Final Report-Consulting Project to Develop Training ......Final Report onsulting Project to Develop Training Standards and Transit Agency Training Plans ontract Number: 2016-0377 Michigan

Final Report

Consulting Project to Develop Training Standards

and Transit Agency Training Plans

Contract Number: 2016-0377

Michigan Department of Transportation

December 29, 2017

2016-0377: Final Report

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TABLE OF CONTENTS

I. Executive Summary ................................................................................................................................. 2

II. Benchmarking: State Programs .......................................................................................................... 6

III. Benchmarking: Available Training Materials and Providers ................................................ 19

IV. Pilot Agency Discussion ...................................................................................................................... 28

V. Results from Survey of Agencies ...................................................................................................... 42

VI. Training Resource Guide and Other Tools ................................................................................... 65

VII. Training Program Recommendations ........................................................................................... 67

VIII. Implementation Evaluation Tool ..................................................................................................... 71

IX. Pilot Implementation ........................................................................................................................... 74

Appendix A: Transit Agency Survey ............................................................................................................. 78


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I. Executive Summary

INTRODUCTION The Michigan Department of Transportation (MDOT), Office of Passenger Transportation (OPT) administers state and federal programs that provide financial and technical assistance to local transit agencies to promote transit services throughout Michigan. Total state transit funding in FY 2014 was $212.1 million and supported public transportation service to 89 million passengers. OPT’s primary objectives for this project are to create best practice training standards and to create guidance for transit agencies to develop and implement their own specific training plans.

BACKGROUND Over $1,000,000 was spent on travel/training by agencies receiving FTA assistance in 2017. OPT provides training funds annually to all rural transit agencies through the federally-funded Rural Transit Assistance Program (RTAP). Rural transit agencies serve rural areas with populations less than 50,000. Each rural agency is eligible to receive RTAP reimbursement up to a capped amount for various training activities. There was $150,000 in RTAP funding authorized for FY2017. The OPT also provides funds for multiple statewide training events each year with a focus on all transit staff, including managers, mechanics, drivers and dispatchers for all sizes of transit agencies. In 2014 a group comprised of staff from all types of transit agencies (urban and rural systems), the Michigan Public Transit Association (MPTA), the Michigan Association of Transportation Systems (MASSTrans) and OPT developed a list of potential training standards for agency managers, drivers, dispatchers, mechanics, and board members. To ensure the industry is using RTAP funds most efficiently and to best meet the training needs of transit agencies, the goal of the project is to fully develop this list of training standards, identify new best practices within Michigan and nationally, determine what training is mandated by state or federal law and regulations, and determine the most efficient and effective training frequencies.

PROJECT OUTCOMES This project will identify best training practices in both Michigan and nationally, determine mandatory and suggested training requirements and appropriate training intervals. This will be used by OPT and the industry to identify statewide training needs and to schedule events that will help transit agencies stay in compliance with state and federal laws and help with efficiencies. Another key outcome is to create guidance for each agency to develop and implement their own plan specific to their agency, and a tool to measure the success of the implementation. At a minimum, the


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plans will have all mandated trainings and intervals identified. The plans will be scalable for different size transit agencies. The initial set of standards and training process will be piloted at five agencies, ranging in size from rural to large urban. The pilot program will involve developing a plan specific to each pilot agency, helping them implement the plan for one year, and evaluating the success of the implementation. Training will be provided for all agencies on how to use the guide and tools. Currently, there are 20 urban agencies, 79 rural public transit agencies and approximately 46 Section 5310 agencies. All the agencies provide regular services. Training plans will be developed for the various agencies based on the type of funding and transit services provided (FTA Section 5307, 5311 or 5310 funding), number of staff, complexity of operations, and on-site resources available for training activities.

WORK PERFORMED Calyptus facilitated a steering committee on September 8, 2016 to discuss the goals of the project and the project plan. The steering committee provided comments on the plan, and the schedule was adjusted accordingly. A survey of State Public Transit Agency’s training programs for Section 5307, 5311 and 5310 subrecipients was completed. 22 agencies were interviewed, and the results were published in the first deliverable for the project, Literature Research and Initial Recommendations, that was submitted to MDOT on November 18, 2016. This research included information on training methods, training management and scheduling, implemented budgets, training offerings, and whether the training programs were mandatory or voluntary. They also researched available training materials, and organizations from which training materials or offerings can be made available. Data on offerings from FTA, National RTAP, CTAA, NTI, TSI, Center for Transportation eLearning and the National Safety Council were recommended as well as the PASS system for defensive driving and sensitivity training. The information was also included in the project’s first deliverable, submitted on November 18, 2016. In addition, Calyptus visited each pilot agency, and developed a summary of the results. The purpose of the site visits was to evaluate the current training needs, how training has been completed in the past, training capacity, and suggestions on how to implement the pilot. (See Section IV of this report for a summary of results from the site visits). An on-line training survey was completed. All MDOT agencies (Section 5307, 5311, and 5310 agencies) were asked to complete a survey that collected information on all aspects of training required and needed. (See Appendix A for a copy of the questions asked). The survey was completed by 61 agencies. The summary of results is noted in Section V of this report.


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A Resource Guide and Implementation Plan Report was drafted in December 2016 that included a summary of the research phase of the project, the Training Resource Guide, a scalable implementation plan for urban and rural agencies, overall recommendations for Training implementation guidelines, and a system for evaluating training progress and performance. This was the second deliverable provided to MDOT. During 2017 the five pilot agencies tested the Resource Guide and training plan. Additional templates were developed based on pilot agency feedback. In August 2017, Calyptus interviewed staff from each of the 5 pilot agencies. The interviews were an opportunity to understand what had been implemented during the first 6 months of the pilot program and gather feedback to make possible changes or improvements for the balance of the pilot phase through December 2017. A full report was provided to MDOT in August 2017. A summary of findings from the pilot phase is included in Section IX. A presentation about the Training and Training Development Project progress was given at the annual conference in August 2017. A webinar was delivered in December 2017, designed to update Michigan transit agencies on the project and provide training on how to implement the Resource Guide and other tools developed as part of the project. Eleven (11) preliminary recommendations were offered in the first deliverable. A Resource Guide and Report was finalized in December 2017 summarizing the research undertaken and including updated recommendations based on learning from the pilot phase. These recommendations are included in Section VII of this report.


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OVERVIEW OF FINAL DELIVERABLES Several deliverables have been developed over the course of this project. The final set of documents include the following: Final Report: This report documents the activities and findings from the research phase on the project and final recommendations:

• Benchmarking: State Programs

• Benchmarking: Available Training Materials and Providers

• Pilot Agency Visits

• Results from Survey of Agencies

• Pilot Implementation

• Training Resource Guide and Other Tools

• Implementation Evaluation Tool

• Project Recommendations. Resource Guide: This is one of the tools available for transit agencies. It summaries the recommended training courses available across a wide range of topics. Each topic training was categorized to indicate whether it is required due to Federal or State laws and regulations, or whether it is recommended to improve transit operations.

MDOT Training and Training Development Project Presentation: This presentation was given in

December 2017 to describe the project and explain the purpose of the Resource Guide and how to

implement this training project. This document is based on the implementation plan developed after the

research phase and has been updated based on feedback from the pilot sites and MDOT. This

presentation, and the script of the webinar, forms the final implementation plan.

MDOT Training Plan and Report: This excel template has been developed to support transit agencies to

deliver training courses that are required by law or regulation, and those that are recommended to

improve transit operations. The annual Training Plan and Report will help transit agencies to document

planned training, and track training completed. In addition, the document contains example tools for

agencies to track training completed by individual staff member, complaints, and incidents, which can be

used by agencies if desired.


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II. Benchmarking: State Programs

To build a foundation from which practices and training recommendations could be developed, Calyptus contacted the individuals responsible for administering training to 5307, as well as 5310 and 5311 subrecipients in every state. Between September 20 and October 28, 2016, interviews were conducted with the following 21 states: Arkansas, California, Colorado, Florida, Hawaii, Illinois, Indiana, Iowa, Maryland, Minnesota, Montana, Nebraska, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, South Carolina, Texas, Wisconsin and Wyoming. Calyptus endeavored to speak with the most appropriate individual(s) from each state, which included personnel from state DOTs as well as state transit associations. The following analysis does not distinguish between these entities unless it is specifically stated.

PROGRAM ORGANIZATION

• Training partnerships are very common

In 76% of states interviewed, training is delivered through some form of collaboration between the state DOT and the state transit association, with each organization assuming a varying level of responsibility. For example, the Arkansas Transit Association receives RTAP funding from the Arkansas Department of Transportation for delivering between 130 and 150 training classes to subrecipients each year on topics including defensive driving, customer service, disability training and CPR/first aid. In Texas, however, this partnership is less salient, as the Texas Transit Association only delivers training at the annual Roadeo event and all other training responsibilities sit with the Texas Department of Transportation. Additionally, 33% states reported partnering with a university or community college for some form of additional training or support. In Nebraska, for example, a university partner assists in the management of the training program and tracks the number of accidents as a metric to measure the success of training. Similarly, in Wyoming, a university partner has assisted in developing training material on the topic of grant administration.

• Some states outsource training elements

29% of states indicated they are using private contractors to deliver training, with Texas noting contractors are being used increasingly to provide training that was traditionally handled in-house. This trend is reflected in a series of surveys by National RTAP of state RTAP managers in 2002, 2010, 2013, and 2015, which indicated a decrease in states with entirely in-house training programs (65% in 2002 down to 42%


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in 2015), with a marked increase in states managing training programs through a combination of in-house and outsourced resources (8% in 2002 up to 38% in 2015).1 While the use of contractors to deliver training may be increasing, it does not appear that a significant number of states are utilizing contractors for the development of training materials. Of the 29% of states we interviewed that use private contractors, only New Hampshire reported that its contractor develops a significant portion of its training material from the ground up. Sources of training material will be discussed in more detail later in this chapter.

TRAINEES

• Training is commonly focused on drivers

Training in 71% of states is directed primarily at drivers, while the remaining 29% of states focus their training offerings on grantee trainers and supervisors. Illinois, Indiana and Minnesota – together representing 14% of the states surveyed – noted that while training is focused on 5311 subrecipients, it is also available for 5310 subrecipients. Only New Jersey reported most trainees were 5310 subrecipients as opposed to 5311. Texas reported that 5310 subrecipients have been less active in seeking out training and related funding, as these subrecipients tended to view themselves as more human service providers rather than transit agencies.

SUBRECIPIENT VEHICLES

• Cutaways are widely used by subrecipients

76% of states reported their subrecipients operated mostly chassis cab “cutaway” vehicles and smaller vehicles such as vans. Only 19% of states reported that their subrecipients operated a range of vehicles that included 35ft transit buses. Several states noted that cutaways are popular among their subrecipients because they are the largest vehicles that can be driven without a commercial driver’s license (CDL). To obtain a CDL, a driver must pass both skill and knowledge tests that are set against a higher standard than that required to drive a non-commercial vehicle. As such, subrecipients will likely need to invest in additional training for their drivers if they wish to operate vehicles that require a CDL, such as transit buses.

1 State RTAP Programs: Status and Trends, http://nationalrtap.org/statertapmanager/welcome/state-rtap-programs-status-and-trends (last visited Nov 14, 2016).


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It should be noted that CDL requirements vary by state. In Michigan, CDL applicants must pass a written knowledge test, as well as a skills test that includes the following elements:

• A vehicle inspection test measuring ability to perform a vehicle safety check.

• A basic control skills test.

• A driving test.

Additionally, Michigan CDL applicants must meet driving record eligibility requirements along with mental and physical requirements.2

MANDATORY VS VOLUNTARY TRAINING

• Training requirements for subrecipients differ by state

In 19% of the states interviewed, subrecipients are required to attend all 5310 and 5311 training specified and provided by the state. In California and New Mexico, for example, subrecipients must agree to meet training requirements as a condition to accepting RTAP funds. In 24% of states, there is some element of mandatory training for subrecipients. For example, in New Jersey, PASS training is mandatory only for new 5310 subrecipients. In Nebraska, driver training is mandatory for 5311 subrecipients but voluntary for 5310 subrecipients. Further, Arkansas requires that its subrecipients attend disability training, but training related to other topics is voluntary. While Nebraska and Indiana reported that subrecipients could lose funding based on a failure to attend mandatory training, North Dakota highlighted that funding decisions could not be based on training noncompliance. In 33% of states, states report that subrecipients are required to participate in drug and alcohol training, but all other training offerings are voluntary. It should be noted that drug and alcohol training is mandated by federal law for most entities that receive assistance from the FTA. As such, in states that did not report providing drug and alcohol training as part of their 5310 and 5311 offerings, the subrecipients likely received this training from a separate source. Finally, 24% of states reported that the training offered to subrecipients is entirely optional. Of these states, Illinois asserted that while training is not technically required for subrecipients, it is strongly recommended.

2 Under Public Act 265 public transit drivers in the state of Michigan are exempt from carrying a valid medical card but may be required to do so under local authority.


