TechForce Report Reveals Growing Severity of the Supply Shortage in Vehicle Technicians
Gap between postsecondary graduate numbers and job openings continues to widen
SCOTTSDALE, Ariz. – June 26, 2018 — TechForce Foundation, a non-profit organization focused on championing and aiding aspiring transportation technicians has released a new report — “Transportation Technician Supply Report” — that reveals the growing severity of the vehicle technician supply shortage.
Based on an analysis of National Center for Education Statistics’ (NCES) 2011-2016 data, TechForce found that postsecondary supply of new entrant vehicle technicians has not kept up with the spike in demand. Although the shortage has been ongoing, it became more severe in 2013 and the gap between supply and demand has continued to increase through the present. New entrant technicians are those needed to fill the growth in new positions in the occupation as well as replace those who leave the occupation. They are distinguished from experienced technicians who may move between employers but don’t add to the overall trained workforce in the occupation.
The report reveals that auto tech postsecondary completions have been declining since 2013. The supply of postsecondary auto graduates decreased by 1,829 completions in 2016 from 2012. There were an estimated 38,829 graduates for 2016 in contrast to the projected Bureau of Labor Statistics (BLS) new entrant demand of 75,900. Private sector institutions have experienced the greatest decline while public two-year institutions (primarily community colleges) have increased substantially.
The supply of collision technicians has been steadily declining over the past six years. Conversely, total postsecondary completions for diesel programs have increased over the same period. The projected BLS new entrant demand for diesel technicians is 28,300 annually against a supply of 11,966 in 2016. For the collision market, the projected BLS annual new entrant demand is 17,200 technicians compared to supply of 5,791 completions in 2016.
As to what can be done to alleviate the supply shortage, Jennifer Maher, CEO/executive director of TechForce said, “Our country and education system have divested in high school auto shops and stigmatized trade school education which is killing the trades. A big part of the problem is the outdated image of the ‘grease monkey’ mechanic that students and their parents, teachers and counselors may have. Today’s techs are well paid, highly skilled, hands-on problem solvers who are not burdened by massive school debt like their four-year school counterparts. As we change this image we can get more students interested in becoming technicians.”
Doug Young, co-author of the report and managing director of Wilcap L.L.C, said, “Changing perceptions will require building a pipeline into the industry—before parents and students have committed to ‘college for all,’ before students have decided that they aren’t interested in STEM subjects in high school, and before the old perceptions eliminate any interest among parents and career counselors in learning more about the opportunities in the transportation technician occupations.”
Greg Settle, the other co-author of the report and TechForce’s director of national initiatives, said, “With only a small percentage of students interested in going into a skilled trade versus seeking a college degree, the competition among all the skilled trades for those students is fierce. If you look at auto technicians, they can make a very solid, middle-class income. However, starting wages for auto technicians are among the lowest across the skilled trades, and that is often what young and men and women will focus on when making a career decision. Add to that the fact that entry-level technicians are expected to arrive at their first job with their own tools and it does not make the career very attractive, compared with other choices.”
According to Maher, “Without some form of focused, collective action, the transportation industry will continue to suffer from inadequately financed, fragmented efforts to solve these problems. A solution requires pooling resources and consistent public messaging to change perceptions and build a talent pipeline. TechForce Foundation is dedicated to providing the collective source of action to solve the root causes of the problem.”
This report, along with last year’s demand report, are examples of how TechForce works to create awareness of the problem, provide credible data to support the industry’s claims, and with even greater industry participation, improve the range and quality of these services.
Funding for the report was provided by TechForce donors, including Advance Auto Parts, Autoshop Solutions, AutoZone, Babcox Media, Bridgestone Retail Operations, Cengage, General Motors, George Arrants Enterprises, Interstate Batteries, Nissan North America, Manheim, Shell Lubricants, Snap-on, S/P2, Sunstate Equipment, Toyota Foundation, Universal Technical Institute, Valvoline, WD-40 and 10 Missions Media.
About TechForce Foundation
TechForce Foundation is a nonprofit, 501(c)(3) with the mission to champion students to and through their education and into careers as professional technicians in the transportation industry. The Foundation distributes more than $1.5 million in scholarships and grants annually, thanks to its generous corporate sponsors and donors, and is spearheading FutureTech Success™, the industry-wide initiative to help encourage and support more young people to pursue the vehicle technician profession. For more information, visit www.techforce.org.
Terry Emig, much-beloved colleague and former director of motorsports and event marketing at Universal Technical Institute (UTI), is also the namesake of TechForce Foundation’s Terry Emig Hero Spirit Award, established in 2017 by his most ardent admirers, Nancy Bruner of Shell Lubricants and Kim McWaters of UTI.
Limited edition, petite bronze entitled Warrior of Light is available to $1,000+ donors to the Terry Emig Hero Spirit Award, in memory of Terry.
Before Terry’s recent and poignant passing, a limited-edition, petite bronze sculpture of hands holding a flame was commissioned by TechForce and created by Montana artist Pamela Harr of Bridger Bronze, Inc. The piece was inspired both by the nickname “Warrior of Light” given to Terry by Nancy Bruner (inspired by Paulo Coelho’s “Warrior of the Light: A Manual,” a book that invites us to live out our dreams, embrace the uncertainty of life and rise to our own unique destiny) in recognition of Terry’s unwavering support for those who love working with their hands and how he always brought his special light to the world in service of others.
As a remembrance for donations of $1,000 or more to the Terry Emig Hero Spirit Award, donors may receive a limited edition of the Warrior of Light sculpture.
The Terry Emig Hero Spirit Award has already awarded and helped more than six students with more than $25,000 in financial awards since 2017, students who were interviewed and hand-selected by Terry himself. We are honored to share that Nancy Bruner and Terry’s daughter, Ashley Emig Short, will continue to serve on the review committee for the awards going forward.
To contribute to TechForce’s Terry Emig Hero Spirit Award, either make a secure donation online at: https://interland3.donorperfect.net/weblink/weblink.aspx?name=utif&id=1 (select “Area of Greatest Need” from the drop down menu and type “Terry Emig” in the Additional Comments area) –or– send checks to: TechForce Foundation, 12621 N. Tatum Blvd #304 Phoenix, AZ 85032 (please state in the check note section “Terry Emig” and your phone number). TechForce will contact donors in excess of $1,000 to arrange delivery of the Warrior of Light sculpture.
WD-40 Company Announces Three-Year Partnership With Techforce Foundation
Partnership to support TechForce Foundation’s FutureTech Success® Industry-wide Initiative
SAN DIEGO – May 29, 2018 – WD-40 Company and TechForce Foundation have teamed up to support TechForce Foundation’s FutureTech Success™ initiative, an industry-wide effort to help solve the technician shortage in America, champion the vehicle technician profession, and help young people with natural tactile intelligence become aware of, exposed to, and trained for a successful career path.
The FutureTech Success campaign is a three-pronged approach to closing the skills gap and connecting young people to a technical career in the transportation industry, and includes awareness building, hands-on youth programs and directs the industry’s collective resources to enhance future techs’ workforce readiness.
“WD-40 Company has a long history of supporting the automotive industry, the vehicle technician profession and young techs nationwide,” said Patricia Olsem, senior vice president of marketing strategy and innovation at WD-40 Company. “Automotive technicians have depended on WD-40 Company products to get their jobs done for nearly 65 years and we are proud to partner with TechForce Foundation in bolstering existing programs to champion the vehicle technician profession.”
The initiative will provide hands-on opportunities for young men and women to experience the rewards of working and creating with their hands.
“We are proud to partner with WD-40, a company who understands the gravity of the automotive tech shortage in America and is willing to join efforts to keep America rolling,” said Jennifer Maher, CEO and Executive Director of TechForce Foundation. “By reaching out to parents, schools and youth who are naturally inclined to problem solve and use their hands to learn, the FutureTech Success campaign educates and spurs excitement within the next generation of automotive technicians.”
