APPENDIX D
Industry Survey

Key Findings

This appendix highlights the key findings of the survey. In the survey, skip logic was used so that many questions were only presented to a respondent if they met certain criteria; percentages are based on the total number of responses for a given question. Some questions allowed respondents to select more than one choice, so some results will sum to greater than 100%.

• The survey responses were diverse. Agency size was distributed fairly evenly among total number of vehicles and full-time equivalent (FTE) employees: the most common fleet size was 50–99 vehicles (22.1%), while the least common was 500–999 vehicles (8.4%); 26.7% of agencies reported having 250–1000 FTE employees, 17.8% reported having 100–250, and 4% reported having 50–100 (4%). Respondents were well-distributed geographically, but most respondents were urban transit agencies (74%). The job titles or roles of respondents included presidents and managers, trainers, directors, bus operators, and maintenance technicians.
• About half of the total survey respondents did not yet have ZEVs. Of those that did not have ZEVs, 60% do not plan to add ZEVs in the future and therefore were not asked further questions other than for general input or feedback. About half of the respondents that do plan to have ZEVs in the future have started the procurement process.
• Battery-electric vehicles are the most common type of ZEV. Of the respondents, 95.9% have battery-electric vehicles in their fleet. The next most common ZEV type is electric rail, with 18.4% of respondents indicating that they have electric rail in their fleet.
• Many transit agencies lack ZEV-skilled staff. About half (52.2%) of respondents currently have maintenance technicians on staff with ZE skills, and less than half (41.8%) currently have vehicle operators on staff with ZE skills.
• Training is the most common retention method for ZE-skilled employees. The most commonly selected retention method for those respondents that had skilled staff were “training existing staff on ZE skills provided by OEMs” (78.6% for vehicle operators and 82.4% for maintenance technicians), “training existing staff on ZE skills using internally developed training” (71.4% for vehicle operators and 67.6% for maintenance technicians), and “train the trainer programs” (57.1% for vehicle operators and 44.1% for maintenance technicians).
• Relatively few staff are sufficiently trained on ZEV skills. When asked to estimate the percentage of staff who are sufficiently trained, the most common response was “none” at 37.9% for vehicle operators and 35.8% for maintenance technicians, followed by “less than 25%” at 33.3% for vehicle operators and 32.8% for maintenance technicians.
• Training is most commonly provided by OEMs or transit agencies themselves. However, this differs slightly based on the type of staff. For vehicle operators, 73.1% used training by the agency, and 65.4% used OEM-provided training. For maintenance technicians, 62.2% used training by the agency, and 70.3% used OEM-provided training. For management staff, 81% used training by the agency, and 76.2% used OEM-provided training.

• Respondents have had a range of experiences with OEM-provided training. Most respondents (92.5%) indicated that OEM training was included in their procurements, but they reported a wide range of the level of engagement OEMs have had in ZEV training, with many respondents answering neutrally (34.0%). Many respondents were also neutral on the level of effectiveness of training offered by OEMs (32.6%), followed by somewhat effective (28.3%). More than a quarter of respondents found OEM training to be not very effective or not effective at all (26.1%).
• Of respondents, 41.7% have not changed investments in training to support their ZE fleets. Among those who have changed training investments, the most common response was an increase in training budget (25%), with a few noting revised training programs or increased training time.
• Only 13.4% of respondents have performed a skills-gap analysis. Among those that have, the most common gaps identified were ZEV fundamentals skills, high-voltage and safety-related skills, and advanced electrical and multiplexing skills (all 62.5%). The most common actions taken in response to a skills-gap analysis were revising training and adding additional training (both at 55.6%).
• The most common challenges with OEM training are around training content and support. When asked to select which challenges they have experienced, the most common responses were that training is too theoretical or otherwise not connected to the actual work (50%), technicians do not get enough hands-on experience during the warranty period (50%), and that there is a lack of available support resources from OEMs (41.3%). Additionally, when asked if OEMs are providing sufficient software support, documentation, data, and other resources, 75.6% reported that they are not.

