Facilitator Guide – TTL 101 Professional Truck Driver Certification Introduction to Trucking and Logistics TTL 101

Facilitator Guide This product was funded by a grant awarded under the President's High Growth Job Training Initiative, as implemented by the U.S. Department of Labor's Employment & Training Administration. The information contained in this product was created by a grantee organization and does not necessarily reflect the official position of the U.S. Department of Labor. All references to non- governmental companies or organizations, their services, products, or resources are offered for informational purposes and should not be construed as an endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is intended for individual organizational, non-commercial use only.

Clackamas Community College 1 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Table of Contents Table of Contents...... 2 Special Thanks...... 5 How to use the Facilitator Guide...... 6 Training Checklist...... 8 Trainer Hints and Tips...... 11 Evaluation and Assessment Process...... 12 Agendas...... 13 Timeline...... 14 Symbol Key...... 19 Introductions Course Overview...... 21 Trucking and Logistics Industry Overview...... 24 Career Pathway...... 26 Federal and CDL Requirements...... 28 Warehouse and Vehicle Safety...... 30 Control Systems and Management...... 33 Vehicle Inspections...... 37 Day One Closing...... 43 Day Two – Welcome Back...... 44 Shifting Execution...... 45 Backing and Docking...... 48 Steering...... 52 Coupling and Uncoupling...... 54 Visual Search...... 57 Vehicle Communication...... 60 Day Two Closing...... 62 Day Three – Welcome Back...... 63 Speed and Space Management...... 64

Clackamas Community College 2 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Night Operations...... 67 Extreme Driving Conditions...... 69 Hazardous Materials...... 72 Day Three Closing...... 78 Day Four – Welcome Back...... 79 Emergency Maneuvers...... 80 Railroad Crossings...... 83 Vehicle Checks and Maintenance...... 85 Diagnosing and Reporting Malfunctions...... 88 Handling, Adjusting and Documenting Cargo and the Manifest...... 90 Map Reading...... 93 Fuel Management...... 97 Day Four Closing...... 101 Day Five – Welcome Back...... 102 Hours of Service, Daily Log and Logbook Recap...... 102 Accident Safety and Management...... 106 Road Life...... 110 Trip Planning...... 117 Driving Behavior...... 121 Body Mechanics...... 122 Final Review and Exam...... 126 Appendix Section...... 128 Flip Chart Recommendations...... 129 Oregonian & AARP Article Links...... 133 Entry-Level Driver Training Certificate...... 134 Dashboard Diagram...... 135

Clackamas Community College 3 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Welcome to Introduction to Trucking and Logistics This program is designed to help the warehouse or driver gain practical experience on the road. By the end of this program, participants will be able to:

1. Describe the knowledge and skills necessary to operate a commercial vehicle safely.

2. Understands the logistics industry.

3. Describe the tasks and duties required of an entry-level trucker and warehouse worker.

4. Show the range of skill mastery required by an individual driver.

5. Understands warehouse and loading dock safety.

This course should take approximately 40 hours to complete. Topic areas are broken down within this module so you can easily teach a particular topic in its entirety. The time it takes within each section may vary depending on the number of participants. If possible, secure several vehicles for the practice times to help expedite the process.

Clackamas Community College 4 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Special Thanks Clackamas Community College would like to thank many individuals for participating in the curriculum development process. There were a variety of partners who worked together to ensure the material, accuracy and information met national standards. We would like to thank the following individuals for their support and contributions:

Name Company

Booth, Wendy Clackamas Community College Burke, Tim Safeway Clem, Pam Clackamas Community College DeAtremont, Dan Lile International Companies Falkenstein, Peggy Clackamas Community College

Finlayson, Robert Food Services of America

Frey, Christine Clackamas Community College Haar, Pat Lile International Companies Handy, Vicki Workforce Dynamics Consulting Havercamp, Don SYSCO Hearing, Sylvia Clackamas Community College Hilliker, Mary Lou Oregon Trucking Association (OTA) Hodsdon, John SYSCO Kash, Laurie Project SHIFT Consultant Knight, Dale SAIF Corporation Lane, William Roadway Riggins, Dave IITR Trucking School Rinella, Tom Food Services of America Roberts, Susan Project SHIFT Consultant Russell, Bob Oregon Trucking Association (OTA) Simmons, Dave SYGMA Skow, Kevin Great West Casualty Company Taylor, Steve Fred Meyer Turner, Jeff Con-way Freight-Western Utley, Sandra Umpqua Community College Whitney, Jerry Golden State Foods Woods, Duane Safeway

Clackamas Community College 5 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 How to use the Facilitator Guide This guide is designed to make the process of training easier for the facilitator. Below are hints and tips to help guide you through the facilitation process. In some cases, there are optional activities listed so the facilitator can determine which one will best suit the audience and facilitation style. However, the primary task for facilitators in the training process is to focus the participants and their preferred learning style.

Research shows that lecture provides the lowest rate of learning retention after the training class. Teaching others has a 90% rate of retention potential. Therefore, the more opportunities the facilitator can potentially find to provide learners with interaction, critical thinking, and group work, the greater the likelihood of retention and the success of this program.

Training Technique Retention Rate

Lecture 5 percent

Reading 10 percent

Audiovisuals 20 percent

Demonstration 30 percent

Discussion 50 percent

Practice 75 percent

Teaching others 90 percent

Clackamas Community College 6 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 This table explains the different strategies incorporated within the training guides.

Tool Description of suggested use

Symbols Symbols are visual stimulators to help the trainer quickly assess what process to follow in the training.

Timelines A timeline is provided which includes the amount of time for each section of the guide. It is up to the trainer to fill in the specific times due to the variances among start times based on regions.

Appendix Provides additional tools for the trainer to use within the workshop. Explains activity processes in greater detail.

Transitions SAY These statements are optional words to use as a trainer to help transition and between the topic areas.

Optional Activities In most sections, there are several activities listed in the guide. It is up to the trainer to determine which activity will work best with the audience’s style, energy level, etc.

Page Numbers These refer to the page numbers in the participant guides and not your workbook. Be careful to ensure you are referring to the correct page with your participants.

Parking Lot This is a tool used to defer an issue or table it for a later time. It is the trainer’s responsibility to ensure owners names are assigned to each item for completion.

Debrief It is critical to facilitate participants through a cycling of learning. When completing an activity or learning process, be sure to ask transfer of training types of questions.

First the participants do an activity to learn something new or refresh past learning. Then they analyze the experience, and finally they apply the experience and learning to their own work and life situations. Missing the last part of the process could prevent the participants from completing the full learning cycle.

Assessments Each section includes some level of assessment process for the learner(s). Help prepare participants for these assessments so they can move on to the next section. Some of these assessments are through observation and application and some are in test format. Either way, it is your job to prepare the participants and help them to succeed.

Clackamas Community College 7 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Training Checklist The following checklist includes items you will need to have prepared prior to the class starting. In some cases, you will need to ensure you have several copies of documents or sample materials. This will be based on the number of students you have participating in your classes.

Training Checklist

Facilitator Guide

Participant Manuals

3M sticky notes

Course Roster

Blank sheets of paper for extra writing or brainstorming

Flip chart paper and easel

Tape for flipcharts

Pens and/or pencils

Dry eraser and dry erase markers

Scented flip chart markers

Nametags and/or name tents

Course Evaluation Form

DVD/VHS TV Systems

Projector and Laptop

Assessments for each section

Videos

Boom Box and Music

Loading boxes

Placard Example

Clackamas Community College 8 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Training Checklist

Small mirrors

Coupling and Uncoupling Props

Steering Props

Daily Inspection Report Forms (good and bad examples)

Types of inspection Cards

Accident Packet

Empty Box

Calculators

Play Money

Food Pyramid Worksheets

Menus with Calorie Counters from Local Restaurants

Miniature Trucks

Haz Mat Props

Shipping Papers and Manifest Examples

Example Labels

Dashboard and Component Diagrams

Entire Vehicle Diagrams

Example Cargo and Manifest Documents

Prizes (list specific items here)

Videos – Cars, Fast Food Nation (Michael Moore film), Cannonball Run and any needed JJ Keller or other videos for certain sections

Map Samples

Emergency Warning Devices

Clackamas Community College 9 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Training Checklist

Career Pathway Document

Oregon Map for Each Participant

49CFR

Company specific completed DVIR reports

Clackamas Community College Course Evaluation Form (make enough copies for each participant

Clackamas Community College Quick Entry Form – ED 101 (make enough copies for each participant)

Application - President’s Community-Based Job Training Grant Form (make enough copies for each participant)

Social Security Number Disclosure Statement Form (make enough copies for each participant)

Review the following websites prior to class starting for addition resource information: http://www.ortrucking.org/cdltests.htm http://www.ortrucking.org/accidentscene.htm http://www.ortrucking.org/accidentpreventability.htm http://www.ortrucking.org/links.htm http://www.roadking.com/

Clackamas Community College 10 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Trainer Hints and Tips

Here are some thoughts to keep in mind as you train:

1. When you hear a question asked or statement made by a participant that does not align with a core process, help the participant realign words and thoughts.

