how to establish and operate a successful collision …

HOW TO ESTABLISHAND OPERATE ASUCCESSFUL COLLISIONREPAIR TRAININGPROGRAM

Sponsorship funding for the development of this handbook provided by:Tech-Cor Inc., and Allstate Foundation

S M A R T J O B S

S M A R T P E O P L E ®

I-CAR EDUCATION FOUNDATION

HOW TO ESTABLISHAND OPERATE ASUCCESSFUL COLLISIONREPAIR TRAININGPROGRAM

IIHow To Establish A Successful Collison Repair Training Program

The development of this handbook, How to Establish and Operate a Successful Collision RepairTraining Program, was made possible through grants from The Allstate Foundation and Tech-Cor, Inc. This generosity is a symbol of their commitment to the objective of reducing theshortage of quality entry-level Collision Technicians.

The I-CAR Education Foundation greatly appreciates the help of the following individuals who gavetheir time and expertise to the creation of this handbook.

Duane Adamski The Martin-Senour CompanyBill Anderson Tech-Cor, Inc.Tom Bailey Poinciana High School Orlando, FLMitchell Bargar Lake County Area Vo-Tech Ctr. Eustis, FLMike Bauer Tech-Cor, Inc.Dave Benck The Martin-Senour CompanyTom Brandt Winona Technical College Winona, MNJeff Brierton Lake County Area Vocational Center Grayslake, ILEarnie Brown Tulsa Area Vo-Tech Coweta, OKBruce Burrow ADP-ACS Marengo, ILJohn P. Christensen 3M Automotive Trades DivisionGeorge Curt Minuteman Vo-Tech Lexington, MATom Delk Walker Career Center Indianapolis, INDean Fisher Auto Creations CARSTAR Yorkville, ILPete Gall Lakeshore Technical College Cleveland, WIHarold D. Harden Lex La-Ray Technical Center Lexington, MOTom Heinemann State Farm InsuranceMarty Hettle Chief Automotive Systems, Inc.

Copyright © 1999 byI-CAR Education FoundationAll Rights Reserved

Written by John Yoswick, 1993, Image Output, Portland, ORRevised by Tom Brandt, 1999, Winona, MN

Robert Hodgson Miami Lakes Technical Center Ft. Lauderdale, FLThomas K. Holdsworth Vocational Industrial Clubs ofAmerica (VICA)Lirel Holt CARSTAR Automotive, Inc. Overland Park, KSDaniel W. Ide Paradise Valley High School Prescott, AZTony Jones Cypress College Yorba Linda, CAGerry Kelly State Farm InsuranceBill Kersten National Institute For Automotive Service Excellence (ASE)Casey Knobel 3M Automotive Trades DivisionRod Kohlhepp Madison Area Technical College Madison, WIPeter Lock Contra Costa Community College San Pablo, CAGeorge Lovejoy Texas State Technical College Waco, TXJohn Macko Pennsylvania College of Technology Williamsport, PAOrville Manuel State Department of Vo-Tech Stillwater, OKChuck Maybaum Tech-Cor, Inc. Wheeling, ILRobert McCartney RTITB Services Limited Wembley, Middlesex,UKSidney McGee 3M Automotive Trades DivisionRichard Nelson Snap-on Tools Corporation

Robert Pettet E.I. DuPont de Nemours & Company, Inc.Ron Ray American Honda Motor Co. Torrance, CAJohn Ressler Chief Automotive Systems, Inc.Keith Schieffer Texas State Technical College Amarillo, TXLarry Schmidt Ranken Technical College St. Louis, MOGary Schwebemeyer The DeVilbiss Co.Bob Smith Fox Valley Technical College Appleton, WIAmos Stackhouse Consultant Tucson, AZTom Stark American River College Orangevale, CALarry Steele Warren Occupational Technical Center Golden, COJames Swanson Lake Washington Voc. Tech. Institute Brier, WARaymond Swedeen Dakota County Technical College Rosemount, MNPatricia Serratore National Institute For Automotive Service Excellence (ASE)Steve White Portland Community College, Rock Creek Campus Portland, OR

S M A R T J O B S

S M A R T P E O P L E ®

I-CAR EDUCATION FOUNDATION

IIIHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

TABLE OFCONTENTS

1. Facility And Staff NeedsA. Facility RequirementsB. Tool, Equipment And Supply NeedsC. Instructor Selection

2. Developing A CurriculumA. Curriculum DevelopmentB. The I-CAR Education Foundation CurriculumC. Other Curriculum SourcesD. Sample Program Outlines And Course DescriptionsE. Basic SkillsF. Safety SkillsG. Employability SkillsH. Other SkillsI. Hobby Courses

3. Gaining Administration SupportA. Establishing A New ProgramB. Maintaining Or Enhancing An Existing Program

4. Obtaining Teaching ResourcesA. PropsB. SpeakersC. ToursD. VideosE. TextbooksF. Other Teaching Resources

5. Forming An Advisory CommitteeA. The Value of An Advisory CommitteeB. School GuidelinesC. MembershipD. MeetingsE. The Role Of The Advisory CommitteeF. Establishing A New Advisory CommitteeG. Improving the Performance Of An Advisory Committee

6. Financing The ProgramA. Working With School AdministrationB. Budget Line ItemsC. Discretionary Funds

IVHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

TABLE OFCONTENTS(CONT’D)

7. Securing Vehicle And Equipment DonationsA. General GuidelinesB. Working With SuppliersC. Working With InsurersD. Working With Advisory Committee MembersE. Other Sources Of DonationsF. Donation Follow-UpG. Repair And Sale Of Donated Vehicles

8. Recruiting StudentsA. General Recruiting GuidelinesB. Student ProfileC. Available Recruiting ResourcesD. Recruiting BrochuresE. Recruiting Activities

9. Establishing A Co-op Program Or InternshipA. PurposeB. Program BenefitsC. Roles And ResponsibilitiesD. Co-op Program SponsorsE. General GuidelinesF. Internship Programs

10. Student Achievement RecordsA. Student Achievement RecordsB. Computerized Tracking SystemsC. Student Motivation and MoraleD. Student HandbookE. Student Exchange Program

11. Qualifying For ASE/NATEF CertificationA. History And PurposeB. Value Of ParticipatingC. The Certification ProcessD. Time And Costs InvolvedE. Tips For Earning Certification

12. Preparing For VICA ContestsA. History And PurposeB. Value Of ParticipatingC. Local And State CompetitionsD. National CompetitionE. Preparing Students For VICA Competitions

VHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

TABLE OFCONTENTS(CONT’D)

13. Benefits From I-CAR InvolvementA. History And PurposeB. Value Of ParticipatingC. Gold Class Designation RequirementsD. Time And Costs Involved

14. Staying Current With TechnologyA. Rate Of ChangeB. Training Courses And MaterialsC. Summer JobsD. I-CAR Education Foundation Vocational Instructor NetworkE. Trade PublicationsF. Other Sources Of Information

15. The Industry’s Concept Of “Entry-Level”A. Sources Of InformationB. On-Going ReviewC. Employer Surveys

16. Placement Of GraduatesA. General GuidelinesB. Working With The Advisory CommitteeC. Working With The MediaD. Working With The Industry SuppliersE. Working With Trade AssociationsF. Working With The Alumni GroupG. Assisting Students With Resumes And PortfoliosH. Assisting Students With Interview SkillsI. Marketing To Potential EmployersJ. Summer Jobs Program

17. AppendixNATEF Task ListI-CAR Education Foundation ADVANCE-TECH® Curriculum

ModulesIndustry ContactsTrade PublicationsVehicle Manufacturer’s Publications Resource List

VIHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

PREFACE AN OPEN LETTER TO ADMINISTRATORS

The task of administering a state-of-the-art technical educationprogram is not an easy one. Administrators, Instructors andAdvisory Committee members are charged with balancing theneeds of many occupational programs, of which CollisionRepair is but one. This handbook was developed with the goalof making that task easier for everyone interested inestablishing a successful collision repair program. Some of theideas contained in it will be helpful in other occupational areasas well.

Industry must recognize its responsibility to support the localtechnical school system. After all, they are the “customer,” thepotential employers of the graduates of the system. Theirsupport must not be limited to mere participation on anAdvisory Committee. It must also include instructor mentoring;assistance in student recruiting; “open houses” for students toobserve the industry in action; donations of equipment,supplies, and funds; and assistance with placement ofgraduates. Therefore, this handbook treats the role of theindustry as equal to that of the education system.

The instructor is a vital link in the learning process. Ultimately,it is the instructor who must impart the increasingly high-technature of the Collision Repair Industry and the exciting andrewarding career opportunities that it offers. Too often,instructors lack the network which can help them meet thechallenges of operating a successful program. This handbookwill give them that network. The ideas and advice contained init are drawn from some of the most successful collision repairtraining programs in existence at both the secondary and post-secondary level.

The I-CAR Education Foundation is committed to helpingtechnical schools and colleges operate effective CollisionRepair training programs. This will help to assure a continuedsupply of quality entry-level employees for the CollisionIndustry. It is best expressed in its Mission Statement:

“To attract quality entry-level candidates and assist in preparingthem for careers in the Collision Industry by providing the

most advanced curriculum, instructor training, research andrelated services to Vocational-Technical Education.”

VIIHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

INTRODUCTION A growing crisis in the Collision Repair Industry is creating agrowing opportunity for educators. The industry is facing acritical shortage of quality entry-level technicians.

The mission of the I-CAR Education Foundation is to increasethe number and quality of entry-level collision technicians. TheFoundation believes that successful development and on-goingimprovement of collision repair training programs at thesecondary and post-secondary education levels are vital to thefuture of the Collision Repair Industry.

This handbook was designed to address the key issues andmost-commonly asked questions about establishing orimproving a collision repair training program, including:

■ What type of facility and staff is required?■ What should be the goals of the Advisory Committee?■ How can a school obtain donations of vehicles, supplies,

and equipment?■ What curriculum materials are available?■ What student recruiting and placement methods are most

successful?■ How can a program be sure it is producing graduates that

meet industry requirements for entry-level technicians?

In addition to assisting instructors and administrators, thishandbook also can be used by members of a trainingprogram’s Advisory Committee and others interested in helpingthe program succeed.

Creating a successful collision repair training program is nosmall task. But because of a growing awareness of theshortage of entry-level technicians, industry interest andsupport of collision repair training programs continues to grow.

VIIIHow To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

The key in harvesting this support is to establish a collisionrepair training program that is viewed as credible andprofessional within the industry. Even a training program with astate-of-the-art training facility and a steady enrollment may failif it has not taken the steps necessary to develop and maintainits credibility within the industry. This handbook can helpdedicated instructors and administrators who believe in thevalue of the program develop the industry partnership neededto succeed.

The shortage of quality entry-level technicians presents anexciting opportunity for existing collision repair trainingprograms, and for schools developing such programs.Programs that have the support of the school administration,that demonstrate a willingness to work with the industry and totake the actions necessary to maintain a credible andprofessional image, will find both a steady supply of interestedstudents and an increasing demand for graduates.

INTRODUCTION(CONT’D)

1-1

Chapter 1–Facility And Staff Needs

How To Establish A Successful Collison Repair Training Program© 1999 I-CAR Education Foundation

Facility And Staff Needs

A successful collision repair training program requires a welldesigned, properly equipped facility. It does not need to be a“showplace,” but it must have the space and equipment re-quired for the curriculum taught.

The size and layout of a training facility should be based onthe:

■ number of students that will be working in the facility at anyone time.

■ scope of the curriculum.■ type and number of repair and refinish equipment used in

the program.

CHAPTER 1

A. Facility Requirements

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The minimum amount of shop space generally required is61–91 sq. m (250–300 sq. ft) per student working in the facilityat any one time. This is based on the size of a typical stall in acollision repair facility, 3.7 x 7.3 m (12 x 24 ft). While thisminimum amount of space may be adequate, 91–107 sq. m(300–350 sq. ft) per student working in the facility at any onetime will allow the program greater flexibility in shop layoutand curriculum options.

A broad range of new or existing school buildings can accom-modate a collision repair training program, but some spacerequirements are fixed. For example: A paint booth is generallyabout 4.6 x 7.6 m (15 x 25 ft). A frame machine is generally4.3–4.9 m (14–16 ft) wide by 7.9–8.5 m (26–28 ft) long.

The facility generally will include:

■ a structural/metal shop.■ a refinishing area, including a spray booth, a paint mixing

room, a prep area possibly including prep stations, and adetailing area.

■ indoor and outdoor vehicle storage.■ a tool room and storage space (a minimum of

244–305 sq. m (800–1,000 sq. ft)) for equipment, parts,and supplies.

■ a hazardous waste storage area.■ instructor office space (a minimum of 30–46 sq. m

(100–150 sq. ft)).■ classroom space.

In addition to scheduled instruction sessions, classroom spaceis often needed by instructors for informal instruction or discus-sion of student projects. This classroom ideally will be:

■ adjacent to shop space, with windows allowing visibilitybetween shop and classroom areas.

■ available to program staff and students during all classsessions.

■ insulated from shop noise.■ equipped with necessary teaching resources and reference

materials.■ a minimum of 122–183 sq. m (400–600 sq. ft)

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Shop layout ideas and assistance is available through:

■ Industry publications.■ Industry consultants.■ repair facility franchisers.■ refinish product manufacturers and suppliers.■ equipment manufacturers and suppliers.■ collision repair facility owners and managers.

Many collision repair training facilities are laid out to resembleactual production shops. While this type of layout may offersome advantages, it certainly is not necessary, and in somecases may make instruction more difficult.

B. Tool, Equipment And Supply Needs

Tool and equipmentneeds also are closelytied to the size of theprogram and the scopeof the curriculum. Forexample: A school witha limited number ofGMA (MIG) welderscan either budget topurchase additionalwelders, or scheduleclasses so that not all students are required to use the weldersat the same time.

Tools and equipment can be:

■ purchased or leased through manufacturers or local suppli-ers at any available educational discounts.

■ donated by the manufacturers, local suppliers, trade asso-ciations, individual repair facilities, etc.

■ loaned on a temporary basis to the program by a manufac-turer or local supplier.

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See Chapter 7, “Securing Vehicle And Equipment Donations,”for additional ideas on acquiring necessary tools and equip-ment.

Based on its curriculum, the tools and equipment a trainingprogram may require include:

■ downdraft spray booths■ prep stations■ GMA (MIG) (wire feed) welders■ plasma cutting torches■ racks/pulling systems with measuring capability■ wheel alignment systems■ paint mixing systems■ refrigerant recovery/recycling machines■ portable vehicle lifts■ stationary vehicle lifts■ spray gun cleaning/recycler units■ waste thinner distillers/recyclers■ vacuum sanding systems■ fresh air respirators■ spray guns■ HVLP (high volume, low pressure) spray equipment■ computerized damage appraisal system and shop manage-

ment system■ portable paint curing equipment (infrared)■ compressed air system (compressor, lines, hoses, regulators,

traps)■ corrosion protection application equipment■ jack stands■ plastic parts repair equipment■ masking equipment■ portable power tools■ sheet metal repair tools (stud welder, slide hammers, por-

table hydraulics)■ computerized vehicle data retrieval system

1-5



Additional equipment necessary for safety requirements mightinclude:

■ fire blanket and case■ fire extinguishers (various types as required)■ flammable materials storage cabinet (approved type)■ eye wash station■ safety shower■ safety containers for solvents, rags, trash, etc.■ hazardous spill response kit■ “Right to Know” kit and materials (OSHA approved)

Personal safety equipment might be provided or could berequired for the student to secure before being allowed towork. Personal safety equipment might include:

■ eye protection (glasses, face shield, shaded glasses, weldinghelmet)

■ safety shoes (as required)■ ear protection■ particle dust mask■ NIOSH-approved welding fume respirator■ gloves (leather, latex, solvent, acid, and welding types)■ work clothes (flame-retardant material)

Though curriculum generally is designed to teach concepts,brand-specific training on some equipment is desirable. It isvaluable to expose students to several brands and types ofequipment.

As refinish products andprocedures have becomemore complex, it has becomecritical for students to learnto correctly use one com-plete refinish system (brand).Because of this, some pro-grams teach only one paintsystem. Others offer trainingon two or more completerefinish systems. However, some instructors have found thatteaching more than one refinish system can make teachingrefinish concepts more difficult.

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Some programs provide hand tools and small safety items forstudents’ use. Other programs require students to buy theseitems. Local vendors often offer discount programs for studentspurchasing tools. Employers who sponsor co-op or apprentice-ship programs may have tool purchase programs to assiststudents. School administrators or instructors should givestudents a list of required tools and information on discountprograms available.

Students should be encouraged to acquire their own tools asthey progress through the program. A sample tool list appearson page 1-7.

Discount programs for tools could be made available to stu-dents by:

■ providing a list of suppliers that offer discounts.■ purchasing through the school book store.■ holding a tool day when all vendors could display their tool

sets.■ allowing vendors regular assigned times to visit students.

Work with local suppliers to determine appropriate inventoriesof shop supplies. Supply requirements and budgets can bebased on student contact hours.

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Sample Tool List

• 340 gm (12 oz) ball peen hammer

• 127 mm (5") disc grinder

• 1⁄4" drive socket set (metric and English)

• 3⁄8" drive socket set with extensions (metric

and English)

• 7.6 m (25') electrical cord (16 ga. with ground)

• 70 mm (11⁄4") putty knife

• 3.7 m (2') retractable tape measure

• 76 mm (3") spreader

• Air gun

• Allen wrenches

• Cartridge applicator gun

• Charcoal respirator

• Chisel set

• Compounding and polishing pads

• Cross peen hammer

• Cutoff tool

• Disc pads

• Dual-action sander

• DVOM

• Mill, speed, round and half-round files

• Ear plugs

• Flashlight

• Grinder-polisher

• Hacksaw frame and blades

• Hand drilling hammer

• Hand file board

• Heel dolly

• Plastic putty applicators

• Picking & dinging hammers

• Pin and starter punches

• Plier set (needle nose, side cutter, adjustable

joint, vise grip)

• Polyethylene mixing board

• Ratcheting magnetic screwdriver set

• Razor blade scraper

• Rubber mallet

• Rubber sanding block

• Rust and paint stripper

• Safety glasses

• Scratch awl

• Screwdriver set (plain, close quarter, posi-drive,

Phillips)

• Soft hand block

• Solvent-resistant rubber gloves

• Spark lighter

• Spot weld drill

• Sponge pads

• Squeegee

• Toe dolly

• Tool box/cabinet

• Torx-bit socket set

• Trim pad removing tool

• Utility knife

• Wrench sets (metric and English)

– Adjustable wrenches

– Allen wrenches

– Flare-nut (tubing) wrenches

– Open-end and closed-end wrenches

• Welding helmet

• Welding gloves

• Welding goggles

• Windshield molding release tool

• Wire brush

(SCHOOL LETTERHEAD)

Students in the Collision Repair Technology Program at (Name Of School) are required to have the

following tools/items:

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C. Instructor Selection

A collision repair training program should have at least one full-time instructor. In addition to instructors, a minimum of onestaff assistant is recommended for each 20 students in theprogram.

School or legislative policies often determine instructor qualifi-cations. These policies generally should require:

■ a degree, or a certificate of completion of a 2-year collisionrepair training program.

■ a minimum of 2–5 years of recent experience as a techni-cian in the Collision Repair Industry.

■ two years of teaching experience.■ ASE certification, or successful completion of other nation-

ally-standardized tests, such as the National OccupationalTesting Institute (NOCTI).

■ a provisional teaching certificate.■ on-going college education toward teaching certificate.■ an established minimum amount of professional and techni-

cal development annually.

School policy may also determine hiring procedures. It isimportant that instructors in established programs be involvedin the process of hiring new instructors.

1-9



Program instructors should be prepared to:

■ recruit qualified candidates.■ participate in interviews.■ provide input into hiring decisions.

Interviews should address candidates’ experience and abilitiesin:

■ collision repair, including structural, welding, refinishing, etc.■ working with students in a classroom setting.■ working with members of the Industry.■ working with administrators.■ working with budgets.■ motivating students.■ communicating complex concepts.

Interviews should address candidates’ willingness and ability toassist with:

■ budgeting, purchasing and planning.■ curriculum development.■ student recruitment and placement.■ program marketing, including on-going contact with mem-

bers of the Industry and community.■ certification and accreditation programs.■ participation in student competitions.■ on-going professional development.

2-1

Chapter 2–Developing A Curriculum


Developing A Curriculum

A. Curriculum Development

A curriculum should be based on a list of skills (task lists)needed by entry-level technicians. Collision repair task listshave been developed by many sources, including individualstates and provinces. A nationally-recognized task list has beendeveloped by the National Automotive Technicians EducationFoundation (NATEF). The NATEF Task List starts on page 17-2.The tasks are not necessarily listed in the order in which theyshould be taught.

CHAPTER 2

2-2



In determining which tasks to include in the curriculum andhow much time will be available for each, review:

■ the length of the program.■ local Industry needs and priorities for entry-level technicians.■ program facilities and equipment.■ instructor and staff resources.■ Advisory Committee input.

Outlines and timelines for implementing the curriculum canthen be developed.

In order to be successful, a collision repair training curriculumshould:

■ undergo a regular, formalized review process.■ allow for defined, measurable outcomes.■ be competency-based, allowing students to move forward

as skill levels are met.■ include necessary safety skills, employability skills, basic

math and communication skills.

B. The I-CAR Education FoundationCurriculum

The I-CAR Education Foundation ADVANCE-TECH® curriculumis a complete package for collision repair training programs. Itis based on the NATEF task list. The package is designed forboth secondary and post-secondary schools.

There are seven ADVANCE-TECH® subject areas:

■ Non-Structural Repair■ Structural Repair■ Welding and Cutting■ Mechanical and

Electrical Repair■ Refinishing■ Estimating■ Plastic Repair

2-3



Each subject area is divided into the essential tasks required ofan entry-level technician. The list of I-CAR Education FoundationADVANCE-TECH® Curriculum Modules starts on page 17-15.

The ADVANCE-TECH® package includes:

■ a sample student manual.■ instructor manual (lesson plan), test your knowledge and

test your performance tests.■ overhead transparency masters.■ video program segments.

The ADVANCE-TECH® package has been designed to:

■ help schools meet NATEF certification requirements.■ be used for self-paced or group training.■ help students prepare for ASE certification tests and VICA

competitions.

For more information on the I-CAR Education Foundation orthe ADVANCE-TECH® curriculum package, contact the I-CAREducation Foundation. The address and phone number is onpage 17-24.

C. Other Curriculum Sources

Schools developing their own curriculum should:

■ contact other schools with similar training programs forideas and assistance.

■ use available textbooks as a guide.■ use a state or provincial curriculum as a model.■ incorporate appropriate materials from Industry training

courses.■ seek input from the Advisory Committee and other mem-

bers of the Industry.■ seek input from health and safety information providers,

such as OSHA, local, state or provincial environmentalagencies, the Lung Association, etc.

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D. Sample Program Outlines And CourseDescriptions

While curriculum and course requirements vary, some sampleprogram outlines and course descriptions are included forreview. These can be found starting on page 2-5.

E. Basic Skills

The curriculum and related courses should include develop-ment of basic math and written and verbal communicationskills. Most schools require basic competency testing of stu-dents prior to entering the program. This testing helps deter-mine the additional basic skills training needed by each stu-dent.

Basic communication skills that should be addressed includethe ability to:

■ use correct grammar.■ speak effectively with others.■ use Industry-related terminology.■ listen attentively.■ write legibly.■ use appropriate telephone technique.■ ask questions.■ locate information needed to complete tasks.

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Sample 2,200 Hour Post-SecondaryCollision Repair Training Program

(NAME OF SCHOOL)

Collision Repair Training Program

2,200-Hour Program

CURRICULUM–COLLISION REPAIR PROGRAM ................................................ Hours

FIRST TERMCR1 Industry Profile, Collision Repair Procedures, Fundamentals of Unibody ......... 80

Construction, Detailing, Shop Tools and Equipment, Estimatingand Measuring Principles used in Damage AnalysisApplication of Principles via Shopwork ............................................................. 160

GE110 Introduction to Algebra/Trigonometry ................................................................ 60GE100 Introduction to the College Experience .............................................................. 20GE101 College Composition I ....................................................................................... 40

SECOND TERMCR2 Straightening Systems and Techniques, Welding in Unibody Collision ............ 80

Repair, Repairing or Replacing Structural Components, Restoring CorrosionProtection and Replacing Outer Body PanelsApplication of Principles via Shopwork ............................................................. 160

GE111 Intermediate Algebra ......................................................................................... 60GE103 Report Writing .................................................................................................... 60

THIRD TERMCR3 Other Collision Repairs and Repairing Plastics ................................................. 60

Application of Principles via Shopwork-Live Shop Work .................................. 180GE204 Introduction to Business .................................................................................... 60GE110 Computer Literacy ............................................................................................. 30GE102 Oral Communications ........................................................................................ 30

FOURTH TERMCR4 Analyzing Mechanical and Electronic Components ........................................... 60

Application of Principles via Shopwork ............................................................. 180GE120 Conceptual Physics ........................................................................................... 60

Workplace Basics .............................................................................................. 60

FIFTH TERMCR5 Preliminary Steps of Vehicle Preparation and Topcoat Application .................. 60

Applications of Principles via Shopwork ........................................................... 180GE202 Human Relations ............................................................................................... 60GE220 Introduction to Graphics .................................................................................... 30

SIXTH TERMCollision Repair Management Systems ............................................................. 30

CR6 Shopwork involving all aspects of collision work in a Shop Environment ......... 270GE201 Personal Finance ............................................................................................... 60

Year–End Maintenance & Restoration of Equipment & Work Area

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Sample 2,200 Hour Post-SecondaryCollision Repair Training Program (cont’d)

(NAME OF SCHOOL)


2,200-Hour Program

CURRICULUM–COLLISION REPAIR PROGRAM

CR 1... Unibody Construction, Estimating and Measuring Principles

The term starts out with an overview of the Collision Repair Industry. Emphasis is then placed on learningabout the construction of the Unibody Vehicle and how it relates to the repair process. A short segment ofshop time is then spent in learning the correct process of detailing cars. The class is then divided into groupsand two collision cars are chosen for each group. Estimating is taught next and each writes a thoroughestimate and develops a plan of action. Measuring follows estimating, students learn basic tram measuring,centerline gages, fixtures and universal measuring systems.

GE 110… Introductory Algebra and Trigonometry (3)

This course consists of topics in introductory algebra, as well as trigonometry. Topics covered include:signed numbers, algebraic expressions, linear equations, solving algebraic word problems, right triangletrigonometric solutions and applications, oblique triangles, the law of sines, cosines, and an introduction tovectors.

GE 100… Introduction to the College Experience (1)

This course is designed to help the student adjust to college life and serves as a continuation of theorientation process. Students will examine college study skills, critical reading, how to use the library, thework ethic, and a personal value system, as well as college survival skills. Students will be introduced to thewritings of a number of authors, including Franklin, Bacon, Clemens, Johnson, Thurber, Thoreau andothers, that relate to the world of work.

GE 101… Communications I (2)

This is a general English composition course emphasizing methods of organizing and developing a topicin expository forms of writing. Students are given extensive practice in applying different methods oforganization in writing short papers. Improving sentence structure, style, mechanics, and paragraphdevelopment are also stressed.

CR 2... Straightening Techniques, Unibody Welding, Structural Components, Corrosion Protection andCosmetic Panel Replacement

This term picks up where term 1 leaves off. The collision cars have been diagnosed for damage and are nowready to make pulls. Various types of equipment are discussed and used. After the vehicles are structurallypulled they are removed from the frame equipment and unibody welding is taught. We then move into theproper replacement of structural components. Every phase that is taught is done on late model vehicles.The term ends by going through corrosion protection and cosmetic panel replacement.

GE 111… Intermediate Algebra

Students will study factoring algebraic expressions; solving algebraic fractions and fractional equations;radicals; graphic and algebraic solutions of quadratic and higher-order equations; complex numbers;simultaneous solutions of systems of linear equations by graphic, algebraic, and matrix methods.

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GE 103… Reading & Study Skills Seminar (1)

This course is designed to help the student improve critical reading and study skills. Students will reviewnote-taking, test-taking, and reading for comprehension and critical analysis.

CR 3... Other Collision Repairs and Repairing Auto Plastics

A second series of collision cars are started this term. Theory class entails new subject material such asglass work and passive restraint systems. The second period of the term is where plastics is taught. Studentswill learn techniques to repair the many different kinds of plastics.

GE 204… Introduction to Business (3)

A study of the general business cycle, forms of business organization, and basic managerial concepts withan overview of such topics as: capitalism, business ethics, governmental regulations, finance, insuranceand personnel.

GE 110… Computer Literacy (2)

This course is designed as a comprehensive overview of the computer. The student is familiarized with theterminology of data processing and will examine how the computer can be a useful instrument in his/herpersonal and professional lives. Topics include: what the computer is, what it can and cannot do, how itoperates, and how it may be instructed to solve problems. Students will receive hands-on computerinstruction in addition to class lectures.

GE 102… Communications II (3)

Students will apply the skills which they learned from Communications I in developing proficiency inparticular writing techniques. Topics include mechanism descriptions, writing instructions, basic businesscorrespondence, and a library research project. A significant part of this course is also devoted to publicspeaking. The basic principles of speaking before a group, speech content, organization, and delivery arestressed, along with practical applications by students.

CR 4... Analyzing Mechanical and Electronic Components

Analyzing Mechanical and Electronic Components include the following subject materials: Steering andSuspension Systems, Wheel Alignments, Brake Systems, Cooling Systems, Air Conditioning, ElectricalSystem Service and Electronic System Service.

GE 120… Applied Physics I (3)

An introduction to dynamics, a study of linear and rotational motion, which presents a practical approachto analyzing how things work (or why they don’t) and predicting what will happen according to mechanicallaws. A study of simple machines demonstrates the applications for work, energy, power and machineefficiency in the workplace.

CR 5... Vehicle Preparation and Topcoat application.

In this term the class is divided into groups. Each group receives a car shell. This shell serves as the trainingaid the entire term. As we go through a paint system in class the group will spray the shell with that paintsystem. We then go through blending techniques with that system and each student blends an area on thevehicle. Here is listing of the refinish materials students will be trained on: Single Stage Urethanes Solidsand Metallics, BC/CC Solids and Metallics, Three-Stage Pearls and Tinting.

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GE 202… Human Relations & Management (3)

This course is designed to acquaint students with general principles of human interaction in the workenvironment. Specific topics include: motivation, job satisfaction, stress, forms of business organization,organizational behavior, role of the supervisor, leadership, decision-making, managing creativity, imple-menting change, career development, labor relations, and equal employment opportunity. Emphasis isplaced on the practical application and implementation of these principles.

GE 220… Blueprint Reading (Automotive) (3)

This course consists of basic reading and sketching of mechanical parts and assemblies, beginning withprints of various types of projections, including sections and auxiliary views with dimensions, followed bythe study of prints of application of machining, including gears, splines, finishes, welding symbols, threads,instrumentation and control, sheet metal, and cams. Pictorial drawings are covered with particular attentiongiven to the subject of the exploded assembly drawing technique as it applies distinctly to parts catalogs andservice manuals.

CR 6... Line Class

The practical application of skills learned in the previous 5 terms in an atmosphere with service and repairof customer vehicles. The shop will be divided into departments, each department will be divided into severaljobs. Students will rotate through the different jobs throughout the term.

GE 201… Personal Finance (3)

An introductory course designed to acquaint the student with the problems of personal financial assetmanagement within the context of the economic structure of our nation. Emphasis will be placed upon thenation’s banking system, income and expense budgeting, consumer credit, home buying, insurance, taxpreparation, retirement planning, and investments.

GE 301… VICA Postsecondary Leadership Course (1)

This course is designed to build leadership skills. Topics include goal setting, career awareness, communityservice, government and business communication. The classes are conducted by the students in the formof business meetings. Speakers are invited to discuss various topics. The instructor serves as a guide andevaluator as the students select projects and work to their completion. (Prerequisite: membership in VICA)

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Sample 1,100 Hour Post-SecondaryCollision Repair Training Program

(NAME OF SCHOOL)


1,100-Hour Program

Course Title ................................................................................................................... ..................... Total Hours

FIRST TERM

Collision Repair Metals ........................................................................................................ .................... 450

A study of auto collision repair and safety. Topics include general sheetmetal repair, panelreplacement and adjustment, glass replacement, and general auto reconditioning. Stu-dents gain experience through hands-on shop projects.

Collision Repair Electricity ................................................................................................... .................... 36

An introductory study of Ohm’s law, basic components in the collision field, andfollowing diagrams. It is designed to save time and effort in collision repair.

Collision Repair Welding ....................................................................................................... ................... 54

Presents information and skills basic to the safe operation of gas metal arc welding(GMAW/MIG) as it applies to collision repair. Students also learn the setup and theoryconnected with GMAW processes and equipment.