The following findings are based on the final questions of the survey. These questions were open ended and had no answer choices provided, prompting a free written response. Respondents were asked to provide general comments and to share best practices for supporting training for ZEVs as well as resources and support from OEMs that would improve the expansion of ZEVs.

• Respondents noted hands-on training, apprenticeship programs, and promoting safety as key best practices to support ZEVs expansion.
  • One respondent specified that more comprehensive hands-on training time was needed for mechanics.
  • Community college programs and partnerships and apprenticeship programs in general were identified as an effective practice.
  • Several respondents highlighted the importance of safety practices and the need to provide adequate PPE.
• When asked to describe key resources and support from OEMs, respondents identified accessible training resources, support for partnership and apprenticeship programs, more and better diagnostic and troubleshooting resources, and providing resources early in the process.
  • Many respondents highlighted a variety of training topics, from high-level topics such as safety to specific resources on different battery types via both training manuals and online resources.
  • Some respondents would like to see more support and materials from OEMs for building course curricula at community colleges.
  • Several respondents discussed the need for more and better diagnostic and troubleshooting resources, including software packages.
  • Finally, some respondents highlighted the importance of OEMs providing these resources and training prior to buses being delivered so that staff can familiarize themselves ahead of time.

• Key themes from general comments were challenges related to range and reliability, charging and maintenance infrastructure, and procuring vehicles.
  • Several respondents highlighted range issues, especially compared to CNG buses, noting long routes that a single BEB could not complete without charging, and concerns that local conditions such as climate and terrain would impact range and make ZEV expansion difficult or impossible.
  • Respondents identified the need for and challenges with additional infrastructure, especially charging stations (often tied back to general range anxiety), as well as the need for dedicated ZEV maintenance facilities.
  • Some respondents highlighted the challenges in procuring enough ZEV vehicles to meet their needs, expressing frustration with finding enough vehicles available for procurement and the high cost of procuring ZEVs.

Industry Survey Outline

Background

1. What type of public transportation organization do you represent? (Required)
   1. Transit agency
   2. Union local (skip all questions directed toward transit agencies)
      1. If Union Local is selected, display text that says “Please answer this survey based on one agency you represent. If your union represents workers at more than one transit agency, you are encouraged to submit an additional response for each agency.”
2. Transit agency name (Required)
   1. Free response
3. Union name and local number (skip for agency respondents) (Required)
   1. Free response
4. Title or description of responsibilities
   1. Free response
5. Email address (Required)
   1. Free response
6. Phone number
   1. Free response
7. State, city, town, or county location (Required)
   1. Geospatial question to capture location

Transit Agency Characteristics

1. What size is your transit fleet?
   1. <25 vehicles
   2. 25–49 vehicles
   3. 50–99 vehicles
   4. 100–249 vehicles
   5. 250–499 vehicles
   6. 500–999 vehicles
   7. 1,000 vehicles +
2. Does your transit agency contract operations or operate with your own workforce?
   1. Contracted operations
   2. Self-operated
   3. Combination

1. 1. ZE buses
      1. Entry box for # of vehicles
   2. ZE paratransit and rideshare vehicles
      1. Entry box for # of vehicles
   3. ZE light duty/support vehicles
      1. Entry box for # of vehicles
   4. Rail engines
      1. Entry box for # of vehicles
   5. Other (please specify the type and # of other vehicles)

ZE Impacts on Recruitment and Retention

If yes to “Does your transit agency have any zero-emission vehicles (battery-electric or hydrogen fuel-cell electric vehicles) currently in service?” or “Is your transit agency planning to add zero-emission vehicles in the future?”