2. Rotate around the room and listen to teams as they work through the learning process. As you hear terminology, process, product, etc., information that you believe is not on target, work with the teams to refocus and reshape the conversation. Do this in a politically savvy and professional manner.

3. Observe body language when groups are in practice and provide supportive feedback.

4. Help participants reshape responses whenever possible.

5. When demonstrating a process or mini-skill practice, be well prepared. The trainer’s job is to role model standards and practices.

6. Establish credibility as an instructor. Immediately let participants know your background and history. Be consistent in your training style and establish confidence and trust with your participants.

7. Show enthusiasm for the learning process throughout each step. Participants will need a variety of motivational strategies. Find out what motivates them and continue to integrate these strategies during the different learning segments. Provide praise and feedback often.

8. Utilize the PowerPoint presentation, recommended flip charts and other job aids throughout the class to add an extra visual tool for participants. This will help to keep them engaged throughout the process.

9. Rotate participants as often as possible. At the start of a day or just after lunch, let participants know that “SHIFT HAPPENS” and therefore, some need to move tables to get to know other individuals. Write the words on flip chart paper.

10.Ask lots of open ended questions to get participants to talk and think in the class.

11.Be patient with participants as they work through learning new information.

12.Watch your own body language, use of comments, language and jokes and stay upbeat and positive.

Clackamas Community College 11 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Evaluation and Assessment Process

Throughout this course, you are given opportunities to evaluate and assess learners as they progress through the various modules. In addition, you have the opportunity to help the participant “test-out” prior to them starting this course.

In the Appendixes section, a pre-test is included to give to the learner prior to their beginning the program. This should only be done if the learner has previous experience in the trucking and logistics industry. The pre-test includes elements of observation and demonstration.

When the participant has completed the pre-test, determine which areas they may need to complete (attend) based on their results. If the participant has not been in the trucking and logistics industry, you will want to give them the tests throughout the course. In addition to the pretest (which is the same as the end-of-module test), there will be opportunities for participants to be observed and demonstrate in action. Observation is considered an assessment/testing process in itself – often called alternative assessment of process and products.

At the end of the final course, a final “exam,” also called a post-test, has been developed that integrates all of the learning modules. This exam should be administered on the final day of their training.

Professional Truck Driver Certification Classes

Course Number Professional Truck Driver Certification Course Number of Credits Name

TTL 101 Introduction to Trucking and Logistic 4

TTL 121 Practical Applications in Trucking and Logistics 6

TTL 141 Transportation Customer Service 3

TTL 180 Trucking and Logistics CWE 6

CWE 281 Trucking and Logistics CWE Seminar

Concurrent Courses

Total Hours 19

Clackamas Community College 12 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Agendas

Agenda at a Glance

The following includes an agenda for the entire course. Write the following agenda on a piece of flip chart paper (you may need to turn the flip chart paper horizontally to fit this all on it).

Day One Day Two Day Three Day Four Day Five

Welcome and Welcome Back Welcome Back Welcome Back Welcome Back Course Overview Shifting Execution Speed and Space Emergency Hours of Service, Trucking and Management Maneuvers Daily Log and Logistics Industry Backing and Logbook recap Overview Docking Night Operations Rail Road Crossings Accident Safety Career Pathway Steering Extreme Driving and Management Conditions Vehicle Checks Federal and CDL Coupling and and Maintenance Road Life Requirements Uncoupling Hazardous Materials Diagnosing and Trip Planning Warehouse and Visual Search Reporting Vehicle Safety Day Wrap-up and Malfunctions Driving Behavior Vehicle Review Control Systems Communication Handling, Body Mechanics Management Adjusting and Day Wrap-up and Documenting Final Review Vehicle Review Cargo and Inspections Manifests

Day Wrap-up and Map Reading Review Fuel Management

Day Wrap-up and Review Option: Daily Agendas

Please create a flip chart page each day that lists the topics to be covered for the day (the agenda at a glance could serve this purpose alone). See flip chart pages in the back of the facilitator guide for examples.

Clackamas Community College 13 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Timeline

Day One Timeline (based on an 8:00 – 5:00 schedule)

Minutes Activity

8:00 – 8:45 Welcome and Introductions

8:45 – 8:55 Break

8:55 – 9:55 Trucking and Logistics

9:55 – 10:05 Break

10:05 – 11:05 Career Pathway

11:05 – 11:35 Federal and CDL Requirements

11:35 – 12:35 Lunch

12:35 – 1:35 Warehouse and Vehicle Safety

1:35 – 1:45 Break

1:45 – 3:15 Control Systems Management

3:15 – 3:30 Break

3:30 – 4:45 Vehicle Inspections

4:45 – 5:00 Course Review and Wrap-up

9 Hours Total Time Note: Agenda is approximate at this point. Breaks and lunch times may change based on number of participants and timing of the class.

Clackamas Community College 14 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Day Two Timeline (based on an 8:00 – 5:00 schedule)

Minutes Activity

8:00 – 8:15 Welcome Back

8:15 – 9:20 Vehicle Inspections Continued

9:20 – 9:30 Break

9:30 – 10:30 Shifting Execution

10:30 – 10:40 Break

10:40 – 12:10 Backing and Docking

12:10 – 1:10 Lunch

1:10 – 2:10 Steering

2:10 – 2:20 Break

2:20 – 3:50 Coupling and Uncoupling

3:50 – 4:00 Break

4:00 – 4:45 Visual Search

4:45 – 5:00 Course Review and Wrap-up

9 Hours Total Time Note: Agenda is approximate at this point. Breaks and lunch times may change based on number of participants and timing of the class.

Clackamas Community College 15 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Day Three Timeline (based on an 8:00 – 5:00 schedule)

Minutes Activity

8:00 – 8:15 Welcome Back

8:15 – 8:30 Visual Search Continued

8:30 – 9:30 Speed and Space Management

9:30 – 9:40 Break

9:40 – 11:10 Night Operations

11:10 – 11:20 Break

11:20 – 12:00 Extreme Driving Conditions

12:00 – 1:00 Lunch

12:00 – 12:35 Extreme Driving Conditions Continued

12:35 – 2:00 Hazardous Materials

2:00 – 2:10 Break

2:10 – 3:30 Hazardous Materials Continued

3:30 – 3:40 Break

3:40 – 4:45 Hazardous Materials Continued

4:45 – 5:00 Course Review and Wrap-up

9 Hours Total Time Note: Agenda is approximate at this point. Breaks and lunch times may change based on number of participants and timing of the class.

Clackamas Community College 16 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Day Four Timeline (based on an 8:00 – 5:00 schedule)

Minutes Activity

8:00 – 8:15 Welcome Back

8:15 – 9:30 Emergency Maneuvers

9:30 – 9:40 Break

9:40 – 10:10 Railroad Crossings

10:10 – 10:50 Vehicle Checks and Maintenance

10:50 – 11:00 Break

11:00 – 11:35 Vehicle Checks and Maintenance Continued

11:35 – 12:35 Lunch

12:35 – 1:35 Diagnosing and Reporting Malfunctions

1:35 – 1:45 Break

1:45 – 3:00 Handling, Adjusting and Documenting Cargo and Manifests

3:00 – 3:15 Break

3:15 – 4:15 Map Reading

4:15 – 4:45 Fuel Management

4:45 – 5:00 Course Review and Wrap-up

9 Hours Total Time Note: Agenda is approximate at this point. Breaks and lunch times may change based on number of participants and timing of the class.

Clackamas Community College 17 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Day Five Timeline (based on an 8:00 – 5:00 schedule)

Minutes Activity

8:00 – 8:15 Welcome Back

8:15 – 8:45 Fuel Management Continued

8:45 – 9:30 Hours of Service, Daily Log and Logbook Recap

9:30 – 9:40 Break

9:40 – 10:40 Accident Safety and Management

10:40 – 10:50 Break

10:50 – 12:05 Accident Safety and Management Continued

12:05 – 1:05 Lunch

1:05 – 2:35 Road Life

2:35 – 2:45 Break

2:45 – 3:45 Trip Planning

3:45 – 3:55 Break

3:55 – 4:25 Driving Behavior

4:25 – 4:55 Body Mechanics

4:55 – 5:00 Course Review and Wrap-Up

5:00 – 6:00 Final Exam (this could also be scheduled for the next day)

10 Hours Total Time Note: Agenda is approximate at this point. Breaks and lunch times may change based on number of participants and timing of the class.

