research paper about automotive servicing

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The Relationship Benefits of Auto Maintenance and Repair Service: A Case Study of Korea

This study aimed to empirically examine what effects confidence, social, and economic benefit factors have on continuous relationship orientation through the mediation of service trust, service satisfaction, and customer engagement factors in the auto maintenance and repair service sector. This study carried out a questionnaire survey with 319 customers using auto maintenance and repair service and verified hypotheses. As a result of the analysis, the confidence and social benefits of auto maintenance and repair service affected service trust, while the confidence and economic benefits affected service satisfaction. Service trust did not affect customer engagement or long-term relationship continuity but affected them when it mediated service satisfaction. Consequently, it was revealed that confidence benefit should be consolidated and that professionalism or service quality excellence in maintenance or repair becomes the most important factors to produce customer engagement or long-term relationship continuity in the auto maintenance and repair service. Although it is vital to improve trust or service, it is confirmed that a relationship can be maintained only if the auto maintenance or repair service is satisfactory.

1. Introduction

Most service companies offer new services and benefits to continuously maintain relationships with existing customers or create higher customer satisfaction according to the individualization of customer needs and differentiated service demand increase. Since service has intangible characteristics, broader customer contacts are made in the process of meeting customer expectations, and interactions with customers produce a positive impression or trust, which works as a key factor for relationship continuity. In the end, relationship benefits revealed through interactions between companies and customers play a pivotal role in retaining customers. The after-sales service, one of the methods for achieving customer satisfaction in auto maintenance and repair service, is most valuable, and efficient after-sales service becomes the highest priority of auto maintenance and repair service companies [ 1 ]. However, customers can personally manage auto maintenance and repair nowadays, including accident history and consumable parts replacement cycle based on smartphones, through new systems improving auto maintenance and repair management as advanced technologies are applied. Furthermore, general visit-management services, such as car wash, light maintenance, and repair and consumable parts replacement by visiting, due to platform invigoration, have continuously developed.

In the changed maintenance and repair service market environment, the need for after-sales service satisfaction enhancement, differentiated service offering for customer retainment, and customer relationship maintenance strategy increases. For example, BMW additionally offers the BMW Service Inclusive (BSI), warranting consumable parts replacement and regular inspection within 100,000 km for five years, in addition to basic warranty service. Toyota renders efforts to diversify customer service through such assistances as the “Express Service” by which inspection can be finished within an hour. Meanwhile, Lexus offers a 24-h emergency mobilization service and provides a female lounge strictly for female customers. Hyundai Motors and Kia Motors push ahead with an excessive maintenance and repair prevention program to compensate up to 300% of excessive charge if an excessive maintenance and repair service is presented to the customer service center after the excessive service, and when it is judged so after an expert’s investigation.

Such efforts of the companies in the auto maintenance and repair service show that existing customer retention and relationship consolidation is a more important task, rather than securing new customers, due to a rapid change of technology and market environment and an increase in customer needs and service expectation level. As previous studies [ 2 , 3 ] assert that income can increase from 25% to 85% if customer churn rate is reduced by 5%, the retention of existing customers and relationship consolidation through the establishment of customer relationships become a key marketing strategy direction to auto maintenance and repair service companies. For their steady earnings creation and efficient management, it is important to strengthen long-term relationships with customers, and two-way communication and close relationship establishment are important because companies and customers have a win-win relationship for mutual value, and not a mutually competing relationship [ 4 ]. One of the long-term strategies forming, maintaining, and consolidating relationships between companies and customers is relationship marketing. If a company has customers for the long-term, the company’s earnings can be assured to some degree. Relationship marketing brings about positive results, including customer participation and efficient customer responses [ 5 ].

Even though various studies on relationship benefits, relationship quality, and customer retention between companies and customers have been actively performed [ 6 ], few studies on relationship benefits or relationship quality between auto maintenance and repair service companies and customers in which relationship continuity with customers has important industrial characteristics have been carried out. In this context, this study purposed an empirical analysis of the effects of the relationship benefits on long-term relationship establishment in customers, using perception to auto maintenance and repair service with meditated effect of service trust, repair service, and customer engagement attributes. In the auto maintenance and repair service process, a service provider’s role is important, in addition to service quality, and there is a need to induce customers’ active re-purchase and intention to orally pass down the service provider through customers’ positive feelings and experiences at the service contact point. From this aspect, this study presented specific implications for service process improvement and marketing strategy within the auto maintenance and repair service industry.

2. Theoretical Background and Hypothesis Development

2.1. relationship benefits, service trust, and service satisfaction.

In the service process, a service provider’s role is essential, in addition to service quality. At the service contact point, customers’ positive feelings on and experiences with service providers can be connected to their re-purchase and positive intention to pass down feedback on the service providers [ 7 ]. Reichheld et al. [ 8 ] asserted that companies can increase 100% of their profits by maintaining more than 5% of their customers. Customer churn can be connected to corporate profit increase through long-term relationship retention with customers. From this perspective, relationship benefits mean the benefits that a company can offer to customers if the company’s understanding of the customers is enhanced once a firm’s relationship with customers is maintained for a certain period of time through relationship development. Gwinner et al. [ 9 ] defined all types of benefits offered to customers as the concept of relationship benefits. Palmatier et al. [ 10 ] insisted that relationship benefits are one of the key strategies to ensure the service company’s profitability and competitive advantage. Companies need to maintain a relationship with customers for a certain period of time, and their understanding of customers is enhanced through the process, where the company can finally offer the benefits that customers want [ 11 ].

In many studies, the social, psychological, and individualized relationship benefits of Quach et al. [ 12 ] are slightly differently categorized by researchers. Reynolds and Beatty [ 13 ] categorize relationship benefits into confidence, social, and special treatment benefits, while Ulaga [ 14 ] classifies relationship benefits into benefits, procedures, and operational benefits. Conze et al. [ 15 ] define relationship benefits as psychological, social, special treatment, and diversity-pursuing benefits. Reimer and Kuehn [ 16 ] performed a study with economic, social, psychological, special treatment, and information benefits. This study was performed with confidence and social benefits existing between the service providers and customers and with economic benefits that become the most basic in relationship benefits in consideration of auto maintenance and repair service characteristics with low customer contribution to the limitation and function of the special treatment category. Confidence benefit reduces worries and makes customers feel comfortable, as it can predict achievement with the feeling of belief in service providers [ 17 ]. Social benefit makes customers feel an affinity towards the service providers, enabling social relationship [ 18 ]. Lastly, economic benefit is what customers receive based on time and cost savings or functional convenience [ 19 ].

By continuously providing relationship benefits based on customer preference, relationship benefits form a significant relationship quality with customers [ 20 ]. Darkhantuya [ 21 ] said that relationship benefits have a partially significant effect on customer satisfaction, and Kang and Kim [ 22 ] also reported that relationship benefits have a partially significant effect on customer satisfaction. The formation and retention of long-term relationships with customers create a significant effect on relationship quality, customer satisfaction, and customer loyalty through strong service [ 23 ]. Consequently, relationship benefits are revealed among trust, commitment, and satisfaction [ 24 ]. This study tried to grasp the association between service relationship benefits and relationship quality with two factors, that is, service satisfaction and service trust formed in customer relationship among relationship quality factors. This study set the following hypotheses on customer trust on and satisfaction with auto maintenance and repair service and with regard to confidence, social, and economic benefit factors:

Confidence benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service trust.

Social benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service trust.

Economic benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service trust.

Confidence benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service satisfaction.

Social benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service satisfaction.

Economic benefit of the relationship benefits on auto maintenance and repair service will have a positive effect on service satisfaction.

2.2. Service Trust, Service Satisfaction, and Customer Engagement

As for studies related with relationship benefits in a variety of fields that targeted service companies, papers researching the effects on relationship achievements such as loyalty and passing down feedback through relationship quality, including customer satisfaction, trust, and commitment are the mainstream research trend [ 25 ]. Crosby et al. [ 26 ] presented relationship quality as the degree of interactions between sellers and purchasers and reported that relationship quality consists of trust and satisfaction. Mohr and Spekman [ 27 ] reported that a successful partnership is composed of commitment, trust, coordination, participation, communication quality, and common problem resolution. Storbacka et al. [ 28 ] presented a dynamic model of relationship quality and asserted relationship quality as satisfaction, communication, commitment, and solidarity. Harris and Ezeh [ 29 ] conceptualized relationship quality into three structures composed of customer trust, achievement of work required in relation to work performance, and customer commitment to a corporate relationship. Van Doorn et al. [ 30 ] defined relationship quality as the suitability level of relationship in meeting customer needs, which is similar to the concept of product quality.

As customer service experience or participation changes vigorously and actively, the concept of customer engagement emerges beyond commitment. Customer engagement is a customer’s active participation toward companies as derived from motive stimulation beyond purchase [ 31 ]. Brodie et al. [ 32 ] defined customer engagement as a psychological state generated from mutually and jointly creative customer experience with companies in a relationship between companies and customers. Customer engagement consists of interest, interaction, and commitment as it is revealed as an interaction between customers. And it reveals oral passing down activity, posting on blogs, co-participation, and customer evaluation on experienced goods or services [ 33 ].

