VIEW FROM THE REPAIR BENCH I BY STEVE FRANCE Solve the Repair Shortage Yourself
I n last month’s column, I discussed the instrument repair shortages, offering retailers the idea of providing their own apprenticeship program as a way to solve this dire need in our industry. But, you might be wondering what qualifications are required for you to offer a repair apprenticeship program? Surprisingly, not much. You don’t have to be an accredited institution to pass along you or your repair team’s knowledge and skills. Some store owners often believe they need government permission, but in actuality, the gates are wide open. Passing along a heritage of knowledge to the next generation so they can build upon what
A hybrid version is also pos- sible where the apprentice earns a reduced wage while also “pay- ing back” part of their training through completed repairs. This approach helps apprentices who can’t afford a year of unpaid study, but it requires very care- ful bookkeeping to track who owes what over time. 3. CONTRACTUAL LENGTH OF EMPLOYMENT Training someone always reduces your team’s productivity. On aver- age, you can expect about a 20% drop from the technician doing the teaching. If a tech normally repairs 1,000 instruments a year at $140 per ticket, that training period costs roughly $28,000 in lost revenue. One way to recover this investment is to contract your apprentice to remain with your shop for a certain number of years at a slightly lower com- mission rate. For example, setting their rate at 40% for their first two years — rather than the standard 50–60% — helps you recoup the training loss over time. Make sure to include a clause on how they repay you if they leave prior to this contracted amount of time. No matter which model you choose, remember: an appren- ticeship is simply an exchange of knowledge for compensation. You don’t need certificates, ti- tles or permission to educate future technicians. Just the will to start. MI Steve France is a veteran instrument repair tech- nician and educator based in St. George, Utah. He operates Premium Music Products, where he develops Tech-Oil Lubricants and provides advanced training through Repair Masterclass for band and orchestra repair professionals.
you’ve learned is the hope of any parent or business owner. Setting up an apprenticeship is exactly the same. Technicians have skills that are unique and valuable. The current shortage of technicians shows how crucial it is to pass these skills on. You don’t need permission to share your knowledge with your child, so why would you need permission to train technicians? Hang the “apprenticeship” shingle and start creating new technicians in your shop. An apprenticeship is simply a contract: you agree to provide training, and the apprentice agrees to com- pensate you through money, labor or a commitment to work for you for a certain period. How you structure the exchange is entirely up to you, but here are three common approaches.
1. CASH FOR EDUCATION This is the cleanest and simplest model. You set a program length and provide the train- ing. When the period ends, both sides part ways with no further obligation. Because you’re on a timeline, a clear curriculum is crucial. It keeps the training on track and ensures the apprentice receives the value they’re paying for. They’re buying your expertise while you’re selling structured access to it. 2. TRADE FOR EDUCATION This model lets the apprentice generate revenue instead of paying tuition. Most ap- prentices will be able to complete at least
“An apprenticeship is simply an exchange of knowledge for compensation. You don’t need certificates, titles or permission to educate future technicians.”
150 repairs during training — and well over 300 if your cur- riculum is solid. At an average ticket of $140, that’s $21,000 to $49,000 worth of repair revenue your experienced techs don’t have to touch. Yes, your current staff will handle triage and final checks, but their time investment is small compared to the income generated.
28 I MUSIC INC. I JANUARY 2026
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