Clackamas Community College 18 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Symbol Key

Symbol Description

Time (includes duration of section)

Explanation or Lecturette

Demonstration

Questions

Refer to Manual (includes page number)

Handout

Video

Music

PowerPoint

Flipchart

Writing Activity

Clackamas Community College 19 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Symbol Description

Team Activity

Learner Read/Individual Activity

Group Discussion

Evaluation/Assessment

Optional Activity

Company Specific Information

Clackamas Community College 20 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Introductions Course

45 Overview minutes Welcome everyone to the class, thank them for coming. Use 8 - 9 this section to build credibility and relationships amongst the participant(s). Note: If you are conducting this with one individual, follow the PowerPoint same process. slides 1-2 Agendas on  Introduce yourself, tenure with company, Flipchart professional background, and training style. Sticky Notes  Review ground rules (turn cell phones on vibrate, Participant listen, respect each other) – ask the group to add on Explanation Workbooks to the list. Record ideas on a piece of flip chart paper and post on the wall once list is complete. Course Evaluations  Let participants know they will be given several breaks throughout the day as well as a one-hour Markers lunch (as well as on the other days). Trucking  Discuss the course and its purpose The purpose brochures and of this course is to help you learn about the trucking T&L documents and logistics industry and help you get started as a professional in this field. Flipchart  Review the program at a glance and agenda. with program at  Discuss course outcomes (also noted on a glance, PowerPoint slides). By the end of the class, agenda and participants will be able to: outcomes.

1. Describe the knowledge and skills necessary to operate a commercial vehicle safely.

PowerPoint 2. Understands the logistics industry. slides 3-8 3. Describe the tasks and duties required of an entry- level trucker and warehouse worker.

4. Show the range of skill mastery required by an individual driver.

Clackamas Community College 21 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials 5. Understands warehouse and loading dock safety.

“My goal will be to stick as close to the agenda as possible Say but we may need to be flexible with our times here and there.”

 “Any questions about the agenda and our class purpose?”

 Let participants know you will be using a parking lot to note any issues that come up that you cannot answer. Participants could either tell you the issue or post issues/thoughts on sticky notes. They could place the sticky notes on the parking lot throughout the day.

Filling out Appropriate Forms  Ask participants to complete the following forms (these forms must be filled out for each person prior to starting each session): 1. Project SHIFT Application Form – this is required by the grant funding to show evidence of materials being trained 2. Social Security Disclosure Form – again, a form required for the grant funding 3. Quick Entry Registration Form – registers the person for the class – there is one for each of the SHIFT Curriculum courses – 101, 121, 141, 180 .

 Ask participants to review the assortment of brochures at their tables. Participants to discuss these packets and be prepared to introduce themselves responding to the following questions

Clackamas Community College 22 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials (listed in their workbook). Packets should include the need for truckers and warehouse professionals, the trends and future needs for trucking and logistics.

Process 1. Who are you and how long have you been with Explanation the company? 2. Why do you want to be in the trucking and logistics industry?

PowerPoint 3. What do the brochures and documents tell you slide 9 about the need for professionals in the trucking and logistics field?

4. What is your current level of experience?

5. What do you want from the class? Intro Questions 6. What will you contribute to the learning process? (Examples include humor, stories, experiences, etc.)

“Now that we know one another, let’s learn more about the trucking and logistics industry; the past, present and future and how you can be a part of this more fully going forward.” Say

Clackamas Community College 23 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Trucking and Logistics

60 Industry Overview minutes 10 - 19 Follow this process if you have a group of individuals in the training class. If you have only one person in your class, your optional activity will be listed below.

1. Divide participants into small groups. 2. Assign each team with a few pages within the participant guide.

Team 1. History of the Trucking and Logistics Industry Activity 2. Jobs in the Trucking and Logistics Industry 3. Advances in the Trucking and Logistics Industry 4. Your future in the Trucking and Logistics Industry

PowerPoint  Ask each team to review the information packet slides 10-14 and be prepared to present a 5 minute (informal) overview on what they learned from the documents.  Teams to present their findings.  Fill-in any gaps each team might miss in the presentation process once they have finished their presentation (such as there is a 20k shortage of drivers today, 111k by 2015, volume of freight will double over the next 15 years).  Review information as a group.  Note – see entry-level driver certificate in the back of this workbook.

Hopefully, you understand the future of the trucking and logistics industry and how it is an exciting time to be a part of

Clackamas Community College 24 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials Say this industry.”

Optional Activity for Individual Participant

 Provide participant with entire information packet located in their participant workbook.  Ask participant to review the information and write a one-page summary on what they learned for each section.  Review with participant and fill-in any missing Individual Activity elements. Debrief

1. What did you learn about the information discussed and provided? 2. How does this help you as you think about your career in the trucking and logistics industry? Debrief Questions

Assessment

 Distribute assessment to participants.  Ask each participant to complete assessment.  Review answers with group and ask participants to mark their final score at the top.

Assessment  Ask participants to turn their assessments back into you.

“Now that you know the history, let’s see where it can take you in your career.” Say

Clackamas Community College 25 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials Career Pathway

60 Make copies of the Oregonian article and have them ready to distribute to participants. minutes 20 - 21  Ask participants to read the Oregonian and AARP PowerPoint articles. Discuss reactions to the articles. Oregonian Article slide 15  Ask participants to take a few minutes individually http://www.orego to think about some of their career aspirations and nlive.com/busine goals – what would they like to see themselves ss/oregonian/ind doing in 5 years? ex.ssf?/base/busi ness/1178936722  Review responses as an entire group. 73300.xml&coll=7  Refer participants to the worksheets in the Oregonian participant guide and distribute the Career Pathway AARP Article Article Worksheet developed by Clackamas Community http://lifetwo.com College /production/node/  Highlight the estimated growth for this occupation. 20060831-midlife- career-change- Career  Let participants know this is a field in which there long-haul-truck- Pathway are more jobs than applicants, so they have great driver Worksheet opportunities!  Ask participants to look at the different career paths Career Pathway and educational options they can take as a driver or Worksheet warehouse professional (located in their participant workbook).  Review the different pathways and educational options to get to different levels. Process  Ask participants to discuss these pathways at their Explanation table and what direction they would like to go.  Discuss as an entire group.  Ask each participant to record their career development thoughts on the worksheet provided in their workbook. Individual  Let participants know we will be revisiting this at the Activity end of the course.

“Now that you know the history, let’s look at Federal and CDL

Clackamas Community College 26 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials Say Requirements.”

Clackamas Community College 27 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Federal and CDL

30 Requirements minutes Let participants know this section has to do Federal and CDL 20 - 26 Requirements for drivers.

Copy of 49CFR PowerPoint  Review the objectives for this section: slides 16-21 1. Explain the Federal requirements for drivers. 2. Explain the CDL Requirements for drivers.

 Review the history of regulations (read worksheet in appendix section).  Review the Federal Requirements for Drivers (including environmental issues and licensing – 49CFR). Process Overview  Ask participants if they have any questions.  Review CDL requirements and the different classes and additional qualifications that some companies incorporate – refer to your own company requirements. Review the different types of endorsements.  Ask participants if they have any questions.  Options: You could create a Jeopardy game or worksheet – starting paragraph matching truck to class or word search.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.

Individual Activity

Clackamas Community College 28 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Debrief

1. What did you learn about the information discussed and provided?

Debrief 2. Do you meet all of the stated requirements? Questions Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with Federal and CDL Say Requirements; let’s transition to Warehouse and Vehicle Safety.”

Clackamas Community College 29 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Warehouse and Vehicle

60 Safety minutes Begin this section by helping participants understand the 27 - 29 difference between warehouse and vehicle safety – either way, they are critical for job and company success. Let participants know you will be focusing on the qualities and Safety Issue JJ PowerPoint actions a warehouse or driver professional should follow in Keller Video slide 22 order to prevent accidents from happening throughout the class. Safety is number one and should be at the forefront of their minds at all times.

 Review a generic warehouse and driver safety policy for a company.  Show Safety Issue video – JJ Keller (20:35 mins).  Divide participants into teams (possible table Video teams).  Ask participants to read the case scenarios listed in the workbook and respond.  Discuss the types of safety issues that were identified in the different scenarios and what actions they believed the worker should have followed to remain safe and in compliance (both Team driver and warehouse professional). Activity Issues might include proper equipment usage and clothing and footwear, following proper procedures, emergency maneuvers, speed and space management, visual search, proper communication, night operation issues,  Ask tables to discuss what they should do to ensure they are in compliance with all safety policies.  Discuss their ideas and actions.

