Training of Commercial Motor Vehicle Drivers (2004)

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CHAPTER 4 SURVEY INPUTS ON THE VALUE OF ALTERNATIVE TRAINING METHODS The other avenue in this project through which industry input was obtained was the survey mailed to schools, truck and motorcoach companies, and associations. This survey sought opinions regarding the effectiveness of various methodologies in completing the training of entry-level CMV drivers to allow them to perform safely under a full range of operating condi- tions. An assumption stated in the survey introduction was that the PTDI/FHWA model curriculum establishes a mini- mum standard for the knowledge component of CMV driver training. Prospective survey respondents therefore were asked to focus on the finishing aspects of entry-level driver training and to help identify the best methods of providing beginning drivers with supplemental instruction focused on key safety problems, such as speed and space management, hazardous operating conditions, fitness-to-drive, and lifestyle issues. Twelve questions were posed, regarding methods to pro- vide training in the following topic areas: (1) hands-on train- ing in speed and space management; (2) hands-on training in driving in hazardous weather conditions; (3) hands-on train- ing in rollover prevention; (4) hands-on training in nighttime operations; (5) hands-on training in tight maneuvering, such as backing, docking, and turning; (6) hands-on training in emergency maneuvering, such as skid control and recovery; (7) hands-on training in vehicle inspection and maintenance; (8) hands-on training in passenger safety and security (for buses) or coupling/uncoupling and cargo loading/unloading/ securement (for trucks); (9) maintenance of health and well- ness; (10) fitness for duty; (11) management of work sched- ule and family time; and (12) management of finances. Each of these 12 questions had 2 parts. The first part asked respon- dents to describe the specific techniques they have used (or are familiar with) to provide training to beginning drivers and what methods work the best, in their opinion, and why. The second part of each question asked respondents to provide rat- ings from 1 (lowest) to 10 (highest) for five candidate training methods, to express their opinion about the effectiveness of each method in meeting the training goals for the topic area in question. The candidate methods rated for each of the 12 topic areas were (1) e-learning via computer in a remote location; (2) computer-aided instruction in the classroom; (3) noninter- active simulation in a cab mock-up; (4) high-fidelity interac- tive driving simulators; and (5) conventional training aids, such as textbooks, videotapes, slides, and models. See Appen- dix A to review the actual survey form. Five schools (two community colleges, one state university, and two career/technology centers); three truck companies (one regional LTL freight carrier, one over-the-road flatbed company, and one private fleet retail carrier), and one motor- coach company provided responses to the survey. The over- the-road flatbed company reported providing training to new hires. This training is provided by a certified trainer without cost to the new hire during a 6-week period, after which time, the driver is qualified to drive solo. Training is provided in conventional tractors and flatbed trailers using staged training loads. This company trains approximately 600 new hires each year, of which approximately 460 graduate. The community colleges, state university, and technology/career center schools varied in their responses to the average time to qualify as a solo driver in their programs. The range of responses was from 4 weeks to 11 weeks, with one school specifying 400 hours. Before considering the inputs provided by those who took the time to complete survey responses, it is instructive to note the comments of those who did not. A common response pro- vided during the follow-up telephone requests to encourage survey completion was that a particular carrier does not hire entry-level drivers nor does it provide entry-level training. Such companies simply stated a requirement that new hires have 2 to 3 years of verifiable experience—in one case, a minimum of 100,000 verifiable hours—and a clean record. Information about training methods provided by the survey respondents is presented below for each of the 12 curriculum topics listed above. Because of the small sample size, care must be taken when generalizing about the results of the effec- tiveness ratings provided for the various methodologies. SPEED AND SPACE MANAGEMENT The most common technique used to provide hands-on training in speed and space management is classroom instruc- tion reinforced by on-the-road training. Classroom instruction includes textbooks, workbooks (e.g., Thomson Delmar Learn- ing’s Trucking: Tractor Trailer Driver Handbook/Workbook and Great West Casualty Company’s Ethics and Techniques for the Professional Driver), videotapes, and the National Safety Council DDC-PTD. The Tractor Trailer Driver Handbook/ Workbook (used by one of the technical centers) was devel- oped by the PTDI and Thomson Delmar Learning; it is based on the standards established by the FHWA in its Model Cur- 24

