ERGONOMICS TRAINING FOR BUS OPERATORS A TRAINING TEMPLATE

ERGONOMICS TRAINING FOR BUS OPERATORS A TRAINING TEMPLATE FOR TRANSIT AGENCIES [ADD YOUR TITLE, TRAINING DATE AND OTHER INFORMATION HERE] Version: February 19, 2016 TCRP Report 185

EXPLANATION This training template is designed to help transit agencies provide training for bus operators to promote ergonomics best practice, health and safety. This is a training backbone only. The template contains recommended content areas and outlined slides. This template is to be filled in with information, images and content that are specific to the transit agency and the group being trained. Some images are included for reference, with a source link in the notes section. Most slides could be adapted for other titles. Trainers should use the slide images to discuss the issue in the header, asking group participants to comment. Transit agencies can call on their in-house ergonomics expertise or outside consultants in adapting this template to their needs and to develop a location-specific script. 2 The content slides are presented here in a block. However, exercises, hands-on practice, out-of-class work and discussions should be inserted throughout the training, as suggested in Section 4.

TABLE OF CONTENTS Section 1. The ergonomics demands of work • • • Physical Physiological Visual Cognitive Health impact Section 2. Bus workstation target areas Section 3. Programs, policies and forms 3 Section 4. Training notes and activity examples

OBJECTIVES 4 Following the training, bus operators will: Understand the physical, cognitive and other demands of the workstation Set and use workstation elements for safety and comfort, including seats and mirrors Practice good body mechanics in other tasks Provide input to the transit agency on workstation safety, health and comfort Use transit agency safety and health checklists and forms to record and report concerns Participate in analyzing and improving ergonomics risks in the workplace

BUS OPERATOR WORKSTATION DESIGN Workstation ergonomics is a core health and safety concern. Bus ergonomics and design may also have an impact on passengers. [Transit agency] is working to ensure that the workstation and environment promote safety, health and comfort. 5 This training should give you the information, skills and tools you need to make the most of the ergonomics of your workstation. Forms and contacts are provided for reporting any problems or ideas you have.

ERGONOMICS HELPS • understand the demands of the job • identify problems in the workstation or tasks • analyze problems and correct them • design better equipment and technologies • work more safely • respond quickly to pains and strains 6 • address passenger needs

SECTION 1. WORK DEMANDS Physical demands: • • • Stressful positions Forceful motions Repetition Vibration Safety hazards Other demands: 7 • Visual • Physiological • Cognitive

STRESSFUL POSITIONS Bus operators may experience strain and pain through stressful postures that can: • wear out body tissues • stress joints • put extra demands on weaker areas 8 • can limit blood flow needed for muscle health

9 STRESSFUL POSTURES FOR THE BACK

10 BACK DEMANDS ON THE BUS

11 STRESSFUL POSTURES FOR HANDS

12 WRIST FORCE AND POSTURE DEMAND COMBINED

13 STRESSFUL SHOULDER POSTURES

14 STEERING CAN AFFECT THE SHOULDER, WRIST, ARM, BACK

15 REACHING OUT STRAINS THE SHOULDER

WORKING SAFELY AND COMFORTABLY 16 [slides of current bus and correct seat and mirror adjustment, body alignment and steering technique]

FORCEFUL MOTIONS The amount of force available is related to the muscle group and the position. These motions can affect the back, shoulders, arms, hands and legs: • Lifting • Pulling • Pushing • Twisting • Pinch grip (hands only) 17 [insert transit agency lifting instructions]

REPETITION/DURATION Longer lasting stressful postures or forceful motions are more likely to cause strain or pain. Changing work activities and positions frequently can keep you healthier. 18 [insert any transit agency material about breaks, exercise]

VIBRATION Whole body vibration (WBV) usually comes from vehicle vibration and sometimes impacts. It can damage disks, soft tissue and nerves in the back. It is transmitted to the back while sitting and through the feet while standing. High frequency vibration (HFV) usually comes from vibration tools or equipment handles. It can affect nerves in the hands and arms. Gripping tools or steering wheels makes the vibration worse. 19 [Explain any transit agency initiatives]

VISUAL DEMANDS Excessive visual demands interfere with safe driving and can increase stress Examples: • Pedestrian visibility • Mirror placement (exterior, interior) • Lighting • Glare (windows, other surfaces) • Controls, indicators, alarms 20 [Review any agency concerns, issues and solutions]