Clackamas Community College 30 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Optional Activity for Individual Participant

 Follow the same process with one participant and help to coach them through the process. Individual Activity Debrief

1. What did you learn about important safety elements in the warehouse and on a truck? 2. What will you specifically remember to do going Debrief Questions forward to ensure safety is always on your mind?

Additional Questions to ask in this section to stress the importance of safety. Select a few to use during and at the end of this section. 1. How can you help to improve safety? 2. Why is your role in safety important? 3. What are the limitations of your equipment? 4. Why do you need to know the limitations of your equipment? 5. As a warehouse/driver worker, what daily requirements should be done to provide a safe work environment? 6. What types of certification are required for operating any or all warehouse equipment? 7. What kind of safety equipment would make your working environment better suited for everyone? 8. Where do you get your safety equipment? 9. Do you know how to handle a spill? 10. Is there an easy way to contact your supervisor? 11. Do you know who to contact in case of a spill? 12. Do you know your safety policy? 13. Do you know where your paperwork should be?

Clackamas Community College 31 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

14. How many V.I. do you have to do in a trip? 15. Do you know how your truck should be loaded safely? 16. What types of safety protection should you use while working? 17. Will you please demonstrate and discuss different points of proper lifting techniques? 18. What can you do at the start of your shit to prevent injuries? 19. List the proper steps to take when you are involved in an accident. 20. Why is safety our number one concern? 21. What is an example of something you can do to ensure a safe day? 22. Why can shortcuts be unsafe? 23. If you drink, then how long must you wait before returning to duty? 24. Tell me something you can do to avoid physical injury on the job. 25. What is the purpose of a written rider policy?

Assessment  Distribute assessment to participants.  Ask each participant(s) to complete assessment.  Review answers with participant(s) and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“Now that you understand safety at a high level, let’s begin to Say understand more about controls and system management. We will get into more detail in the various safety elements shortly.”

Clackamas Community College 32 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Control Systems and

90 Management minutes Let participants know this section is about control systems 30 - 46 and management of the components on the dashboard and other parts of the vehicle. Dashboard and Components Diagrams  Review objectives for this section: PowerPoint Cluster worksheet slides 23-30 1. Describe the general composition of the dashboard and answer key and control systems. Air Brakes Video 2. Identify and locate the various component clusters – JJ Keller that are typically found on the dashboard. 3. Identify and describe the gauges that comprise the engine cluster of gauges on the dashboard. 4. Identify and describe the gauges that comprise the unit temperature cluster of gauges on the dashboard and describe their purposes. 5. Identify and describe the lights that comprise the warning lights cluster on the dashboard. 6. Identify and describe the gauges and controls found in the steering wheel cluster on the dashboard. 7. List and identify the gauges found in the fuel cluster of gauges on the dashboard. 8. List and identify the gauges and controls found in the brake cluster on the dashboard. 9. List and identify controls found in other areas of the cab besides the dashboard. 10. List and identify other parts of the vehicle.

Dashboard Components Prior to this class, print off a copy of a picture of the Dashboard and Components page (see the appendix section of this workbook for example) and other diagrams of the entire parts of the vehicle including body and cab, wheels and

Clackamas Community College 33 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

tires, chassis, under the hood, steering and interior of the cab (if possible, blow it up a bit and even laminate if you can).  Review the four cluster dashboard houses – gauges, warning lights, switches, controls.  Let participants know that on a dashboard, they will find components clustered according to their function. Explanation  Review the different clusters, what they consist of and what they do (go through each of them – listed in their workbook; engine, unit, warning lights, steering wheel, fuel, brake, lights, controls, rest of the cab).  Ask participants to close their workbooks.  Distribute the cluster matching worksheet handout (or ask them to take it out of their workbook).  Ask participants to work in pairs to complete the worksheet (matching worksheet where participants have to match the cluster with the element).

Team  Refer participants to their workbooks to compare Activity their answers (don’t just give them the answer sheet, have them use the book to determine if they have the right answers first).  Once they are finished comparing their answers to the workbook, distribute the answer key.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.  Coach them through the process and resist the urge Individual to give them the answer – maybe leave the room for Activity a few minutes so they have time to think on their own.

Other Vehicle Components

Clackamas Community College 34 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Review the rest of the vehicle components (chassis, body and cab, wheels and tires, under the hood, steering, interior of cab, brakes, emergency Explanation equipment).  Weather permitting; walk out to a vehicle and visually show participants where each part is in and out of the vehicle. Ask participants to bring their diagrams with them for this activity.  As you review, show diagrams (included in their participant workbook – hopefully someone can send me pictures) or up on the Power Point.  Highlight the importance of the seat belt and the law. Time permitting, ask individuals to share any stories of situations they have heard about where someone was not wearing a seat belt and what happened.  Ask participants if they have questions regarding the vehicle and its components, parts and systems.  Show participants how to enter and exit a vehicle while you are still outside.  Discuss the importance of the seat belt – if you have any statistics on number of accidents Demonstrate prevented by seatbelts that would be helpful.  Show participants how to start the engine.  Move back to the classroom.  Ask participants to read the information in their participant guide about the transmission and ABS system. Video  Show Air Brakes JJ Keller Video (20:00 mins).  Ask participants to discuss the information at their tables.  Ask participants questions about these areas and see how they answer – fill in any additional important information for them to know at this time (without overwhelming them).  Highlight the different types of trailers and let participants know they will only be focusing on single trailers for the purpose of this class. Each of

Clackamas Community College 35 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

their companies should have specific training for double and triple trailer training.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.

Individual  Coach them through the process and resist the urge Activity to give them the answer – maybe leave the room for a few minutes so they have time to think on their own.

Debrief

1. What did you learn about the information discussed Debrief and provided? Questions 2. What was the most challenging aspect about all of the parts and components of the vehicle? 3. How will you continue to study the various parts of the vehicle to ensure you remember?

Assessment

 Distribute assessment to participant(s).

Assessment  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back Say into you. “By now, you are familiar with dashboards and gauges other parts of the vehicle. Let’s transition to Vehicle Inspections.”

Clackamas Community College 36 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Vehicle Inspections

180 Follow this process if you have a group of individuals in the training class. If you have only one person in your class, your minutes optional activity will be listed below. 47 - 56

Part 396 of the  Review objectives for this section: Federal Motor PowerPoint Carrier Safety 1. Perform accurate and proper vehicle inspections regulations slides 31-36 required by law for your own safety and the safety of others. 2. Explain why inspections are important and Types of necessary. Inspections Cards (at least 5 packs 3. State how ensuring personal safety on the road ready) Explanation makes drivers better. 4. List the carrier’s and the driver’s legal responsibilities regarding inspections. Daily Inspection Report Form – 5. Describe types of inspections and what they good and bad accomplish. completed 6. Identify the specific things to look for in a given examples inspection.

7. Explain the importance of filling out the vehicle Vehicle inspection report neatly and accurately. Inspections Video 8. Explain the importance of having a good attitude – JJ Keller about performing inspections.

Federal Regulations

 Show Vehicle Inspections Training Video (15 mins).  Pair participants up with one other individual.  Ask team to read Part 396 of the Federal Motor Video Carrier Safety Regulations (required by DOT).  Let participants know the depth of inspections that should take place throughout the process – this

Clackamas Community College 37 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

goes beyond just the basics.  Team to discuss this information and respond to questions in workbook. Group Discussion  Review responses as a group (fill in any missed information).

Optional Activity for Individual Participant

 Provide participant with Part 396 of the Federal Motor Carrier Safety Regulations (required by DOT).  Ask participant to read this law and respond to Individual questions in workbook. Activity  Review responses together (fill in any missed information).

Types of Inspections

 Divide participants into two teams (three teams if you have at least 6 individuals).  Distribute “Types of Inspections Cards” to each team (prepared packs).  Ask participants to sort the cards so they match the Team type of inspection with the description and tape onto Activity a wall.  Once completed, ask teams to rotate to the other team(s) to see how they matched the information.  Provide teams with the answer key.  Discuss where they matched perfectly and where they needed to refine.

Optional Activity for Individual Participant

 Distribute “Types of Inspections Cards” to participant.

Clackamas Community College 38 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Individual  Ask participant to sort the cards so they match the Activity type of inspection with the description and tape onto a wall.  Provide participant with the answer key.  Discuss where they matched perfectly and where they needed to refine.  Discuss the importance of following a routine to ensure participants are looking in the engine compartment, inside the cab, checking the lights and doing walk-around inspections (before, during and after).  Highlight the importance of: 1. Making sure the vehicle is not leaning to one side 2. Knowing that wet spots mean something is leaking  Demonstrate how to walk through each of these inspections (possible “prototype” truck). If possible, take participants outside to a truck and show them how to complete all of the inspections.  Ask participants to check off each item on the checklist as you demonstrate.  Discuss the checklists, questions and concerns.  Let participants know that they should DEPEND on this checklist for at least the first 6 months until it becomes a solid routine.

