APPENDIX B
Case Studies and Case Profiles

Three case studies and five case profiles were completed to identify strategies that transit agencies have applied in efforts to develop the workforce to operate and maintain ZEVs.

Case Studies

• Connecticut Department of Transportation (CTDOT)/CT Transit
• IndyGo – Indianapolis, Indiana
• Stark Area Regional Transit Authority (SARTA) – Canton, Ohio

Case Profiles

• Delaware Transit Corporation (DTC)
• Grant Transit Authority (GTA) – Grant County, Washington
• King County Metro – Seattle, Washington
• Mass Transportation Authority (MTA) – Flint, Michigan
• Santa Cruz Metropolitan Transit District (METRO) – Santa Cruz, California

Case Study: CTDOT/CT Transit

Key Information and Details

• Union status: Operators and technicians represented by the ATU
• Geographic area: Hartford, New Haven, and Stamford Connecticut
• ZEV status:
  • 61 40-foot BEBs are in service.
  • An additional 66 BEBs are planned for the future.
  • 2,400 hours of OEM training were purchased specifically for BEBs.

Identify Needed ZEV Skills

• Approach: OEM resources. Materials provided by the OEM served as the basis for identifying operator and technician skills. The same OEM materials were also used as a basis to design an in-house training program for BEBs.
• Approach: Agency resources and approach. In addition to materials provided by the OEM, CTDOT/CT Transit identified needed BEB skills for technicians through holding informal discussions with them. Additional training for technicians includes advanced electronic and multiplexing, BEB familiarization, and software and diagnostics tools.

The BEB pilot program focused more heavily on training technicians than operators. In time, however, operators provided feedback that informed the agency of the skills they required to more effectively operate BEBs, which in turn were then used along with OEM-provided materials to develop the current operator training program. Training topics for vehicle operators include BEB familiarization, procedures to extend the range of BEBs, interaction with first responders, and steps to ensure passenger safety.

Assess Workforce Readiness

• Approach: Discussions and scorecard. CTDOT/CT Transit estimates that about 75% of its operators are sufficiently trained with relevant BEB skills, as are about 25%–50% of its technicians. A skills-gap survey was not used to assess technician readiness, but the agency plans to administer a version provided by ITLC as part of this study. Discussions held with technicians helped to reveal needed BEB skills, which included basic electrical training to prepare them for BEBs. Skill gaps were also identified through the process of providing training. For operators, the most experienced among them were assigned to operate BEBs. By tracking range, operators are given a scorecard, which assesses their performance in extending battery life.
• Approach: Measure BEB availability. When BEBs were first placed into service, there were lengthy periods where they were out of service. That operators and technicians are now well-prepared and trained for BEBs is shown by the fact that BEBs now enjoy 98% availability, which is a testament to the agencyʼs workforce readiness.
• Approach: Gauge apprehension. Another indication of workforce readiness is the lack of apprehension by technicians to work with high voltage. The workforce does not feel afraid to operate/maintain these vehicles, but the transit agency indicated that there is much more to learn on the maintenance side.

Develop Systematic Process for Building Skills

• Approach: Multifaceted approach to training. To build needed ZEV skills, CTDOT/CT Transit trained its staff by engaging OEMs, and by using its own internally developed training. During the BEB pilot period, CTDOT/CT Transit also worked with a local community college to provide a BEB familiarization course for technicians. Managers and general staff also receive BEB training.
• Approach: Added staff. The transit agency hired an additional staff person whose position is focused on writing the technical curriculum for ZEB training. This new staff person will work closely with the community college and other transit agencies to grow and expand the program.
• Approach: Warranty work as training opportunity. Because the warranty period is still in effect, technicians have had little responsibility for maintaining and repairing these vehicles, limiting their exposure and experience. However, technicians do observe warranty work, which allows them to learn from the OEMs.
• Approach: Bus simulator. The transit agency has ordered a bus simulator that will be used to train operators to optimize battery life and vehicle range.
• Approach: Planned apprenticeship program. CTDOT/CT Transit is in the process of developing an apprenticeship program where it hopes to build the skills needed to operate and maintain its BEBs.

Cultivate OEM Support

• Approach: Use videos to maximize OEM training. Given the limited availability of some OEMs for providing training, CTDOT/CT Transit used some of its training funding for a

• videographer and media development. This has allowed the agency to use the videos for training anytime it is needed and when the workforce is available, which provides more training flexibility.
• Approach: Understand OEM limitations. Although there is great reliance placed on OEM training, CTDOT/CT Transit is well aware of its limitations. These include a lack of a robust curriculum and difficulty arranging the training to meet logistical demands, and some OEMs are stretched thin and would benefit from greater training capacity. Developing a strong working relationship with OEMs has helped overcome some of these limitations. In doing so, OEMs have been helpful in sharing resources, although they had to overcome initial hesitation to share proprietary materials.