25 riculum and the PTDI certification program. The Great West material is a 4-hour training module delivered by one of the transport companies that responded to the survey. Two formulas were offered by respondents as techniques used to train speed and space management: one school teaches students to allow 1 second for each 10 feet of their vehicle length under 40 mph and to add 1 second for speeds over 40 mph; and one carrier indicated that it teaches new hires to allow 6 to 7 seconds of following distance, by count- ing (1001, 1002, 1003, etc) after the vehicle ahead passes a fixed object. One school indicated that it uses commentary driving to ensure that the student is seeing what is important. Another school indicated that the daily evaluation forms used in its on-the-road training have a place to indicate following dis- tance, speed control, passing, lanekeeping, lane changes, and proper mirror use, which are all speed related. One carrier stated that it uses a proprietary training course, the Smith System. The highest effectiveness ratings were provided for con- ventional teaching methods (mean = 8.4 out of 10). This may be the result of conventional methodologies being the only methods available to the majority of the respondents. Use of e-learning, computer-aided instruction, and noninteractive simulation received ratings averaging between 3.2 and 4.0. Although eight of the nine respondents reported that they have no simulator, use of a high-fidelity simulator received high effectiveness ratings (7 to 10) for training speed and space management by four respondents. The mean rating for high- fidelity simulators was 5.8, which was second to conven- tional methods. Only one respondent (a community college) reported that it had a simulator. One respondent representing a career center stated that although his school does not have a simulator, he has looked into buying a fully interactive unit, after talking with other instructors who have used them. DRIVING IN HAZARDOUS WEATHER CONDITIONS Specific techniques in use by survey respondents to pro- vide hands-on-training to beginners for driving in hazardous conditions include classroom training using lectures and films, followed up with on-road training (5 respondents), and simulation (1 respondent). Four respondents mentioned that a skid pad is an effective technique, but skid pads are not always available because of cost. One respondent represent- ing a school indicated that he wished the school had a skid pad for this type of training, but it does not. This respondent stated that the school did not stop training for rain, but if the roads are slick with snow or ice, training is discontinued for safety reasons. Another school respondent indicated that although a skid pad works well to instill a healthy respect for ice and snow, the instructors at his school believe that it actu- ally does more to scare new drivers than to train them. He indicated that only driving in poor conditions is effective for training safety under poor conditions and that training must be provided by a competent instructor. A retail carrier indi- cated that the skid pad works best, but it is not always avail- able; drivers need to feel first-hand what loss of control is like. He indicated that a simulator is second best to a skid pad and that it must be accompanied by classroom training in the- ory and technique. A respondent from a motorcoach company indicated that on-the-road training and experience has proven most effective for their company; their drivers generally expe- rience mild snow storms and showers before severe storms hit. The regional LTL freight carrier respondent indicated that all new hires for class B must have 1 year of verifiable experience; and class A hires must have 2 years of verifiable experience. Employees have an opportunity for advancement programs; they begin in a class B and are given in-cab instruction during the winter safety campaign. In terms of effectiveness ratings for the various teaching methodologies for training beginning drivers to drive in hazardous weather conditions, conventional methods were weighted the highest (mean = 7.8 out of 10), followed by high- fidelity simulation (mean = 5.5). As in training for speed and space management, high-fidelity simulation received high ratings (7 to 9) by four respondents, even though only one of the nine respondents had high-fidelity simulation training available. E-learning, computer-assisted instruction, and non- interactive simulation received effectiveness ratings averaging 3.5 to 4.0. ROLLOVER PREVENTION Techniques used to train beginning drivers in rollover pre- vention include classroom training, supplemented by video. One school teaches the “No Lean” policy: if you never go fast enough to cause your cab or yourself to lean, you have less chance to roll over. Another school respondent indicated that in the classroom, they talk about center of gravity, shifting and surging cargo, and speed on curves, and they practice this daily on the road. One school utilizes a high-fidelity simu- lator to train rollover prevention. A truck carrier with no simulator indicated that a simulator would be a great tool, but hands-on with various loads on a test track works best to let the driver get a feel for the shifting of weight and truck response. This type of hands-on training is risky with an in- experienced driver, so it is imperative that the instructor be competent. This company reinforces the fact that warning sign advisory speed limits are designed for cars and that truck drivers must keep speeds well below postings in curves and on ramps. The respondent from a motorcoach company stated that it trains its drivers that it is better to take a crash head on rather than move to the shoulder or median and risk a rollover. It uses oral instruction to train rollover prevention. Effectiveness ratings for methods of training rollover pre- vention followed the same pattern as for speed and space man- agement and hazardous weather; conventional techniques received the highest mean rating (7.0 out of 10), followed by high-fidelity simulation (5.0). Again, e-learning, computer- assisted instruction, and noninteractive simulation were rated between 3.3 and 3.7, on average.