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TRAINING COURSES OFFERED

• Defensive driving is the most frequently state-provided training course

The most popular training area is defensive driving, which is offered in 76% of states. Many of these states noted that there is considerable demand from subrecipients for training in this area, as the completion of such training may help subrecipients secure lower insurance costs and bring on new drivers in an expeditious manner. Another popular training area is passenger assistance, which includes accessibility training and dealing with difficult situations, and is offered in 52% of states. Additionally, 38% percent of states offer training through the Passenger Service and Safety (PASS) program, which contains the following modules: customer service, communication and stress management, ADA compliance, service animals, disability awareness, hidden disabilities, bloodborne pathogens, wheelchair securement, emergency and evacuation procedures, and driver/passenger sexual improprieties. Also, in a study sponsored by MDOT in Measuring and Reporting Michigan’s Transit System Condition, it was reported that an average of 65% of drivers in Michigan Transit Agencies have attended PASS training. PASS refresher training was also completed by 38% of the drivers as noted in this study. The popularity of the above training topics is reflected in a 2013 National RTAP survey indicating that training in defensive driving, customer service, and ADA compliance were offered by more than 40% of states.3 The table below details the specific training topics offered by each state and indicates if the course is mandated by law, mandated by the state DOT, or voluntary based on our interviews. As noted previously, drug and alcohol training is mandated by federal law for most entities that receive assistance from the FTA pursuant to 49 U.S.C. 5331, 49 CFR part 40, and 49 CFR part 655. As such, where drug and alcohol training is offered by states as part of their 5310 and 5311 training programs, it is marked as mandated by law. Training Courses Provided by States (source: Calyptus interviews)

Mandated by Law Mandated by State DOT

Voluntary

Arkansas

Defensive Driving X

3 State RTAP Programs: Status and Trends, http://nationalrtap.org/statertapmanager/welcome/state-rtap-programs-status-and-trends (last visited Nov 14, 2016).


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Voluntary

Customer Service X

Disability Training X

CPR/First Aid X

Drug and Alcohol Testing

X

California

Title VI X

DBE Compliance X

Drug and Alcohol X

Colorado

PASS Program X

Procurement X

Customer Assistance X

Safety X

Drug and Alcohol X

Title VI X

Florida

Defensive Driving X


ADA Compliance X

Accident Investigation X

Drug and Alcohol X

Title VI X

Hawaii

Defensive Driving X

Natural Disaster Training

X


Drug and Alcohol X

Illinois

Defensive Driving X

Emergency Procedures X


Indiana

Defensive Driving X

Passenger Assistance X

Drug and Alcohol X


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Voluntary

Iowa

Defensive Driving X

ADA Compliance X

DBE Compliance X

Maryland

Defensive Driving X


Minnesota

Defensive Driving X


Maltreatment Awareness

X

Title VI X

Montana

PASS Program X

Defensive Driving X

Accessibility X

Drug and Alcohol X

Title VI X

Nebraska

PASS Program X, for 5311 subrecipients only

Defensive Driving X, for 5311 subrecipients only

Drug and Alcohol X

Title VI X

New Hampshire

Defensive Driving X


Emergency Procedures X

Drug and Alcohol X

Title VI X

New Jersey

PASS Program X, for new 5310 subrecipients only

Operations X

Administration X


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Voluntary

Mobility X

Drug and Alcohol X

Title VI X

New Mexico

Defensive Driving X

Crisis Management X

CPR X

Drug and Alcohol Testing

X

North Carolina

Driver Expectation Training

X, for new employees only

Procurement X, for new employees only

Budgeting X, for new employees only

Safety X, for new employees only

ADA Compliance X, for new employees only

Drug and Alcohol X

North Dakota

PASS Program X

Defensive Driving X

Drug and Alcohol X

South Carolina

PASS Program X

Defensive Driving X

Customer Service X

ADA Compliance X

Texas

Pass Program X

Distracted Driving X

Health and Safety X

Organizational Skills X

Project Management X

Grant Writing X


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Voluntary

ADA Compliance X

DBE Compliance X

Drug and Alcohol X

Wisconsin

National RTAP Program X

Professional Development

X

Drug and Alcohol X

Title VI X

Wyoming

Pass Program X

Grant Administration X

Drug and Alcohol X

Source: Calyptus interviews The above information was provided by interviewees and may not be inclusive of all training offered or required.


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TRAINING MATERIALS USED

• PASS training materials are the most common

Training materials are commonly pulled from sources including PASS (57% of states surveyed), NTI (43%), CTAA (29%), National RTAP (19%), National Safety Council (10%), and Easter Seals (10%). The following graph illustrates the number of states utilizing training material from each of these sources.

Source: Calyptus interviews

TRAINING FREQUENCY, LOCATION AND LENGTH

• The frequency of training varies greatly

The frequency of training that states deliver to their subrecipients varies greatly, ranging from Montana hosting one event annually to Arkansas delivering up to 150 training sessions per year. Despite this variation, several trends are visible as noted below.

0

2

4

6

8

10

12

14

PASS NTI CTAA National RTAP NSC Easter Seals

Nu

mb

er o

f St

ates

Commonly Used Training Materials


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• Demand-based training is common

48% of states reported that they schedule at least some of their training on a case-by-case basis in response to subrecipient demand.

• The vast majority of states deliver training at multiple locations

Only Hawaii, Iowa and Montana – representing 14% of the states surveyed – deliver training exclusively at one central state facility. In contrast, 52% of states deliver training using a combination of regional locations and on-site instruction at subrecipient facilities. Additionally, Colorado and North Dakota – approximately 10% of the states surveyed – deliver training at both a central location and on-site at subrecipient facilities. Further, 19% of states reported delivering training at several regional locations. New Jersey is the only state that reported delivering training exclusively on-site at its subrecipients’ facilities.

• Many states are cognizant of how training can affect service

Many states identified personnel shortages as the most significant barrier that prevents their subrecipients from accessing training. To minimize disruptions to service caused by personnel issues, 43% of states reported that they deliver at least some of their training on weekends. Additionally, Arkansas and Illinois highlighted how they keep training sessions as brief as possible to reduce any impact on service. Anecdotally, several states reported that there are seasonal variations in demand for transportation services based on factors such as tourism, recreation, and the school year.

• Most of states offer refresher courses

62% of states indicated that they offer separate “refresher” training to veteran subrecipient personnel that represents a pared-back version of the training topics delivered to new personnel. Of these states, only Colorado, Indiana and Nebraska – 14% of the states surveyed – make it mandatory for their subrecipients to participate in refresher training.


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TRAINING COSTS

• Most states do not charge tuition for training

In 86% of states, subrecipients are not charged any form of tuition to access training. Of the remaining states, Arkansas and North Carolina indicated that they charge subrecipients a nominal fee for training to help ensure attendance and participation, and Texas reported that they charge tuition in connection with some optional training.

• Reimbursement for training expenses is common

57% of states reported that RTAP funding can be used to reimburse subrecipients for training-related expenses such as travel and accommodations, with Florida offering its subrecipients similar reimbursements that are funded entirely with state money. Additionally, Nebraska and Colorado reported that they use RTAP funds to compensate trainees for their time, and it may be significant to note that both states have mandatory training programs. The chart below illustrates how the states approach reimbursing their subrecipients for expenses related to training.

Source: Calyptus interviews

57%

5%

9%

29%

State Approaches to Reimbursing Grantees for Training-Related Expenses

RTAP reimbursement for travel and accommodation

State reimbursement for travel and accommodation

RTAP reimbursement for grantee time spent training

No reimbursement indicated


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The widespread use of training reimbursements is reflected in a 2013 National RTAP survey, in which 76% of states indicated that they provide reimbursements to cover costs associated with training.4

USE OF ELEARNING

• eLearning is being used for some topics

76% of states reported that they are either currently utilizing some form of eLearning or actively investigating the possibility of utilizing eLearning. It should be noted, however, that only Minnesota, New Jersey and New Mexico – approximately 14% of the states surveyed – have held webinars on substantive training topics (defensive driving and Title VI), with the remaining states using online meeting platforms mainly to address needs shared by multiple subrecipients, such as providing technical support for new scheduling and dispatching software. Additionally, Illinois, Montana, Nebraska and South Carolina – 19% of the states surveyed – noted a strong preference for in-person training and practical demonstrations. Arkansas asserted that many of its subrecipients currently lack the technology needed for effective eLearning. The limited use of eLearning for substantive training topics is reflected in a 2015 National RTAP survey finding that fewer than 10% of states utilized an eLearning platform to deliver training, and that 90% of states deliver their training in-person.5 While we recognize the value of in-person training for some topics, we view eLearning as an opportunity to reduce several of the barriers that prevent subrecipients from accessing training, which will be discussed in greater detail below.

USE OF METRICS

• While direct feedback is common, the use of metrics remains rare

Trainee surveys and similar forms of direct feedback are the most common means for states to measure the success of training, seen in 76% of the states surveyed. The use of metrics such as accident and incident numbers to gauge the success of training is less common, seen in only 19% states. Of these states, Colorado reported that it was collecting data for future use only with no current framework for analysis, and Nebraska noted that the tracking of performance metrics has been particularly challenging.

4 State RTAP Programs: Status and Trends, http://nationalrtap.org/statertapmanager/welcome/state-rtap-programs-status-and-trends (last visited Nov 14, 2016). 5 State RTAP Programs: Status and Trends, http://nationalrtap.org/statertapmanager/welcome/state-rtap-programs-status-and-trends (last visited Nov 14, 2016).


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In a study conducted by WMATA, results from training were tracked in performance improvement in mean distance between failures/road calls, schedule adherence, bus spare ratio, maintenance cost per mile, percent of unnecessary part replacements, rework, and ratio of scheduled versus unscheduled maintenance.6

TRAINING-RELATED CHALLENGES

• Personnel resources are the most significant barrier that prevents subrecipients from accessing training

71% of states identified personnel shortages as the most significant barrier preventing their subrecipients from accessing training. As noted previously, 43% states indicated that they offered training on the weekends to minimize disruptions in service caused by personnel being diverted from their primary responsibilities to attend training. Further, Arkansas and Illinois reported keeping training sessions as brief as possible to lessen any impact on service.

• Geography and the administrative burden associated with training also represent challenges

Arkansas, New Jersey and Wyoming – approximately 14% of states the states surveyed – reported that geography and weather were challenges associated with offering on-site training for subrecipients. Minnesota, New Jersey and South Carolina identified the administrative burden associated with scheduling and delivering training as a challenge. It may be significant to note that North Carolina maintained that the implementation of an online scheduling system for training greatly reduced their administrative challenges. Further, Florida highlighted that their administrative burden is minimal due to the decentralized organization of its DOT, which allows for this workload to distributed among the state’s regional offices. We view eLearning as an opportunity to reduce the personnel shortages and logistical issues that may prevent subrecipients from accessing training. Webinars and other types of eLearning can be used to deliver training to geographically remote subrecipients, while eliminating the time and expense associated with traveling to a training venue.

6 Method and Processes for Transit Training Metrics and Return on Investment, Transportation Learning Center, September 30, 2011.


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III. Benchmarking: Available Training Materials and Providers

Our research and interviews identified several potential 3rd party training providers. The organizations that best fit the MDOT subrecipient training requirements were FTA, National RTAP, Community Transportation Association of America (CTAA), Eno Center for Transportation, American Public Transportation Association (APTA), Transportation Learning Center, Center of Transportation eLearning, National Transit Institute, National Safety Council, Transportation Safety Institute, Small Urban and Rural Transit Center, and TAPTCO.

FTA

FTA direct training is limited to workshops related to oversight. These programs are conducted for procurement system reviews, state management reviews, Triennial reviews, and financial management reviews. Online webinars and PowerPoint training materials are available for most of the key transit areas such as civil rights, drug and alcohol, and procurement, and include best practices. The FTA offers reasonable suspicion training programs on-line as a video presentation for transit supervisors. See the FTA website for more details: https://cms.fta.dot.gov/

NATIONAL RTAP

The local Michigan chapter of National RTAP offers PASS training (both 2-day and 3-day versions) for drivers at least twice per year. This training is scheduled at transit agencies willing to host the event, and drivers and trainers (if not available at the sponsoring agency) travel to those locations to receive the training. The 3-day version of the training provides a trainer certification to those participants that pass the exam at the end of the program. All MDOT subrecipients qualify for receiving free training materials from RTAP, which is funded by FTA. There is an extensive set of training materials using the following training modes: eLearning, training cards, and instructor-led training using provided materials. This training can be provided just-in-time to the transit agencies and can be factored into their operating schedules. The training cards are used for refresher training and are categorized into these categories:

• ADA and Sensitivity • Bloodborne pathogens • Customer Service

https://cms.fta.dot.gov/


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• Distracted Driving • Defensive Driving • Transporting Non-Ambulatory Passengers • Emergency Management • Passenger Safety

Most of this training is relevant and applicable to all the MDOT subrecipients for refresher training, once the basic, underlying training is completed. National RTAP also has a series of eLearning programs that also relate to the needs of the MDOT subrecipients in the areas of Substance Abuse Awareness (required DOT/FTA training) and emergency management in maintenance and operations. RTAP Customer Service training provides basic tools for transit staff using self-paced CDROMs. The most impactful training available is the Substance Abuse training as it appears to satisfy the FTA mandate for this type of training. Training is offered via eLearning or self-paced training in the following areas:

• Substance Abuse Awareness Training • START Online - Safety Training and Rural Transit • Top Shops: Emergency Management in Vehicle Maintenance Facilities • Emergency Procedures for Rural Transit Drivers • Problem Passengers, Challenging Situations • Title VI Program Requirements for FTA Grantees • Americans with Disabilities Act (ADA) Guidance • Reasonable Suspicion Training for Supervisors • FTA 101: An Introduction to the Federal Transit Administration