Math Proficiency

Designed for the student to demonstrate basic math proficiency. Skill areas includewhole numbers, fractions, decimals, ratios, proportions, and percentages. Therequirement may be satisfied by (1) a score of 41 or higher on the ASSET test,(2) a grade of “C” or better in a post-secondary math course, or (3) completing theMath Proficiency course.

SECOND TERM

Behavioral/Social Science Elective ............................................................................................. ......... Varies

Collision Repair Painting ...................................................................................................... ................... 396

A study of surface preparation for the application of auto paint. Principal topics include thetypes of materials, paints, and abrasives used in the preparation. Students apply theory tohands-on projects to gain experience.

Collision Repair Color Matching and Blending ................................................................................... ... 54

Provides the student with color-matching experiences that will help them visualize colormovement and develop the understanding and experience necessary to be skilled at colortinting.

Employment and Job-Seeking Communications ................................................................................... 54

An introductory course in practical communications. Among the concepts included arereading, writing, listening, and employability skills. This course is designed to enable thestudent to meet those everyday needs required in a vocational-level occupation.

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Basic math skills include the ability to:

■ apply mathematics forproblem solving.

■ add and subtract wholenumbers, decimals andfractions.

■ multiply and dividewhole numbers, deci-mals and fractions.

■ convert numbers asneeded. For example: fractions to decimals or percentages.

■ convert between standard English units and metric units.■ understand concepts of geometry and trigonometry.

Training in basic skills is often included as part of collisionrepair training courses. Separate courses on these skills alsomay be offered or required for program completion.

Collision repair instructors must communicate to students theneed and value of mastering basic skills by helping them under-stand how these skills apply to their work.

Here is an example of how instructors can incorporate basicskills training in a collision repair training module, such aswelding.

■ Review outlines of skillsto be covered duringwelding module.

■ Determine the readingand math skills requiredin welding assignments.

■ If basic skills training isprovided in separateclasses, determinewhich math and reading subjects will be covered during thesame period as the welding module.

■ Have students write paragraphs in complete sentencesabout the materials needed or safety aspects of their weld-ing project before they complete shop work.

■ Have students solve math problems involving the weldingjob, including amounts of materials, time, cost, etc.

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Students can be motivated to complete academic projects byrequiring their completion before being allowed to performshop work.

F. Safety Skills

The ability to work safely is critical to success in the CollisionRepair Industry. The curriculum must incorporate basic andIndustry-specific safety skills. This is done by:

■ requiring, and continually reinforcing, the need to wearsafety equipment and follow safety procedures whenworking in the shop area.

■ including safety demonstrations and information in thecurriculum.

■ including guest speakers on safety issues in curriculum.

Among the safety issues tobe included in the curricu-lum are:

■ proper operatingprocedures when usingtools and equipment.

■ the need for maintain-ing an organized andclean work area.

■ the value of atechnician’s safetyrecord to an employer.

■ basic first aid skills.■ basic emergency preparedness skills (use of fire extin-

guisher, hazardous spill procedures, etc.).■ proper lifting techniques.■ proper use of personal safety items (goggles, gloves, hear-

ing protection, respirators).■ use and handling of hazardous materials.■ routine safety maintenance of tools and equipment.■ safe driving practices.■ importance of reporting to management all accidents,

injuries or potential hazards.

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G. Employability Skills

As with safety skills, employability skills should be an integralpart of a collision repair training program curriculum. Trainingand reinforcement of proper workplace behavior and interac-tion with others should be done both in the classroom and inthe shop facility.

Among the employability skills to be included in the curriculumare:

■ proper selection and use of tools.■ resources for finding employment.■ ability to identify personal skills and interests.■ ability to identify career opportunities based on personal

skills and interests.■ resume writing and interviewing skills.■ demonstrating initiative, perseverance and dependability.■ regular, punctual attendance (work or school).■ ability to control and exhibit emotions appropriately.■ ability to recognize consequences of dishonesty.■ ability to accept responsibility.■ ability to handle pressure and multiple assignments.■ ability to prioritize work.■ ability to follow written or oral rules and instructions.■ problem-solving skills.■ need for on-going education.■ willingness to maintain appearance.■ ability to cooperate and work productively with superiors

and peers.■ willingness to demonstrate respect and support for others.■ value of change and the need to adapt to change.■ understanding of roles and responsibilities of employees

and management.■ ability to manage personal health and finances.■ customer interaction skills.■ value of appropriate/conservative use of shop supplies,

electricity, etc.■ value of all the above skills to employer.

See Chapter 16 in this manual for some additional ideas onemployability skills training.

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H. Other Skills

There are other general skill areas that can be helpful for stu-dents to acquire. Many schools have requirements for generaleducation credits that must be met by each program area.Some additional skill areas that might be considered includecomputer use, physics, DC theory, job seeking skills (includedin section 16-H), and first aid. These areas could be added tomeet the general education requirements at a school or as timeallows. Items to consider when selecting additional generaleducation courses to meet requirements and needs are:

■ computer courses should provide training that allowssoftware used in the Collision Industry to be understood.(example: Windows training, Internet usage)

■ how these skills and knowledge will transfer into the use inthe program.

■ the time of offering, such as DC theory prior to vehiclesystems being taught.

■ the level of difficulty so students can succeed and to ensurethat courses do not prevent the completion of the programfor some students.

■ the selection of relevant courses and not just those thatmight be simple.

■ collision repair instructors must support the need for thesecourses and communicate that to the students.

I. Hobby Courses

Some training programs offer a basic collision repair classdesigned for those not planning a full-time career in the Indus-try. These “hobby” or “restoration” classes:

■ may damage the program’s reputation within the Industry.A hobby course may be perceived as creating “competingbackyarders” rather than trained technicians.

■ may occasionally help recruit students to the trade and thecomplete training program.

■ can increase use of the shop facility.

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■ should have a structured curriculum. It should not be justan open opportunity for students to work on their vehicle inthe facility.

■ should address all safety issues to help prevent accidents ordamage to equipment and tools.

■ should be categorized as part of the school’s ”continuingeducation program” and not be taken into considerationwhen administrators review student contact hours.

Some Advisory Committees have determined that the potentialnegative aspects of “hobby” courses outweigh the potentialbenefits.

Many training programs with successful “hobby” courses havefound it best that such courses:

■ are clearly identified as “restoration” classes and are distinctfrom the collision repair training program.

■ are taught in the evenings or on weekends.■ are not open to those currently working in a collision repair

facility.

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Chapter 3–Gaining Administration Support


Gaining Administration Support

A. Establishing A New Program

Schools, like businesses, respond to demand. Administratorsare most likely to establish, or re-establish, a collision repairtraining program at a school if they are convinced:

■ the community sees a need for the program.■ the Industry will support the program.■ there will be sufficient student interest in the program.■ appropriate facilities and staffing can be established.

CHAPTER 3

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The presentation requesting school administration to develop acollision repair training program should include:

■ evidence of current and future shortages of entry-leveltechnicians.

■ information on the success of similar training programs atother schools.

■ reasonable enrollment expectations.■ reasonable staffing expectations.■ evidence of support for the program from within the Colli-

sion Repair, Insurance, Supplier, and related industries.■ proposed course and program structure.■ estimated timelines for establishing the program.■ cost estimates for developing appropriate facilities.■ cost estimates for equipment, tools, and supplies.

This presentation will be most effective if presented by:

■ local, state/province, regional or national trade associationleaders.

■ collision repair facility owners or managers from within thearea the program will serve.

■ collision repair technicians.■ local, state/provincial, regional or national trade publication

representatives.■ insurance industry representatives.■ local, regional or national representatives of tool, equip-

ment and material manufacturers or representatives.■ local, state/provincial, regional or national representatives

of educational organizations such as I-CAR, VICA, ASE/NATEF, AVA.

■ automobile manufacturer representatives.■ representatives from related programs within the school,

such as the automotive mechanical program.■ instructors or administrators from other collision repair

training programs.■ community leaders or government representatives.

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B. Maintaining Or Enhancing An ExistingProgram

Developing positive relationships with school administrators iscritical to maintaining support of the training program. Instruc-tors and Advisory Committees can help establish and maintainthese relationships by:

■ being visible within the school community by serving oncommittees and supporting administration efforts.

■ maintaining a positive attitude about the program and theschool.

■ maintaining the facility so that it is a clean, professional andsafe area for students and visitors.

■ having students follow all safety rules and procedures at alltimes.

■ sharing the credit for all program successes with administra-tors when talking with students, other instructors, membersof the Industry, the Advisory Committee, trade associationsand publications.

■ preparing carefully for presentations to administrators,providing all necessary information, including justificationfor all requests.

■ providing written letters of appreciation that the program orits instructors have received for their involvement in Indus-try events or the community.

■ sharing documentation of on-going training completed byinstructors.

■ sharing positive statisticsabout the program, such asprogram costs per studentcontact hour, studentcompletion rates, studentplacement/employmentrate, etc.

■ regularly inviting administra-tors to visit the facility andbring school visitors.

■ always greeting and offeringtours to administrators andtheir guests when they visitthe facility.

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■ understanding the administrative structure of the schooland following the proper chain of command.

■ respecting administrators’ time by keeping correspondencebrief, highlighting or summarizing the key points.

Use the appropriate methods to demonstrate to school admin-istration the need for changes in the program. This can be doneby:

■ asking the Advisory Committee, as representatives of theindustries the program serves, to present information on theneed for changes.

■ asking other members of the Collision Repair, Insuranceand related industries to speak on behalf of the programand the requested changes.

■ encouraging administrators to attend Industry events, suchas the International Autobody Congress and Exposition(NACE). These events can help administrators gain newinsight into the Industry.

■ encouraging administrators to visit other successful collisionrepair training programs.

■ explaining the importance and value of participating inVICA competitions, earning NATEF certification, and theI-CAR Gold Class Professionals designation. Then explainhow the requested changes will help the program achievethese goals.

■ explaining the benefits the requested change offers theprogram and its students, and also the department, theschool, the Industry, and the community.

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Chapter 4–Obtaining Teaching Resources


Obtaining Teaching Resources

A. Props

Props are teachingresources that canhelp students learnconcepts or tech-niques that are diffi-cult to understand inthe classroom beforegaining any “hands-on” experience.

Examples of usefulprops include:

■ damaged seat belts.■ wheel alignment prop car.■ paint manufacturer’s tint guides.■ sections of bent and kinked rails.■ samples of proper welds.■ cutaways of paint guns.■ spray pattern test panels.■ damaged plastic panels.■ deployed airbag.

CHAPTER 4

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I-CAR classes, instructors,and materials are an excel-lent source of ideas forprops. Many of the propsused in I-CAR courses andother sources have beengathered into a CD titled“Props For Collision RepairTraining” and is availablethrough the I-CAR Educa-tion Foundation. Featuresof the CD include:

■ over 350 props and other training aids.■ showing where the prop or training aid can be used in the

ADVANCE-TECH curriculum.■ explanations on how to use the prop in the classroom.■ explanations on how the prop will benefit the student.■ plans for building or obtaining the props.■ descriptions and pictures of the props.

B. Speakers

Classroom speakers may offer new or updated information thatwill be useful for instructors as well as students. Possible speak-ers include:

■ shop owners or managers.■ insurance claims office representatives.■ paint manufacturer representatives.■ trade association or publication representatives.■ program alumni now working in the Industry.■ local paint, body, and equipment suppliers/trainers.■ Occupational Safety and Health Administration (OSHA)

representatives.■ vehicle manufacturer or training center representatives.■ VICA contestants/winners.■ a representative of the Lung Association, which has bro-

chures and other curriculum materials on lung hazards andsafety in the Industry.

■ physician specializing in occupational health.

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■ Automotive Dismantlers and Recyclers Association (ADRA)members.

■ job placement counselors.

Possible speaker topics include:

■ Employers needs for entry-level technicians.■ Upcoming changes in automobile design or materials.■ Upcoming changes in refinish products or technology.■ Career opportunities in the Insurance Industry and other

related industries for those with collision repair training andexperience.

■ Working safely in the Collision Repair Industry.■ VICA competitions.

Outside speakers should be scheduled so that their presenta-tions tie in with the material being covered in class.

C. Tours

Group tours of local facilities can give students a better under-standing of the career options and working environments forthose with collision repair training. Facilities that could betoured include:

■ collision repair facilities.■ vehicle manufacturing plants or training centers.■ parts warehouses or distribution centers.■ insurance claims offices and salvage yards.■ paint manufacturing plants or distribution centers.■ local paint, body, and equipment supplier facilities.■ automotive recycling facilities.

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D. Videos

Many programs develop alibrary of video trainingmaterials. These videos areavailable for instructor usein training and for studentcheck-out.

Video segments may helpstudents understand con-cepts or techniques that aredifficult to comprehend.

To obtain video trainingmaterials:

■ watch for offers of free videos in trade publication ads.■ contact Industry suppliers and manufacturers.■ contact Industry organizations, such as ASA, SCRS, VICA

and ASE.■ videotape repair work done in local shops or in the

program’s facility.■ contact research and training organizations such as Tech-

Cor, Vale National Training Centers, etc.■ contact Motor Week for videotape copies of this weekly

automotive program, which is aired on public television andoften includes segments on new vehicle design and featurechanges.

Contact information for these organizations is found on page17-24.

If the school has a video production department or program,instructors may be able to combine useful segments frommultiple tapes.

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E. Textbooks

When reviewing textbooks for use in the program, consider thefollowing:

■ Does the text include the topics to be covered in the cur-riculum?

■ Does the text provide adequate depth of coverage of topics?■ Is the text written at a reading level appropriate for students

in the program?■ Is the text regularly updated to include current vehicle

technologies and current repair practices?■ Is the text adequately illustrated with clear and current

photographs and diagrams?■ Does the text adequately cover safety and health issues?■ Consider the durability of the texts. Some publishers offer

replacement policies for damaged texts.

Available textbooks that are referenced in the ADVANCE-TECHcurriculum include:

■ I-CAR Professional Automotive Collision Repair: A 627-pagehardcover text. For single or multiple copies, call DelmarPublishing Co.

■ Motor Automotive Body Repair: An 832-page hardcovertext with more than 1,900 photos and illustrations. Forsingle or multiple copies, call Delmar Publishing Co.

Instructors may find it helpful to use mechanical repair texts, inwhole or in part, in the collision repair curriculum. Availablemechanical repair texts include:

■ Modern Automotive Mechanics, Auto Fuel and EmissionControl Systems Technology, Auto Engines, and Auto Elec-tricity, Electronics and Computers, all by James Duffy andavailable through Goodheart-Willcox Publishing Company,Inc.

■ Automotive Principles and Service, by Frank Thiessen andDavis Dales, available through Prentice-Hall.

■ Automotive Technology: A Systems Approach, by Jack Erjavecand Robert Scharff, available through Delmar Publishing.

■ Welding for Collision Repair, by Larry Jeffus, availablethrough Delmar Publishing.

4-6



■ Painting for Collision Repair, by Mike Crandell, availablethrough Delmar Publishing.

■ Estimating for Collision Repair, by Mike Crandell, availablethrough Delmar Publishing.

Other texts or manuals that may be useful for instructors include:

■ Equipment-specific texts or manuals available from thesuppliers of the training facility’s equipment and tools.

F. Other Teaching Resources

Additional teaching resources can be obtained by:

■ attending local, regional and national trade shows, such asthe International Autobody Congress and Exposition(NACE). Ask company representatives what training orother materials they may be able to provide. If there arespecific items you would like to obtain, list them in a letterprepared before attending the show. Include an offer to payfor materials if necessary. Present this letter to appropriatecompany representatives.

■ joining local, regional or national trade associations. Manyoffer discounted educational memberships. Talk with themregularly about anytraining materialsthey can provide.

■ referencing tradepublications.

■ participating inVICA competitionsand the VICAProfessional Devel-opment Program.

■ reviewing Chapter14 in this manual.

5-1

Chapter 5–Forming An Advisory Committee


Forming An Advisory Committee

A. The Value Of An Advisory Committee

The most effective collision repair training programs are thosewith active and effective Advisory Committees. The overallfunctions of the Committee are to assist the program internallyand to represent the program in the community.

The Advisory Committee represents the training program’s“customers.” Successful training programs are those that areable to produce a “product” (graduates) that satisfies theircustomer’s needs. This is why on-going feedback and assis-tance from the Advisory Committee is critical to a trainingprogram’s success.

CHAPTER 5

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Instructors and school administrators must be prepared to acton the Advisory Committee’s recommendations. At times, thismay require making significant changes to the program. IfAdvisory Committee members believe they are being ignoredor are receiving too many excuses from the faculty or adminis-tration, the training program may lose its most necessary andvaluable asset: Industry involvement and support.

B. School Guidelines

Many schools have prepared Advisory Committee guidelinehandbooks. These handbooks provide information, recommen-dations, or requirements for:

■ the size and organization of the committee.■ committee leadership positions (Chairperson, Secretary, etc.).■ length of terms of members.■ how often meetings should be held.■ meeting minutes.

Give a copy of this handbook to all Advisory Committee members.

Advisory Committee handbooks from other schools or trainingprograms may offer additional ideas or guidance for commit-tees. The VICA Advisor Reference and Training Manual onAdvisory Committees may also be helpful and is availablethrough VICA.

C. Membership

Advisory Committees generally have 7–20 members. Member-ship on the committee should represent a mixture of supervi-sors and employees familiar with the skills and knowledgerequired by technicians entering the Industry.

5-3



Members should represent a cross-section of the Industry.Suggested members include:

■ collision repair facility owners.■ collision repair facility technicians.■ insurance personnel.■ Industry equipment and material vendors.■ vehicle manufacturer or training center representatives.■ current students in the program.■ graduates of the program.■ collision repair instructors from other schools.■ local trade association officers or directors.■ trade press representatives.■ school administration.■ representatives of related trades (towing, recycling yards,

etc.).

Advisory Committee members generally serve a 3-year term.Contributing members can be asked to renew for subsequent3-year terms. It is valuable to recruit new members regularly.New members bring new ideas and perspectives. Rotatingcommittee membership helps prevent “burning out” valuablevolunteers. Recruiting new members will also increase aware-ness of the program within the Industry and the community.

5-4



D. Meetings

Advisory Committees meet 1–6 times a year. If significanttravel time is required for members to attend, limit meetings toonce or twice a year. Newer programs, those undergoingsignificant changes, and those with Advisory Committee mem-bers from the local area only should hold more frequent meet-ings. It is important to note that the National AutomotiveTechnicians Education Foundation (NATEF) requires AdvisoryCommittees to meet a minimum of twice annually as a require-ment of certification of the program.

Regular contact with the program is critical to Advisory Com-mittee success. If meetings are held less than 2–3 times a year,Advisory Committee members should be encouraged to main-tain more frequent contact with the program. This can be donethrough personal visits or “sub-committee” meetings held at theschool between scheduled meetings of the entire AdvisoryCommittee.

Meetings generally last several hours if held quarterly, but canbe longer (up to a full day) if held less frequently. Prepare anddistribute meeting agendas and minutes to members. Recordmember assignments to facilitate follow-up at subsequentmeetings.

The following pages include a sample Advisory CommitteeMeeting Notice, a sample Advisory Committee MeetingAgenda, and sample Guidelines For Advisory CommitteeMeeting Minutes.

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Sample Advisory Committee Meeting Notice

(SCHOOL LETTERHEAD)

FROM: Linda Jones, Advisory Committee Chair

TO: Collision Repair Program Advisory Committee

Please plan to attend the next scheduled Collision Repair Program AdvisoryCommittee meeting:

(Date)7:00–9:30 PM

Conference Room BSylvania Campus, CC Building

TENTATIVE AGENDA ITEMS

1. Equipment to be purchased

2. New course proposal

Enclosures: Parking permitMap

5-6



Sample Advisory Committee Meeting Agenda

(SCHOOL LETTERHEAD)

AGENDA

1. Call to order

2. Roll call (introduction of guests, welcome, etc.)

3. Minutes

4. Parliamentary instructions on voting

5. Correspondence

6. Committee reports

7. Officers’ reports

8. Unfinished business

9. New business

10. Announcements

11. Set next meeting date and adjourn

5-7



Sample Guideline For Advisory Committee Meeting Minutes

Collision Repair Advisory Committee

Meeting Minutes

Group:

Members Present:

Guests:

Date: Time: Room:

Purpose Of Meeting:

1. Agenda Review

2. Topics:

■ Topic 1:

Main Points:

Decisions/Conclusions:

Those affected by decisions:

Method to communicate decisions:

Assignments:

Who: Who:

What: What:

By When: By When:

How: How:

Next Steps:

(SCHOOL LETTERHEAD)

5-8



Sample Guideline For Advisory Committee Meeting Minutes (cont’d)

■ Topic 2:

Main Points:

Decisions/Conclusions:

Those affected by decisions:

Method to communicate decisions:

Assignments:

Who: Who:

What: What:

By When: By When:

How: How:

Next Steps:

3. Design Next Agenda

4. Issues Bin:

Next Meeting Date: Time: Room:

(SCHOOL LETTERHEAD)

Meeting Minutes (cont'd)

5-9



E. The Role Of The Advisory Committee

An Advisory Committee can assist a collision repair trainingprogram with:

■ student recruitment.– Members of the Advisory Committee can promote the

program when speaking at student, community orIndustry events. The committee can assist with openhouses or other recruiting activities held at the school. Itcan assist with distribution of recruiting materials toschools, shops, and at Industry events.

■ student placement.– Advisory Committee members can help direct students

to job openings throughout the Industry. They canencourage shops to contact the school about qualifiedstudents or graduates.

■ curriculum development and review.– Advisory Committee members understand the skills

required, and can assist with assigning priority to each.They can help the program adapt as Industry needschange.

■ securing vehicle and equipment donations.– Advisory Committee members are an excellent source

of donated or discounted vehicles, equipment, or sup-plies. Recruiting new committee members regularly canhelp the program expand its potential sources for do-nated items.

■ budget and purchasing recommendations.– The Advisory Committee should regularly review and

compare the program’s equipment and tools with thoseused in the Industry. The committee can suggest aschedule for replacement or repair of equipment. It canprovide instructors and administrators with informationon the need and value of acquiring certain equipment,tools or supplies.

5-10



■ securing and maintaining school administration support.– At Advisory Committee meetings, administrators can

hear about the needs of the Industry directly from thoseinvolved in it. The Advisory Committee can help instruc-tors justify new equipment or changes in curriculum orstaffing. A committee member should attend administra-tive or government meetings that include discussions ordecisions affecting the program.

■ feedback on competency of graduates.– The Advisory Committee is a “customer” of the pro-

gram. This is because committee members may hire, orknow those who have hired, the program’s students andgraduates. The committee should provide instructorsand administration with information on how the pro-gram is serving the Industry.

■ long-range program planning.– Daily involvement in the Industry gives Advisory Com-

mittee members access to forecasts and information onfuture Industry trends. This information can help theadministration address future needs. The committee canassist with local or regional surveys to compile informa-tion about the Industry.

■ instructor and staff selection and development.– Advisory Committee members can provide information

on potential instructors or staff members. They canassist in the interviewing and hiring process as schoolpolicy allows. Committee members can provide oppor-tunities for instructors to receive update training orexperience through summer jobs or vendor and manu-facturer demonstrations and training.

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■ student development.– The Advisory Committee can help develop and imple-

ment a co-op program. It can organize fund-raisingefforts for student scholarships. It can organize anawards program for outstanding students. It can assistwith preparation of students for VICA and other compe-titions. It can organize field trips to shops, insuranceclaims centers or manufacturer facilities and trainingcenters. Advisory Committee members can serve asguest lecturers or instructors, or can suggest potentialguest instructors. They can serve as judges at local, stateor national competitions.

■ ASE Certification of program.– The Advisory Committee is an important part of a

program’s self-evaluation process when preparing tobecome National Institute for Automotive ServiceExcellence (ASE) certified through the National Automo-tive Technicians Education Foundation (NATEF). TheAdvisory Committee not only can help with looking atthe program and its readiness for an on-site evaluationteam, but can also suggest and help implement changesthat will strengthen the program and its readiness for theevaluation.

A sample Advisory Committee Program Review starts on page5-12.

F. Establishing A New Advisory Committee

To establish an Advisory Committee, collision repair instructorsand administrators should:

■ contact potential members by phone, or preferably inperson, at least one month before an initial meeting date.Explain the duties of the committee and ask for a commit-ment to serve on the committee.

■ send a letter of appointment to the member three weeksprior to the first meeting, with an invitation to the meeting.A sample Letter to a New Advisory Committee Member ison page 5-14.

5-12



Sample Program Review

ANNUAL EVALUATION OF PROGRAMBY

ADVISORY COMMITTEE

Please write the appropriate letter to the left of each numbered statement for the correct rating

for each of the following statements:

A ........... Excellent, superior, outstanding, well done

B ........... Above average, good

C........... Average, meets standards

D........... Needs improvement, poor

E ........... Not applicable

Philosophy and Objectives

1. The program has written goal statements.

2. The program has a list of written objectives.

3. The objectives are based on community and student needs.

4. Students were involved in writing the objectives of the program.

5. The advisory committee was involved in writing the objectives.

6. Objectives are based on student performance.

7. The advisory committee has reviewed or updated the objectives within the past

twelve (12) months.

Staff

8. The instructor(s) has the personal qualifications to be an effective teacher (the

ability to lead, organize, maintain class control, supervise, communicate, etc.).

9. The instructor(s) has the necessary background of related occupational work

experience.

10. The instructor(s) has recently participated in course work or inservice training

directed toward professional growth.

11. The instructor(s) takes active measures to periodically upgrade his/her occupa-

tional work experience.

12. The instructor(s)’ methods of teaching are adaptable to individual needs, interests

and rates of learning.

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Sample Program Review (cont’d)

Program Planning, Curriculum and Content

13. There is a planned program which is followed for the periodic revision of the course

of study in light of changing community needs and technological changes.

14. Each instructional unit has been planned, organized and implemented in a sequen-

tial manner.

15. The core of the curriculum develops the understanding, skill and judgment needed

for students to secure entry-level employment.

16. The exit levels are appropriate for the program and the curriculum prepares the

students for employment.

Instructional Materials, Supplies, Equipment and Facilities

17. The program has access to and makes use of supplementary materials for instruc-

tion.

18. Library and instructional materials are filed in such a manner that they are readily

accessible to the students and instructor(s).

19. The classroom, laboratory and/or shop are arranged in such a manner as to em-

phasize safety, function and class control.

20. The size and quality of the classroom, laboratory and/or shop are adequate to

have an effective program.

21. The extent and quality of the equipment are adequate to have an effective pro-

gram.

22. Materials and supplies are stored in a systematic way.

23. An ample amount of storage space is available for supplies, equipment and

projects for the program.

24. Sufficient funds are made available when the purchase of new equipment is

needed.

25. Sufficient funds are made available for immediate repairs to malfunctioning equip-

ment.

26. The equipment is current and has been replaced in the program as needed.

27. The equipment is representative of that being used in industries related to your

field.

28. The classroom and/or shop is orderly, attractive and clean in appearance.

Placement and Follow-Up

29. There is an organized plan for the placement of program graduates seeking

employment.

30. Information is maintained on the occupational status of former program graduates.

5-14



Sample Letter To New Advisory Committee Member

(SCHOOL LETTERHEAD)

Dear Advisory Committee Member:

Thank you for agreeing to serve on the collision repair program Advisory Committee.Advisory committees play a critical role in the functioning of our technical programs byproviding information which assures credibility and validity of our programs.

As we discussed on the phone, Advisory Committees provide assistance in many areasincluding curriculum assessment, verification of student proficiency standards, equip-ment recommendations, student placement, and student follow-up.

Members serve a three year term with the period of service usually beginning in the fall.Advisory Committees meet at least three times during the academic year and suchmeetings generally do not last longer than two hours. Sub-committees may meet moreoften for a specific purpose. Committees range from 7 to 15 members with college stafffilling non-voting positions for the purpose of providing information.

We value the time and energy you give and appreciate the service you provide. Yourcommitment to quality education is key to the excellence of our program. We look for-ward to working with you. If you have any questions, please give me a call at (Phone),ext.________.

Cordially,

Program Administrator

5-15



Sample Agenda For First Advisory Committee Meeting

(SCHOOL LETTERHEAD)

SAMPLE AGENDA FOR FIRST MEETING

1. Welcome and opening remarks by school personnel.

2. Introduction and biographical information about Committee mem-bers.

3. Statement of the role of the Committee and how it is expected to beof assistance to the school.

4. Names and brief biographical information of key school officials andteachers.

5. A brief sketch of the history and background of the school.

6. The objectives of the school as a whole.

7. The goals and objectives of the specific technical program.

8. Future plans for expansion of the school or a specific program.

9. Standards specified in federal acts for technical education and thestate plan for technical education.

10. Organization of the Committee– Selection of Chairperson, Vice Chairperson and Secretary.– Selection of dates and times for meetings.

11. Other items.

12. Adjournment.

5-16



Sample Advisory Committee Goal And Work Plan

GOALS AND OBJECTIVES(Date)

Goals

1. Become familiar with the instructional program.2. Assist with the development of short-and long-range goals for the program.3. Provide effective communication between the school and the business

community.4. Advise instructor(s) in the operation of the collision repair program, which will

serve the needs of students and business and industry.

Objectives

1. Prepare and send a questionnaire to business and industry on what equipment isbeing used and what skills are needed by prospective employees.

2. Advise instructor(s) on possible additional equipment and the replacement ofcurrent equipment.

3. Help prepare students for local, district and state competition.4. Serve as a judge for student organization competitive events.5. Suggest possible job placements for students.6. Visit and observe classroom activities twice (once each semester) during the

school year.7. Advise instructor(s) on possible software for instruction on personal computers.8. Establish and participate in an awards program for outstanding students.9. Suggest changes and additions to the current curriculum.10. Review and suggest revisions for goals and objectives of the program.11. Assist in other areas as suggested by Advisory Committee.

PROGRAM OF WORK

Goal: Become familiar with the instructional program.

Objectives Dates

Identify the existing goals of the program Sept./Oct.

Review the program: Nov./MayA. Classroom/lab/shop instructionB. Work experienceC. Student organizationsD. Teacher professional development

Visit and observe classroom activities twice Nov./May(once each semester) during the school year tobe able to do annual evaluation

Do annual evaluation using format established by school April/May

5-17



Sample Advisory Committee Goal And Work Plan (cont’d)

Goal: Assist with the development of short- and long-range goalsfor the program.

Objectives Dates

Develop rules for operating the Committee Sept./Oct.

Elect officers Sept./Oct.

Help develop a testing program for evaluating Feb./Maystudent competencies

Suggest revisions for goals and objectives of the program Feb./May

Goal: Provide effective communication between the school andthe business community.

Objectives Dates

Prepare and send a questionnaire to business on what Nov./Dec.equipment is being used and what skills are needed byprospective employees

Help prepare students for local, regional and state Feb./Mar.VICA contests

Serve as a judge for student organization Jan./Maycompetitive events

Establish and participate in an awards programfor outstanding students Jan./May

Goal: Advise instructor(s) in the operation of the collision repair program,which will serve the needs of students as well as business and industry.

Objectives Dates

Advise instructor(s) on possible new equipment Feb./Mayand the replacement of current equipment

Advise instructor(s) on possible software for instruction Feb./Mayon personal computers

Suggest changes and additions to the current curriculum Feb./May

Provide instructor(s) with training opportunities during May/Junethe summer months

5-18



■ arrange for meeting space, audio-visual equipment andrefreshments. Assign responsibility for recording the meet-ing minutes.

■ meet with the Committee chairperson to develop theagenda. A sample Agenda for an Advisory CommitteeMeeting is on page 5-15.

■ phone committee members three days prior to the meetingto remind them of the meeting.

■ assist the chairperson with administration of the meeting.Primary meeting goals should be election of committeeleadership, review of committee duties, and developmentof a committee goal and work plan. A sample of an Advi-sory Committee Goal and Work Plan starts on page 5-16.

■ send members a thank-you note and a copy of the meetingminutes within two weeks of the initial meeting.

G. Improving The Performance Of AnAdvisory Committee

In order for the Advisory Committee to perform its role mosteffectively, new members should be recruited each year toreplace members completing their terms. A sample Letter to aRetiring Advisory Committee Member is found on page 5-20.

Members must want to contribute to the success of the pro-gram. They should be responsible, productive and articulate.They should be cooperative and willing to work with others,but should be willing to voice individual ideas or opinions in aproductive manner.

Members should represent the type and quality of businessesin which the program’s graduates or co-op students hope to beplaced. Effective Advisory Committees include members whoare able to influence legislators, administrators or others whosedecisions may affect the program’s funding or success.