For more information about TechForce Foundation and its FutureTech Success initiative, visit TechForceFoundation.org.
About WD-40 Company
WD-40 Company is a global marketing organization dedicated to creating positive lasting memories by developing and selling products that solve problems in workshops, factories and homes around the world. The Company markets its maintenance products and homecare and cleaning products under the following well-known brands: WD-40®, 3-IN-ONE®, GT85®, X-14®, 2000 Flushes®, Carpet Fresh®, no vac®, Spot Shot®, 1001®, Lava® and Solvol®.
Headquartered in San Diego, WD-40 Company recorded net sales of $381 million in fiscal year 2017 and its products are currently available in more than 176 countries and territories worldwide. WD-40 Company is traded on the NASDAQ Global Select market under the ticker symbol “WDFC.” For additional information about WD-40 Company please visit WD40Company.com.
About TechForce Foundation
TechForce Foundation is an independent, 501(c)(3) nonprofit that encourages and supports students pursuing post-secondary technical education and careers in the transportation industry. The Foundation distributes more than $1.5 million in scholarships and grants annually, thanks to its generous corporate sponsors and donors. For more information visit www.techforce.org.
This article originally appeared on TruckingInfo.com on May 7, 2018; written by Ronnie Garrett.
Ed Chipalowsky is a diesel technology instructor for Monroe Career and Technical Institute in Bartonsville, Pennsylvania. Though at first blush, the words technical institute imply the school solely caters to post high school graduates, Chipalowsky teaches in its high school program aimed at training diesel technicians.
MCTI is part of a growing number of schools, industry organizations and fleet operations at work to address the escalating technician shortage by reaching kids early, mentoring them throughout high school and tech school, then following through with continuing education at the industry level. As an instructor in the first tier of this educational process, Chipalowsky is a big proponent of this new approach. “More schools are seeing the advantages of reaching kids at younger ages and are beginning to make changes in their curriculum to provide pathways to technical education,” he says.
And, he says, the approach is working. “One of our students, during his junior year, completed a certification program with Volvo/Mack. He later applied for a job at a Volvo/Mack dealership in Allentown,” he says. “The woman at the counter considered his age and said, ‘We only hire certified technicians.’ The young man opened his book and showed her his certifications.”
The company hired him on the spot, and the student worked there the summer between his junior and senior year. He was hired full-time upon graduation at $23 an hour to start, says Chipalowsky. “Plus, they gave him a sign-on-bonus.”
Chipalowsky’s tale is an example of what can happen when the trucking industry bands together to promote and further technician training and advancement.
Unfortunately, the industry is “only willing to invest in something that can get them a tech tomorrow,” says Jennifer Maher, CEO and executive director of TechForce Foundation, a nonprofit focused on “Driving Tomorrow’s Workforce of Technicians.”
On the surface, when you need a technician in your shop now, investing in a middle school or high school student appears senseless when the payoff is three to five years away. But as the trucking industry faces a sobering reality — that it will need an estimated 28,300 new entrant diesel techs by 2024 — Maher maintains schools from the elementary to post-secondary levels must march in time with the industry to meet the growing need.
Work has already begun, but Maher suggests more is needed. She recommends a three-pronged effort that partners associations, educational institutions, and fleet operations in a joint effort to meet growing demands.
“No one entity can fix the qualified technician shortage problem,” she says. “We all must row in the same direction. The big problem right now is that everybody is sitting on the sidelines and waiting for someone to fix the problem, but that isn’t going to happen.”
Start early
In January, Fresno Unified School District broke ground on a $9 million, state-of-the-art trades facility for high schoolers to gain workplace experience before graduation. The facility, located on the campus of Duncan Polytechnical, will include a heavy truck maintenance and construction shop.
FUSD Superintendent Bob Nelson says this facility will help students get certified to work on diesel trucks upon graduation. “Here, students can immediately leave our facility ready for work,” he says.
The Fresno project is similar to what MCTI has been doing for some time. Its Diesel Technology Program is designed to prepare students to apply technical knowledge and skills to the specialized maintenance and repair of trucks, buses, and other commercial and industrial vehicles. Students leave the National Automotive Technicians Education Foundation (NATEF)-certified program armed with the skills needed to work on diesel engines, suspension and steering, brake systems, electrical and electronic systems, drivetrains, HVAC systems, and auxiliary equipment installation and repair.
Students in the MCTI program spend half of their day attending legacy education courses, such as algebra or biology, and the other half of their day in the tech program. The school will graduate 10 students in May. Upon graduation, four students are heading to post-secondary schools, two are heading to the military, three are entering the workforce, and one student remains undecided.
The program addresses the needs of tactile learners and introduces them to technical jobs — work they may not have considered as a career. “Too often, parents and educators are telling them, ‘Go to college. Go to college. Go to college,’ ” Chipalowsky says. “We are trying to show parents, teachers and students that there are other alternatives.”
Maher believes that more tech training opportunities like this are needed at the middle school and high school levels. “Schools are teaching only to the eyes and ears, but that’s not how all people learn, and it’s not how all people want to work. We need to stand up for the tactile intelligence of a huge population of our kids and provide them with learning opportunities.”
Chipalowsky laments, however, that the success of programs like MCTI’s is tied to industry partnerships, which can sometimes be lacking. Penske, he says, has helped the MCTI program by donating equipment and hiring its graduates.
“If Penske can do that, why can’t others?” he wonders. “Companies have to step forward. They must start investing in career and technical education. There are some great companies already doing this, but it’s not enough. It is simply not enough.”
Grow your own
Some companies have taken it upon themselves to fill their own technician gaps, such as Schilli NationalLease, based in Remington, Indiana, which provides maintenance, long-term leases and daily rentals to the company’s trucking operation, Schilli Transportation Services, as well as to other fleets. The company employs 78 technicians with a combined 780 years of tenure, knowledge and experience, but many of its technicians are considering their retirement options over the next few years.
After recognizing a need to attract qualified technicians to replace retiring techs, and a growing need to retain the technicians it already has, Schilli launched an initiative to evaluate its compensation, benefits, and training programs. After surveying shop managers, the company established two different pay scales, one for tractors and one for trailers, and crafted a training program for each to help technicians master new skills and increase their pay. Each pay scale has several different tiers based on skills and proficiency, and each tier has a salary range to provide managers flexibility in rewarding and incentivizing technicians.
The firm also started a mechanic helpers’ program to pique interest in the trucking industry among high school students and young adults. “This program brings in people who may not have the tools or the skillsets to hit the ground running,” says Jake Rudisill, general manager of leasing and maintenance for Schilli NationaLease.
The entry-level position serves as a stepping stone to tech-level positions. In this role, young people grab parts for technicians, clean up the work area and the shop, do parts runs and more. “But what they are really gaining is experience,” says Rudisill, who explains that not only are they figuring out if the work is for them, but they also are learning the lingo of the trade. For example, they might learn that a brake chamber is also referred to as a 3030 or a Maxi, or when a truck blows a tire, a driver might talk about recaps or gators.
“There are different terminologies that mean the same thing, and they need to know these things,” Rudisill explains. “Communication is the No. 1 thing we use every single day. Without clear communication, we can’t get anything done.”
Shop managers monitor the progress of mechanics’ helpers and over time might move them into one of the company’s tiered growth paths. “We move them to a Tier 1 role in either the truck or the trailer program, then we continue their education,” Rudisill says. “The mechanic’s helper program is designed to take someone with little to no experience and put them on a path to becoming a technician.”
Once on a tiered training path, Schilli technicians can earn increases in pay by adding to their skills and increasing their proficiency. The salary ranges within each tier also allow shop managers to reward technicians for other achievements, such as higher productivity, good attendance, and excellent customer service.
