An analysis of the instructor competencies perceived as needed by community and technical college automotive technology instructors teaching in manufacturer-affiliated training programs and manufacturer-affiliated technical trainers

This study was designed to identify the instructional competencies perceived as needed by community college automotive instructors teaching in manufacturer-affiliated programs and manufacturer-affiliated technical trainers. To meet the demand for qualified technicians car manufacturers have partnered with colleges to provide training for entry-level technicians. These manufacturers also maintain training centers, staffed by technical trainers, to upgrade the skills of current workers.;A review of the literature revealed the premise for manufacturer-affiliated training in postsecondary institutions and training provided by the manufacturer is well-grounded in the history regarding career and technical education, training skilled automotive dealership technicians is a critical mission, and a need exists to increase consistency in the preparation of instructors and trainers and in their pedagogical competence.;The general research hypothesis for this study was that there is no statistically significant difference in the instructor competencies perceived as needed by these two groups. The following research questions guided this study: (1) What instructor competencies are perceived as needed by community college instructors teaching in manufacturer-affiliated automotive technology programs? (2) What instructor competencies are perceived as needed by technical trainers teaching for automobile manufacturers? (3) What are the similarities and differences among the competencies perceived as needed by these two groups?;Data were collected by surveying instructors in the DaimlerChrysler College Automotive Program (CAP), the Ford Automotive Student Service Educational Training Program (ASSET), and the General Motors Automotive Service Educational Program (ASEP). Technical trainers employed by these three manufacturers, were also surveyed. Respondents were asked to validate the frequency of use and importance of 18 instructor competencies identified in the literature. Using Multivariate Analysis of Variance (MANOVA) procedures a statistically significant difference was found regarding the perceptions of instructors and trainers for 6 of the 18 competencies studied. Additionally, perceptual differences were found to exist based on the rank orders given to the competencies by both groups.;The results of this study suggest strong support for inclusion of these competencies in pre and in-service activities designed to prepare these two groups of instructors. Finally, additional research was recommended to more specifically identify the factors involved in the respondents' perceptions.