Mike just graduated from high school in May. He doesn't have any automotive experience but his dad helped get him an entry-level position at a local repair facility. He likes the idea of working in the shop, and is trying to decide between college and an automotive career at a vo-tech school. He's leaning toward an automotive career and hopes his employer will recommend some good vo-tech schools for him to consider.

He's counting on his employer to not only provide hands-on work experience, but also to mentor him about his education and future. Conversely, the shop owner is counting on this employee's attitude and work ethic to help him learn the automotive skills, grow within the company, and eventually become an asset to the business.

Many shop owners are opting for this "grow your own" approach to finding employees as the labor pool of qualified technicians continues to shrink and the number of automobiles on the road climbs by an average of two million a year. From 1996 to 2006, the Bureau of Labor Statistics predicts a 39.3 percent increase in the number of technicians needed by repair facilities. Although opinions vary, industry experts speculate that the shortage is due to the increased complexity of vehicles, a lack of quality education programs and the perception that automotive service is an undesirable career choice.

Ingredients for success
Shop owners who have grown their own technicians look for work ethic, moral character, drive, personality and attitude. "We can teach nearly anyone the skill," said Keith Kumler, owner of Kumler Collision, Inc., Lancaster, Ohio. In 1973, Kumler hired a young man who had a background in farming. Kumler said this background appealed to him because farmers must fix anything that breaks (and usually fix it in the field) and still bring in the crop by dark. "This creates a good work ethic and the right attitude, the two most important qualities in employees (and employers)," said Kumler. The employee left a job as foreman in a fiberglass plant and took a pay cut to join Kumler's business. He went through the shop's apprenticeship program, and attended frame and painting school. In four years, he earned his journeyman papers and in 10 years, he earned an opportunity to buy into the company. After 26 years, the employee is now Kumler's business partner and the two have partnered in other business ventures. "I think he was able to see the future as the factory worker versus the future as a craftsman. A craftsman is more in control of his own destiny," said Kumler.

Fourteen people have successfully gone through the shop's apprenticeship program. Of the 14, 10 are still employed by the business. Kumler has five employees in different stages of the apprenticeship program. "When we grow our own technicians we can mold the employee, not just how we would like the work performed, but in attitudes about our company and other employees. We can build pride in our company and loyalty," said Kumler. The only real disadvantages Kumler sees are the expense and sometimes disappointment if the employee doesn't make the grade. "Of course, there is the chance that you will spend the time and money on someone and they prematurely leave the company. All who have left our shop have been here at least 10 years so we feel they have returned our investment," added Kumler.

Vo-tech as a source
John Gilsdorf, Gilsdorf Garage, Fort Collins, Colo., has established a solid relationship with instructors at the local vo-tech school, Front Range Community College. This relationship takes some of the guesswork out of hiring inexperienced technicians for Gilsdorf. When he needs a new technician, he calls on an instructor at the college who recommends students with qualifications that match Gilsdorf's position. "The instructors will have a good feeling for which direction the youngster needs to go," said Gilsdorf. He then meets with the students several times before making a hiring decision.

His business is growing two technicians, one who is a first-year scholarship winner for ASA-Colorado. Gilsdorf believes this employee's background as an Eagle Scout has given him a solid foundation. His other new technician has a college degree in art and experience in a bike shop. "People who have mechanical abilities make good technicians," said Gilsdorf. This employee was also recommended by Front Range Community College. "He is really sharp and a quick learner. The biggest frustration for him is the inexperience," said Gilsdorf.

Employee acceptance
New technicians at Gilsdorf Garage usually spend the first few weeks working with an experienced technician. As they progress, they are expected to help out the experienced technicians who took the time to initially show them the ropes. "In general, the other employees are helpful and accepting, even with the demands of their own jobs," said Gilsdorf. He personally enjoys showing new technicians the odds and ends of doing an individual task, things that can only be learned from experience. In addition, the business has an open checkbook for employee training.

Chris Dameron, of True2Form Collision Repair Centers of North Carolina, Raleigh, N.C., finds that employees more easily accept new technicians if they are fast learners and hard workers. "The older technicians in the shop react in many different ways - a new trainee can be a detriment to the production levels of a flat rate tech so the old timers can't really be blamed," said Dameron who admits having good and bad experiences with growing his own technicians. He finds young, energetic people easier to train than older, more experienced techs with old habits, and that training young technicians builds a loyalty to the business.

He employs a painter who prior to joining the business worked part time for a car wash. Four years later, this employee is a full-fledged painter at the shop. He also took a disillusioned mechanic at an alternator and starter repair shop, discussed a career change with him and developed him into a very productive employee for the business.