“If a Tier 1 technician, for example, becomes proficient in three of the six skills required to be a Tier 2 technician, attains a near-perfect attendance record and receives high marks for productivity and good customer service, a shop manager can reward that technician by placing him or her on the low end of the salary range for Tier 2,” Rudisill says. “Then, as that technician becomes more proficient and learns the other three skills required for Tier 2 status, he or she will move up the salary range.”
He adds that the tiered program is meant to get employees to challenge themselves. “A mechanic’s helper is challenged to learn the industry and the basics to become a Tier 1 tractor or trailer technician, a Tier 1 technician is challenged to master the skills to become a Tier 2 technician, and so on,” he says.
The company has also established a dual-evaluation process, where both the technician and the supervisor evaluate and rate the technician’s performance and proficiency during his or her annual review. The manager and technician compare their evaluations to set goals for the coming year.
Schilli’s compensation and training program is seeing positive results. According to Rudisill, the program has reduced cost-per-mile on several routes, improved repair turnover time, decreased the turnover rate among technicians, and has increased young people’s interest in becoming technicians.
“Yes, there is a technician shortage in the industry, but I don’t think we feel it as much now as others do,” he says. “I think many companies in need of technicians are marketing for experience, but we are taking a different approach. We are growing our own technicians, mentoring them along the way, and seeing less turnover as a result.”
Ramp up retention
A critical piece for industry leaders is keeping the techs they have. Penske focuses its attention on retention from a new hire’s first day, says Gregg Mangione, senior vice president of maintenance at Penske.
Penske has created an ambassadors program to ensure every new hire has a positive first day, first week, first month, and first year. This program pairs seasoned employees or ambassadors with new hires to take them through their first day and check in at regular intervals throughout the first year.
The first day experience is critical to retention, Mangione says, so Penske ensures new employees have a uniform and a locker ready upon arrival, brings them in mid-week when things are slower, and makes sure to introduce them to the staff. “All this sounds simple, but people want to know they have a place,” he says.
Penske also has developed a certified technician program where technicians can continue training to move up from a Technician 3 to a Technician 1 level. This program serves two purposes: One, to get new techs up to speed more quickly, and two, to provide ample opportunities for professional growth and increase job satisfaction. “We started this program a decade ago to build upon a new tech’s knowledge, because they came to us with pretty basic skills,” says Mangione. “But about five years ago, we began looking at this program as a means of driving retention. We were finding that when folks left, they were saying they were looking for a career path and skills development.”
The program is self-driven, meaning techs can move up through the ranks as quickly as they can demonstrate they have mastered new skills. The company worked with Penn Foster Career School to develop internal standards for each technician level and internal materials to pair with OEM-led training. Penske trains students with these internal products, which include books, videos and instructor-led programs, then puts students on the shop floor where they can apply their new skills.
“You can provide people with all the training in the world, but they are not going to retain it unless they have that hands-on component; techs are usually tactile learners,” Mangione explains.
The training is supplemented with regular development discussions (every six months) between the employee and their manager. Here, they can discuss the employee’s skills and goals for the future. Penske compiles specific data about the service work the tech has done, including quality come-back information and preventive maintenance inspections. “Did they have any repeat repairs?” Mangione asks. “The goal behind this meeting is for the technician to gain an understanding of the training the employee can take to fill skills gaps and to fulfill long-term career aspirations.”
Finally, Penske supplies techs with tablet computers to use during servicing. From these they can not only perform system diagnostics, but also can pull up how-to videos, available on demand for complex repairs. The videos are three to five minutes long and are housed in a searchable database for techs to use.
“When we found techs walking back and forth to PCs and using their smartphones to Google things, we set out to build a knowledge base to help with vehicle repairs,” Mangione says. “We had professional writers on staff who could write the best repair instructions in the world, yet we still found variations, so we built our own Penske Education Center (P-Tech), a physical site where we do training, testing and film some of the videos, and it holds approximately 300 videos today.”
All these measures combined are driving up Penske’s retention numbers, giving the company a leg up on the technician shortage. “These efforts have improved our first-year retention rates in some areas of the company by 50%,” Mangione says. “As we sit here looking at the shrinking technician pipeline, we are focusing on retaining the techs we have. Making an investment in people and increasing compensation levels, it helps keep technicians here.”
Ronnie Garrett is a freelance writer based in Fort Atkinson, Wisconsin. She has written about the skilled labor and technician shortage for a variety of industries, including manufacturing and supply chain, trucking and logistics, and aviation.
Manheim Partners with TechForce Foundation to Support Development of Future Auto Technician Workforce
Alliance Aims to Address Shortage of Technicians, Invest in Future Talent
ATLANTA and SCOTTSDALE, ARIZONA – April 10, 2018 – With a growing industry shortage of qualified auto technicians, Manheim is partnering with the TechForce Foundation on its FutureTech Success® campaign. The campaign is designed to attract students to become auto technicians and create a pipeline of talent within the industry for auto technicians. As an early supporter of this effort, Manheim has made a $50,000 annual commitment, and Manheim’s Vice President of Reconditioning, Angie Babin, will serve on the TechForce Foundation board.
“Sadly, auto shop classes are disappearing, and parents and students are not receiving information about the viability of technical work-related jobs,” said Babin. “The pipeline for auto technicians needs to be rebuilt, and by partnering with TechForce, we are proactively providing potential technicians with information and inspiration to pursue a lucrative and rewarding career.”
Career Perception vs. Reality
The current perception is that being a technician or pursuing a technical career in the auto industry is not desirable due to outdated understandings about the earning potential and career path. However, with new technologies being used, today’s technicians are more technologically-driven and work with their minds as much as their hands. Manheim and TechForce are working together to educate parents and middle school and high school students about the new era of the auto technician to change attitudes.
“Many parents today believe that the auto technicians job is a dead-end job requiring very little skill, and that’s just not the case. Today’s auto technicians use technology for their jobs and can have bright careers that progress from auto shops through management and even higher throughout the automotive industry. We’re excited to work together with Manheim to help fill the gap in the technician pipeline,” said Jennifer Maher, CEO and executive director of TechForce Foundation.
Investing in Talent
The technician pipeline is particularly important to Manheim, as it continues to expand its Retail Reconditioning solution for clients. Backed by a recent $17 million investment, Retail Reconditioning requires a range of technicians, including ASE certified mechanics, to deliver retail-ready inventory for dealers and help them fulfill retail demand faster, increase efficiency and save time. Manheim offers technicians a range of benefits, including paying for their ASE certification and tuition reimbursement for continuing education.
Manheim and TechForce will work together in improving the image of the auto technician, communicating to parents of middle school and high school students, and working and communicating with students about the benefits of a career as an auto technician. They will also look to provide mentorships and apprentice programs. Professional technicians will also be available to students to discuss their journeys and careers as auto technicians.
TechForce Foundation is a nonprofit, 501(c)(3) with the mission to champion students to and through their education and into careers as professional technicians. The Foundation distributes more than $1.5 million in scholarships and grants annually, thanks to its generous corporate sponsors and donors, and is spearheading FutureTech Success®, the industry-wide initiative to help encourage and support more young people to pursue the vehicle technician profession. For more information, visit www.techforce.org.
Manheim® is North America’s leading provider of end-to-end wholesale solutions that help dealer and commercial clients increase profits in their used vehicle operations. Through its extensive physical, mobile and digital sales network, the company offers diverse solutions for inventory management, buying and selling, floor planning, logistics, assurance and reconditioning. With more channels and smarter tools, Manheim Marketplace offers the most comprehensive end-to-end solutions and services, enabling wholesale vehicle buyers and sellers faster and more efficient ways to connect and transact business how and when they want. In addition, Manheim provides industry-leading data and tools to improve client efficiencies and decision-making, while delivering a value-added customer experience. Approximately 18,000 team members enable Manheim to offer 8 million used vehicles per year, facilitate transactions representing nearly $58 billion in value and generate annual revenues of more than $3 billion. Headquartered in Atlanta, Manheim North America is a Cox Automotive™ brand. For more information, visit http://press.manheim.com.