Optional Activity for Individual Participant

 Ask participant to turn to the page with the Making Inspections checklist (checklist includes the inspection area, specific elements to check, hints and tips, and comment area). Individual  Discuss the importance of following a routine to Activity ensure participants are looking in the engine compartment, inside the cab, checking the lights and doing walk-around inspections (before, during and after).

Clackamas Community College 39 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Highlight the importance of: 1. Making sure the vehicle is not leaning to one side 2. Knowing that wet spots mean something is leaking  Demonstrate how to walk through each of these inspections (possible “prototype” truck). Again, doing this live with a truck would be best.  Ask participant to check off each item on the checklist as you demonstrate.  Review the process.  Let participants know that they should DEPEND on this checklist for at least the first 6 months until it becomes a solid routine.

Daily Vehicle Inspection Report Form

 Introduce the Daily Vehicle Inspection Report Form.  Pair individuals up and ask them to review two forms. Do not let them know which form is good or which form is bad.  Ask pairs to review the forms and decide which one is good and which one is bad and discuss why they Team rated the two the way they did. Activity  Discuss as a group.  Highlight the importance of filling out these forms properly. List the key elements on a piece of flip chart paper (and in the PowerPoint presentation): 1. Where the form is located 2. Why the form is important 3. Listing of any and all problems that could hamper the safe operation of the vehicle in question 4. The report must identify the motor vehicle and it must be signed by driver 5. Report defects promptly to the carrier to that any defect is taken care of as soon as possible.

Clackamas Community College 40 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Discuss any remaining questions.

Optional Activity for Individual Participant

 Introduce the Daily Vehicle Inspection Report Form.  Distribute two forms to participant. Do not let them know which form is good or which form is bad. Individual Activity  Ask participant to review the forms and decide which one is good and which one is bad and discuss why they rated the two the way they did.  Discuss together.  Highlight the importance of filling out these forms properly. List the key elements on a piece of flip chart paper (and in the PowerPoint presentation): 1. Where the form is located 2. Why the form is important 3. Listing of any and all problems that could hamper the safe operation of the vehicle in question 4. The report must identify the motor vehicle and it must be signed by driver 5. Report defects promptly to the carrier to that any defect is taken care of as soon as possible.  Discuss any remaining questions.

Debrief

1. What did you learn about the information discussed and provided?

Debrief 2. Why is it so important to complete vehicle inspections Questions before, during and after a route? 3. How will you ensure you are utilizing the checklist to complete daily inspections?

Clackamas Community College 41 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment

 Distribute True/False assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back Assessment into you.

“By now, you are familiar with the types of inspections, how to make an inspection and what form to use daily. Let’s transition to shifting execution.” Say

Clackamas Community College 42 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day One Closing

15  Ask participants to share, at their tables, what was a minutes significant learning event for them today.  Discuss these key learning moments and ask group to record these on the page in the back of their workbook titled “Learning Moments.” Group Discussion  Discuss the agenda for the next class.

“We have just learned quite a bit of information today. Tomorrow, we continue to learn more about operating a Say vehicle and associated processes such as Shifting, Backing and Docking, Steering, Coupling and Uncoupling, Visual Search and Vehicle Communication.”

Clackamas Community College 43 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Two – Welcome Back

15 Ask participants to sit next to different people for this class. minutes  Ask participants to share what they thought about since the last class – anything profound?  Review agenda for the day. Group Discussion

“Today we are going to continue learn more about the Say vehicles and proper procedures.”

Vehicle Inspections

 Finish the vehicle inspection process.  Most likely, you will be starting at the “Making Inspections” part of the training section.  Follow the procedures listed in the facilitator guide and then move on to shifting execution.

Clackamas Community College 44 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Shifting Execution

60 Let participants know this section focuses proper and safe shifting execution. minutes 57 - 59

 Review objectives for this section Shifting video – JJ Keller 1. Describe the different transmissions in vehicles. PowerPoint slide 37 2. Describe the impact of vehicle speed and engine RPM in relation to the shifting of the transmission. 3. Describe how to correctly and safely operate the clutch in a heavy vehicle.

Proper Shifting Techniques and Clutch operation.

 Show video on proper shifting techniques and standard clutch operation.  Ask participants to observe the different steps taken when shifting and the importance of vehicle Video speed and engine RPM.  Debrief video and ask participants what they learned from the video.  Review checklist and diagrams in participant workbook that identifies the different steps, gear Group and speed to balance, positioning, double clutch Discussion shifting, engagement and disengagement position and the free play at the top of the travel when shifting up and down gears, terrain, turns and highway conditions, avoid riding the clutch, skip shifting, gear recovery, stopping and adjustments, common errors and their consequences.  Discuss the Texas two-step method noted in their workbook.

Optional Activity for Individual Participant

Clackamas Community College 45 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Follow the same process with the individual participant.

Individual Activity Shifting and Clutch Operation Demonstration

 Ask participants to follow you outside to watch you demonstrate the shifting and clutch process in a vehicle.  Ask participants to take turns while you demonstrate the shifting process in the vehicle. Demonstrate  Review various elements until all participants have observed.  Field any questions.  If time permits, take participants out on the road for a full demonstration.

Optional Activity for Individual Participant

 Follow the same process with the individual participant.

Individual Activity Debrief

1. What did you learn about the information discussed and provided? Debrief 2. What is the most important thing to remember when Questions shifting or using the clutch? 3. What will you ensure you do going forward?

Assessment  Distribute True/False assessment to participant(s).

Clackamas Community College 46 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with shifting execution. Let’s Say transition to backing and docking.”

Clackamas Community College 47 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Backing and Docking

90 Let participants know this section focuses on backing and docking. In many cases, you can avoid even having to back minutes into a location, but when you need to …it is important to be 60 - 66 prepared and ready for the process. It is also important to know how to park/dock a vehicle in a variety of situations. Backing and PowerPoint Docking Video – slides 38-40 JJ Keller  Review objectives for this section Miniature trucks 1. State the biggest problem truck drivers face when backing. 2. State the parts of the tractor-trailer that are most vulnerable to collision when backing and why backing Explanation accidents happen and how they can be prevented. 3. List the procedure for steering the tractor in reverse. 4. Describe how to pre-position the rig before backing. 5. Describe the process of docking. 6. Describe the problems association with parallel parking.

Backing Accidents

 Ask participants when they believe most accidents happen when driving a tractor/trailer (answer – backing).  Ask anyone if they have ever seen or experienced Group a backing activity. Discussion  Show the backing and docking video (16:15 mins).  Review the steps to prevent backing accidents from happening (noted in their workbook). Video  Mention the importance of avoidance by looking at every corner and point in the process (again, 360 view). Also, seek assistance when possible.  Introduce the acronym ASC noted in their

Clackamas Community College 48 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

participant Guide – A = Approach, S = Set-up, C= Completion.  Let participants know that if they can remember these three steps, they will be more successful at the backing and docking process.

Backing Activity

 Let participants know they are going to have a chance to learn about steering in reverse which includes backing, pre-positioning, docking and parallel parking.  Divide participants into two teams.  Provide each team with a set of miniature trucks Team and refer them to the pages in the workbook that Activity align with the segment they are going to learn more about.  Topic areas include; (1) backing and docking (2) pre-positioning your rig for a straight back, (3) pre-positioning on the clear side, (4) pre- positioning on the blind side and (5) docking, (6) parallel parking.  Ask each team to review their assigned material and be prepared to present back the process steps to follow. Allow each team approximately 20-30 minutes to prepare for their presentation (since their may only be 4 in a group, you may have 2 teams that have at least 2 or 3 topics to review).  Ask the teams to use the flip chart paper to illustrate the information and process steps (they can use their miniature truck to show us how they would properly position and maneuver the truck through the process).  Take participants out to the yard and demonstrate the process of backing and docking if possible.  Let participants know they will have a chance to practice this in the next course (121). Demonstrate  Review stopping and parking information and

Clackamas Community College 49 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

steps.

Optional Activity for Individual Participant  Introduce the topic to the individual and review each backing section at a high level.  Ask participant to review the process steps and teach back each section using a visual approach Individual along with a toy truck as used in the group activity. Activity  Discuss together.  Demonstrate the backing and docking process if possible in the yard.  Discuss any remaining questions.  Review stopping and parking information and steps.