See the National RTAP website for more details: http://nationalrtap.org/

COMMUNITY TRANSPORTATION ASSOCIATION OF AMERICA (CTAA)

The CTAA offers member agencies classroom training in a variety of key subjects important to MDOT subrecipients. The CTAA offers certification programs in the following areas:

• Certified Safety and Security Officer (CSSO) • Certified Community Transit Manager (CCTM) • Certified Community Transit Supervisor (CCTS) • Vehicle Maintenance Management and Inspection (VMMI)

http://nationalrtap.org/


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These programs are three-day classroom training offerings that include train-the-trainer segments and are available for either a stand-alone course offering at a specific location or participants can join a scheduled course/program for a fee. CTAA does offer the PASS driver certification program as an on-site offering like what is available through RTAP. There is also an on-line version that includes six modules and is patterned after the on-site program. An on-site module related to wheelchair and mobility management must also be scheduled with a certified PASS trainer. A list of certified trainers is available for the State of Michigan. There is another classroom training offering in Effective, Efficient Dispatching and Scheduling (PDS), and is available on the same basis as the certification programs. Customized courses can also be provided, developed in modules, for a transit agency or a group of agencies in the following areas:

• Innovation and Design Services • Non-Emergency Medical Transportation • Transportation Solutions Coordinator • Transit System Development • Financial management • Operations • Procurement and Contracting • Human Resource Management

These would be potential electives to be considered but would involve classroom training and fees. See the CTAA website for more details: http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=23&z=2

ENO CENTER FOR TRANSPORTATION

This group offers training for transit managers, with three on-site programs for a set fee plus travel costs. These programs focus on mid-level managers and senior executives. There are two mid-level manager programs that build on each other. See the Eno Center for Transportation website for more details: https://www.enotrans.org/

http://web1.ctaa.org/webmodules/webarticles/anmviewer.asp?a=23&z=2

https://www.enotrans.org/


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AMERICAN PUBLIC TRANSPORTATION ASSOCIATION (APTA)

APTA training programs are focused on larger transit agencies and are offered to member agencies. These programs would focus on agencies with more breadth and resources than would be present with many MDOT subrecipients. APTA published a recommended practice for Transit Bus Operator Training in 2007. The outcomes included in that report are still relevant in most areas, and absent an updated study, serves as a useful guidance for training qualified bus operators. Competencies and minimum qualifications were developed in the areas of technical skills, licensing, safety and security, customer service, knowledge of federal and state regulations (Drug and Alcohol, ADA, EEO), and policies and procedures. More detailed information was provided in the areas of customer service training elements. Technical Operations competencies included:

• Vehicle familiarization

• Energy Sources

• Vehicle Inspections

• Bus Operating Skills

• In-service operations

• Special Driving conditions

• Driving in Adverse Weather

• Route Training

• Safety and Security areas of operator safety, customer safety, and security awareness and emergency procedures

APTA has a significant amount of training standards and training materials as part of it Workforce Development practice. APTA and its partners provide training in topics appropriate for CEOs, Transit Executives, Rural Transit Managers, mid-level transit managers, and Supervisors. Partners include ENO, NTI, and SURTC. APTA also has developed a university-style curriculum for transit managers that can be offered as a stand-alone 13-week program, or in 2-3-hour modules, also known as their National Transit Curriculum. See the APTA website for more details: http://www.apta.com/Pages/default.aspx

TRANSPORTATION LEARNING CENTER: TRANSIT TRAINING NETWORK

The Transportation Learning Center is a nonprofit organization dedicated to improving public transportation at the national level and within communities. To accomplish this mission, the Center builds labor-management training partnerships that improve organizational performance, expand workforce knowledge, skills and abilities, and promote career advancement. Supported by the U.S. Department of

http://www.apta.com/Pages/default.aspx


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Labor and the Federal Transit Administration, the Center has developed national training standards. The Transit Core Competencies Curriculum (TC3) serves as a bridge, providing the critical connection in a pathway leading from general academic and personal competencies developed in school or through workforce development programs to specifically transportation and transit-focused training and education. Designed in a student and instructor-ready interactive and hands-on modular format that can be used in a variety of settings, TC3 helps prepare participants for entry into and success in early training pre-apprenticeship and apprenticeship programs that provide the foundation for frontline careers in the industry. Building upon and strengthening both personal competencies (often called “soft skills”) and basic academic competencies in applied contexts, the TC3 modules provide an initial overview of the industry and of workplace practices and then focus on establishing and strengthening basic required competencies in transit-related technology and maintenance. Standards and training have been developed in Transit Core competencies, bus, rail, and facilities maintenance competencies. This training is technically based focused on maintenance, with topics including maintenance for elevators/escalators, rail signals, and vehicles. Training is available on a modular basis for safety and security, and general transportation industry topics. For more information, see their website at www.transittraining.net

CENTER FOR TRANSPORTATION ELEARNING

Training is available at this website in five (5) subject areas. The first course, Safety Training and Rural Transit (START), was developed in partnership with National RTAP and there is no charge for the program. There is a minimal charge for the four other courses, ranging from $49 to $149. The Community Transportation Supervisor course also has a two-day classroom offering. Courses also including titles such as Hiring the Right Staff, Performance Based Financial Management and Wheelchair Securement. Performance Based Financial Management also has a one-day classroom component. These programs can easily be accessed, and participants can complete the eLearning at their own pace. For more information, see http://ctel.mrooms.net

NATIONAL TRANSIT INSTITUTE (NTI)

NTI programs are available free of charge to transit providers and are provided on site at sponsoring agencies or third-party sites. Programs can be sponsored by a specific agency, and others can join the training as scheduled. There are seven programs that are relevant to MDOT subrecipients, although half of the programs relate to transit management/leadership:

http://www.transittraining.net/

http://ctel.mrooms.net/


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1) Effective supervision 2) Fundamentals of Transit Supervision 3) Managing Community Mobility 4) Procurement for Small and Medium Transit Systems 5) Title VI and Public Transit 6) Transit Management Leadership Workshop 7) Understanding ADA These programs would require travel for agency staff to the sponsoring venue. See the NTI website for more details: https://www.ntionline.com/

NATIONAL SAFETY COUNCIL

The National Safety Council provides safety-related training to transit staff from agencies of all sizes. The defensive driving program is offered on-line as eLearning training, and is available in four different formats/content areas: 1) 2 Hours abridged 2) On-Line course: 4 hours 3) On-Line course: 90 minutes 4) On-line modules: As taken All the training is available based on charges per user; ranging from $36.80 to $59.95. This course has been approved by the Michigan Department of State (DOS). The program covers all motor vehicles, not just vehicles used in public transit. See the National Safety Council website for more details: http://www.nsc.org/pages/home.aspx

U.S. DOT TRANSPORTATION SAFETY INSTITUTE (TSI)

TSI is a primary course for bus and rail safety and security training in the United States, and is funded by the:

• Managing Transit Emergencies • Bus Collision Investigation • Rail Collision Investigation • Industrial Safety Management • Bus System Safety • Rail System Safety

https://www.ntionline.com/

http://www.nsc.org/pages/home.aspx


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• Bus and Paratransit Operator Training • Substance Abuse Management and Compliance • Distracted Driving • Transit Industrial Safety Management • Transit Supervisors • Fatigue and Sleep Apnea Awareness

TSI’s Transit Safety and Security Division provides training through partner organizations. Training programs are mostly offered on site but there are two programs available, via videos, in the areas of Distracted Driving and Fatigue and Sleep Apnea awareness. Description of the programs is available at https://tsi-dot.csod.com/GlobalSearch/search.aspx

SMALL URBAN AND RURAL TRANSIT CENTER (SURTC)

This organization offers 3-hour modules in a financial management for transit operators, frontline customer service, human resources, managing vehicle and facility maintenance programs, Title VI, Civil rights and Diversity, Tribal Transit and a two-level program in transit management. The two-level program in transit management are two-day on-site programs. All training is provided classroom style, and the pricing structure is unclear. The program is managed by the Upper Great Plains Transportation Institute at North Dakota State University. See the SURTC website for more details: http://www.surtc.org/

DRIVER TRAINING MATERIALS USED

Many transit agencies use the Passenger Assistance and Service Safety (PASS) driver training package for driver training. This is a two-day on-site course, with another optional day for a train-the-trainer component. Hands-on instruction training for using ADA features is included in the two-day offering. Subject areas include:

• Customer Service, Communication and Stress Management • Americans with Disabilities Act • Service Animals • Disability Awareness: Assisting the Visually Impaired; Hidden Disabilities; Stroke; Epilepsy and

Seizure Disorders • Bloodborne Pathogens (Hepatitis A, B, C; HIV, Dialysis) • Wheelchairs • Emergency and Evacuation Procedures • Driver / Passenger Improprieties

https://tsi-dot.csod.com/GlobalSearch/search.aspx

http://www.surtc.org/


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Further, the Transit & Paratransit Company (TAPTCO) offers a comprehensive training course for new transit drivers. The TAPTCO training kit costs $6,000 and includes an instructor guide, DVDs, study guides, and performance checklists. The total time needed to complete this curriculum is approximately 17 hours and 40 minutes. Subject areas include:

• Professional Driving • Federal Regulations • Bloodborne Pathogens • Fatigue Management • Safety Best Practices • Preventing Driver Distractions • ADA & Sensitivity • Securement • Customer Service • Conflict Management • Emergency Procedures

The state contracted training coordinator through RTAP, schedules PASS training throughout the State. Operators must travel to the hosting agency or third-party organization site to receive the training. Once receiving the train-the-trainer certification, agency staff can teach their own operators but also can be made available to train nearby transit agency staff. In addition, MDOT hosts a range of conferences and events available to Michigan transit agencies. The published FY2017-18 schedule includes a Rural Transit Mangers Workshop, Transit Vehicle Maintenance Seminar, and Frontline Training for bus drivers.

See the MPTA website for more details: http://www.mptaonline.org/ Several Michigan agencies report using training materials from manufacturer Q’Straint to inform driver training on securement. See the Q’Straint website for more details: http://www.qstraint.com

TAPTCO

Some agencies in Michigan use TAPTCO products to conduct training, primarily for transit operators. Course materials, videos and instruction guides are available for transit bus operators, paratransit bus

http://www.mptaonline.org/


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drivers, and for safety leadership (CDs rather than videos are used). The course materials are available for purchase. For more information, see the course descriptions at the TAPTCO website at http://taptco.com

http://taptco.com/


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IV. Pilot Agency Discussion

BACKGROUND

MDOT identified five pilot agencies across Michigan – Flint Mass Transportation Authority, Clare County Transit Corporation, Alma Transit Center, Harbor Transit Multi-Modal Transportation System, and Huron County Transit Corporation – that will implement the proposed training plan during an initial phase prior to the statewide rollout. On November 8-11, 2016, Calyptus visited each of the pilot agencies and interviewed key personnel concerning their agency’s training program. The information gained from these interactions is presented and analyzed below. The table below details the five pilot agencies:

Flint Mass Transportation Authority

Clare County Transit

Corporation

Alma Transit Center

Harbor Transit Multi-Modal

Transportation System

Huron County Transit

Corporation

Transit Agency

Type

Rural County

Urban Large Rural

County Rural City Urban Small

Rural County

Total Vehicles

48 233 31 8 22 39

Demand Response

48 112 31 8 22 39

Training/ Travel Budget

$300,000 $12,635 $4,500 $13,450 $24,000

% of Budget for

Training/ Travel

.97% 0.76% 0.65% 0.46% 0.82%

Source: MDOT, Calyptus Interviews Note: without metrics that can assess the efficacy of the training that each agency provides to its employees, it is difficult to determine if the above training budgets are sufficient.


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FLINT MASS TRANSPORTATION AUTHORITY, URBAN LARGE AND RURAL COUNTY

TRANSIT PROVIDER The Flint Mass Transportation Authority (MTA) is an urban large and rural county transit service provider that operates both fixed route and demand response services. MTA utilizes a fleet of approximately 140 transit buses to provide service 7 days a week along 14 primary fixed routes, as well as 70 peak hour and seasonal routes that service schools and recreation areas. The MTA also operates several regional routes that provide transportation to its business partners in the surrounding counties. MTA’s demand response service operates out of 11 local centers and utilizes approximately 140 cutaways and minivans to serve individuals with disabilities and senior citizens. Further, the MTA has contracts with Genesys Health System's Program of All-Inclusive Care for the Elderly (PACE) and the Department of Health and Human Services (DHHS) to provide non-emergency medical transportation. MTA employs 548 individuals, including 179 fixed route drivers, 237 demand response drivers, 55 maintenance personnel, and 77 management personnel.

• Training for New Hires

MTA’s Human Resources Department houses 3 full-time employees who are tasked only with providing training to the agency’s employees. These trainers ensure that every new MTA hire on his or her first day receives training on the agency’s substance abuse program, sexual harassment policy, the Family and Medical Leave Act, and bloodborne pathogens. After this first day, only drivers receive formal training as part of the MTA’s onboarding process. It should be noted, however, that some MTA departments may provide tailored instruction to their own staff members that is funded using that department’s budget. For example, the maintenance department manager must ensure that his staff members receive fork lift training, which is required every 3 years.