Based on previous studies, customers satisfied with the current auto maintenance and repair service can change their selection if there are products or services that offer higher satisfaction [ 34 ]. This study tried to examine service trust, which is a psychological belief state indicated in the exchange relationship between customers and car maintenance and repair centers. Moreover, this study designed a hypothesis that customer’s trust in auto maintenance and repair service will have a positive effect on satisfaction. In addition, this study designed and proved the following hypotheses from the following aspects: given that customer interest in auto maintenance and repair service increases and market environment changes with higher active participation, customers will show their emotional and voluntary behaviors toward companies based on a fair relationship with companies in the auto maintenance and repair service industry [ 35 , 36 ].

Trust in auto maintenance and repair service will have a positive effect on customer satisfaction with the service.

Trust in auto maintenance and repair service will have a positive effect on customer engagement.

Satisfaction with auto maintenance and repair service will have a positive effect on customer engagement.

2.3. Service Trust, Service Satisfaction, and Long-Term Relationship Orientation

Long-term relationship orientation can be a firm’s prime goal to maintain relationships with existing customers for a long time and prevent churn to other companies [ 37 ]. Previous studies on long-term relationship orientation are discussed in various approaches. From mutual benefit between transaction parties, Kelley and Thibaut [ 38 ] said that common achievements of transaction parties including suppliers are the mutually dependent common activity results over a long period of time. Gwinner et al. [ 9 ] reported that purchasers reduce transaction experiences or future benefit’s uncertainty by forming a long-term bond with suppliers to obtain specific benefits that cannot be obtained from a short-term transaction relationship; therefore, long-term relationship orientation between purchasers and suppliers is sought.

Long-term relationship orientation is based on how relational the existing transactions have been, rather than on the period of forming relationships between customers and companies beyond a simple, repeated behavioral purchasing. Johnson et al. [ 39 ] explained that both parties forming a transaction relationship to meet end-user needs assert their own activities from a long-term perspective, while they explained a partnership-like, thinking-dominating transaction relationship by which one party’s success can be decided by the other party as long-term relationship orientation. Long-term relationship orientation is a concept encompassing relationship continuity and interdependence between companies and consumers, and it is the concept containing attitude and behavioral intention. Therefore, it can include repeated purchasing behaviors, an intention to pass down feedback, and an intention to continue the relationship [ 40 ].

The long-term relationship orientation is revealed as a consumer’s conscious judgment or evaluation result and is affected by perceived psychological factors. Consequently, it is linked with factors like customer engagement affecting customer satisfaction with service, trust in products, or services, and customer’s active relationship improvement according to experiences as mentioned in previous studies [ 41 , 42 , 43 , 44 ]. Flavián et al. [ 45 ] asserted each party’s activities from the long-term perspective between the parties in a transaction relationship to meet customer needs, stating that both parties should perceive the other party as in a partner relationship. It means that factors such as trust, dependence, environmental uncertainty, reputation, and satisfaction affect long-term relationship orientation. Lai [ 46 ] said that trust in and satisfaction with salespersons are major factors that consumers consider when forming a continuous relationship with sellers.

And relationship quality improvement, including satisfaction and trust between companies and customers in service sales and experience activities between companies in various service industries and customers, has a significant effect on long-term relationship orientation [ 47 , 48 , 49 ]. Consequently, service trust and service satisfaction as relationship qualities regarding auto maintenance and repair service felt by customers will have a significant effect on long-term relationship orientation.

Trust in auto maintenance and repair service will have a positive effect on long-term relationship orientation.

Satisfaction with auto maintenance and repair service will have a positive effect on long-term relationship orientation.

Because customer engagement is a customer’s relationship-forming behavior to create and maintain a relationship between companies and customers through a customer’s voluntary and positive participation, such customer behavior can be revealed as long-term relationship orientation with companies [ 50 , 51 ]. This study designed a hypothesis that customer engagement in auto maintenance and repair service will have an effect on long-term relationship orientation with customers.

Customer engagement improvement on auto maintenance and repair service will have a positive effect on long-term relationship orientation.

3. Research Methods

3.1. research model.

Through the hypotheses drawn based on previous studies, a study model as shown in Figure 1 was designed. Confidence, social, and economic benefits, which can be defined as relationship benefits in auto maintenance and repair service, were set as independent variables. As parameters, service trust and service satisfaction were set; thus, whether the relationship benefits had effects on the dependent variables, customer engagement, or long-term relationship orientation through the mediation of two factors, which were service trust and service satisfaction, was set. This study set each path composition to check whether service trust has the effect on service satisfaction in the auto maintenance and repair service customer group and to check whether customer engagement has an effect on long-term relation orientation.

Research model.

3.2. Measurement Variables

For data collection to analyze the model, a questionnaire survey was carried out; the questions were composed through previous studies, as shown in Table 1 , and manipulative variables of the questionnaire components to be composed of questions were defined. The variables defined as above consisted of questions as shown in Table 1 and were investigated with a 5-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = no opinion, 4 = disagree, 5 = strongly agree). Three questions were composed, each for confidence benefit and social benefit based on the studies of Gwinner et al. [ 9 ], Reynolds and Beatty [ 13 ], and Henning-Thurau et al. [ 25 ]. Likewise, there were three questions for the economic benefit based on the studies of Yen and Gwinner [ 17 ] and Koritos et al. [ 19 ]. Two questions were composed, each for service trust and service satisfaction based on a study of Sirdeshmukh et al. [ 52 ] and the studies of De Wulf et al. [ 53 ] and Eggert and Ulaga [ 41 ], respectively. For customer engagement, two questions were composed in order to be passed down orally and with an intention to participate for improvement based on the studies of Brodie et al. [ 32 ] and So et al. [ 54 ]. Lastly, three questions were composed for long-term relationship orientation based on the studies of Ganesan [ 55 ] and Jahanshahi et al. [ 56 ]. The item “Not anxious when using the service” in confidence benefit and the item “Receive much discount” in economic benefit were excluded in this study as they were not significant as a result of the analyses of measurement model trust and convergent validity.

Measurement variables and items.

3.3. Survey and Analytic Methods

The questionnaire survey targeted customers having experiences of using auto repair centers. In consideration of car use and the number of maintenance and repair service, the customers using auto maintenance and repair service in Seoul and major cities in Gyeonggi Province in South Korea were selected. The copies of the questionnaire that were drawn up with Google Survey for 30 days from July 1 to July 30, 2019, were distributed and collected through email and SNS (social network sites). Finally, 464 questionnaire responses were collected, and a total of 319 were analyzed, except for 145 insincerely responded to questionnaire copies. For data analysis, SPSS 24.0 was used and basic data reliability and validity were examined through demographic characteristics, descriptive statistics, and exploratory factor analyses. The factor analysis and model verification, along with path analysis for structural equation model analysis, were analyzed using AMOS 25.0. For the mediation effect verification of service trust and satisfaction, a bootstrapping technique in line with the previous study guide of Gallagher et al. (2008) was used.

4.1. Demographic Information of the Data

As a result of carrying out a questionnaire survey targeting auto maintenance and repair service-experiencing customers, the demographic analysis result for 319 customers is shown in Table 2 . There were over three times more males (79.3%) than females (20.7%). As for age, the customers in their 40s, 30s, and 50s were 33.2%, 29.2%, and 26%, respectively, and those in their 40s showed the highest experience ratio of car repair centers. Concerning customers’ occupation categorization, service industry showed 25.7% and manufacture/production showed 19.1%, while others took up a high ratio, which shows that the customers were distributed to various occupation groups. 93.4% of the customers visited car repair centers for the maintenance and repair of their cars, with the interest in car maintenance and repair being as follows: very high showing 52.4% and moderate being 40.4%, which implies chiefly high interest.

Demographics of survey participants.

4.2. Analysis Results of Reliability and Validity

For the analysis of the reliability and validity of the structural equation measurement model, it can be said that internal consistency reliability was ensured if the composite reliability index was 0.7 or higher [ 57 ]. Convergent validity is evaluated with factor loading, Cronbach’s α, and composite reliability index, and it can be said that convergent validity is ensured if factor loading is 0.4 or more, Cronbach’s α is 0.6 or more, and statistical significance is shown [ 58 ]. In line with the above criteria, factor loading was 0.645–0.851, all were more than 0.6, and thus they were good, whereas internal consistency reliability ensured significance with 0.759–0.855 (composite reliability). Because the t value of all was 6.0 or more, statistical significance was confirmed. The AVE (average variance extracted) value was 0.616–0.720 and Cronbach’s α value was 0.713–0.789; therefore, convergent validity was ensured. As a result of analysis on the measurement model fit, χ 2 (p) was 76.066 and χ 2 /degree of freedom was 1.729. Goodness-of-Fit-Index (GFI) value was 0.968, Adjusted Goodness-of-Fit Index (AGFI) was 0.944, Normal Fit Index (NFI) was 0.961, and Root Mean Square Error of Approximation (RMSEA) was 0.043. The composition values of the measurement model fix were excellent (see Table 3 ).