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Current committee members may have suggestions for poten-tial new members. Contact a local trade association for candi-date suggestions. Some instructors spend a day riding with anIndustry sales representative as a way to meet with individualshop owners who may be potential candidates for the AdvisoryCommittee.

Most candidates recognize the contribution they will make tothe future of the Industry by serving on an Advisory Commit-tee. They will also gain access to the program’s top graduates.

If poor attendance at meetings is hampering the Committee’swork, instructors or Committee members should contact thosewho are absent. Try to determine if they plan to attend futuremeetings. Communicate the importance of the Committee’swork. If they are not able to commit the time and effort neededto participate, ask them to open their position on the Commit-tee for a new member.

The school should regularly provide Committee members withevidence, in writing when appropriate, of the results of theirwork.

■ Report on the program’s successes: stable or increasedenrollment or budget, placement percentages, donations ofvehicles or equipment, student achievement awards andpositive media coverage of the program. Recognize andthank individual Committee members or the group for theircontributions to these successes.

■ Provide past members of the Committee with progressreports on projects they contributed to while on the com-mittee.

■ Use certificates, plaques or other means to thank Commit-tee members for their help.

■ Help Committee members gain recognition within theIndustry for their efforts. Ask that they be recognized at alocal association meeting. Send member’s names and aphoto of the Committee to area trade publications. Expressappreciation for the Committee’s work when speaking withIndustry members and the trade press.

■ Give Advisory Committee members open access to theprogram’s facility. Invite them to see instructors and stu-dents working in the facility.

5-20



Sample Letter To A Retiring Advisor Committee Member

(SCHOOL LETTERHEAD)

Dear Committee Member:

Thank you for your fine service on the Collision Repair Program Advisory Committee.The guidance and support you provided over the years have helped to make our pro-gram one of which we are proud. We appreciate your contribution.

Sincerely,

Department Chair

6-1

Chapter 6–Financing The Program


Financing The Program

A. Working With School Administration

Developing a positive working relationship with the administra-tion is critical to maintaining adequate funding of the program.

Learn how program financing is determined and the criticalbudget dates. Learn how programs are evaluated on a financialbasis. Present program requests and needs in terms that will beunderstandable and useful to the administration. Some schoolsevaluate programs based on cost per student contact hour.Others use student completion or placement rates.

Remember that the collision repair program is one of many inthe overall school budget. Develop an understanding of howthe program must fit within the departmental and overallschool budgets.

Work with other programs within the department that arecompeting for school funds. Develop priorities within eachprogram, then within the department.

Develop an understanding of and justification for each lineitem in the budget. Support all requests for additional fundswith written justification.

CHAPTER 6

6-2



Requests for equipmentpurchases should include:

■ a complete description ofthe item.

■ quantity requested.■ description of how it will

be used within the pro-gram curriculum.

■ a list of the benefits theitem offers the programand the local Industry.

■ letters of support for thepurchase from the Advi-sory Committee.

■ all safety and health issuesrelated to the item.

■ information on instructor training needed for use of theitem.

■ installation information and timeline.■ the name of the instructor responsible for purchase and

installation.■ all cost estimates.

Strong program support demonstrated by the Industry andAdvisory Committee can help in school budget decisions.

B. Budget Line Items

Suggested line items for the program budget include:

■ major equipment (new and replacement).■ minor equipment (new and replacement).■ tools (new and replacement).■ instructional supplies.■ resale supplies (those billed out).■ instructor salaries.■ auxiliary staff (stock room, aide, parts room) salaries.■ rentals/contracts (laundry service, acetylene, etc.).

6-3



■ staff professional develop-ment (including instructortravel).

■ texts, curriculum, and audio-visual aids.

■ program marketing.■ equipment repair/mainte-

nance.■ facility repairs.■ professional dues and sub-

scriptions.■ safety equipment.■ hazardous waste disposal.■ special projects (VICA, NATEF certification costs, etc.).

C. Discretionary Funds

School funding is often barely adequate to maintain the basicprogram. Additional sources of income can provide fundsneeded for growth and improvement. The availability of theseextra funds often makes the difference between a good pro-gram and an excellent one.

Such income can be placed in a discretionary account for useby program instructors. Administrative and Advisory Commit-tee oversight and auditing procedures should be establishedbased on school policy and training program needs.

Before proposing to the administration that a discretionary fundaccount be established, develop a proposal that:

■ is in writing.■ clearly indicates why existing funding is inadequate.■ clearly provides all necessary information and financial

estimates.■ makes auditing procedures of the account clear and simple.

6-4



Possible sources ofdiscretionary fundsinclude:

■ repair and sale ofpurchased ordonated vehicles.

■ donations byIndustry suppliers.

■ donations by tradeassociations.

■ repair of campus security or other school-owned vehicles.■ use of donated supplies and materials that can be billed to

owners of repaired vehicles.

Not all of these sources are appropriate for all programs.Instructors should be allowed to use only those sources that fitwithin the scope and structure of the program.

Use these funds for program growth and improvement. Sug-gested uses include student scholarships, instructor profes-sional development, or line items not included in the schoolbudget for the program.

7-1

Chapter 7–Securing Vehicle And Equipment Donations


Securing Vehicle And EquipmentDonations

A. General Guidelines

Most collision repair training programs rely to some degree ondonations of equipment, supplies and vehicles. These dona-tions help the program:

■ operate within its budget.■ offer students training on current equipment and vehicles.■ offer students training on a variety of types or brands of

equipment.■ gain visibility within the Industry and community.

Many schools have guidelines on accepting donations. Alwaysfollow these school policies or procedures. In some cases,however, these school policies may be overly restrictive. Theymay prevent the trainingprogram from acceptingdonations that could im-prove the program. It isimportant to understandhow and why schoolpolicies on donations havebeen established. This willhelp in determining howthe policies can bechanged to help the program.

CHAPTER 7

7-2



A program’s reputation within the Industry and the communitywill affect its success in gaining donations. It is important to befair and professional when working with donors. Be tactful inturning down donations of out-of-date or otherwise unusableitems.

Programs that are visible within the Industry are more likely toreceive donations. To build the visibility of a program:

■ be active in local and state trade associations.■ visit collision repair facilities.■ teach I-CAR classes.■ participate in VICA and other skills competitions.■ earn NATEF certification and I-CAR Gold Class Professionals

designation.■ publicize program successes.

Securing donations is often a time-consuming process. Workingwith donors is an on-going, long-term process. If instructorsmust solicit and coordinate donations, instructor time shouldbe allowed for this.

The following pages include samples of a Request for Donationletter, a Request for Vehicle Donation letter, and a DonationAgreement letter.

7-3



Sample Request For Donation

(SCHOOL LETTERHEAD)

(DONOR COMPANY NAME)(ADDRESS)

Dear (DONOR COMPANY CONTACT NAME),

As we discussed, the collision repair training program at (SCHOOL NAME) is seekingdonation of a (DONATED ITEM). We believe that both (DONOR COMPANY) and ourtraining program can benefit from such a donation.

As you are probably aware, our collision repair training program is now in its ______year. The program is NATEF-certified in five areas. Students in the program regularlyparticipate and receive awards in VICA competitions. Our instructors are all ASE-certi-fied, and each completes a minimum of ______ hours of update training each year.

Your donation will help us continue the improvements we are making to the programcurriculum and facility. Giving students an opportunity to learn how to use the (DO-NATED ITEM) will allow them to be more prepared when they enter the Industry.

We would encourage you to use the (DONATED ITEM) in our facility for either salesdemonstrations or user-training. We ask that these sessions be scheduled in advance(and include our students and instructors as appropriate), but I don’t foresee any sched-uling problems.

As you can see from the enclosed clippings, we also work very hard to let the industryknow of your support of the program. We will contact local trade associations and publi-cations, and inform our Advisory Committee, made up of shop owners and technicians,Insurance Industry representatives, Industry suppliers and school administrators.

Our goal is to make your donation as beneficial for you as it is to our program and theIndustry. If you have any questions or need more information about the program, pleasedon’t hesitate to call me. Thank you.

Sincerely,

NameTitle

7-4



Sample Request For Vehicle Donation

SCHOOL LETTERHEAD

(VEHICLE MANUFACTURER NAME)(ADDRESS)

Dear (VEHICLE MANUFACTURER CONTACT NAME),

We understand that your company occasionally may have components or vehiclesavailable to donate to educational institutions for instructional purposes only. We at(SCHOOL NAME) would like to be considered as a possible recipient of thesedonations.

We are very proud of our collision repair training program, now in its ______ year. Theprogram is NATEF-certified in five areas. Students in the program regularly participateand receive awards in VICA competitions. Our instructors are all ASE-certified, andeach complete a minimum of ______ of update training each year.

In consideration of such donations, we understand and agree that:

1) The component or vehicle will be used solely for educational purposes and willnot be sold or otherwise transferred for non-educational purposes.

2) The component or vehicle is not certified to comply with EnvironmentalProtection Agency or Federal Motor Vehicle Safety Regulations.

3) The component or vehicle will not be licensed, titled, or operated on any public orprivate road or highway.

4) The component or vehicle is accepted “as is” without any warranty, eitherexpress or implied, including implied warranty of merchantability or fitness for aparticular purpose.

5) (Vehicle manufacturer) expressly disclaims, and we expressly release (Vehiclemanufacturer) from any and all liability associated with this component or vehicleand we indemnify and agree to hold harmless (Vehicle Manufacturer), its officers,directors, employees, and any representative from any liability associated withthe component or vehicle.

6) Upon completion of our use of the donated item(s), we will provide satisfactoryevidence that the donated item(s), has been scrapped (completely destroyed)by us.

7) Any violation of the above agreement will result in loss of the component orvehicle and future donation consideration.

Sincerely,

NameSchool Name

7-5



Sample Donation Agreement Letter

Donee (School) Name

Address

Vehicle No. Description of Vehicle :

Donation No.

Serial No.

The Donee , listed above, hereby acknowledges receipt of the Vehicle listed above, identified asdonated by (Manufacturer Name).

In consideration of such donation, Donee agrees to the following:

1. This Vehicle will be used solely by the Donee and solely for education purposes and will notbe sold or otherwise transferred for noneducation purposes;

2. This Vehicle is not certified to comply with U.S. Environmental Protection Agency regulationsor U.S. Motor Vehicle Safety Standards;

3. This Vehicle will not be licensed, titled or operated on any public or private road or highway;

4. This Vehicle is accepted by Donee “as is”, it being understood that this Vehicle is not coveredby any warranty, either express or implied, including any implied warranty of merchantability orfitness for a particular purpose;

5. (Name Of School) expressly disclaims, and Donee expressly releases the (Name Of School)from any and all liability associated with this Vehicle , and Donee indemnifies and agrees tohold harmless the (Name Of School) from any liability associated with this Vehicle .

6. When Vehicle is no longer useful for training, as a complete operating unit, major assembliesmay be removed for ongoing training purposes; the Vehicle will be scrapped at Donee ex-pense.

7. The Vehicle must be towed or transported on a truck at the Donee’s expense.

8. The Vehicle will not be driven under any circumstances, except as required within the trainingfacilities.

Donee hereby acknowledges that the conditions described above have been communicated to, andare understood by, all Donee personnel who have access to the Vehicle .

Please Note: This is a sample agreement only. Do not adopt without the advice of your school’slegal counsel.

InstructorSuperintendent

7-6



B. Working With Suppliers

It is important to develop personal, on-going relationships withIndustry suppliers. When talking with them about donations,mention the following key points:

■ Many students, future users and purchasers of the donateditem will be exposed to the donated item.

■ Members of the Advisory Committee, including shopowners, will be exposed to the donated item.

■ Publicity can be gained for suppliers. Provide samples ofpublicity gained from past donations.

Encourage suppliers to use donated items in the school’sfacility for:

■ scheduled sales demonstrations.■ conducting scheduled training sessions. Ask that these

sessions be open to program instructors, students and thesupplier’s customers. Offer certificates of continuing educa-tion for those completing these training sessions.

Make potential donors aware of:

■ donations or offers of donations from competing suppliers.■ possible tax benefits.

Provide potential donors with necessary program documenta-tion. For example: Some vehicle manufacturers donate only toNATEF-certified programs.

C. Working With Insurers

Work with local or regional insurance claims personnel regard-ing donations of:

■ total loss vehicles.■ parts from total loss vehicles that can be used as classroom

props.■ damage appraisal manuals (crash guides).■ damage appraisal computer hardware and software.

7-7



Work with insurers to develop workshops or upgrade trainingsessions that will be useful for insurance personnel. Offer thistraining in the school’s shop or classroom space. This trainingwill help build insurer awareness of the program, and can beoffered at no charge to insurers who make donations to theprogram. A sample Insurer Statement of Donation of SalvageVehicle is on page 7-9.

D. Working With Advisory Committee Members

Give the Advisory Committee a list of the items the programwould like to have donated. Committee members may:

■ donate requested items.■ suggest sources of donations.■ solicit donations from their suppliers or other sources.

E. Other Sources Of Donations

Other potential sources of donations include:

■ parts warehouses.■ salvage yards.■ individual collision repair facilities.■ local automobile dealers.■ auto assembly plants.■ equipment manufacturers or local representatives.■ trade associations.■ Industry information suppliers.■ other training programs.

7-8



F. Donation Follow-up

It is very important to recognize donors in the community.Send a letter of appreciation on school letterhead to thoseinvolved in gaining a donation. Make sure that if a tax advan-tage is desired by the donor that proper documentation iscompleted according to State guidelines and school policy.Publicize donations by:

■ announcing them at Advisory Committee meetings.■ sending a memo to appropriate school administrators.■ announcing them at local trade association meetings.■ sending a press release about them (with a photo of stu-

dents using the donated item) to local newspapers andtrade publications. A sample Press Release is on page 7-10.

G. Repair And Sale Of Donated Vehicles

Many collision repair training programs regularly repair and sellsalvage, “total loss” vehicles, or other donated or acquiredvehicles. These programs have found that this allows studentsto work on actual collision damage on late-model vehicles.These vehicles may be donated by the vehicle owner or pur-chased through a recycling yard or salvage auction. (Someinsurance companies, vehicle manufacturers, or dealers maynot allow donated vehicles to be resold. Make sure any suchrestrictions are agreed upon at the time of the donation.)

Repair and sale of vehicles offers a number of potential benefitsfor a collision repair training program. For example:

■ students work on late-model vehicles they may not other-wise be exposed to in the program.

■ students gain motivation and confidence by producing“marketable” work.

■ funds generated through the sale of vehicles can be usedfor program improvements and instructor training.

7-9



Sample Statement Of Donation Of Salvage Vehicle

Donated By:

■ ■ Insurance Company

■ ■ Insurance Company

Claim Number:

Vehicle Description:

VIN:

Year:

Make:

Body Type:

Color:

Salvage Value:

Appraiser Name and Address:

Donated with possession, title and ownership transferred to the below named donee:

Donee School Name:

Address:

The above name Donee does hereby agree to indemnify and hold harmless the above

indicated Donor from any claims of whatever nature or description including claims for

damages, costs and expenses, incuding reasonable counsel fees for all claims of any

nature or description, which may be incurred as a result of this donation to the above

name Donee.

Date:

Donee’s Representative:

Donee Title:

Donor’s Representative:

Donor’s Title:

Please Note: This is a sample agreement only. Do not adopt without the advice ofyour school’s legal counsel.

7-10



Sample Press Release

(SCHOOL LETTERHEAD)

FOR IMMEDIATE RELEASE: (Date)CONTACT: John Doe, Collision Repair Instructor

(555) 555-1234

Students enrolled in the Collision Repair Technology program at (NAME OF SCHOOL)will have the opportunity to work with a (DONATED ITEM), thanks to a recent donationby ABC Equipment Company.

ABC, a (CITY)-based company that serves a 3-state area, donated the (DONATEDITEM) to the school in September.

“We believe in the importance of supporting collision repair training programs like thisone,” said Mike Eberdt, president of ABC Equipment Company. “The industry is facing acritical shortage of qualified, entry-level technicians. We want to do our part to makesure that tomorrow’s technicians understand not just how to use our equipment, but alsothe repair concepts behind using any brand of (DONATED ITEM).”

John Doe, a collision repair program instructor at the school, praised ABC’s involvementwith the school’s collision repair training program. “Mike serves on our Advisory Com-mittee, and his company has always demonstrated its commitment to the program andthe industry,” Doe said. “This (DONATED ITEM) will help us train our students so thatthey will meet the industry’s requirements of entry-level technicians.”

The (NAME OF SCHOOL)’s Collision Repair Technology program is NATEF-certifiedand has earned the I-CAR Gold Class Professionals designation.

For more information about the program, contact Doe at (555) 555-1234.

7-11



Many states and provinces offer a manual on salvage rebuilderbusiness procedures and regulations. Develop program guide-lines to ensure that all required paperwork is completed andthat appropriate procedures are followed when vehicles are tobe sold.

Sale of repaired vehicles may not be appropriate for all trainingprograms. Instructors should work with administrators and theAdvisory Committee to develop a vehicle repair program thatfits within the scope of the program’s curriculum, school policy,and local laws.

The training program must establish repair standards for ve-hicles to be sold by the program to ensure that the level ofquality and safety is comparable to that of the Industry. Workwith the program’s Advisory Committee to develop and imple-ment these standards and a review or reinspection processprior to sale.

Some collision repair instructors and Advisory Committeeshave been told that sale of student-repaired vehicles is prohib-ited because of liability or other issues. It is important to under-stand how and why these school policies have been estab-lished. Training programs that regularly sell student-repairedvehicles have found that these school policies can be changedto help the program yet still protect the school. A review orreinspection process is one way to accomplish this.

A Sample Proposal For A Vehicle Rebuild/Sale Program isfound on page 7-12. A Sample Flowchart For A Vehicle Re-build/Sale Program is on page 7-13.

7-12



Sample Proposal For Vehicle Rebuild/Sale Program

(SCHOOL LETTERHEAD)

TO: (ADMINISTRATOR)FROM: John Doe, Collision Repair InstructorRE: Sale of repaired donated vehicles

During a Collision Repair Advisory Committee meeting, a plan was developed to assistin the securing of funds to support instructor upgrade training and other program en-hancement activities. This plan also established a method for providing late modelvehicles to be used by the students during laboratory training. A sub-committee consist-ing of representatives of the Collision Repair and the Insurance Industry developed theproposal that is outlined below.

“It is proposed that the Collision Repair Technology program be autho-rized to accept donated or to purchase rebuildable vehicles from variousIndustry organizations. These vehicles shall be used as student projectsand are to be entered into the daily training activities of the program andultimately, completely repaired for resale. After completion, and afterinspection by Industry personnel, these vehicles will be sold through alicensed broker, at a dealer auction.

Funds derived through this sale will pay for all parts, supplies, and materi-als used during the rebuilding process. Surplus funds from this activity willbe used for upgrade training and other enhancement activities for theCollision Repair Technology program.”

It is projected that there will never be more than one vehicle in the rebuilding process atany one time. The approximate length of time required for each rebuildable projectvehicle is expected to be nine to twelve months.

Attached are examples of conveyance instruments and a flow chart for the operation ofthe proposed plan. It is requested that this proposal be approved and implementation beauthorized as soon as practical.

7-13



Sample Flowchart For Vehicle Rebuild/Sale Program

(SCHOOL LETTERHEAD)

Following is a summary of the steps to be followed by the (NAME OF SCHOOL)’scollision repair program in receiving, repairing and selling donated or purchasedvehicles.

1. Collision Repair Technology program receives notification from donor companyof availability of a vehicle to be donated as a rebuildable project or is purchasedat a salvage auction.

2. The vehicle is inspected by members of the Collision Repair instructional staff foreconomic feasibility and suitability as a viable training project. Acceptance ornon-acceptance is determined by the program chairman of the Collision RepairTechnology program.

3. If accepted, and upon receipt of the vehicle, a repair procedure and schedule isdeveloped for maximum training potential.

4. Parts, supplies, and materials required to rebuild the vehicle are purchasedthrough a designated fund account.

5. Upon completion, and after final inspection, the vehicle is turned over to alicensed broker who will dispose of the vehicle through a dealer auction, throughwhich a “RECONDITIONED” title will be issued.

6. The proceeds from the sale are forwarded to (Name Of School) for deposit in arestricted fund account.

7. A listing of parts, supplies, and materials purchased to rebuild the vehicle will beforwarded to the Business Office. Funds to cover the purchases will be trans-ferred.

8. Remaining funds in account will be available through an approved budget forupgrade and other enhancement activities for the Collision Repair Technologyprogram.

8-1

Chapter 8–Recruiting Students


Recruiting Students

A. General Recruiting Guidelines

To be successful, student recruiting efforts must:

■ demonstrate that quality technicians will be in high demandand well-paid in the Collision Repair Industry.

■ overcome the public image of automotive work as dirtyand unhealthy.

■ overcome the public image that automotive work can bedone by those with limited education or skills.

■ reach parents of potential students as well as school guid-ance counselors and potential students.

■ begin reaching students early, by ages 11–14.

CHAPTER 8

8-2



Design recruiting materials to appeal to the proper market.Visual appeal is critical in recruitment videos, brochures, andother materials aimed at young people.

The program facility must also be appealing when guidancecounselors or potential students and their parents visit. Beprepared for unexpected visits by making sure the facility isalways clean and well-maintained.

Ask for recruiting ideas and assistance from the Advisory Com-mittee and alumni of the program.

Track recruiting results by surveying all new students. Ask howthey heard about the program and who or what influencedtheir decision to enroll. A sample Survey is on page 8-3.

B. Student Profile

Students most likely to succeed in a collision repair trainingprogram and in the Industry:

■ are motivated, with clear goals and a sense of purpose.■ have made their own decision about entering the program.■ are contributing to the cost of their education.■ have had some exposure, even if limited, to the automotive

repair Industry.■ have good eye/hand coordination.■ have good work habits and attendance records.■ have a genuine interest in vehicles and vehicle repair.■ are able to communicate and interact with others.

8-3



Sample Student Survey Form

(SCHOOL LETTERHEAD)

Date

Your name

Your high school and location

Year graduated (or earned GED)

1. How did you hear about the Collision Repair Technology program at (NAME OF SCHOOL)(check one or more)?

■ ■ From high school guidance counselor

■ ■ From a high school shop teacher

■ ■ From other high school teacher

■ ■ Tour of (NAME OF SCHOOL)’s campus during

■ ■ Elementary school■ ■ Freshman or Sophomore year of high school■ ■ Junior or Senior year of high school

■ ■ Information from a relative

■ ■ Relative attended (NAME OF SCHOOL)■ ■ Relative did not attend (NAME OF SCHOOL)

■ ■ Information from a friend

■ ■ Friend attended (NAME OF SCHOOL)■ ■ Friend did not attend (NAME OF SCHOOL)

■ ■ Newspaper advertisement

■ ■ Radio or television advertisement

■ ■ Flier from (NAME OF SCHOOL)

■ ■ Career day presentation at high school

■ ■ Other (please explain)

2. Please check one or more of the above that most influenced your decision to enter theCollision Repair Technology program.

8-4



C. Available Recruiting Resources

A speakers kit titled “SmartJobs/Smart People” isavailable through the I-CAREducation Foundation tohelp create awareness ofthe exciting and rewardingjob opportunities that existin the Collision Industry.The material is appropriatefor many types of audi-ences and presentations.The kit includes:

■ a 10-minute video■ career-orientated handouts■ Smart Jobs/Smart People stickers■ matching lapel pins■ sample script

Ask instructors from other schools for copies of brochures andother recruiting materials they use. The Advisor Reference andTraining manuals available through VICA also include recruitingideas.

The National Institute For Automotive Service Excellence (ASE)has produced Career Tracks, a 12-minute videotape aboutcareers in the automotive service Industry. The music andformat used in the video is designed to appeal to junior highstudents.

The video stresses the importance of a good education with anemphasis on math, science, electronics and computers. In-cluded with the video is a guide for instructors or counselors,and brochures for interested students.

The video and materials are available at no charge to schools.To order, send a request on school letterhead to NATEF.

The Collision Industry Conference (CIC) has prepared “Colli-sion Repair in the ’90s,” a videotape on careers in the Industry.For copies, contact Bodyshop Video.

8-5



The Automotive Service Association (ASA) has prepared abrochure on careers in the Industry. It includes information onearning potential. For copies, contact ASA.

Contact information for these organizations can be found inthe Appendix on page 17-24.

D. Recruiting Brochures

Most schools create a recruiting brochure for the CollisionRepair Technology program. Among the items to include in arecruiting brochure are:

■ number and variety of jobs open to those with skills theprogram offers.

■ brief description of course offerings.■ length of the basic program and its various options.■ historical placement rates of graduates.■ testimonials from local employers who have hired gradu-

ates.■ brief profiles (with photos) of successful graduates.■ salary potential of graduates.■ types of skills taught in the program.■ facility, equipment and capabilities.■ staff qualifications (ASE certified, I-CAR trained, etc.).■ value of attending NATEF-certified program (if certified).■ information on co-op programs.■ estimates of tuition and other costs.■ information on financial aid.■ information on career days or open houses.■ how to obtain more information.

To reduce costs, consider working on the project with otherschool departments, such as marketing, graphic design, photog-raphy, and printing programs.

8-6



E. Recruiting Activities

Collision Repair Technology programs have used a variety ofsuccessful recruiting activities.

■ Offer a free “Introduction to Collision Repair Technology”class one evening per term. Promote it within the school,and list it in the school’s class catalogue. (Any number ofschool programs could offer similar courses on the same ordifferent evening.) The 60- to 90-minute class will givepotential students a better understanding of the program. Asample invitationis on page 8-8.

■ Invite groups ofgrade school andhigh school (ifpost-secondaryprogram) studentsto visit the facilityduring the schoolday. Both instruc-tors and studentsin the collision repair program can talk with these groupsabout the program and the Industry.

■ Host an evening open house for graduates, Industry suppli-ers, shop owners, technicians, insurers and others involvedin the Industry. Include tours of the facility and informationon curriculum, awards and honors earned, the success ofgraduates and future plans. Ask them to help promote theprogram.

■ Speak at “Career Day” events at schools. Point out theIndustry’s need for qualified technicians and the opportuni-ties the Industry offers. Encourage prospective students tovisit the facility. Ask Advisory Committee members, currentstudents, graduates and others in the Industry to speak at“Career Day” events and promote the training program.

■ Offer evening classes to make the program accessible tomore potential students. These classes can be part of thefor-credit curriculum, restoration classes, or I-CAR andupdate training classes for current technicians, insurancepersonnel or others.

8-7



■ Offer summer school classes or “summer camps.” Usethese sessions as an introduction to the program and theIndustry. They can be 2- or 3-day sessions, or longer.

■ Hold evening presentations on the program and the Indus-try in locations other than the program’s facility. These mayattract potential students from outlying areas. The presenta-tions could be held in a carefully-chosen collision repairfacility. School instructors, students, graduates and recruit-ers, as well as others involved in the Industry, can speak atthese presentations.

■ Develop presentations and displays for use in shoppingmalls and at automotive events and car shows. Allowcurrent students to prepare a car to display at a “World ofWheels” or similar show. This can help build student moraleand motivation as well as promote the program.

■ Speak to groups of school guidance counselors. Develop amailing list of these counselors and regularly send theminformation on the program’s successes. Send them copiesof articles on the Industry’s need for technicians. Send theminformation on the skills required in the Industry. Invitethem to visit the facility.

■ Work with school districts to develop a program to allowcounselors or other school employees to visit variousprograms for several days on an in-service basis. During thistime, training program instructors can provide them withintroductory instruction.

■ Invite local high school collision repair instructors to bringsome of their top students to a barbecue, open house orawards ceremony at the post-secondary program’s facility.

■ For post-secondary programs, serve as a judge for VICA orsimilar competitions in which high school students will beparticipating.

8-8



Sample Invitation To A Free Introductory Class

(SCHOOL LETTERHEAD)

You are cordially invited to attend a FREE introductory class on collision

repair at (NAME OF SCHOOL)’s collision repair facility, (ADDRESS).

The class will be held from (TIME) to (TIME) on (DATE).

It will provide an opportunity for you to learn:

• Basic vehicle repair techniques

• Metal straightening and laser beam measurement of

vehicles

• Plastic welding and repair methods

• How the shortage of qualified technicians may be a big career

opportunity for you

In addition, you’ll have a chance to view:

• A videotape on future vehicles

• Demonstrations of vehicle refinishing

• A custom-painted vehicle display

We hope you’ll join us for this free class. Refreshments will be available.

You are welcome to bring a friend or anyone who might be interested.

For more information, contact John Doe, collision repair instructor,

at (555) 555-3879.

9-1

Chapter 9–Establishing A Co-op Program Or Internship


Establishing A Co-op Program OrInternship

A. Purpose

A co-op program allows students to work in a collision repairfacility or other business related to the Collision Repair Industryas part of their training. These programs also may be called“sponsorship” or “youth apprenticeship” programs. The studentusually earns school credit for the work. The participatingbusiness, or sponsor, usually compensates the student in someway.

CHAPTER 9

9-2



The primary goal of a co-op program is to improve the qualityof training that students receive through the collision repairtraining program. Employers have found that students whohave completed co-op programs are more enthusiastic, moreproductive, and better prepared to enter the Industry thanthose with in-school training only. Many factors involved withand related to co-op programs also apply to internship pro-grams. Internships do have specific differences though, andinformation related to this begins on page 9-13 of this chapter.

Some co-op programs require students to work part-time in arepair facility while attending school part-time. Others rotate byterm, with students in school full-time one term, working full-time the next. Other co-op programs, particularly those at thesecondary level, require students to attend school full-timewhile working part-time after school.

The I-CAR Education Founda-tion has produced aCD-ROM program titled“Youth Apprenticeship–APartnership That TrulyWorks” that is an interactiveguide with easy step-by-stepinstructions for creating andestablishing a successfulyouth apprenticeship pro-gram for auto collision repair.The program includes:

■ marketing and recruitment techniques.■ who to contact within the Industry for available resources.■ ideas for development of program curriculum.■ a Mentor Training Session.■ ready-made presentation tools.■ testimonial videos from industry leaders in collision repair.■ sample brochures, applications, and evaluations.

For more information contact the I-CAR Education Foundationat the number listed on page 17-24 of this handbook.

9-3



B. Program Benefits

Benefits to co-op students include the opportunity to:

■ gain on-the-job work experience prior to their first jobsearch.

■ earn scholarship funds or other income.■ practice skills learned in the classroom.■ learn more and faster than students without on-the-job

experience.■ share skills learned during work with other students.

Benefits to the training program include:

■ more motivated students, instructors, and Advisory Committee.■ greater ease in recruiting students.■ greater ease in placing graduates.■ increased interaction with the Industry.■ development of more job-ready graduates.■ retention of students who might not otherwise be able to

afford to continue school.

Benefits to co-op sponsor facilities include:

■ the opportunity to employ qualified part-time student-employees.

■ improving the quality of trained technicians entering theIndustry.

■ access to trained technicians upon completion of theprogram.

C. Roles And Responsibilities

Administrators must establish written guidelines for the co-opprogram. These guidelines should explain the responsibilities ofthe student, sponsor, and school involved in the co-op pro-gram.

9-4



Students involved in aco-op program must:

■ maintain an estab-lished minimumgrade point average.

■ meet establishedwork and schoolattendance guide-lines.

■ assist in the develop-ment of a written training plan.

■ perform job duties in a timely manner and to the sponsor’ssatisfaction.

■ sign a consent form authorizing the training program andsponsor to share information on their progress and perfor-mance.

Training programs involved in a co-op program must:

■ work to place students with appropriate sponsors.■ develop a written training plan agreed upon by the school,

the student and the sponsor.■ provide the sponsor with task lists or other regular reports

on the skills the student has been exposed to in the class-room.

■ make sure students are adequately insured while working(sponsors may be required to provide workers compensa-tion insurance).

■ assign a coordinating instructor to maintain regular contactwith each student and sponsor involved in the co-op pro-gram.

Sponsors involved in co-op programs must:

■ provide the student with work appropriate to the student’sskills and abilities and as outlined in the training plan.

■ assign an in-house coordinator to work with the studentand school.

■ compensate the student as agreed upon in advance.■ provide student with required work uniform, if any.■ provide the school with task lists or other regular reports on

the type and quality of work performed by the student.

9-5



D. Co-op Program Sponsors

Potential sponsors or sources of sponsors include:

■ program Advisory Committee.■ collision repair facilities.■ insurance or appraisal companies.■ automotive recyclers.■ trade associations.■ employers of program alumni.■ Industry suppliers.■ automobile dealers, whether or not they are involved in a

manufacturer co-op program.

Sponsors participating in a co-op program can:

■ establish criteria for choosing the students they wish tosponsor.

■ establish the amount and method of compensation forsponsored students.

■ terminate student employment for misconduct or if thestudent stops attending school.

Sponsors may compensate the student by:

■ paying all or a portion of the student’s school tuition andexpenses.