26 computer-assisted instruction, and noninteractive simulation received average ratings of 3.2 to 3.5. EMERGENCY MANEUVERING Specific techniques used to provide training in the per- formance of emergency maneuvers (e.g., skid control and recovery) to beginning drivers include a skid pad (by one school and one trucking company); a high-fidelity simulator (by one school); videos (a motorcoach company); and class- room and training manuals (two schools and one trucking company). A school that uses a skid pad employs both bob- tail and tractor-trailer combinations with the skid pad. A school that does not have a skid pad expressed a desire for one for use in training emergency maneuvers. This school must rely on classroom instruction. Another school respon- dent indicated that its students try not to perform emergency maneuvers as the school is not set up to teach them. The retail trucking company that uses a skid pad indicated that hands-on training is best to develop skillful execution. This respondent also noted that basic techniques can be taught in the classroom, but they are ineffective alone. Effectiveness ratings were highest for conventional methods (mean = 7.6 out of 10), followed by high-fidelity simulation (mean = 5.0). Again, four respondents (three schools and one trucking company) provided high ratings for high-fidelity simulation (7 through 9), even though only one school actu- ally utilizes this technology for training. The use of e-learning, computer-assisted instruction, and noninteractive simulation were rated between 3.1 and 3.8 on average. VEHICLE INSPECTION AND MAINTENANCE Specific techniques used to train beginners in vehicle inspec- tion and maintenance include demonstration and hands-on practice, which was indicated by all respondents, plus the use of videos (by a motorcoach company), textbooks, and the CDL manual. One school stated the following, “We demonstrate a pretrip inspection before we even study it in the classroom. Then the students do a pretrip every day on the range for a week; and then we do another demonstration. They practice a pretrip every day for the rest of the course. Out of a possi- ble 105 points, most all of our students score above 100.” The state school respondent indicated that its classroom training includes 40 hours of preventive maintenance training that cov- ers all aspects of vehicle systems. The students are constantly coached on PTDI procedures. Another school indicated that it establishes a routine to use during inspections, based on the 7-step routine recommended by the state manuals. A truck- ing company indicated that it makes the driver perform a pre- trip inspection during orientation, and then it takes the driver through the shop and has the maintenance department discuss maintenance issues. Another company indicated that it uses North American inspection criteria and process. They set defects on a unit and then allow the student to inspect the unit. The company reviews any missed defects with the student. NIGHTTIME OPERATIONS Techniques used to train beginning drivers in safe nighttime operations include on-road nighttime drives (reported by all respondents), as well as use of a test track with unknown haz- ards (one carrier) to help demonstrate reaction time and sight distance issues. One school respondent indicated that night operations are conducted near the end of the program after the student has become competent at handling the truck. This school requires 7.5 hours of darkness driving under instructor supervision. Another school respondent indicated that the school takes its students out on both interstate and two-lane roads at night. Another school that provides some night train- ing indicated that it teaches paying attention to offtracking on turns, being able to see the back of the trailer, and increasing following distance. One trucking company stated that a heavy emphasis is placed on proper rest, circadian rhythms, and fatigue management to help encourage nighttime safety. Effectiveness ratings were highest for conventional meth- ods (mean = 6.9 out of 10), followed by high-fidelity simula- tion (mean = 5.0). As for the previous topics, high-fidelity simulation, although used by only one respondent, received high effectiveness ratings (between 7 and 9) by four respon- dents. E-learning, computer-assisted instruction, and nonin- teractive simulation were rated 3.5 to 3.7, on average. TIGHT MANEUVERING Specific techniques reported in use for training beginners in tight maneuvering of the vehicle include range and on-road practice. One