Cox Automotive Inc. makes buying, selling and owning cars easier for everyone. The global company’s 34,000-plus team members and family of brands, including Autotrader®, Dealer.com®, Dealertrack®, Kelley Blue Book®, Manheim®, NextGear Capital®, VinSolutions®, vAuto® and Xtime®,are passionate about helping millions of car shoppers, 40,000 auto dealer clients across 100+ countries and many others throughout the automotive industry thrive for generations to come. Cox Automotive is a subsidiary of Cox Enterprises Inc., a privately-owned, Atlanta-based company with revenues exceeding $20 billion. www.coxautoinc.com
For further information contact:
Julie Zorn Shipp, Manager, Public Relations, Cox Automotive 404-558-7837 julie.shipp@coxautoinc.com
Mike Pressendo, Director of Marketing (Interim), TechForce Foundation (602) 363-8861 mpressendo@techforce.org
A fully realized apprenticeship program involves higher-level thinking on the shop owner’s part. Here’s how to build that program, step by step.
As Sarah Price and Cindy Weinberg take their turns at the podium, they address the store managers, the mentors, the company’s CEO in attendance.
Oh, and we can’t forget the most important guests: the employees who have just graduated from Virginia Tire & Auto’s apprenticeship program.
“My message to everyone is to keep learning,” Weinberg says, thinking back on that day. “The learning is never over.”
“I tell them that they accomplished this goal,” Price adds, “and they are going to have many more goals to accomplish.”
You’ll note a core message shared between the training manager (Price) and director of talent development (Weinberg) just before they hand out graduation certificates to the former apprentices: there’s a culture of learning at Virginia Tire & Auto. In order for the 13-location auto repair business to cultivate lifelong employees, its apprenticeship program must do more than coach young technicians and service advisors on the basics of the business—it must present auto repair as a viable, fulfilling career.
And that’s where apprenticeship programs trip many shop owners up, says Wayne Martella. With two apprentices always on rotation between his four AAMCO shops in Mesa, Ariz., he knows how difficult it can be to not only oversee an apprenticeship, but also to ensure mentees are getting the full picture of the industry, and ensure that mentors are properly cultivating future leaders. From the moment apprentices walk into your shop to the moment they become full-time professionals, you must build a foundation for them to thrive.
Luckily, if you follow advice from people well versed in the practice, you’ll be ready to build a better future for your shop—a better future for the industry.
Part 1: Create a Funnel
If the automotive repair industry categorizes wannabe professionals as hindrances, it won’t truly connect with those interested in a career—a truth the TechForce Foundation deeply understands.
Jennifer Maher is the CEO of TechForce, a nonprofit that guides students through a technical education into the automotive industry. She’s seen firsthand how apprenticeships are an important component of an evolving, growing business—but she’s also witnessed why many of them fail:
“You can’t just set up a program and expect people to walk in.”
While there are currently 5.8 million unfilled trade openings in this country (according to the U.S. Bureau of Labor Statistics), Dr. Sally Downey says a proper education funnel can reverse that trend. And as the superintendent of the East Valley Institute of Technology (EVIT)—which set up more high school students with jobs than any other U.S. program—she should understand that more than anyone.
“Students need the real deal,” she says. “They can learn in the classroom, but being in a business is part of the experience they need to have.”
EVIT, situated in Eastern Arizona, is a public education system that hosts more than 40 career training programs, ranging from culinary arts to health care to, yes, automotive repair. Through those programs, roughly 240 automotive students from 10 school districts each year will simultaneously attend high school and receive two years of career training through area businesses—including Martella’s AAMCO shops.
As three individuals consumed with guiding students into a profession, Maher, Downey and Martella have some advice for ensuring there’s a steady stream of employees ready for your shop’s apprenticeship program.
Partner with Shops.
Downey says EVIT is the only high school in the East Valley of Arizona certified by the National Automotive Technicians Education Foundation (NATEF), which allows the school to effectively communicate with area businesses.
The thing is, auto repair shops need to be willing to collaborate—and NATEF can help facilitate that.
NATEF helps schools form local advisory committees of industry professionals, bridging the gap between education and industry. The area shops on Martella’s advisory board host students at various apprenticeships throughout the year, exposing those students to different systems, processes and specializations.
“We help the EVIT curriculum stay current with the aftermarket,” he says. “It allows us to talk with students and their parents from early high school through their senior year in high school, and reassure them that working in automotive trade is not a bad thing.”
Connect with Counselors, Parents.
You won’t reach any students if they’re being deterred from trades altogether by parents and counselors, who often believe a traditional four-year university is the only prosperous route, Maher says.
“The industry should pull those parents and counselors in, engage them, let them not forget they are vitally important to fuel future tech workforce,” she says. “We have to paint the picture for them with career opportunities and dispel those myths.”
Maher says it’s important to be upfront about how pay structures work in shops and how much students can make in the profession. Also, play up how sophisticated cars have become, and how vehicle repair requires a deep understanding of electrical and computing systems.
Martella loves attending career days, where he can talk to both students and parents about the opportunities the trade presents. He’s sure to talk up the continuous education available and the higher-than-expected salaries kids can aspire to earn.
“I have A-techs making over $100,000,” he says. “The old stigma of the grease monkey is gone. Techs today need to be very literate, computer savvy. If your son or daughter is not college bound, I tell them it’s OK to be in the automotive industry.”
Provide Equipment to Students.
In order for EVIT’s six automotive teachers to properly train students for the real world, Downey says they need the best equipment.
Luckily, used equipment donated from shops often comes in handy. Everything from scan tools to scrapped engines goes a long way in getting students shop-ready at EVIT.
As an incentive, EVIT encourages businesses to apply for a tax credit for donating equipment. Unlike a regular deduction that only allows you to subtract the contribution from your taxable income, a tax credit is a dollar-for-dollar deduction in the actual tax owed.
TechForce Foundation’s iHub
Solving the employee crisis isn’t a one-man job—and that’s why TechForce Foundation wants to connect all the important players through one centralized hub.
“The industry doesn’t need us to create apprenticeship programs,” CEO Jennifer Maher says of her nonprofit that guides students through a technical education into the automotive industry. “It needs us to find where those great programs are, and promote them to parents and students and shops.”
The result has been iHub (which stands for “industry hub”), TechForce’s collection of best practices from automotive companies (including automotive repair organizations and shops) from around country for promoting students into the industry.
Part 2: Form a Gameplan
Greg Settle would really like to delve into the structure of the actual apprenticeship once the student is in the shop—but there’s one bit of preparation he needs to stress first.
“You need a written plan to follow,” says TechForce’s director of national initiatives. “What tasks you’ll be covering, and what information they’ll be learning.”
Settle recommends closely following the NATEF guidelines for apprenticeships, and creating SOPs for how the apprenticeship process will work for mentors, apprentices and the person overseeing both parties (e.g., the shop owner). Meet with your team to determine your shop’s strengths and to discuss which skills are most essential to people looking to break into the industry. Map out a timeline that moves students between various specialties and tasks to give them a rounded view of daily shop life.
Luckily, to help, Settle has noted what typically works best for an apprenticeship program, while Price, Weinberg and Martella have outlined their shops’ programs for Ratchet+Wrench. While this isn’t an exact outline of one single program, the following gameplan generally covers the consistencies between several businesses and how apprentices are properly onboarded, trained and acclimated into shop life.
The Evaluation
On a quarterly basis, Virginia Tire & Auto reviews applicants to its apprenticeship program. They are evaluated, and if chosen, then paired with a Master Technician.