Establish Training Resources

• Approach: Share responsibilities. CTDOT/CT Transit works together as a team to prepare the workforce for its BEBs. The collaboration where both organizations share responsibilities has proved effective. Leadership and commitment from both organizations has been key to providing needed training resources and capacity.
• Approach: Utilize resources from several sources. A combination of in-house training, TtT programs, and training provided by the bus OEM and the various vendors has proved effective in building BEB skills among the workforce.
• Approach: Establish communication channels with other stakeholders. CTDOT/CT Transit reached out to several transit agencies also engaged adding ZEVs to their fleet, especially those with more vehicles such as AC Transit in Oakland, CA. In doing so, they found that transit agencies are willing to share training materials such as curricula and videos. The concept of partnering with a local community college came as a recommendation from this communication.
• Approach: Work to overcome inherent challenges. CTDOT/CT Transit is well aware that smaller agencies in its state have fewer resources to provide ZEV training. Also, with fewer technicians, it is difficult to send them away when they are needed on-site to keep pace with maintenance demands. There is also a concern that in training technicians, they may lose them to other employers. Regardless, CTDOT/CT Transit is committed to finding the time needed to provide BEB training and to institute retention programs to keep technicians after they have been trained.

Build Foundational Electrical Skills

• Approach: Establish electrical training partnerships. CTDOT/CT Transit has established a partnership with a local community college to develop courses on subjects such as basic electrical theory. Initial courses delivered by the community college included both classroom and hands-on training and were well received. The community college is expected to facilitate new, more advanced learning techniques in the future. CTDOT/CT Transit is also hoping to get the bus OEM to provide basic electrical training. Regardless of the source, it believes that starting electrical training at a very basic level is the best approach.
• Approach: Deliver basic electrical training to all technicians. Given the proliferation of electrics to virtually every bus system, CTDOT/CT Transit will deliver electrical/electronic training to all technicians and will have a dedicated group assigned as specialists.
• Approach: Apply what is learned. A lesson learned in addressing electrical skill weakness is that applying what is learned in the classroom to actual on-the-job tasks is essential to the learning process.

Workforce Recruitment and Retention

• Approach: Build community college relationships. Establishing strong relationships with community colleges has been helpful in building a pipeline to transit maintenance occupations from their automobile programs.
• Approach: Use a mixed approach. CTDOT/CT has found that recruitment of technicians is more effective when using a mix of social media, word-of-mouth, and advertising.

Case Study: IndyGo

Key Information and Details

• Union status: Operators and technicians represented by ATU Local 1070
• Geographic area: Indianapolis, IN (urban)
• ZEV status:
  • 58 60-foot BEBs in service
  • 100% of operator staff receive training for ZEVs
  • Maintain ratio of one technician to four ZEVs

Identify Needed ZEV Skills

• Approach: APTA Zero-Emission Bus Maintenance Training Recommended Practice. IndyGo has used the APTA Zero-Emission Bus Maintenance Training Recommended Practice to validate the training developed and provided by the OEM. Many similarities were recognized between the RP and the OEM training program for technicians, which followed the same order of subjects. This training was subsequently adopted for use by the internal training department.

Assess Workforce Readiness

• Approach: Determine required staffing level. Through monitoring of OEM repairs during the warranty period and then adjusting as needed, IndyGo has identified the minimum ratio of technicians trained to maintain ZEVs to ZEVs in service. For every four ZEVs, the transit agency should have at least one high-voltage technician. For operators, on the other hand, IndyGo has opted to train the entire workforce. This solution was satisfactory to both union and management. For the union, this solution was preferable to creating a new classification for ZEV operators because it allows operators to continue picking routes based on seniority, which is seen as a benefit by the union. This model works for management as well because it simplifies the route scheduling process, which would have otherwise needed to be revamped, and because only 1 day of training is required for efficient operation of ZEVs.
• Approach: Create qualification process. Despite purchasing ZEVs before many training resources on ZEVs were developed and available, a portion of IndyGoʼs technician workforce was equipped with most of the skills they would need due to their experience working on hybrid buses. Through negotiations with the union, a new classification of maintenance technician was created that would specialize in high-voltage technology and ZEV maintenance. In order to qualify for the new high-voltage technician classification, technicians must pass a written test on electrical skills and receive a score of at least 75%. IndyGo hired an outside firm to create this test. Technicians with experience maintaining hybrid buses were given the new test owing to the relevant experience and training gained through that work. However, only

• a small percentage of technicians passed the test. After IndyGoʼs training and maintenance department staff reviewed the test and attempted to take it themselves, they concluded that the test was unnecessarily difficult (covering aspects unrelated to job tasks that the HV techs would be performing) and that the test was too long. Technicians found it difficult to stay engaged to correctly answer approximately 100 questions. The test was revised and shortened to meet IndyGoʼs needs.

Develop Systematic Process for Building Skills

• Approach: Registered apprenticeship program. IndyGo and ATU Local 1070 jointly started a registered apprenticeship program in 2022. The primary reason was to create a sustainable pipeline of well-qualified technicians, and it was not initially tailored toward adding HV technicians. However, due to the increasing number of ZEBs at the transit agency, a number of which are now out of warranty, staff explored how apprenticeships could help fill this need. IndyGo staff acknowledged the difficulty of finding qualified technicians that are able, with minimal training, to maintain ZEVs. As a result, additional apprenticeship program modules that cover HV and zero-emission technology were created. These modules are optional, but once they are completed, the apprentice graduates from the program as an HV technician.