■ paying the student an hourly wage.■ assisting the student with purchase of tools.

Additional co-op program information can be found on thefollowing pages. For a sample of:

■ an Agreement with a Sponsor, see pages 9-6 and 9-7.■ a Request to Sponsor a Student, see page 9-8.■ guidelines for developing a written training plan, see pages

9-9 and 9-10.■ a student program evaluation survey, see page 9-11.

9-6



Sample Agreement With Co-op Sponsor I

COOPERATIVE WORK EXPERIENCEEDUCATION AGREEMENT

Student’s Name Date

Social Security No. Company/Agency

Learning objectives which reflect new or expanded job-related responsibilities must be written by the student, thenreviewed and approved by the employment supervisor and the instructor at the beginning of the semester. The objectives mustbe measurable and attainable. The instructor will discuss progress made in accomplishing the objectives with the employmentsupervisor and the student. From this evaluation and other criteria, the instructor will grant credit for the work experience.

OBJECTIVES1.

2.

3.

AGREEMENT

The three participants in the Cooperative Education program agree with the validity of the above learning objectives. Thestudent agrees to abide by the Cooperative Education requirements. The employment supervisor will meet with theinstructor at least once during the semester to evaluate the student’s performance on the learning objectives. The instructorwill award academic credit for successful completion of the objectives.

The employer and the college will provide supervision and guidance to insure maximum educational benefit from this workexperience. (Name Of School) does not discriminate on the basis of race, national origin, sex, or handicap, in employment,educational processes, or activities. Employers who sign this contract are expected to uphold this policy in their selection ofprospects for employment, educational processes or activities.

Student’s Signature Instructor’s Signature

Employment Supervisor’s Signature (or designee) Director, Cooperative Work Experience Education (or designee)

END-OF-TERM EVALUATION

Evaluation of Objectives(Employment Supervisor’s Use Only)

1 2 3

RATING SCALE1 = Limited Accomplishment2 = Average Accomplishments3 = Better Than Average Accomplishments4 = Far Exceeds Average Accomplishments

Average Hours Worked Per Week

Total Weeks Worked (18 Per Semester)

Employment Supervisor’s Signature (or designee)

Instructor’s Use Only

Units Grade

Number of Employer Contacts

Number of Student Contacts

Semester Hours–Total

Student Work Experience Eligibility Confirmed For:

General ■■ Occupational ■■ Parallel ■■

Alternate ■■ Paid ■■ Non-paid ■■

Instructor’s Signature Date

(SCHOOL LETTERHEAD)

Please Note: This is a sample agreement only. Do not adopt without the advice of your school’s legal counsel.

9-7



Sample Agreement With Co-op Sponsor II

The primary goal of co-op is to assist the student in applying concepts and skills acquired in school to the work

situation; in acquiring job related competencies not available within the school environment; and in gaining

work experience through the relationships and responsibilities encountered on the job.

This agreement is not a contract nor is it legally binding. It is an agreement between the parties involved. Either

party may terminate this agreement for just cause after discussing the difficulties with the Co-op Instructor/

Coordinator.

It is agreed that will perform the duties and responsibilities of a

Co-op student with

for the semester beginning through

The job title is as follows:

The school agrees to do the following:1. Provide a Cooperative Education instructor/coordinator to supervise Co-op student involvement.2. Provide related classroom instruction.3. Make periodic contacts to consult with the employer.4. Conduct evaluation of Co-op student’s performance. This will be a mutual effort between the employer

and the Cooperative Education instructor/coordinator.

The employer agrees to do the following:1. Provide training experiences for the Co-op student and assist the student in completing his/her training

goals.2. Pay salaries at the wage agreed upon.3. Furnish four ratings of the Co-op student’s performance.4. Employ the student a minimum of hrs/wk for weeks during the training period specified.5. Consult with the Co-op instructor/coordinator before dismissing the student for cause.

The Co-op student agrees to do the following:1. Remain with the original employer until the end of the semester (for the duration of the Co-op course).2. Abide by rules, regulations and policies of the Co-op program and employing company or agency.3. Perform the assigned duties and fulfill the responsibilities of the job.4. Maintain an acceptable attendance record in school and on the job.5. Accumulate a minimum of hrs/wk for weeks on the job.6. Immediately inform the Co-op instructor/coordinator of any problems concerning the on-the-job training

so possible adjustments can be made.

We agree to comply with the conditions of the agreement.

(student)

(sponsor name, address, telephone number)

Co-op Student

Employer/Training Supervisor

Co-op Instructor/Coordinator

Date

Date

Date


9-8



Sample Request To Sponsor A Co-op Student

EMPLOYER FORM(Name Of School)

Collision Repair Co-Op Program

To:

Name Of School

Address Of School

From:

Name Of Firm

City, State, Zip

Contact Person Phone #

Date:

Our firm wishes to sponsor a student in the collision repair program.

■■ We have identified the following individual as our student participant.

Name:

Address:

Phone #:

Social Security #:

OR

■■ We have not identified an individual to sponsor. Please inform students/any

potential students of this opportunity.

(Return one form for each student sponsored.)

9-9



Sample Co-op Student Objective Guide

Co-op Student Objective Guide

The kind of experience you have in the co-op education program will depend on how well you prepare

for it. Set realistic goals or objectives for yourself at the beginning of the term. Work closely with your

employer or sponsor and your instructor. These objectives will help you, your instructor and your

employer make sure you obtain the skills and experience you need. Progress toward meeting these

objectives will be an important factor in your satisfactory completion of the co-op education program.

The learning objectives you select require that you learn or make use of new skills and information. A

good objective is:

• Written in clear, simple language so that it is understandable to you, your instructors, your

employer and anyone else who is interested in your education.

• Difficult enough to challenge and interest you.

• Realistic enough that it can be achieved within the time available.

• Specific enough so that your progress toward it can be measured.

There are different types of learning objectives:

• Creative learning objectives require you to find new ways of doing things, or find new things to

do.

• Problem-solving learning objectives require you to develop a solution to an existing problem.

• New knowledge or skill learning objectives require you to develop new abilities.

• Personal improvement learning objectives require you to develop personal habits or social

skills that allow you to better deal with work situations.

A learning objective should answer four questions:

• What task do you expect to accomplish?

• How will you do it?

• When will it be completed?

• How can your instructor or employer measure or test to see if you have accomplished it?

It is important that you work with your instructor and employer as you write your learning objectives to

make sure everyone understands them.

9-10



Sample Co-op Student Objective Guide (cont’d)

The following guidelines may help as you write your learning objectives:

• Start with an action verb, such as “assemble,” “compare,” “install,” or “develop.”

• Avoid objectives that are too general or that cannot be measured. These often include words

such as “understand,” “learn,” and “believe.”

• Make sure each objective includes only one key result.

• Include the month and year by which you expect to accomplish the objective.

• Explain how your progress or accomplishment of the objective can be measured.

Here are some sample learning objectives:

• “Develop glass replacement skills by completing (xx) hours of on-the-job training working on

glass replacement tasks with an experienced technician. Progress toward completion will be

measured based on supervisor evaluation of (xx) or more glass replacement tasks completed

with little or no supervision by (Date).”

• “Develop an understanding of current recommended health and safety practices for collision

repair technicians. Information to be gathered through research and interviews with experi-

enced technicians, facility owners and managers, regulatory agencies, etc. Completion based

on instructor evaluation of written and oral presentation completed by (Date).”

• “Develop refinish prep skills by completing (xx) hours of on-the-job training with an experi-

enced refinish technician or refinish prep technician. Completion based on supervisor evalua-

tion of blocking, masking and other refinishing prep tasks required on (xx) vehicles prior to

refinishing. To be completed by (Date).”

• “Develop collision repair ‘remove and replace’ skills by completing (xx) hours of on-the-job

training with an experienced collision repair technician. Completion based on supervisor evalu-

ation of (xx) or more panel removal and replacement tasks completed with little or no supervi-

sion by (Date).”

9-11



Sample Co-op Education Program Student Survey

This program evaluation survey is to be completed by the student and returned by the end of the

semester.

Co-op Instructors Name: Date:

In order to make the Co-op program better, we would like your help. Please fill out this questionnaire.

Thank you for your help.

Your Co-op Instructor Circle One

1. How many times did you meet with your instructor? ......................................... 0, 1 2–5

2. Was the number of times you met with your instructor enough? ...................... Yes No

3. Did your instructor help in writing your objectives? ........................................... Yes No

4. Did your instructor keep his/her stated office hours? ........................................ Yes No

5. Did your instructor call on your work supervisor?.............................................. Yes No

6. Was the instructor and work supervisor meeting helpful to you? ...................... Yes No

Please comment:

Your Work Supervisor

7. Did your work supervisor help in writing your objectives? ................................. Yes No

8. Did your work supervisor let you be involved in new responsibilities or

learning?............................................................................................................ Yes No

9. Did your work supervisor receptive to being contacted by

your instructor?.................................................................................................. Yes No

Please comment:

Yourself

10.Do you feel that you have benefited from the Co-op program? ........................ Yes No

In what ways? Please be specific:

11.Did your Co-op objectives help you learn on the job? ....................................... Yes No

In what ways? Please be specific:

Other Comments?

9-12



E. General Guidelines

Screen sponsors thoroughly. Students should be placed onlywith businesses able to offer:

■ a safe, clean, and professional work environment.■ work duties appropriate to the student’s abilities.■ necessary feedback to both the student and the school.

Co-op programs are most successful when work experienceclosely relates to school training. Communication between theschool and sponsor is critical.

Instructors and sponsors must also monitor interaction be-tween the student and other technicians. One of the benefits ofa co-op program is the opportunity for students to watch andlearn from on-the-job experiences. Sponsors should provideclear and accurate guidance to the students.

Many co-op programs regular meetings between the student,employer, co-op coordinator and instructor. These meetingsmay include discussion of the written reports on the student’sexperience and progress that the school and employer provideeach other as part of the co-op program.

Providing information about the co-op program to parents ofstudents can be beneficial, particularly for secondary schoolprograms. Give parents information on how the co-op programis organized and what is expected of students involved in theprogram.

9-13



F. Internship Programs

Internship programs are designed to provide Industry work-place experience directly related to tasks in the areas of studythat credit is being earned. The work that will be performed bythe intern is defined and specific tasks are assigned. The lengthof internships vary depending on the amount of credit beingearned. Some programs may use three to four week internshipswhile others may run them for an entire quarter or semester.Vehicle manufacturer sponsored training programs oftenrequire internships as part of the curriculum. Before beginningan internship, sufficient learning must have taken place at theschool for the student to perform credit-specific tasks oncustomer’s vehicles with limited supervision.

Securing an internship site is often the responsibility of thestudent. This helps build other life skills required to be success-ful. Criteria and concerns related to internship sites are verysimilar to those of co-op sites. Instructors should assist in siteselection and other areas relating to job placement. Manyemployers are willing to take interns in hopes of finding aquality employee once their education is complete.

Internships require specific criteria to be met including:

■ defined job tasks to be performed.■ specific number of hours of work completed.■ weekly paperwork or reports to instructor completed.■ site visitation by instructor or report provided if distance

prohibits.■ evaluation completed by job supervisor.■ intern must follow all company and school policies.

Additional internship program information can be found on thefollowing pages. For a sample of:

■ an Internship Training Agreement, see page 9-15.■ a Student Agreement, see page 9-16.■ an Intern’s Training Plan, see page 9-17.■ an Intern’s Weekly Report, see page 9-18.■ a Performance Evaluation Form, see page 9-19.

9-14



Many of the advantages and concerns related to internshipsare similar to those previously mentioned in co-op programinformation. The single biggest difference is that the site mustprovide the student with hands-on experience doing the tasksdefined in the training agreement. Simply working a requirednumber of hours doing related tasks does not meet the require-ment.

When specific tasks are provided, the student can, in mostcases, gain more first-hand experience on specific tasks than ispossible in most school labs due to the volume of vehicles thatmove through a collision repair facility.

9-15



Sample Internship Training Agreement

Student ___________________________________________________ Phone__________________

Address __________________________________________________________________________

City _________________________________________ State____________ Zip_________________

Employer _________________________________________________ Phone__________________

Address __________________________________________________________________________

City ________________________________________ State_____________ Zip_________________

These training guidelines are established to define the responsibilities agreed upon by the student, theemployer, and the internship advisor in providing a meaningful, on-the-job training experience in thearea of___________ .

The terms of the agreement are as follows:

• The internship advisor and the employer are willing to teach and train the student in a cooperative manner to the best of their abilities in the occupational area and encourage a variety of experiences.

• The length of the training period will be for___________ hours or___________ credits.

• The employer will adhere to all federal and state regulations regarding temporary employment if applicable.

• The employer will notify the internship advisor about any difficulties arising at the training station.

• The employer will prepare and submit the proper student evaluation forms, which will be provided by the internship advisor.

• The student will adhere to all responsibilities agreed upon in the “Student Guidelines” form.

• This training agreement may be dissolved at any time by giving written notice to any an all parties involved in this relationship.

Student Date

Supervisor Date

Advisor Date

9-16



Sample Student Internship Training Agreement

Student ___________________________________________________ Phone__________________

Address __________________________________________________________________________

City _________________________________________ State____________ Zip_________________

Employer _________________________________________________ Phone__________________

Address __________________________________________________________________________

City _________________________________________ State_____________ Zip________________

Training Supervisor__________________________________________________________________

Hours Of Internship____________________________________________Credits________________

RESPONSIBILITIES OF STUDENT

The terms of the agreement are as follows:

• Pay tuition before starting on the Internship Program.

• Maintain regular attendance and will notify the college and the employer if there are unable to reportto work.

• Show honesty, punctuality, courtesy, cooperative attitude and a willingness to learn. Rememberyou are representing the ______________________ College.

• Furnish the internship advisor with relevant information and complete all required reports.

• Conform to the rules and regulations of the training supervisor and consult with the internship advi-sor about any difficulties arising from training station activities.

• Notify the internship advisor if the student must terminate the internship or make any significantchanges to the agreement. Failure to do so will result in automatic failure.

• Conform to industry ethical practices and maintain the confidentiality of the employer’s businesspractices.

Student Date

Supervisor Date

Advisor Date

9-17



Sample Intern Training Plan

Student____________________________________________Program__________________________

Credits______________________________________ Hours ________________________________

Training Station_____________________________________________________________________


General Responsibilities

1.

2.

3.

4.

5.

Training Sequence Of Intern (If Known)

1.

2.

3.

4.

5.

Comments:

Student Date

Supervisor Date

Advisor Date

9-18



Sample Intern Weekly Report

Student_________________________________________________ Position ___________________

Training Station_____________________________________________________________________


Week__________To__________

DAYS TOTAL HOURS MAJOR DUTIES PERFORMED

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Comments or concerns for the week:

Student Date

Supervisor Date

9-19



Sample Performance Evaluation

Goal: To demonstrate employability skills that meet the expectations of thetraining supervisor.

QUALITY OF WORKConsults manuals and spec’s, uses propertools, treats customer’s car as his/her own,shows genuine concern for quality.

PERSONAL HABITSDemonstrates good attendance and punctual-ity, maintains clean work area, tools/equip-ment and neat appearance.

ATTITUDEWorks cooperatively, takes positiveapproach, assists others, takes pride in work.

JUDGMENTKnows own limits, requests help whenneeded, usually makes the right decisions,handles problems constructively.

INITIATIVEDoes all assigned work, proceeds well onown, works independently, seeks other workwhen assignments are complete.

PRODUCTIVITYUses efficient work habits, staysproductive, puts in a full day, plans work inadvance.

OVERALL PERFORMANCEOverall rating of employability skills.

Needs ToImprove

MeetsExpectationOf TrainingSupervisor

ExceedsExpectationOf TrainingSupervisor

10-1

Chapter 10–Student Achievement Records


Student Achievement Records

A. Student Achievement Records

Clear and accurate student achievement records will help:

■ instructors evaluate, assist and place students.■ students understand their level of competency.■ administrators evaluate the success of the program.■ employers evaluate student abilities when hiring.

CHAPTER 10

10-2



Achievement records are generally based on Industry skillrequirements, such as those created or used by NATEF, VICA,or I-CAR. Beside each task on an individual student’s achieve-ment record, the instructor provides one or more of the follow-ing:

■ an indication of the degree to which the student has beenexposed to or achieved competency in the task

■ a letter grade based on the student’s performance of theskill

■ comments as necessary

Levels are generally rated on a 4- or 5-point scale:

■ The lowest rating indicates no exposure to the task.■ The highest rating indicates mastery of the task, the ability

to complete the task independently, with no supervisionand in “real time.”

■ Middle ratings indicate the degree of supervision or instruc-tion the student requires to complete the task.

The achievement record should help students understand whatskills they have mastered and those on which they need moreexperience or instruction. The achievement record will helpstudents understand how well they meet Industry entry-levelrequirements. The achievement records should not indicate astudent’s ranking within the class.

Student achievement records should be designed so thatcompleting and updating them does not require a lot of instruc-tor time. Sample Student Achievement Records start on page10-3.

B. Computerized Tracking Systems

Some training programs track student achievement by com-puter. These systems can provide a simple, accurate way tomaintain current records of student training. A complete reportof a student’s training and performance is easily accessible tothe student, instructors, and potential employers. Records canbe maintained during and after a student’s training.

10-3



Sample Student Achievement Records

Student Date

Project Description: Repaint–complete unit or spot job

Time started Date

Time completed Date

Estimated time Actual Time

A B C D F Grade

4 3 2 1 0 points

Panel cleaning: selection of cleaners & techniques

Masking

Sanding: paper selection, handling

Power sander handling techniques

Feather-edging

Primer-surface application

Use of glazing putty

Paint handling & selection

Reducer handling & selection

Spray gun handling techniques

Cleaning paint equipment

Masking removal, cleanup, and rub-out techniques

Vehicle cleanup for delivery

Time

Grade points average

Comments:

Instructor

A = ExcellentB = Above AverageC = AverageD = Below AverageF = Fail

10-4



Sample Student Achievement Records (cont’d)

Name Year

Number Number of Level ofActivities of Jobs Hours on Job Achievement* Comments

Door or Hood Repair

Adjust Door

Adjust Hood

Adjust Door Glass

Adjust Deck Lid or Gate

Adjust Headlights

General Fender Repair

General Rep. Door or 1/4 Panel

Replace Bumper

Replace Grill

Replace Hood

Replace Fender

Replace Windshield

Replace Door

Frame Analysis

Estimating

Soft Plastic Repair

Replace Door Skin

Pulling Equipment Usage

Replace 1/4 Panel

Structural Repair Unitized

Production #1

Production #2

Water Leaks

Stationary Glass

SMC

*Level Of Achievement: Excellent, Good, Fair, Poor

NOTE: If fair or poor, please comment on why.

10-5




CURRICULUM-BASED VOCATIONAL ASSESSMENT (CBVA) RATING FORM

Name____________________________________ Scale School Year(s) _________Grade(s)_______ ScaleID#______________________________________ Course Name:_______________________ P = ProficientExceptionality_____________________________ Y = Yes N = No __________________________________ M = Pro. w/modificationHome School______________________________ Course #:___________________________ N = Not ProficientShared-time School_________________________ DO NOT RATE ANY Rater’s Name________________________ DO NOT RATE ANYESE Dept. Chairperson_______________________ ITEM NOT OBSERVED Rater’s Signature_____________________ ITEM NOT OBSERVED

WORK RELATED BEHAVIORS: Dates: SPECIFIC SKILL OUTCOMES: Dates:

1. Complies with attendance ....................................... Y N Y N Y N Y N 31. Identifies hand tools ................................... ____ ____ ____ ____2. Practices punctuality ................................................ Y N Y N Y N Y N 32. Identifies power tools ................................ ____ ____ ____ ____3. Interacts with teachers or supervisors ................. Y N Y N Y N Y N 33. Uses measuring tools ................................. ____ ____ ____ ____4. Cooperates as a team member ............................... Y N Y N Y N Y N 34. Identifies fasteners/parts/panels ............. ____ ____ ____ ____5. Seeks assistance appropriately ............................. Y N Y N Y N Y N 35. Reads, interprets & applies parts &6. Works unsupervised ................................................. Y N Y N Y N Y N service manuals .......................................... ____ ____ ____ ____7. Completes task accurately & in timely manner ... Y N Y N Y N Y N 36. Demonstrates job seeking skills ............... ____ ____ ____ ____8. Uses good judgement ............................................... Y N Y N Y N Y N 37. Interprets environmental, safety &9. Accepts changes ...................................................... Y N Y N Y N Y N health hazards ............................................. ____ ____ ____ ____10. Accepts constructive criticism ............................. Y N Y N Y N Y N 38. Details shop and vehicle ........................... ____ ____ ____ ____Displays: 39. Removes, replaces & adjusts bolt on11. Initiative .................................................................... Y N Y N Y N Y N parts & panels ............................................. ____ ____ ____ ____12. Integrity ..................................................................... Y N Y N Y N Y N 40. Prepares vehicle for repair and/or .......... ____ ____ ____ ____13. Frustration tolerance .............................................. Y N Y N Y N Y N refinishing .................................................... ____ ____ ____ ____14. Good manners and personal habits ..................... Y N Y N Y N Y N 41. Performs miscellaneous repairs .............. ____ ____ ____ ____15. Appearance required by situation ........................ Y N Y N Y N Y N 42. Prepares and repairs metal panels ......... ____ ____ ____ ____16. Safe use & proper care of materials/equipmnt .. Y N Y N Y N Y N 43. Prepares and repairs plastic/fiberglass17. ______________________________________ Y N Y N Y N Y N and sheet molded compound (SMC) ....... ____ ____ ____ ____18. ______________________________________ Y N Y N Y N Y N 44. Performs welding skills .............................. ____ ____ ____ ____19. ______________________________________ Y N Y N Y N Y N 45. Inspects, measures and repairs .............. ____ ____ ____ ____20. ______________________________________ Y N Y N Y N Y N frame/unibody vehicles ............................. ____ ____ ____ ____

46. Operates spray equipment and ................ ____ ____ ____ ____ applies materials ......................................... ____ ____ ____ ____47. Diagnoses and repairs advanced ............ ____ ____ ____ ____ electronics ................................................... ____ ____ ____ ____48. Diagnoses and repairs front and rear alignment ...................................................... ____ ____ ____ ____49. Uses computer and estimating skills ....... ____ ____ ____ ____

GENERALIZED SKILL OUTCOMES: Dates: MODIFICATIONS: List date, item #, and modification for each (M) rating.

21. Understands/follows oral directions .................... Y N Y N Y N Y N DATE ITEM # MODIFICATION22. Communicates orally .............................................. Y N Y N Y N Y N _____ _____ _________________________________________23. Communicates in writing ....................................... Y N Y N Y N Y N _____ _____ _________________________________________24. Understands/follows written directions .............. Y N Y N Y N Y N _____ _____ _________________________________________25. Applies related terminology .................................. Y N Y N Y N Y N _____ _____ _________________________________________26. Applies related measurement ............................... Y N Y N Y N Y N _____ _____ _________________________________________27. Applies related math computation ....................... Y N Y N Y N Y N _____ _____ _________________________________________28. Demonstrates problem solving ............................. Y N Y N Y N Y N _____ _____ _________________________________________29. Demonstrates computer literacy .......................... Y N Y N Y N Y N _____ _____ _________________________________________30. Shows interest in occupational area Y N Y N Y N Y N Use back of form to list additional modifications or make general comments.

10-6




Name:

Directions: Evaluate the student by checking the appropriate number or letter to indicate the degree of competency. Therating for each task should reflect employability readiness rather than grades given in class.

Rating Scale: 3 Mastered - can work independently with no supervision.2 Requires Supervision - can perform job completely with limited supervision.1 Not Mastered - requires instruction and close supervision.N No exposure - no experience or knowledge in this area.

INTRODUCTION TO COLLISION REPAIR MODULE

3 2 1 N THE COLLISION REPAIR CAREER ASE Task(s)

1. Identify opportunities in the auto body field. NONE

2. Identify the basic construction of the auto body. NONE

3 2 1 N MEASURING AND MIXING ASE Task(s)

1. Read a rule, fractional-inch and metric. NONE

2. Solve problems involving volume and ratios. NONE

3 2 1 N TOOLS AND EQUIPMENT ASE Task(s)

1. Demonstrate safe use and maintenance of general hand tools. NONE

2. Demonstrate safe use and maintenance of collision repair hand tools. NONE

3. Demonstrate safe use and maintenance of electric and pneumatic hand tools. NONE

4. Demonstrate safe use and maint. of electric, pneumatic, and hydraulic equip. NONE

5. Describe proper lifting and jacking techniques. NONE

6. Identify collision repair tools that are current with industry standards. NONE

3 2 1 N SAFETY ASE Task(s)

1. Identify government agencies regulating the collision repair industry (OSHA, EPA). E069, E070

2. Identify general safety rules. A047

3. Use protective clothing and equipment. NONE

4. Identify the proper use of fire protection equipment. NONE

5. Use chemicals safely. NONE

6. Identify environmental effects of chemicals. NONE

7. Identify proper chemical disposal techniques. NONE

8. Identify information on and importance of MSD sheets. NONE

9. Identify important toxic substances. NONE

3 2 1 N REFINISHING PROCEDURES ASE Task(s)

1. Identify surface preparation technique. E003

2. Strip painted surfaces using chemicals. E004

3. Demonstrate appropriate masking techniques. A006, E008, E055

4. Prepare surface of new panel. E007, E012–E014

5. Prepare surface of damaged panel. A030, E006

E012, E014

6. Demonstrate appropriate sanding techniques. E005, E016

7. Select and apply appropriate primer/primer surfacer/sealant. E009, E015

8. Perform guide coat/block sanding/reprime. E010

10-7



The computerized tracking programs are based on a databaseof the tasks to be covered within the curriculum. Each task isassigned a code number. To update the achievement records,the instructor may:

■ fill out a report that indicates each student’s achievementlevel on each task. Turn these written forms in to the schoolto be entered in to the computer.

■ enter each student’s achievement level on each task intothe computer system directly.

In either case, each student’s computer record indicates theirlevel of achievement on each task. This type of system allowseach student’s record to be updated regularly, as frequently asdaily, without a great deal of time or effort for the instructor.

Some student achievement tracking systems use a bar codesystem similar to those used in some damage appraisal com-puter systems. A bar code identification is assigned to eachtask covered in the training program. Instructors use a bar codereader wand to indicate the level of exposure a student hasreceived to each task.

The computerized student achievement tracking systemscurrently in use have been developed within the school orprogram. A simple spreadsheet or database software can beused to develop a tracking system. They are based on simplespreadsheet or database programs.

C. Student Motivation And Morale

Student awards and honors will help build student confidence,motivation and morale. They also can:

■ result in positive publicity for the program on a local, state,provincial or national basis.

■ create more interaction between the Industry and theprogram.

■ result in increased school administration awareness andsupport of the program.

10-8



■ be used as a selling point in student recruiting and placement.■ strengthen and motivate the Advisory Committee.

Training programs can offer students awards and honors for:

■ performance based on selected criteria that may includegrade point average, lab performance evaluation and awritten paper on a subject selected from an approved list.

■ in-shop competitions.■ perfect attendance.

Student awards and honors do not have to be expensive forthe program. Present winning students with:

■ certificates of accomplishment.■ scholarship funds.■ tools or other items donated by Industry suppliers.■ training opportunities at manufacturer or supplier training

centers, including transportation and room and board ifnecessary.

The I-CAR EducationFoundation has a recogni-tion program available forschools that teach usingthe ADVANCE-TECH®

curriculum. The PeopleActively Creating Employ-ability (PACE®) program isdesigned to motivate andrecognize students. Thestudent selects either aportfolio book or apassport booklet in whichcertificates of completionare placed for eachADVANCE-TECH® unit that is successfully completed. Eachtype of book includes a place for a letter of introduction aboutthemselves, making the book a great way to present theiraccomplishments to a prospective employer. For more informa-tion on the PACE® program contact the I-CAR Education Foun-dation. Contact information can be found on page 17-24 of thishandbook.

10-9



Training programs can also help build student confidence,motivation and morale by assisting students in participating inVICA competitions. See Chapter 12 of this handbook for moreinformation on organizing or participating in VICA competi-tions.

Publicize all student awards and honors within the school andthe Industry. This can be done by:

■ contacting the student newspaper.■ contacting local trade publications.■ announcing the winners to the Advisory Committee or

inviting winners to an Advisory Committee meeting for apresentation.

■ notifying the administration and asking for a written re-sponse to share with students.

■ posting information and photos of winners in the shopfacility.

■ announcing awards at a barbecue or other social event forstudents and instructors at the end of a term.

The following pages include samples of a perfect attendanceaward criteria, a request for Student Awards, and a perfor-mance award criteria.

10-10



Sample Perfect Attendance Award Criteria

OBJECTIVE

To encourage, recognize and reward perfect attendance achieved by students enrolled

in the Collision Repair Technology program.

CRITERIA

All students enrolled full-time in the Collision Repair Technology program are eligible.

Individual instructors maintain logs of student class attendance.

To qualify, the student must have perfect attendance – no absences, no tardiness – for

all enrolled classes from the first day of the term (late enrollees are not eligible).

PROCEDURE

Program instructors and chairperson are responsible throughout the term to seek dona-

tions of suitable student perfect attendance awards (i.e. tools ranging in price from $30

to $50). A minimum of 10 such awards should be acquired. Funds from the discretion-

ary account should be used to purchase additional items if not enough donations are

received.

Prior to awards ceremony or the final day of the term, instructors are to compile and

submit to the program chairperson a list of all students that meet award criteria.

The program chairperson will compile a complete list of eligible students.

A drawing among eligible students determines in which order they will select their

award.

The program chairperson is responsible for seeing that notification of the awards is

made to appropriate school administration, school and trade publications, Advisory

Committee and students enrolled in program.

10-11



Sample Request For Student Awards

(SCHOOL LETTERHEAD)

Dear _________________:

The education industry, like the Collision Repair Industry, is attracting fewer qualified appli-cants. Industry demand for qualified, job-ready technicians, however, is not shrinking.

Industry surveys indicate that it is always less costly and difficult to keep current customersthan it is to attract new ones. That’s why the Collision Repair Technology program at (NAMEOF SCHOOL) believes it is important that we do a better job training the students we have,helping a higher percentage of them be successful in the Industry. This, in turn, will helpattract more qualified people into the program and the Industry.

We’ve found that personal motivation is critical to the success of our students. We believethat enhancing their motivation will enhance both their success and our own. Toward thisend, we have developed a number of motivational award programs.

In order to succeed, these programs require the cooperation of members of the Industry,including supply and equipment vendors such as yourself. Please consider contributing toour student motivational programs in some way.

Donated hand tools (valued at between $30 and $50), for instance, are awarded to studentsmaintaining perfect class attendance throughout the term.

We also have a performance award program, which allows our top student each term toattend technical training sessions as the guest of the training provider. Please considermaking such a training session package available to us. We ask that the training be 2–5days in length and feature the current technology of your product or equipment line. We alsoask that you provide the student with transportation, lodging and meals as necessary.

The winning student may participate in the training session only after successfully complet-ing the (NAME OF SCHOOL) Collision Repair Technology program.

We make every effort to promote all donations within the school, and throughout the Indus-try. We will notify our program Advisory Committee (which includes local collision repairfacility owners and insurance personnel) and will send press releases to local and statetrade associations and publications.

Please consider this opportunity carefully. We believe that these programs offer benefits foryou as well as for our students and the Industry.

Sincerely,

Program Administrator

10-12



Sample Performance Award Criteria

(SCHOOL LETTERHEAD)

OBJECTIVE

To encourage, recognize and reward outstanding performance by students enrolled in the CollisionRepair Technology program.

CRITERIA

All students enrolled full-time in the Collision Repair Technology program are eligible.

Students will be evaluated based on:

• grade point average in collision repair courses.• collision repair lab work evaluation by instructors.• a written paper on a subject selected from an approved list of topics.

Grade point average and lab evaluation will each carry 40% weight in determining the student’s overallscore. The written paper will carry 20% weight.

The student with the highest overall score each term will receive the Outstanding Performance Award.The winning student, upon successful completion of the training program, will be allowed to attend his orher choice of technical training sessions made available by local or national manufacturers or supplies.The training will be 2–5 days in length. The company offering the training will assist the student withtransportation, lodging and meals as necessary.

PROCEDURE

Program instructors and chairperson are responsible throughout the term to solicit appropriate trainingopportunities for the award program and develop agreements with the training providers. Studentswishing to apply for the award must submit a written paper on a subject selected from the approved listof topics using the guidelines provided.

All instructors receive copies of all papers (with student’s name deleted) for evaluation of technicalcontent. Papers are assigned a grade of 0 to 10, and all instructor scores on a given paper are averaged.

All papers are evaluated for grammar by a qualified reader. This evaluator’s score is added to the paper’saverage instructor score.