Analysis of trust and convergent validity of the measurement model.

(1) Measurement model fit: χ 2 (df) 240.81, p 0.0 DF 98, χ 2 /degree of freedom 2.457, Root Mean Square Residual(RMR) 0.400, Goodness-of-Fit Index (GFI) 0.919, Adjusted Goodness-of-Fit Index (AGFI) 0.874, Normal Fit Index (NFI) 0.962, Tucker Lewis Index (TLI )0.968, Comparative Fit Index (CFI) 0.977, Root Mean Square Error of Approximation (RMSEA) 0.068. (2) * p < 0.05, ** p < 0.01, *** p < 0.001.

In the case of correlation analysis, as shown in Table 4 , it can be said that discriminant validity is ensured among potential variables if the square root value of AVE calculated between potential variables in line with the criteria presented by Gallagher et al. [ 59 ] is larger than each potential variable’s correlation coefficient. As a result of the analysis on the AVE values and correlation coefficients among potential variables in Table 4 , each potential variable’s AVE square root value was larger than the correlation coefficient among potential variables, whereas the correlation coefficient values were 0.7 or more and were significant; therefore, discriminant validity was ensured.

Discriminant validity.

* p < 0.05, ** p < 0.01, *** p < 0.001.

4.3. Analysis Results of Structural Model

As shown in Table 5 , prior to the path analysis, χ 2 (p) was 291.571, χ 2 /degree of freedom was 2.804, GFI value was 0.900, namely 0.9 or more, whereas AGFI was 0.853, NFI 0.954, and RMSEA 0.075, and goodness-of-fit component values were excellent, and therefore the goodness of fit was significant. CFI representing a model’s explanation power was 0.970, TLI judging the explanation power of the structural model was 0.960, and all were 0.9 or more, and thus the basic model was analyzed to be very fitting. As a result of the path analysis through the structural equation modeling analysis, three hypotheses out of 12 hypotheses were rejected.

Hypotheses verification.

(1) Structural model fit: χ 2 (df) 291.571, p 0.0, DF 104, χ 2 /degree of freedom 2.804, RMR 0.061, GFI 0.900, AGFI 0.853, NFI 0.954, TLI 0.960, CFI 0.970, RMSEA 0.075. (2) * p < 0.05, ** p < 0.01, *** p < 0.001.

Table 6 shows the direct and indirect effects analysis result. The confidence benefit (10.952) and social benefit (3.331) of the service relationship benefit factors showed a positive effect on service trust, and thus the hypothesis was accepted. However, the economic benefit did not have an effect on service trust. The confidence benefit (5.104) and economic benefit (2.449) had a positive effect on service satisfaction, but the social benefit factor rejected the hypothesis. Meanwhile, service trust did not have an effect on customer engagement or long-term relationship orientation. In contrast with this, service satisfaction had a positive effect on customer engagement (4.041) and long-term relationship orientation (3.090); thus, the hypothesis was accepted. It was confirmed that service trust had a positive effect on service satisfaction (6.048) in auto maintenance and repair service as shown in previous studies [ 60 , 61 ] and that customer engagement had a positive effect on long-term relationship orientation (7.764), therefore rendering the hypothesis acceptable.

Direct and indirect effects analysis result.

Note: * p < 0.05, ** p < 0.01, *** p < 0.001.

As a result of mediation effect verification on service trust and service satisfaction factors using the bootstrapping technique, the service trust mediated confidence benefit (0.285**) and social benefit (0.114**) but did not mediate economic benefit. Specifically, there is a need to consolidate confidence and social benefits rather than economic benefits to enhance satisfaction through service trust. The service trust (0.233*), confidence benefit (0.536**), social benefit (0.156**), and economic benefit (0.139*) that used service satisfaction on customer engagement as mediation showed indirect effects, thus confirming to work as parameters. The indirect effects of all variables on long-term relationship benefit also showed significant difference and, therefore, all factors including service satisfaction and service trust were confirmed to show mediation effects. This reveals that service trust can show effects through the mediation of service satisfaction, although service trust cannot directly affect customer engagement and long-term relationship organization.

5. Conclusions

This study aimed to verify the effect relationship between service relationship benefits and service trust, service satisfaction, customer engagement, and long-term relationship orientation by targeting auto maintenance and repair service customers in order to seek methods to retain customers and enhance relationship continuity through the customer relationship marketing invigoration of auto maintenance and repair companies. As a result of the analysis, three conclusions were drawn. First, the economic benefit out of the confidence benefit, social benefit, and economic benefit factors, which were the relationship benefit factors of auto maintenance and repair service, did not have an effect on customers’ service trust. The customers’ service satisfaction was affected through the economic benefit in auto maintenance and repair service as previous studies [ 57 , 62 ] presented economic benefit such as prices or discount rates as an important factor to service consumption behaviors of customers. Furthermore, the analysis result was confirmed that service trust was affected by social benefits, rather than by economic or confidence benefits. It means that the social benefit of service relationship in auto maintenance and repair service is significant to lead a strong relationship with customers.

Second, the social benefit of auto maintenance and repair service had an effect on service trust but did not have an effect on service satisfaction. Through the result, it was confirmed that affinity or relationship with repair center workers affected trust formation, but it did not directly affect the service satisfaction with auto repair or maintenance result, and that such direct factors as service quality or cost-effectiveness, namely economic and confidence benefits, were more important. It opposed to the previous researches identified the relationship benefits have a positive effect on service satisfaction [ 60 , 61 ]. It means that the customer’s behavior toward the service center and the relationship with workers in the auto maintenance and repair service sector should be objective and reasonable rather than other service sectors.

Third, as a result of a mediation effect analysis, service satisfaction showed significant mediation effects on customer engagement and long-term relationship orientation with regard to service relationship benefit factors. Meanwhile, service trust did not show any direct mediation effect but showed the mediation effect through double mediation on service satisfaction. This means that auto repair centers need to concentrate on service satisfaction to directly affect customers’ behavior interest or long-term relationship formation, although service trust is important to the customers using auto maintenance and repair service. Through the result, it was confirmed that a strategy to improve service satisfaction based on trust rather than concentration on service trust establishment for customer management is more important to the auto repair centers, unlike in the previous studies [ 63 , 64 , 65 , 66 ], asserting that establishing loyalty and transaction continuity by gaining service trust can be a positive customer management strategy to general service companies.

Consequently, it was verified that the consolidation of confidence benefit, namely maintenance and repair professionalism and expertise and quality excellence on service result, was a highly important factor that induced customer trust and satisfaction, and thus long-term relationship continuity in auto maintenance and repair service. This was a characteristic that the auto maintenance and repair industry had, which showed the importance of maintenance and repair works for relationship continuity, although social benefits or trust formation was valuable according to the characteristics of service attributes associated with safety or management professionalism, unlike customer activity or experience-oriented services such as restaurant, banking, and tourism.

Auto maintenance and repair service companies need to emphasize maintenance and repair service professionalism and excellence in building up interactions with customers or a communication strategy for long-term customer relationship marketing. They also need to seek service differentiation by establishing marketing contents linked with auto management and maintenance and repair technological capabilities and systems. From this aspect, this study has significance in that it specifically presented a relationship marketing strategy direction by examining various effect relationships such as service trust, satisfaction, and customer engagement, as well as relationship benefit factors on auto maintenance and repair service beyond service quality and satisfaction factors dealt with in the previous studies.

Nonetheless, this study has the following research limitations. First, this study targeted auto maintenance and repair service-experiencing customers within South Korea and, therefore, there is a research limitation that the study result cannot be generalized as maintenance and repair service relationship benefit characteristics since the Korean auto maintenance and repair service market and customer characteristics have been reflected. A further study needs to research this by expanding the target market to the Asian, American, and European areas, thus drawing the relationship benefits and customer behavior of auto maintenance and repair service targeting the global market, and comparatively research according to each continent’s characteristics.

Second, this study has a research limitation in that it did not apply the relationship benefit factors that the auto maintenance and repair service had by applying service companies’ relationship benefit factors to the auto maintenance and repair service companies. A further study needs to examine more specific relationships and customer behavior factors based on the research in order to draw and define unique relationship factors within the repair centers and customers in the auto maintenance and repair service industry. Furthermore, future research should investigate the direct effect between the relationship benefits and long-term relationship orientation even if this research did not suggest the hypothesis of it.

Lastly, various services exist and have been segmented in the auto maintenance and repair service including test driving upon car purchase, maintenance/repair and warranty repair according to car use, used car disposition and inspection, scrap car handling, and parts purchase. Therefore, research needs to be developed by considering the diversity of the auto maintenance and repair service process and segmenting auto repair company size, facility conditions, and customer’s service-experience level.

Acknowledgments

This research was supported by aSSIST (Seoul School of Integrated Sciences and Technologies).

