Online HVAC and HVACR Training and certification might be dead

Breathing New Life into HVAC Training: A Modern Approach to Online Training and Certification 

Completion Rates

Firstly, the completion rate of online training is alarmingly low, especially in the HVAC business. According to studies, approximately 90 percent of online courses remain unfinished. While it is impossible to determine the exact reason behind this, the primary reason points toward the lack of motivation and direction associated with online training.

Many students have been out of high school and have never attended a college program. It is essential to blend edutainment (entertaining education), education, and applied skills into the equation.

Therefore, providing students with structured training is crucial and motivates them to complete the program. In the HVAC business, the training must combine theory with practical training to ensure that students understand the intricate technicalities of the field.

Secondly, the unrealistic expectation of online training is a significant problem that hinders progress. Many individuals start online HVAC training, assuming they will become experts in the field within a few weeks or months. This unrealistic expectation is promoted by actors in the business that provide useless curriculums in the name of saving time. It is interesting to note sustained employment rates after 90 days post-program completion. This data is self-reported (when reported at all) and from years of anecdotal employer negative feedback after probationary 90 days.

Thirdly, the quality of online HVAC training is questionable, with many actors providing nearly useless curriculums. Many providers use outdated materials that do not cover the latest industry-standard technologies and techniques. Understanding the latest technology, equipment, and safety standards is crucial for success in the HVAC business. Therefore, the training must be provided by reputable providers that keep up-to-date with the latest trends in the field.

Case Study

While it may initially seem counterintuitive to train poorly engaged HVAC students in more profound principles, such as atomic building blocks, this approach is merit coupled with proactive instructional support. Understanding the fundamentals of atomic and molecular behavior provides a solid theoretical foundation that will aid in comprehending more complex technical concepts in the HVAC field. For instance, these principles are directly applicable when discussing heat transfer, thermodynamics, and refrigerant behavior – all crucial knowledge areas for HVAC professionals. This approach can help students appreciate the ‘why’ behind their job-related skills, making learning more meaningful and engaging.

However, it’s essential to maintain a balanced curriculum that doesn’t neglect the immediate practical, job-related skills necessary for immediate performance in the field.

As a high-performing HVACR contractor noted, “I need competent field employees today, not scientists in the next year or 2.”

Fourthly, online training providers must consider that HVAC is a complex field that demands extensive knowledge, skills, and experience. While learning the theoretical part of the training online is possible, the practical skills must be learned in a controlled environment. Therefore, it is essential to consider blended learning, which provides real-life training combined with online learning modules. It is a comprehensive and practical approach that gives students a deeper understanding of the subject.

A blended program with an employer and employee works best. Alternatively, completing an online program and earning a certificate should dramatically increase the odds of gaining employment with wages well above those with zero training beforehand.

More About Completion Rates

Online training in the HVAC business faces significant problems concerning completion rate, unrealistic outcomes, and actors promoting nearly useless curricula. For a technical and complex subject like the HVAC industry, structured training with the right motivation is essential to ensure completion and success in the field. A comprehensive approach is required to achieve this, combining theoretical learning and practical training. As providers, we are responsible for providing quality training that meets industry standards and students’ needs.

Case Study 1

Consider the case of the online training program provided by a particular HVAC Training Provider. They initially faced numerous issues, mirroring the problems presented in the industry. The program reported a staggeringly low completion rate, with about 92% of its students failing to complete their courses. Much of this was attributed to a lack of motivation and the absence of any practical training element in their curriculum.

Additionally, the school noticed that many students had unrealistic expectations about becoming experts in the field within a short period. This issue was exacerbated by the school’s marketing messages, which suggested that students could achieve professional competency merely through their online program and national certification.

There was not a single solution to this problem. It was found that engagement and completion rates improved when coordinated employer-training provider efforts were put in place.

Why do self-managed students have poorer outcomes?

Case Study 2 – Sponsored Training

A Publically Owned Utility has been charged with coordinating HVAC and refrigeration training for existing HVAC employees currently working in the field via provided training scholarships.

Before moving on, it should be noted that the current field staffing is increasingly “aging out” and either retiring or changing employment. Where do the ‘new students’ come from then?

Working in the trades is physically challenging, and the difficulty increases or becomes impossible with age.

Moving on, the genesis goal was to increase industry competency and certifications for various expectations, not the least of which was increasing technician and installer competency to increase energy efficiency and system performance. There is no charge to the students or employers; however, the Utility pays for the expensive training program providers. When the program started, there was no penalty for the training providers when programs were never started or not completed. It was surmised that non-completion was not a problem; at least some incremental knowledge was transferred.

The program started with multiple HVAC energy and performance incentive projects. Today, the Utility only pays providers for completed modules, and many incentive programs have dissolved. For clarity, a program can consist of dozens of included modules, so providers conceptually are being paid a fraction of what they were before per student.

Why do you think these changes have occurred?

Case Study 3 – Certification Solutions

Established entities such as HVAC Excellence and the North American Technician Excellence (NATE) have initiated their internally owned training programs in a significant step towards quality HVAC training and certification. Both these organizations are recognized for their commitment to creating competent professionals in the HVAC field.

HVAC Excellence, with its comprehensive educational standards and credentialing programs, focuses on improving the technical competency of the HVAC industry. Their program covers a wide range of topics, from residential to commercial HVAC systems, ensuring students get a well-rounded knowledge of the field. They can also provide accredited Industry Competency Exams authored by them.

Similarly, North American Technician Excellence (NATE), known for its rigorous, knowledge-based testing and certification process, now provides its own (contracted) training programs, directly competing with the third-party training model. NATE’s program is designed to validate the fundamental competency of HVAC technicians, giving them a competitive edge in the market.

These programs from HVAC Excellence and NATE are intended to significantly enhance the quality of online HVAC training, intending to produce technically competent and certified professionals ready to meet the industry’s challenges.

• Why do you think HVAC Excellence and NATE have developed internal direct training programs to supplement their certificate and certification programs?
• Do you think this approach will develop new employees?
• Should new employees be certified without any (or minimal) experience?

Solutions

• Students need to be driven for success and competency. Set a focused study time. Employers need coordinated training providers and internal staff initiatives.
• Free is not always good since it takes cash flow to provide the assets to make a training program produce usable outcomes.
• Fragmented video snippets and blog articles will not produce competent employees without foundational knowledge first. For instance, a field technician or installer with five years of experience and formal training could search for a video on the transcritical refrigeration cycle to learn how it works. Before working on this potentially hazardous equipment, the video could suggest formal training and certification on CO2 equipment.

Use caution when reading any review. Leaving reviews is like the first date with someone you love-admire-respect. The initial jubilation of completing a program (or first date) can outweigh the future experience after a few months.

Contact Scott Oakley, CMHE at HVAC/R Training Center, to discuss your needs and expected outcomes.

Mr. Oakley started the business in 1977 and has experienced a range of successes and failures in the HVAC/R industry. He has experienced the entire spectrum of technician, installer, and management competencies along with the available training activities, from self-taught to formal education programs. His contribution can help you get the most out of your HVAC/R training programs and ensure you receive up-to-date quality training with current industry needs.