The score of the paper is added to the student’s grade point average and collision repair lab instructor’sevaluation, each weighted as indicated in the criteria.

The student with the highest overall score will receive the Outstanding Performance Award.

Program chairperson is responsible for seeing that notification of the award is made to appropriate schooladministration, school and trade publications, Advisory Committee and students enrolled in the program.

10-13



Sample Performance Award Criteria (cont’d)

(Example)

TITLE

Outline: Should be used to outline subject matter to be presented noting all majorpoints.

Introduction: Should be used to broadly explain subject matter, explain importance,catch the reader's attention. (2 paragraphs minimum)

Body Of Paper: A detailed treatment of the outlined or introduced material. (400–500words minimum)

References: List all sources of information including individuals that contributed to thispaper. This can serve to demonstrate the amount of research that wentinto this paper.

Note: This paper is to be typed and double spaced. Where written material isused as a resource, a photocopy of the original article(s) must be submit-ted along with paper.

LIST OF TOPICS

Health Hazard Concerns in the Collision Repair Industry

The Importance of Customer Satisfaction

What Winning a Performance Award Means to Me

My Future Plans in the Collision Industry

Study and Lab performance tips for others

What Could be Done to Improve the Collision Repair Technology program at(Name Of School)

Special subject approved by advisor & Program Chair

10-14



D. Student Handbook

Students are best able to excelwhen they have clear guidelinesof what is expected of them. Astudent handbook about theCollision Repair Technologyprogram can provide these typesof guidelines.

The handbook can include:

■ an introduction, welcomingstudents to the program andexplaining how the handbookwill help them succeed.

■ rules for use of the training facility and equipment.■ a summary of the training program curriculum.■ an explanation of how students are evaluated or graded.■ information on attendance requirements.■ a code of performance and behavior.■ information on the co-op program.■ information on student achievement or performance award

programs.■ information on how the program or school can assist with

job placement.

A sample Collision Repair Training Program Student Handbookcan be found on the following pages.

10-15



Sample Collision Repair Training Program Student Handbook

This handbook has been written to help you understand what is expected of you and help you suc-

ceed within the Collision Repair Technology program at (Name Of School).

This handbook includes information about curriculum, grades, discipline, and other things that will

better prepare you to succeed. Your instructor will review each section with you and answer any

questions you have.

“The Code”

In order to succeed as a collision repair student, I must abide by a code of performance and behavior.

I am a highly motivated individual at all times. I am always producing. If I am standing still, it is only to

plan what I will do next. I also know that speed without quality is worthless. I will always strive for the

highest quality possible at the greatest possible speed.

I am responsible for what I do. I am only as good as the work I produce. I will always finish what I

start, no matter how difficult it becomes.

I am both a team player and an individual. If any of my fellow students need help, I will help them. If

one of us fails, all of us fail a little bit. Before I decide what is good for me, I consider what is good for

the group. I am also an individual. I will always welcome help, but I will always strive to be self-reliant.

If I must work alone, I will still reach my goal. Any setback is only a test of my motivation. I will not fail.

I am proud of myself, my program, my school, and my trade. I am also humble enough to know my

weaknesses and to strive to improve. No matter how much I know, there is always someone who

knows more. I will always listen to those who have more experience than I do.

I have respect for my fellow students and their possessions. I have respect for leaders. I will be a

good leader. I will be a good follower. I have respect for myself, how I look, and how I act. I obey rules

and regulations; not because I am supposed to, but because it is the right thing to do. To do any less

would be to lose my self-respect and the respect of my fellow students. This would be unacceptable. I

will not lie, cheat, steal, or deceive my instructors or my fellow students. I will never bring shame upon

my program, my trade, or my fellow students.

I know that learning never stops. When I leave (Name Of School) I will always strive to learn new

things. I will continue to ask questions. I will always remember to teach others what I know. I will

never forget where I came from or who I am. I am special. I am a Collision Repair Technician.

This is the Code of the collision repair student. I will not violate the Code.

10-16



Sample Collision Repair Training Program Student Handbook (cont’d)

Personal And Social Traits Essential For The Collision Repair Technician

Personal traits are of extreme importance, not only in securing and holding a desirable

position, but in life in general. Among the personal/social traits of chief importance to the

Collision Repair Technician are the following:

Patience : Much of the work of the Collision Repair Technician is in “hard-to-get” places,

and it requires patience as well as skill to make the necessary adjustments and repairs.

Personal Appearance : The clothing you wear should allow you to work safely and

efficiently and make a pleasing impression upon the people you serve.

Physical Condition : Physical requirements are not excessive, but the conditions of

work are not always ideal. One must be in good physical condition to work at top effi-

ciency. One must have good muscular coordination, mechanical dexterity, good eye-

sight and steady nerves.

Cooperation : Collision repair requires a willingness to work cooperatively with fellow

workers.

Consideration of Others : A thoughtful attitude toward making things easy and pleas-

ant for others, such as keeping things in order, putting tools away, and doing your full

share of work, is an important marketable trait of good Collision Repair Technicians.

Industry : Collision Repair Technicians must make collision repair a habit of careful,

thoughtful, energetic, efforts toward completing a job without loitering or wasting time.

Initiative : The ability to see what needs to be done and to do it without constant super-

vision is an essential trait of a Collision Repair Technician.

Reliability And Trustworthiness : Entrusted in your care are people’s lives and valu-

able property. Negligence on your part as a Collision Repair Technician can easily

cause death and destruction.

Professionalism : Professionalism requires a desire to acquire ongoing training in new

repair methods and techniques. It requires a desire to read technical journals and seek

out and share new information with fellow technicians. It involves belonging to profes-

sional associations and being proud to be a Collision Repair Technician.

10-17



Sample Collision Repair Training Program Student Handbook (cont’d)

As a student in the Collision Repair Technology program at (name of

school), we expect that you will:

• always finish what you start.

• always take responsibility for your actions.

• always have respect for yourself and others.

• take pride in yourself and your work.

• help others whenever you can.

• be self-reliant whenever you can.

• THINK before you act.

• act safely at all times.

• give 100% all the time.

• be in class every day and make up the time you miss.

• not be critical of their students’ work.

• be polite and respectful to those with more experience.

• never be satisfied with second best.

• keep a positive attitude.

• follow instructions.

• ask questions.

• do the right thing.

• obey “The Code.”

As a student in the Collision Repair Technology program at (name of

school), you can expect that your instructors will:

• give you 100% effort.

• treat you as an adult.

• try to understand your point of view.

• treat you very much like an employer will.

• defend you when you are right.

• provide current, useful information.

• never ask you to do something that they wouldn’t do.

• lead by example.

• help you become employable if you demonstrate that you want to

be.

10-18



E. Student Exchange Program

A student exchange program allows students to develop abroader understanding of the Collision Repair Industry byvisiting those involved in the Industry in a different region ofthe country or different country.

An exchange program offers many benefits both for studentsand the training program:

■ The exchange program is a way to motivate and rewardstudents in the training program.

■ Students are able to learn about the culture, traditions andway of life in another area.

■ Students gain a broader view of the Collision Repair Indus-try and more exposure to various career.

■ The collision repair training program can use the exchangeprogram to develop greater interaction with the Industry ona local, national or international basis.

■ An exchange program can help the training program gainpositive publicity within the Industry and community, mak-ing recruitment and placement of students easier.

Organizing and operating such a program requires the supportof the school administration, the program’s Advisory Commit-tee and others involved with the Industry. Establishing a studentexchange program require three primary tasks:

■ Arranging for host families in the area(s) in which studentsare to visit.

■ Developing any necessary funding for the program.■ Developing a student selection criteria and process.

Host families are generally required to provide room and boardfor the exchange student during a 1-week stay. They also areasked to coordinate, and in some cases sponsor, the student’stransportation to and from the exchange location.

10-19



The training program should develop a host family selectioncriteria and procedure. The criteria for the host could include:

■ completion of a host family application, including at leastthree references. A sample application is on pages 10-21and 10-22.

■ ability to provide a private bedroom and adequate mealsand chaperoned entertainment.

■ ability to provide a healthy, safe, friendly environment.■ ability to help the student achieve required exposure to the

collision repair and related industries in the area.

There is a number of options for funding a student exchangeprogram. The primary costs of such a program are the student’stransportation, room and board. While a host family is gener-ally required to provide the student with room and board, theymay also be asked to sponsor some or all of the student’stransportation costs.

Student transportation and other costs associated with theexchange program also could be part of the training program’sbudget. Discretionary funds may be used to support an ex-change program.

The Advisory Committee may also help raise funds for theprogram through their contact with the Industry. Individualshop owners, managers and technicians as well as Industrysuppliers and manufacturers may be willing to donate funds forsuch a program.

As with all donations, it is important to recognize and publicizethem as appropriate.

The selection criteria and process should be developed toallow the training program to fairly select the student or stu-dents to participate.

10-20



This criteria will often include requirements for:

■ completion of an application. A sample application is onpages 10-23 and 10-24.

■ school attendance.■ student achievement or academic standing.■ participation in skills competitions.■ a written essay on an assigned topic, such as “How I Will

Benefit From The Student Exchange Program.”■ a personal interview by a selection committee, generally

made up of instructors, other representatives of the school,Advisory Committee members, and representatives of theIndustry.

Students wishing to participate in the exchange program mustalso be willing to sign (and have their parent or guardian sign, ifstudent is under age 18) a medical information and liabilityrelease form. A sample Personal Liability and Medical ReleaseForm is on pages 10-25 and 10-26.

10-21



Sample Host Family Application

Parents (Please print or type.)

Last Name: ___________________________ Father: _____________ Mother:______________

Address: ______________________________ City: _______________ State: ___ Zip: _______

Tel.: __________________________________

Marital Status: ❏ Married ❏ Single ❏ Divorced ❏ Separated

Father: Age:______ Employer: _____________________________________________________

Occupation: _____________________________________ Office Tel.: _______________________

Mother: Age:______ Employer: _____________________________________________________

Occupation: _____________________________________ Office Tel.: _______________________

Family References–Please list three adult references who know your family very well.

Name: ________________________________________ Tel: _____________________________

Address: ______________________________ City: _______________ State: ___ Zip: ________

Name: _______________________________________________ Tel.: ______________________


Name: _______________________________________________ Tel.: ______________________


Please answer the following questions to give additional information which will be helpful to us in the

matching process:

How did you learn about our program? _________________________________________________

_______________________________________________________________________________

Check the words that best describe your family's summer lifestyle:❏ Active ❏ Relaxed ❏ Outdoors ❏ Athletic ❏ Artistic ❏ Working ❏ Home-oriented

Are there any activities or requests that you would like to include during the stay? _______________

_______________________________________________________________________________

(continued)

Host Family Application

( )

( )

( )

( )

( )

( )

Clergy, teacher, or other professional

Other professional

Family friend (not relative)

10-22



Sample Host Family Application (cont’d)

What aspects of your family life/community area would you look forward to sharing with a student? _

_______________________________________________________________________________

Will the student have his/her own room? ❏ Yes ❏ No

Please include any information about your family which you think might be helpful. ______________

_______________________________________________________________________________

_______________________________________________________________________________

If you have animals, please indicate what kind: __________________________________________

_______________________________________________________________________________

If you don't have teenagers at home during the stay, will the student have opportunities to meet teen-

agers? __________________________________________________________________________

_______________________________________________________________________________

Will there be other students staying in your home during the stay? ___________________________

_______________________________________________________________________________

Can you make arrangements for the student to attend religious services? ❏ Yes ❏ No

Which religions? __________________________________________________________________

Can anyone in your family converse in another language? ❏ Yes ❏ NoIf so, which language and how well?___________________________________________________

Children: Please list children who will be at home during student's stay.

First Name: _________________________________ Sex: _____ Age: _____First Name: _________________________________ Sex: _____ Age: _____First Name: _________________________________ Sex: _____ Age: _____First Name: _________________________________ Sex: _____ Age: _____

COMMITMENT–We understand this experience is most worthwhile when we participate as a family.The members of our family are in agreement on wishing to host a student.

Parent Signature: _________________________________________________________________

10-23



Sample Student Application

(Please print legibly or type.)

Name: Last: ___________________________ First: ______________________ Initial:________

Sex: _____________ Birth Date: ____________ Age: ___ Grade: ___


Home Tel.:_____________________________ School Tel.: ______________________________

Parent(s) with whom you live.

Name: Last: ____________________________________ First Name(s): _____________________


Father's Occupation: ______________________________ Office Tel.: _______________________

Mother's Occupation: _____________________________ Office Tel.: _______________________

In Case Of Emergency Contact: __________________________ Tel.: _______________________

References (Signature not necessary on this form.)

Name: _______________________________________________ Tel.: ______________________

School or Church: __________________________________________


Name: _______________________________________________ Tel.: ______________________

School: __________________________________________________


Name: _______________________________________________ Tel.: ______________________


Years Of Language: French: _____ Spanish ______ English ______ Other: _________

Have you competed in the local, district, or state skill competition? ❏ Yes ❏ No

If yes, explain: ____________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

(continued)

( )

( )( )

( )School counselor, principal, dean, or clergy

( ) ( )

Student Application

PLEASE NOTE: The selection of students for the Exchange Program is based on the published criteria. Some ofthe information in this application is used to assist in the placement of students with host families and is notconsidered when selecting students for the program.

Instructor

Family friend

( )

( )

(Include present school year)

10-24



Sample Student Application (cont’d)

Essay : "How Will I Benefit From The Educational Exchange Program"(Written essay must be attached to application)

Attendance Records : A report from the director/principal or appropriate administrative representa-tive. Verification of attendance must accompany student application.

Transcript : Must be attached to the application.

Please answer the following questions to provide additional information which will be helpful to us inthe matching process:

Check the words which seem to best describe your family's summer lifestyle:

❏ Active ❏ Relaxed ❏ Outdoors ❏ Athletic ❏ Artistic ❏ Working ❏ Home-oriented

Are there any activities or requests to which are important during your stay? ___________________

_______________________________________________________________________________

_______________________________________________________________________________

What aspects of your family life/community area would you like to share? _____________________

_______________________________________________________________________________

_______________________________________________________________________________

If you have animals, please indicate what kind: __________________________________________

_______________________________________________________________________________

Is it important that you attend religious services?

❏ Very Important ❏ Somewhat Important ❏ Doesn't Matter

What religion (if important): __________________________________________________________

Can you converse in another language? ❏ Yes ❏ No

If so, which language and how well?___________________________________________________

How many brothers and sisters are in your family? _______________________________________

Please include any other information about yourself or your family, which you think might be helpful.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Signatures:Student: ________________________________________ Date: __________________________

Parent:_________________________________________ Date: __________________________

Your signature indicates that all information is true and accurate. Any falsification of information willresult in immediate disqualification of student applicant. Parental signature indicates the granting ofpermission for their son/daughter to participate in the program if selected.

10-25



Sample Student Personal Liability And Medical Release Form

Student Personal Liability and Medical Release Form

After you have read the liability and medical release section and completely understand and agree toits conditions, please fill out and sign below.

Name: _______________________________________________ Birthdate: __________________Age: ____________________________ Social Security Number: ___________________________Family Physician: ________________________ Phone Number: __________________________Father's Name: __________________________ Mother's Name: __________________________Father's Social Security Number: __________________ Phone Number: _____________________Mother's Social Security Number: __________________ Phone Number: _____________________Father's Address: _________________________________________________________________Mother's Address: _________________________________________________________________

Person To Contact In Case Of Emergency: _____________________________________________Phone Number: ___________________________________________________________________Address: ________________________________________________________________________

Name of person responsible for your medical bills (guarantor): ______________________________Phone Number: ___________________________________________________________________Guarantor relationship to you: ________________________________________________________Guarantor Social Security Number: ___________________________________________________Guarantor Employer: _______________________________________________________________Employer Address: ________________________________________________________________

Insurance Company: ________________________________ Plan Number: __________________Group Number: ____________________________________ Insured ID No.: _________________Insurance Company Address: ________________________________________________________

Do you have any known allergies? ❏ Yes ❏ No If yes, please list them: __________________________________________________________________________________________________

When did you last receive a tetanus shot? ______________________________________________Do you have any history of heart condition, diabetes, asthma, epilepsy, rheumatic fever, or otherexisting medical conditions? Explain here: _____________________________________________________________________________________________________________________________

Are you taking any medication? ❏ Yes ❏ No If yes, please list them: __________________________________________________________________________________________________

Do you have any physical restrictions? Explain: __________________________________________

Parent or Guardian's Signature: __________________________ Date: _____________________

Participant's Signature: _________________________________ Date: _____________________

Participant, check here if you are age 18 or older and can sign for yourself. ❏If you do not have any medical insurance, sign here: ______________________________________Date: ________________________

Participant: Photocopy your insurance card (front and back) and attach it to this medical form.

10-26



Sample Student Personal Liability And Medical Release Form (cont’d)

Student Personal Liability and Medical Release Form

I hereby agree to release the (NAME OF SCHOOL), its representatives, agents, and employ-ees from liability for any injury to the named person, resulting from any cause whatsoeveroccurring to the named person at any time while participating in the Educational ExchangeProgram, including travel.

I do voluntarily authorize the Education Exchange Program and designee to administer and/orobtain routine or emergency diagnostic procedures and/or routine or emergency treatment forthe named person as deemed necessary in medical judgement.

I agree to indemnity and hold harmless the (NAME OF SCHOOL), and said designees for anyand all claims, demands, actions, rights of action, and/or judgments by or on behalf of thenamed person arising from or on account of said procedures and or treatment rendered ingood faith and according to accepted medical practices.

I fully understand that this is an educational activity and will, to the best of my ability, applymyself for the purpose of learning and will uphold at all times the finest qualities of a personrepresenting the Educational Exchange Program.

NOTE: All persons under legal age must have a parent or guardian sign this form. If you areage 18 or older, please indicate so on the first page of the personal liability and medical re-lease section of this form. Otherwise, this form will not be accepted. All participants and par-ents must sign this form. Parental signature indicates permission for their son/daughter toparticipate in the program if selected.

Please Note: This is a sample release form only. Do not adopt without the advise of yourschool's legal counsel.

11-1

Chapter 11–Qualifying For ASE/NATEF Certification


Qualifying For ASE/NATEF Certification

A. History And Purpose

The purpose of the NationalAutomotive TechniciansEducation Foundation(NATEF) is to improve auto-motive technician education.NATEF evaluates automotivetraining programs at second-ary and post-secondaryschools for certification by theNational Institute For Automotive Service Excellence (ASE).

Development of the certification program began in 1978. TheAmerican Vocational Association conducted a study to deter-mine improvements needed in automotive technician trainingprograms. By 1982, the study had resulted in a program evalua-tion guide, a task list, and a tool and equipment list.

The responsibility for further development and implementationof the evaluation program was turned over to ASE. The Auto-motive Service Association then donated its National Automo-tive Technicians Education Foundation (NATEF) to ASE to fundthe evaluation program.

CHAPTER 11

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In 1989, NATEF began evaluation of collision repair programs.By 1998, 203 collision repair training programs had beencertified. About 297 others have begun the evaluation processand 14 programs were involved with the on-site evaluationprocess. Of the 203 certified programs, 41 have been throughthe recertification process. This means that they had beencertified for longer than five years, requiring renewal by recerti-fication.

B. Value Of Participating

NATEF evaluation and ASE certification can:

■ allow a program to be eligible for scholarship funds andequipment and vehicle donations, which may be limited tocertified programs.

■ help a training program identify areas needing improve-ment.

■ result in positive publicity for the program on a local, stateor national basis.

■ create more interaction between the industry and theprogram.


■ be used as a selling point in student recruiting and place-ment.

■ strengthen and motivate the Advisory Committee.■ increase instructor and staff motivation and morale.

C. The Certification Process

Any secondary, post-secondary, technical institution, or com-munity college program can apply for certification.

11-3



ASE/NATEF examines the structure and resources of the train-ing program. It evaluates them based on nationally-acceptedstandards of quality in the following areas:

■ Purpose■ Finances■ Instructors■ Equipment■ Facilities■ Administration■ Learning resources■ Student services■ Cooperative work agreements■ Instructional staff

A collision repair training program may apply for certificationin:

■ Painting and Refinishing.■ Structural Analysis and Damage Repair.■ Non-Structural Analysis and Damage Repair.■ Mechanical and Electrical Components.■ Plastics and Adhesives.

It is important to note that programs have three different certifi-cation options. A program may apply for certification in:

■ Painting and Refinishing only.■ Structural Analysis and Damage Repair and any two other

categories from the above list.■ all five categories in the above list.

The evaluation process has two steps: a self-evaluation and anon-site team evaluation.

The self-evaluation is similar to the process used when applyingfor regional or national accreditation. ASE/NATEF supplies theschool with a self-evaluation packet. The packet describes allcertification requirements and procedures.

11-4



After reviewing the self-evaluation, ASE/NATEF determineswhether the program qualifies for on-site team evaluation. The2-day visit by the on-site evaluation team involves review of theself-evaluation. The team also evaluates the program based onnationally-accepted standards of quality in the following areas:

■ Equipment■ Curriculum■ Safety features■ Professionalism■ Effectiveness of instructional system■ Classroom facilities■ Staff credentials■ Cleanliness■ Job placement program

A program that does not meet the minimum requirements isnotified of recommended improvements. A program that isrecommended by NATEF based on this evaluation, will becertified by ASE.

Certified programs receive:

■ a complete evaluation report.■ a promotional packet that helps the program publicize the

certification.■ a plaque and wall sign indicating the areas in which the

program is certified.■ the right to issue graduating students a certificate indicating that

they have graduated from an ASE/NATEF-certified program.

D. Time And Costs Involved

In 1998, self-evaluation materials were available from ASE/NATEF for $60. If approved for on-site team review, the cost isapproximately $620. This fee will vary based on travel andaccommodation expenses of the review team.

Recertification, which requires a 1-day on-site evaluation, isrequired every 5 years. Recertification costs approximately$445 including $50 for the recertification manual.

11-5



Completion of the self-evaluation and preparation for the on-site evaluation can require as much as 400 hours of instructortime. It generally takes a program about 18 months from thetime it begins self-evaluation to complete the certificationprocess.

E. Tips For Earning Certification

The self-evaluation and certification process can be intimidating.Most programs can earn certification without significant pur-chases or changes. The keys are preparation and organization.

School administration support is critical. Instructors should begiven adequate time without teaching responsibilities to pre-pare for the evaluation.

Work with the Advisory Committee and other industry groupsto demonstrate to administrators the value and importance ofcertification. Communicate to administrators that:

■ the Industry believes in and supports the certification pro-gram.

■ ASE/NATEF certification is a prestigious honor earned onlyby high-quality training programs.

■ the program is qualified to earn certification.■ certified programs have distinct advantages in recruiting

and placing students, and in obtaining donations of equip-ment, vehicles and supplies.

When preparing for evaluation, instructors should focus ondocumentation of curriculum. Programs rarely fail ASE/NATEFcertification evaluations because of lack of equipment. Evalua-tors must clearly see that the curriculum includes 80 percent ofthe required task list items. The ASE/NATEF Task List is repro-duced starting on page 17-2. The I-CAR Education Foundation’sADVANCE-TECH curriculum, for example, meets ASE/NATEFrequirements.

11-6



Instructors must also remember that ASE/NATEF evaluationteam members are often volunteering their time. The teammust review a lot of information in a limited amount of time.Make sure all required documentation is clear and accessible.

Information on certified programs is also available throughASE/NATEF headquarters. You can contact these certifiedprograms for information and ideas on completing the certifica-tion process. If a school’s automotive service (mechanical)program is ASE/NATEF-certified, the instructors and othersinvolved in the program can be an excellent source of help inpreparing the collision repair program for the certificationprocess.

For more information on ASE/NATEF certification, contact theASE/NATEF headquarters. The address and phone number areon page 17-24.

12-1

Chapter 12–Preparing For VICA Contests


Preparing For VICA Contests


The Vocational Industrial Clubs of America (VICA) is a nationalorganization for students training for trade, industrial, technicaland health occupations. A similar and related organization isSkills Canada. Through its local chapter activities and programssuch as skill competitions, the Professional DevelopmentProgram, and the Total Quality Curriculum, VICA offers stu-dents training in leadership, citizenship, and job skills. It buildsand reinforces self-confidence, positive work attitudes andgood communication skills.

CHAPTER 12

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VICA was formed in 1965. It held its first national competitionin 1967. In 1972, a new name was chosen for this competition:the VICA United States Skill Olympics. In 1995 the name forthe competition was changed to the Skills USA Championships.

The annual competition offers secondary, post-secondary andtechnical programs an opportunity to demonstrate the qualityof their training. It gives all students involved in a collisionrepair training program an opportunity to challenge them-selves, and allows outstanding students in the program to earnlocal and national recognition. Winners also may becomeeligible to participate in the International Youth Skills Competi-tion.

For more information on VICA or local, state or national com-petitions, contact the VICA headquarters. Contact informationcan be found on page 17-24.


Participating in VICA and VICA competitions offers a numberof benefits for collision repair instructors and their programs.Participation can:

■ build student and instructor motivation and morale.■ result in positive publicity for students, the training program

and the Collision Repair Industry on a local, state or na-tional basis. A sample Press Release is on page 12-3.

■ create interaction between the Industry and the program,giving local employers an opportunity to evaluate studentsand the training program.


■ be used as a selling point in student recruiting and placement.■ strengthen and motivate the program’s Advisory Committee.

12-3



Sample Press Release

(SCHOOL LETTERHEAD)

FOR IMMEDIATE RELEASE: (Date)

CONTACT: John Doe, Collision Repair Instructor

(555) 555-3879

(NAME OF STUDENT) WINS VICA COMPETITION

(Name of Student) of (Name of School) has won the region (or state) Vocational

Industrial Clubs of America (VICA) Competition in the field of Auto Collision

Repair Technology. The competition was held on (date) at (location). (First name

of student) was selected based on his/her ability to perform industry-standard

repairs in each of (number of categories) categories. These included: Welding,

Plastic Repair, Refinishing, Metal Work, Structural Repair, Estimating (list as

appropriate). Over (number) (high school or college) students competed. Accord-

ing to (Name of local employer), “Collision Repair Technology has become a

high-tech profession, just as computer repair or emergency medicine. The VICA

competitions require students to demonstrate their high-tech skills that we as

employers expect today. It also shows that (Name of school) provides training

which meets or exceeds industry standards.”

(First name of Student) is (age) and a resident of (Name of town). In his/her

spare time, (include personal interests). He/she works for (Name of employer).

(Name of Instructor) is (First name of Student’s) Auto Collision Repair Instructor

and was instrumental in preparing (First name of Student) for the competition. (A

quote from the instructor would also be a good idea here. Emphasize the idea of

“high-tech” and the importance of properly training future auto collision repair

technicians so that they can repair vehicles to their pre-accident condition for the

safety of consumers.)

12-4



VICA publications can help instructors with all aspects of atechnical education program and with participation in VICAcompetitions. These publications include:

■ The Management Guide For Running A Local Skill Champi-onship, a step-by-step guide to organizing or coordinating alocal competition.

■ Skills USA Championship Technical Standards.■ a publicity guide with ideas and information on promoting

the training program and VICA involvement.■ VICA Educational Materials Catalog, a listing of all leadership

curriculum training materials available through VICA.

VICA has several newsletters that it publishes for differentaudiences. These newsletters include:

■ SHARP, for secondary students.■ VICA Professional, for secondary level professionals.■ Connect, for post-secondary professionals.■ Next, for post-secondary students.■ Partners In Quality, for business partners.

C. Local And State Competitions

Local and state VICA organizations host annual competitions inmany areas of the country. These competitions often are heldin technical training facilities.

One purpose of local and state competitions is to preparestudents for higher competitions. Because of this, it is importantthat local and state competitions be as similar to the nationalcompetition as possible.

Guidelines for establishing and operating local and state com-petitions are available through the VICA office. It may also behelpful to obtain written guidelines prepared for establishedlocal and state competitions in other areas. State competitionguidelines can be obtained from state VICA offices. The Na-tional VICA web site contains a listing of state contacts that canbe of assistance. The National VICA web address is containedin the appendix on page 17-24.

12-5



Organizing a local or state VICA committee is similar to orga-nizing an Advisory Committee. See Chapter 5 in this manualfor more information on this process. If no local or state com-petitions are held in your area, organize one or consider partici-pating in competitions in neighboring areas or states.

D. National Competition

VICA’s national competition is held annually, usually in June.The location varies. In 1998, about 3,800 students participatedin competitions in 66 trade, technical and leadership fields.About 70 secondary and post-secondary students, who hadwon state competitions, participated in the Collision RepairTechnology competition.

Students in the Collision Repair Technology competition mustdemonstrate their ability to perform tasks selected from a list ofcompetencies available from VICA. Categories include:

■ Metal Work and Welding■ Trim and Accessories■ Refinishing■ Removing and Installing Glass■ Body and Frame Alignment■ Estimating a Damaged Automobile■ Plastic Identification and Repair

Students also must complete a written test.

Contestants are judged on:

■ ability to use power tools.■ metal working skill.■ overall appearance of the finished product.■ speed of performance.■ use of proper safety practices.■ accuracy of math calculations and analysis of damage.■ test scores.

Judges use a 500-point scoring system. A sample VICA Colli-sion Repair Technology Rating Sheet is on page 12-6.

12-6



Sample VICA Rating Sheet

VICA U.S. SKILL OLYMPICSCOLLISION REPAIR TECHNOLOGY RATING SHEET

CONTESTANT NUMBERITEMS EVALUATED POSSIBLE

POINTS

Metalworking:Safe practicesProper use of tools 100Metal straighteningUse of filling materialOverall appearance

Welding:SafetyGMAW (MIG) 100Plastic Welding

Frame/Body Analysis:SafetySuspension/steering parts identificationSteering geometry and 100 alignmentUse of frame/body manualsBody measurements

Painting:SafetySurface preparationPrimer applicationSealer or adhesion promoter application 100Color applicationClear application (if applicable)Overall spray gun operationFinal appearance

Estimating:Vehicle identificationEstimate written legiblyList of parts in logical sequence 50Time involved in repairingParts and materials costEstimate completedFinal figure

Written Test 50

SUBTOTAL 500

CLOTHING PENALTY(minus 0 to 25 points)

TOTAL

12-7



Winners of the United States Skill Olympics Collision RepairTechnology competition are normally invited to the Interna-tional Autobody Congress and Exposition (NACE), held annu-ally during the first week of December. The location varies. Skilland Leadership Competition winners are also recognized atthis event.

E. Preparing Students For VICA Competitions

Instructors can besthelp students preparefor VICA competitionsby becoming as knowl-edgeable as possibleabout the competitions.It is important to helpstudents understandwhat to expect at eachlevel of competition,including how judgeswill evaluate their performance.

It can be valuable, therefore, for instructors to attend local,state and national competitions even if no students from theirprogram are involved. Instructors should obtain copies of allmaterials outlining competition requirements at each level.

Local, state and national competitions are often very different.A student who excels at one level of competition may struggleat another. This may be because the quality of students in-creases at the higher levels of competition. It also may bebecause of differences in how the competitions are operated.Some instructors consider local and state competitions moredifficult to prepare for because of organizational differences atthis level of competition. Instructors should alert students tothese potential differences.

12-8



Make sure students comply with clothing and safety equipmentrequirements. These requirements often include:

■ white work pants and white, long-sleeved shirt.■ leather work shoes.■ welding gloves and goggles.■ cartridge-type, charcoal-filter respirator.■ safety glasses or goggles.

Make sure students have the required tools and equipment.This often includes:

■ a body file.■ flat and pick hammers.■ a general purpose dolly.■ an air sander.■ a spray gun.■ a metal grinder.

13-1

Chapter 13–Benefits From I-CAR Involvement


Benefits From I-CAR Involvement


I-CAR was founded in 1979 as aninternational training organization.Its goal is to improve the quality,safety and efficiency of auto colli-sion repair, for the ultimate benefitof the consumer.

I-CAR began its Gold Class programin 1990 in response to an Industryneed to promote I-CAR-trainedbusinesses and the value of thetraining. The purpose of the I-CARGold Class Professionals program isto recognize businesses, and Colli-sion Repair Technology programs,that have a high percentage of I-CAR-trained employees.

For more information on I-CAR or the Gold Class Professionalsprogram, contact the I-CAR headquarters. The address andphone number are on page 17-24.

CHAPTER 13

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I-CAR training and the I-CAR Gold Class Professionals programcan:

■ assist with on-going training of instructors.■ assist instructors with development of curriculum and

training resources.■ result in positive publicity for the program on a local, state,

provincial or national basis.■ create more interaction between the Industry and the

program.■ result in increased school administration awareness and

support of the program.■ be used as a selling point in student recruiting and placement.■ strengthen and motivate the program’s Advisory Committee.■ increase instructor and staff motivation and morale.