Author Contributions

Funding acquisition, J.H.; methodology, S.O.; resources, J.H.; supervision, B.K.; writing—original draft, B.K. and J.H.; writing—review and editing, B.K. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.

Use of Automotive Service Excellence Tests Within Transit (2016)

Chapter: chapter two - literature review.

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5 in each specific test area prepare the questions. SMEs include working technicians, training representatives from vehicle manufacturers, customer service professionals, and educators and instructors. Exams are segmented by the various sub- specialty areas (e.g., automobile, medium and heavy truck, and transit bus). There are more than 40 exams offered by the ASE program, each designed to discern knowledge of specific job-related skills. Procedures used by ASE for writing and validating test questions follow best practices used in other nationally rec- ognized credentialing programs: • Test-writing workshops typically include 10 to 15 SMEs. A separate workshop is conducted for each ASE certifica- tion test. • SMEs at each workshop review and modify job tasks necessary for success in a particular job category (i.e., engines, preventive maintenance inspections, etc.). • Questions are written to specific job tasks; repair and diagnostic scenarios must reflect current technology, and trick questions and manufacturer-specific questions are not acceptable. Each question is reviewed and modified by the entire workshop group for clarity and technical accuracy. Each question must have one correct answer and three incorrect multiple-choice answers. • Accepted questions are included as nonscored “pretest” questions in actual ASE tests to determine how well they perform. • Based on how well a given question performs in pretest, it may become an actual test question or may be recon- sidered in a future workshop. Questions that “make the cut” have been validated by both SMEs and working technicians. • ASE continues to monitor a question even after it passes pretesting. Every question is tracked for proper perfor- mance each time it is used in a test. • When a question becomes technically outdated, it is removed from the pool of test questions. Test Taking Process Tests were traditionally completed with pencil and paper. In 2012, ASE moved its test takings to a computer-based for- mat. All certification testing, however, is still administered at secure, proctored test centers. The computer-based testing format provides immediate test results and accommodates Much of the literature regarding the ASE program and its appli- cation to bus transit comes from ASE, APTA, and other orga- nizations related to the ASE testing and certification program. AuTomoTive Service excellence HiSTory And BAckground overview As mentioned earlier, ASE stands for the National Institute for Automotive Service Excellence and serves as the focus of this synthesis. It was founded in 1972 as a nonprofit, independent organization offering training, testing, and certification ser- vices to validate and improve the knowledge and skills of automotive technicians. ASE is nationally recognized as the standard industry credential provider for automotive profes- sionals; more than 300,000 technicians hold current ASE certifications. Detailed information about ASE’s testing and certification program can be found at https://www.ase.com. Certification of technicians by ASE offers tangible proof of their technical proficiency; providing a level of assurance to automobile dealers, fleet operators, customers, and the pub- lic that highway vehicles are serviced by qualified personnel. Many automobile dealerships proudly display posters indicat- ing to customers that their technicians are ASE certified and thereby qualified to work on their vehicles. ASE exams are not easy; only two of every three test-takers pass on their first attempt. To remain certified, technicians must be retested every 5 years. Table 2 shows the various areas in which ASE offers certi- fication and the number of technicians holding ASE certifica- tions in each group. Details about the Transit Bus Technician Program are provided later in this section. As indicated in Table 2, the vast majority of those certified (223,230) are automobile technicians; the next largest group (43,958) is parts specialists, which points to the wide range of certifications offered by ASE. Others holding large percentages of ASE certifications are associated with heavy and medium trucks (37,196) and advanced engine (racing) performance technicians (36,093). As noted in Table 2, just over 3,000 technicians have at least one transit bus certification. Test development Process ASE test questions are not prepared by any single individual at ASE. Instead, ASE holds national workshops where SMEs chapter two liTerATure review

6 both initial certification and recertification testing. ASE is also offering a greater choice of testing dates and times, including weekends. Applicants register online for an ASE test and have 90 days in which to schedule an appointment at more than 450 test cen- ters across the country. Appointments can be made at time slots offered during the day, evening, or on a weekend, subject to test center availability. Registering by telephone is also an option. recertification ASE certifications expire every 5 years, which requires retest- ing to keep certifications current. Tests are updated to reflect advances in technology and repair procedures, ensuring that technician skills and knowledge are kept up to date. As a result, different questions are added for recertification testing. Ideally, agencies would provide the updated training needed to pass recertification, although this is not always the case. Fees There are separate fees to register and to take tests. A $36 reg- istration fee covers each 3-month window in which applicants can register for any number of tests. With some exceptions, the fee for each Certification Test or Recertification Test is approx- imately $35. Some agencies reimburse technicians for ASE fees, at least for those tests that technicians pass. master Technician Status ASE also offers Master Technician status where techni- cians must pass a specified number of tests in a given series (e.g., automobiles, trucks, and transit buses). To receive Master Certification classification in the transit bus series a technician needs to pass one of two engine repair tests [either compressed natural gas (CNG) engines or diesel engines] and all of the remaining tests within the transit bus series of tests; seven of the eight offered. As mentioned earlier in the Introduction, to date of the more than 3,000 individuals who have passed at least one ASE transit series test, slightly more than 600 (about 20%) have attained ASE Transit Bus Master Technician designation, implying that one in five have achieved Master status. Master Technician candidates must also document at least 2 years of relevant hands-on work experience and recertify in each test area every 5 years. If one of the required certi- fications expires, Master Technician status is lost but can be reinstated by taking the required recertification test(s), even after they expire. As with all ASE tests there is no time limit on returning for recertification. Once you pass your original ASE test, you only need to take the recertification test to be reinstated no matter how long it has been expired. Blue Seal workshop certification Program In addition to certifying technicians and other automotive pro- fessionals, ASE offers a program whereby the entire workshop facility gains certification. Called the ASE Blue Seal of Excel- lence Recognition Program, businesses must meet specific criteria to achieve certification. For repair businesses includ- ing transit garages at least 75% of technicians performing diagnosis and repairs must be ASE certified. In addition, each area of service offered in the shop (e.g., engine repair and the parts room) must be covered by at least one ASE-certified ASE Classification Number of Individuals withASE Certifications* Automobile Technicians 223,230 Service Consultants 15,953 Maintenance/Light Repair Technicians 6,322 Advanced Engine Performance Specialists 36,093 Collision Repair/Refinish Technicians 20,685 Collision Damage Estimators 7,104 Medium/Heavy Truck Technicians 37,196 Truck Equipment Installation and Repair Technicians 2,728 Engine Machinists 949 Compressed Natural Gas Technicians 1,865 Transit Bus Technicians 3,065 School Bus Technicians 4,572 Parts Specialists 43,958 Net Total Service Professionals 313,033* *Note: “Net Total” means individuals with multiple certifications are counted only once. For example, a technician with both Transit Bus certifications and Automobile certifications is only counted once (that is why the net total is less than the combined Number of Individuals with ASE Certifications). Source: ASE. TABlE 2 ASE CERTIFICATION ClASSIFICATIONS