1. Do you currently have vehicle operators on staff with relevant ZE skills? (Required)
   1. Yes
   2. No
2. (If yes to “Do you currently have vehicle operators on staff with relevant ZE skills?”) How have you recruited and/or developed vehicle operators? (Select all that apply)
   1. Apprenticeship programs
   2. Partnerships with technical colleges/community colleges
   3. Recruited workers with existing skills
   4. Recruited from other industries—e.g., heavy-duty truck, school bus, electricians
   5. Training existing staff on ZE skills provided by OEMs
   6. Training existing staff on ZE skills using internally developed training
   7. Train the trainer programs
   8. Other – please specify
3. (If e. to “How have you recruited and/or developed vehicle operators?”) How many hours of training for vehicle operators were purchased through OEMs? If no training hours were purchased through OEMs, enter zero. If you do not know, leave the answer blank.
   1. Entry box for # of hours
4. (If yes to “Do you currently have vehicle operators on staff with relevant ZE skills?”) What programs or initiatives have most helped you retain qualified ZE vehicle operators? (Select all that apply)
   1. Career ladder/career progression
   2. Dedicated training staff
   3. Higher pay for ZE-skilled staff
   4. Incentive programs for ZE operators (e.g., gift cards for driving efficiency)
   5. Educational incentives
   6. Positive working conditions (including benefits)
   7. Worker engagement in decision-making and expansion planning
   8. Other – please specify
5. Do you currently have maintenance technicians on staff with relevant ZE skills? (Required)
   1. Yes
   2. No
6. (If yes to “Do you currently have maintenance technicians on staff with relevant ZE skills?”) How have you recruited and/or developed maintenance technicians? (Select all that apply)
   1. Apprenticeship programs
   2. Partnerships with technical colleges/community colleges

6. 3. Recruited workers with existing skills
   4. Recruited from other industries—e.g., heavy-duty truck, school bus, electricians
   5. Training existing staff on ZE skills provided by OEMs
   6. Training existing staff on ZE skills using internally developed training
   7. Train the trainer programs
   8. Other – please specify
7. (If e. to “How have you recruited and/or developed maintenance technicians?”) How many hours of training for maintenance technicians were purchased through OEMs? If no training hours were purchased through OEMs, enter zero. If you do not know, leave the answer blank.
   1. Entry box for # of hours
8. (If yes to “Do you currently have maintenance technicians on staff with relevant ZE skills?”) What programs or initiatives have most helped you retain qualified ZE maintenance technicians? (Select all that apply)
   1. Career ladder/career progression
   2. Dedicated training staff
   3. Higher pay for ZE-skilled staff
   4. Incentive programs for ZE operators (e.g., gift cards for driving efficiency)
   5. Educational incentives
   6. Positive working conditions (including benefits)
   7. Worker engagement in decision-making and expansion planning
   8. Other – please specify
9. (If yes to “Do you currently have operators and/or technicians on staff with relevant ZE skills?”) How do the retention rates of diesel systems–skilled staff compare to ZE-skilled staff?
   1. Diesel systems–skilled staff are retained at a much higher rate than ZE-skilled staff
   2. Diesel systems–skilled staff are retained at a slightly higher rate than ZE-skilled staff
   3. Diesel systems and ZE–skilled staff are retained at equal rates
   4. ZE-skilled staff are retained at a slightly higher rate than diesel systems–skilled staff
   5. ZE-skilled staff are retained at a much higher rate than diesel systems–skilled staff
   6. Unknown

ZE Skills-Gap Analysis

If yes to “Does your transit agency have any zero-emission vehicles (battery-electric or hydrogen fuel-cell electric vehicles) currently in service?” or “Is your agency planning to add zero-emission vehicles in the future?”