school and one trucking company mentioned GOAL (Get Out And Look) training in nontraffic areas or low-volume areas, such as terminals and customer facilities. One career center stated that its students perform a lot of tight turns on-road daily, and they practice straight back, alley dock, and parallel park from both sides each time they have on-road training. A state college respondent indicated that it uses a set of four backing exercises set up with maximum boundaries, points being deducted for encroachments and pull-ups. Students must first test out of each exercise four times and then test out on all four together, scoring 80% in each exercise. A community college reported that it uses a variety of scenarios on the range and also has permission from several local companies to back into their docks when available. One trucking company indicated that it uses a test area with barrels to practice, as this method is flexible and does not cause damage. This company stated that hands-on training is best, but simulator training would be valuable as well. The motorcoach respondent indicated that videos, oral training, a cone course, and on-road training are their best practices. Effectiveness ratings were again highest for conventional methods (mean = 6.6 out of 10), followed by high-fidelity simulation (mean = 4.9). High-fidelity simulation received high ratings (7 through 9) from four respondents. E-learning,

Effectiveness ratings for conventional methods of delivery of training were highest (mean = 6.8 out of 10). Computer-assisted instruction received the next highest rating (average = 3.8), followed by e-learning (mean = 3.0). Not surprisingly, high- fidelity simulation was rated low in effectiveness for training drivers in vehicle inspection and maintenance (mean = 2.4). Noninteractive simulation was also rated low in effectiveness for this application (mean = 2.4). BUS PASSENGER SAFETY, TRUCK COUPLING AND CARGO TRAINING Specific techniques used by schools and carriers to pro- vide training to beginning drivers in passenger safety and security (for buses) or coupling/uncoupling and cargo loading/ unloading/securement (for trucks) include hands-on practice and classroom lecture. One school respondent stated that cargo securement training is minimal. The school maintains four loaded trailers for road training, one of which is loaded with concrete blocks. Some reference is made to proper securement, but there is no hands-on training in this area. Another school indicated that its students practice coupling and uncoupling after studying it in the textbook. They then do an evaluation for a score in class. The school teaches loading/unloading and securement mainly in class, but it has a few flatbed loads that require securing. Another school indicated that it has an established routine that students fol- low when coupling and uncoupling. The safety director of a local trucking company instructs the class in the importance of securement/loading/unloading. In another school, theory is taught in the classroom, and then students learn hands-on coupling and uncoupling with the instructor. Students also chain down a load of concrete slab on a flatbed trailer. The trucking companies indicated that hands-on training is the best method. Coupling/uncoupling is not taught in orientation by one company; instead it is covered by the trainer on the road. Cargo securement is covered by this company in about 30 minutes using company-specific diagrams, slides, and dig- ital photographs. The motorcoach company indicated that passenger safety is taught by guidelines, videos, and lecture. Effectiveness ratings were highest for conventional teach- ing methods (mean = 7.7 out of 10), followed by e-learning and computer-assisted learning (mean = 3.5) and noninteractive simulation and high-fidelity simulation (means = 2.6 and 2.4, respectively). WELLNESS Specific techniques reported by respondents for training beginning drivers to enable them to maintain their health and wellness are limited to classroom lecture, with the exception of one trucking company respondent who indicated that the company demonstrates stretching exercises to prepare mus- cles for work. One school also distributes a monthly “Well- ness Tips” brochure to employees. One instructor at a state 27 college reported that health and wellness maintenance is only one small segment of one 4-hour classroom period. Effectiveness ratings were highest for conventional teach- ing methods (mean = 7.8 out of 10), followed by e-learning and computer-assisted instruction (both averaged 