7 individual. Of the survey respondents, 15% claim their shops are Blue Seal certified, including PRTC, one of the case exam- ples highlighted in chapter four. The initial application fee for the Blue Seal of Excellence Recognition Program at the time of this report was $235. Once approved, workshops receive several promotional items including a wall plaque personalized with the business name, date of participation, and ASE logo. Eligibility status is evalu- ated each year by ASE to ensure that certification credentials remain current. The annual renewal fee is $65. Recipients of the Blue Seal recognition program are also listed on the ASE website, a benefit intended primarily for automobile dealer- ships to gain consumer confidence and increase business. AuTomoTive Service excellence TrAnSiT BuS ProgrAm Until recently, ASE did not offer a series of certifications specifically for the transit bus technician. Instead, bus techni- cians took certifications intended for the automobile and truck markets. Recognizing this gap, TRB organized a meeting in 2004 with ASE and representatives from various transit agen- cies, APTA, the Transportation learning Center, and the two major transit unions, the Amalgamated Transit Union (ATU) and Transport Workers Union of America (TWU). TCRP Project E-06, Transit Bus Mechanics: Building for Success— The ASE Transit Bus Maintenance Certification Test Series, details the multi-organizational effort taken to establish an ASE program for transit bus technicians (Kunce 2012). During its initial meeting the group reinforced interest in a new ASE test series specifically for transit bus technicians and identified eight categories for certification; ASE refers to the Transit Bus Series as the H Series: H1—Compressed Natural Gas (CNG) Engines H2—Diesel Engines H3—Drive Train H4—Brakes H5—Suspension & Steering H6—Electrical/Electronic Systems H7—Heating, Ventilation & Air Conditioning H8—Preventive Maintenance & Inspection. TRB acquired funding from U.S.DOT to cover costs asso- ciated with the development of various task lists, which rep- resent the essential tasks or skills SMEs collectively believe technicians need to demonstrate knowledge of to receive certifications. Each of the test series (e.g., Diesel Engines) is classified by Content Areas, under which the various job tasks reside. For example, one of the Content Areas under Diesel Engines is “General Engine Diagnostics.” A work task under that area is: “listen for and diagnose engine noises; determine needed repairs.” Once all tasks are identified, SMEs develop questions to demonstrate knowledge in each of the tasks. Workshops to develop the transit task lists through joint labor–management participation were held during September and October of 2004. Additional funding was then approved for full develop- ment of the transit test series in early 2005. Each test ques- tion had to survive review by all SME groups. Questions were written to address practical problems of diagnosis and repair experienced by technicians in their day-to-day work. Next, all questions were pre-tested and quality-checked on a national sample of technicians. Questions that met ASE stan- dards of quality and accuracy were included in the scored sections of the tests; those rejects were revisited or discarded altogether. The first two tests, Brakes (H4) and Electrical/Electronic Systems (H6), were introduced in May 2006, with recerti- fication slated for the fall of 2010. The Diesel Engines (H2) and HVAC (Heating Ventilation & Air Conditioning) (H7) were introduced in May 2007; recertification in January 2012. The Drive Train (H3) and Steering & Suspension (H5) tests were introduced in May 2008; recertification in January 2013. The Compressed Natural Gas (CNG) Engines (H1) and Preven tive Maintenance & Inspection (PMI) (H8) tests were introduced in May 2009; recertification in January 2014. The existing eight Transit Bus certifications may be expanded in the future if sufficient interest exists (chapter three reveals a strong interest in hybrids and doors). Table 3 shows the current offering of eight tests with respective number of questions and testing time for certification and recertification. Transit Participation and certifications to date As mentioned earlier, a total of 3,065 technicians have passed one or more of the ASE Transit Bus tests. In total, 10,557 ASE Transit Bus tests have been passed, with 601 technicians attain- ing ASE Transit Bus Master Technician designation. Educa- tional and other programs to help prepare technicians for ASE testing are described here. AuTomoTive Service excellence educATionAl ProgrAmS In addition to testing and certification, ASE has created vari- ous educational programs to assist both entry-level and senior technicians with their careers. To accomplish this, ASE has formed relationships with key educational organizations and established three other programs to help recruit and train entry-level technicians. Together the various organizations within ASE provide a structure to deliver information, advice, and services to help technicians progress. A summary of each organization is provided here; additional information can be found at https://www.ase.com.

8 nATeF The National Automotive Technicians Education Foundation (NATEF) was founded in 1983 as a nonprofit, independent organization with a single mission: to evaluate technician train- ing programs against standards developed by the automotive industry and recommend qualifying programs for accredi- tation by ASE. The NATEF process has resulted in certified automotive training programs in all 50 states at the secondary and postsecondary levels. Under a program called Continuing Automotive Service Education, NATEF also works with students to increase career awareness opportunities in the auto- motive repair industry, and evaluates providers of in-service technician training programs. AyeS The Automotive Youth Educational Systems (AYES) was founded in 1997 as a partnership among automotive manufac- turers and dealerships. The program, with active affiliations in 45 states, encourages young people to consider careers in the automotive service sector and prepares them for entry-level career positions. Through its dealership and school partners, AYES strives to enhance the public image of dealerships and dealership careers, build local partnerships between dealer- ships and high quality schools, and foster positive working environments in dealerships. AYES coordinates mentoring, job shadowing opportunities for students, and takes part in career days and career fairs at local schools. ATmc The Automotive Training Managers Council (ATMC) was founded in 1984 by original equipment manufacturer (OEM) and aftermarket automotive training professionals for the exchange of training ideas and strategies helpful to training pro- fessionals. ATMC members use networking and the exchange of ideas to improve training performance and stay current with the latest training techniques. The Council sees itself as a think tank for the automotive training industry, using its collective wisdom and experience to determine how people will best learn and then helping them prepare for that future. As a subject for future research, the transit community might investigate the various ASE educational programs as a way of enhancing their own training efforts. TeST PrePArATion And STudy guideS ASE offers several services to help candidates prepare for test- ing. ASE’s website, under Test Prep & Training, contains four areas of assistance (http://www.ase.com/Test-Prep-Training. aspx): • Study Guides • Official ASE Practice Tests • Test Taking Tips • CBT (Computer Based Training) Test-Drive. Study guides ASE has produced a free study guide available on their web- site (https://www.ase.com) that encompasses all eight transit topic areas in one document. The guide reviews the ASE pro- gram and offers test-taking guidance. It also cites the number of questions asked in each content area (i.e., four questions will be asked pertaining to starting and charging systems). Job tasks from which test questions will be based are also pro- vided (i.e., charge battery using slow or fast charge method as appropriate). Individual study guides are also available through Delmar Cengage learning, an organization distinct from ASE. The guides, developed for each Transit Bus “H” Series subject Test Name Number of questions Testing time Number of questions Testing time H1 Compressed Natural Gas (CNG) Engines 60 1¼ hours 25 30 min H2 Diesel Engines 60 1¼ hours 25 30 min H3 Drive Train 50 1 hour 20 30 min H4 Brakes 60 1¼ hours 25 30 min H5 Suspension & Steering 55 1¼ hours 23 30 min H6 Electrical/Electronic Systems 60 1½ hours 25 45 min H7 Heating, Ventilation, & A/C 50 1 hour 25 30 min H8 Preventive Maintenance &Inspection 60 1¼ hours 25 30 min Source: ASE. TABlE 3 NUMBER OF QUESTIONS AND TESTING TIME

9 area except H1 (CNG Engines), cost about $25 each and can be purchased at http://www.delmarlearning.com. Each Delmar Cengage learning study guide contains questions that reflect those used on ASE tests. In addition to the study guides mentioned here, a link on ASE’s website contains a listing of other training resources, such as those available from Motor Age, Mitchell, Chilton, UTI and others (http://www.ase.com/Test-Prep-Training/More- Training-Resources/Other-Training-Sources.aspx). Those wanting to prepare for ASE certification testing are strongly urged to obtain the study guides offered through Delmar, ASE, and others. Together they provide valuable assistance, especially when no other training is available. As indicated in chapter three, however, the guides are intended to supplement, not replace, formal training. Some of these publications may not be periodically updated, however, which may make it difficult to use them for recertification. official Automotive Service excellence Practice Tests Official ASE Practice Tests can be found online (http://www. ase.com/Test-Prep-Training.aspx) to help technicians prepare for ASE certification exams by providing sample questions of similar content and format to those used on actual ASE tests. These online practice tests allow candidates a chance to practice taking ASE-style tests without the stress of the real thing. The practice tests are half the length of the regular ASE tests, and give feedback in the form of a performance report with explanations for both correct and incorrect answers. The Official ASE Practice Tests start at $14.95 each (at time of this report), with discounts for multiple purchases. Test Taking Tips ASE also has a link on its website (http://www.ase.com/Test- Prep-Training.aspx) offering an interactive format regarding how to interpret the types of questions found on ASE tests. Here candidates can learn more about the kinds of questions they will experience. They can also review a recording of a live ASE webinar, “Testing 1, 2, 3—Three Key Elements of ASE Test Preparation.” cBT Test-drive The “Start CBT Test Drive” link offered on ASE’s website (http://www.ase.com/Test-Prep-Training.aspx) allows can- didates to try out the computer-based testing system used at ASE’s Test Centers. The demonstration presents sample questions from a variety of ASE tests to allow candidates to practice the navigational controls of the computer-based tests, just as they appear at the Test Centers. BeneFiTS And meTricS In a PowerPoint presentation entitled The ROI of ASE, How Certification Improves Key Performance Indicators (http:// www.tirebusiness.com/assets/PDF/TB97505125.PDF) ASE claims ROI (return on investment) benefits to its certification program including: • 40% improvement in productivity, • Reduced job turnover, • 60% reduction in repeat failures (shop comebacks), • Improved public trust and recognition, • Increased training effectiveness, and • Technician recognition. The presentation explores how ASE certification adds value to both the individual automotive professional and the companies employing them. It quantifies the various advan- tages ASE certification provides in demonstrating technical knowledge and building consumer trust and confidence, and the positive impact on key performance indicators. In another PowerPoint presentation, ASE Certification, The Industry Advantage, Tony Molla of ASE points to how ASE certification affects performance in four major areas: • Repair accuracy (fix-it-right or FIR the first time); • Productivity; • Performance reviews; and • Compensation, including bonuses or additional perfor- mance compensation. The study results show a clear correlation between the number of ASE certifications held and higher results in all performance areas surveyed. Moreover, research indicates that taking an ASE or any test does more than document how much someone knows. Testing, especially multiple-choice testing, appears to help people retain what they have learned and better apply it on the job. ASE research has also shown that the simple act of preparing for a credentialing exam can enhance on-the-job (OTJ) performance. In the same PowerPoint presentation, ASE also points to an Arizona Department of Transportation study where those with ASE certifications received up to $170 in monthly bonuses, worker turnover decreased from 35% to less than 5%, shop comebacks (repeat failures) fell from 65% to less than 1%, and overtime was reduced by 35%. ASE also emphasizes a research study (http://scholar.lib.vt.edu/theses/available/ etd-04052006-133702/unrestricted/KoloDissertation.pdf) conducted by Virginia Tech that shows: • Technicians who possess ASE certification perform bet- ter and have more positive perceptions of their profession than their noncertified counterparts. • Knowledge and experience gained while obtaining ASE certification enhances a technician’s job knowledge.