• Driver Training MTA’s training requirements for new drivers differs based on if they will be providing fixed route or demand response service. Both groups of drivers receive approximately two weeks of classroom-based and practical training on the following topics: fares, accident/ incident reports, manifests, map reading, pre/ post trip inspection, emergency procedures, defensive driving, wheelchair securement, and customer service. Fixed route drivers then receive an additional 2 weeks of training to become familiar with routes and the 9 types of buses that make up MTA’s fleet, which includes vehicles powered by diesel, propane,


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compressed natural gas, and hydrogen. Following their additional instruction, fixed route drivers are then observed and evaluated on the road by more experienced drivers, who will certify when the new driver is ready for service and has mastered the following practical skills: daily preparation, defensive driving, customer skills and problem de-escalation, elderly and disabled individuals, fare collection, radio procedures, safety and security, and understanding of/ adherence to operation procedures (including adherence to schedule and correct route). Following the initial 2-week instruction period, MTA’s demand response drivers are also observed and evaluated on the road, and must be certified as proficient in the following areas: appearance, readiness, maneuvers and defensive driving, customer skill, elderly and disabled individuals, wheelchair securement, fare collection, radio procedures, safety and security, and understanding of/ adherence to operation procedures (including standing by in the appropriate location between clients and communicating by radio if running late).

• Tracking and Refresher Training

MTA’s trainers are responsible for maintaining a paper file that details the training completed by each driver, which includes certificates, evaluations, copies of written examinations, and attendance information. The training team also maintains files for non-drivers, but they must rely on department managers to pass on information detailing the training received. Further, it should be noted that MTA does not currently utilize an excel spreadsheet or other electronic database that can provide an agency-wide look at who has received what training. MTA indicated that it is difficult to schedule regular refresher training for drivers as personnel shortages caused by drivers being diverted from their primary responsibilities for training can profoundly affect service. One way in which MTA has addressed this is utilizing snow days to provide training, as many drivers must be compensated for 4 hours even though there is no need to run peak service routes to schools. MTA’s trainers identify ongoing training needs in response to agency accidents or incidents, as well as paying attention to developing issues across the region and transit industry. While training needs are also identified at staff meetings, MTA has indicated communication with drivers and other staff members can be challenging, as many of these individuals do not have an MTA email account. One potential solution that MTA identified is setting up video boards in break rooms and other common areas that could display training tips and a schedule of upcoming training events.


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• Training Materials and Facilities

MTA’s trainers have synthesized driver training materials from a variety of sources, including Transportation Safety Institute (TSI), National Transit Institute (NTI), National Safety Council (NSC), and the FTA. The agency’s main facility includes a large conference room with a projector, and smaller break out classrooms. At a nearby satellite facility, MTA has 4 driver training simulators that can generate realistic approximations of a variety of different scenarios that drivers may encounter in the real world. Additionally, by 2017, MTA plans to commission a training room dedicated to eLearning that includes 6 computers with access to a centralized library, which will contain MTA’s current training materials as well as training modules developed by third parties.

• Training Gaps

As noted previously, MTA’s formal training program is focused exclusively on drivers, and the agency does not have codified training standards and materials directed at supervisors and management-level personnel. During our site visit, MTA explained that supervisors have developed their own methods of sharing knowledge, and that management-level training opportunities were available on a case-by-case basis subject to the approval of the General Manager. MTA indicated that in the future, they would like to implement supervisor and management training that addresses the topics of leadership and employee engagement.

• Training-Related Challenges

MTA identified keeping their training material current as a challenge. They indicated they would like MDOT to provide guidance on new and changing regulations and requirements, so they are able to ensure training materials are up to date. For example, MTA highlighted how recent changes to Michigan’s CDL requirements were not reflected in the state’s CDL guidance manual, which negatively affected the passage rate of their drivers. MTA also identified significant driver turnover as a training-related challenge. The fluid nature of the MTA’s diver workforce has complicated efforts to track the training histories of drivers on an agency-wide level. Further, as noted previously, MTA communicated that it is difficult to schedule refresher training around driver availability.


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CLARE COUNTY TRANSIT CORPORATION, RURAL COUNTY The Clare County Transit Corporation (CCTC) is a rural county transit agency that operates demand response service. CCTC’s fleet of 33 vehicles is comprised of vans, cutaways, and medium duty buses. In addition to their demand response service, CCTC has a pilot program to provide non-emergency medical transportation. CCTC employs 40 individuals, including 14 full-time unionized drivers, 14 part-time substitute drivers, 5 dispatchers, 3 front office personnel, 3 maintenance personnel, and 1 custodian. The Director of Operations is responsible for ensuring that the agency’s staff is trained, among many other responsibilities. CCTC previously had a staff member who served as a designated trainer, but this individual no longer works for the agency.

• Training for New Hires CCTC’s formal training for new hires is focused exclusively on drivers. Among his many other responsibilities, the agency’s Director of Operations trains new drivers for 4 hours a day over a period of 1-2 weeks. CCTC explained that the time spent onboarding new drivers will be on the longer end of the range if they do not yet have their CDL. CCTC’s mechanics provide on the job instruction to new mechanics, and the agency does not have a formal training process for these employees as they are not required to obtain any certifications. CCTC highlighted that all their employees receive Red Cross CPR and first aid training.

• Tracking and Refresher Training CCTC maintains a paper file for each driver that details the training he or she has successfully completed, which includes certificates, evaluations, copies of written examinations, and attendance information. CCTC previously utilized an excel spreadsheet that provided an agency-wide look at who has received what training, but this resource had not been updated since their full-time trainer left. CCTC also conducts monthly meetings with drivers, which are utilized as opportunities to provide refresher training on relevant topics such as recent incidents or maintenance issues. All drivers must attend these meetings, and each employee’s attendance is tracked and placed in their training file. If a driver is unable to attend the meeting, he or she must sign to indicate that they received the training afterwards, and this signed record will then be added to their training file. CCTC highlighted that scheduling the monthly driver meetings has been difficult, which has resulted in frequency of these meetings being bi-monthly over the past 6 months.


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Additionally, CCTC conducts an annual weekend training that is mandatory for all staff members, which covers topics such as wheelchair securement and operating fire extinguishers. The agency also provides one mandatory hour of drug and alcohol training for each employee each year. Further, CCTC encourages its drivers to attend the regional Roadeo, which includes driving courses and training on topics like pre-trip inspection, preparing for the written component of the CDL test, and recognizing common vehicle problems. CCTC also encourages its drivers to attend Michigan’s Annual Roadeo, where attendees must take a written test, navigate an obstacle course, assist a passenger using a wheelchair, and conduct a vehicle safety inspection.

• Training Materials and Facilities

CCTC has purchased the comprehensive training course for new drivers developed by the Transit & Paratransit Company (TAPTCO). This kit costs $6,000 and includes an instructor guide, DVDs, study guides, and performance checklists. The total time needed to complete this curriculum is approximately 17 hours and 40 minutes. The subject areas include: professional driving, federal regulations, bloodborne pathogens, fatigue management, safety best practices, preventing driver distractions, ADA & sensitivity, securement, customer service, conflict management, and emergency procedures. In addition to the TAPTCO course, CCTC uses Q’Straint materials for training in wheelchair securement, and Red Cross material for CPR and first aid training. CCTC has a large conference room with temporary partitions that it uses to deliver classroom training. The agency also has access to several computers for training and has experimented with eLearning for informational and management topics.

• Training Gaps

As noted previously, CCTC’s formal training for new hires is focused exclusively on drivers. The agency indicated that it would like to have a better sense of training available for management-level employees, with a focus on how to ensure compliance with legal requirements. Additionally, CCTC stated that it would like to implement hands-on training related to defensive driving and winter driving conditions. The agency also indicated an interest in being able to train drivers how to de-escalate difficult situations.


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• Training-Related Challenges CCTC reported that the local talent pool for commercially-licensed drivers is shallow, and that they must invest heavily in new drivers so that they are able to obtain a CDL. The agency highlighted how it recently onboarded 7 new drivers, and only 3 successfully completed the training program. CCTC also indicated that it is difficult to schedule regular refresher training for drivers as personnel shortages caused by drivers being diverted from their primary responsibilities for training can profoundly affect service. Finally, CCTC maintained that the inconsistent nature of their funding sources has made budgeting for training difficult.

ALMA TRANSIT CENTER, RURAL CITY Alma Transit Center (ATC) is a rural city transit provider that operates demand response service as well as a pilot fixed route program. ATC employs 17 individuals, and everyone except the Director has driver responsibilities. The agency’s fleet is comprised of 8 buses and 1 van. The agency has one staff member who is responsible for training employees, among many other responsibilities including serving as a driver and mechanic.

• New Hires

ATC’s formal training for new hires is focused exclusively on drivers, which is typical of an agency where 16 of 17 employees are drivers. ATC reported that the onboarding process for a new driver is 3-4 hours a day over a period of approximately 6 weeks, with the first weeks 3-4 weeks focused on preparation for the CDL test. Once a new driver has obtained his or her CDL, they receive 15 hours of driving practice followed by an additional 15 hours of driving in service under the tutelage of an experienced driver. Before a new driver enters into full service, ATC’s trainer must certify that he or she has successfully completed training on the following topics: workplace bloodborne pathogens, drug and alcohol abuse, driving safety, first aid, wheelchair securement, security system awareness, emergency and tornado procedures, proper use of lifts, fire safety, pre-trip inspection, fare structures, radio operation, and fueling procedures.

• Tracking and Refresher Training ATC’s trainer is responsible for maintaining a paper file for each driver that details the training he or she has successfully completed. ATC does not currently utilize an excel spreadsheet or other electronic


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database that can provide an agency-wide look at who has received what training, but the agency indicated that they would like to develop such a solution. ATC conducts monthly staff meetings that are utilized as an opportunity to providing training based on recent incidents and other relevant topics. The agency’s trainer also aspires to conduct 1 hour of training every month with each staff member on a one-to-one basis. This approach is intended to minimize disruptions to service, but ATC reported that scheduling these meetings around each driver’s availability has not been easy. Neither the monthly staff meetings nor the one-on-one meetings are reflected in the driver training files at this time. ATC’s trainer conducts an annual ride along with each driver to identify areas in which additional instruction may be needed. Further, ATC requires its full-time drivers to attend the Frontline Training. ATC compensates drivers for their time spent at this event, which uses approximately half of the agency’s training budget.

• Training Materials and Facility ATC uses Passenger Assistance Sensitivity and Safety (PASS) materials. The agency’s trainer is PASS certified and recently attended a refresher course for trainers. ATC’s space for classroom training is very limited, and the training is currently delivered in the agency trainer’s office, which includes a TV and DVD/VHS player. ATC asserted that eLearning is not a feasible training solution at this time, as the agency has limited technology resources.

• Training Gaps ATC identified customer service training as a current gap, highlighting recognizing individuals with disabilities and de-escalating difficult situations as specific areas that they would like to address. ATC also expressed an interest in accessing resources that could enhance their understanding of budgeting and requirements surrounding the use of federal and state money. Further, ATC stated that it wants to ensure that its training procedures will protect the agency from legal liability.

• Training-Related Challenges ATC highlighted that scheduling time for staff training without disrupting service is a major issue. As noted previously, the agency implemented one-one training sessions to reduce service disruption, but this has been difficult to schedule around driver availability and involves the trainer repeating the same material multiple times. ATC also stated that conducting training during weekends would not be feasible for their workforce.


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HARBOR TRANSIT MULTI-MODAL TRANSPORTATION SYSTEM, URBAN SMALL Harbor Transit Multi-Modal Transportation System (Harbor) is an urban small transit agency that operates demand response service. Harbor’s vehicle fleet is comprised of 27 cutaways and trolleys, and the agency employs 62 individuals including 50 drivers, 6 dispatchers, 2 mechanics, and 4 management staff members.

• Training for New Hires Harbor recently hired a full-time employee with the title of Training and Safety Coordinator, whose sole focus is providing training to the agency’s personnel. While Harbor’s Training and Safety Coordinator is currently developing new training processes and materials, much the of the agency’s current training for new employees is focused on drivers. The agency highlighted that all its employees participate in drug and alcohol abuse training, and all staff members in supervisory roles must complete reasonable suspicion training. Harbor indicated that the City of Grand Haven’s HR Manager conducts the interview process for all new employees, and the city provides the HR function to the agency.

• Driver Training Harbor reported that the onboarding process for a new driver begins with 60-80 hours of training in preparation for the CDL test. After a new driver obtains a CDL, he or she must participate in an additional 40 hours of practice driving under the supervision of an experienced driver. Before a new driver enters into full service, Harbor’s Training and Safety Coordinator must certify that he or she has successfully completed training on the following topics: drug and alcohol, customer service, fueling, understanding a map and service area, safety best practices, radio communications, accessibility and securement, schools and businesses in the service area, pre-tip inspection, reporting accidents and incidents, and Michigan driving laws and policies.

• Mechanic Training Harbor employs two mechanics (1.5 FTEs). The agency reported that its Transportation Director and Operations Manager review and approve requests for maintenance training. Harbor also indicated that it intends to send its mechanics to the transit vehicle maintenance seminar in June.


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• Dispatcher Training Harbor reported that it recently sent 4 of its 6 dispatchers to a training session in Atlanta in connection with their new dispatching software.