Cultivate OEM Support

• Approach: Use OEM resources. IndyGo started planning for ZEVs in 2015. Because the agency was among the first urban transit agencies to incorporate ZEVs into its fleet, there were few industry examples or sources of information that staff could use to identify the full extent of the new and different skills that operators and technicians would need. Due to the lack of resources available in the industry generally at that time, IndyGo relied at first almost entirely on the OEM to dictate the type and duration of training for operators and technicians and to facilitate the training.
• Approach: Use warranty repairs as training exercise. When the first purchase of 31 ZEBs was delivered to IndyGo, the OEM sent a team to Indianapolis and rented a facility there where they could make repairs and store commonly replaced parts. This allowed the OEMʼs maintenance team to be readily available. When possible, IndyGo worked to ensure that technicians were available to observe repairs made by the OEM under warranty.

Establish Training Resources

• Approach: Gradually move toward in-house maintenance and training capabilities. IndyGo staff report that in-house training is preferable to OEM-provided training because it is more efficient and cost-effective. However, the transition has been gradual. Because it was among the first transit agencies to introduce ZEVs, there were few examples to rely on and little information available that could be used to estimate the amount of training, hands-on-learning, and time needed to develop capable ZEV technicians. When IndyGo first introduced ZEVs into its transit fleet, it relied, out of necessity, exclusively on OEM training. The training procured from the OEM and the opportunities over time to complete repairs on ZEVs and develop experience have provided the transit agency with a number of well-trained and qualified technicians who are able to facilitate classroom training or on-the-job learning for new techs in the HV classification.
• Approach: Use train-the-trainer model. Although direct training from the OEM was used when ZEVs were first introduced into the fleet, IndyGo began to purchase train-the-trainer courses once there were high-voltage technicians that were fully trained. This approach has allowed senior technicians to develop the capacity to provide training to new technicians.

Build Foundational Electrical Skills

• Approach: Prioritize basic electrical/electronic training. Recognizing that electrical and electronic skills are rare among new hires and even many transit bus technicians, IndyGo has worked with several outside firms to obtain access to e-learning modules on a number of topics. All technicians are required to take courses on basic electrical/electronic theory, tools, and practical application. For technicians that wish to reach the HV tech classification, these courses provide the foundational knowledge required for more advanced and specialized courses.
• Approach: Use hybrid technologies as a bridge. IndyGo recognized that, due to similarities in the technology used, technicians with experience working on hybrid buses would have the fewest challenges developing skills to maintain ZEVs. These technicians were selected to be among the first to receive OEM training, and they went on to enter the new HV technician classification. IndyGoʼs maintenance department reported that technicians with experience maintaining hybrid buses have a greater likelihood of being able to pass the test required for the HV classification.

Workforce Recruitment and Retention

• Approach: Higher wages for ZEV technicians. The IndyGo maintenance department team stated that, due to difficulty finding technicians already trained to work on ZEVs, they have opted to train staff and are focusing more on retention than recruitment. The HV technician classification has a wage that is $6 higher than second-highest-paid technician classification.
• Approach: Safety training and standard operating procedures. IndyGo staff reported that safety training and well-defined standard operating procedures have helped overcome hesitation from technicians toward working on ZEVs. The union has also made efforts to ensure that its members feel confident about their safety, have received proper training, and have access to all necessary PPE. When union leadership has expressed concerns about matters related to safety, management has been responsive and has incorporated additional safety measures or training.

Case Study: SARTA

Key information and Details

• Union status: Operators and technicians represented by American Federation of State, County and Municipal Employees (AFSCME) Local 1880
• Geographic area: Urban
• Status:
  • SARTA has 30 CNG buses, 15 hydrogen buses, 45 CNG cutaways, and five hydrogen vans in service.
  • Two BEB coaches are planned for the Canton–Cleveland hospital route in March 2026.
  • 100% of 127 operators are trained for CNG and hydrogen vehicles.
  • Six of 17 maintenance technicians have hydrogen ranking classification.

Identify Needed ZEV Skills

• Approach: OEM resources. SARTA was an early adopter of hydrogen fuel-cell technology (including the first hydrogen-powered transit vans in the country), and its staff received a little initial training from its OEM. Over time, training and operational processes have been formalized, in part through collaboration and additional training with OEMs. Improved

• OEM-provided documentation and training obtained through subsequent vehicle procurements have supported SARTA in identifying critical practices, skills, and training requirements. The key technical skill areas identified by SARTA representatives participating in this research were high-pressure fuel storage, electrical/high-voltage systems, and diagnostic/digital processes. Skill and training needs were more substantial for technicians than for operators.