Based on the apprentice’s skill level, the length of the apprenticeship can vary. If a tech student shows promise, but needs a couple more years of experience, the time frame may vary from someone who is out of school.
If the apprentice is splitting time between school and the shop, Martella will have him or her come in after school a few days per week, and sometimes even work half-days on Saturdays (since his shop is open). Often, that part-time apprenticeship will segue into a full-time apprenticeship during summer break, or if the individual graduates.
From there, Martella says the technician’s graduation from C- or D-level positions depends entirely on the apprentice’s aptitude. An apprenticeship can last anywhere from 3 months to one year before the apprentice is moved into a permanent position.
The Education
This is where apprentices review the company’s basic daily tasks, and various detailed shop processes. Basic processes involve everything after the client drops off his or her vehicle. The advisor gets the information, then dispatches the technician’s work, and then walks him or her through all the way to the end of the actual customer vehicle process.
Detailed processes include:
A comprehensive vehicle inspection process
The repair order
Software functionality
Repair ticket schedules
Properly formatting estimates and notes
The shop also reviews the software for technician resources, including diagnostic processes, the vehicle test drive procedures and checking fluids.
The Practice
Here, apprentices put all these processes and procedures they’ve been trained on into practice. As they do this, their mentors will watch them, guide them, prepare them, and perfect their quality control.
During the first year at Virginia Tire & Auto, Price says that apprentices specifically focus on four service items:
Steering and suspension
Brakes
Air conditioning
Engine repair
If the apprentice shows promise at Martella’s shop, he or she will upgrade to more sophisticated duties, such as diagnostics.
The Shadowing
This is the final step before apprentices are on their own. The trainee will work alongside the trainer for several months, applying the knowledge from the previous steps.
The trainee will have each step of the process verified for accuracy before moving on to the next step. The mentor will judge how much freedom he or she is allowed based on skills and work ethic.
At this point, apprentices are expected to have done the necessary research and preparation to know the car before it comes in. They check it properly, they test drive it—all the duties a full-time employee is expected to perform.
Once they prove they can do that, they’re ready to operate on their own.
Determine the Payment Structure
Every source quoted in this story echoes the same sentiment: You need to pay your apprentices.
While an “apprenticeship” is often viewed differently than an “internship,” Cindy Weinberg, director of talent development for Virginia Tire & Auto, says that often apprentices are looking for longevity and supporting families, and a lack of compensation could turn many of them off.
Sarah Price, training manager for Virginia Tire, says that the company even pays for ASE certification, study guides and online automotive tech training courses when necessary. The company will also offer interest-free loans to apprentices to purchase tools. Those loans come straight out of employee paychecks.
It’s even important to consider compensating your mentors, who will have to juggle teaching and their regular work. To help, the TechForce Foundation is developing a payment calculator on its website that dictates how much both parties should be paid, how many hours will be flagged during the mentorship, and what income each party will accrue over time. Stay posted for a link when it’s published.
Part 3: Onboard Apprentices
With this gameplan, you’ll have outlined an apprenticeship blueprint for both parties, meaning you can properly set expectations for both employees and students ahead of the process.
At Martella’s shop, the apprentices sit down for an orientation on the first day, where they review the company policies, the facility, the tools, the resources available, the parts processes, and the technician responsibilities in an employee handbook. That includes everything from hiring forms to a facility tour. There are regular evaluations that test the apprentices’ knowledge on these processes.
Settle says apprentices should be expected to recall shop basics:
Can you state our core values and philosophies?
Can you prove you can keep yourself organized?
Are you managing personal volume levels?
Can you identify the location of the diagnostic equipment?
Do you know to properly use the lifts, spring compressors, presses and flush tools?
And while your employees will help shape the apprenticeship blueprint, they—just like the students—will still need to be properly “onboarded,” meaning they’ll need training and advice for how to mentor students.
Price says that Virginia Tire & Auto is blessed with many master techs, who only need a tiny bit of guidance on how to properly train apprentices. Still, Price travels to the company’s 13 different locations throughout the year to check in with apprentices and mentors to ensure apprentices are making forward progress and train master techs on how to be good mentors. Price encourages patience with mentees and asks them to set expectations each day so apprentices have something to work toward.
Cover Liabilities
Many automotive repair shop owners fear the liabilities associated with minors working at their facilities, says Greg Settle, director of national initiatives for TechForce Foundation.
But if simple precautions are considered, it shouldn’t be a problem, says David Whitney, vice president of the retail profit center at Zurich Insurance, which works with shops and dealerships.
He provided some important legal advice for forming apprenticeship programs:
Apprentices should be subject to the same employment standards in place for all other employees, including appropriate background checks, motor vehicle report checks and drug testing.
Minors should be prohibited from operating vehicles under any circumstance.
Apprentices should receive all appropriate new hire training offered to other employees, including how to properly handle flammable liquids, machinery and other equipment.
Host anti-discrimination and harassment prevention training, with documentation verifying this and kept in the apprentice’s personnel file.
If you host students for tours, properly train individuals who will be responsible for said tours. Create a written checklist that outlines the tour route and addresses any hazards one may encounter during the tour.
Part 4: Monitor the Apprenticeship
Maher has overseen marketing and headed corporate alliances at both YMCA and Make-A-Wish America, where she observed the importance of higher-level planning on a national scale from an executive level.
But, at the end of the day, she acknowledges it’s really all about those small, intimate relationships that go on to reshape lives.
“One person can make a difference,” she says. “If one person exposes them to the career, it can completely alter their life. That’s why apprenticeship programs are so important.”
The apprentice applicants are interviewed by available mentors and paired accordingly. Then, when an applicant is placed in the apprentice program, he or she begins working with the mentor and at the first hands-on monthly training is provided with a packet that includes an “Individual Development Plan” and tips for communicating with mentors. Within that packet, mentors and mentees outline three goals for the first year of the apprenticeship.
From there, Sarah works with the master tech to deliver hands on training to apprentices once a month, visits the individual apprentices in the stores, and meets quarterly with the apprentice, mentor and store leadership to review a scorecard on the apprentice’s progress in the program..
Often, because of this practice, mentees graduate from the program and become mentors themselves, creating a cycle that ensures Virginia Tire continually pumps out new quality employees as it continues to grow.
Travis Bean is the associate editor for FenderBender, Ratchet+Wrench and Fixed Ops Business.
State Farm and TechForce Foundation partnered to supply a local Phoenix high school with a 2016 Nissan Sentra, to use as a training aid in its auto shop program. The donation is part of the Foundation’s FutureTech Success campaign and presents the first opportunity for Trevor Brown High School students to work on a vehicle this new. This is a crucial step in preparing each student for an in-demand career in transportation technology.
Watch local Phoenix coverage of the donation below:
30 industry leaders meet to support and implement the FutureTech Success® Campaign.
Phoenix, Ariz. — February 6, 2018 — In an effort to continue to build momentum for TechForce Foundation’s FutureTech Success® campaign, 30 industry leaders gathered here January 30 and 31 for the inaugural annual summit of the FutureTech Success National Leadership Cabinet. Participants ranged from the heads of national associations, such as ASE and SkillsUSA to corporate CMOs and HR/technical recruiting executives, as well as upper-level executives from Nissan North America, Interstate Batteries, Universal Technical Institute and
Manheim/Cox Automotive.
“Our campaign is laser focused on increasing the number of qualified technicians in North America, but we need the buy-in of the entire industry to be successful, Jennifer Maher, CEO/Executive Director of TechForce, said. “And that is exactly what we have received and continue to receive from some of the industry’s strongest advocates and highest profile leaders.
“No one entity can fix the qualified technician shortage problem. We all must row in the same direction. We’re so grateful to have the support, engagement and enthusiasm of leaders throughout the industry.”