• Tracking and Refresher Training Harbor’s Training and Safety Coordinator is responsible for maintaining a paper file that details the training completed by each employee, which includes certificates, evaluations, copies of written examinations, and attendance information. The Training and Safety Coordinator also maintains an electronic spreadsheet that provides an agency-wide look at driver training, which includes training dates and topics. Harbor has a Safety Committee comprised of 4 drivers that meets monthly to identify ongoing training needs. Additionally, the Training and Safety Coordinator surveyed all staff to identify which themes and topics they most wanted to cover in training. The agency conducts quarterly meetings that are mandatory for all staff members. These meetings last approximately 1.5 hours, with around 1 hour dedicated to training. The meetings cover both new agency policies and procedures as well as training topics requested by staff. If a staff member is unable to attend a quarterly training meeting, he or she is provided with the training materials and must sign to indicate that they have been reviewed.

• Training Materials and Facilities Harbor’s Safety and Training Coordinator – with the support of the agency’s Safety Committee – delivers training to new employees in-person. New drivers are hired and trained individually. Among the training materials utilized are internet videos, including a YouTube video on bloodborne pathogens, and Q’Straint material to teach securement. As noted previously, Harbor is in the process of developing new training materials and processes and plans to use PASS training materials going forward. The agency recently sent its Safety and Training Coordinator and two members of the Safety Committee to a PASS train the trainer event. In the future, Harbor plans to send additional personnel to similar events on a rotating basis. Due to the agency’s recent growth, Harbor does not have any space in its building that can be used for training. Instead, the agency uses community facilities such as the local airport for training, which can accommodate approximately 60 people. Additional meetings and training events are held at a community building, which has a projector utilized for PowerPoint presentations at quarterly meetings. The Training and Safety Coordinator has a laptop that is used for individual and small group training.


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• Training Gaps Harbor stated that it needs to implement more consistent refresher training for its staff members. The agency asserted that until recently training had not been prioritized. Harbor views its new Training and Safety Coordinator position as a way to bring about a new focus on training.

• Training-Related Challenges Harbor has experienced rapid growth over the past several years, which has placed additional demands on staff. The agency indicated that it needs to place added focus on training to support its staff and ensure compliance. Additionally, Harbor reported that it is challenging to schedule regular refresher training due to service needs. The quarterly team meetings, scheduled after service hours, have been developed to provide an opportunity for staff refresher training.

HURON COUNTY TRANSIT CORPORATION, RURAL COUNTY Huron County Transit Corporation (Thumb) is a rural county transit agency that operates demand response service. Thumb’s fleet of vehicles is comprised of 40 transit buses, and the agency employs 46 individuals, including 1 trainer, 3 mechanics, and 6 dispatchers – and everyone including the Director is also a driver.

• Training for New Hires Since all of Thumb’s employees have driver responsibilities, the agency’s onboarding process is focused on this role. Thumb, however, has additional training processes and manuals for all other employee roles, including dispatchers, mechanics, office assistants/ bookkeepers.

• Driver Training

The duration of Thumb’s onboarding process for new drivers is 4-6 weeks, which includes obtaining a CDL and culminates in a road test administered by the agency’s trainer. Before a new driver enters into service, the agency’s trainer must certify that he or she has successfully completed training in the following areas: vehicle familiarization, pre and post-trip inspection, safe vehicle operation, defensive driving, difficult driving situations, accident avoidance and reporting, emergency procedures, driver professionalism, driver’s log, fares, security, customer relations, passengers with disabilities, lift procedures, child transportation, and radio procedures.


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• Dispatcher Training Following the successful completion of driver training, a Thumb employee who also serves as a dispatcher must demonstrate proficiency in the following areas: customer relations, phone etiquette, scheduling, working with drivers, radio discipline, and opening/ closing procedures.

• Mechanic Training Following the successful completion of driver training, a Thumb employee who also serves as a mechanic must demonstrate proficiency in the following areas: inspections, routine service and maintenance, record keeping, parts procurement and inventory, and warranties.

• Office Assistant/ Bookkeeper Training Following the successful completion of driver training, a Thumb employee who also serves as an office assistant/ bookkeeper must demonstrate proficiency in the following areas: keeping records of financial transactions, bank reconciliations, accounts payable, accounts receivable, bank deposits, petty cash, fare tickets, interacting with customer and vendors, and purchasing office supplies.

• Tracking and Refresher Training Thumb maintains a paper file for each employee that details the training he or she has successfully completed, which includes certificates, evaluations, and copies of written examinations. Additionally, Thumb utilizes an excel spreadsheet that provides an agency-wide look at who has received what training. Thumb conducts weekly interoffice meetings that are utilized as an opportunity to identify training needs as well as provide training based on recent developments and other relevant topics. Additionally, Thumb sends groups of its employees to the Annual Roadeo on a staggered basis, so that each employee has the opportunity to attend the event at least once every 3 years. Further, the agency’s trainer is sent to the annual Community Transportation Association of America (CTAA) conference each year to stay current on training topics and practices.

• Training Materials and Facilities Thumb has synthesized its driver training materials from sources including TAPTCO, PASS and Q’Straint. The agency has developed its training manuals for dispatchers, mechanics, office assistants/ bookkeepers from the ground up.


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Thumb conducts is classroom training in its conference room, which includes a projector and PC that is connected to the internet. The agency indicated that it would like to take advantage of eLearning opportunities in the areas of Title VI and working with LEP populations, reasonable modifications, and customer service. Currently, these topics are taught by the agency’s trainer.

• Training Gaps Thumb indicated that it would like to further develop its training programs and materials for mechanics, and that it was in the process of updating its training for dispatchers. Also, as noted above, Thumb would like to utilize eLearning solutions for certain topics.

• Training-Related Challenges Thumb reported that it is challenging to schedule regular refresher training as personnel shortages caused by employees being diverted from their primary responsibilities for training can profoundly affect service. Additionally, the agency indicated that its training efforts would benefit greatly from additional operating funds dedicated to training.

CONCLUSIONS From our interactions with the five pilot agencies, Calyptus has identified the following themes:

• All the pilot agencies have at least one individual who is tasked with training employees. In Flint, there are 3 full-time employees who are completely dedicated to training. Harbor recently hired 1 full-time employee whose sole focus is to provide training. CCTC, ATC, and Thumb each employ 1 staff member who is tasked with training among several other responsibilities.

• In all the pilot agencies, formal training for new employees is focused on drivers with an emphasis on obtaining a CDL.

• While all the pilot agencies maintain paper files that detail the training histories of each employee, only 2 of the pilot agencies (Harbor and Thumb) currently utilize an excel spreadsheet or other electronic database that can provide an agency-wide look at the specific training each employee has received.

• While all the pilot agencies conduct periodic refresher training for drivers, each agency also reported that it has been challenging to schedule refresher training around driver availability and service requirements.


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• The training facilities available to the pilot agencies range from large conference rooms (Flint, CCTC) to small meeting rooms and repurposed offices (ATC, Thumb) to needing to travel off-site for a suitable training venue (Harbor). Additionally, it should be noted that ATC reported that it does not have the technology needed for eLearning.

• Both MTA and CCTC highlighted how they would like to access more training opportunities for management-level employees.


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V. Results from Survey of Agencies

BACKGROUND

The survey was designed to explore the current training activities and training needs of Michigan transit agencies. Topics included:

• Current training provided to staff, exploring the topics covered, how training is delivered and the sources of training materials

• The average amount of time spent on training by different staff groups

• Opportunities for improvement

• Ideas for how MDOT can help support transit agencies deliver training

A draft survey was provided to MDOT and the Steering Committee for comment. A revised online version was developed, incorporating the feedback received. The survey was sent by MDOT to Michigan transit agencies on October 27, 2016 and was open until November 18, 2016. In total, 63 online survey entries and three hard copy responses were submitted. When the online surveys were investigated it appeared that some respondents had submitted two versions of the survey. This may have been because they were interrupted when completing the first survey and had to re-submit the responses. Clear duplications, which contained the same data were removed from the analysis. In total 61 unique survey entries were received and analyzed. Because the survey was designed to allow anonymous responses it is possible that more than one response may have been received from one agency; for example, if two staff independently responded to the survey request. Transit agencies were encouraged to send copies of documentation relating to their existing training program. One transit agency provided materials, and another sent an email with a summary of their training needs and ideas. This report describes the key findings from the survey.


P a g e | 43

SURVEY RESPONDENTS

Survey respondents had the following characteristics:

• 70% were from rural transit agencies. 18% were from urban transit agencies, and 12% stated

“other”. The “other” comments showed that 10% of total respondents were from transit

agencies with both rural and urban service areas.

• 64% provide demand responsive services. 27% provide both fixed route and demand

responsive services.

• 80% of respondents receive 5311 funding, 27% have 5307 and 20% have 5310 (as indicated in

the figure below).

• 50% have between 11-30 vehicles. 26% have fewer than 10 vehicles. 9% have more than 100.

All the respondents with more than 100 vehicles were Section 5307 funded. One respondent

reporting Section 5307 funding indicated their agency had fewer than 10 vehicles.

• The survey respondents come from agencies with a range of staff sizes. 90% have over 10

employees (as indicated in the figure below).

20%

20%

27%

80%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

5310

5307

5311

What are your current funding sources? (check all that apply)


P a g e | 44

CURRENT TRAINING ORGANIZATION

Most agencies have a staff person that is dedicated to training; someone who is aware of training

requirements and sees to it that staff is regularly trained. 14% of respondents indicated that training was

the sole responsibility of this person, while for 56% training was one of their many responsibilities.

When comparing 5307 funded agencies to other agencies it was clear that a much larger proportion of

5307 funded agencies have a staff member whose sole responsibility is training (40% compared to 5% of

non-5307 funded).

30% of respondents do not have a staff member who ensures that all staff are regularly and adequately

trained.

2% 9%

22%

29%

38%

How many employees do you have on staff?

Fewer than 5

5-10 employees

11-12 employees

21-40 employees

more than 40 employees

14%

56%

30%

Does your agency have a staff person dedicated to training?

Yes, and training is their sole responsibility

Yes, but training is one of their manyresponsibilities

No, we do not have any staff dedicated totraining


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27% of agencies do not have a system for tracking staff training, as shown in the figure below.

31 respondents described the system used for tracking staff training:

• Of these, over 70% use handwritten records, including sign in sheets and personnel files

• Less than 35% of all respondents use excel or an electronic database. One respondent indicated

that training records are entered into dispatch software.

• Nearly half of 5307 funded agencies that responded use excel to track staff training, compared

to just under a quarter of agencies not funded by 5307 funding.

Many agencies do not track the impact of staff training. 28% of respondents indicated that they did not

measure staff training impact, and many respondents did not answer the question. Where tracking did

occur, the most frequent measures used by respondents were:

• Employee performance – in some cases this is formally determined, such as through tests during

an annual rodeo. In most cases this is part of general staff performance evaluation

• Complaints or comments received from customers

• Incident reports or issues that occur

Two respondents indicated that they use customer surveys, and one agency indicated that they review

CCTV footage. Two respondents mentioned reviewing service statistics and performance metrics.

Most agencies surveyed do not include suggestions for training topics and requirements in the

Administrative Staff performance review process.

69%

27%

4%

Does your agency currently have a system for tracking staff traininng?

Yes

No

I don't know


P a g e | 46

BUDGET

27% of respondents indicated that they do not have an annual budget for training. Anecdotally some

agencies described that they don’t budget for training but find funding if the need arises from general

operational budgets. 17% of respondents indicated that they had a budget of less than $4,500 for training.

Many others indicated that they use RTAP funding ($4,500). For some eligible rural agencies RTAP is their

only identified training funding, while others supplement their training budget using other funding

sources. Three of the four respondents that indicated a budget of over $10,000 were Section 5307

funded.

CORE SKILLS

Defining core skills for different staff roles can be a useful way to identify required outcomes across HR

processes and training. Core skills can be identified in a job description, used to evaluate candidates and

used to define learning requirements for training programs and measure the impact of training. Less than

half of survey respondents indicated that core skills had been defined for roles in their agency.

Recommended practice guidelines produced by APTA7outline competencies/minimum qualifications for

transit operators as follows:

Technical Skills • Equipment familiarization

• Vehicle maneuvering and equipment operation

• Pre-trip/ post-trip inspections

• Scheduling

• Route training

7 2009, APTA, Recommended Practice for Transit Bus Operator Training

65%

27%

8%

Does your agency have an annual budget for training?

Yes

No

I don't know


P a g e | 47

Safety and Security • Safe vehicle operation

• Defensive driving

• Hazard recognition

• Emergency procedures

Customer Service • Communication skills

• ADA/sensitivity training

• Customer/community relations

Policies and Procedures

• Fare policies

• Documentation

• Reporting for duty

• Physical fitness

• Appearance

• Code of conduct

• Employee/operator handbook

Defining core skills for staff may aid transit agencies to identify skill gaps and training needs, and

evaluate the training delivered.

REQUIRED TRAINING

86% of respondents indicated that there was some training that was required by their agency to be

completed. 74% indicated that there was federal, or state required training that was completed at their

agency. The main topics of this training mentioned by over 25% of respondents were as follows:

Federal and State required training Agency Required Training

• Drug and Alcohol (around 80% respondents) • ADA (around 40% respondents) • Recipient rights • Title VI • PASS • CDL / driving skills

• Internal policies and procedures (around 40% of respondents)

• PASS • Occupational Health – injury, hazards,

first aid • Customer Service

Responses from Section 5307 funded agencies followed the general trend, although some referenced

more FTA compliance areas.


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COMMERCIAL DRIVER’S LICENSE (CDL)

Nearly all agencies require at least some of their drivers to carry CDL’s 89% of respondents stated that

drivers in their agency are required to carry a CDL with an additional 6% indicating that some but not all

drivers carry CDLs.