Assess Workforce Readiness

• Approach: Leverage existing capacities. SARTA did not complete a formal skills-gap analysis as part of the onboarding of CNG or hydrogen FCBs. The analysis might have been difficult to accomplish given that the agency was an early adopter. Existing documentation of the necessary skills was limited, and transit agency staff had to develop their own operations, maintenance, and training practices based on initial OEM-supplied training and documentation.
• Approach: Develop assessment and feedback process. As part of training and assessment, technicians are assigned both familiar and unfamiliar work, which allows shift supervisors to determine how their skills are advancing. Supervisors meet with the maintenance manager annually to complete an evaluation of each technicianʼs progress, and this determines whether the technicians will remain at the same level until the necessary skill set is reached or if they have the ability to advance. Supervisors then meet with technicians to provide constructive feedback and discuss positive areas and what the technicians can do to help themselves advance over the next year.
• Approach: Use state-level assessment resources. SARTAʼs technicians are assessed through statewide certification of high-pressure tank inspections, which is applicable to both CNG and hydrogen fuel-cell technology. Technicians also complete an internal assessment to progress to the level of maintaining FCBs. However, most are not able to fully service a vehicle on their own (e.g., the ability to disassemble and reassemble a fuel cell).

Develop Systematic Process for Building Skills

• Approach: Develop levels of progression for technicians. As a smaller agency, SARTA does not have dedicated trainers, but over time the agency has developed processes for on-the-job learning and assessments. Technicians progress through a series of levels that denote their ability to service specific types of vehicles. Technicians begin with intense, hands-on guidance and direction from a supervisor, which gradually changes to oversight as they acquire the needed skills.

Cultivate OEM Support

• Approach: Create contacts at OEMs. Challenges have arisen because OEMs have limited capacity to train and troubleshoot problems in a timely manner. SARTA has found that OEM-supplied training is sometimes scheduled weeks or a month out, which representatives who participated in interviews attributed to a small number of OEM staff covering large geographic areas. The same issue arises with OEM repair technicians. SARTA representatives indicated that having working relationships with specific OEM staff contacts who they can call directly has been valuable.

Establish Training Resources

• Approach: Maximize experience of senior technicians. SARTA has relied on a senior in-house technician with extensive expertise to maintain vehicles and train other technicians. As a

• smaller agency, SARTA does not have dedicated training staff or model equipment to use exclusively for training. Instead, training on CNG and fuel-cell vehicles happens on the job, with less-experienced staff trained by senior technicians. SARTA representatives indicated that training capacity has been sufficient for the size of their fleet but that additional resources could be needed if additional FCBs were added. Not all technicians are expected to develop full mastery of hydrogen fuel-cell technology; instead, the goal is to staff at least one qualified technician per shift. Currently, this goal is met for day and afternoon shifts. SARTAʼs lead technician serves as an in-house technical expert and provides training to other frontline employees.
• Approach: Share resources regionally. SARTA is classified by the FTA as a Hydrogen Center of Excellence, which allows other agencies across the region to visit SARTA and see its FCBs. Visitors can drive a bus, view it on a lift, and interact with SARTAʼs technicians. Another example that came up during interviews is ZEB University at AC Transit; however, it could be difficult for SARTA to send technicians there for training because of the distance between Canton and Oakland.

Build Foundational Electrical Skills

• Approach: Use related technologies as a bridge. Technicians and operators at SARTA had prior experience with diesel–electric hybrid buses, and this provided relevant foundational experience with regenerative braking for operators and electrical systems for technicians. Some technicians were concerned about the safety risks associated with high-voltage systems on diesel-hybrid buses, but the agency did not experience attrition as a result.

Workforce Recruitment and Retention

• Approach: Build a recruitment pipeline. SARTA has benefited from an informal but robust recruitment pipeline that developed after a SARTA technician left to become an instructor for a local vocational automotive program. This individual recommends specific job candidates to SARTA, and this helps screen for the specific skills needed (including basic electrical, digital literacy, and interpreting schematic diagrams). SARTA representatives did not report any significant challenges with recruiting sufficiently to maintain adequate staffing levels.
   Retention has also not been a significant challenge, although some frontline technicians have left or been let go early in their tenure. Once technicians progress to the ZEV level, learning CNG and then fuel-cell skills, they tend to be highly committed to the work and less likely to leave—SARTA has had 100% retention of individuals in that category so far. The agencyʼs goal is to have 60% of technicians able to service all of these types of vehicles.
   SARTA speculates that its relatively small size and its approach of purchasing a small number of vehicles at a time have made it easier to maintain sufficient staffing levels and train technicians to meet the needs of the fleet.
• Approach: Assess ZEV skills in the hiring process. The enhanced skill requirements of SARTAʼs fleet have led to the agency screening for baseline knowledge more rigorously as a part of the recruitment process. Rather than equipment-specific skills, it has been crucial to identify candidates with a robust ability to interpret schematic diagrams and troubleshoot. SARTA representatives indicated that they look for “gamers”—people who are generally comfortable with digital technology and are able to analyze complex systems.
• Approach: Recruit from vocational programs. SARTAʼs representatives did not indicate significant concerns about electrical skill weaknesses among technicians. Many of SARTAʼs technicians have been recruited out of a local vocational automotive training program and

• have tended to have sufficient baseline electrical and computer skills, and they can be trained through a combination of OEM-supplied and on-the-job training. That said, the agency has let technicians go in the past due to insufficient competencies in these areas. SARTA representatives do not feel that deploying new battery-electric coach buses will introduce significant additional challenges related to electrical skills because technicians have developed familiarity with high-voltage systems on the existing hybrid fleet.