4.3) and the two simulation techniques (both averaged 1.4). FITNESS FOR DUTY Specific techniques used to provide fitness-for-duty training to beginning drivers include classroom lecture, workbooks, the Federal Motor Carrier Safety Regulations (FMCSR) Pocket- book, videos, and testing and logging exercises. One school respondent reported that students fill out a log book every day in class, so that once class is completed, they know how to use the log books and what the laws are. Another school respondent indicated that students spend many hours work- ing on topics such as hours of service, accident procedures, trip planning, customer relations, and employee/employer relations. In contrast, another school respondent reported that fitness-for-duty training is only one small segment of a 4-hour classroom lecture period. A transport company respon- dent indicated that it had developed its own Hours-of-Service Training Module, which runs 2.5 hours. This respondent indi- cated that the module is proving to be very effective. Another trucking company respondent indicated it gives the students a trip scenario, including distances and speed limits, and has the students prepare a log. Only one respondent, a motorcoach company, reported using videos. Effectiveness ratings were highest for conventional meth- ods (mean = 8.4 out of 10), followed by computer-assisted learning (mean = 4.3) and e-learning (mean = 3.3). The two simulation techniques were rated low in effectiveness for teaching fitness for duty (each averaged 1.6). Specific techniques used to provide training to beginners about management of work schedules and family time include classroom discussion (all respondents) and the video, “The Alert Driver: A Trucker’s Guide to Sleep, Fatigue, and Rest in Our 24-Hour Society” (by one trucking company). The com- pany that employs the “Alert Driver” video also focuses on real-life scenarios concerning drivers who failed to manage rest. This company focuses on the family’s role in making sure the driver is prepared and reports that if the driver/student does not feel the need to be prepared, he or she will fail. Interestingly, one of the industry contacts reported that in his experience with hiring and training entry-level drivers, approximately 90% quit after the first 6 months on the job because they could not han- dle or did not like the amount of time they had to spend away from home. A respondent from a community college rein- forced this issue, stating, “It seems that no matter how much you tell someone, they don’t understand it until they experi- ence it.” Two school respondents indicated that it would be helpful to have videotapes or some kind of written material to teach this aspect of truck driver training. One school (a state university) indicated that it does not teach management of work schedules and family time as part of the curriculum;

that training is left up to the counselors at the workforce development level. MANAGEMENT OF WORK SCHEDULE AND FAMILY TIME Conventional teaching methods received the highest value ratings for training in management of work and family time (mean = 7.2 out of 10), followed by computer-assisted instruction (mean = 3.7) and e-learning (mean = 2.8). Both simulation methods were rated as low in effectiveness for training in this topic (ratings averaged 1.3 for each method). MANAGEMENT OF FINANCES Specific techniques used to provide training to beginning drivers about planning/managing their finances when on the 28 road are generally limited to classroom lecture, although one school reported the use of guest speakers (former students who share their experiences) and one trucking company indicated that it uses experienced drivers to educate new hires about finance management because hearing it from another driver’s perspective is very important. This company also provides some ideas for economical survival on the road. One trucking company indicated that it does not cover this topic in its train- ing. One community college reported that planning finances and costs on the road is a large part of trip planning. A career center indicated that finance management is discussed on the road, based on instructors’ experiences, but it does not have any textbook material or videos to provide instruction in this area. Effectiveness ratings were highest for conventional instruc- tional methods (mean = 5.9 out of 10), followed by computer- assisted instruction and e-learning, which received average ratings of 3.7 and 3.5 respectively. Both simulation methods received low ratings, averaging 1.3.