77% of respondents provide in-house CDL training for new drivers, while 19% do not. Most of Section

5307 funded agencies provide in-house CDL training (93% of Section 5307 respondents). This is more than

the proportion of non-5307 funded agencies (71%).

Only 10% of respondents indicated that their agency requires more training in this area. Over half of

respondents spend more than 10 days providing CDL training to new drivers.

DRIVER SKILLS TRAINING

There are many available courses relating to driver skills in addition to CDL requirements, covering topics

such as defensive driving, ADA, or passenger safety and customer service.

Over half of agencies provide mandatory driving or service and safety training, but only around a third

provide mandatory follow up refresher training in these areas:

• Driver training, such as defensive driving, is mandatory for new staff in 58% of agencies, but

mandatory refresher training for some existing staff is only provided in 38%.

• Service and safety training, such as PASS is mandatory for new staff in 44% of agencies, but

mandatory refresher training for some existing staff is only provided in 32%.

Most agencies currently deliver driver training in person, on site, by in-house staff. 36% also provide self-

training for driving skills through online/DVD/Video modules. This indicates the importance of accessible

training resources for in-house courses, and ‘train the trainer’ approaches that require limited travel for

only a small number of staff.

Around 30% of all respondents stated that their agency would like more training in driving skills such as

defensive driving, and 30% in service and safety topics. A greater proportion of Section 5307 funded

agencies want more training in these areas, compared with other agencies.

The most significant barrier to delivering Service and Safety training is the availability of back-up staff to

cover those attending training (23% of respondents). Also important are the lack of time to spend on

training (19%), lack of qualified staff to deliver the training (17%) and lack of funds for the training (15%).


P a g e | 49

The survey indicated that many respondents’ agencies spent a significant amount of time training new

drivers, in addition to providing CDL training. 20% spend 2-5days, 30% spend 6-10 days and 33% spend

more than 10 days per person on average. In contrast, much less time is spent on refresher training. 62%

of respondents stated that their agencies less than 2 days per person over the last year for refresher

training. Driver refresher training covers a wide range of topics including driver skills, customer service,

drug and alcohol or civil rights elements covered in the following sections.

While most felt their agency delivered the correct amount of training for new drivers, 40% felt that

refresher driving was not sufficient.

CIVIL RIGHTS

Titles II and III of the Americans with Disabilities Act of 1990 (ADA) provide that no entity shall discriminate

against an individual with a disability in connection with the provision of transportation service. The law

sets forth specific requirements for the provision of service, which are relevant for all Michigan transit

agencies. Title VI provides that no person shall, on the grounds of race, color, or national origin, be

excluded from participating in, or be denied the benefits of, or be subject to discrimination under any

program or activity receiving Federal financial assistance. Grantees must ensure that all transit services

and related benefits are distributed in an equitable manner. Staff training in ADA and Title VI is important

to ensure that federal regulations are followed, and all members of the public have access to

transportation services without discrimination.

ADA training and Title VI training, including working with limited English speaking populations are

mandatory for new staff in around 60% of agencies. Mandatory refresher training is much lower for each

topic, at 38%. When provided, this training is generally conduced in person by in-house staff.

14% of respondents indicated that no training is provided for ADA and for Title VI. Nearly all these

responses were from agencies not receiving Section 5307 funds. More respondents felt that their agency

did not know how to access training material on ADA and Title VI topics than any other topic in the

survey, as outlined in the table below. Although these are relatively low proportions of agencies, training

in civil rights topics is very important for quality customer service and regulatory compliance.


P a g e | 50

When asked specifically about reasonable modification, only 14% of respondents indicated that training

was mandatory for new staff, while 24% indicated some staff were currently trained in this area. All

Section 5307 funded agencies provide reasonable modification training, but 50% of other agencies do

not (38% of total respondents). 30% of all respondents indicated that their agency would like more

training in this area.

Many agencies, particularly rural agencies, appear to need additional guidance around reasonable

modification training.

DRUG AND ALCOHOL

The Drug Free Workplace Act (DFWA) applies to direct recipients but not subrecipients, contractors, or

lessees. FTA drug and alcohol testing requirements apply to grantees, subrecipients, contractors, and

lessees with safety sensitive employees that receive FTA funds under Section 5307, 5309, 5311, or 5339

programs, except where funds are used exclusively for facilities or planning, and the grantee does not

fund operations. Recipients solely engaged in JARC activities (absorbed into Section 5307 and 5311

programs under MAP-21) continue to be exempt from drug and alcohol testing applicability as this is not

currently considered a safety sensitive function per 49 CFR 655.4. Drug and Alcohol testing requirements

will be applicable for the majority of Michigan transit agencies and training provides an important

4%

6%

6%

6%

8%

8%

10%

10%

13%

13%

13%

15%

15%

0% 5% 10% 15% 20% 25%

Drug and Alcohol

Commercial Driver's Licence (CDL)

Reasonable Suspicion

Vehicle Maintenance

Service and Safety, such as PASS training

Reasonable Modification

Customer Service/ Customer Relations

Driving (e.g. defensive driving)

Dispatch and Reservations

Human Resources

Grants Management

Title VI and working with limited English speaking…

Americans with Disabilities Act (ADA)

Dont know how to access training material (check all that apply)


P a g e | 51

opportunity to help staff understand the requirements and provide information about local support

services.

In addition, transit agencies that require drug and alcohol testing programs must train designated

supervisors in reasonable suspicion. FTA guidance indicates that this training shall consist of at least 60

minutes on the physical, behavioral, and performance indicators of probable drug use and at least 60

minutes on the physical, behavioral, speech, and performance indicators of alcohol misuse.

78% of respondents indicated that drug and alcohol training is mandatory for new staff; and 48% indicated

that refresher training is mandatory. While this training topic had the highest level of mandatory training

from the courses listed in the survey, this indicates that over 20% of agencies do not require new staff to

complete drug and alcohol training.

Only one agency indicated that they did not provide drug and alcohol training. All the respondents from

Section 5307 funded agencies provide reasonable suspicion training, but 16% of other agencies did not.

For over 70% of agencies drug and alcohol training is conducted in person, on-site by in-house staff. 16%

use a trainer from outside their agency to deliver on-site, the largest proportion for this mode of delivery

across the subjects surveyed, as shown in the figure below. Over 30% indicated that they self-train staff

through watching online/DVD/Video. 44% of respondents’ agencies send staff to another location for

training on reasonable suspicion.

DISPATCH AND RESERVATIONS

Dispatch and reservations staff provide a crucial customer-facing service in transit agencies. There are

also technical aspects to the role, requiring use of reservation software or manual systems to schedule

2%2%

6%8%

12%14%

16%16%

18%18%

20%42%

44%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%





Drug and Alcohol

Grants Management


Travel to another location for training (check all that apply)


P a g e | 52

rides. 30% of respondents indicated that training is mandatory for new staff and 58% indicated that some

staff are currently trained in this area. Over 70% of training is conducted in person, on-site, by in-house

staff. This may be an area where staff mainly learn ‘on the job’ from co-workers.

44% of agencies indicated that they spent less than 2 days per person, per year on training for dispatch

and reservation staff, and 20% spent 2-5 days. Most respondents felt that the time spent on dispatcher

and scheduling staff was sufficient, although 35% did not.

VEHICLE MAINTENANCE

70% of respondents indicated that some staff are currently trained in this area, and 28% stated that

specific maintenance training is mandatory for all new staff. Vehicle maintenance training could include

both specialized training for mechanics and more general maintenance, inspections and trouble-shooting

for drivers.

Around 45% of respondents indicated that staff travel to another location for training and 45% that

training is conducted in person, on-site, by in-house staff. Mechanics or technicians may require specific

training on new maintenance equipment which might require training resources from outside the agency.

It is likely that drivers can be trained on pre-trip and post-trip inspections and other maintenance aspects

in-house.

Most respondents provide less than 5 days of training for mechanics on average during the last year. In a

separate question, 22% of respondents indicated that they did not provide vehicle maintenance training.

This may indicate a significant amount of ‘on-the-job’ learning for new maintenance staff. Most

respondents felt that the level of training was sufficient although just under a quarter felt more training

was needed.

17% of agencies indicated that they find vehicle maintenance training difficult because there is no

coverage available for those staff when attending training. This reflects those small agencies that have

limited numbers of maintenance staff.

ADMINISTRATIVE FUNCTIONS

There are many regulations and requirements relating to Human Resources and Grants Management

compliance. Between 55-60% of respondents indicated that some staff are currently trained in these

areas, with less than 10% stating that training is mandatory for new staff. Around 45% of total

respondents indicated that their agency did not provide Human Resources training and Grants


P a g e | 53

Management training, as indicted in the figure below. This gap occurred in both Section 5307 funded

agencies and other transit agencies.

There was slightly greater demand for more Grants Management and HR training in agencies without

Section 5307 funding compared to those with Section 5307 funding, however overall 34% of respondents

indicated that their agency wanted more training in Grants Management.

The survey showed that the amount of time spent on administrative or management training varies

significantly across agencies. Around 30% of respondents provide less than 2 days, around 30% provide 2-

5 days and 30% provide 6-10 days. Although over half of respondents felt this was sufficient, 30% felt

more training for this type of staff was needed.

CUSTOMER SERVICE

Customer service training can provide support for all customer facing roles, including drivers and dispatch

and reservations staff. Just under half of agencies surveyed provide mandatory customer service or

customer relations training to their staff, and 34% provide mandatory refresher training for some existing

staff. For most agencies this is delivered in person, on-site by in-house staff, although around 20%

provided self-training through watching online, DVDs of videos.

46% of survey respondents indicated that their agency desired more customer service/ customer

relations training. This was the highest proportion of all the training topics included in the survey, as

2%

10%

12%

14%

14%

14%

14%

18%

20%

22%

38%

44%

46%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Drug and Alcohol









Vehicle Maintenance


Grants Management

Human Resources

We don't provide this training (check all that apply)


P a g e | 54

indicated in the figure below. It was the most significant area for both Section 5307 funded agencies and

other agencies:

Some of the main difficulties agencies face arranging customer service training is that they do not have

enough money to pay for training (19%) or do not have staff cover available for those in training (17%).

SOURCES OF TRAINING MATERIALS

The survey responses indicate a wide range of different sources are used to identify and gather training

resources. MDOT is used as a source of training materials by nearly all survey respondents. National RTAP

and PASS training materials are used by over 50% of respondents.

8%

10%

10%

18%

20%

22%

26%

28%

30%

30%

32%

34%

46%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Drug and Alcohol




Vehicle Maintenance

Human Resources






Grants Management


My agency desires more training in this area (check all that apply)


P a g e | 55

CURRENT CONSTRAINTS

Staff Availability and Backup

The main barrier faced was the current level of resourcing and the difficulties faced when organizing

cover for staff attending training (over 60% of respondents). This was the most frequently mentioned

constraint across both Section 5307 funded agencies and other agencies.

2%

4%

6%

19%

19%

21%

21%

29%

35%

35%

38%

48%

50%

58%

90%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

NADTC

Small Urban and Rural Transit Center (SURTC)

University of Milwaukee

TCRP

APTA

National Safety Council

Other (please specify)

MIOSHA

TAPTCO

NTI

CTAA

FTA website

PASS

National RTAP

MDOT

Which sources does your agency use to find training materials? (chhck all that apply)


P a g e | 56

71% of respondents stated that staff can attend training during service hours, suggesting up to 30% of

agencies are unable to provide training during service hours. The figure below indicates a range of times

that training is organized across recipient organizations, including weekends or after service hours.

Respondents’ comments included other scenarios:

• Two (2) agencies close the transit system to conduct an annual training day

• Some agencies use weekends, while others try to limit this.

• Two (2) agencies indicated that they can only send 1-2 people on training at a time without impacting

service.

6%

22%

41%

49%

59%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Staff are not able to leave work to attend training


In the summer

On weekends

After service hours

During service hours

When are staff able to attend training? (check all that apply)

““Small agencies have a hard time getting more than one or two people to a training that is held

during the week. So that means we need more opportunities, or more weekend training.”

“2-5 days of annual training would be ideal for Dispatchers/Schedulers. Current constraints include

time availability for some of the individuals in these positions due to lack of manpower.”

“difficult to schedule as employee/drivers are limited with spare time for training. Most of our staff

have other jobs in addition to bus driving with our company.”

“Not enough staff to take day off for training and still run the operation”


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Cost of training

Cost constraints are also important (over 35% of responses). Several respondents commented that it was

important for MDOT to consider the cost to agencies of complying with any additional training

requirements. 43% felt MDOT should pay for more training opportunities. The cost of training was a

reoccurring theme throughout the survey.

Location of training.

When asked what MDOT should consider when rolling out a training program, several agencies indicated

that the location of training is important and can be a limiting factor for accessing off-site training

opportunities. Respondents indicated that more regional opportunities would be beneficial.

None of the Section 5307 funded agencies highlighted location as an issue.

MDOT ROLE

MDOT has an important role providing advice and guidance about required training.

When asked how their agency currently keeps track of what training is required, over 50% indicated that

they wait to be told by MDOT, while 76% rely on what they have done in the past, as indicated in the

figure below.

When broken down by funding type, a slightly higher proportion of Section 5307 funded agencies wait to

be told what training is required by FTA than rural agencies, and a slightly lower proportion wait to be

told by MDOT.

“Everyone needs more training, we just do not have the time, money, or coverage to send our

employees off to train.”