Debrief

1. What are some alternatives to backing? 2. Can you identify potential hazard and if so, what are Debrief they? Questions 3. How should you prepare your vehicle to back? 4. While backing, should you move the rear of the trailer to the left? Which direction must you steer? 5. After reaching the dock, how would you properly secure your vehicle? 6. When do you use pull-ups? 7. What does G.O.A.L. mean? 8. What did you learn about the information discussed and provided? 9. What steps will you specifically follow to ensure you follow the process correctly?

Clackamas Community College 50 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back Assessment into you.

“By now, you are familiar with the backing and docking Say process. Let’s transition to the steering process.”

Clackamas Community College 51 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Steering

60 Let participants know this section is about the steering system and how it enables the driver to change direction and minutes get around corners. 67 - 70

Props – steering  Review objectives for this section: wheel, axle, knuckle, arm PowerPoint 1. List the components of the steering system and state slides 41-42 their function. Prepared alignment 2. Explain the difference between the manual and power competition steering systems. questions 3. Define what is meant by aligning the steering system Hershey kisses and describe the alignment process and its effects. bags – gold and 4. Define and describe caster, camber, toe in and out, silver bags turning radius, set-back front axle. 5. Define what is meant by steering geometry.

 Distribute parts (props) to each table.  Ask them to look at their props and review the material in the workbook that highlights the component, its connection, what it is made up of, etc. Team Activity  Rotate parts around the room until each table has had a chance to study all of the props.  Review the types of steering – manual and power.  Ask participants to individually read the material highlighting the alignment section elements (toe in and toe out, camber (proper and improper), caster, turning radius, set-back front axle, steering geometry and signs of improper alignment).  Divide participants into two teams (half the class on one side and the other on the other side).  Let participants know you are going to have a competition. You will be asking them questions Team and they are to tell you which alignment element it

Clackamas Community College 52 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Competition fits under.  Begin the competition (competition sheet in appendix section).  Provide each team with a bag of candy (one gold (top team) and one silver bag of Hershey kisses).

Optional Activity for Individual Participant

 Follow the same process as listed above.  Quiz the participant with the same questions you Individual Activity would have asked the teams.

Debrief

1. What did you learn about the information discussed and provided? 2. How will you apply this information when steering on Debrief the road? Questions

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.

Assessment  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with steering; let’s transition to Say coupling and uncoupling.”

Clackamas Community College 53 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Coupling and Uncoupling

90 Let participants know this section is about pre-coupling, horizontal and vertical alignment and coupling and minutes uncoupling procedures. The focus will also be to discuss 71 - 75 common problems associated with coupling and uncoupling PowerPoint Props would be slide 43 and possible solutions. good here – landing gear, fifth  Review objectives for this section: wheel locking mechanism 1. State what connections should be made when connecting a tractor to a trailer. Coupling and Uncoupling video 2. Outline the pre-coupling procedures for a tractor and – JJ Keller Explanation trailer. 3. Describe the step-by-step procedure for making the connection. 4. Describe the procedures for uncoupling the tractor from the trailer. 5. State the importance of safety and how to couple and uncouple safely.

Connecting the Tractor and the Trailer and Uncoupling

 Review (at a high level) the process for connecting Group the tractor and the trailer and uncoupling (at a very Discussion high level at this point). “Tractor to trailer connections includes connecting the Say kingpin to the fifth wheel and connecting the tractor’s air and electrical system to the trailer’s air and electrical system.”  Show the Coupling and Uncoupling video – JJ Keller (22:10 mins). Video  Ask participants to tear out the connecting the tractor worksheet from their workbook.

Clackamas Community College 54 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participants to pair up with one other individual to complete the worksheet in the manual (it is asking participants to put the process in the order they believe the process should happen (from pre- coupling procedures to aligning the tractor (both vertically and horizontally) to making the connection Team and uncoupling. Activity  Review their order and share the correct order as noted in the workbook.  Introduce the “5LL” and “LL5” process developed by Roadway. 5LL stands for Fifth Wheel, Lights, and Landing Geer. It is used every time you perform coupling. LL5 stands for Landing Gear, Lights and Fifth Wheel. It is used every time you perform uncoupling.  Review and demonstrate the steps to follow when performing both processes – take participants to the truck if possible.  Ask participants to bring their handout with these Demonstrate steps so they can follow along.  Discuss any important safety issues and precautions (inspect the area for safety hazards, do not cut corners and GO SLOW).

Optional Activity for Individual Participant

 Follow the same process as listed above but have the person complete the worksheet individually.  Review their answers with them by using the Individual checklist included in their workbook. Activity

Debrief

1. What did you learn about the information discussed Debrief and provided? Questions 2. What will you specifically do going forward to ensure you couple and uncouple properly?

Clackamas Community College 55 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

3. What are the safety implications if these procedures are not followed properly? 4. How do you determine if the 5th wheel is locked? 5. Explain the procedure for connecting and disconnecting the tractor/trailer. 6. What connections should be made when connecting a tractor to a trailer?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back Assessment into you.

“By now, you are familiar with coupling and uncoupling, how to make an inspection and what form to use daily. Let’s Say transition to visual search.”

Clackamas Community College 56 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials Visual Search

60 Let participants know this section is really an extension of our safety discussion earlier. Visual search is about seeing the minutes big picture on the road. It means using your eyes to establish 76 - 77 the picture all around you (front, back, side and center). The PowerPoint Small mirrors for slide 44 Smith System of training calls this looking with a 360 circle of constant awareness. each participant Visual Search video – JJ Keller  Review objectives for this section: 1. Describe how to perform a visual search.

 Distribute a small mirror to each participant.  Ask each participant to sit straight forward in their seat and position the mirror to their left and then right side, then just above them like a rear view mirror.  Ask participants to share what they could see Group Discussion based on the different positioning.  Option: Have two people come to the front of the room. One person is modeling a proper visual search and the other improper – they will have to pretend like they are in a vehicle for the activity.  Host a discussion about their viewing abilities with the mirror.  Ask participants to discuss what they do when they are driving their own vehicles to ensure they are seeing everything in sight and not missing any blind spots or no-see zones (critical objects).  Ask participants (at their tables) to list everything they think they should be paying attention to when performing a visual search (scanning ahead of the truck, sides and back of the truck, proper mirror Team positioning – both plane and convex mirrors so the Activity plane reflects the trailer body and the convex mirrors show a part of the trailer).  Review responses and fill in any missing gaps of

Clackamas Community College 57 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

information (make sure they mentioned that they should be looking around at least every 2 seconds. Smith Systems also recommends you check your Video mirrors every five to eight seconds. Just like in laying carpet, look twice before moving.  Show Visual Search Video from JJ Keller.  Review video and connect back to points the group made earlier – prior to video.  Take participants outside if possible and Demonstrate demonstrate the visual search process with a vehicle. If time permits, give them a chance to practice as well.  Discuss the overall goal – to keep track of who is on the road with you and what else is going on so you do not miss a beat (especially avoiding blind spots)!

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity

Debrief

1. What did you learn about the information discussed and provided? 2. What will you do to ensure you are not missing any Debrief blind spots or no-see zones? Questions

Assessment

 Distribute assessment to participant(s).

Clackamas Community College 58 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with the visual search process. Say Let’s transition to vehicle communication.”

Clackamas Community College 59 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Vehicle Communication

60 Let participants know this section is really an extension of our safety discussion earlier. minutes 78 - 80

 Review objectives for this section: Cannonball Run PowerPoint Video (scene slide 45 1. Describe in detail, how to communicate with other XXX) drivers.

 Discuss the importance of safe and effective vehicle communication.  Show scene/chapter 19 from Cannonball Run where the drivers are not driving safely and communicating effectively with one another.

Video  Ask participants to discuss what the driver did well when communicating with others and what they could have improved.  Review the checklist of communication recommendations in the workbook (signaling, changing lanes, intent to slow, turn or stop, using flashers – both brakes and headlights, misuse of horn, paying attention to others around you, reactions). Group Discussion  Host a discussion about how they have seen these used effectively and ineffectively (allow for at least 3-4 stories). Make sure some of these stories are about professional and non-professional drivers. Try to take the moral of their stories and connect them back to the checklist.  Ask participants to brainstorm at least two situations that can happen when they get on the road. Teams to discuss what actions they will use when faced with an emergency situation – what communication strategies will they use and how.  Review their situations and action responses.

Clackamas Community College 60 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity

Debrief

1. What did you learn about the information discussed Debrief and provided? Questions 2. What type of communications will be most effective for positive interactions with other drivers?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

Say “By now, you are familiar with the communication process. Let’s transition to speed and space management.”