I-CAR and I-CAR Education Foundation publications can helpinstructors with all aspects of a technical education program.These publications include:

■ The I-CAR Advantage, a news-letter published six times a yearwith easy-to-understand techni-cal articles with photos anddiagrams on repair topics. Anannual subscription is $29 inthe United States, $34 inCanada. Ten years of backissues of the Advantage (1988-1997) are available on a CD-ROM disk for $20 in theUnited States, $29 in Canada.

■ Briefings, a newsletter of information about the I-CAREducation Foundation. CRIN also has articles in this news-letter.

■ The Connection, a newsletter published five times a yearwith news and information about I-CAR.

■ Uniform Procedures For Collision Repair (UPCR) is a publi-cation available on CD-ROM that outlines Industry-ac-cepted repair processes. Annual subscription cost is $295 inthe United States and $370 in Canada.

13-3



Additional information regarding all the above listed items canbe obtained by calling I-CAR or visiting their web site. Phonenumbers and the web address can be found on page 17-24.

C. Gold Class Designation Requirements

The I-CAR Gold Class Professionals program recognizes busi-nesses and vocational-technical schools for a high level ofI-CAR training and knowledge of collision repair. To determineif a vocational facility qualifies for the Gold Class Professionalsprogram, the facility must meet a certain point criteria whichthey can obtain by taking I-CAR courses. Students can alsoearn four Gold Class points by passing the I-CAR AutomotiveGMA (MIG) Welding Qualification Test, and one Gold Classpoint for each End-of-Course Exam they pass.

Current I-CAR courses include:

■ Collision Repair 2000 (8 units)■ Advanced Vehicle Systems (2 units)■ Finish Matching (3 units)■ Plastic Repair (2 units)■ Steering and Suspension (2 units)■ Electronics (4 units)■ Glass Replacement (2 units)■ Aluminum Repair, Replacement, and Welding (2 units)■ Detailing (2 units)■ Executive Seminar (1 day)■ Understanding Collision Repair (2 units)■ Workplace Hazardous Materials (1 unit)

To qualify for the Gold Class Professionals program in 1999, afacility must meet 80% of their total point requirement, theneach instructor must meet at least 40% of their individual pointrequirement. For a Gold Class program application, programrequirement charts, and position descriptions for the voca-tional-technical segment, contact I-CAR at the number foundon page 17-24.

13-4



A facility must requalify for the Gold Class Professionals pro-gram on an annual basis. Facilities that qualify for the GoldClass Professionals program will incur many benefits such as, alisting on the I-CAR web site, access to Gold Class marketingmaterials and merchandise, and exposure to consumersthrough radio and television media.

D. Time And Costs Involved

I-CAR courses are normally taught evenings during the week oron Saturdays. Local I-CAR Committees establish class sched-ules. These schedules are often printed in local trade publica-tions and are listed on the I-CAR web site. Courses are offeredin more than 300 locations in the U.S., Canada, New Zealand,and the Caribbean. They are offered in the French and Spanishlanguage in some areas.

The fee in 1999 for each I-CAR class unit was $55. The fee forGold Class businesses was $50.

The Gold Class application requires less than an hour to com-plete once records of instructor I-CAR training have beengathered. The Gold Class Kit of promotional materials is $250.There is an annual fee of $150 for the Gold Class Professionalsprogram. This money is used by I-CAR to build consumerawareness of the program.

14-1

Chapter 14–Staying Current With Technology


Staying Current With TechnologyCHAPTER 14

A. Rate Of Change

The Collision Repair Industry is changing rapidly. It is estimatedthat about half of automotive repair skills learned today will beobsolete in 3–5 years. Instructors must continually update theirown knowledge and program curriculum to keep up withchanges in technology.

It is important that collision repair training programs provideinstructors with the necessary time and resources to remaincurrent. About 5–10% of the curriculum incorporates newmaterial each year. A goal could be that an equal amount of aninstructor’s time be devoted to technical development.

14-2



B. Training Courses And Materials

Instructors should ask about available training courses ormaterials from:

■ tool and equipment manufacturers and suppliers.■ vehicle manufacturers and dealers.■ refinish product manufacturers and suppliers.■ local, state and national trade associations.■ I-CAR.

Invite manufacturers and suppliers to hold demonstrations andtraining sessions in the program’s facility. Ask that programinstructors and students be included in these sessions.

Many manufacturers have national or regional training facilities.Ask that program instructors or students be included in tours ortraining courses offered at these facilities.

Local, state or national trade associations are an excellentsource of training courses and materials. The AutomotiveService Association Management Institute (ASAMI), for in-stance, offers a variety of courses on financial, business, andpersonnel issues affecting the Automotive Repair Industry.Many of these courses would be valuable to training programinstructors. They are primarily offered at local and national ASAconventions. Contact ASA for more information. The addressand phone number is on page 17-24.

The Society of Collision Repair Specialists (SCRS) offers techni-cal training on many topics throughout the United States andCanada. Contact SCRS for more information. The address andphone number is on page 17-24.

Technical bulletins, publications and video and audio tapes areavailable from:

■ vehicle manufacturers.■ refinish product manufacturers.■ equipment manufacturers.

14-3



■ trade associations.■ Industry information suppliers.■ research and training organizations such as Tech-Cor, Vale

National Training Centers, etc.

Information starting on page 17-24 will assist instructors con-tacting these organizations on a national level, but it is oftenhelpful to also contact local or regional representatives.

C. Summer Jobs

Many instructors work in collision repair facilities during sum-mer breaks or other vacations. These jobs may:

■ be paid or unpaid.■ last a week or longer.■ help a repair facility while its technicians are on vacation.■ allow the instructor to use new equipment or procedures.■ allow the instructor to stay in contact and build program

credibility with members of the Industry.■ allow the instructor to learn from practicing technicians.■ assist the program in maintaining administration support.

D. I-CAR Education Foundation VocationalInstructor Network

The Collision Repair Instructors Network (CRIN) is sponsoredby the I-CAR Education Foundation and is a national organiza-tion designed to facilitate the exchange of technical and profes-sional information among collision repair instructors, schooladministrators, and industry partners. The network enablesCRIN members to stay up to date on:

■ the newest technology in repairs.■ teaching techniques.■ recruitment and retention ideas.

14-4



These objectives are met by holding meetings and seminars atthe International Autobody Congress and Exposition (NACE)and the National VICA Skills USA competition. Regional work-shops may also be held. The membership of CRIN also makessuggestions on the ADVANCE-TECH curriculum updates andother I-CAR Education Foundation programs and services.

CRIN places articles in the quarterly Briefings newsletter pub-lished by the I-CAR Education Foundation. These articles in-clude listings of upcoming events, information on the latesttechnology in collision repair, information on employmentopportunities, and more. A sample issue of Briefings can befound on pages 14-6–14-11.

For more information about the Collision Repair InstructorNetwork, contact the I-CAR Education Foundation.

E. Trade Publications

Many local, state, regional, and national trade publications areavailable. A list of these publications starts on page 17-25. Mostare available to training program instructors at little or nocharge.

Instructors can use these publications to:

■ assign an appropriate article to each student. The studentshould read the article, prepare a written summary of itskey points, and present the information to the group.

■ send copies of appropriate articles to school administration.These articles can support requested changes or improve-ments to the program. Appropriate topics include:– Industry shortages of qualified technicians.– positive articles about the program or its students or

instructors.– the importance or value of VICA participation or NATEF

certification.– Industry requirements of entry-level technicians.

■ review technical articles to update curriculum as necessary.Share copies of appropriate articles with students.

■ contact advertisers about available training materials.

14-5



Some trade publications include reply cards that allow readersto request information from advertisers. Instructors shouldremove these cards before sharing publications with students.Some national publications have received complaints fromadvertisers about students requesting information on items theydo not plan to purchase.

F. Other Sources Of Information

Instructors can also obtain updated information and trainingby:

■ joining Industry trade associations.■ attending local, state and regional trade shows and Industry

seminars.■ becoming an I-CAR instructor.

The value of attending the International Autobody Congressand Exposition (NACE) cannot be overstated. As the Industry’sprimary convention and trade show, NACE offers collisionrepair instructors and administrators the opportunity to:

■ attend technical seminars, newly-introduced I-CAR courses,motivational presentations, and discussions of Industryissues.

■ examine and compare tools, equipment, supplies andmaterials offered by hundreds of vendors.

■ interact with other instructors and members of the Industry.■ request and negotiate donations from new or existing

sources.

NACE is usually held in early December.

14-6



Briefings Newsletter

14-7



Briefings Newsletter (cont’d)

14-8




14-9




14-10




14-11




15-1

Chapter 15–The Industry‘s Concept Of “Entry Level”


The Industry’s Concept Of“Entry Level”

A. Sources Of Information

Students completing a Collision Repair Technology programmust meet certain standards to be employable within theCollision Industry. These standards:

■ may vary somewhat by region or market area.■ change as technology and the Industry changes.

In order for a training program to successfully serve its studentsand the Industry, the program must understand what skills theIndustry requires “quality entry-level” technicians to have.

CHAPTER 15

15-2



An entry-level technician generally is defined as one who hasnot earned wages in the Industry on a full-time basis. Thosewho have worked in the Industry part-time, such as studentsinvolved in co-op programs, generally are still considered asentry-level.

An entry-level technician, however, has been exposed to colli-sion repair or refinishing training. Information on what skills theIndustry expects an entry-level technician to possess followingthis training is available in a number of ways:

■ A number of national surveys, sponsored by the I-CAREducation Foundation, Texas State Technical College-Wacoand the Collision Industry Conference (CIC), have focusedon entry-level requirements. The surveys first created a listof skills required, then asked those surveyed to prioritizethe skills. Both technical and employability (SCANS) skillswere covered in the surveys. A copy of the survey resultsstarts on page 15-5.

■ Many training programs conduct formal or informal surveysof employers in their area. These surveys ask employers tolist the skills required of entry-level technicians, or to rank inorder of importance a provided list of skills.

Not all training programs can provide students with adequateexposure to all skills required by the Industry. These programsshould focus on the skills given the highest priority by employers.

B. On-Going Review

Industry needs will continue to change. Regular contact withthe Industry is necessary to determine if the training programcontinues to produce entry-level technicians with the skillsneeded.

15-3



This contact may include:

■ formal or informal surveys of employers.■ discussion of entry-level skill requirements during Advisory

Committee meetings.■ review of new or updated survey results.■ formal or informal surveys of program graduates regarding

their early experiences in the Industry.

C. Employer Surveys

Surveys of employers regardingentry-level technician skills canbe conducted in a number ofways.

■ Phone surveys can be used ifthey are brief. They will bemost effective if callers havethe name of the person theywish to speak to.

■ Written surveys returned bymail or fax are the mostcommon. They offer confi-dentiality, and provide em-ployers with more time to consider their responses. Preparethe survey carefully. Test it by asking several employers tocomplete it. Ask them for suggestions for changes. A 1 or 2-page survey is likely to get better response than a longersurvey.

■ A more informal but often effective survey method is tovisit employers. Again, these personal surveys must be briefunless an appointment is made in advance. Spending a dayriding with an Industry sales representative can be aneffective way to conduct this type of survey.

All surveys should be focused. Do not try to gather too muchinformation from one survey. Only ask for information forwhich there is an immediate need. A sample School Surveystarts on page 15-9.

15-4



Choose the survey group carefully. Not all employers in anarea need to be surveyed. Concentrate on the type of collisionrepair facilities that would likely hire your students.

Lists of shops may be available at little or no charge through:

■ insurance claims offices.■ telephone directories.■ trade associations or publications.■ Industry suppliers.

15-5



Industry Skills Survey

Industry Skills Survey

The field of automotive collision repair has becomeincreasingly high-tech. In the past five years, paint,electronic, and safety systems have all undergonerapid changes. There is every indication that this rapidpace of change will continue well into the future.

These technological changes also mean that techni-cians, and the training they receive, must also change.The technical schools, at both the secondary and post-secondary level, are expected to provide the trainingfor entry-level personnel. However, it is the responsi-bility of the employers in the industry to tell the schoolswhat to teach. In order to identify industry require-ments, the I-CAR Education Foundation, TSTC - Waco,Texas and the Collision Industry Conference (CIC)Education Committee together have conducted twosurveys.

The first survey, conducted in 1991, served to identifyand prioritize a large group of skills. However, it did notcategorize these skills by job function; and it onlyidentified three levels of priority. This second surveyfurther refined the first survey by forcing prioritizationand categorizing by job function. It also introduced theconcept of employability skills.

The survey was distributed in June, 1992 to collisionrepair facilities which had some contact with I-CARwithin the past twelve months. These tend to be slightlylarger, more progressive, better equipped and bettermanaged than the total population of facilities. There-fore, this sample does not represent a true cross-section of the industry. However, it is believed that itdoes represent a true cross-section of future employ-ers.

The 160 responses included in the survey are geo-graphically distributed in proportion to the generalpopulation and are statistically valid. They also includeurban and rural populations, plus independents andcar dealers, all in proportion to the population.

“Entry Level,” for the purposes of this survey, is definedas a person who has not previously earned wages ona full-time basis in the industry. People who haveworked part-time or as co-op students would still beclassified as entry-level.

Sources of Employees

The respondents were asked to rate several sources ofentry-level employees in terms of the quality of peoplethey produce. A personal recommendation producesthe highest quality, while employment agencies andunemployment offices produce the lowest. This isshown in Figure 1.

Executive Summaryof the

2nd COLLISION REPAIR INDUSTRY SKILLS SURVEY 1992

Sponsored by ■ I-CAR Education Foundation ■ TSTC-Waco, TX ■ Collision Industry Conference

The survey also asked:

“Do you feel that your local technical school has ameaningful collision repair program?”

Over half the respondents (52%) did not feel that thelocal high school program was meaningful. The tech-nical colleges scored somewhat better with 65% “yes,”yet there appears to be room for substantial improve-ment.

RESULTS

BACKGROUND

SAMPLE

Fig. 1

Sources of EmployeesIn Terms of Quality

Recommendation

Technical College

Trade Association

Private Trade School

High School

Walk-In

Newspaper Ad

Other

Employment Agency

Unemployment Office

15-6



Industry Skills Survey (cont’d)

In terms of general skills, Figure 3 ranks the top nine.It should be noted that while Enthusiasm and Commu-nication Skills ranked higher on the list than TechnicalSkills, the top ranking is an even blend of both employ-ability and technical skills. Therefore, both appear tobe important in an entry-level person.

Employability Skills

The industry has often said that employability skills areat least as important as technical skills. This surveyidentified and prioritized the most important. In terms ofcharacter traits, Honesty and Motivation ranked farhigher than Physical Strength or Business Orientation.The top traits are shown in Figure 2.

Job Functions

One of the most important aspects of this survey is thatfor the first time, a distinction was made between jobfunctions. It was becoming more obvious that in-creased specialization might be an option for theschool programs of longer duration. In addition, manyprograms are too short to cover everything in depth.Therefore, if they could concentrate on only the mostimportant skills, they could produce a more job-readygraduate.

Interestingly, the industry ranks its needs for StructuralTechnicians, Paint Technicians and Body (non-struc-tural) Technicians almost identically. Surprisingly, theneed for Collision Repair Mechanical Technicians wasranked nearly as high as the other three. This isillustrated in Figure 4.

Fig. 2

Fig. 3

Fig. 4

Figures 5,6,7 & 8 illustrate the top ten most importanttechnical skills for each of the four job functions. It isbelieved that if a school were to concentrate on thesetop-ranked skills, and encourage the candidate todevelop ability, quality and speed, a very employablegraduate would result.

Training & Experience vs. Wages

Until this group began studying the entry-level trainingprocess, the industry had been classifying all entry-level people in a single category, regardless of trainingand experience. I-CAR had proposed that there shouldbe some distinctions made, and that there should bevarious levels of wages that recognized various levelsof productivity and skill. It was also believed that a co-op experience could help improve an entry-levelperson’s productivity and therefore increase the start-ing wage. This was outlined in the “I-CAR CollisionRepair Training Model.” (see Figure 10 on page 4)

Character TraitsRanked by Importance

Criticism

Honesty

Motivated

Trainable

Punctual

Courteous

Healthy

Personality

Flexible

Appearance

Physical Strength

Business-Oriented

Entry Level SkillsRanked by Importance

Quality of Work

Enthusiasm

Communication Skill

Technical Skill

Read & Understand ROs

Knows OSHA Rules

Interpersonal Skills

Speed

Use Estimate Guides

Structural Technician

Paint Technician

Body Technician

Mechanical Technician

Industry NeedBy Importance

15-7




Training & Experience vs. Wages (cont’d)

Various other industries’ apprenticeship programs alsoindicated that this concept might be utilized in thecollision repair industry to improve the differentiation instarting wages.

To test this concept, the survey asked:

“Do you agree that different levels of trainingand work experience might qualify fordifferent starting wages?”

Overwhelmingly, 94% of the respondents said “yes.”They were then asked to assign a “Percentage ofJourneyman’s Wage” to each of four levels of trainingand experience that roughly parallel the I-CAR Model.The results are shown in Figure 9.

Fig. 5

Fig. 6

Fig. 7

Fig. 9

It is interesting to note that this progression has ap-proximately equal steps that could prove quite satisfy-ing to an entry-level candidate.

Fig. 8

Required SkillsBody Technician

R&R Bolt-on Parts

R&I Exterior Trim

Align Bolt-on Panels

R&I Interior Trim

Apply Corrosion Protection

Replace Moveable Glass

Disassemble Major Parts

Repair Dents larger than two hours

Finish Body Filler with 180 Grit

Use MIG Welder

Required SkillsStructural Technician

Use MIG Welder

Measure/Analyze Structure Damage

Minor Structural Repair

Remove Structural Parts

Disassemble Major Bolt-on Parts

Fit & Weld Structural Parts

Assemble Major Bolt-on Parts

Fit & Weld Cosmetic Parts

Remove Welded Cosmetic Parts

Repair Major Structure Damage

Required SkillsRefinish Technician

Featheredge

Mask for Urethane, Prime & Prep

Apply Guidecoat & Block Sand

Mask for Spot Repair

Mask for Overall Color

Select & Apply Primer/Sealer

Wet Sand for Overall Color

Pressure Wash & Prep

Apply Corrosion Protection

Prepare & Trim Parts

Required SkillsCollision Mechanical Tech

R&R Engine Accessories

Install Terminals & Splice Wires

Service Exterior Lamps

R&R & Protect A/C Parts

Service Cooling System

R&R Suspension Parts

Test A/C System

Evacuate & Recharge A/C

Diagnose Suspension

Locate, R&R & Protect Computers

Percentage of Journeyman’s WageBy Training & Experience

No Training/No Experience

High School/No Experience

1 Year College/No Experience

2 Years Technical College/No Experience

28.4

35.2

42.7

50.3

15-8




ADVANCED TECHNICIAN

• Classroom & OJT Co-Op• Specialization Options

- Metal Specialist- Paint Specialist- Collision Repair Mechanical- Management Trainee- Appraiser Trainee

% ofJourneyman’s

Wage

Collision Repair Training Model

50 %

INTERMEDIATE TECHNICIAN

• Classroom & OJT Co-Op• Application of Collision Repair Skills

43 %

TECHNICIAN TRAINEE

• Introduction to basic Collision Repair Skills• Reading, math• Employability skills

35 %

28 %No Training/No Experience

Permission to reproduce this report is granted provided proper credit is given to the sponsors: I-CAR Education Foundation,TSTC-Waco, Texas and Collision Industry Conference (CIC) Education Committee. For further information, contact the I-CAREducation Foundation at 3701 Algonquin Rd., Suite 400, Rolling Meadows, IL 60008, (708) 590-1191, FAX 708-590-1215.

Industry Involvement with Schools

Since it is believed that a co-op work experience isdesirable, it was important to find out if shops would bewilling to participate. The survey asked:

“Would you be willing to participate in a co-operativeeducation program with your local technical school toimprove the quality of entry-level graduates?”

The industry indicated its support for this concept, as76% of respondents said “yes.”

One characteristic of the most outstanding technicalschool programs is that they have very active AdvisoryCommittees. The survey asked two questions aboutAdvisory Committee involvement:

Are you a member of a technical school’sAdvisory Committee?

16% said “Yes” 84% said “No”If “no,” would you serve if asked?

65% said “Yes” 34% said “No”

While not many people currently participate withschools, they are definitely willing to help. This shouldserve as a positive indicator to the technical schools.

CONCLUSIONS

The following conclusions can be drawn from thissurvey:

■ The Collision Repair Industry segment sampledhas a clear picture of what it expects in anentry-level employee.

■ Employability and problem-solving skills areequally as important as technical skills andshould be part of any training program.

■ The industry believes there is room for im-provement in the quality of technical schoolprograms, particularly at the secondary level. Itis also willing to assist in improving thoseprograms.

■ The industry is willing to pay higher entry-levelwages for higher levels of skills and productiv-ity. Therefore, quality and speed should be partof any grading system.

■ Growing importance of Collision Repair Me-chanical Technicians indicates a need for spe-cialized training in this area.

Fig. 10

15-9



Sample Survey Of Employers

(SCHOOL LETTERHEAD)

COLLISION REPAIR INDUSTRY SURVEY

Company name

Name and title of person completing survey

Shop address

Shop phone, fax numbers

Type of shop

■ ■ Independent■ ■ Dealership■ ■ Franchise

Number of employees

______ Metal technicians______ Structural technicians______ Refinish technicians______ Shop helpers______ Paint preppers/helpers______ Detailers______ Mechanical technicians______ Sales/Estimators______ Other office staff______ TOTAL

Do you require technicians to be…

ASE-certified ■ ■ Yes ■ ■ NoI-CAR-trained ■ ■ Yes ■ ■ No

Have you hired a graduate of (NAME OF SCHOOL’S) Collision Repair Technology program?

■ ■ Yes ■ ■ No

If you had an opening for an entry-level technician in the future, would you hire a graduate of (NAMEOF SCHOOL’S) Collision Repair Technology program?

■ ■ Yes ■ ■ No

Are you interested in finding out about having a student in the (NAME OF SCHOOL’S) CollisionRepair Technology program work in your shop part-time while attending school as part of the school’sco-op program?

■ ■ Yes ■ ■ No

15-10



Sample Survey Of Employers (cont’d)

What is the average starting wage of entry-level technicians in your shop?

Metal or frame technician $________ per hourPainter $________ per hour

What is the average wage of the technicians in your shop with two or more years of experience?

Metal or frame technician $________ per hourPainter $________ per hour

Which of the following are the five most important non-technical qualifications you look for in a poten-tial employee?

■ ■ Honesty■ ■ Motivation■ ■ Trainable■ ■ Punctual■ ■ Courteous■ ■ Healthy■ ■ Accepts criticism well■ ■ Flexible■ ■ Personality■ ■ Appearance■ ■ Physical strength■ ■ Other

What are the five most important technical skills you look for in an entry-level…

Metal technician 12345

Refinish technician 12345

Structural technician 12345

Collision mechanical 1technician 2

345

16-1

Chapter 16–Placement Of Graduates


Placement Of Graduates

A. General Guidelines

Instructors and schoolplacement counselorsshould not focus onfinding a job for a student.They should focus onhelping the student find ajob. This will give studentsthe job-seeking skills theywill need in the future.Make students aware ofavailable job-search resources, such as job listings and othermaterials available at libraries and employment offices.

When helping match a student and employer, consider the:

■ abilities and goals of the student.■ skills sought by the employer.■ ability of the employer to help an entry-level technician

develop.

Interaction with the school’s placement office is critical. Coun-selors and instructors must work together to develop and filljob openings.

CHAPTER 16

16-2



B. Working With The Advisory Committee

Ask the Advisory Committee to assist with student placement.Members are involved in the Industry on a daily basis and areoften aware of job openings.

Ask the Advisory Committee to organize a “career day” forcurrent students. The event can:

■ include brief presentations or panel discussions by mem-bers of the related industries about career options.

■ allow students to interact with members of the relatedindustries on an individual or group basis.

■ include discussion of job-search ideas and interviewing tips.

The Advisory Committee can also assist with tracking of gradu-ates one year, three years and five years following completionof the program. This type of tracking can provide the programwith powerful statistics that can be used in student recruiting,in working with administrators, and in efforts to place currentstudents.

Among the topics such surveys can cover with graduates are:

■ overall satisfaction with the training program.■ success at securing satisfactory employment within the

Industry.■ success at securing satisfactory employment outside of the

Industry by using skills learned in the program.■ the number of graduates not using skills learned in the

program.■ areas of weakness or other topics that should have been

included in the curriculum.■ wages being earned by graduates.

Samples of a Tracking Survey and Survey Results Form start onthe following page.

16-3



Sample Survey

(Name Of School)

STUDENT FOLLOW-UP SURVEY

Thank you very much for your cooperation. Please returnthis completed form in the postage paid envelope as soonas possible.

Please check one answer.

1. How do you feel about the training you received atour school?■■ Very satisfied■■ Satisfied■■ Unsatisfied■■ Very unsatisfied

2. What was your primary reason for attending ourschool?■■ Preparation for getting a job■■ Improvement of existing job skills■■ Preparation for further education■■ Personal interest■■ Other________________________

3. Which one of the below best describes your presentstatus?■■ Employed■■ Active military service■■ Not employed, but looking for a job■■ Student■■ Not available for employment, please list reason:

_______________________________________________

_______________________________________________

NOTE: If you are currently employed, please continuewith Question 4.If not employed, please skip to Question 7.

4. When did you start working in your presentoccupation?

Month Year■■ Before enrolling at our school ____ ____■■ While attending our school ____ ____■■ After leaving our school ____ ____

5. Is your job related to the training you received at ourschool?■■ Yes■■ No

6. Please list the following job information:

A. Job title:________________________________

B. Job duties:______________________________

_________________________________________

_________________________________________

C. Name of employer:

_____________________________________________Company or Firm

Work Address:

_____________________________________________Street

_____________________________________________City State Zip

Name of immediate supervisor:

_____________________________________________First Name Last Name

D. What is your present wage, BEFOREDEDUCTIONS? DO NOT INCLUDE OVER-TIME. Please give one:$______/Hour $______/Week$______/Month $______/Year(Used only to compute average wages paid inyour field.)

E. How many hours do you work during an averagework week?______ Hours

7. If you did not graduate from the program in whichyou enrolled, please indicate the reason.■■ Left to take a job■■ Took only the course I wanted, did not intend to

graduate■■ Program was not what I expected■■ Classes conflicted with work schedule■■ Financial difficulties■■ Health problems■■ Other__________________________________

8. Do you have any recommendations for improvingthe services and programs we offer?___________________________________________________________________________________________________________________________________________

16-4



Sample Student Follow-Up Survey Results

(Name Of School)

PLACEMENT REPORTAs of (Date)

Two-Year Diploma

Advanced Auto Body andPaint Technician 16 16 1 15 12 4 0 1203 11 2031 915

Automotive Technician 18 15 0 15 14 1 0 1337 11 1733 800

One-Year Diploma

Auto Body and Paint Technician 7 5 0 5 4 1 0 877 3 987 823

Automotive Servicing 6 4 1 3 1 1 1 912 1 912 912

Gra

duat

es

Sta

tus

Kno

wn

Not

See

king

Em

ploy

men

t

In L

abor

Mar

ket

Em

ploy

ed R

elat

ed to

Tra

inin

g

Em

ploy

ed U

nrel

ated

to T

rain

ing

See

king

Em

ploy

men

t

Ave

rage

Mon

thly

Wag

e

No.

Sal

ary

Res

pons

es

Hig

h S

alar

y

Low

Sal

ary

16-5



C. Working With The Media

Send a press release to local trade publications about availabil-ity of students or graduates for part-time, full-time, temporary orlong-term employment. Including a photo of students workingin the facility, or of one of the students who will soon completethe program, may help increase the chance that the article willbe printed and read. A sample Press Release is on page 16-6.Publications also may offer students free classified advertisingspace in the “Positions Wanted” section.

Build Industry awareness of the program, by working with thetrade publications on other articles about the program or itsstudents and instructors. Send them a press release about:

■ awards or achievements earned by students, instructors orthe program.

■ major equipment purchases or donations, or other capitalimprovements to the facility.

■ training sessions or demonstrations sponsored by theprogram or to be held at the facility.

D. Working With Industry Suppliers

Because of their daily involvement with the Industry, suppliersare an excellent source of information on job openings. Askthem to notify you of job openings, and let them know ofstudents and graduates looking for work. Ask them to remindemployers to call the school when looking for entry-levelemployees. Spend a day riding with an Industry sales represen-tative as a way to meet briefly with individual shop ownerswho may be potential employers of students and graduates.

16-6



Sample Press Release To Trade Media

(SCHOOL LETTERHEAD)

FOR IMMEDIATE RELEASE: (Date)CONTACT: John Doe, Collision Repair Instructor

(555) 555-3879

About 20 students will complete training at (NAME OF SCHOOL)’s Collision RepairTechnology program this spring and hope to soon begin their careers in the Industry.“We’re very proud of the skills and learning abilities demonstrated by this group ofstudents,” said John Doe, a collision repair instructor at the school. “A number of thesegraduates were among the top finishers at local and state VICA competitions, and manyof them already have some in-shop work experience.”

Doe said the students have been exposed to primary collision repair topics such as:

• Structural and non-structural repairs• Welding and cutting• Mechanicial and electrical repair• Refinishing• Estimating• Plastic repair

Each student can provide potential employers with an achievement record that indicatesthat student’s degree of exposure or mastery of each of the skills. About 15 other stu-dents involved in the program are looking for part-time work in the industry while theycomplete their schooling, according to Doe.

The (NAME OF SCHOOL)’s Collision Repair Technology program is NATEF-certifiedand has earned the I-CAR Gold Class Professionals designation. For more informationabout hiring a (NAME OF SCHOOL) student or graduate, contact Doe at (555) 555-3879.

16-7



E. Working With Trade Associations

Many associations offer placement or job bank services. Con-tact these groups about students or graduates seeking work.Ask the association to contact the school about job openings.Ask the association to remind members, in its publications andat its meetings, that potential employees are available throughthe school. Ask the association to help sponsor students’ costsfor completing I-CAR training or ASE-testing. These credentialswill help students gain employment.

F. Working With The Alumni Group

Ask alumni of the program to:

■ contact the school or a designated alumnus about jobopenings.

■ remind their employers about the program as a source ofnew employees.

■ speak with current students about job searches, interview-ing and career options and opportunities.

■ assist with placement tracking of graduates followingcompletion of the program.

G. Assisting Students With Resumes AndPortfolios

Program curriculum should include helping students developresumes and other evidence of their experience or skills. Stu-dents can then provide information about their training andexperience to potential employers. Use a student consent formif an employer wants information about the student’s trainingor performance directly from the training program. A sampleInformation Release Authorization form is on page 16-8.

16-8



Sample Information Release Authorization Form

(Name Of School)

AUTHORIZATION TO RELEASE CONFIDENTIAL INFORMATION

Name: _______________________________________________ Prior Name: _____________________________

Social Security Number: _________________________________ Date Of Birth: ____________________________

Address: _______________________________________________________________________________________

Street City State Zip

As a current or former student of (Name Of School) and being eighteen years of age or older, I hereby acknowledge that

the following categories of student information are not considered confidential information, and may be released upon

request by any person unless I have specifically Instructed (Name Of School) to withhold the release of that information.

By this Consent I am authorizing (Name Of School) to release the following information unless deleted and initialed

(delete and initial any categories not subject to release):

Name Participation In Officially Recognized Activities Or Sports

Address Weight and Height of Members of Athletic Teams

Telephone Listing Dates of Attendance

Date Of Birth Degrees and Awards Received

Major Field of Study Most Recent Previous Educational Agency or Institution Attended

(Please check all released)

■■ School Transcripts ■■ Employment Information

■■ Psychological Evaluations ■■ Social History

■■ Vocational Assessment Reports ■■ Faculty Recommendations

■■ Medical Reports ■■ Social Services Reports

■■ Grade Report ■■ Alcohol/Drug Abuse Care or Treatment

■■ Attendance ■■ Performance Evaluation

■■ ____________________ ■■ ____________________

Authorization Expires as of:_________________________________

Date (maximum of three (3) years)

I understand that I may revoke this authorization at any time by declaration in writing, which will be effective upon delivery

to (Name Of School). I understand all information released prior to receipt of revocation by (Name Of School) is autho-

rized. Unless revoked, this authorization remains in effect until the expiration date.

Signature of Subject of Record Date

Signature of (Name Of School) Representative Date


16-9



Student achievement records are the most common evidenceof a student’s training and performance. These records mayinclude an Industry task list with an indication of the student’sexposure to or mastery of each skill. See Chapter 10 in thismanual for more information on organizing student achieve-ment records.

The program’s basic writing skills curriculum should includehelping the student develop a resume. Develop a packet ofsample student resumes and cover letters. Samples of StudentResumes start on page 16-14.

