Articles and Announcemnets

By Shawn Lamb, President of LCS

The renewable energy sector is growing fast, but one challenge looms large across the industry...the shortage of qualified technicians. Companies are struggling to find workers who not only meet technical requirements but can also grow into roles that demand safety awareness, critical thinking, and technical problem solving. Whether you're onboarding new workers or re-skilling experienced ones it is vital to have a plan and avoid common pitfalls.  Here are the ten biggest mistakes companies make when setting up training for the renewable energy workforce, and how to avoid them. 

Mistake #1: Treating Training as a One-Time Event Instead of a Long-Term Process

Some companies view training as a checkbox—something you do during onboarding or in order to qualify for a contract. But in reality, training is a continuous process from new-hire to super-tech, the learning never ends. Technologies, safety protocols, and skills all fade with time and must be re-enforced.  Also, renewable technicians should evolve to take on more and more tasks, which require additional theory and practical training throughout their time at a company.  There is a cost associated with training employees, but it’s much more costly not to.  A successful training program must include refreshers, upskilling paths, and clear documentation of ongoing competencies.

Mistake #2: Ignoring Field Conditions When Designing Curriculum

Too many training programs are developed in office settings without input from the technicians who’ll actually use the knowledge. The result can be lessons that sound good on paper but fall apart in the nacelle or out in a remote solar field. Good training must be designed with real-world conditions in mind such as weather, part limitations, tooling realities, and even common time pressures.

Mistake #3: Relying Only on Classroom or Online Training Without Hands-On Practice

Technical training, especially in wind and solar, demands more than theory. Without hands-on learning—like troubleshooting live systems or practicing safety procedures in controlled environments—trainees rarely develop the confidence or competence they need. Blended learning models that include labs, simulators, and field mentorship (structured OJT) outperform lecture-only formats every time.

Mistake #4: Failing to Measure Training Effectiveness Beyond Test Scores and Feedback Surveys

Passing a test doesn’t guarantee field readiness. Many programs don’t go far enough in assessing whether trainees actually apply what they’ve learned on the job. Statistically, only 15% of the information in a formal classroom is retained in the field without follow-ups at the site level.  Measuring Behavior (whether new skills are being used on the job) after the training can indicate if additional focus is needed for each tech.  Common Behavioral assessment practices can be found in Kirkpatrick’s 4-Levels of Training Assessment [Ref1].

Mistake #5: Not Aligning Training with Business Metrics or Operational Goals

When training is built in isolation from business objectives, it becomes a splintered effort.  Alignment with Operations, Health & Safety, Human Resources, and any other stakeholders will assure a path to meet the organization’s ‘Return on Expectations’.  The best programs tie directly to outcomes: such as reducing downtime, improving safety metrics, or hitting commissioning timelines. Training should be viewed as a strategic investment with measurable returns and not just a compliance obligation. Again, Kirkpatrick outlines methods to establish organizational goals based on job tasks, as well as developing a Return On Expectation [ROE] scoring system [Ref1].

Mistake #6: Bundling Distinct Roles into a One-Size-Fits-All Training Plan

Not all wind or solar workers do the same job, yet many programs group various job roles into one training track (OSHA, NFPA70e, GWO). This may work for on-boarding + first few months but creates gaps over time as each worker splits into their respective roles (maintenance, commissioning, blade repair, E&I, etc.) Every job description should have its own skills matrix, which is a targeted list of competencies required for safe, effective work. Some skills are learned on the job, but others need formal training which leads to the need for customized 'Training Plans' for each job title.  Additionally, the assessments should be tailored to the training, to gauge competency.  If using a national standard test, the competencies and training track should align with successful certification.

Mistake #7: Skipping Theory Training in Favor of Only Hands-On Practice

Hands-on training is essential, but without a solid grounding in theory, workers may only learn to mimic steps without understanding why they’re doing them. This limits their ability to think critically when troubleshooting, or solving problems when things go off-script. A complete program balances physical practice with conceptual learning—giving technicians the "why" behind the "how."

Mistake #8: Failing to Teach and Reinforce Critical Thinking from the Start

While some OEMs design systems for simple part-swapping, effective technicians must go further by identifying root causes, verifying failures, and avoiding costly misdiagnoses. Some renewable systems require troubleshooting techniques beyond part swapping. Critical thinking should be taught early and often. Critical Thinking skills must be owned by training stakeholders and made part of the technician’s work culture.

Mistake #9: Assuming New Hires Already Have the Skills They Need

Renewables demand a hybrid skill set of electrical, mechanical, automation, and IT. This combination is rarely found in-full outside of the industry. Hiring from within the renewables workforce may seem like a safer bet, but even experienced techs often need retraining to meet site-specific standards or new job roles.  In an effort to recruit in a highly competitive market, companies may skip pre-employment assessments, trusting résumés or reputation instead of verifying skills. A robust on-boarding process should include formal testing, structured interviews, practical assessments, and job shadowing to determine actual skill levels. From there, an Individualized Training Plan (ITP) can be created—aligning the technician’s current skills with the site’s requirements and long-term progression ladder. It’s never “one size fits all.”

Mistake #10: Not Integrating Standardized Certification Testing for Technician Progression

While many blue-collar workers may not like taking traditional tests, standardized certification testing is essential for setting expectations, tracking progression, and building a portable skillset. The auto industry offers a strong model through the ASE (Automotive Service Excellence) system [Ref2]. Mechanics pursue independent certification—proctored by third-party Testing Centers like Prometric [Ref3]—and employers are incentivized to hire, retain, and upskill ASE-certified techs. In renewables, the same ecosystem can and should exist. Tests should be developed for various technician roles (e.g., electrical maintenance, blade repair, turbine troubleshooting), stand apart from any one employer, and should follow the technician across job changes. This creates a nationally recognized system that fosters training investment by employers, enables clear career pathways, and supports curriculum development across trade schools and training providers.