10 • Fewer customer complaints directed at certified techni- cians . . . may be attributed to increased levels of pro- fessional knowledge and experience obtained [through] certification. • Knowledge gained preparing for the exams can be directly applied to the service bay. More productivity and fewer comebacks are the result. • For the employee, ASE certification offers the oppor- tunity to prove to themselves and others that they are among the most efficient in their professional peer group. • Certification reflects achievement and demonstrates a commitment to the automotive service and repair pro- fession. It demonstrates the “can do” attitude of an indi- vidual who is secure in his or her ability. Others have also extolled the benefits of ASE certification. In one example, NAPA (National Auto Parts Association), a national franchise of auto parts supply stores and repair shops, recognized that automobile technicians must have current skills and knowledge to keep pace with the ever-changing vehicles and the methods and tools needed to repair them. As a result, NAPA openly states that its AutoCare repair centers employ qualified ASE-certified technicians, who must recertify every 5 years to remain current with developing technology, and urges customers to look for the blue and white ASE- Certified seal at local NAPA stores (www.napaonline.com). In an article written for the U.S. auto repair industry entitled “ASE Certification: It’s a Matter of Common Sense,” Gary Goms (http://www.counterman.com/ase-certification-it-s-a- matter-of-common-sense/) states: In the real world, the automotive service industry in the United States is an industry with no threshold professional standards. In other words, anybody without the benefit of education or training is legally entitled to call him or herself an auto technician. Unfortunately for the automotive service industry, this glaring lack of professional standards has opened the door to incompetence and fraud. To counter this, Goms states that ASE certification tests are the “yardstick” for measuring auto mechanic competen- cies and establishing such a threshold standard. According to Goms, preparing for, taking, and passing ASE certification results in each student developing more intellectual curiosity, and becoming more dedicated to achieving professional sta- tus. Earning ASE certificates helps technicians to develop learning habits that stay with them through the rest of their professional lives. The more academics they learn, the more professional and the more intellectually aware they become. In an article written for Mass Transit Magazine, Dennis Cristofaro, formerly Manager of Bus Maintenance Training for the Chicago Transit Authority and now Operations Train- ing Specialist with PACE Suburban Bus, asks: “The ASE Cer- tification Credential: What Does it Mean to Our Industry?” (Dec. 2006–Jan. 2007). At the time it was published, Cristofaro was also an active member of the committee that prepared the ASE transit series test questions. The program was just being launched and its acceptance in transit was uncer- tain. To gain support for the program he likened the need for technician certification to credentialing required by doc- tors, lawyers, and other professional occupations. Given the responsibility technicians have for ensuring safety, security, on-time dependability, and comfort, Cristofaro maintained that it is absolutely essential that a credentialing mechanism such as ASE be in place to validate and recognize knowl- edge, skills, and abilities. Eight years later, more than 3,000 technicians have passed a total of more than 10,000 ASE Tran- sit Bus tests, a testament to the benefits bus transit sees in credentialing. APTA STAndArdS And AuTomoTive Service excellence Background Standards represent an important program activity at APTA and within the public transportation industry. APTA, through its policy and planning committees, has played a major role in the development of standards. Hundreds of industry volunteers serving on numerous working committees have developed standards for bus, rail transit and commuter rail operations, maintenance, procurement, and Intelligent Transportation Systems. These consensus-based standards are being used to achieve operational efficiencies and safety improvements in services, facilities, and vehicles. Although some terms are often used interchangeably, types of documents published by APTA include: • Standards: A generally accepted practice, method, or prescribed manner by which something is achieved by authority as a rule, measure of quality, or value. • Recommended Practices (RP): An established or usual way of doing something usually based on repeated actions or widely established processes. • Guidelines: General options on how to accomplish the task at hand. • White Papers: Documents that only provide information; no action is described. recommended Practices for Training An entire page of APTA’s Standards website is dedicated to buses: http://www.apta.com/resources/standards/bus/Pages/ default.aspx. Included is a section devoted to training, spe- cifically a series of RPs offering guidance for establishing standardized bus maintenance training programs to help tech- nicians pass ASE certification tests. The RPs are developed by APTA’s Bus Maintenance Train- ing Committee (BMTC) consisting of transit labor organi- zations, including ATU and TWU; instructors; maintenance

11 managers; OEMs; and the Transportation learning Center (TlC), which helped organize the joint labor–management participation. APTA recommends the use of these documents by orga- nizations that have a training department or conduct training for the maintenance of transit buses, that contract with others for transit bus maintenance training, and that influence how training for transit bus maintenance is conducted. The RPs begin by recommending a learning environment that combines classroom lectures, mentoring, practical train- ing, and includes practice tests as part of the training program. The introduction also describes the level of computer skills needed by technicians, and the types of questions typically found on ASE tests. Another section, course descriptions and objectives, lists the learning objectives each course is recom- mended to achieve, which are tied to the ASE task list. The ASE reference ensures that regardless of how many learn- ing objectives are contained in the RPs, those job tasks used specifically by ASE to develop their questions are addressed in the APTA training. By incorporating APTA’s learning objec- tive in their training programs, instructors are sure to develop a comprehensive approach to learning that includes the knowl- edge technicians need to gain ASE certification. learning objectives are organized on four levels, 100–400, with level 100 representing basic tasks and level 400 highly advanced tasks. The division by levels allows a training depart- ment to structure its program to first teach basics and increase the level of mastered knowledge over time. The final section of APTA’s training RPs recommends the minimum acceptable grade required to pass the course and all practical tests. SouTHern cAliForniA regionAl TrAnSiT TrAining conSorTium Southern California Regional Transit Training Consortium (SCRTTC) is a nonprofit organization created in response to the industry’s need for a trained technical workforce. It includes a coalition of 46 transit operators, community col- leges, and other educational institutions based in California and Colorado. SCRTTC has developed and delivered curricu- lum designed to meet the technical needs of transit agencies, having trained more than 4,300 transit employees and deliv- ered more than 61,000 hours of training. SCRTTC uses standard operating procedures to develop courseware and has processes in place to ensure that instruc- tors meet established accreditation standards. Course topics come from a committee of transit and educational members based on the immediate training needs of its membership. Once the core topic is selected, a subset of committee members begins content development designed to fit within one of four training tracks: Basic, General, Advanced, and Specialty; a structure similar to the four levels used by APTA. Courses are typically delivered by community college instructors, some of whom are also SMEs in the particular subject being taught. In other cases, transit agency instructors teach the courses. Agency instructors first attend community college courses that provide soft skills training required to become effective instructors. In all cases, the community college is teaching a course developed and approved by the consortium. About 60% of the training is conducted at transit agency facilities depending on the course being offered. Much of the instruction is hands-on, where students learn by doing. Although SCRTTC did not originally design its courses with passing ASE tests in mind, SMEs now consider the ASE Task list when developing new courses or upgrading existing ones. Doing so ensures that the training includes material needed to help technicians pass ASE tests and obtain certifica- tion. As evident in its work, SCRTTC is a staunch supporter of standards-based training and as such believes transit has a positive view toward the ASE program and that the standards established by ASE are worth training to (D. Stumpo, per- sonal communication, Jan. 23, 2015). Additional information can be found at: www.scrttc.com. cenTer For urBAn TrAnSPorTATion reSeArcH CUTR at the University of South Florida was established in 1988 to provide objective expertise in the form of research, comprehensive training and education, and technical assis- tance. CUTR’s National Center for Transit Research is des- ignated as one of 22 University Transportation Centers in the country. CUTR has a faculty of 37 full-time researchers and is home for the National Bus Rapid Transit Institute. In addi- tion, CUTR maintains a widely used list serve (created by and formerly maintained by TRB) dedicated to the exchange of bus maintenance and technology topics among transit bus professionals. Important to this study is CUTR’s Certified Transit Techni- cian (CTT) training program developed in conjunction with the Florida Department of Transportation (FDOT), which includes several key ASE elements as part of its program. A detailed case example is included in chapter four. TrAnSPorTATion leArning cenTer The Transportation learning Center (TlC) is a partnership of national transportation leaders that develops industry-wide solutions and provides support for local and statewide partner- ships in areas of common labor–management interest, such as workforce development and safety. The Center’s growing network of regional Transit Career ladder Partnerships has helped create jointly developed transit training standards, national apprenticeships, and systems of qualification for tech- nical occupations—all of which help improve the quality of transit training while cutting cost.