1. Has your transit agency performed a skills-gap analysis for technicians? (Required)
   1. Yes
   2. No
2. (If yes to “Has your transit agency performed any skills-gap analysis?”) Who performed the skills-gap analysis?
   1. Agency staff
   2. OEMs
   3. Other contracted organization – please specify
3. (If yes to “Has your transit agency performed any skills-gap analysis?”) What gaps were identified? (Select all that apply)
   1. Basic electrical skills
   2. Advanced electrical and multiplexing skills
   3. Electronic and data communication skills
   4. Zero-emission vehicle (ZEV) fundamentals skills

3. 5. Diagnostics
   6. High-voltage and related safety skills
   7. No gaps were identified
   8. Other – please specify
4. (If yes to “Has your transit agency performed any skills-gap analysis?”) What actions were taken as a result of the skills-gap analysis? (Select all that apply)
   1. Revised training
   2. Added additional training material
   3. Retrained staff
   4. New offsite OEM trainings
   5. Implemented an apprenticeship program
   6. Developed partnerships
   7. No actions were taken
   8. Other – please specify

ZE Impacts on Training and Training Methods

If yes to “Does your transit agency have any zero-emission vehicles (battery-electric or hydrogen fuel-cell electric vehicles) currently in service?” or “Is your transit agency planning to add zero-emission vehicles in the future?”

1. (If yes to “Has your transit agency performed any skills-gap analysis?”) To what extent are skills transferable between diesel and ZE systems?
   1. Not transferable at all
   2. Somewhat transferable
   3. Moderately transferable
   4. Very transferable
2. Have you initiated or completed any zero-emission training? (Required)
   1. Yes
   2. No
3. (If yes to “Have you initiated any ZE training?) Which employees have received ZE training? (Select all that apply)
   1. Operators
   2. Maintenance staff
   3. Managers/general staff
   4. Other (please specify)
4. (If a. to “Which employees have received ZE training?”) Who provided the vehicle operator training?
   1. Agency provided
   2. OEMs
   3. Technical schools/community colleges
   4. Other (please specify)
   5. N/A
   6. Other (please specify)
5. (If b. to “Which employees have received ZE training?”) Who provided the maintenance staff training?
   1. Agency provided
   2. OEMs
   3. Technical schools/community colleges
   4. N/A
   5. Other (please specify)

6. (If c. to “Which employees have received ZE training?”) Who provided the training for managers and/or general staff?
   1. Agency provided
   2. OEMs
   3. Technical schools/community colleges
   4. Other (please specify)
7. (If d. to “Which employees have received ZE training?”) Who provided the staff training for other staff?
   1. Agency provided
   2. OEMs
   3. Technical schools/community colleges
   4. Other (please specify)
8. What percentage of your vehicle operators do you estimate are sufficiently trained with relevant ZE skills?
   1. None
   2. <25%
   3. 25–50%
   4. 50–75%
   5. >75%
9. What percentage of your maintenance technicians do you estimate are sufficiently trained with relevant ZE skills?
   1. None
   2. <25%
   3. 25–50%
   4. 50–75%
   5. >75%
10. (If yes to “Have you initiated any ZE training?”) What topics were covered as part of training for maintenance technicians? (Select all that apply)
    1. Basic electrical/electronic skills
    2. Advanced electronic and multiplexing skills
    3. Battery-electric buses (BEBs) and fuel-cell buses (FCBs) familiarization
    4. Safety and personal protective equipment (PPE)
    5. Software diagnostics tools
    6. Other – please specify
11. In what areas does your maintenance workforce need additional training? (Select all that apply)
    1. Basic electrical/electronic skills
    2. Advanced electronic and multiplexing skills
    3. Battery-electric buses (BEBs) and fuel-cell buses (FCBs) familiarization
    4. Safety and personal protective equipment (PPE)
    5. Software diagnostics tools
    6. Other – please specify
12. What topics were covered as part of training for vehicle operators? (Select all that apply)
    1. Battery-electric buses (BEBs) and fuel-cell buses (FCBs) familiarization
    2. Operation to extend the range of ZEVs
    3. Interaction with first responders
    4. Ensuring passenger safety
    5. Other – please specify
13. In what areas does your vehicle operator workforce need additional training? (Select all that apply)
    1. Battery-electric buses (BEBs) and fuel-cell buses (FCBs) familiarization
    2. Operation to extend the range of ZEVs
    3. Interaction with first responders