To that end, Maher said, the Cabinet spent 1-1/2 days exploring ways to implement and activate the campaign within their own companies and associations, and brainstorming collaborative ideas around which the whole industry can unite.
“We must beat one, collective drum,” said Maher, “that we are one of America’s largest industries and we need a strong, trained, viable workforce. For decades, students have been told there’s only one road to success, and that’s through a four-year degree. They’ve been led to believe that working with your hands and using one’s natural tactile intelligence is a ‘less-than-desirable pathway.’ But it’s simply not true, and America needs its skilled technicians to keep it rolling. Today’s vehicle technician jobs are in high demand and provide a solid middle-class career path. It’s time we stand up and rally together for our own talent pool.”
Demonstrating the collective power of this initiative, competitors —Shell Lubricants and Valvoline, Advance Auto Parts and AutoZone, Nissan and General Motors — left their businesscards at the door, pledging instead to unite behind the FutureTech Success® initiative, aimed at helping to motivate, train and develop technicians.
“It’s important for each company to have our peers involved with this initiative because every one of us rely and depend on qualified technicians, explained Chris Blanchette, Director, Operations (Technical and Innovation), Bridgestone Retail Operations and member of the TechForce board of directors. “We’ll either all rise together or fall together in this quest to invest in the best and brightest of our technician workforce.”
During the summit, TechForce unveiled its revamped website, designed, built and managed by Autoshop Solutions. The new site includes the FutureTech Resource Hub, a one-stop- shop portal through which parents and future technicians can find after-school programs, clubs, events, technical schools, scholarships and trainings that help develop their skills and pathway to the technician profession. Additionally, the site includes the new Industry Hub (I-Hub) through which industry recruiters, managers, working technicians and educators can find helpful resources to support and connect with future technicians.
“Anyone — from interested students to companies wanting to recruit the best technicians — can find what they need on the website,” Maher said. “Students and their parents can explore what the technician career is all about through our collection of videos, while companies can access and share the best practices to attract, develop, train, hire, recruit and retain technicians.”
To kick off the summit, a joint luncheon was held for the members of the National Leadership Cabinet and members of the Arizona FutureTech Workforce Development Council. Having national leaders joined by their local counterparts raises the bar for technical education in Arizona. Together, the organizations ensure that middle- and high-school students create opportunities to connect STEM subjects to automotive and diesel technology; provide national resources, training aids and donations to programs and students in need; and ensure that industry is part of the solution in developing tomorrow’s workforce of vehicle technicians.
Driving home the point was a “Connecting the Dots” theme emphasized by two of the Summit’s kickoff luncheon speakers who are both recipients of TechForce and FutureTech Success® campaign efforts. Tony Camp, principal of Trevor Browne High School in Phoenix, said his school has benefitted from an auto shop makeover with the help of TechForce. Crist Morillon, an entry-level Telsa technician, shared her personal journey to becoming a technician, pinpointing the continuous support available to her, beginning with SkillsUSA, Phoenix’s Metrotech High School, Universal Technical Institute, and now Tesla.
Both Camp and Morillon said TechForce is a bridge for the resources available throughout the industry in a way future technicians, parents, schools and employers can all find each other.
The Leadership Cabinet consists of a spectrum of industry entities, including manufacturers, associations and celebrity spokespersons. In attendance were: Christen Battaglia, Director of Strategic Partnerships, Collision Repair Education Foundation; Chris Blanchette, Director, Operations (Technical and Innovation), Bridgestone Retail Operations; Erin Brennan, Product Team Manager, Cengage Learning; Nancy Bruner, Manager/Influencer Strategy North America, Shell Lubricants featuring Pennzoil and Rotella; John Brown, Regional Manager – Aftersales, Infiniti West Region, Nissan North America; Scott Brown, Board Member, NASTF; Chris Chesney, Sr. Director Customer Training, Advance Auto Parts; Larry Cox, Vice President of Sales and Marketing, Sunstate Equipment Co.; Warren DeBardelaben, Director Dealer Support, Nissan North America; Barry Fodor, Manager Techmate Tools and Equipment, Nissan North America; Tom Gray, Vice President Marketing, Interstate Batteries; Vicki Hardenbergh, Director Program Management, Manheim/Cox Automotive; Timothy Hatcher, Director Technical Operations, AMRA; Kyle Holt, President, S/P2; Blye Hunsinger, Director, Talent Acquisition, Bridgestone Retail Operations; Piper Jameson, Chief Marketing Officer, Universal Technical Institute; Steve Johnson, NHRA Pro Stock Motorcycle Racer & U.S. Nationals Champion, Steve Johnson Racing; Greg Kershaw, Manager of Digital Marketing-Social Media, WD-40; Julia Landauer, Two-time Championship NASCAR Driver, Julia Landauer Racing; Bogi Lateiner, CEO/Master Mechanic, Bogi’s Garage; Tim Lawrence, CEO, SkillsUSA; Travis Leybeck, Director, Strategic Alliances, TechForce; Mitch Major, Vice President, Commercial Support, AutoZone; Katie McGuire, Senior Product Manager, Cengage Learning; Dave Milne, Executive Director, President, ASE Training Managers Council (ATMC); Margaret Palango, Chief Business Development Officer, Autoshop Solutions; Greg Rintala, National Sales Manager, Snap-on; Greg Settle, Director, National Initiatives, TechForce; Donny Seyfer, Executive Officer, NASTF; and Tim Zilke, President and Chief Executive Officer, ASE.
Cabinet members unable to attend were: George Arrants, Automotive Education Consultant, George Arrants Enterprises; Angie Babin, Vice President of Retail Advantage, Manheim/Cox Automotive; Robert Braswell, Executive Director, Technology & Maintenance Council (TMC); Jeff Cox, Vice President, AMRA; Brandon Eckenrode, Director of Development, Collision Repair Education Foundation; Bill Hanvey, President & CEO, Auto Care Association; Tim Lesmeister, Vice President, Marketing, WD-40; Katy McQuiston, Manager, Job & Career Development, Auto Care Association/Staff Liaison, Women in Auto Care; Tony Molla, Vice President, ASA; Jamal Muashsher, Vice President Marketing & Customer Experience, Valvoline; Clark Plucinski, Executive Director, Collision Repair Education Foundation; and Trish Serratore, President, ASE Education Foundation.
Other Summit attendees were community leaders throughout Arizona who are champions for technical education, STEM after-school and in-school curriculum, workforce development, post- secondary technical education, educators and industry employers.
Attending members of the Arizona FutureTech Workforce Development Council were: Brian Abraham, Regional Commercial Sales Manager, AutoZone; Drew Alcazar, President & CEO, Russo and Steele; Tony Camp, Principal, Phoenix Union High School District, Trevor Browne High School; Robin Cronbaugh, State Director at Arizona Department of Education, SkillsUSA Arizona; Dr. Sally Downey, Ed.D., Superintendent East Valley Institute of Technology (EVIT);Melissa Reyes Jackson, Director of Career and Technical Education, Magnet and Innovation
Programs at Phoenix Union High School District, Phoenix Union High School District; Kristen Marquez, Career & Community Outreach Specialist at Mesa Public Schools, Mesa Public Schools; Kim McWaters, President & CEO, Universal Technical Institute; Patrick McWhortor, President, Lead for Change; Dan Meyer, Sherwin-Williams Automotive Finishes; Crist Morillon, Tesla; Rich Nickel, President & CEO, College Success Arizona; Mike Romano, Campus President, Universal Technical Institute; Cynthia Swell Tweh, Deputy Economic Development Director, City of Phoenix, AZ@Work; Margie van Lierop, Bogi’s Garage; Randy Walton, Senior HR Business Partner Southwest, Bridgestone Retail Operations; and Chris Watts, CEO, Sunstate Equipment Co.