12 TlC works on a joint labor–management basis to develop training standards for both bus and rail maintenance. The standards, established for a broad range of maintenance areas, define the learning objectives to be achieved during training. TlC has been instrumental in identifying skilled technicians and instructors to serve as SMEs, thereby adding validity to the learning objective development process. TlC has played a key role in developing bus training standards through APTA’s BMTC. As described earlier, those standards are based on the ASE Task lists and designed in part to help technicians prepare for and pass the ASE certification tests. TlC has also established an online platform, the Transit Training Network (http://www.transittraining.net), to facilitate sharing of transit technical training materials across agencies. The courseware sharing initiative could be useful to techni- cians looking to prepare for ASE testing. TlC is also involved in other training activities includ- ing an Elevator/Escalator Training Consortium for develop- ing standards-based training materials, a similar Consortium for Rail Signals training, a Mentoring Guidebook to make effective use of the many highly skilled baby boomer techni- cians before they retire, two papers that explore the benefits of hands-on learning, train the trainer programs, and a host of other front-line worker training initiatives. Of particular interest to this study are two Transit learning Center projects. One is TCRP Report 178: A National Training and Certification Program for Transit Vehicle Maintenance Instructors (2015) (http://onlinepubs.trb.org/onlinepubs/tcrp/ tcrp_rpt_178.pdf), which recommends a program structure and business plan for establishing a national system for training and certification for transit bus and rail maintenance instructors. It proposes a suite of tools for the evaluation and accredita- tion of instructors. The national approach recommended by the study eliminates the need for each agency to develop redundant and unnecessary programs, courses, and qualifications. Finally, it will ensure a new generation of instructional professionals because the courses and process of certification will ensure that any instructor granted certification will have the documented skills to be effective. The other TlC project is TCRP Report Project E-07, TCRP Report 170: Establishing a National Transit Industry Rail Vehicle Technician Qualification Program: Building for Success (http://apps.trb.org/cmsfeed/TRBNetProjectDisplay. asp?ProjectID=2359). The program establishes a system of qualifications for rail vehicle technicians that integrates national training standards, progressive classroom curricula, OJT learning modules, an apprenticeship framework, and mentoring. Both written and hands-on assessments are used to confirm that technicians have the practical knowledge and skills required to perform their jobs at the highest level of expertise. The research project developed all content and infrastructure necessary to deliver the system of qualifications to transit rail agencies; an organization is now required to see it through. cdx gloBAl As part of TCRP’s Innovations Deserving Exploratory Anal- ysis (IDEA) Program, Transit Project 62 (http://apps.trb.org/ cmsfeed/TRBNetProjectDisplay.asp?ProjectID=2860), CDX Global located in Australia developed an Internet-based electri- cal training module for transit technicians. The training module was created to meet a growing demand for increased under- standing of modern transit bus electrical systems, which have become increasingly complex. CDX Global worked closely with APTA’s BMTC members to ensure that the material would be useful to technicians wanting to prepare for the ASE electri- cal exam, to smaller transit agencies without training depart- ments, and to those agencies looking to enhance their existing training programs. After consulting extensively with transit training managers, a module, CDX Bus: Modern Electrical Systems, was devel- oped. CDX Global adapted its model of “Know-See-Do-Prove” to the bus transit industry because of its successful application in the automotive industry. That model takes into account the learning styles of technicians in a blended learning approach, where theoretical concepts are explained in computer-based courses and then matched with hands-on training. According to CDX Global, this approach successfully accelerates reten- tion of principles and concepts, and lays the groundwork for more specific manufacturer training. CDX Bus: Modern Electrical Systems was finalized (http://www.trb.org/Main/Blurbs/169360.aspx) after exten- sive worldwide review by maintenance training managers and technicians to provide critical information on: • Electrical theory and practice, • Multiplexing, • Alternative fuel vehicles, • Safe handling of high voltage systems on hybrid-diesel buses, and • Diagnosis and repair using ladder logic and electrical schematics. The module is available through the Jones and Bartlett learning website (http://cdxauto.com/CDXBusOverview) as a free trial or on a yearly subscription basis. Each module comes complete with: • Videos and diagrams, • Interactive digital volt ohm meter simulations, • Quizzes and exams, and • Assessment and reporting tools. Jones and Bartlett learning markets this course to various tran- sit training departments including SCRTTC (www.scrttc.com).

13 univerSAl TecHnicAl inSTiTuTe Universal Technical Institute (UTI) is a nationally recognized provider of technical education training for students seeking careers as professional automotive, diesel, collision repair, motorcycle, and marine technicians. Through a nationwide campus-based school system, UTI offers specialized techni- cal education programs under several brands including UTI, Motorcycle Mechanics Institute, Marine Mechanics Insti- tute, and NASCAR Technical Institute. Prominently displayed on UTI’s website homepage is a statement that its Diesel & Industrial Technology program is Master Certified by ASE’s Education Foundation (NATEF). Graduates of UTI’s Diesel & Industrial Technology program are well prepared to pass ASE tests. UTI is also proud to proclaim that three of its instructors were recently awarded the prestigious ASE World Class Technician Award, given to professional technicians who have tested and obtained ASE certification in 22 specialty areas. UTI has training facilities at ten campus locations through- out the United States and uses hands-on training extensively in its educational programs. In addition to traditional campus- centered training where students travel to attend courses, UTI has another division that provides on-site training to meet spe- cific client needs. Customers include public transit agencies, both through its own representation under the UTI banner and under contract through transit bus OEMs.

TRB's Transit Cooperative Research Program (TCRP) Synthesis 120: Use of Automotive Service Excellence Tests Within Transit documents how the Automotive Service Excellence (ASE) program is accepted and used within the transit bus maintenance community. The ASE program is nationally recognized as the standard industry credential provider for automotive professionals. The report explores how a cross section of transit bus maintenance personnel view the ASE certification program and summarizes their perspectives to improve ASE certification acceptance and participation.

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Please note you do not have access to teaching notes, evaluating service quality in automobile maintenance and repair industry.

Asia Pacific Journal of Marketing and Logistics

ISSN : 1355-5855

Article publication date: 27 June 2019

Issue publication date: 6 January 2020

The purpose of this paper is to analyse service quality in the automobile maintenance and repair industry. A conceptual structural model is developed to investigate the impact of service quality, perceived service fairness and convenience on customer service satisfaction. The impact of service satisfaction and brand trust on word of mouth (WOM) is also explored, and the study assesses the mediating effect of customer service satisfaction on the relationship between service quality and WOM.

Design/methodology/approach

Data from a questionnaire-based survey of 259 users of automobile maintenance and repair centres were analysed using covariance-based structural equation modelling.

The findings indicate that service quality dimensions (reliability, responsiveness and empathy), perceived service fairness and convenience are positively associated with customer service satisfaction, and that service satisfaction and trust positively influence WOM. The findings support the mediating effect of service satisfaction on the relationship between reliability and responsiveness and WOM.

Research limitations/implications

The study’s main limitation is the cross-sectional design, which limits the generalisability of the findings.

Practical implications

To ensure customer satisfaction and generate trust and WOM, automobile maintenance and repair service centres should improve reliability, responsiveness and empathy, as well as perceived service fairness and convenience.

Originality/value

The study demonstrates that the reliability and responsiveness dimensions of service quality are the most significant predictors of customer service satisfaction in the automobile maintenance and repair industry.

• Satisfaction
• Word of mouth marketing
• Service quality
• Structural equation modelling

Jain, N.K. , Singh, A.K. and Kaushik, K. (2020), "Evaluating service quality in automobile maintenance and repair industry", Asia Pacific Journal of Marketing and Logistics , Vol. 32 No. 1, pp. 117-134. https://doi.org/10.1108/APJML-07-2018-0277

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Improvement of Service Flow and Cost Optimization for an Automobile Service Center

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• Aditya Vashishth 14 ,
• Sidharth Radhakrishnan 14 ,
• Yashaswin Tanwar 14 ,
• Shyamal Samant 14 &
• Rakesh Kumar Phanden 14  

Part of the book series: Lecture Notes in Mechanical Engineering ((LNME))

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• Biennial International Conference on Future Learning Aspects of Mechanical Engineering

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The automotive service sector is one of the most crucial parts of the Indian automotive landscape. Besides creating jobs for the economy, it contributes to the overall success of the automotive industry. The field of increasing the operational efficiency of the automotive service center remains relatively unexplored, as there are not many studies in this area. Many Kaizen improvement initiatives have been proposed. This work involves modeling of automotive service center using IBM ILOG CPLEX mixed integer optimization. This includes layout optimization, increased use of On-board diagnostics (OBD) reader, resource optimization, etc. This research draws parallels between automotive service centers and job shop production. The optimization of service center has been carried out like a job shop production.