Clackamas Community College 61 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Two Closing

15  Ask participants to share, at their tables, what was a minutes significant learning event for them today.  Discuss these key learning moments and ask group to record these on the page in the back of their workbook titled “Learning Moments.” Group Discussion  Discuss the agenda for the next class.

“We have just learned quite a bit of information today. Tomorrow, we continue to learn more about operating a Say vehicle and associated processes such as Speed and Space Management, Night Operations, Extreme Driving Conditions and Hazardous Materials.”

Clackamas Community College 62 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Three – Welcome Back

15 Ask participants to sit next to different people for this class. minutes  Ask participants to share what they thought about since the last class – anything profound?  Review agenda for the day. Group Discussion

“Today we are going to continue learn more about the Say vehicles and proper procedures.”

Vehicle Communication

 Finish the Vehicle Communication section if you did not have a chance to fully complete the day before.  Follow the procedures listed in the facilitator guide and then move on to speed and space management.

Clackamas Community College 63 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Speed and Space

60 Management minutes Let participants know this section is really an extension of our 81 - 88 safety discussion earlier. PowerPoint JJ Keller video – slides 46-47 speed & space “The last thing you want to have happen is an accident while management Say driving. An accident can be caused by many things – one of them because you were driving too fast or too close to someone.”

 Review objectives for this section: 1. Describe the conditions and terms associated with proper speed management. 2. Describe proper space management in relation to the tractor-trailer and other traffic.

Speed and Space Management  Ask participants to raise their hand if they have ever received a speeding ticket.  Ask participants to discuss the situation and why they were cited (mostly because of trying to hurry to Video get somewhere, not paying attention, driving too close to someone or trying to pass too aggressively, not taking into account weather and traffic conditions).  Show the JJ Keller video on Speed and Space Management (approximately 11:30 minutes). Group Discussion  Let participants know there is a place in their workbook for notes (the page already lists the points the video makes about speed and space regarding stopping distance, road surface, shape of the road, speed and visibility, speed limits and flow of traffic, space ahead, space behind (formula review) and space to the side, above and below of

Clackamas Community College 64 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

the truck, space for traffic gaps, giving space to others, proper use of brakes).  Ask participants to discuss what they learned from the video at their tables.  Remind participants of the penalties that can occur when they get tickets (losing license, suspensions, loss of job).  Review stopping chart.  Review discussion and ask each person to make a commitment to effective speed and space management.

Optional Activity for Individual Participant

 Follow the same process as listed above. Individual Activity

Debrief

Debrief 1. At 40 mph, you must allow how many seconds per Questions 10 feet of your vehicles length? 2. How would you manage the space behind and beside you? 3. How would you manager your rig with a higher center of gravity? 4. What did you learn about the information discussed and provided? 5. What will you do to ensure you are going at the proper speed and managing the space around you?

Clackamas Community College 65 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with the speed and space Say management. Let’s transition to night operation.”

Clackamas Community College 66 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Night Operations

90 Let participants know this section is really an extension of our safety discussion earlier. minutes 89 - 90

 Review objectives for this section: JJ Keller Night Driving Video 1. List the driver, roadway and vehicle factors affecting PowerPoint safe night driving. slide 48

 Let participants know that one of the most important things to keep in mind when driving at night is to automatically increase their following distance.  Assign each table with one of the vehicle factors Driver Factors, Roadway Factors, Vehicle Factors – there might be two tables that have the same factors or a table might have 2 or all 3 factors Team depending on the size of the class). Activity  Ask each table to read their associated material listed in their participant guide and be prepared to “teach back” what they understand about that factor.  Give each team approximately 10 minutes for discussion and 5 minutes for presentation.  Ask teams to present their findings and fill in any gaps of information.  Review importance of safe driving as it relates to night driving.  Show night driving video – JJ Keller (10:00 mins).  Summarize the video and highlight that they affirmed what they just presented. Video

Optional Activity for Individual Participant

Clackamas Community College 67 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participant to read the information in the workbook regarding the different night driving factors.  Ask participant to summarize each of the three Individual driving factors. Activity  Review importance of safe driving as it relates to night driving.  Show night driving video.  Summarize the video and highlight that they affirmed what they just presented back to you.

Debrief

1. What did you learn about the information discussed and provided? Debrief 2. What will be the most challenging aspect of night Questions driving for you? 3. How will you turn it around to ensure it does not stay as a challenge for you?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with the Night Driving. Let’s Say transition to extreme driving conditions.”

Clackamas Community College 68 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Extreme Driving Conditions

75 Let participants know this section is about extreme weather driving conditions and overall driving challenges. minutes 91- 103

PowerPoint JJ Keller Extreme slides 49-53  Review objectives for this section: Driving 1. List the conditions that challenge cross-country Conditions drivers. 2. List geographical and vehicle conditions that present special driving challenges including uphill and downhill operation, brake fade, rolling terrain. 3. List the procedures for driving in adverse conditions (cold weather starting, traveling through the fog, traffic jams, construction zones, accident scenes, rain, snow and ice, headwinds and crosswinds and night driving).

“Geographical features and adverse weather conditions can Say prove to be challenging when driving – regardless of the trip distance.”

Driving in Mountains and Rolling Terrain

 Discuss the concept of grade and how a small grade may be only a 4% grade. This means there is a 4 foot change in altitude for every 100 feet of roadway (also noted in their workbook). A 4% Team grade in a thousand feet would mean a 40 foot Activity increase or decrease in altitude.  Divide participants into 2 teams. Assign 1 team with the Uphill Operations Section and 1 team with the Downhill Operations Section.  Each team will review their section and answer questions that relate to gear selection, checking the brakes, brake fade, runaway ramps and rolling terrain.

Clackamas Community College 69 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Teams to review their answers with the entire group so they can educate the other teams (ask the opposite teams to write down the answers from the team).  Encourage teams to use flip chart stands and paper to show diagrams/visual pictures to help the others learn.  Discuss their responses and fill in any gaps.

Adverse Conditions

 Show JJ Keller Extreme Weather Driving video (14:00 mins).

Video  Refer participants to the job aids in the participant guide that include hints and tips for each weather element.  Ask tables to discuss what they learned from the video (notes from video included in participant Group guide – preparation, fog, rain, snow, ice, wind). Discussion  Discuss their responses.  Ask participants to share what they should absolutely do to be prepared and deal with the different weather and extreme and hazardous driving conditions.

Optional Activity for Individual Participant

 Follow the same process as listed above except the individual will need to answer questions for both Individual uphill and downhill operations. Activity

Clackamas Community College 70 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Debrief

1. What did you learn about the information discussed and provided?

Debrief 2. What are some challenges presented by extreme Questions weather/geographical changes? 3. What Driving techniques apply to less than ideal driving conditions? 4. MP 201, I-84, east bound chain up sign lit. When would you chain up? 5. What will you do to ensure you are prepared for a variety of inclement weather conditions?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with Extreme Weather Conditions, Say let’s transition to hazardous materials.”

Clackamas Community College 71 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Hazardous Materials

360 Let participants know this section is about the transportation of hazardous materials and how they can be transported minutes safely. 104 - PowerPoint slides 54-57 118  Review objectives for this section: 1. State what special requirements drivers who haul Props with hazardous materials must meet. hazardous material look 2. Describe how drivers can identify a load of alikes (they could hazardous materials. be in a bag with a 3. Identify each of the hazardous materials and the basic label of #1 nine classes they fall into. on the front, or in a box, whatever 4. Describe the information needed on the haz mat will work best) shipping papers, the manifest and package labels. Shipping papers 5. State how to load hazardous materials safely. and haz mat 6. Explain what placards are and how they should be manifest used. examples 7. Describe how to transport hazardous materials on Example labels the road safely. for each class 8. Describe what a driver should do in case of an Loading boxes accident when hauling hazardous materials. and pretend hazardous 9. State the special precautions drivers must take materials inside when hauling radioactive materials. and labeled 10. Describe what to do when delivering a shipment of Placard examples hazardous materials. Haz Mat video – JJ Keller “Drivers who haul hazardous materials must have a special Hazardous endorsement on their CDL and must pass background Materials security checks. Compliance Say The Department of Transportation regulates hazardous Pocketbook materials regarding packaging, labeling, loading and Emergency transporting. Response As a driver, when hauling hazardous materials your Guidebook responsibility is to be able to recognize, load safely, placard

Clackamas Community College 72 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

correctly, and transport safely the cargo.”