When hiring inexperienced people, Dameron looks for many of the same attributes as when he hires a journeyman body tech or painter.

"We feel it is of utmost importance that they not only have some mechanical skills, but also have a positive attitude, good work ethic, and the drive to improve themselves," said Dameron. "Some of the best techs can be grown from scratch," he added.

Industry Programs Focus on Students, Education

The need to attract students to the mechanical and collision repair professions has led to the development of programs that focus on giving students the technical skills they need, as well as hands-on work experience in a shop environment. Many of these programs also work to improve the quality of secondary and post-secondary automotive repair education programs.

The Automotive Service Association (ASA) of Washington recently endorsed the Automotive Youth Education System (AYES) program. AYES is a partnership among participating automotive manufacturers, participating local dealers and selected local high schools/vocational schools. According to Pete Hunt, ASA-Washington executive director, AYES has opened its program to independent repair shops in the state of Washington.

AYES is a partnership between General Motors, DaimlerChrysler and Toyota Corporations. It was formed in 1995 to be a catalyst in the development of "school-to-work" automotive educational programs at the high-school level on a nationwide basis. It brings together business and education systems to provide a source for qualified entry-level technicians and other service personnel for automotive dealerships/retail facilities. Students selected to participate in the AYES program take auto technician classes while they pursue their high school diplomas. They also work as interns at participating automotive businesses and are mentored by a journeyman technician.

Participating AYES businesses are expected to sponsor one or more AYES students for a paid summer internship in their junior year, and continued part-time internships during the senior year (if feasible), providing varied work experience with an emphasis on skill development. They are also expected to underwrite the purchase of an AYES starter tool set for students. Participating AYES schools must maintain National Institute for Automotive Service Excellence (ASE) program certification in at least four areas and ensure that their own instructors maintain their own ASE certification.

The Independent Technicians Education Coalition (ITEC) was founded in 1994 and since then, has received support from many industry organizations. The program is dedicated to developing and maintaining world class technical training programs for entry-level and professional-level automotive personnel. The two-year college program combines classroom instruction with full-time work experience at a sponsoring shop. On-campus training is held at Renton Technical College, Renton, Wash. To participate, students must meet a criteria that includes passing ITEC placement tests. Students must be sponsored by a participating shop and must purchase all the basic industry tools as outlined by the school.

ASA-Colorado recently implemented an Apprenticeship Program for Automotive Technicians. The four-year program includes technical training at Front Range Community College and hands-on work experience in participating shops. During the first three years of classroom training, apprentices have the opportunity to get certification in the eight basic ASE skill areas. The program is approved by The U.S. Department of Labor Bureau of Apprenticeship.

The Toledo-area campus of Owens Community College and repair facilities in northwest Ohio developed the Cooperative Automotive Service Technician (CAST) program in August 1998. In the two-year program, students combine classroom experience with hands-on work experience. They must complete 73 credit hours of college classes and be sponsored by a participating business for on-the-job training. Students may work for the sponsoring business up to 28 hours per week while they attend classes. Students_ in-state tuition, books and lab fees are paid by the sponsoring facility with an agreement from the students to work for the business for two years after graduation.

ASA National, in conjunction with several industry groups, developed a "Blitz" program to improve the quality and quantity of secondary and post-secondary collision and mechanical repair education programs. The program also strives to increase the number of students pursuing automotive repair careers. The program has been introduced in Missouri and Texas.

Monica Buchholz (beeswax@fastlane.net) is president of Beeswax Publishing, Inc., in Arlington, Texas.

RATE THIS ARTICLE What do you think of this article? Your input will help AutoInc. develop additional articles on this subject. Share your thoughts! Your name Your e-mail address

MOST ACCESSED ARTICLES Fuel Injection Service, Not Just Cleaning The Art of Extraction EGR Systems: Operation and Diagnosis Proactive Target Marketing:_Rethinking Your Business Strategy Engine Performance: HO2S Diagnostics MOST E-MAILED ARTICLES Developing Employee Potential How Critical Thinking Can Help Your Business How to Diagnose the Ford Glow Plug What to Look for When Shopping for the Right Shop Management Software Putting a Price Tag on Complaints

AutoInc. Web Site | ASA Web Site | USA Today Misses Clean Air Mark | Fleeting Thoughts | Refinishing Nightmares | Designing Your Own Tech | Tech to Tech | Tech Tips | Shop Profile | Net Worth | Stat Corner | Chairman's Message