Case Profile: DTC

Key Information and Details

• Union status: Operators represented by ATU Local 842; technicians represented by ATU Local 842 or International Brotherhood of Electrical Workers (IBEW) Local 2270
• Geographic area: Statewide
• ZEV status:
  • 26 BEBs in service, two BEBs, and six hydrogen FCBs planned in the near future
  • 25%–50% of operator staff received training for ZEVs
  • Approximately 50% of maintenance staff (out of 105: 23 management and 82 technicians in the locations where ZEVs are in service) received training for ZEVs.

What Was the Strategy/Approach for Operator and Technician Training?

• Identify existing resources, potential partnerships, and areas where outside expertise is beneficial while recognizing the need for internal investment in training
• Using an iterative process, adjust training processes and programs using advice and feedback received from both external partners and frontline staff

With an initial purchase of six fixed-route BEBs, DTC began a pilot program to train the frontline workforce. DTC used advice from a consultant [Center for Transportation and the Environment (CTE)], recommendations from the OEMs, and feedback received from frontline workers to start a program and make continuous improvements to it.

DTC identified resources from partner organizations and training materials that the OEM could supply. DTC then identified gaps that training would need to be developed to fill using its available funding sources and internal capacity.

Why Was This Approach Chosen?

• The collaborative and iterative process allowed DTC be responsive to concerns of the operators and maintenance staff.
• Continuous adjustment enabled DTC to meet constantly growing and changing needs.

DTC was eager to adopt green initiatives and recognized that it was incorporating ZEVs into its fleet before many of its peer agencies, particularly in the region. Being at the forefront of new developments comes with some risk and volatility.

Technicians that had not worked on hybrids initially expressed hesitation. Providing proper safety and familiarization training to technicians provided enough knowledge that they felt more comfortable. This approach gave the agency a way to receive and incorporate feedback from staff, which increased the effectiveness of the program and gained buy-in from the frontline workforce.

How Was It Implemented?

• In-house training programs, developed by transit agency staff and a trainer from a technical institute, and supplemented by in-house and train-the-trainer programs from the OEM
• Relationships with other transit agencies
• Funding from Low-No grants

Process

DTC has a dedicated training department and purchased train-the-trainer programs from the OEM to equip its staff to facilitate future training courses for technicians and operators. To complement and augment material received from the OEMs, DTC also developed some of its own in-house training. As a result, most of the ZEV training that DTC operators and technicians have received has been from agency trainers. The transit agency also uses peer-to-peer training for operators and technicians and includes the safety department in efforts to minimize fire risk.

DTC is making use of the vehicle warranty period by using it for training—technicians observe the repairs and work alongside the OEM technicians when appropriate. Recently, DTC has started sending maintenance staff to a transit agency in Florida to work alongside that agencyʼs experienced technicians. DTCʼs plans include the development of a registered apprenticeship program for technicians and engaging a consultant to complete a skills-gap analysis.

Resources Used

DTC has relied on input from the OEM of its ZEVs and from the CTE. In addition, it has used data from tracking key performance indicators to measure the effectiveness of training programs. DTC has also sought information from the industry at large and has found value in attending conferences and industry events where staff have had the opportunity to hear from and speak with other transit agencies, talk directly with vehicle manufacturers, and learn about innovative programs firsthand. Through connections made in this way, DTC staff initiated discussions about issues and concerns others have had and how they have addressed them.

A contract that DTC has with the Universal Technical Institute (UTI) has also been a valuable resource. Through UTI, DTC is supplied with an instructor that works with the transit agencyʼs staff to adjust current training courses offered to technicians and advise on developing new training curriculum. The UTI instructor also takes part in the train-the-trainer sessions with the OEMs.

To fund the development and implementation of training programs, DTC used workforce development funding from Low-No grants received in FY22 and FY23 in addition to setting aside a portion of the general operating budget.

Case Profile: GTA

Key Information and Details

• Union status: Operators and mechanics represented by ATU Local 1576
• Geographic area: Grant County, WA (small urban)
• ZEV status:
  • Four BEBs currently in service. Two EV support vehicles.
  • No additional ZE purchases in place, planning to purchase more in 2026.
  • 22 operators and two operating supervisors. Three maintenance technicians. One staff trainer. One building maintenance supervisor. All have received OEM ZE training.

What Was the Strategy/Approach for Operator and Technician Training?

• Maintenance manager attending conferences and events
• Utilize OEM provided training
• TtT
• Considering apprenticeship programs and collaboration with neighboring partners and programs

GTA has primarily relied on training from OEMs. This has included initial online training followed by in-person hands-on training. OEM provided training included a TtT program for the staff trainer. New staff receive training from the staff trainer. GTAʼs maintenance manager has and continues to attend training events and conferences to learn about general ZE and electrical concepts and share lessons learned with other GTA staff. GTA has considered apprenticeship programs and collaboration with other transit agencies, but has not yet pursued this.

Why Was This Approach Chosen?

• Smaller agency
• Limited capacity for internal training
• Low staff turnover
• OEM-specific concepts

GTA has relied primarily on OEM-provided training and a TtT approach because of its relatively small size and capacity and because of low staff turnover since introducing ZEVs. Additionally, GTA has focused on OEM-provided training due to the differences in technology and proprietary software from each OEM, determining that this approach is more appropriate and efficient compared to investing resources in general training.

