WHITE PAPER RETHINKING THE TECHNICAL TRAINING CURRICULA OF AUTO OEMs Published by Sewells Group Technical Services
Jul 29, 2015
WHITE PAPERRETHINKING THE TECHNICAL TRAINING CURRICULA
OF AUTO OEMs
Published by Sewells Group Technical Services
TECHNICAL SERVICES
sewellsgroup.com
TABLE OF CONTENTS
01 BACKGROUND
02 RETHINKING LEVEL BASED TRAINING CURRICULUM IN AUTOMOTIVE AFTER-SALES
03 KEY BENEFITS
04 CONCLUSION
05 CONTACT US
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In the automotive after sales domain, majority of OEMs still rely on level based curriculum as a primary framework to drive their skill development actions with the dealer network. While the level based training is rooted in sound principles, the automotive technology has evolved at a rapid pace in recent years and now it needs a different approach in order to ensure that the dealership technicians keep pace with the changing technologies.
In this publication, we present an approach that has been put to work at one of our client organisations. It builds on the level based curriculum approach that is complemented with specialized and customized training programs to achieve right mix of skilled manpower.
01 BACKGROUND
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TECHNICAL SERVICES
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02 RETHINKING LEVEL BASED TRAININGCURRICULUM IN AUTOMOTIVE AFTER-SALES
Imagine you are the Manager of a large department and all your team members have highest possible skill levels for all the jobs performed in the department. Imagine your dealership workshop with only Master Technicians.
While it may sound as an ideal scenario in the business, it does not generally happen so. Fascinatingly, the reason behind this is not the technical one. It is purely economic. Our customers pay us basis the level of outcome (job difficulty), and not all outcomes need equal level of skills. In such a scenario to optimize the cost and productivity model, workshops would need a mix of skill levels within the technician team. Our customers may not be willing to pay for a master technician for a routine service job.
If we view this as a cost/skills optimization problem and analyze the skill development efforts, we will learn that the conventional ‘Level Based Curriculum’ starts becoming a limiting factor. The conventional technician skill development model attempts to maximize skill development in order to achieve highest level of customer experience which is a noble framework. In such a model, the number of head count required at each skill level is defined and so is the level progression path. A perfect model!
In reality however, the gaps appear as candidates move up the certification ladder. This is simply because each individual starts at a different level, absorbs learning at a different level, gets practice opportunities at a different level and then is exposed to a standard program with all others. Add to this the fact that as one moves up on the certification level more and more multi tasking is involved and a large set of skills are required. For example skill levels of a Senior Technician (Level 2 Certified Technician) for each topic (mechanical, electrical, body, etc.) will differ from another technician at the same level. Hence moving all Senior Technicians (Level 2) to the Master Technician (Level 3) by providing Level 3 training program will face this challenge
This is the reason why there are insufficient participants in the higher level training programs.
“Each individual starts at a different level, absorbs learning at a different level, gets practice opportunities at a different level and then is exposed to a standard program with all others”
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02 RETHINKING LEVEL BASED TRAININGCURRICULUM IN AUTOMOTIVE AFTERSALES
Skill Levels are a function of training input and opportunity to practice the skill. Level based training programs are designed assuming that all candidates have uniform knowledge and skills. In some markets, there are uniform assessments for educational institutions that produce the entry level of manpower to the industry. In these cases, level based training still works better. However in the markets where the uniform assessment system does not exist, candidates face progression challenges.
Invariably, making a Level 1 technician to migrate to Level 2 becomes a difficult task for department managers if the training program is designed for mass audience covering topics on various aspects and skills. There are many other factors like work culture, family back ground, supervision methods, motivation, etc. that contribute to variation of skills / knowledge for the audience coming for the 2nd Level training. Interestingly, this applies to all the job roles in a dealership. As you move up on the skill index, more variation is found in skill level for different topics.
It is not unusual to find many technicians stuck at a particular skill level for a long time. They can only progress to next level if the customized training is delivered to them after identifying exact individual challenge. The level based curriculum structure does not support the same. The candidates keep on attending the same level training till the time he/she is able to clear the next level assessment, sometime this takes several years.
The solution lies in supporting the technicians with specialized training programs to support their progression on the level based pathway. We at Sewells Group recommend the use of a composite approach in which Level based curriculum is supported by specialized courses.
Linear Transition – Better success rate Difficult Transition – Low success rate
Manpower (skill mix) planning and sourcing as per business
2 years
L2
6 months
1 year
L1
Level based course Customised courses
“The solution lies in supporting the technicians with specialized training programs to support their progression on the level based pathway”
Figure 1
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Sewells Group Technical Competence Development approach deploys a model that makes use of Specialized Programs along with Level Based Curricula to deliver better competence outcomes among technicians. We also deploy innovative assessment tools to identify individual needs for specialized programs. This model delivers a better competence outcome with lower investments.
To know more about our model, please write to us at [email protected]
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KEY BENEFITS
CONCLUSION
• A composite approach ensures availability of right technician mix and at the same time ensures faster progression onthe level based pathway. It also allows us to develop specialists and experts who can be better utilized. The right mix ofskills, faster progression and availability of expert technicians leads to optimal cost/skill performance at the dealershipworkshop.
• This approach also engages the technicians better and results in better service performance in terms FRFT.• Lastly, a composite approach contains technician attrition by providing technicians the right opportunities for career
growth.
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CONTACT US
Sewells Group is a global consulting and outsourcing firm which specializes in the automotive retail industry. Our very reason for being in the business is to improve the performance of individuals and organizations in the automotive retail industry. We operate across the Asia-Pacific, Africa and Middle East regions.Our in-depth subject matter expertise in this area and our deep engagements with many leading automotive brands make us a leader in our business. Our Integrated Dealer Performance Management Model has delivered exceptional success to leading OEMs across the world. Through our business management, competence development and process efficacy initiatives, we contribute meaningfully to our clients’ businesses.
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To know more, visit us at sewellsgroup.com or write to us at [email protected]
© 2014 Sewells Group
Disclaimer: The information in this brochure is correct at the time of production. Sewells Group reserves the right to make changes at its sole discretion.
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ASIA PACIFIC – AFRICA – MIDDLE EAST