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Practices with Promise Success Story

Submitted By: Peter Davis, SN, Adv. Transportation & Renewable Energy, CCC

Three-Day Hybrid/EV Maintenance and Repair Class Provided to Incumbent Workers

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Skills-Builders Students
  • Sector(s): Advanced Transportation & Renewable Energy
  • Momentum Point(s) & Leading Indicators : MP 33 (click here for description)
  • Regions Involved: San Francisco/San Mateo
  • Colleges Involved: City College of San Francisco
  • Other Organizations: County of San Mateo, Department of Public Works (Road Services Division)

The Challenge

Public agencies with large fleets of hybrid (and increasingly all electric) vehicles incur elevated costs as much of the vehicle service is performed by dealers. To help public agencies reduce costs while at the same time supporting incumbent workforce training, an opportunity was identified to provide incumbent auto technicians employed by the San Mateo County Department of Public Works’ (DPW) Road Services Division with skills to perform maintenance and repair on hybrid cars and electric vehicles (EVs).

The Solution

The Advanced Transportation & Renewable Energy (ATRE) Deputy Sector Navigator (DSN) recognized the need for regional workforce training for hybrid/EV maintenance and was aware that the San Mateo County DPW’ Road Services Division, specifically, was in need of this training. The DSN identified community college hybrid and EV faculty trainers in the San Francisco bay area who could provide a Hybrid/EV professional development course. He then arranged for faculty to deliver a multi-day Hybrid/EV maintenance and repair in-service class to the Road Services Division. The training enables incumbent employees to learn how to undertake basic and mid-level diagnostic and maintenance on Hybrid/EVs, while helping the County lower its costs.

Outcomes

The program provided participating workers with the knowledge and skills to maintain and repair hybrid and EVs. Moreover, the pilot program led to a dialogue with San Mateo County’s fleet manager and the fleet managers of nearby municipalities, who have recognized a need for an additional class due to the number of auto technicians requiring this type of training.

The Data

The ATRE DSN selected 15 incumbent workers to participate in the pilot Hybrid/EV in-service training. Each student completed all 24 hours of training with no absences.

Supporting Information

24 Hour Hybrid and Electric Vehicle Technician Training Program Brochure


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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception

 

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