The training program can also help students by supplying themwith:

■ diplomas or certificates of completion of training.■ a wallet card indicating completion of training.■ photographs of student projects while in process and

completed.■ an actual student project such as a completed metal panel.

Many training programs also help each student develop a“portfolio,” a collection of materials that helps demonstrate thestudent’s accomplishments, abilities, interests and goals.

Development of a portfolio will help students:

■ focus on their goals, abilities and interests.■ address areas in which they need improvement.■ develop self-esteem.■ pursue future educational and employment goals.■ develop a view of instructors as “mentors” rather than

“judges.”

Portfolios are designed to demonstrate the student’s academicand technical skills, plus teamwork and employability skills.

16-10



The portfolio is generally a binder of materials including:

■ a career plan, which lists the student’s short-term and long-term educational and career goals, interests and abilities,the areas in which they feel they need improvement, theirin-school activities and their work experience.

■ documentation of accomplishments related to their careergoals.

■ a resume.

Documentation and information may also include:

■ awards and certificates.■ photographs and information which provide evidence of

the student’s ability to work as part of a team. This includesinvolvement in athletics, music, student publications, orother group activities.

■ attendance records.■ achievement records, grade reports or test scores.■ photographs and information on activities and interests

outside of school that demonstrate creativity, patience,leadership, interpersonal skills, etc.

■ photographs and information on paid or unpaid workexperience.

■ letters of reference from personal, academic, and employerreferences.

In addition to the binder of materials, a collision repairstudent’s portfolio may include:

■ videotapes of the student working on vehicles in the train-ing facility.

■ an actual student project such as a completed metal panel.

Developing a portfolio generally requires the assistance of thestudent’s parents, employers, and other instructors and counse-lors. These people can provide the photographs, certificates,letters, and other materials that document the student’sachievements and progress toward goals. Their knowledge of,and involvement in, the development of the student’s portfolioencourages the student to update the portfolio as necessary.

16-11



Students should discuss the development of their portfolio withthese people. The training program can also encourage othersto assist students with their portfolios by:

■ distributing a brochure or letter about the portfolio pro-gram.

■ working with school publications, trade publications andthe local media to promote the portfolio program.

■ discussing the portfolio program during open houses andother meetings at the school.

While students may require assistance in developing the portfo-lio, it is important that they feel they are in control of its con-tent. Offer suggestions and guidance, but make sure theyunderstand that they make all final decisions about the portfo-lio. Allowing students to work with one another on portfoliosalso helps them develop ideas for content and organization.

H. Assisting Students With Interview Skills

Include instruction on job interviewing skills in the programcurriculum.

■ As a group, have students develop a list of questions em-ployers are likely to ask in an interview. Distribute a copy ofthese questions to students along with other questions theymight be asked. Students can then work in pairs, askingeach other the questions.

■ Set up “practice interviews” for students, with instructors,school counselors, Advisory Committee members or othersacting as potential employers.

■ Have students develop a list of questions they might askpotential employers during an interview. Distribute a copyof these questions to students along with other questionsthey might ask employers.

■ Have students develop a list of materials they should takewith them for an interview.

■ Discuss appropriate clothing, posture, grooming, attitude,and behavior for interviews.

■ Ask shop owners to speak to students on what they lookfor and ask during interviews.

16-12



■ Have students practice writing a follow-up thank you letterto a potential employer after an interview.

■ Ask students to share their interviewing experiences withthe group.

I. Marketing To Potential Employers

The program’s reputationwithin the Industry and com-munity will greatly determinehow easy it will be to placestudents. Many training pro-grams have such an excellentreputation that they have awaiting list of employers want-ing to hire program graduates.Develop a positive reputationwithin the Industry by:

■ being active in local tradeassociations.

■ earning NATEF certificationand the I-CAR Gold ClassProfessionals designation.

■ making the facility available for Industry training and dem-onstrations.

■ publicizing the program’s successes and achievements.■ hosting open houses to allow Industry members to under-

stand the type of training students receive.■ participating in VICA competitions and the VICA Profes-

sional Development Program.■ participating in a co-op program.

16-13



Develop or obtain a mailing list of collision repair facilities inthe area served by the training program. Lists may be availablethrough insurance claims offices or from trade associations orpublications.

■ Students can develop job leads using the list.■ The program can use the list to send a flier or letter to

potential employers about students seeking work.■ The program can send potential employers a newsletter

with news and information about the program. Produce thenewsletter 1–4 times a year. It can help publicize theprogram’s successes, and notify employers about studentsseeking work.

J. Summer Jobs Program

Developing a summer jobs program for students will help theprogram by:

■ giving students on-the-job experience using skills learned inthe program.

■ providing opportunities for job placement followingcompletion of the program.

■ helping retain students who might not otherwise be able toafford continued training.

■ helping develop and maintain a positive image of theprogram within the Industry.

Developing a summer jobs program is similar to developing aco-op program or assisting students with regular job placement.

16-14



Sample Student Resumes

NameAddressPhone

OBJECTIVE A challenging opportunity to use my recent education as aCollision Repair Technician in a progressive, customer-orientedrepair facility.

EDUCATION Will complete final term of Collision Repair Technology Pro-gram at (Name Of School) in (Date).

Have demonstrated competency (ability to perform withoutsupervision) in the following job tasks:

• Unibody analysis• Metal finishing• Plastic repair• MIG welding (I-CAR certified)• Parts replacement• Panel replacement• Glass replacement• Painting and refinishing

QUALIFICATIONS • Have a complete set of tools and willingness to invest inadditional tools and equipment as necessary.

• Recognized for professionalism, excellent manual dexterityand attention to detail.

• Enjoy doing a job well and taking the extra care necessary toensure customer satisfaction.

RELATEDEXPERIENCE Worked part-time as a technician at ABC Autobody in

(City, State) from (date) to present.

16-15



Sample Student Resumes (cont’)

NameAddress

Telephone

EDUCATION Portland Community College, Portland, Oregon.Collision Repair, 2 year certificate awarded (Date).

Mount Hood Community College, Gresham, OregonGeneral Studies. (Date–Date).

Parkrose High School, Portland, Oregon.General Studies. Graduated (Date)

SKILLS & ABILITIES Have demonstrated competency (ability to perform withoutsupervision) in the following job tasks:

– Unibody analysis– Metal finishing– MIG welding (I-CAR certified)– Parts replacement– Glass replacement– Determine proper sandpaper grit for various phases of

refinishing

EXPERIENCE Restored and refinished a Chevelle SS; won “best of show”in stock category at “World of Wheels.”

Funded own education by working part-time as awarehouse assistant for ABC Corp. from (Date) to present.

REFERENCES Please see attached.

16-16



Sample Student Resumes (cont’d)

NameAddressTelephone

Job Objective: To use demonstrated abilities and experience in collision repair refinishing ina position and repair facility that will foster growth and a long-term career inthe Industry.

Education: Associate of Arts Degree in Collision Repair and Refinishing from (Name OfSchool) in (City, State) will be awarded in (Date).

Course work required competency (ability to perform withoutsupervision) in the following job tasks:

• Metal finishing• Plastic repair• Damage analysis• MIG welding• Fiberglass repair• Surface preparation• Refinishing

Work History: John Doe BMW (Dealership)(City, State)Duties included:

• Logged in new vehicles, checking for damage• Detailed new and used vehicles• Buffed, pin-striped and applied paint protection• Supervised two employees

(Date–Date)

ABC Autobody(City, State)Duties included:

• Surface preparation• Masking• Metal conditioning• Paint mixing• Applying primer and top coats• Rubbing and polishing

(Date–Date)

References: Available upon request.

17-1

Chapter 17–Appendix


Appendix

Contents

NATEF Task List ........................................................................... 17-2

I-CAR Education FoundationADVANCE-TECH® Curriculum Modules ................................ 17-15

Industry Contacts ........................................................................ 17-24

Trade Publications ...................................................................... 17-25

Vehicle Manufacturer’s Publications Resource List ............. 17-26

CHAPTER 17

17-2



I. STRUCTURAL ANALYSIS AND DAMAGE REPAIR

A. Frame Inspection and Repair1. Diagnose and measure structural damage using tram and self-centering gauges according to

industry specifications. HP-I2. Attach frame anchoring devices. HP-G3. Straighten and align mash (collapse) damage. HP-G4. Straighten and align sag damage. HP-G5. Straighten and align sidesway damage. HP-G6. Straighten and align twist damage. HP-G7. Straighten and align diamond frame damage. HP-G8. Remove and replace damaged frame horns, side rails, cross members, and front or rear

sections. HP-G9. Restore corrosion protection to repaired or replaced frame areas. HP-G10. Repair or replace weakened or cracked frame members in accordance with vehicle

manufacturer’s recommendations/industry standards. HP-G11. Identify misaligned or damaged steering, suspension, and power train components which can

cause vibration, steering, and wheel alignment problems; align or replace in accordance withvehicle manufacturer’s recommendations. HP-G

B. Unibody Inspection, Measurement, and Repair

INSTRUCTOR NOTE: For all the following tasks, recognize that measuring, dimensioning, and toler-ance limits in unibody vehicles are critical to repair of these vehicles; recognize that suspension/steering mounting points and engine power train attaching points are critical to vehicle handling,performance, and safety.

1. Identify misaligned or damaged steering, suspension, and power train components which cancause vibration, steering, and 4-wheel alignment problems; realign or replace in accordancewith vehicle manufacturer’s specifications/procedures. HP-G

2. Diagnose and analyze unibody vehicle length, height, and width using a tram gauge. HP-I3. Determine the locations of all suspension, steering, and power train component attaching

points on the body. HP-G4. Diagnose and measure unibody vehicles using a dedicated (fixture) measuring system. HP-G5. Diagnose and measure unibody vehicles using a universal measuring system (mechanical,

electronic, laser). HP-G6. Determine the extent of the direct and indirect damage and the direction of impact; plan the

methods and sequence of repair. HP-I7. Attach body anchoring devices. HP-I8. Straighten and align cowl assembly. HP-G9. Straighten and align roof rails/headers and roof panels. HP-G10. Straighten and align hinge and lock pillars. HP-G11. Straighten and align body openings, floor pans, and rocker panels. HP-G12. Straighten and align quarter panels, wheelhouse assemblies, and rear body sections (including

rails and suspension/power train mounting points). HP-G13. Straighten and align front end sections (aprons, strut towers, upper and lower rails, steering,

and suspension/power train mounting points, etc.). HP-G

NATEF Task List

17-3



14. Use proper heat stress relief methods in high strength steel. HP-G15. Use proper cold stress relief methods. HP-G16. Remove creases and dents using power tools and hand tools to restore damaged areas to

proper contours and dimensions. HP-I17. Determine the extent of damage to structural steel body panels; repair or replace. HP-I18. Remove and replace damaged sections of structural steel body panels in accordance with

manufacturer’s specifications. HP-G19. Restore corrosion protection to repaired or replaced unibody structural areas. HP-G

C. Fixed Glass1. Remove and replace fixed glass (heated and non-heated) using manufacturer’s procedures.

HP-G2. Remove and replace modular glass using manufacturer’s procedures. HP-G

D. Metal Welding and Cutting1. Identify weldable and non-weldable materials used in collision repair and refinish components.

HP-I2. Weld and cut high-strength steel and other metals using manufacturer’s procedures. HP-I3. Determine the correct welder type, electrode, wire type, diameter, and gas to be used in a

specific welding situation. HP-I4. Set up welding equipment. HP-I5. Adjust the welder to “tune” for proper electrode stickout, voltage, polarity, flow rate, and

wire-feed speed required for the material being welded. HP-I6. Store, handle, and install high-pressure gas cylinders. HP-I7. Determine work clamp (ground) location and attach. HP-I8. Use the proper angle of the gun to the joint and the direction of the gun travel for the type of

weld being made in the flat, horizontal, vertical, and overhead positions. HP-I9. Protect adjacent panels, glass, vehicle interior, etc. from welding and cutting operations. HP-I10. Protect computers and other electronic control modules during welding procedures according

to manufacturer’s specifications. HP-I11. Clean and prepare the metal for welding; fit, align, and clamp as required. HP-I12. Determine the joint type (reinforced-butt, lap, etc.) for weld being made according to

manufacturer’s/industry specifications. HP-I13. Determine the type of weld (continuous, reinforced-butt, plug, etc.) for each specific welding

operation according to manufacturer’s/industry specifications. HP-I14. Perform the following welds: continuous, stitch, tack, plug, spot, reinforced-butt, and lap

joints. HP-I15. Perform destructive tests on each weld type. HP-I16. Identify the causes of spits and sputters, burn through, lack of penetration, porosity, incom-

plete fusion, excessive spatter, distortion, and waviness of bead; make necessary adjustments.HP-I

17. Identify cause of contact tip burn-back and failure of wire to feed; make necessary adjust-ments. HP-I

18. Identify cutting process for different materials and locations in accordance withmanufacturer’s procedures; perform cutting operation. HP-G

NATEF Task List (cont’d)

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II. NON-STRUCTURAL ANALYSIS AND DAMAGE REPAIR

A. Preparation1. Review damage report and analyze damage to determine appropriate methods for overall

repair; develop repair plan. HP-G2. Inspect, remove, store, and replace exterior trim and moldings. HP-I3. Inspect, remove, and replace interior trim and components. HP-G4. Inspect, remove, and replace non-structural body panels and components that may interfere

with or be damaged during repair. HP-I5. Inspect, remove, and replace all vehicle mechanical and electrical components that may

interfere with or be damaged during repair. HP-G6. Protect panels and parts adjacent to repair area. HP-I7. Remove dirt, grease, and wax from those areas to be repaired. HP-I8. Remove corrosion protection, undercoatings, sealers, and other protective coatings necessary

to perform repairs. HP-I9. Inspect, remove, and replace repairable plastics and other components that are recom-

mended for off-vehicle repair. HP-G10. Apply safety procedures associated with vehicle components and systems, i.e. ABS, air bags,

refrigerants, batteries, tires, oil, anti-freeze, engine coolants, etc. HP-G11. Apply environmental practices associated with vehicle components and systems such as

substrates, fluids, refrigerants, batteries, etc. HP-G

B. Outer Body Panel Repairs, Replacements, and Adjustments1. Determine the extent of direct and indirect damage and direction of impact; develop repair

plan. HP-I2. Inspect, remove and replace bolted, bonded, and welded steel panel or panel assemblies.

HP-I3. Determine the extent of damage to aluminum body panels; repair, weld or replace in accor-

dance with manufacturer’s specifications. HP-G4. Inspect, remove, replace, and align hood, hood hinges, and hood latch. HP-I5. Inspect, remove, replace, and align deck lid, lid hinges, and lid latch. HP-I6. Inspect, remove, replace, and align doors, tailgates, hatches, lift gates, latches, hinges, and

related hardware. HP-I7. Inspect, remove, replace, and align bumper bars, covers, reinforcement guards, isolators, and

mounting hardware. HP-I8. Check and align front fenders, headers, and other panels. HP-I9. Straighten and rough-out contours of damaged panel to a surface condition for body filling or

metal finishing using power tools, hand tools, and stud welder. HP-I10. Weld cracked or torn steel body panels; repair broken welds. HP-I11. Restore corrosion protection. HP-I12. Cut out damaged sections of sheet steel body panels and weld in replacements according to

vehicle and industry specifications. HP-I13. Replace door skins according to manufacturer’s procedures. HP-G14. Replace intrusion beams in accordance with vehicle manufacturer’s specifications. HP-G15. Replace or repair rigid, semi-rigid, and flexible plastic panels according to vehicle and industry

specifications. HP-G


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16. Restore sealers, mastic, sound deadeners, and foam fillers. HP-I17. Diagnose and repair water leaks, dust leaks, and wind noise. HP-G

C. Metal Finishing and Body Filling1. Remove paint from the damaged area of a body panel. HP-I2. Locate and reduce surface irregularities on a damaged body panel. HP-I3. Demonstrate hammer and dolly techniques. HP-I4. Heat shrink stretched panel areas to proper contour. HP-G5. Cold shrink stretched panel areas to proper contour. HP-G6. Mix body filler. HP-I7. Apply body filler; cheese-grate during curing. HP-I8. Rough sand cured body filler to contour; finish sand. HP-I

D. Moveable Glass and Hardware1. Inspect, adjust, repair or replace window regulators, run channels, glass, power mechanisms,

and related controls. HP-G2. Inspect, repair or replace power-driven accessories and related controls (including electrically-

heated glass). HP-G3. Diagnose and repair water leaks, dust leaks, and wind noises; inspect, repair, and replace

weather-stripping. HP-G4. Inspect, repair or replace, and adjust removable, manually or power operated roof panel and

hinges, latches, guides, handles, retainer, and controls of sun roofs. HP-G5. Inspect, remove, reinstall, and align convertible top and related mechanisms. HP-G

E. Metal Welding and Cutting1. Identify weldable and non-weldable materials used in collision repair and refinish components.

HP-I2. Weld and cut high-strength steel and other metals using manufacturer’s procedures. HP-I3. Determine the correct welder type, electrode, wire type, diameter, and gas to be used in a

specific welding situation. HP-I4. Set up welding equipment. HP-I5. Adjust the welder to “tune” for proper electrode stickout, voltage, polarity, flow rate, and

wire-feed speed required for the material being welded. HP-I6. Store, handle, and install high-pressure gas cylinders. HP-I7. Determine work clamp (ground) location and attach. HP-I8. Use the proper angle of the gun to the joint and the direction of the gun travel for the type of

weld being made in the flat, horizontal, vertical, and overhead positions. HP-I9. Protect adjacent panels, glass, vehicle interior, etc. from welding and cutting operations. HP-I10. Protect computers and other electronic control modules during welding procedures according

to manufacturer’s specifications. HP-I11. Clean and prepare the metal for welding; fit, align, and clamp as required. HP-I12. Determine the joint type (reinforced-butt, lap, etc.) for weld being made according to

manufacturer’s/industry specifications. HP-I13. Determine the type of weld (continuous, reinforced-butt, plug, etc.) for each specific welding

operation according to manufacturer’s/industry specifications. HP-I14. Perform the following welds: continuous, stitch, tack, plug, spot, reinforced-butt, and lap

joints. HP-I


17-6



15. Perform destructive tests on each weld type. HP-I16. Identify the causes of spits and sputters, burn through, lack of penetration, porosity, incom-

plete fusion, excessive spatter, distortion, and waviness of bead; make necessary adjustments.HP-I

17. Identify cause of contact tip burn-back and failure of wire to feed; make necessary adjust-ments. HP-I

18. Identify cutting process for different materials and locations in accordance withmanufacturer’s procedures; perform cutting operation. HP-G

III. MECHANICAL AND ELECTRICAL COMPONENTS

A. Suspension and Steering1. Identify suspension system fasteners which should not be reused. HP-G2. Inspect and replace rack and pinion steering gear, inner tie rod ends, and bellows boots.

HP-G3. Inspect alignment, adjust tension, and replace power steering pump belts. HP-G4. Remove and replace power steering pump; inspect pump mounts. HP-G5. Inspect and replace power steering hoses and fittings. HP-G6. Remove and replace power steering gear (non-rack and pinion type). HP-G7. Remove and replace power rack and pinion steering gear; inspect and replace mounting

bushings and brackets; ensure proper mounting location. HP-G8. Inspect and adjust (where applicable) steering linkage geometry (attitude/parallelism). HP-G9. Inspect and replace pitman arm. HP-G10. Inspect and replace relay (center link/intermediate) rod. HP-G11. Remove and replace idler arm and mountings. HP-G12. Remove and replace tie rod sleeves, clamps, and tie rod ends. HP-G13. Remove and replace steering linkage damper. HP-G14. Remove and replace upper and lower control arms. HP-G15. Remove and replace upper and lower control arm bushings, shafts and rebound bumpers.

HP-G16. Remove and replace upper and lower ball joints. HP-G17. Remove and replace steering knuckle/spindle/hub assemblies. HP-G18. Remove and replace front suspension system coil springs and spring insulators (silencers).

HP-G19. Inspect, replace, adjust front suspension system torsion bars, and inspect\ mounts. HP-G20. Inspect and replace stabilizer bar bushings, brackets, and links. HP-G21. Inspect and replace MacPherson strut cartridge or assembly, upper bearing, and mount. HP-G22. Remove and replace rear suspension system coil springs and spring insulators (silencers).

HP-G23. Inspect, remove, and replace rear suspension system transverse links, control arms, stabilizer

bars, bushings, and mounts. HP-G24. Inspect, remove, and replace rear suspension system leaf spring(s), leaf spring insulators

(silencers), shackles, brackets, bushings, and mounts. HP-G25. Inspect rear axle assembly for damage and misalignment. HP-G26. Inspect and replace shock absorbers. HP-G


17-7



27. Inspect and replace air shock absorbers, load-leveling devices, air springs, and associated linesand fittings. HP-G

28. Diagnose, inspect, adjust, repair or replace components of electronically-controlled suspen-sion systems. HP-G

29. Measure vehicle ride height; determine needed repairs. HP-I30. Remove, replace, and align front and rear frame (cradles/stub). HP-G31. Diagnose steering column damage, looseness, and binding problems (including tilt mecha-

nisms); determine needed repairs. HP-G32. Inspect and replace steering shaft U-joint(s), flexible coupling(s), collapsible columns, and

steering wheels. HP-I33. Diagnose manual and power steering gear (non-rack and pinion type) noises, binding, uneven

turning effort, looseness, hard steering, and fluid leakage problems; determine needed repairs.HP-G

34. Diagnose power rack and pinion steering gear noises, vibration, looseness, hard steering, andfluid leakage problems, ensure proper mounting location; determine needed repairs. HP-G

35. Diagnose non-MacPherson front and rear suspension system noises and body sway problems;determine needed repairs. HP-G

36. Diagnose MacPherson strut suspension system noises and body sway problems; determineneeded repairs. HP-G

37. Diagnose vehicle wandering, pulling, hard steering, bump steering, memory steering, torquesteering, and steering return problems; determine needed repairs. HP-G

38. Adjust front and rear wheel camber on suspension systems with camber adjustments. HP-I39. Check front and rear wheel camber on adjustable and non-adjustable suspension systems;

determine needed repairs. HP-I40. Adjust caster on suspension systems with caster adjustments. HP-I41. Check caster on adjustable and non-adjustable suspension systems; determine needed repairs.

HP-I42. Check and adjust front wheel toe; determine need repairs. HP-I43. Center steering wheel. HP-I44. Identify toe-out-on-turns (turning radius) related problems; determine needed repairs. HP-I45. Identify SAI (steering axis inclination)/KPI (king pin inclination) related problems; determine

needed repairs. HP-I46. Check rear wheel toe; determine needed adjustment or repair. HP-I47. Identify thrust angle related problems; determine needed repairs. HP-I48. Check for front wheel setback; determine needed repairs. HP-I49. Diagnose tire wear patterns; determine needed repairs. HP-I50. Inspect tires, identify direction of rotation, and location; check and adjust air pressure. HP-I51. Diagnose wheel/tire vibration, shimmy, and tramp (wheel hop) problems; determine needed

repairs. HP-G52. Measure wheel, tire, axle, and hub runout; determine needed repairs. HP-I53. Diagnose tire pull (lead) problems; determine corrective actions. HP-I54. Reinstall wheels and torque lug nuts according to manufacturer’s specifications. HP-I

B. Electrical1. Check voltages in electrical wiring circuits with a DVOM (digital volt ohmmeter). HP-I2. Check continuity and resistance in electrical wiring circuits and components with a DVOM

(digital volt ohmmeter). HP-I


17-8



3. Using a DVOM (digital volt ohmmeter), repair electrical circuits, wiring, and connectorsaccording to manufacturer’s specifications. HP-I

4. Inspect, test, and replace fusible links, circuit breakers, and fuses. HP-I5. Perform battery state-of-charge test; determine needed service. HP-I6. Inspect, clean, and replace battery. HP-I7. Dispose of batteries and battery acid according to local, state, and federal requirements. HP-G8. Perform slow/fast battery charge in accordance with manufacturer’s recommendations. HP-I9. Identify programmable electrical/electronic components; record data for reprogramming

before disconnecting battery. HP-G10. Inspect, clean, and repair or replace battery cables, connectors, and clamps. HP-I11. Inspect alignment, adjust, and replace generator (alternator) driver belts, pulleys, and fans.

HP-I12. Remove and replace generator (alternator). HP-G13. Remove and replace head lamp/light, parking/tail lamp/light, stop lamp/light, flashers, turn-

signals, and backup lamp/light; check operation. HP-I14. Inspect, replace, and aim head lamp/light bulbs. HP-I15. Check operation of retractable head lamp/light assembly. HP-G16. Remove and replace motors, switches, relays, connectors, and wires of retractable head lamp/

light assembly circuits. HP-G17. Inspect, test, and repair or replace switches, relays, bulbs, sockets, connectors, and wires of all

light circuits including four-wire tail lamp/light systems. HP-G18. Remove and replace horn(s); check operation. HP-G19. Check operation of windshield wiper/washer system. HP-I20. Check operation of power side windows and power tail-gate window. HP-I21. Remove and replace power seat, motors, linkages, cables, etc.; check operation. HP-G22. Remove and replace components of electric door and hatch/trunk lock; check operation.

HP-G23. Remove and replace components of keyless lock/unlock devices and alarm systems; check

operation. HP-G24. Remove and replace components of electrical sunroof and convertible top; check operation.

HP-G25. Check operation of electrically heated mirrors, windshields, back lights, panels, etc.; repair as

necessary. HP-G26. Remove and replace components of power antenna circuits; check operation. HP-G27. Demonstrate the proper self-grounding procedures for handling electrical components. HP-G

C. Brakes1. Inspect brake lines and fittings for leaks, dents, kinks, rust, cracks or wear; tighten loose fittings

and supports; replace brake lines (double flare and ISO types), hoses, fittings, and supports.HP-G

2. Inspect flexible brake hoses for leaks, kinks, cracks, bulging or wear; remove and replacehoses; tighten loose fittings and supports. HP-G

3. Select, handle, store, and install brake fluids; dispose of per federal, state, and local regula-tions. HP-G

4. Bleed (manual, pressure, vacuum or surge) and/or flush hydraulic brake system in accordancewith manufacturer’s procedures. HP-I

5. Pressure test brake hydraulic system; determine needed repair. HP-I


17-9



6. Adjust brake shoes; remove and reinstall brake drums or drum/hub assemblies and wheelbearings. HP-G

7. Reinstall wheel and torque lug nuts according to manufacturer’s specifications. HP-I8. Remove and reinstall caliper assembly. HP-I9. Clean and inspect caliper mountings for wear and damage. HP-G10. Check parking brake system operation. HP-I11. Identify and replace ABS wheel speed sensor components according to manufacturer’s

specifications. HP-G12. Depressurize ABS hydraulic system according to manufacturer’s procedures. HP-G13. Identify the proper procedures for handling brake dust. HP-G14. Check for bent or damaged brake system components. HP-G

D. Heating and Air Conditioning1. Identify and comply with environmental concerns relating to refrigerants and coolants. HP-G2. Maintain and verify correct operation of certified refrigerant recovery and recharging equip-

ment. HP-G3. Locate and identify A/C system service ports. HP-G4. Identify and recover refrigerant from A/C system. HP-G5. Recycle refrigerant in accordance with EPA regulations. HP-G6. Label and store refrigerant. HP-G7. Test recycled refrigerant for non-condensable gases. HP-G8. Evacuate A/C system; check for leaks. HP-G9. Recharge A/C system with refrigerant; perform leak test. HP-G10. Identify oil type and maintain correct amount in A/C system according to manufacturer’s

specifications. HP-G11. Inspect, adjust, and replace A/C compressor drive belts; check pulley alignment. HP-G12. Remove and replace A/C compressor; inspect, repair or replace A/C compressor mountings.

HP-G13. Inspect, repair or replace A/C system mufflers, hoses, lines, fittings, and seals. HP-G14. Inspect A/C condenser for air flow restrictions; clean and straighten fins. HP-G15. Inspect, test, and replace A/C system condenser and mountings. HP-G16. Inspect and replace receiver/drier or accumulator/drier. HP-G17. Inspect and replace evaporator. HP-G18. Inspect and repair evaporator housing water drain. HP-G19. Inspect, test, repair or replace heating, ventilating, and A/C vacuum components. HP-G20. Inspect and repair A/C component wiring. HP-G21. Inspect, test, and repair heating, ventilating and A/C ducts, doors, hoses, and outlets. HP-G

E. Cooling Systems1. Inspect and replace engine cooling and heater system hoses and belts. HP-G2. Inspect, remove, and replace radiator, pressure cap, coolant recovery system, and water

pump. HP-G3. Remove and replace thermostat, by-pass, and housing. HP-G4. Recover, refill, and bleed system with proper coolant and check level of protection; leak test

system and dispose of materials in accordance with EPA specifications. HP-G5. Remove and replace fan (both electrical and mechanical), fan pulley, fan clutch, and fan

shroud. HP-G


17-10



6. Inspect, remove, and replace auxiliary oil coolers; check oil levels. HP-G7. Inspect, remove, and replace electric fan sensors; check operation. HP-G

F. Drive Train1. Remove, replace, and adjust shift or clutch linkage as required. HP-G2. Remove, replace, and adjust cables or linkages for throttle valve (TV), kickdown, and accelera-

tor pedal. HP-G3. Remove and replace electronic sensors, wires, and connectors. HP-G4. Remove and replace powertrain assembly; inspect, replace, and align powertrain mounts.

HP-G5. Remove and replace front and/or rear drive axle assembly. HP-G6. Measure and/or adjust half shaft position/angle. HP-G7. Remove, inspect, and replace front-drive half shafts and axle constant velocity joints (CV).

HP-G8. Inspect, remove, and replace front and rear drive shafts and universal joints. HP-G

G. Fuel, Intake and Exhaust Systems1. Remove, inspect, and replace exhaust pipes, mufflers, converters, resonators, tail pipes, and

heat shields. HP-G2. Remove, inspect, and replace fuel tank, fuel tank filter, fuel cap, fuel filler hose, quarter to

body seal, and inertia switch; inspect and replace fuel lines and hoses; check fuel for contami-nants. HP-G

3. Remove, inspect, and replace components of air injection systems. HP-G4. Remove, inspect, and replace canister, filter, vent, and purge lines of fuel vapor control

systems. HP-G

H. Restraint Systems1. Active Restraint Systems

1. Inspect, remove, and replace seatbelt and shoulder harness assembly and componentsin accordance with manufacturer’s procedures. HP-G

2. Inspect restraint system mounting areas for damage; repair in accordance withmanufacturer’s procedures. HP-G

3. Verify proper operation of seatbelt in accordance with manufacturer’s procedures.HP-G

2. Passive Restraint Systems1. Inspect, remove, and replace seatbelt and shoulder harness assembly and components

in accordance with manufacturer’s procedures. HP-I2. Inspect restraint system mounting areas for damage; repair as necessary. HP-G3. Verify proper operation of seatbelt in accordance with manufacturer’s procedures.

HP-G4. Remove, inspect, and replace track and drive assembly, lap retractor, torso retractor,

inboard buckle-lap retractor, and knee bolster (blocker) in accordance withmanufacturer’s procedures. HP-G

3. Supplemental Restraint Systems (SRS)1. Disarm SRS in accordance with manufacturer’s procedures. HP-I2. Inspect and replace sensors and wiring in accordance with manufacturer’s procedures;

ensure sensor orientation. HP-G


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3. Inspect, replace, and dispose of deployed SRS modules in accordance withmanufacturer’s procedures. HP-G

4. Verify that SRS is operational in accordance with manufacturer’s procedures. HP-I5. Inspect, remove, replace, and dispose of non-deployed SRS in accordance with

manufacturer’s procedures. HP-G6. Use fault codes and test equipment to diagnose and repair SRS. HP-G

IV. PLASTICS AND ADHESIVES

1. Identify the types of plastics to be repaired. HP-I2. Identify the types of plastics repair procedures; clean and prepare the surface of plastic parts

in accordance with manufacturer’s procedures/industry guidelines. HP-I3. Repair plastic parts with airless welding. HP-G4. Repair plastic parts with urethane or epoxy adhesives; use reinforcements if necessary. HP-I5. Repair holes and cuts in rigid and flexible plastic parts using backing materials and adhesives.

