Presentation to: BusCon 2012 Presentation to: BusCon 2012 Getting off the Ground with Bus Operator...
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Transcript of Presentation to: BusCon 2012 Presentation to: BusCon 2012 Getting off the Ground with Bus Operator...
Presentation to:
BusCon 2012
Getting off the Ground with Bus Operator Simulator Training
Standardized Criterion Based CurriculumEnables you to predict the safety performance of student bus operators.
Supplemental “Training Tool”Simulators allow you to expose the student to “real life” in a controlled environment where neither the public, nor equipment is placed at risk.
An Effective “Train the Trainer” ProgramMake sure the depot “route familiarization” operators are knowledgeable regarding what the student was taught at the training center. “Keep everybody on the same page”.
Corrective Action/Refresher SolutionsFix problems with effective remedies and reinforce with practical experience.
Post Training ProgramsEstablish a “Hire to Retire” philosophy that will serve the development needs of your operators throughout their careers.
Standardized Criterion Based CurriculumEnables you to predict the safety performance of student bus operators.
Supplemental “Training Tool”Simulators allow you to expose the student to “real life” in a controlled environment where neither the public, nor equipment is placed at risk.
An Effective “Train the Trainer” ProgramMake sure the depot “route familiarization” operators are knowledgeable regarding what the student was taught at the training center. “Keep everybody on the same page”.
Corrective Action/Refresher SolutionsFix problems with effective remedies and reinforce with practical experience.
Post Training ProgramsEstablish a “Hire to Retire” philosophy that will serve the development needs of your operators throughout their careers.
ESTABLISH A TOTAL TRAINING SOLUTIONESTABLISH A TOTAL TRAINING SOLUTION
INGRDIENTS FOR A SUCESSFUL SIMULATOR-BASED TRAINING PROGRAM
INGRDIENTS FOR A SUCESSFUL SIMULATOR-BASED TRAINING PROGRAM
Standardized Criterion Based CurriculumDefine how tasks must be performed, in what order, and to what standard.
Lead Instructor(s)Important to select strong, capable leads that will set the standard for the simulator-based training applications.
Dedicated, Knowledgeable, Confident InstructorsEnsure that “the best of the best” are the ones administering the basic skills needed to advance in the training program.
“Buy In” and Support From Upper ManagementWithout this support, the program will weaken, wither, and eventually die.
Standardized Criterion Based CurriculumDefine how tasks must be performed, in what order, and to what standard.
Lead Instructor(s)Important to select strong, capable leads that will set the standard for the simulator-based training applications.
Dedicated, Knowledgeable, Confident InstructorsEnsure that “the best of the best” are the ones administering the basic skills needed to advance in the training program.
“Buy In” and Support From Upper ManagementWithout this support, the program will weaken, wither, and eventually die.
TRANSIT SIMULATORS TRANSIT SIMULATORS
MB-2000 Series MB-1500 Series
Different simulators serve different purposes – know what type you need to promote your training and safety objectives.
The spatial layout of controls can be made to mimic your fleet.
WHAT ROLE CAN A SIMULATOR PLAY?WHAT ROLE CAN A SIMULATOR PLAY?
Where and when should you apply lessons using the simulator?
HOW TO UTILIZE THE SIMULATOR?HOW TO UTILIZE THE SIMULATOR?
Basic Skill Development
Annual Refresher Programs
Corrective Actions / Remedial Tool
Accident Reconstruction
Return to Work
Basic Skill Development
Annual Refresher Programs
Corrective Actions / Remedial Tool
Accident Reconstruction
Return to Work
FOCUS APPLICATIONS TO REDUCE KNOWN RISKSFOCUS APPLICATIONS TO REDUCE KNOWN RISKS
Emphasize the purpose and proper use of each mirror to accomplish critical training objectives.
Teach initial mirror set up, leaning technique to bring objects into view, scanning frequency, etc.
Emphasize the purpose and proper use of each mirror to accomplish critical training objectives.
Teach initial mirror set up, leaning technique to bring objects into view, scanning frequency, etc.
GET POSITIVE RESULTS QUICKLY TO BUILD CONFIDENCE.
GET POSITIVE RESULTS QUICKLY TO BUILD CONFIDENCE.
Utilize your Simulator as a “Corrective Actions” tool to obtain immediate results. Know your #1 problem.
Have a standardized fix for your common collisions. Allow operators to repeat their incorrect skill application,
then… Demonstrate the “Fix.” (Corrective Action) Require the operator to practice the correct response
through repetition to reinforce the desired behavior. BE PREPARED FOR ALL COLLISION TYPES AND
MOST IMPORTANTLY, KNOW YOUR AGENCIES TOP COLLISIONS!
Utilize your Simulator as a “Corrective Actions” tool to obtain immediate results. Know your #1 problem.
