One of the first things instructors should do whenever a new type of bus arrives on site is to locate its pivot point.
Let's simplify the definition of 'pivot point.' The pivot point is the specific location on a bus that an object must align with before the operator attempts to overtake that object, whether it is a vehicle, sign, etc. Attempting to overtake the object — fixed, pedestrian, double parked vehicle — before that object reaches the pivot point locations mentioned below by bus model, will result in making contact with that object. Let's look at the various pivot point locations on some buses.
- 40ft. RTS/Orion- Center of rear tires
- 45ft. MCI- Midpoint between 2 sets of rear tires
- 60ft. Articulated- Center of Articulated Joint (Accordion)
Would someone like to volunteer the location of the pivot point on a 30ft. and 35ft. model bus?
Let's put this to use. A very powerful lesson of the do's and don'ts of overtaking fixed objects and eliminating curb strikes or mounting curbs while turning should be demonstrated on the first day your students begin training on the training bus. Along with learning mirror setup/utilization, air brake familiarity, interior and exterior pre-trip inspection, getting permission — getting the object to align with the pivot point of his or her bus — should be a new phrase that students learn. Once this is accomplished, students will get into the habit of seeking permission before attempting to move around fixed objects.
Those of you with a driver training simulator can perform this all-important exercise during a serpentine course conducted around pillar columns, which appear in some virtual driving worlds. Pillars support the overhead elevated train tracks in cities like New York and Chicago, just to name a few, and provide an ideal location to practice this critical movement. If you don't have this type of training set up on your bus simulator, contact your simulator provider.
Go to your training area and bring a rubber cone. Place it next to the pivot point — depending on the bus models above. Let's use the 40-foot bus, for example, by placing the cone as close as you like alongside the center of the right rear outside tire — the left rear outside tire can be used for a left-side demonstration. Have your students stand by the right rear corner of the bus near the right rear taillight looking down the right side of the bus. They should have a good view of the closeness of the cone to the right outside tire. With you in the operator's seat, take the wheel and lock the steering wheel to the right then slowly begin to move. What your students will see is that from the point where you placed the cone and back, this area will move around the cone with no contact.
Give the cone a name.
From that point forward in your training, consider any object they attempt to overtake a person. If they feel they are overtaking a person, it keeps them a little more focused on the task at hand. Once you have established your point of not having contact as long as you get the object to the pivot point, move the cone forward a few feet toward the rear doors. Get back in the bus and once again lock the steering wheel to the right. With the students watching, attempt to move right again. Before moving slowly, lock the wheel right. This time the bus will make contact with the object. This comes in handy when working with shifters/drillers in tight depot areas. You will be surprised how much damage can occur by moving buses around a depot during the late hours. Damage appears during a morning pull-out pre-trip that was not present on the post-trip during the previous evening's pull-in.
Allow each student/operator to move around the cone/simulated pillars moving left and right using the 'getting permission' theory. Walk them through one or two sets of cones then allow them to do it on their own, unassisted. It's important they demonstrate that they comprehend the reason behind getting permission. Remember, they must learn to look right or left before moving right or left!
- Permission is granted to move around the fixed object only when being aligned with the pivot point. Result = NO CONTACT!
- Permission is denied to move around the fixed object — where there is minimal clearance between the pivot point and the fixed object — before being aligned with the pivot point. Result = CONTACT!
Statistics show that for many people, sleep can be a matter of life or death. This may sound overly dramatic, but let’s consider that in 2005 the NHTSA conservatively estimated that drowsy driving was responsible for at least 100,000 automobile crashes, 71,000 injuries, and 1,550 fatalities annually.¹ More recently, the NHSTA estimated at least 846 people died in 2014 due to the effects of drowsy driving.
Nowadays, there’s an app for everything. Very few of those apps can turn an everyday transit rider into a hero who summons help for a person in distress. A routine ride on your transit system can be suddenly disrupted if you witness an assault, a crime in progress or a medical emergency. That is why apps designed for public safety must take all imaginable scenarios into consideration.
As we all have experienced, chatter regarding topics other than performance-based basic skill development, such as current events, sports or one’s families, will develop onboard and can break the tension that candidates are experiencing in attempting to do their best. This tension breaker may do good for them, but this should occur during non-development drive time.
Thinking of the situation in terms of “who should yield” will lead operators to a less aggressive mindset. Once we get our operators to think in terms of “who should yield,” the logical follow up question to ask is “will they yield?” Once operators start looking at situations with a “yield” attitude, it becomes easier to recognize situations, which may result in preventable crashes.
Dr. Donald Kirkpatrick long ago defined four levels of evaluation to determine the effectiveness of any training program. It is common for the bulk of effort being put forth by any training department to focus on Level 1 and Level 2. This typically manifests as the time we spend planning for and executing the prescribed training activities that form our learning programs. Many organizations are now finding that they have the most potential for achieving performance improvements by focusing more energy and resources toward Level 3 activities, such as coaching.