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Banerjee A (2017) Auto Servicing Market In India To Be Worth Rs 34 000 Cr By 2020 CarXpert—BW Businessworld, Jun. 10, 2017. https://www.businessworld.in/article/Auto-Servicing-Market-In-India-To-Be-Worth-Rs-34-000-Cr-By-2020-CarXpert/10-05-2017-117902/ (accessed May 13, 2022)

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Vashishth, A., Radhakrishnan, S., Tanwar, Y., Samant, S., Phanden, R.K. (2023). Improvement of Service Flow and Cost Optimization for an Automobile Service Center. In: Phanden, R.K., Kumar, R., Pandey, P.M., Chakraborty, A. (eds) Advances in Industrial and Production Engineering. FLAME 2022. Lecture Notes in Mechanical Engineering. Springer, Singapore. https://doi.org/10.1007/978-981-99-1328-2_2

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Self-Regulation and Self-Efficacy of Grade 12 Automotive Servicing Students

2023, Zenodo (CERN European Organization for Nuclear Research)

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INTRODUCTION

Teaching and training future skilled workers in the Philippines was entrusted by the Aquino government to theDepartment of Education (Department of Education) through the establishment of the K-12 Program before his term ended. Under the program was the ultimate end where students can gain from the program—Trabaho, Negosyo at Kolehiyo. Through this, the educational system focused on the development of skills of the learners. Students must be aware of the career that they will pursue. Teachers and students under Technology and Livelihood Education undergo different assessments which determine their capability in the field or major courses that they choose.

The qualitative method of research was used in the study. As the term implies, its main purpose is to describe certain phenomena. For this reasons, some authorities in research described it as a fact finding information gathering method with analytical interpretation. It was designed to collect information about present and existing conditions. The use of the descriptive method lies on the fact that the study is essentially a status trend that seeks to describe the experiences and challenges of Automotive Servicing Instruction at Gov. Feliciano Leviste Memorial National High School.

Findings reveal that experiences in automotive servicing instruction were of great help in developing the skills of the students. Competencies were tackledby the teacher. Learning resources were sufficient as stated in the study. Hands-on activities served as assessment tools in measuring learners’ proficiency. Challenges on the delivery of instruction on Automotive Servicing were also experienced by the teacher.

DISCUSSIONS

From the data obtained, it was recommended that teachers should be given opportunities to attend seminars, workshops, and trainings related to Automotive Servicing Instruction, new strategies, techniques and approaches, and instructional materials with features functional in the new curriculum. Students must be engaged in the different skills enhancement trainings in connection to their major course. The Proposed Intervention Program was the output of the study which addresses the needs of the teachers and the students with regard to improving the learning process. The Intervention Program, when properly implemented, will make every student fully-equipped with automotive skills ready to take on the challenges on their future careers.

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Federal agencies, communities to map heat inequities in 14 U.S. cities

Stacey Henry, founder of the Delaware Resilience Hub, and her daughter, Mylee, volunteered to collect temperature, humidity, time and location data for the 2023 NOAA-supported Urban Heat Island mapping campaign in Wilmington, Delaware and surrounding townships. They joined other volunteers who attached sensors to their cars to collect the data that was used to create a detailed map of the hottest areas in their community. University of Delaware Climate HUB helped coordinate the volunteer campaign in July 2023. (Image credit: Keihan Hassanzadehkermanshahi)

This summer NOAA, in partnership with the U.S. Departments of Health and Human Services (HHS) and Housing and Urban Development (HUD), as well as community scientists, will map the hottest neighborhoods in 14 U.S. communities and four international cities. Identifying these areas, called urban heat islands , helps communities take action to reduce the health impacts of extreme heat and provides cooling relief for those living in the hottest areas. 

“HUD is pleased to join our federal partners in support of this campaign to map communities throughout the country most impacted by extreme heat,” said HUD Acting Secretary Adrianne Todman. “This mapping campaign is an important step to understand how extreme heat affects the health, safety and quality of life of our communities. At HUD, this information is critical as we develop programs to support our core mission of creating strong, sustainable, inclusive communities.”

“From manufacturing to clean energy initiatives, President Biden’s Investing in America agenda is about transforming our country for the better,” said U.S. Deputy Secretary of Commerce Don Graves. “As climate change accelerates, so does our need to understand where and who is most impacted. By working together with our partners in government, science and academia, this new initiative will help us paint a clearer picture of what cities across the globe are at the greatest risk — and how our resources to mitigate that risk can be most efficiently and effectively mustered.”

“As extreme heat affects people’s health more and more across the United States and around the world, programs like NOAA’s Urban Heat Island mapping campaign provide essential information to guide relief and risk mitigation efforts, and to make sure resources get to the neighborhoods at greatest risk,” noted HHS Assistant Secretary for Health ADM Rachel Levine, who oversees the HHS Office of Climate Change and Health Equity partnering on this project.

Now in its eighth year, the NOAA Urban Heat Island mapping campaign addresses extreme heat , the number one weather-related cause of death in the U.S. for the last three decades. Summer 2023 was Earth’s hottest on record, and communities across the globe felt this heat, impacting health, infrastructure, agriculture and more. 

Urban heat islands, areas with few trees and more pavement that absorbs heat, can be up to 20 degrees Fahrenheit hotter than nearby neighborhoods. To map these areas and collect the data necessary to protect disproportionately affected communities, the NOAA Climate Program Office (CPO) , the interagency National Integrated Heat Health Information System (NIHHIS) , HHS, HUD and CAPA Strategies, LLC offsite link will work with each of the participating communities.

"It's exciting to see how communities have used their urban heat maps to strategize placement of trees and shade structures, determine areas in need of more outreach and inform overall city resilience plans," said NOAA Administrator Richard Spinrad, Ph.D. "This year, partnering with HUD and HHS will allow the program to expand and provide even more resources to communities." 

Communities chosen for the 2024 program are: Bloomington, Indiana; Calexico, California; Charlotte, North Carolina; Flint, Michigan; Fort Wayne, Indiana; Grand Junction, Colorado; Hennepin and Ramsey Counties, Minnesota; Laredo, Texas; Pierce County, Washington; Reno and Sparks, Nevada; Santa Fe, New Mexico; and Unincorporated Norcross, Georgia. The international campaigns will take place in Mexicali, Mexico; Dhaka, Bangladesh; Nairobi, Kenya; and Salvador, Brazil. International campaigns were previously completed in Freetown, Sierra Leone, Rio de Janeiro, Brazil, and Santiago, Chile.  

Local campaigns in the U.S. and abroad do not receive direct funding from NOAA. Instead, over the past seven years, NOAA has funded CAPA Strategies, a U.S. company, to provide science support, including sensors, planning assistance and map creation based on data collected by community volunteers. CAPA Strategies has supported more than 70 community-led urban heat island mapping campaigns in the U.S. and international communities by recruiting volunteers to conduct heat data. Communities also bring their own financial and in-kind support from partners that include nonprofit organizations, city government agencies, schools, science museums and international foundations. 

While the emphasis of the program is on urban heat island mapping in U.S. cities, a smaller number of international campaigns benefit U.S. communities because they broaden the scope of lessons that can be learned from how other countries tackle extreme heat. They also enable the U.S. to share best practices more broadly.

Using heat sensors mounted on their own cars, volunteer community scientists, led by a team of local partners in each city, traverse their neighborhoods in the morning, afternoon and evening on one of the hottest days of the year. The sensors record temperature, humidity, time and the volunteers’ location every second. CAPA's end-to-end program, including sensor technology, community engagement, analysis and modeling allows communities to develop hyper-local descriptions of where the hottest parts of their community are and strategize mitigation options specific to each region of the country. 

The cities and counties selected this year have a range of experiences with extreme heat, but each is looking for equitable ways to implement cooling solutions in their communities. For example, Pierce County, Washington, was one of the many counties in the Pacific Northwest that faced an unprecedented heat wave in June 2021. Hundreds of lives were lost in the region, including 159 deaths in Washington offsite link and 29 deaths in Pierce County . Throughout the state, high temperatures buckled roadways, melted train power lines and damaged other infrastructure, while also scorching forests that were not adapted to the extreme conditions. 

During the 2023 urban heat island campaigns, 942 community scientists took more than one million measurements in 19 U.S. communities. The data and maps from the campaigns are open access and available on HEAT.gov . 

Previous and current communities participating in the UHI campaigns are part of a community of practice where they are able to share best practices and network with other cities addressing extreme heat. Many of the communities have implemented cooling solutions based on the heat maps, including securing federal funding for tree planting initiatives, establishing cooling centers, developing heat action plans, educating the public on heat and more. 

NOAA’s heat island mapping program is part of the Biden Administration’s Justice40 initiative , a whole-of-government effort to ensure that federal agencies work with states and local communities to make good on President Biden’s promise to deliver 40% of benefits from federal investment in climate and clean energy to disadvantaged communities. When evaluating applications for the 2024 heat island mapping campaigns, the NIHHIS team gave significant weight to applications emphasizing their commitment to addressing environmental justice. 

To keep up with the summer 2024 campaigns, subscribe to the Heat Beat Newsletter offsite link , check out the NIHHIS website and follow #UrbanHeatMaps2024 on social media. 

Climate, weather, and water affect all life on our ocean planet.  NOAA’s mission  is to understand and predict our changing environment, from the deep sea to outer space, and to manage and conserve America’s coastal and marine resources. 

Media contact

Monica Allen, monica.allen@noaa.gov , (202) 379-6693

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