“Additional training materials/programs and additional funding is needed to provide this training.”


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When asked, what MDOT can do to help your agency deliver training, 75% of respondents indicated MDOT

should be clearer about what training is required and 70% want MDOT to set clearer training standards,

training audiences and timing.

10%

22%

46%

58%

76%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


I check MDOT’s website

I wait to be told by FTA

I wait to be told by MDOT

I rely on what we’ve done in the past

How do you keep track of what training is required at your agency? (check all that apply)

27%

43%

70%

71%

75%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

Pay for more training

Set clearer training standards for who has to be trained…

Provide more opportunities for training

Be more clear about what training is required

What can MDOT do to help your agency deliver training? (check all that apply)


P a g e | 59

Provide resources and materials.

90% of respondent agencies use MDOT to find training materials. When asked what would make

providing training easier many respondents requested that MDOT provide more resources and training

materials that they can use.

Provide opportunities for training.

71% of respondents want MDOT to provide more opportunities for training. This was a particularly

important theme for agencies with Section 5307 funding. Providing more opportunities and resources was

a consistent theme throughout the survey. Others felt that MDOT could facilitate events where training

professionals could share best practices and learn from each other.

Signposting

Some felt MDOT should provide links and information regarding other existing training resources and

information, such as sharing dates of existing local training courses or lists of recommended trainers. This

could be done through a dedicated website.

OPPORTUNITIES

The following themes were repeated across the survey, identifying opportunities for improvement.

Consistent and customized

Survey responses included two strong themes around the need for consistent training standards that

applied to all transit agencies and the need for a tailored training program that would reflect the size

and other differences between agencies such as rural/urban service areas.

“Give specific guidelines about what training is required and for what type of staff/transit system

should have the training”

“provide who should be trained on what. how often does training need to be.”

“A clear listing of necessary training for transit employees in each category. A clear list of best

practice training that would be optional. A better idea of what other transits are doing to improve

their practices”


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A training program needs to find the balance between these two elements:

• ensuring consistency and compliance in key training requirements,

• allowing for agencies to access available training and use materials that they have already

invested in

• provide guidance on the different requirements of rural, small urban and large urban areas and

provide a scalable solution for different sizes of agency.

Refresher training

Most of transit agencies delivered less than 2 days’ refresher training per driver over the last year and,

40% felt that refresher driving was not sufficient. Other comments highlighted the importance of

refresher training for all staff, not just drivers.

Transit agencies currently focus training on new hires but should consider building a program of training

opportunities for existing staff throughout the year. This could be delivered in short, but frequently

scheduled sessions, such as in monthly or bi-monthly team meetings or specially arranged training lunch

meetings.

Train the trainer

Several Section 5307 agencies suggested creating more opportunities for ‘train the trainer’ programs. This

is a way that agencies can build training capacity within their agencies and limit staff travel to smaller

“I think management has to be pressed upon on how important refresher courses are and send their

employees. MDOT needs also to press this on them.”

“More ongoing training - especially for drivers is important.”

“Refresher training is essential as is training on current and updated program regulations.

“Trainings should be able to be tailored so that the trainings given are specific to the agency.”

“One size DOES NOT fit all”.

“Some better standardization and accountability for training. We all have a lot of part time

employees and it is difficult to make sure the proper amount of time is spent training.”


P a g e | 61

numbers of staff. This can be particularly beneficial for courses that require practical instruction, such as

wheelchair securement.

E-learning

The figure below shows the training format that respondents think is most effective for a range of training

topics. In-person training is seen as most effective for most topics listed, especially for those areas which

require practical skill application such as CDL and vehicle maintenance. Around half of respondents felt

that pre-recorded online/ DVD/Video or live online webinars were the most effective format for civil rights

topics, such as Title VI, ADA and Reasonable Modification. Drug and Alcohol training and administrative

functions such as HR and Grants Management were also seen as having more potential for pre-recorded

or online formats. This reflects the training topics where self-training through watching online/DVD/video

training is most frequently used.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Title VI and working with Limited English speaking…



Drug and Alcohol


Grants Management

Human Resources (HR)

Customer Service / Customer Relations


Service and Safety such as PASS training


Vehicle Maintenance


For each training topic area listed, which of these three training formats do you think is most effective?

In person Pre-recorded online/DVD/Video training Live Online traininng (webinars)


P a g e | 62

Organizing training is a balance between benefits and cost. Although in-person training may be seen as

most effective in nearly all cases, this does not mean that transit agencies will be able to arrange this in

all instances. Bringing in specialized trainers from outside the agency or traveling to external courses will

generally have a higher cost than accessing online courses or pre-recorded materials. Agencies will need

to prioritize between training courses, and choose the most suitable method for the training, with cost

and staff time considered.

Although few transit agencies access e-learning training materials currently, such courses provide the

benefits of accessing external training materials without time-consuming and costly travel. These could

be particularly beneficial for those areas transit agencies have identified as needing additional training –

refresher courses, service and safety training, customer service, civil rights and grants management. The

growing number of online courses identified in the research phase of this project provide an opportunity

for the transit industry.

Several respondents indicated that they would like access to more online materials:

PROJECT OUTCOMES

When asked what outcomes they most want this project to deliver, respondent highlighted the

following themes:

• More training opportunities and resources

• Appropriate guidance on what training is required

• Consistency and standardization

• Opportunity to learn from other agencies

• Well trained staff

• Improved customer service

• Improved Safety

““A set standard, with online training materials that can be used as a standalone and complement a

one on one training format. Would like access to additional funding and resources”

“A straight forward web site with materials and training expectations stated clearly.”


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These goals should drive the development of the training resource guide and be explored through the

pilot phase.

SECTION 5307 FUNDED AGENCIES

Where relevant, the above analysis has identified differences in the survey responses from agencies with

Section 5307 funding (Urban Area Formula Grant) and other, rural agencies. The survey included a range

of agencies receiving Section 5307 funding, from small urban to large urban transit systems. In most cases

the themes coming out of the survey were very similar and so a training program designed for rural

agencies should be scalable to urban areas. The main differences identified between Section 5307 funded

agencies and other respondents were:

• A similar proportion of agencies have a system for tracking training across rural and urban funding

groups. However, of those who have a tracking system, a greater proportion of Section 5307

agencies use an excel or database tracking system for training. Most agencies use hard copy files

across both groups.

• A larger proportion of 5307 funded agencies have a staff member whose sole responsibility is

training.

• The location of training provided was a greater consideration for rural agencies that did not

receive 5307 funding.

• All funding groups indicated that they wanted more customer service training. In addition, key

concerns for Section 5307 funded agencies were in driving (i.e. defensive driving) and service and

safety topics. Those at were not funded by Section 5307 indicated grants management and

reasonable modification courses as most desired.

• Around 50% of agencies that do not receive 5307 funding indicated that they did not provide HR,

Grants Management and Reasonable Modification training and over 25% did not provide driving

training such as defensive driving, as shown in the figure below. All Section 5307 funded agency

respondents indicated that they provided reasonable modification and defensive driving training.

Few Section 5307 funded agencies indicated gaps where they did not provide training. This

suggests some differences in the implementation of required training programs across agencies.


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8%

8%

8%

17%

25%

25%

3%

11%

16%

16%

16%

18%

18%

24%

24%

26%

50%

50%

53%

0% 10% 20% 30% 40% 50% 60%

Drug and Alcohol




Title VI and working with Limited English speaking…


Customer Service / Customer Relations


Vehicle Maintenance



Grants Management

Human Resources (HR)

We dont provide this training (% responses by funding group)

other % 5307%


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VI. Training Resource Guide and Other Tools

RESOURCE GUIDE

Based on the research described in this report, Calyptus has developed a Resource Guide that details

recommended training courses available across a variety of training topics. The Guide should be used by

Michigan transit agencies to support the development of their training program for all staff. The Resource

Guide indicates required training that must be provided based on Federal or State laws and regulations,

and suggested training that can be implemented to improve practice. A list of recommended training has

been developed from this information and is included in the Training Resource Guide. Transit agencies

should review their existing training programs against the Resource Guide to identify any gaps in training

and explore other available training options that may be useful additions to their training program.

The Resource Guide is an outcome of several research activities: a review of Federal and State statutes

and requirements, interviews with other state Department of Transportation contacts, site visits to the

five pilot agencies, a survey of Michigan transit agencies to explore current training needs, and research

into available training through document review and interviews with providers.

In addition to the topics covered in the Resource Guide, most Michigan transit agencies require some or

all their drivers to hold a CDL due to the size of vehicles in service. This is an area which requires in-person

training due to the practical nature of the requirements. Most agencies have already developed training

solutions, whether in-house, or through partnering with local agencies to deliver the training. Only 10%

of survey respondents indicated that their agency desires more CDL training. For these agencies, CDL

training providers should be found locally to provide flexible support when new staff are hired.

All agencies will need to supplement the training included in the Resource Guide with training specific to

their own agency, to ensure staff are trained in their agencies policies, procedures and local requirements.

For example, in addition to universal training topics such as customer service and Americans with

Disabilities Act (ADA), drivers will need training on local routes, fleet vehicles and specific agency policies

such as pre-trip and post-trip procedures.

MDOT TRAINING AND TRAINING DEVELOPMENT PROJECT PRESENTATION

This presentation explains the purpose of the Resource Guide and describes how a transit agency would

implement annual training in their agencies. This information is based on the implementation plan


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developed after the research phase and has been updated to reflect feedback from the pilot agencies and

MDOT. This document, and the script of the webinar, forms the final implementation plan.

MDOT TRAINING PLAN AND REPORT

This excel template has been developed to support transit agencies to deliver training courses that are

required by law or regulation, and those that are recommended to improve transit operations. The annual

Training Plan and Report will help transit agencies to document planned training, and track training

completed. In addition, the document contains example tools for agencies to track training completed by

individual staff member, complaints, and incidents, which can be used by agencies if desired.


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VII. Training Program Recommendations

Based on research of state training programs, training providers, agency on-line survey and best practices, we can make the following recommendations for the MDOT Statewide Training Program. These are recommendations both for MDOT and transit agencies across the state. A more detailed implementation plan for transit agencies is described in the MDOT Training and Training Development Project Presentation.

TRAINING PROGRAM RECOMMENDATIONS

1. MDOT should consider providing funding for all training required by law or regulation and suggested training, as appropriate. Reimbursement for travel or staff member/driver time can be made through the agency’s allowed RTAP funds.

2. MDOT should review the present training budget allocations and determine what training has been completed and what ongoing legally required and suggested training should be completed. This could be undertaken at MDOT Triennial visits to transit agencies.

3. Transit agencies may request RTAP funds for at least one computer and computer projector that can be fully reserved for training.

4. Transit agencies should implement a recommended training program for drivers, supervisors, and all staff for both rural and urban transit agencies that addresses required training and elective training, as appropriate.

5. Transit agencies should track the results from all training, including course test results, evaluations, feedback from staff and operational performance. This is covered in more detail within Section VIII of this report. Organizational performance should be measured using the following metrics:

• Reportable events

• Near-misses, minor events

• Number of complaints received

For agencies funded with Section 5307 grants, additional measures would include:

• Operating costs per revenue mile

• Vehicle maintenance expense/cost per vehicle or mile

• Mean distance between road calls

6. Agreements should be established with National RTAP, NTI, SURTC, TSI, Center for Transportation

eLearning, and CTAA to ensure training availability. Agreements could include course provision, train-


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the-trainer opportunities or course materials. MDOT and its partners including MPTA and MASSTrans

have established a training committee that will continue to review and support the availability of

training courses across the state.

7. Most, if not all, of the training should be offered using a combination of eLearning, recorded

presentations, CD-ROMs and on-site facilitation of some sort. Agencies could decide to require or hold in-person training on-site, preferably near their primary facilities.

8. Refresher Training can be completed as needed, using the RTAP 2 The Point Training Card System, facilitated locally by transit staff. Refresher training topics should be chosen by each agency to improve practice, respond to staff feedback and address complaints. Each agency should conduct a review of necessary refresher training based on new regulatory guidance, state laws, and need based on received complaints, required procedures, and local requirements.

9. Agencies should ensure current staff have received training in the identified required and recommended courses and provide these topics for new staff ongoing. Electives, on a voluntary basis, should be implemented by agencies, based on local needs, staff knowledge, staff turnover, and management needs. These relate to transit management, transit supervision, maintenance, ADA/Mobility, procurement, financial management, and dispatch. Most of this training is provided using on-site classroom modes, with participant paying the costs of travel and in some cases, the cost of training/instruction.

10. MDOT should provide funding for one part-time-equivalent individual to manage and update the program. This individual will also schedule the PASS training throughout the state, working with RTAP and other partners. This would include providing the links to training, tracking completion, answering questions, reporting results and revising training as needed. If the State wants to provide certain types of training such as PASS training or other driver training, customer service or other facilitated training, a relationship with a third party like a university could be made such as what was completed in the State of Nebraska. In addition, certain MDOT staff may want to consider becoming PASS certified trainers so that just-in-time training can be made available, particularly for agencies in the Upper Peninsula.

11. Agencies should evaluate its training progress on a quarterly basis. An excel reporting template has been developed for this purpose, to summarize the training completed. This enables an agency to track progress against its annual training plan. The template also provides space for noting feedback about the training materials and courses, which is useful information for each agency when planning future training. Based on this analysis, each agency should complete a training plan for the ensuing fiscal year that addresses any shortfalls and leverages successes in the current training program.