Honorable Mention: Too much reliance on Online Learning Modules

Although convenient and cost-effective, online modules lack the depth of impact that an in-person instructor gives to employees. The right in-person trainer can illuminate the material and engage understanding during the class. This class may be in a classroom or on the power generators.

Summary

As someone who has set up programs and taught at all levels of Adult Education, I have seen the right and wrong ways to train folks. This is even more pronounced with Wind & Solar technicians, whose jobs vary greatly from one task to the next. It is important not to treat all workers the same, but instead assess and then customize training plans according to job duties. Instilling Critical Thinking skills along with theory and hand-on training gives the best rounded profile of training agenda. Industry standard testing may be used as benchmarks for personal and company progress. Training programs that utilize these standard tests (like ASE for automotive) must incorporate their topics into training plans. Lastly, it is important to assess the effectiveness of your training program in terms of worker behavior (using new skills) as well as how they have affected organizational goals (such as MTBF, RTST, Availability, safety metrics, etc.)

About the Author: Shawn Lamb has over 30 years of experience in tutoring, teaching, and training adult learners both in academics and industry.  Shawn currently owns and operates Lamb Consulting Services, that specializes in helping renewable energy companies develop training systems and curriculum.  (www.thelambcompanies.com)

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References

1.       Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels (3rd ed.). Berrett-Koehler Publishers. https://www.bkconnection.com/books/title/evaluating-training-programs

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers. https://www.amazon.com/s?k=9781607281023&i=stripbooks&linkCode=qs

2.       Institute for Automotive Service Excellence (www.ase.com)

3.       Prometric ASE Testing (https://www.prometric.com/exams/ase)

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April 3, 2025 – [Denver, CO, USA]

Lamb Consulting Services [LCS] is pleased to announce that Ole Pedersen has joined the firm as a Consultant, bringing over two decades of deep technical expertise and leadership experience in the renewable energy and utility sectors.
 

Ole has built a distinguished career working with industry leaders like Vestas and Siemens Wind, where he held roles in commissioning and new site startup, site operations management, and strategic program development. His background spans Training Development & Delivery, NPI Prototyping, and Site Performance Optimization — making him an invaluable asset to the LCS team and our clients.
 

“Ole’s reputation for practical innovation and cross-functional collaboration aligns perfectly with our mission,” said Shawn Lamb, President at Lamb Consulting Services. “We’re excited to bring his insight and energy to our growing list of clients tackling today’s most complex technical and training challenges.”
 

Ole has worked extensively across the U.S. and internationally with experience in multiple wind turbine types including:

· SWT G2, G4 and D3 platforms 

· Vestas 2 MW V80-90-100 MK 5-7-8-10, the V90 3 MW, the V112-117-126 3.6 MW all MK versions

His unique combination of field-level expertise and strategic vision makes him a trusted advisor in renewable operations, asset reliability, and project execution.
 

Follow Ole Pedersen on LinkedIn: https://www.linkedin.com/in/ole-pedersen-ab56ba1b/ for updates on his work with Lamb Consulting Services.

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FOR IMMEDIATE RELEASE March 12, 2025 – LCS is proud to announce its successful collaboration with Pattern Energy in delivering an advanced Train-the-Trainer (TtT) program aimed at equipping internal trainers with the skills necessary to lead effective training at the site level. Recognizing the importance of structured instructional delivery, Pattern Energy partnered with LCS to develop a training curriculum and material that they could use internally to up-skill the front-line technicians. In addition to developing the material, LCS was commissioned to coach two experienced Field Engineers on how to deliver the material on-site and on the units. Jake Black, Training Manager at Pattern Energy, emphasized the program’s benefits: "The Train-the-Trainer program lends a structured outline on various topics where the learner, who will eventually teach the course, can view how practically the content can be taught at the site level." The initiative not only prepared future trainers but also provided an opportunity to assess and refine training materials in real-time, leading to a more effective and adaptable training structure. As Black further noted: "I found the most beneficial part of the TtT course was that it allowed us to understand our successes and areas of improvement for the course going forward – we are always seeking improvements to better serve our technicians." One of the successful graduates of the program, Dan Halloway, a Field Engineer at Pattern Energy, highlighted the impact of the training materials and the dedication of the LCS team: "The training material that LCS and I developed was very detailed. It started when Shawn Lamb came to our site and examined the turbine, spare parts, and asked questions about what topics needed to be covered. We then came up with a game plan to develop PowerPoints, exercises, tests, and even practical Assessments to be performed on the turbine.

Halloway appreciated the ability to be involved from the start of the project, which began in mid-2024, adding:

“After the train-the-trainer program I felt I was able to effectively take the material and deliver it to new-to-the-industry technicians. One of my favorite takeaways from working with LCS is seeing Shawn’s high level of determination and focus on helping field technicians improve their overall level of effectiveness in troubleshooting, while keeping safety always front-of-mind." Through this initiative, LCS and Pattern Energy are ensuring that their workforce receives high-quality, scalable training that enhances technical knowledge and safety awareness across the fleet. For more information about LCS’s Train-the-Trainer programs, please contact: Email: info@thelambcompanies.com Website: www.thelambcompanies.com