TechForce Foundation Board of Directors
Front row, left to right: Bogi Lateiner (Bogi’s Garage), Jennifer Maher (TechForce), Denise Kingstrom (BASF). Back row, left to right: Tony Sciarra (Tesla), Barry Fodor (Infiniti), John Heenan (Marine Corps Scholarship Foundation), Warren DeBardelaben (Nissan), Greg Rintala (Snap-on), Tom Gray (Interstate Batteries), Fred Nader (Autotech Technology Development), Chris Blanchette (Bridgestone), and TechForce Staff Liaison Greg Settle. Not pictured: Dan Hancock, Board President/Chairman; Angie Babin, Vice President, Manheim/Cox Automotive and Jamal Muashsher, Vice President, Valvoline.
TechForce Foundation National Board of Directors
Chris Blanchette, Director, Operations (Technical and Innovation), Bridgestone Retail Operations
Warren DeBardelaben, Director, Dealer Support, Nissan North America; Vice President of the Board of Directors, TechForce Foundation warren.debardelaben@nissan-usa.com
Barry Fodor, Manager, Techmate Tools and Equipment, Nissan North America
Tom Gray, Vice President, Marketing, Interstate Batteries
Dan Hancock, Chairman of the Board, TechForce Foundation; President, DMH Consulting Group
John Heenan, CEO, Ten November Management; Board Director, Marine Corps Scholarship Foundation; Treasurer of the Board of Directors, TechForce Foundation
Denise Kingstrom, North American Refinish Distribution Director, BASF
Bogi Lateiner, CEO/Master Mechanic, Bogi’s Garage
Jennifer Maher, CEO/Executive Director, TechForce Foundation
Fred Nader, President, Autotech Technology Development, Inc.
Greg Rintala, National Sales Manager, Snap-on
Tony Sciarra, Program Manager Vocational and Trade School, Tesla
Students demonstrate STEM skills in after-school program that emphasizes automotive-related interests.
Scottsdale, Ariz. — January 18, 2018 — A key to helping solve the qualified technician shortage in the automotive and diesel vehicle industry was demonstrated recently at a TechForce Foundation and Arizona Science Center event (For background: Watch This Video).
Held at CREATE in the Arizona Science Center, the event showcased projects created by Phoenix’s Estrella Middle School students who participated in a unique,12-week after-school program called “CREATE U/TechForce Foundation Transportation Challenge.”
The concept for the Challenge was created by Greg Settle, TechForce Director of National Initiatives and Tim Dwyer, Education Specialist at ConsuLab Educatech Inc. Under Dwyer’s direction, industry volunteers* from the ASE Training Manager’s Council (ATMC) then built out specific “challenge scenarios” that the students were able to choose from and execute. The goal was to help students solve real-world technical challenges that have been faced in the transportation industry. The Challenge concluded with students demonstrating their projects to their parents and a number of special guests from the community and the transportation industry.
“The Transportation Challenge is an initiative directly related to our FutureTech Success® Campaign, said Jennifer Maher, CEO/Executive Director of TechForce and speaker at the event. “It speaks to our overarching purpose of connecting with and encouraging students to consider a transportation career by providing them with the tools and experiences to recognize and foster their ‘tactile intelligence.’
“If we’re going to solve the qualified technician shortage problem, we need to work at the grassroots level offering tangible and relevant experiences to adolescents as they start to think about their careers,” said Maher. “The Transportation Challenge had students working in teams learning real-life tasks — from lessons on structural engineering and material compatibility to the chemistry of atmospheric air and how it affects an engine — that usually are not offered in a traditional classroom.”
Driving home the point, Settle said, “This program focused on students being able to use their STEM (Science, Technology, Engineering, and Mathematics) skills to work on applicable, vehicle-related interests. This early experience may prove to be the first step for students to pursue one of many rewarding transportation careers. I don’t know if every one of these students will pursue a transportation career, but I do know that after this experience they are a step closer if they choose to be.”
Tim Dwyer, who attended the event, concurred. “We feel we have to go back into the middle school and put self-discovery at the level where they’ll hopefully spark an interest in a career in the transportation industry and help solve some of the [tech shortage] problems we’re having right now.”
Leading up to the event, three student teams utilized their STEM skills by spending two-hours each week at CREATE at the Arizona Science Center where they had access to CNC machines, laser cutters, 3D printers and an entire woodworking shop to bring their transportation prototype to life. Industry experts served as coaches to provide real-world insight and training to the students.
Each team chose a challenge out of the five created by the ATMC task force. One team was challenged with a crash test in which the team was tasked with engineering a two-axle vehicle that would protect an egg in the event of a frontal impact. Next, a team was challenged with engineering a working turbocharger for the compression of intake air into an internal combustion engine. Finally, a team was challenged with building a planetary gear set utilizing a fixed speed electric motor that would move a fixed weight a certain distance.
To meet these challenges, Dwyer said these young people turned from being a group of individuals into team members who relied on one another. His sentiment was echoed by Michael Medalla, Manager of the Toyota USA Foundation and guest attendee, who added the long view, “The students working together as a team and collaborating is so important when talking about career readiness and working in industry.” In this environment, he added, “Nobody works by themselves.”
Medalla’s point is backed up by teachers on the ground. Eric Rogers, one of the Estrella Middle School teachers involved in the Challenge said being able to problem solve, exercise divergent thinking and finding multiple solutions to a problem are key learning points for the students. “Being able to collaborate and share, and then realize their idea might get a better contribution from somebody else that improves it…” is how Rogers explained the power of working together for a common cause.
Michael Romano, Universal Technical Institute’s (UTI) Avondale Campus President and guest attendee, minces no words when he expresses his concern about how young people don’t have the opportunity to be exposed to a greater variety of things. “Most students, unfortunately, are relegated to the classroom. By bringing them to where they can actually put their hands on a product to experiment and try different things is key to the future of the country.”
Moreover, Romano said that even if these students don’t wind up in a profession using their hands, this kind of experience will help them be “better workers, better producers and have a more well-rounded education as a whole.”
Of course if they do pursue a transportation career, another guest attendee said there should be a place for them. “There’s going to be a skills gap problem for 10 years,” said Larry Cox, Vice President of Culture at Sunstate Equipment Co. He attributes this gap to all of the baby boomers who are retiring. “We are constantly looking for technicians and good employees.”
The good news doesn’t end there according to Cox whose company has over 1,600 employees, 400 of whom are technicians working in 10 Southwestern states. “You can come in at a reasonable, livable wage and as you continue to grow and your skills improve, your compensation will grow quite quickly.” To emphasize the point, he said, “The average pay [for Sunstate’s 400 technicians] is over $70,000.”
Transportation Challenge Co-Creator Dwyer concurred that the money is there for good employees who are technologically savvy but emphasized earning potential is also tied to how progressive their company is. And he cautioned that young people need to come in with the right expectations. “When salary is mentioned, some only hear that…and I have found if you work for the money, you will not be satisfied. If you learn the skills, the money will come!”
“This [Transportation Challenge] program not only gives youth opportunities to invent, design, and fabricate materials for actual use, but opens their eyes to the opportunities they may have in the workforce beyond going to college,” said Chevy Humphrey, the Hazel A. Hare President and CEO of the Arizona Science Center. “Every child has a path and for some, college isn’t the best fit. But when presented an opportunity to gain a high level of training to become a mobility technician and fill much needed workforce positions, our youth see alternate ways to become successful and utilize their talents and passion.”
In addition, two high profile local guests attended the event: Ryan Anderson, Principal, Estrella Middle School and Cynthia Spell Tweh, Deputy Director, City of Phoenix Community and Economic Development Department.
The Transportation Challenge program was underwritten by General Motors, Nissan North America, Advance Auto Parts, Snap-on and Universal Technical Institute. It will continue at CREATE at the Arizona Science Center in 2018 with new teams and new projects to be announced at a later date.