HP-I6. Retexture plastic parts. HP-G7. Remove damaged areas from rigid exterior sheet molded compound (SMC) panels; repair

with partial panel. HP-G8. Replace bonded sheet molded compound (SMC) body panels; straighten or align panel

supports. HP-G9. Prepare repaired areas for refinishing. HP-I

V. PAINTING AND REFINISHING

A. Safety Precautions1. Identify and take necessary precautions with hazardous operations and materials according to

federal, state, and local regulations. HP-I2. Identify personal health and safety hazards according to OSHA guidelines and “Right to

Know” Act. HP-I3. Inspect spray environment for cleanliness and safety hazards. HP-I4. Select and use the NIOSH approved personal sanding respirator. Inspect condition and

ensure fit and operation. Perform proper maintenance in accordance with industry/manufacturer’s specifications. HP-I

5. Select and use the NIOSH approved (Fresh Air Make-up System) personal painting/refinishingrespirator system. HP-I

6. Select and use the proper personal safety equipment for painting/refinishing and sanding(gloves, suits, hoods, eye and ear protection, etc.). HP-I

B. Surface Preparation1. Remove, store, and replace exterior trim and molding. HP-I2. Remove dirt, road grime, and wax or protective coatings from the area to be refinished and

adjacent vehicle surfaces; wash entire vehicle. HP-I3. Inspect and identify substrate, type of finish and surface condition; developa plan for refinish-

ing using a total product system. HP-I


17-12



4. Remove paint finish. HP-G5. Dry or wet sand areas to be refinished. HP-I6. Featheredge broken areas to be refinished. HP-I7. Apply suitable metal treatment or primer. HP-I8. Mask trim and protect other areas that will not be refinished. HP-I9. Mix primer, primer-surfacer or primer-sealer. HP-G10. Spray primer onto surface of repaired area. HP-I11. Apply two-component finishing filler to minor surface imperfections. HP-I12. Dry or wet sand area to which primer-surface has been applied. HP-I13. Dry sand area to which two-component finishing filler has been applied. HP-I14. Remove dust from area to be refinished, including cracks or moldings of adjacent areas. HP-I15. Clean area to be refinished using a final cleaning solution. HP-I16. Remove, with a tack rag, any dust or lint particles from the area to be refinished. HP-I17. Apply suitable sealer to the area being refinished when sealing is needed or desirable. HP-I18. Scuff sand to remove nibs or imperfections from a sealer. HP-I19. Apply stone chip resistant coating. HP-G20. Restore corrosion-resistant coatings, caulking, and seam sealers to repaired areas. HP-G21. Prepare adjacent panels for blending. HP-I

C. Spray Gun and Related Equipment Operation1. Inspect, clean, and determine condition of spray guns and related equipment (air hoses,

regulators, air lines, air source, and spray environment). HP-I2. Check and adjust the operation of conventional spray gun. HP-G3. Check and adjust spray gun operation for HVLP (high volume, low pressure) or LVLP (low

volume, low pressure) guns. HP-I4. Set-up (fluid needle, nozzle, and cap), adjust, and test spray gun using fluid, air, and pattern

control valves. HP-I

D. Paint Mixing, Matching, and Applying1. Determine type and color of paint already on vehicle by manufacturer’s vehicle information

label. HP-I2. Shake, stir, reduce, catalyze, and strain paint according to manufacturer’s procedures. HP-G3. Use spray technique (gun arc, gun angle, gun distance, gun speed, and spray pattern overlap)

appropriate for finish being applied. HP-I4. Apply selected product on test and let-down panel in accordance with manufacturer’s recom-

mendations; check for color match. HP-I5. Apply single stage topcoat for refinishing. HP-I6. Apply basecoat/clearcoat for spot and panel blending or overall refinishing. HP-I7. Color sand, buff, and polish finishes where necessary. HP-I8. Identify the types of rigid, semi-rigid or flexible plastic parts to be refinished; determine the

materials, preparation, and refinishing procedures. HP-I9. Refinish rigid, semi-rigid or flexible plastic parts. HP-I10. Clean, condition or refinish vinyl (e.g. upholstery, dashes, and tops). HP-G11. Apply multi-stage (tricoat) coats for spot repair, panel blending or overall refinishing. HP-G12. Identify and mix paint using a formula. HP-G13. Tint color using formula to achieve a blendable match. HP-G


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E. Paint Defects–Causes and Cures1. Identify blistering (raising of the paint surface); determine the cause(s) and correct the condi-

tion. HP-G2. Identify blushing (milky or hazy formation); determine the cause(s) and correct the condition.

HP-G3. Identify a dry spray appearance in the paint surface; determine the cause(s) and correct the

condition. HP-G4. Identify the presence of fish-eyes (crater-like openings) in the finish; determine the cause(s)

and correct the condition. HP-G5. Identify lifting; determine the cause(s) and correct the condition. HP-G6. Identify clouding (mottling and streaking in metallic finishes); determine the cause(s) and

correct the condition. HP-G7. Identify orange peel; determine the cause(s) and correct the condition. HP-G8. Identify an overspray; determine the cause(s) and correct the condition. HP-G9. Identify solvent popping in freshly painted surface; determine the cause(s) and correct the

condition. HP-G10. Identify sags and runs in paint surface; determine the cause(s) and correct the condition. HP-G11. Identify sanding marks (sandscratch swelling); determine the cause(s) and correct the condi-

tion. HP-G12. Identify contour mapping (shrinking and splitting) while finish is drying; determine the cause(s)

and correct the condition. HP-G13. Identify color difference (off-shade); determine the cause(s) and correct the condition. HP-G14. Identify tape tracking; determine the cause(s) and correct the condition. HP-G15. Identify low gloss condition; determine the cause(s) and correct the condition. HP-G16. Identify poor adhesion; determine the cause(s) and correct the condition. HP-G17. Identify paint cracking (crowsfeet or line-checking, micro-checking, etc.); determine the

cause(s) and correct the condition. HP-G18. Identify rust spots; determine the cause(s) and correct the condition. HP-G19. Identify dirt in the paint surface; determine the cause(s) and correct the condition. HP-I20. Identify water spotting; determine the cause(s) and correct the condition. HP-G21. Identify finish damage caused by bird droppings, tree sap, and other natural causes; correct

the condition. HP-G22. Identify finish damage caused by airborne contaminants (acids, soot, and other industrial-

related causes); correct the condition. HP-G23. Identify die-back conditions (dulling of the paint film showing haziness); determine the

cause(s) and correct the condition. HP-G24. Identify chalking (oxidation); determine the cause(s) and correct the condition. HP-G25. Identify bleed-through (staining); determine the cause(s) and correct the condition. HP-G26. Identify pin-holing; determine the cause(s) and correct the condition. HP-G27. Identify buffing-related imperfections (swirl marks, wheel burns); correct the condition. HP-I28. Identify pigment flotation (color change through film build); determine the cause(s) and

correct the condition. HP-G29. Measure mil thickness. HP-I


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F. Final Detail1. Apply decals, transfers, tapes, woodgrains, pinstripes (painted and taped), etc. HP-G2. Buff and polish finish as required. HP-I3. Clean interior, exterior, and glass. HP-I4. Clean body openings (door jams & edges, etc.). HP-I5. Remove overspray. HP-I


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I-CAR Education FoundationADVANCE-TECH® Curriculum Modules

Notes regarding the ADVANCE-TECH® task list and curriculum.

1. Each ADVANCE-TECH® curriculum module is built around one job task. A task is defined as a“discrete, identifiable, and meaningful unit of work…leading to a specific, observable out-come.”

2. Nearly all ADVANCE-TECH® task statements meet the above definition; however, there are afew exceptions. The exceptions describe knowledge that must be learned before an observ-able outcome-based task can be performed. These knowledge-based (cognitive) tasks aredescribed with words like “Select and understand how to use...”, or “Apply knowledge of...”

3. Practices related to personal and environmental safety are not stated as separate tasks.Instead, safety information is included in all learning modules where appropriate. The reasonfor this is that safety procedures are generally not separate tasks; they are procedures in-volved in the correct performance of most job tasks.

1 NON-STRUCTURAL REPAIR

1A Preparation1A1 Understand Safety Practices Related To Personal Protection, Shop And Equipment

Usage, And Operation Of Vehicle Lifts1A2 Interpret Damage Report Information And Plan Repair Sequence1A3 Remove Exterior Dirt, Grease, Wax, And Corrosion Protection From Repair Area1A4 Protect Panels And Parts Adjacent To Repair Area

1B Panel Replacement And Alignment1B1 Select And Understand How To Use Panel Replacement And Alignment Tools1B2 Select And Understand Fastener Applications And Repair Procedures1B3 Determine Panel Alignment Method1B4 Remove And Reinstall Bumper, Fascia, And Header Panel1B5 Remove, Reinstall, And Align Hoods, Deck Lids, And Hatches1B6 Remove, Reinstall, And Align Fenders, Doors, And Tailgates

1C Working With Trim And Hardware1C1 Select And Understand How To Use Trim Removal Tools1C2 Remove And Install Interior Door Trim Panels1C3 Remove And Install Door Lock And Handle Assembly1C4 Remove And Install Decklid Lock Cylinders1C5 Remove And Install Exterior Trim And Moldings1C6 Remove And Install Vinyl Or Landau Tops1C7 Remove And Install Pinstripes, Decals, And Emblems1C8 Remove And Install Headliners And Other Interior Accessories

1D Metal Straightening1D1 Select And Understand How To Use Metal Straightening Tools1D2 Straighten Damaged Metal1D3 Metal Shrinking Techniques

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1E Using Body Fillers1E1 Select And Understand How To Use Filler Materials And Tools1E2 Prepare Surface For Body Filler1E3 Prepare And Apply Body Filler1E4 Prepare And Apply Specialty Fillers1E5 Finish Body Fillers

1F Door Skin And Intrusion Beam Replacement1F1 Straighten Damaged Door Frame1F2 Remove And Replace Welded Door Skins1F3 Remove And Replace Bonded Door Skins1F4 Replace Door Intrusion Beams

1G Quarter Panel Replacement1G1 Plan Quarter Panel Repairs For Sectioning And Full Panel Replacement1G2 Remove Damaged Quarter Panel1G3 Prepare Surfaces For Quarter Panel Installation1G4 Align And Install Replacement Quarter Panel

1H Moveable Glass And Hardware1H1 Remove, Reinstall, And Adjust Moveable Door Glass1H2 Remove And Reinstall Hinged Glass Installations1H3 Diagnose And Repair Air And Water Leaks1H4 Remove And Reinstall Sunroofs1H5 Remove And Reinstall Convertible Top And Backlight

2 STRUCTURAL REPAIR

2A Damage Analysis2A1 Analyze Various Types Of Vehicle Damage2A2 Interpret Body Dimension Specification Sheets2A3 Select And Set Up Various Types Of Measuring Systems Used For Damage Analysis2A4 Diagnose Vehicle Length And Width Damage With Tram Gauge2A5 Diagnose Centerline Misalignment With Centering Gauges2A6 Diagnose Vehicle Height Damage With Datum Line Gauges2A7 Diagnose Damage With Universal Measuring System2A8 Diagnose Damage With Dedicated Fixture System2A9 Diagnose Damage With Computerized Measuring System

I-CAR Education FoundationADVANCE-TECH® Curriculum Modules (cont’d)

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2B Straightening Structural Parts2B1 Mount And Anchor Vehicle To Pulling System2B2 Select And Understand How To Use Various Types Of Pulling Equipment2B3 Apply Knowledge Of Working With High-Strength Steel (HSS)2B4 Apply Cold And Hot Stress Method2B5 Pull And Straighten Front End Damage2B6 Pull And Straighten Rear End Damage2B7 Pull And Straighten Side Damage2B8 Pull And Straighten Roof Damage

2C Full Or Partial Panel Replacement2C1 Understand The Principles Of Full Or Partial Panel Replacement2C2 Select And Understand The Use Of Various Types Of Joints Used In Sectioning2C3 Repair And Replace A Rail Assembly2C4 Repair Or Replace Rail Sections2C5 Repair Or Replace Rocker Panel2C6 Repair And Replace A-pillar2C7 Repair And Replace B-pillar2C8 Repair And Replace Floor Pan And Trunk Floor2C9 Complete Full Body Section Repair

2D Stationary Glass Replacement2D1 Identify And Select Different Types Of Automotive Glass2D2 Select And Understand How To Use Stationary Glass Removal Tools2D3 Remove Stationary Glass Using Full Or Partial Cutout Methods2D4 Select And Understand How To Use Stationary Glass Adhesives2D5 Install Stationary Glass2D6 Repair Stationary Glass

2E Restoring Corrosion Protection2E1 Understanding Corrosion Principles And Factory Corrosion Protection2E2 Repair Methods And Materials For Corrosion Protection2E3 Protecting Enclosed Interior Surfaces2E4 Protecting Weld Areas And Exposed Seams2E5 Protecting Exposed Interior Surfaces2E6 Protecting Exposed Exterior Surfaces, Trim, And Accessories


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3 WELDING AND CUTTING

3A MIG (GMAW) Welding3A1 Heat Joining Processes3A2 Safety Practices3A3 The MIG Welder3A4 Tuning The Welder3A5 Butt Joint With Backing Weld3A6 Fillet Weld Lap Joint3A7 Plug Weld

3B Cutting And Heating Processes3B1 Oxyacetylene Welding3B2 Braze Body Panels3B3 Oxyacetylene Cutting Sheet Metal Panels3B4 Setting Up And Using The Plasma Arc Cutter

3C Advanced Welding Methods3C1 Set Up And Tune Squeeze-Type Resistance Spot Welders (STRSW)3C2 Spot Weld Sheet Steel With Squeeze-Type Resistance Spot Welders (STRSW)3C3 Set Up And Tune MIG Welders For Aluminum3C4 Complete Aluminum Repairs With MIG Welder3C5 Set Up And Tune TIG Welders For Aluminum3C6 Complete Aluminum Repairs With TIG Welder3C7 Complete Aluminum Welds With Oxyacetylene Welder

4 REFINISHING

4A Safety And Environmental Practices4A1 Comply With EPA, State, And Local Environmental Laws And Regulations4A2 Identify Personal Health And Safety Hazards According To OSHA Guidelines And Right-

To-Know Act4A3 Select, Inspect, And Use Approved Personal Safety Equipment And Clothing4A4 Apply Knowledge Of Low-VOC Regulations And Refinish Technology

4B Understanding Automotive Finishes4B1 Identify And Distinguish Between Finish Systems4B2 Select And Understand The Use Of Repair Finish Systems And System Parts


17-19



4C Preparing The Surface For Refinishing4C1 Determine Type And Color Of Paint On Vehicle And Plan Refinish System4C2 Remove Paint Finish And Clean Surface4C3 Clean Surface And Apply Metal Treatment4C4 Apply Sealer, Primer, And Primer-Surfacer4C5 Block Sand To Level Surface4C6 Prepare Adjacent Panels For Blending4C7 Apply Caulkings And Seam Sealers4C8 Apply Chip-Resistant Coatings4C9 Mask Vehicle For Refinishing

4D Preparing The Equipment, Paint Area, And Refinish Materials4D1 Prepare The Painting Environment4D2 Prepare And Use The Paint Mixing Area4D3 Prepare And Use Air Supply Equipment4D4 Set Up, Test, And Adjust Spray Guns

4E Tinting4E1 Apply Knowledge Of The Characteristics Of Color4E2 Plot Solid Colors4E3 Plot Metallic Colors4E4 Test Color Match4E5 Apply Knowledge Of Color Movement And Tint To Obtain Blendable Match

4F Applying The Finish4F1 Prepare The Surface For Topcoat System4F2 Apply Primer-Sealer4F3 Apply Single-Stage Finish4F4 Apply Basecoat/Clearcoat Finish4F5 Apply Tri-Coat Finish

4G Blending4G1 Preparing To Blend4G2 Blend Single-Stage Finish4G3 Blend Basecoat/Clearcoat Finish4G4 Blend Tri-Coat Finish

4H Solving Paint Application Problems4H1 Paint Application Problems Caused By Contamination4H2 Paint Defects Caused By Spraying Techniques4H3 Paint Application Problems Caused By Drying And Curing4H4 Paint Problems Caused By Improper Preparation


17-20



4I Finish Defects: Causes And Cures4I1 Identify Paint Film Defects, Causes, And Cures4I2 Surface Defects In Finish

4J Detailing4J1 Remove Overspray And Perform Final Finishing4J2 Clean Exterior Of Vehicle4J3 Clean Interior Of Vehicle4J4 Apply Decals And Stripes

5 ESTIMATING

5A Analyzing Damage5A1 The Collision Repair Estimate5A2 Vehicle Identification5A3 Different Types Of Damage5A4 Plan Repairs5A5 Damage Analysis5A6 Mechanical Damage5A7 Repair And Replace Decisions

5B Creating A Damage Report Manually5B1 Using A Collision Estimating Guide5B2 Selecting Parts And Labor Amounts5B3 Create A Manual Estimate

5C Creating A Computerized Damage Report5C1 Computer Estimating Systems5C2 Computer Estimating5C3 Creating A Computer Estimate

6 PLASTIC REPAIR

6A Identification And Repair Decisions6A1 Identify Automotive Plastics6A2 Make Repair And Replace Decisions

6B Adhesive Repair6B1 Select And Understand Adhesive Repair Methods, Tools, And Materials6B2 Prepare Surface For Adhesive Repair6B3 Repair Interior And Exterior Plastics With Two-Part Adhesives, With And Without

Reinforcement


17-21



6C Welding Repairs6C1 Select And Understand How To Use Plastic Welding Methods, Tools, And Materials6C2 Set Up, Maintain, And Use A Hot-Air Welder6C3 Repair Plastic Parts Using Airless Welding

6D Repair Of Padded Dashes6D1 Remove Dents From Padded Dashes6D2 Repair Padded Dashes By Welding6D3 Repair Padded Dashes By Using Adhesives

6E SMC Repairs6E1 SMC Repair Tools And Materials6E2 One-Sided SMC Repairs6E3 Two-Sided SMC Repairs6E4 SMC Panel Replacement And Sectioning6E5 SMC Door Skin Replacement

6F Refinish Of Plastics6F1 Retexture Plastics After Repair6F2 Refinish Plastics After Repair

7 MECHANICAL AND ELECTRICAL REPAIR

7A Steering And Suspension7A1 Diagnose And Service Tires And Wheels7A2 Apply Knowledge Of Steering Systems And Problems7A3 Diagnose And Service Parallelogram Steering Systems7A4 Diagnose And Service Rack And Pinion Steering Systems7A5 Diagnose And Service Power Steering Systems7A6 Diagnose And Service Steering Column Damage7A7 Apply Knowledge Of Suspension Systems7A8 Diagnose And Service Short Arm/Long Arm Front Suspension Systems7A9 Diagnose And Service Strut-Type Front Suspension Systems7A10 Diagnose And Service Rear Suspension Systems7A11 Remove, Replace, And Align Bolted Frame And Cradle Assemblies7A12 Apply Knowledge Of Wheel Alignment Angles And Measurements7A13 Identify And Diagnose Steering Angle-Related Problems7A14 Understand Front Wheel Alignment Adjustments7A15 Diagnose Rear Wheel Alignment Angles And Complete Adjustments7A16 Diagnose And Service Adjustable Suspension Systems


17-22



7B Electrical And Electronic Systems7B1 Apply Knowledge Of Electrical Theory7B2 Check Voltage Values In Wiring Circuits With A DVOM7B3 Check Continuity And Resistance Values In Circuits And Parts With A DVOM7B4 Inspect And Service Batteries And Battery Cables7B5 Inspect, Adjust, And Replace Alternators, Drive Belts, Pulleys, And Cooling Fans7B6 Inspect, Test, And Replace Fusible Links, Circuit Breakers, And Fuses7B7 Understand Wiring Diagrams And Diagnostic Flowcharts7B8 Inspect And Repair Wiring And Connections7B9 Inspect, Remove, And Replace Switches, Relays, Bulbs, And Sockets Of All Lighting

Equipment7B10 Inspect, Remove, And Replace Motors, Switches, And Relays Of Retractable Headlights7B11 Remove, Replace, And Repair Remote Trunk Lid And Hood Release Systems7B12 Remove, Replace, And Repair Horn System7B13 Remove, Replace, And Repair Power Window Systems7B14 Remove, Replace, And Repair Power Seat Systems7B15 Remove, Replace, And Repair Electric Sunroofs7B16 Remove, Replace, And Repair Power Antenna Systems7B17 Remove, Replace, And Repair Power Lock System, Keyless Entry System, And Alarm

Devices7B18 Remove, Replace, And Repair Windshield Wiper/Washer Systems7B19 Remove, Replace, And Repair Electrically Heated Mirrors And Glass7B20 Apply Precautions To Project Electrical And Electronic Parts When Welding7B21 Identify Programmable Electrical Systems, Retrieve Diagnostic Trouble Codes, Record

Data, Clear Codes, And Reprogram After Disconnecting Power

7C Brake Systems7C1 Apply Knowledge Of Brake System Operation7C2 Inspect, Remove, And Replace Drum Brake System Parts7C3 Inspect, Remove, And Replace Disc Brake System Parts7C4 Bleed, Purge, And Pressure Test Brake System7C5 Inspect, Remove, Replace, And Adjust Parking Brake System7C6 Apply Knowledge Of Anti-Lock Brake Systems To Inspect, Remove, And Replace Parts7C7 Diagnose Brake System Performance Problems

7D Air Conditioning7D1 Apply Knowledge Of Air Conditioning Theory7D2 Identify, Label, And Store Air Conditioning Refrigerants And Oils7D3 Recover, Evacuate, Recharge, And Recycle Refrigerant7D4 Remove, Replace, And Repair Air Conditioning System Parts7D5 Inspect, Test, And Repair Heating, Ventilation, And Air Conditioning Ducts, Doors,

Hoses, And Outlets7D6 Diagnose Air Conditioning System Problems


17-23



7E Cooling Systems7E1 Recover, Refill, Bleed, And Leak Test Cooling System And Test Level Of Protection7E2 Inspect And Replace Cooling And Heating System Hoses And Belts7E3 Remove And Replace Fan, Fan Pulley, Fan Clutch, And Fan Shroud7E4 Inspect, Remove, And Replace Fan Sensors And Check Operation7E5 Remove And Replace Radiator, Pressure Cap, Coolant Recovery Tank, And Water

Pump7E6 Remove And Replace Thermostat, Bypass, And Housing7E7 Remove And Replace Auxiliary Oil Coolers And Check Oil Level

7F Drivetrains7F1 Select And Understand The Use Of Mechanical Fasteners7F2 Remove, Replace, And Adjust Throttle, Shift, And Clutch Linkages7F3 Remove And Replace Electronic Sensors, Wiring, And Connectors7F4 Remove, Protect, And Reinstall Lines, Tubes, And Connectors7F5 Remove, Inspect, And Replace Driveshafts7F6 Measure Drivetrain Mounting Points And Remove And Replace Engine Mounts7F7 Remove, Inspect, And Replace Engine, Transaxle, Transmission, And Transfer Case

Assemblies7F8 Remove, Inspect, And Replace Front And Rear Drive Axle Assemblies

7G Fuel, Intake, And Exhaust Systems7G1 Remove, Inspect, And Replace Heat Stove, Shroud, Hot Air Pipe, And Temperature

Control System7G2 Remove, Inspect, And Replace Fuel Tank And Fuel Supply System7G3 Remove, Inspect, And Replace Emission Control System Parts7G4 Inspect, Remove, And Replace Exhaust System Parts7G5 Remove, Inspect, And Replace Parts For Other Engine Systems

7H Restraint Systems7H1 Inspect, Remove, And Replace Seat Belt Parts And Assemblies7H2 Diagnose And Repair Air Bag Systems7H3 Diagnose And Service Motorized Seat Belt Systems7H4 Diagnose And Service Seat Belt Tensioners7H5 Inspect And Repair Damage To Restraint System Mounting Points


17-24



Industry Contacts

Automotive Recyclers Association (ARA)Donald RousePO Box 348Jenison, MI 49429-0348(616) 457-3820fax: (616) 457-7024http://www.autorecyc.org

Automotive Service Association (ASA)1901 Airport FreewaySuite 100Bedford, TX 76021-5732(800) 272-7467fax: (817) 685-0225http://www.asashop.org

Bodyshop Video Magazine2920 Hopi DriveSedona, AZ 86336(800) 736-7365fax: 520-282-3128http://www.bodyshopvideo.com

Collision Industry Conference (CIC)PO Box 2900Pasco, Washington 99302(800) 574-3810fax: 509-547-2086http://www.ciclink.com

I-CAR, I-CAR Education Foundation3701 Algonquin Road, Suite 400Rolling Meadows, IL 609,08(800) ICAR-USA or (708) 590-1191fax: (800) 590-1215http://www.i-car.comhttp://www.i-car.com/foundation

I-CAR Canada10 Milner Business CourtSuite 404Scarborough, ON M1B 3C6(800) 565-4227fax: (800) 831-3034http://www.i-car.com/canada

National Automotive Technicians EducationFoundation (NATEF)13505 Dulles Technology DriveSuite 2Hemdon, VA 20171(703) 713-0100fax: (703) 713-3919http://www.natef.org

National Glass Association (NGA)Linda Barnett8200 Greensburough DriveSuite 302McLean, VA 22102(703) 442-4890fax: (703) 442-0630http://www.glass.org

National Institute for Automotive ServiceExcellence (ASE)13505 Dulles Technology DriveSuite 2Hemdon, VA 20171-3415(703) 713-3800fax: (703) 713-0727http://www.asecert.org

Society of Collision Repair Specialists (SCRS)131 N. Tustin Ave., Suite 210Tustin, CA 92680(714) 835-3110fax: (714) 835-3118http://www.scrs.com

Tech-Cor, Inc.100 East Palatine RoadWheeling, IL 60090(847) 541-4545

Vocational Industrial Clubs of America (VICA)PO Box 3000Leesburg, VA 20177-3000(703) 777-8810fax: (703) 777-8999http://www.vica.org

17-25



Auto, Inc. (monthly)Attn: Monica Buchholz1901 Airport FreewayBedford, TX 76095(817) 283-6205fax: (817) 685-0225

Automotive NewsCirculatory Department965 E. JeffersonDetroit, MI 48207Editorial Staff:[email protected](313) 446-0361fax: (313) 446-0383

Automotive Body Repair News (monthly)8773 South Ridgeline Blvd.Highlands Ranch, CO 80126-2329(800) 446-6551

Automotive RetailerAttn: Reg Romero, Editor/PublisherSuite 120, 4281 Canada WayBurnaby, BC V5G 4PI(604) 432-7987fax: (604) 432-1756

BodyShop Business (monthly)Attn: Circulation11 S. Forge St.Akron, OH 44304(330) 535-7011fax (330) 535-0874http://www.bodyshopbusiness.com

Bodyshop MagazineAttn: Brian Harper, Editor1450 Don Mills RoadDon Mills, ON M3B 2X7(416) 445-6641fax: (416) 442-2213

Body Shop Tool & Equipment News(6 times per year)Attn: Bob Swenson, Associate Publisher2970 Maria Ave., Suite 214ANorthbrook, IL 60062

Trade Publications

Collision Repair Industry Insight (monthly)Attn: Russell Thrall III, Editor8491 Mayfield RoadChesterland, , OH 44026(440) 729-0010fax: (440) 729-0927http://www.collision-insight.com

Du Pont Refinisher News (5 times per year)Attn: Robert Yeadck, EditorN-24622Wilmington, DE 19898

L automobileAttn: Richard Thorton, Associate Publisher1450 Don Mills RoadDon Mills, ON M3B 2X7(416) 442-2264fax: (416) 422-2213

Motor645 Stewart Ave.Garden City, NY 11530fax: (516) 229-3629http://www.motor.com

Professional Tool & Equipment News Inc.Attn: Tom Carruthers, Editor25401 Cabot Road, Suite 209Laguna Hills, CA 92653-1425(949) 830-7520fax: (949) 830-7523

Revue Le GaragisteAttn: Remy Rousseau2938 Terrasse AbenaquisLongueuil, QC J4M 2B3(450) 448-2220fax: (450) 448-1041

Road Service News (monthly)Attn: Bob Bauer, Editor629 Amboy Ave., Third FloorEdison, NJ 08837(732) 738-5905fax: (908) 738-6116

17-26



Acurahttp://www.acura.comTo order Acura service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07280Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Audihttp://www.audi.comTo order Audi service manuals, contact:Robert Bentley, Publishers1033 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com

Buickhttp://www.buick.comTo order Buick service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

To order General Motors training materials,contact:MSX International1426 Pacific DriveAuburn Hills, MI 48326(800) 393-4831fax: (810) 377-1510

Vehicle Manufacturer’s Publications Resource List

BMWhttp://www.bmwusa.comTo order BMW service manuals, contact:Robert Bentley, Publishers1000 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com

Cadillachttp://www.cadillac.comTo order Cadillac service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


17-27



Chevrolethttp://www.chevrolet.comTo order Chevrolet service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


Chryslerhttp://www.chryslercars.comTo order Chrysler service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Dodgehttp://www.4adodge.comTo order Dodge service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Eaglehttp://www.eaglecars.com/eagle.htmlTo order Eagle service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Fordhttp://www.ford.comTo order Ford service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07150Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Geohttp://www.chevrolet.com/geo/a300.htmTo order Geo service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


Vehicle Manufacturer’s Publications Resource List (cont’d)

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GMC Truckhttp://www.gmc.comTo order GMC Truck service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


Hondahttp://www.honda.comTo order Honda service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Hyundaihttp://www.hmc.co.krTo order Hyundai service manuals, contact:Parts Department, Local Dealership

Infinitihttp://www.infinitimotors.comTo order Infiniti service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Isuzuhttp://www.isuzu.comTo order Isuzu service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07280Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Jaguarhttp://www.jaguarvehicles.comTo order Jaguar service manuals, contact:Robert Bentley, Publishers1033 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com

Jeephttp://www.jeepunpaved.comTo order Jeep service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Kiahttp://www.kia.co.krTo order Kia service manuals, contact:Parts Department, Local Dealership

Land Roverhttp://www.landrover.comTo order Land Rover service manuals, contact:Robert Bentley, Publishers1033 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com


17-29




Lexushttp://www.lexususa.comTo order Lexus service manuals, contact:Toyota Service Publications750 W. Victoria StreetCompton, CA 90220USA only: (800) 622-2033Canada: (310) 618-4630fax: (310) 631-8901

Lincolnttp://www.lincolnvehicles.comTo order Lincoln service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07150Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Mazdahttp://www.mazda.co.jpTo order Mazda service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07150Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Mercedes-Benzhttp://www.daimler-benz.com/group/mercedes/mb_e.htmTo order Mercedes-Benz service manuals,contact:Parts Department, Local Dealership

Mercuryhttp://www.mercuryvehicles.comTo order Mercury service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07150Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Mitsubishihttp://www.mitsubishi-motors.co.jpTo order Mitsubishi service manuals, contact:Mitsubishi Fulfillment Center1011 W. Artesia Blvd.Compton, CA 90220(310) 764-2550fax: (800) 345-4549

Nissanhttp://www.nissanmotors.comTo order Nissan service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

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Oldsmobilehttp://www.oldsmobile.comTo order Oldsmobile service and collisionrepair manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


Peugeothttp://www.peugeot.comTo order Peugot service manuals, contact:Parts Department, Local Dealership

Plymouthhttp://www.plymouthcars.comTo order Plymouth service manuals, contact:Dyment Distribution ServicesP.O. Box 360450Strongsville, OH 44136(800) 348-4696(216) 572-7240fax: (216) 572-0815

Pontiachttp://www.pontiac.comTo order Pontiac service and collision repairmanuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07130Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com


Porschehttp://www.porsche-usa.comTo order Porsche service manuals, contact:Parts Department, Local Dealership

Saabhttp://www.saabusa.comTo order Saab service manuals, contact:Robert Bentley, Publishers1033 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com

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Saturnhttp://www.saturncars.comTo order Saturn service and collision repairmanuals, contact:MSX International1426 Pacific DriveAuburn Hills, MI 48326(800) 828-2112 (USA)fax: (810) 377-1510


Subaru Of Americahttp://www.subaruTo order Subaru Of America service manuals,contact:Parts Department, Local Dealership

Suzukihttp://www.suzuki.beTo order Suzuki service manuals, contact:Helm, Inc.Manual Distribution DepartmentP.O. Box 07280Detroit, MI 48207(800) 782-4356(313) 865-5000fax: (313) 865-5927http://www.helminc.com

Toyota Motor Sales, USA, Inc.19001 South Western AvenueTorrance, CA 90509-2991(310) 618-4000http://www.toyota.com

To order Toyota service manuals, contact:Toyota Service Publications750 W. Victoria StreetCompton, CA 90220USA: (800) 622-2033Canada: (310) 618-4630fax: (310) 631-8901

VolkswagenTo order Volkswagen service manuals, contact:Robert Bentley, Publishers1033 Massachusetts AvenueCambridge, MA 02138(800) 423-4595fax: (617) 876-9235http://www.rb.com

Volvohttp://www.volvocars.comTo order Volvo service manuals, contact:Literature Distribution CenterVolvo Cars of North America, Inc.P.O. Box 25577Milwaukee, WI 532251-800-25VOLVO (1-800-258-6586)fax: (414) 466-4901

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