicle maintenance, and also offer higher wages. Maybe there should be a different job classification.
  • Need to involve maintenance and operators in the procurement process. Many times, they are not involved at all.
  • Upper management lacks technical knowledge, they appear stuck in old ways, and do not recognize the need to change.

• Common challenges that transit agencies face when introducing and expanding their use of electric vehicles—in particular, workforce-related challenges:
  • Transit agencies are not able to hire technicians with the right skills.
  • Pay. You cannot just put up a job posting for an EV tech. You can hire an automotive tech and train them, but you have to pay them more once they are an EV technician.
• Good and bad examples of RFPs that include provisions meant to support the workforce?
  • Bad examples include overly proscriptive requirements (e.g., overly specific hours for specific components). Good: less proscriptive, more generic, designed to be a process—developing a training plan together.
  • Anyone in an agency with ZEVs needs to recognize that they need a set-aside column in their budget for training.
  • Star Metro in Tallahassee received a grant for training and then worked with the OEM to apply it.