13. 4. Ensuring passenger safety
    5. Other – please specify
14. Is lack of training impacting your ability to provide service using ZEVs?
    1. Yes, we are unable to put any ZEVs in service.
    2. Yes, we are unable to put some ZEVs in service.
    3. Yes, we are unable to put ZEVs in for a full day of service (additional vehicle to operate full span of service).
    4. No, we are able to put all of our ZEVs in service.
    5. N/A, we do not currently have any ZEVs to put into service.
15. (If yes to “Have you initiated any ZE training?”) Do you have dedicated funding for your training programs? (Required)
    1. Yes
    2. No
16. (If yes to “Do you have dedicated funding for your training programs?”) What dedicated revenue sources are available for training? (Select all that apply)
    1. FTAʼs Low-No funding (5% requirement for ZE training)
    2. Grants/workforce development funding
    3. Local funds/tax dollars
    4. Procurement set-asides
    5. Other – please specify
17. Have investments in training changed to support the zero-emission fleet expansion? (Required)
    1. Yes, training budget has increased
    2. Yes, training time has increased
    3. Yes, other changes (revised training program or requirements)
    4. No
18. (If yes to “Have investments in training changed to support the zero-emission fleet expansion?” Please describe how your training and training investment priorities changed to support the zero-emission fleet expansion?
    1. Free response
19. (If yes to “Have you initiated any ZE training?”) Rank the success of the following training models you have used. (Likert scale for each from Unsuccessful to Highly Successful, including a “N/A / we have not used this model” for each of the following topics)
    1. Apprenticeship programs
    2. Online videos and/or learning management systems
    3. Partnerships with community colleges/educational institutions
    4. Partnerships with other transit agencies
    5. Train the trainer (OEM provided)
    6. Other – please specify

The Role of OEMs

If yes to “Does your agency have any zero-emission vehicles (battery-electric or hydrogen fuel-cell electric vehicles) currently in service?”

1. Was OEM training included in your ZEV procurement? (Required)
   1. Yes
   2. No
2. (If yes to “Was OEM training included in your ZEV procurement?”) How effective have your procurement practices been in getting the training and support you need from OEMs?
   1. Not effective at all
   2. Not very effective

2. 3. Neutral
   4. Somewhat effective
   5. Very effective
3. How engaged have OEMs been in your ZEV training?
   1. Not engaged at all
   2. Not very engaged
   3. Neutral
   4. Somewhat engaged
   5. Very engaged
4. How effective has the training offered by the OEM been?
   1. Not effective at all
   2. Not very effective
   3. Neutral
   4. Somewhat effective
   5. Very effective
5. Which of the following challenges have you experienced? (Select all that apply)
   1. Training is not well-connected to the actual work (too early or theoretical)
   2. Technicians do not get hands on experience in the warranty period
   3. Resources are not available from the OEM to support technicians
   4. Updates are implemented by OEMs before they are documented/resources are available
   5. No challenges with OEM training
   6. Other (please specify)
6. Are OEMs providing sufficient levels of software support, documentation, data, and other information to enable technicians to perform diagnostics of EV related faults?
   1. Yes
   2. No

General Comments/Feedback

7. Please share any best practices or ideas to support the workforce in ZE training efforts.
   1. Free response
8. Please describe data, resources, and support from OEMs that would improve ZE training efforts.
   1. Free response
9. Please upload procurement documentation, RFPs, workforce training documents, etc.
   1. File upload prompt
10. Would your transit agency serve as a case study for this research project? (Required)
    1. Yes
    2. No
11. (If yes to “Would your transit agency serve as a case study for this research project?”)
    1. Free response

Please Provide Your Contact Information

12. Please provide any other comments, feedback, or final thoughts you may have for the research team
    1. Free response