How Was It Implemented?

• OEM-provided training
• Train the trainer
• Regular staff meetings
• Funding from Low-No grants

Process

GTA received initial training from OEMs during the 18-month warranty period. Training and onboarding of new staff is provided by the in-house trainer. GTA also holds quarterly meetings with all staff and biweekly meetings with operators that include addressing training needs.

Resources Used

To fund the development and implementation of training programs, including OEM training, GTA used workforce development funding from a Low-No grant received in 2018. At this time, funding from this award is the sole financing source, although for future ZE purchases, especially if GTA chooses to pursue hydrogen technology, it would pursue similar grant funds.

Case Profile: King County Metro

Key Information and Details

• Union status: Operators and technicians represented by ATU Local 587
• Geographic area: King County, WA

• ZEV status:
  • 40 BEBs in service (in addition to 174 trolleybuses and 1,049 diesel–electric hybrid buses). 89 BEBs on order.
  • 65% of operator staff have received training for ZEVs (BEBs and trolleys).
  • Metro mechanics have a foundation of skills via their work with diesel hybrids and electric trolleys.

What Was the Strategy/Approach for Operator and Technician Training?

• For operators, King County Metro incorporates BEB skills into existing standard training. For mechanics and other roles, it has developed a BEB academy.
• Metro plans to shift all maintenance work over to its own in-house staff.

King County Metro treats BEBs as it would any new fleet type. Since Metro operators had been driving diesel-hybrid buses for some time before BEBs entered service, there was already some familiarity with regenerative braking and electrical components. Metro incorporated key new aspects of BEBs (such as aligning coaches for pantograph charging) into existing modules and, as with other fleet types, added a qualification for the bus type.

In the agencyʼs current facility, there are more coaches than there are chargers, so the buses must be rotated in order to keep as many charged as possible, meaning that vehicle maintenance staff also have a significant role in moving and aligning the buses. In March 2026, Metro will open its first all-electric base; it is working through the process of determining who will be responsible for pull-in work and other tasks. Metro intends to maintain as much flexibility as possible so that no one group is solely responsible.

Metro already has electricians on staff to support its trolley system and, while there are differences, many skills are transferable. Through transferable skills and training from its charging equipment vendor, Metro plans to equip its electricians to take on maintenance work for its chargers and will rely on the vendor for escalated troubleshooting.

For many years, Metro has been building mechanic experience needed to service BEBs. All Metro fleet types have electric traction motors for propulsion, high-voltage inverters, and high-voltage battery storage systems. BEB-specific training beyond this foundational knowledge includes charger-to-bus communication, range awareness, telematics specific to BEBs, and proprietary specifics to the propulsion and energy storage systems that are not found on other fleets.

Metro is currently doing most warranty work across all fleet types with reimbursement from OEMs. Metro has a BEB academy that includes primary classes providing orientation for all vehicle maintenance staff to maintain, troubleshoot, and repair BEBs. Secondary classes for mechanics are on topics such as propulsion/ESS/BMS, brakes, and fire suppression. Classes for first responders provide a familiarization with BEBs and preparation to respond to BEB-related accidents. Currently, BEB training is opt-in and has a seniority-based pick system. Mechanics opt to work on BEBs and go through training as needed.

While not BEB-exclusive, Metroʼs maintenance apprenticeship program incorporates BEB skills and supports apprentices through the process of learning new or more difficult concepts. If apprentices meet nearly all requirements in testing but have deficiencies in one or two areas, they can go through a trial period during which they can build skills.

Why Was This Approach Chosen?

• King County Metro already had trolleybuses and diesel-hybrid buses, which has given operators and mechanics skills transferrable to BEBs.

• Applying skills needed for key work processes through the on-the-job training component of the apprenticeship program helps apprentices master these skills

Metro took advantage of opportunities for skill transfer due to its long-time use of electric trolleybuses and diesel-hybrid buses. Metro emphasizes and takes pride in using in-house employees for its operations. This combination of factors allowed Metro to leverage existing skills in its workforce and build skills where needed.

Metro has found that it has become increasingly difficult to hire and retain qualified mechanics and other tradespeople. Metroʼs mechanic apprenticeship program has grown to provide outreach and support to local colleges and high schools to highlight available career pathways into trades. In the program, apprentices improve skills in technical subjects, communications, conflict management, and leadership through formal training and practical hands-on experience. On-the-job training is based on an outline of key work processes and is tracked and overseen by labor–management committees. Metroʼs apprenticeship program is registered with the state of Washington, and apprentices receive a state-recognized credential, college credit, and a journey-level job at Metro upon successful completion.

How Was It Implemented?

• Metro plans to shift all maintenance work over to its own in-house staff through train-the-trainer classes from the BEB vendor.
• Metro has used FTA Low-No funding for workforce development to enhance its internal training programs.
• The agencyʼs registered apprenticeship program incorporates ZEV skills.

Process

Metro adapted the curriculum for the BEB academy from training materials for diesel-hybrid and electric trolleybuses. The BEB academy focuses on manufacturer-specific training and enforces the fundamentals of high-voltage safety, lockout/tagout, and electric propulsion. Classes are prioritized for staff at bases operating the current BEB coaches, with remaining spaces offered to the system as a whole.