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12. Each agency should have a designated staff member that will track, evaluate, and schedule the training.

13. MDOT should publish a schedule of training events on a quarterly basis. Agencies should be able to request driver training (PASS) availability or a list of certified PASS trainers. The Training Committee established by MDOT intends to publish schedules of local training events.

14. On an annual basis, as part of the scheduled MDOT on-site monitoring reviews, the training plan performance and implementation should be measured.

The list of training required by law or regulation, and list of recommended training is provided below. Additional information on these courses and other elective subjects are outlined in the separate Training Resource Guide. Training Required by Law

Training Type Applicable StaffEstimated number

of hoursSuggested Providers

Length of Course

(indicative)Training Mode Approximate Cost

FTA 60 minutes, each

for a) and b)

Online recorded

presentation

No charge

PASS: CTAA 6 modules Online option available,

but does not include

hands on elements

$25-$35 / student

PASS:

A) CTTA

B) RTAP

2 days or

3 days for "train

the trainer"

A) Classroom

B) CD + Workbook

A) to be negotiated

B) $4,000

ADA: Reasonable Modification New Supervisors 1 to 3 FTA 60 minutes Online recorded

presentation

No charge

Substance Abuse New Safety Sensitive

Employees (including

drivers, dispatchers,

supervisors, mechanics)

1 RTAP or FTA 60 minutes eLearning Courses No charge

Reasonable Suspicion Training New Supervisors 2

(60 min relating to

drugs and 60 min to

alcohol misuse)

RTAP or FTA 2 hours Video No charge

Title VI - including rights and

language assistance

All Staff 1 to 2 FTA 60 minutes Online recorded

presentation

No charge

MI Occupational Safety and Health

Administration (MIOSHA)

All Staff 1 to 2 MIOSHA General Industry 3 days Classroom $240

Examples of Available Training ResourcesRequired by Law

ADA - Operating vehicles and

equipment safely, assisting

individuals with disabilities

2+ New Drivers, New

Supervisors.

Applicable to Fixed Route

and Demand Response

Req

uir

ed B

y La

w


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Recommended Training

Training Type Applicable StaffEstimated number

of hoursSuggested Providers

Length of Course

(indicative)Training Mode Approximate Cost

PASS: CTAA 6 modules Online option available,

but does not include

hands on elements

$25-$35 / student

PASS:

A) CTTA

B) RTAP

2 days or

3 days for "train

the trainer"

A) Classroom

B) CD + Workbook

A) to be negotiated

B) $4,000

Refresher (annually)

Agency to define topics

All Drivers 8 (annually) RTAP 30-60 minutes per

topic

Training Cards No charge

Emergency Procedures New Driers 3 RTAP 2-3 hours CD and Instructors

Guide

No charge

8 (RURAL) Safety Training and

Rural Transit (START) -

Center for Transportation

eLearning

8 hours eLearning and Video No charge

2 TSI Safety:

a) Curbing Transit

Employee Distracted

Driving

b) Fatigue and Sleep Apnea

a) 30 minutes

b) 50 minutes

Video No charge

RTAP - Customer Service 8 hours CD and Instructors

Guide

No charge

RTAP - Problem Passengers 4 hours CD and Instructors

Guide

No charge

Safety and Security New Drivers

Rec

om

men

ded

Customer Service, including Difficult

Passengers

New Drivers, New

Supervisors, Other Staff

Recommended

8

Examples of Available Training Resources

New Driver Training

Agency to define topics

New Drivers Customized - time

taken will depend

on the size of

agency and service

provided.


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VIII. Implementation Evaluation Tool

TRAINING EVALUATION AND METRICS

Training evaluation has two primary purposes: to improve the effectiveness of training and to demonstrate results. Evaluation typically is completed by using four levels: reactions to the training event, learning of content, application of learning on the job, and business results attained. This section outlines an evaluation framework that can be used by transit agencies to monitor the impact of training provided to staff. The Training Plan and Report tool developed for transit agencies provides space for many of these factors to be monitored and recorded. This evaluation should be conducted ongoing as courses are delivered and the results used to inform the choice of training to be provided in future years.

1. Reactions to Training

Agencies should capture students feedback about the courses provided to assess the effectiveness at the end of each training event. Many courses have standard evaluation forms, such as PASS and CTAA. If standard forms do not exist, evaluation forms can be developed including the following topic areas:

➢ Course Administration ➢ Course Content ➢ Course Design ➢ Course Instructor/Presentation/eLearning Administration ➢ Course Relevance ➢ Overall Evaluation

Feedback from one pilot agency indicated that new drivers experiencing onboarding may not objectively assess the training provided by colleagues. While this may occur, it is a useful to evaluate all types of training to ensure feedback is captured routinely whenever training is provided. This can encourage a culture where staff opinions are sought and valued.

2. Learning of Content

The ideal way to determine whether a participant has learned the key points of the training, set to the acquisition of core competencies, is the completion of a post-training test/survey that would determine whether the training participant retained the key points presented, is able to demonstrate important declarative knowledge such as the operation of a wheelchair lift, or correct maintenance routines. This survey would be completed after the training event. The method to be used for the assessment will be gained from instructional objectives such as “State the five steps to be completed when boarding a passenger with a wheelchair”. In the event the participant does not achieve at least an 80% score, he/she could be asked to retake the training or determine enough correct answers to achieve the minimum levels.


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This information is useful for in-house trainers, to determine staff knowledge and how courses should be adapted in the future.

3. On-the job results

The level of measurement is critical to determine the extent of the participant’s retention of knowledge and skills over the longer term. The key learning points of the training should be reviewed at the end of each fiscal year by a supervisor, to evaluate whether participants retained and are properly applying the key learning points from each training event. The evaluation can be completed using a standardized survey to be completed by the transit agency based on the content of their training plan.

4. Business Results

Further, this annual assessment should be performed by subject area in the following areas for all agencies:

1) Reportable Events (NTD definition is summarized below) a. Event occurring on transit property or otherwise affecting revenue service that results in

one or more of the following conditions: i. Fatality

ii. Injury iii. Property Damage equal to or exceeding $25,000

b. Fatalities A fatality confirmed within 30 days of the incident

c. Injuries An incident that requires immediate medical attention away from the scene

2) Near-misses and minor incidents (not rising to the level of a reportable event)

3) Number and type of Complaints

For agencies funded with Section 5307 grants, additional measures would include:

• Operating Costs per revenue mile

• Vehicle Maintenance Expense/Cost per vehicle or mile

• Mean distance between road calls The pilot phase indicated that in addition to reportable events (per NTD definition) it would be informative to track near-misses, or minor incidents. These situations can provide a lot of shared learning for the


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transit agency indicating training needs for staff. One pilot agency has established a safety committee to provide peer-review of such incidents. Near misses and minor incidents should be tracked and used along with reportable events and complaints to both identify training needs and track the impact of new training programs.


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IX. Pilot Implementation

During 2017 five pilot agencies implemented the draft training program. These agencies ranged in size,

location, funding sources and service types:

• Flint Mass Transportation Authority • Clare County Transit Corporation • Alma Transit Center • Harbor Transit Multi-Modal Transportation System • Huron County Transit Corporation (also known as Thumb Area transit)

The purpose of the pilot phase was to:

• Test the Resource Guide, training plan, evaluation metrics and other tools

• Test and evaluate the recommended training courses

• Identify challenges and difficulties in implementation so that updates and improvements could

be made to the program before any wider roll-out.

The pilot agencies used the list of required and recommended training and an initial training plan template

to develop their customized annual training plans. The pilot agencies were asked to provide a monthly

update of training provided, any surveys or quizzes completed to evaluate the training courses, and

operational data.

An initial review of results from the pilot phase was conducted in August 2017, after six months of

implementation. Interviews were conducted with all pilot agencies. The interviews were an opportunity

to understand what had been implemented during the first 6 months of the pilot program and gather

feedback from the pilot agencies. The interviews covered the following topics:

• Ease of implementing training program

• Training quality and alignment to needs

• Impact of training

• Tracking training

• Resource requirements

• Any other comments/ feedback.

A full report on the pilot evaluation was provided to MDOT in August 2017. The following table outlines a

summary of findings from the pilot phase and how these influenced the final Training Program design, as

noted in Sections VI-VIII and in the Training and Training Development Presentation (December 2017).

The Training Plan and Report tool was developed and refined over the course of the pilot phase based on

feedback from the participating pilot agencies.


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Pilot Phase Finding Impact on Training Program Tools and Recommendations

Benefit: The project has raised awareness of the need for training within the pilot agencies and enhanced accountability for delivering training.

• Evidence of benefit to a range of different types of agency. Recommend that MDOT rollout the project to all Michigan transit agencies.

Resource Guide: A useful tool providing information about available courses and how to access them. Easy to use.

• MDOT should make the Resource Guide available to all transit agencies and update as needed.

Core Training Materials: In developing the training plans, the pilot agencies found that their current course materials covered a lot of the required and recommended training. Where an agency has already invested in these training materials and in certifying staff members to deliver these courses, it makes sense for the agency to continue to use these materials going forward. The Resource Guide and training plans helped to validate the breadth of their existing courses, identify gaps that should be filled, and indicated electives that might be useful to implement.

• Provided more specific descriptions about the required training topics within the Resource Guide and Implementation Presentation. Included reference to PASS or equivalent courses as source of some required training topics such as ADA.

Tracking Training: Prior to involvement in the pilot, three of the agencies had maintained only hard copy records of training undertaken by staff. Involvement in the project encouraged them to track using a spreadsheet to be able to quickly review who had participated in each course. The pilot agencies developed their own spreadsheets, each structured differently, and were interested in learning what approaches other agencies used. One agency also tracked memos and notices provided to staff, to document all information distributed. All pilot agencies see the benefit in tracking, but several indicated it would be helpful to have best practice examples to ensure the process was most efficient.

• The implementation plans encouraged Michigan agencies to track through a spreadsheet/database in addition to hard copy records.

• Developed a simple example tracking spreadsheet that can be distributed to transit agencies along with the Training Plan and Report. Agencies can use this or modify it if desired.


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Tracking frequency: Tracking spreadsheets were updated by some pilot agencies immediately after training, or on a monthly or other periodic basis by others. Pilot agencies were asked to submit data monthly – this was challenging for some agencies due to competing priorities. However, it was also important for agencies to review progress towards the training plan frequently over the course of the year, so that adjustments could be made if necessary.

• Tracking progress against plan recommended on a quarterly basis, providing regular check points across the year, but also building in some flexibility for agencies.

Scheduling Training: The pilot agencies indicated that the most significant issue was finding time for staff to attend training. Scheduling refresher training for existing staff was particularly challenging. This was also reflected in the Michigan transit agency survey conducted in Fall 2016. Each pilot agency has identified their own creative ways of delivering training to staff to manage time constraints. These included home-study courses, recording training to play for staff that missed the initial meeting, roadeos and Saturday all hands events. Training that is provided in shorter modules is more flexible and requires less time per session.

• Incorporated a variety of different training modes within the Resource Guide, including online-training and short or modular courses that are flexible and can be adapted by agencies and delivered in a variety of ways.

Tracking impact – Complaints: Monitoring complaints was noted in the initial implementation plan as a potential source of information to identify additional training needs, and impact of training. The pilot study identified that not all agencies track complaints, or in some cases only significant formal complaints are recorded.

• It is important that all FTA-funded agencies track and document at least Civil Rights related complaints (ADA, Title VI, EEO) according to regulations.

• A spreadsheet tool was developed to aid transit agencies to monitor complaints and resolution circulated with the Training Plan and Report template.


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Tracking impact – Incidents: Two agencies commented that it would be helpful to track small accidents and safety incidents that do not rise to the level of NTD reporting.

• Added minor incidents and near misses as a suggested metric that agencies could use to track impact.

• Developed a template for tracking NTD reportable incidents and other events that could be used by agencies if desired. The template was tested with pilot agencies and updated based on their feedback.

Tracking impact – Other Operational Metrics: The initial version of the training plan and report did not include guidance on the operational metrics that could be tracked (Operating costs per revenue mile, Maintenance costs per vehicle, Maintenance costs per revenue mile, Mean distance between road calls). Pilot agencies interpreted and calculated the metrics differently, suggesting more guidance would be beneficial.

• Added guidance to the report template on the different types of operational data that could be tracked to monitor the impact of training or highlight training needed.

• Clarified in the Training Plan and Report template and implementation presentation that some operational metrics are mainly designed for agencies that receive 5307 funding as these are data points that are already collected and reported to NTD for 5307 funded agencies, so do not add any additional data collection burden. Agencies with other funding sources could track these metrics as wished.

Tracking impact - exams, quizzes, evaluations: Pilot agencies developed different approaches for evaluating training courses. Two pilot agencies tracked the test scores of staff within their training tracker spreadsheets. One agency was concerned that new hires might not objectively rate in-house trainers.

• Training exams, quizzes and evaluations should be undertaken by agencies, along with management feedback on how staff have implemented training lessons. The variety of data points will help identify the success of training and if some topics require additional attention or different methods.

• The content of these evaluations and quizzes will depend on the courses taken and should be developed by the agency to be specific to their staff and training program.


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Appendix A: Transit Agency Survey


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Documents

Final Report-Consulting Project to Develop Training ......Final Report onsulting Project to Develop Training Standards and Transit Agency Training Plans ontract Number: 2016-0377 Michigan