Have a standardized fix for your common collisions. Allow operators to repeat their incorrect skill application,
then… Demonstrate the “Fix.” (Corrective Action) Require the operator to practice the correct response
through repetition to reinforce the desired behavior. BE PREPARED FOR ALL COLLISION TYPES AND
MOST IMPORTANTLY, KNOW YOUR AGENCIES TOP COLLISIONS!
EVALUATING EFFECTIVENESSEVALUATING EFFECTIVENESS
Evaluate Impact of Pilot through a Controlled Evaluate Impact of Pilot through a Controlled StudyStudy
Students WITH Simulator Accidents* Rate 177 32 18.1%
Students WITHOUT Simulator 709 226 31.9%
44% Accident rate reduction for Simulator trained Students
* Accident numbers reflect all collisions and customer accidents occurring within the first 90 days after appointment to title
Evaluate Impact of Pilot through a Controlled Evaluate Impact of Pilot through a Controlled StudyStudy
Students WITH Simulator Accidents* Rate 177 32 18.1%
Students WITHOUT Simulator 709 226 31.9%
44% Accident rate reduction for Simulator trained Students
* Accident numbers reflect all collisions and customer accidents occurring within the first 90 days after appointment to title
WHY SOME PROGRAMS LOSE STEAM? WHY SOME PROGRAMS LOSE STEAM?
Tend to stray from the initial training recommendations regarding “How to use it!”
Attempt to do too much with the simulator. Moved away from “training episodes” in favor of “training marathons.”
Instructors fail to engage with their students as they would while training on a live bus. They let the simulator do the work.
Change in Upper Management from supportive promoter to a non-supporter of this type of supplemental training. “Accountability”
Failure to develop a backup that is capable of taking over when the original (lead) instructor moves on.
Tend to stray from the initial training recommendations regarding “How to use it!”
Attempt to do too much with the simulator. Moved away from “training episodes” in favor of “training marathons.”
Instructors fail to engage with their students as they would while training on a live bus. They let the simulator do the work.
Change in Upper Management from supportive promoter to a non-supporter of this type of supplemental training. “Accountability”
Failure to develop a backup that is capable of taking over when the original (lead) instructor moves on.
HOW TO AVOID THIS FROM HAPPENING AT YOUR TRAINING DEPARTMENT
HOW TO AVOID THIS FROM HAPPENING AT YOUR TRAINING DEPARTMENT
Incorporate your Simulator Training activities directly into your training manual.
Stay with what you were taught during your “Train the Trainer” sessions - make tweaks in small increments.
Always have a backup ready to step in and assume responsibility as the Lead Instructor.
Keep the training fresh and consistent.
Conduct a Pilot Program to measure results.
Incorporate your Simulator Training activities directly into your training manual.
Stay with what you were taught during your “Train the Trainer” sessions - make tweaks in small increments.
Always have a backup ready to step in and assume responsibility as the Lead Instructor.
Keep the training fresh and consistent.
Conduct a Pilot Program to measure results.
Consistency during TrainingConsistency during Training
Figure 1Figure 1
This trainee must decide if it is safe to proceed with this right hand turn?
This initial reference appears to present a clear path. But where is the pedestrian shown walking in Figure 1?
By moving in the seat, this stationary pedestrian was brought into view.
Tasks should be performed the same whether they are being learned on the simulator or live bus.
Reinforcing “Rock & Roll”
Mistakes become part of the learning process Remedies to known hazards are learned
early on during new hire development Confidence can be gained on the simulator
that carries over to the live bus Incorporates multiple learning modalities Lots of task repetition in short time frames Improved safety performance Lower loss runs
Mistakes become part of the learning process Remedies to known hazards are learned
early on during new hire development Confidence can be gained on the simulator
that carries over to the live bus Incorporates multiple learning modalities Lots of task repetition in short time frames Improved safety performance Lower loss runs
BENEFITSBENEFITS
KEEP IN TOUCHKEEP IN TOUCH
Use email [email protected] or [email protected]
Be involved with my monthly training blogs @http://www.metro-magazine.com/Blog/Transit-Dispatches/List.aspx
APTA Bus Safety Committee NTI Transit Trainer’s Workshop Phone: (845) 705-0056 or email for any of
your training needs, (live bus or simulator) curriculum development / review for new bus operator hires, public speaker functions etc…
Use email [email protected] or [email protected]
Be involved with my monthly training blogs @http://www.metro-magazine.com/Blog/Transit-Dispatches/List.aspx
APTA Bus Safety Committee NTI Transit Trainer’s Workshop Phone: (845) 705-0056 or email for any of
your training needs, (live bus or simulator) curriculum development / review for new bus operator hires, public speaker functions etc…