There are two program tracks in Metroʼs mechanic apprenticeship: 2 year and 4 year. Participants in the 2-year track are hired externally; they must have an Associateʼs degree in automotive or diesel repair from an accredited community college or trade school with a GPA above 2.5, and must show some work experience and general mechanical aptitude. Participants in the 4-year track are hired internally and must show general mechanical aptitude and experience. Metroʼs mechanic apprenticeship program has about 20 apprentices at any given time and graduated five apprentices in 2024 from the 2- and 4-year program tracks.

Resources Used

Metro has used FTA Low-No funding for workforce development to support some of its training efforts. Five percent of Low-No grants can be used for workforce development, which allowed Metro to use $2.1 million and $818,000 from its 2023 and 2024 grant awards. This funding was put toward new apprenticeship positions, expanded supportive services for apprentices, TtT classes in the BEB academy, and career pathway outreach events in underserved communities in King County.

Case Profile: MTA

Key Information and Details

• Union status: Operators and technicians represented by AFSCME Local 3437
• Geographic area: Genesee County, MI

• ZEV status:
  • Three hydrogen FCBs in service, six hydrogen FCBs planned in the near future
  • 493 bus operators, 82 maintenance staff
  • Data pending on number of operators and maintenance staff that have received ZEV training

What Was the Strategy/Approach for Operator and Technician Training?

• Develop internal MTA training program
• Partner with local educational institutions for training and apprenticeship programs
• Union partnership with AFSCME Local 3437
• Collaborate with Midwest Alliance for Clean Hydrogen (MachH2)

MTA is developing an internal training program with the goal of establishing an Excellence in Zero-Emission Technology and Renewable Energy center that would support the ZE training needs of the agency and the MachH2 region. MTA partnered with Kettering University from January to April 2024 and has established partnerships with the University of Michigan in Flint and Mott Community College to support training for operators and technicians.

Why Was This Approach Chosen?

• MTA was one of the earliest adopters of FCB technology, with the first FCB purchased in 2012.
• MTA is one of few agencies with reliable access to hydrogen fuel through planned on-site generation and collaboration with MachH2.
• MTA is constructing on-site solar photovoltaic-canopy vehicle ports that will have vehicle-to-grid capabilities and charge battery-electric demand-response and support-fleet vehicles.

MTA is a leader in ZEV training and sustainability and was one of the first agencies to put an FCB in service in 2012. The agency built an alternative fuel facility with hydrogen production and a fueling station. For most agencies, FCB technology is limited by the availability of hydrogen fuel sources, so MTAʼs ability to partner with MachH2 to expand the existing Grand Blanc Alternative Fuels Facility to increase hydrogen production and refueling rates and build a new liquid hydrogen refueling station with storage represented a unique opportunity. Additionally, MTA has installed on-site solar-panel canopies to charge smaller fleet vehicles. As an early adopter and an agency with on-site capabilities, MTA has sought to create internal training programs and serve as a regional training hub for other agencies.

How Was It Implemented?

• Funding from Low-No grants, Urbanized Area Formula Grants – 5307, and local sources
• Industry and local workforce training resources

Process

MTA provides a training program for employees that includes training on new bus technologies and regular refresher courses. The program offers tuition reimbursement for employees in certain job categories to participate in educational programs that enhance their technical skills. The agency is implementing a hydrogen technology hub for MachH2. MTA is working to develop a Center of Excellence that will not only provide training for transit operations and maintenance staff, but will also offer courses to other industries introducing ZEVs (e.g., trucking).

All hourly employees receive comprehensive training on operating procedures, federal and state regulations, employee benefits, the total quality commitment process, defensive driving, and wellness. Additionally, MTA offers training on new bus technology and procedures, with regular refresher courses and targeted training to address any specific deficiencies identified by

management. MTA previously facilitated a training program for 20 to 40 MTA participants on hydrogen fuel safety and standards. The training was part of a professional workforce development training agreement with Kettering University and was active from January to April 2024. MTA intends to either revamp the course or collaborate with another university as the agency assesses future higher education partnerships as part of its workforce development plan.

Maintenance employees in the roles of mechanic, bump and paint, buildings and grounds, and electronic technician can apply for tuition reimbursement for courses aimed at state certification or for enhancing their job-related technical skills. They need to seek course approval from the human resources department in advance to attend the MTA-designated educational institution, with Mott Community College being tentatively designated. MTA is working to put in place an apprenticeship program that combines classroom and on-the-job training to fully qualify students in a specific job classification. This program would include a set number of hours, would lead to state and MTA certification, and would guarantee a position upon completion. Students would be paid by MTA during their training.

Resources Used

MTA has used training and input from OEMs for maintenance workers in the initial phases of their training and has established partnerships with AFSCME, Kettering University, the University of Michigan in Flint, Mott Community College, SMART Bus, Ann Arbor Transportation Authority, Detroit Department of Transportation, and Midwest Bus Corporation to further develop training. MTA is creating a workforce development plan, which builds on the work done in Element 6 of its 2024 Zero Emission Fleet Transition Rollout Plan in June 2024, which includes leadership visioning and goals, staff surveys, and skills-gap assessment. Internal training development includes resources from APTAʼs recommended training syllabi for foundational electrical and electronic skills and supplemental maintenance training along with APTAʼs Zero-Emission Bus Maintenance Training: Recommended Practice.