PHYSIOLOGICAL DEMANDS Extended seated work • decreases blood flow • increases insulin resistance Stress • produces hormones that interfere with concentration, healing and insulin response • increases blood pressure Fatigue and daily rhythm interruptions 21 • Interfere with healing • increase risk of injury

COGNITIVE DEMANDS The science of ergonomics recognizes that the physical impact of work can be aggravated by other demands Examples: • Dashboard complexity • Communication with dispatch • Traffic challenges • Passenger interactions 22 [Review transit agency concerns, issues and solutions]

HEALTH IMPACT Physical demands can lead to pain and strain in muscles, joints, nerves Examples of musculoskeletal disorders (MSDs): • • Back pain and disk problems Shoulder tears Tendonitis and bursitis in arms or legs Carpal tunnel syndrome Injuries also result from slips and falls 23 Working through pain is not a good idea

SYMPTOMS OF MSDS If any of these work-related symptoms do not resolve with rest, report them: • • • Pain – aching or sharp Numbness Stiffness Tingling (“asleep”) Swelling Consult doctor immediately if you experience: • Unexplained weakness • Loss of coordination 24 [review employer symptoms and injury policy]

SECTION 2: TARGET AREAS WITH SOLUTIONS 25 • Seating • Mirrors • Pedals • Wheelchair and other passenger assistance • Signage and other overhead tasks • Visual demands • Controls • Assault barriers [Insert transit agency information and images. This section should apply the risk factors and biomechanics concepts from Section 1 to analyze and explain the specific examples of equipment, controls and tasks. Before beginning may be a good point to ask for comments and thoughts from participants. ]

26 SEATING

27 MIRRORS

28 STEERING

29 PEDALS

30 WHEELCHAIR SECUREMENT

31 SIGNAGE AND OTHER OVERHEAD TASKS

32 CONTROLS

33 VISUAL DEMANDS

34 ASSAULT BARRIERS

35 SECTION 3: PROGRAMS, POLICIES AND FORMS

ERGONOMICS PROGRAM [complete with transit agency program, e. g. ] Management commitment Employee involvement Program plan Worksite analysis Hazard prevention and control Education and training for all Medical management for injured workers 36 • Source: National Institute for Occupational Safety and Health

EMPLOYER POLICIES Review: • Worksite health and safety information • Inspections and checklists • How to report concerns about the workstation • Reporting work-related pains and strains 37 [Insert slides or provide handouts]

FORMS Explain, demonstrate and practice forms such as: • Bus safety inspection • Bus ergonomics inspection • Equipment problem reporting • Suggested equipment or work practice changes 38 • Injury or symptoms reporting

FOLLOWING UP Information to take away: • Reporting reminders • Calendar information 39 • Contact information

SECTION 4: TRAINING NOTES Transit workers are experienced in the physical and other demands they face. Even new bus operators have a wealth of past work experience that will contribute to their learning, or possibly interfere with it. Training engages them best when they can contribute from that experience. • Hands-on work • Learning activities 40 • Out of class work

HANDS-ON WORK 41 Hands on work allows training participants to practice what they are learning. They may be more likely to bring up questions in an active setting than in a classroom. These naïve testers can be a source of information for the procurement team. Examples of active or hands-on exercises: • Try out mock-ups or new equipment • Practice seating, mirror and other set up • Use checklist in pairs or as a group to review current or pilot bus • Bus trainers explain driving differences and other demands of new buses, bus operators trial run

LEARNING ACTIVITIES 42 Activities complement information delivery. They allow training participants to use mixed learning modes and apply their own skills to problems. This not only helps them learn but also shows the trainers what else may be needed, in the course and in the equipment. Activity examples: • Make a map of the work station or environment, marking ergonomics and other safety hazards. Maps done over time can show areas that have improved. • Experienced workers train others on a skill covered in the course. • Case studies or examples that let them use forms or tools from the training in small groups.

OUT-OF-CLASS WORK Trainers can help cement learning by asking participants to collect information or do a small task in between sessions or before a class. This will also bring up questions or ideas that are useful for the bus cab procurement process. Out-of-class work examples: • Use a bus ergonomics checklist • Select and evaluate a piece of equipment or task 43 • Interview a coworker for their questions or concerns