*ATMC Task Force members: Tim Dwyer, ConsuLab; Aaron Nieboer, Broken Myth Studios; Bryce Peterson, Broken Myth Studios/UTI; Maureen Haskell-Wodnick, Penske Truck Leasing; Jill Trotta, RepairPal; and Loren York, Sunstate Equipment Company
PHOTO: https://adobe.ly/2FNZmjs Photo Caption: Three Estrella Middle School (Phoenix) students, who may represent the next generation of techs, demonstrate their planetary gear set project at the recent TechForce Foundation/Arizona Science Center "Transportation Challenge.”
About TechForce Foundation
TechForce Foundation is a nonprofit, 501(c)(3) with the mission to champion students to and through their education and into careers as professional technicians. The Foundation distributes more than $1.5 million in scholarships and grants annually, thanks to its generous corporate sponsors and donors, and is spearheading FutureTech Success®, the industry-wide initiative to help encourage and support more young people to pursue the vehicle technician profession. For more information, visit www.techforce.org.
About Arizona Science Center
The mission of Arizona Science Center is to inspire, educate and engage curious minds through science. The Center, located at 600 E. Washington Street in downtown Phoenix, features more than 300 hands-on exhibits, live demonstrations, the state-of- the-art Dorrance Planetarium and the five-story screen Irene P. Flinn Theater. CREATE at Arizona Science Center®, adjacent to the main building, is the newest addition. This 6,500 square foot community maker space provides workshops, including 3D printing, laser cutting, microcontrollers, woodworking and sewing. The Center also offers various programs for all ages. Programs include Camp Innovation, Teen Science Scene, Professional Development and Learning for Educators, and adults-only Science With A Twist. For further details, please visit azscience.org.
Media Contact:
Jennifer Maher, Executive Director
jmaher@techforce.org
602-550- 0371
Eight will be awarded to CNC students at UTI’s NASCAR Tech
Scottsdale, Ariz. — Nov. 15, 2017 — TechForce Foundation, a non-profit organization focused on championing and aiding aspiring vehicle technicians, is administering a scholarship program established by Roush Yates Engines to support students enrolled in the CNC (computerized numerical control) Machining Technology program at Universal Technical Institute’s (UTI’s) NASCAR Technical Institute in Mooresville, NC.
Of the eight $4,000 CNC Machining scholarships to be administered, four will be named after Roush Yates Engines’ co-founder Robert Yates, while the other four will be named after co-founder, Jack Roush. Awarding of the scholarships will start in the fourth quarter of this year with the remainder being awarded in 2018 and 2019.
“We are elated to administer these scholarships — first, for such an innovative company as Roush Yates Engines and second, for the specific need they address,” said TechForce CEO and Executive Director Jennifer Maher.
“Students will get the hands-on training a CNC machinist needs to create and engineer everything from aerospace parts and industrial applications to medical equipment and high-performance engine components.”
Doug Yates, president and CEO of Roush Yates Engines, pointed out the importance of the scholarships: “CNC machining is critical to the current and future success of Roush Yates Engines and manufacturing in the U.S. and beyond. By partnering with UTI we have created a platform for success in the CNC manufacturing industry.”
He continued, “The Roush Yates Engines’ scholarships support our belief in the next generation of CNC manufacturers. The future is bright and we are 100 percent dedicated to this dynamic industry.”
Mary Ann Mauldwin, Roush Yates Engines’ Chief Operating Officer, said, “The manufacturing industry has evolved, seeking highly skilled workers who have not been easy to identify nor hire, but are in great demand.”
To help solve that problem, she said, “We are committed to this partnership with UTI, which leverages each of our business’ strengths, because it provides the framework to ensure our industry has a pipeline of future CNC machining technicians with the skills and experience to fuel this growing segment of our business.”
“On behalf of UTI’s students, I want to thank the TechForce Foundation and Roush Yates Engines,” said Kim McWaters, president and CEO of UTI. “At UTI, we’re committed to student success, which is why we partnered with Roush Yates Engines to create the CNC Machining program. With these scholarships and the ongoing support of the Roush Yates Engines’ team, more students can access our training and the abundant career opportunities available for CNC machining technicians across multiple industries.” Mauldwin summed up the importance of collaboration for the benefit of the students, “We want to invest in our collective future together.”
CNC students at NASCAR Tech can apply for the scholarships at www.techforce.org.
About TechFroce Foundation
TechForce Foundation is a nonprofit, 501(c)(3) with the mission to champion students to and through their education and into careers as professional technicians in the transportation industry. The Foundation distributes more than $1.5 million in scholarships and grants annually, thanks to its generous corporate sponsors and donors, and is spearheading FutureTech Success™, the industry-wide initiative to help encourage and support more young people to pursue the vehicle technician profession. For more information, visit www.techforce.org.
About Roush Yates Engines
In 2003, Jack Roush and Robert Yates decided to partner with Ford Motor Company to join forces as the exclusive Ford Engine Builder for the NASCAR Series. These two legendary engine builders, led by President & CEO Doug Yates turned the partnership into an immediate success with winning the 2004 NASCAR Cup Championship and forever changing the face of modern day racing. Since the first engine hit the race track back in 2004 Roush Yates Engines in partnership with Ford Performance has won over 300 races in current participating motorsports series.
Roush Yates Engines is a leading edge engine development company, with three state-of- the-art facilities based in Mooresville, NC; which include Roush Yates Engines, Roush Yates Performance Engines Group focused on road racing and Roush Yates Manufacturing Solutions, a world class manufacturing center and ISO 9001 / AS9100 certified.
The company’s core business includes designing, building and testing purpose built race engines. A dedicated team of engineers, technicians and fabricators work together to build the most powerful and reliable engines in racing. Roush Yates Engines provides the power to an international market place that spans nine countries and three continents.
One key component is, Roush Yates Manufacturing Solutions, a 35,000 square foot facility which includes 40 top-of- the-line CNC manufacturing machines from; 3, 4 and 5 axis CNC milling equipment, multi-axis mill turning equipment, robotic pallet pull system machining center and a premier Quality Assurance department that holds an impeccable standard for achieving the highest level of quality for customers in the automotive, aerospace, military and industrial sectors. For more information, visit www.roushyates.com.
About Universal Technical Institute
Headquartered in Scottsdale, Arizona, Universal Technical Institute, Inc. (NYSE: UTI) is the leading provider of post-secondary education for students seeking careers as professional automotive, diesel, collision repair, motorcycle and marine technicians. With more than 200,000 graduates in its 52-year history, UTI offers undergraduate degree and diploma programs at 12 campus locations across the United States, as well as manufacturer-specific training programs at dedicated centers. Through its campus-based school system, UTI provides specialized post-secondary education programs under the banner of several well-known brands, including Universal Technical Institute (UTI), Motorcycle Mechanics Institute and Marine Mechanics Institute (MMI) and NASCAR Technical Institute (NASCAR Tech). For more information, visit uti.edu.
For further information, please contact:
Jennifer Maher, Executive Director
jmaher@techforce.org
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"By connecting students, instructors, industry pros and working techs, the TechForce Foundation provides unilateral support to the transportation industry’s technician recruiting needs… The administration of our Scholarships by the TechForce team has been instrumental in delivering us with a successful method to gain interest from qualified candidates as well as provide our students with additional assistance to complete their education."
The Emig family has asked that any donations in Terry’s honor be made either to the 
SAN DIEGO – May 29, 2018 – WD-40 Company and TechForce Foundation have teamed up to support TechForce Foundation’s FutureTech Success™ initiative, an industry-wide effort to help solve the technician shortage in America, champion the vehicle technician profession, and help young people with natural tactile intelligence become aware of, exposed to, and trained for a successful career path.