To develop training, MTA has used funds from Low-No grants awarded in 2020 and 2023, Urbanized Area Formula Grants – 5307 awarded in 2024 and 2025, and historical grants and local funding for FCBs.

Case Profile: Santa Cruz Metropolitan Transit District (METRO)

Key Information and Details

• Union status: Operators represented by the International Association of Sheet Metal, Air, Rail and Transportation Workers (SMART) Local 23; technicians represented by Service Employees International Union (SEIU) Local 521
• Geographic area: Santa Cruz, California
• ZEV status:
  • 61 ZEVs: Four BEBs, 57 FCBs (48 40-ft. buses and nine 60-ft. articulated buses)
  • METRO plans to be 100% emissions-free by 2037
  • 95% of operators have received ZEV training
  • 95% of technicians have received ZEV training

What Was the Strategy/Approach for Operator and Technician Training?

• Started small by purchasing four BEBs
• Completed a skills-gap analysis for technicians
• All technicians in the two highest classifications are expected to work on ZEVs.

METRO used its initial purchase of four BEBs as a starting point to collect data and feedback on the feasibility of electric buses for its operations and to prepare its workforce for the inclusion of ZEVs.

The agency completed a skills-gap analysis that revealed that training was needed to enhance basic electrical/electronic skills, high-voltage applications, general BEB and FCB familiarization, safety and use of PPE, software applications, and diagnostic tools. The analysis also revealed a need for more modernized delivery methods and training that was more engaging for the students.

The agency felt that it did not have a large enough technician workforce to warrant the creation of a new ZEV specialist classification, so technicians in the two highest classifications are expected to work on ZEVs.

Why Was This Approach Chosen?

• Need for support from outside sources working in tandem with in-house training
• Results of a skills-gap analysis indicated the training that was needed. Where resources did not exist, training was developed.

A robust training program consisting of in-house training, OEM training, and training provided by the local community college, with support from CALSTART, not only ensures that the workforce will be adequately trained but also contributes to retaining the ZEV workforce.

Use of a maintenance skills-gap analysis allowed METRO to identify specific skill weaknesses so that resources could be more efficiently and effectively targeted to close the gaps. Based on the skills-gap analysis, CALSTART worked with the local community college to develop a curriculum and course materials as part of the ZEV training grant from the state of California.

Despite initial problems typically associated with new technologies such as ZEVs, METRO was able to put all of its ZEVs into service by establishing close working relationships with OEMs.

How Was It Implemented?

• Leveraged hybrids to help technicians learn about ZEVs
• Combination of in-house training programs supplemented by OEM training and local community college training with support from CALSTART.
• Funding from Low-No grants and the state of California

Process

Prior to its purchase of ZEVs, METRO understood that its existing training department would need additional resources. Experience with existing diesel–electric hybrid buses helped with technician training for ZEVs, but like other agencies, METRO contracted with OEMs to provide targeted ZEV technical training to its technicians. METRO understood that OEMs could not provide all the needed technical training and realized it needed more resources. Furthermore, METRO found that OEM training was not well-connected to the actual work (provided too early and tended to be too theoretical), technicians were not getting enough hands-on experience, and product updates were being implemented before supporting documentation and resources were made available. Although the agency used warranty repairs made by the OEM as training opportunity, that alone was not sufficient.

In response to its ZEV training needs, METRO, under a grant provided by the state of California, contracted with CALSTART to work with a local community college to develop ZEV curriculum and courseware to expand the agencyʼs in-house training program. METRO also plans to use

training offered by AC Transit (Oakland, CA) in the future when its ZEBU program becomes fully operational.

Initial training for operators focuses on interaction with first responders, ensuring passenger safety, and driving techniques to extend battery life and ZEV range. METRO determined from its skills-gap analysis that operators would benefit from additional training that included BEB and FCB familiarization and enhanced instruction to extend ZEV range. Work with CALSTART and the local community college is expected to close this skills gap.

Training 100 operators in a year proved to be a challenge because METRO normally only trains about 24 operators in a given year. Three classes of 20 students each ran consecutively, putting a strain on administrative staff and agency resources. Training such a large volume of student operators involved utilizing METROʼs supervisory staff to assist with the training. Training was also offered on Saturdays to ensure that the students were certified on multiple METRO vehicles, as is required by the California Highway Patrol. Managers and general staff also received basic ZEV training. It was an all-hands-on-deck approach to training, with agency staff rising to the occasion to accomplish the task by acting as a team.

Resources Used

As mentioned, METRO relied on several sources to implement its ZEV workforce training: its own in-house training department, OEMs, CALSTART, and a local community college. A grant from the state of California allowed METRO to complete its skills-gap analysis. METROʼs first ZEV procurement did not include a requirement for OEM maintenance training. In this case, OEMs were paid to provide training on an as-needed basis. Subsequent procurement did specify OEM technical training, but the number of hours were not specified.