Know Your Shipment

 Discuss the “what” a hazardous material is that can pose a health or safety risk, types of materials (liquid, gas, solid).  Outline the 9 classes of hazardous materials.  Show video on Haz Mat materials (introduction section). JJ Keller.  Review the Hazardous Materials Table (in their Video participant guide).  Divide participants into teams (teams will vary based on number of participants. If you have 2 teams, rotate the various bags around until each Team team has completed the process). Activity  Each team will be given a material in a bag or box. They are to look and smell the material and determine which class it falls under, determine the class, shipping name, proper id number, packaging group, verify the label is correct, verify the shipper and used proper package, determine what placards are required. Once they finish with the first bag, rotate bags until teams have seen each bag.  Ask teams to fill this information in the table provided in their participant workbook (they should use their Hazardous Materials Pocket Book and Emergency Response Guidebook to help them complete this process.  Teams to review their answers with the entire group.  Discuss their responses and fill in any gaps.

Shipping Papers and Manifests

 Show “Shipping Papers and Manifests” section of

Clackamas Community College 73 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

the Haz Mat video.  Distribute proper shipping papers and manifests Video for various Haz Mat materials examples.  Review the shipping paper and manifest documents and field any questions (they are listed first, there is an X in the HM column and a different color has been used to identify them. Note that the Group shipping names are spelled out, not abbreviated, Discussion the hazard class, total quantity and U.N. number are listed.  Review lists of acronyms and abbreviations in participant guide.  Review the HMR 172.205 requirements (shipper to prepare, date and sign) and why. Also note that as a driver, you must receive 3 copies and keep them readily available.  Distribute examples of hazardous materials labels for each class.  Review labels and how they should be placed on shipping containers (discuss what hangtags are and when they are used – when regular labels cannot be attached).

Loading Hazardous Materials Set up stations with boxes including something from each class. Boxes should be labeled. Post a blank piece of flip chart paper next to each box with the title of the item.  Show “Loading Hazardous Materials” section of the Haz Mat video.  Ask teams to be prepared to load items from every Video class.  Ask teams to review the steps in the participant guide for loading hazardous materials.  Ask teams to rotate to each station and record Team what they should do on the flip chart near the box Activity (teams can add on, change or delete steps another team has noted).  Stations include (breakable containers of

Clackamas Community College 74 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

corrosive liquid, nitric acid, compressed gas cylinders, radioactive materials, poison, explosives, ???).  Prepare a blank chart with the special procedures for loading and unloading certain specific hazardous materials. This includes making sure the parking brake on your vehicle is set, chocking the wheels, turn off the engine, will be easy to get to in an emergency, won’t bounce or shift, don’t load if damaged or leaking, can’t have overhang or tailgate loads of explosives, flammable solids and oxidizers, what to do before leaving the warehouse, making sure you have proper emergency equipment, etc.).  Review their final charts and discuss any missing elements.

Placards

 Show “Placards” section of the Haz Mat video.  Review what Placards are and when you would use them (similar to a label, attached to the outside Video of the vehicle, shipper’s responsibility to provide, class and quantity of the material listed determines the placard needed).  Distribute examples of Placards to the group. Group  Distinguish the difference between regular Discussion Placards and Dangerous, Poison, Poison Gas, Inhalation Hazard Placards.  Ask participants have any questions or need any clarifications regarding Placards.

Safe Transport on the Road

 Show “Safe Transport on the Road” section of the Haz Mat video.  Assign each table with one or two elements to safe

Clackamas Community College 75 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Video transport on the road (tire inspection, parking, routing, railroad crossing, and fire).  Ask each table to read the material and be prepared to discuss/educate others (give them 10- Team 15 minutes to discuss). Activity  Teams to share their findings (5 minutes).  Fill in any information gaps along the way.

In Case of an Accident

 Show “In Case of an Accident” section of the Haz Mat video.  Ask each table to complete the case scenarios in the participant guide (they can use the process steps included on this topic that is also listed in Video their guide).  Review scenario responses.  Fill in any information gaps along the way. Group  Review the Destination Process (no delay, what to Discussion do if your shipment is refused, should all else fail, call your dispatcher).

Optional Activity for Individual Participant

 Follow the same process as listed above. In sections where there are many charts listed, the participant can do this on smaller sheets of paper or orally walk you through the process. Individual Activity  Coach along the way.

Debrief

1. What did you learn about the information discussed and provided?

Clackamas Community College 76 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

2. Why is it so important to be careful when transporting hazardous materials?

Debrief 3. What will you remember and apply the most from this Questions section?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with Haz Mat, let’s transition to Say emergency maneuvers.”

Optional Questions to Ask: 1. Where do shipping papers need to be – within reach, within site, on the seat or all of the above? 2. When does a tanker have to be Placarded – 119 gals of liquids, 1,000 gals of fuel, 1 gal of Chlorine or all of the above? 3. How far from an open flame – 50 ft, 150 ft, 200 ft or 300 ft? 4. Who must supply Placards for Hazmat loads – carrier, driver shipper or all of the above?

Clackamas Community College 77 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Three Closing

15  Ask participants to share, at their tables, what was a minutes significant learning event for them today.  Discuss these key learning moments and ask group to record these on the page in the back of their workbook titled “Learning Moments.” Group Discussion  Discuss the agenda for the next class.

“We have just learned quite a bit of information today. Tomorrow, we continue to learn more about operating a Say vehicle and associated processes such as Emergency Maneuvers, Rail Road Crossings, Vehicle Checks and Maintenance, Diagnosing and Reporting Malfunctions, Handling, Adjusting and Documenting Cargo and Manifests, Map Reading and Fuel Management.”

Clackamas Community College 78 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Four – Welcome Back

15 Ask participants to sit next to different people for this class. minutes  Ask participants to share what they thought about since the last class – anything profound?  Review agenda for the day. Group Discussion

“Today we are going to continue learn more about the Say vehicles and proper procedures.”

Clackamas Community College 79 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Emergency Maneuvers

75 Let participants know this section is really an extension of our safety discussion earlier. minutes 119 - PowerPoint slide 58  Review objectives for this section: 122 5. List and describe emergency maneuvers a safe truck driver may have to make. Correct Matching Worksheet 6. Describe the types of skids and how to avoid them. Possible Video for Skid Control Emergency Maneuvers and Recovery – JJ Keller

 Ask participants to turn to the associated page in their workbook.  Ask each person to match the appropriate step with the action and the description (evasive steering, emergency stop, off-road recovery, brake failure on a downgrade, rapid air loss or blowout). Team  Ask participants to review their responses with one Activity other person.  Reveal the answers (hand out with correct matching).  Discuss their responses.

Skid Control and Recovery

 Ask table teams to brainstorm when they think skids occur.  Discuss their responses (when the tires lose their grip on the road, too much heavy cargo too close to the front of the trailer). Group  Discuss the three types of skids (over-braking, Discussion over-steering, and over accelerating skids).

Clackamas Community College 80 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Discuss what each of them mean and how it happens (as noted in book). The participant guide also has the recovery strategies listed.  Show the Skid Control/Emergency Maneuver JJ Keller video (19:15 mins).  Stop the video each time a situation happens and before the narrator tells what the person should do Video in the situation.  Let the participants tell you what they think they should do to manage the situation (and what type of skid the person is experiencing).  Play the next part of the video to see if they were correct in their diagnosis and strategy to manage the skid situation. Continue with this process throughout the video.  Ask participants if they have any questions about this section.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity

Debrief

1. What did you learn about the information discussed and provided? Debrief 2. What will you do to ensure you can successfully Questions manage a skid or emergency situation?

Assessment

 Distribute assessment to participant(s).

Clackamas Community College 81 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back Say into you.

“By now, you are familiar with Emergency Maneuvers. Let’s transition to railroad crossings.”

Clackamas Community College 82 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Railroad Crossings

30 Let participants know the focus of this section is to discuss Railroad Crossing procedures. minutes 123 - PowerPoint slides 59-60  Review the objectives for this section: 128 1. List what you should do prior to and while driving over a railroad crossing. JJ Keller video – Driving Techniques  Ask if anyone knows what they should do prior to crossing a railroad crossing.  Review the information in their participant workbook (passive and active crossings, signs and symbols Video and hints and tips).  Ask a few volunteers to read the information from federal regulation documents.  Show the clip from JJ Keller on Railroad Crossings Group within the Driving Techniques Video (approximately 8 Discussion minutes).  Summarize video and field any questions.  Review section.  Options: show a short valiant load video showing train and truck collision. Discuss operation life saver and emphasize legal ramifications.

Optional Activity for Individual Participant  Follow same process for individual participant.

Individual Activity

Clackamas Community College 83 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Debrief

1. What did you learn about the information discussed Debrief and provided? Questions 2. What will you do specifically to ensure you are safe in any railroad-crossing situation? 3. Name some current warning systems used for Rail Road Crossings? (Gates, horns, signs, etc.) 4. What are some hints/tips you should use when approaching a Rail Road Crossing? (be alert, obey signs, check for traffic, choose escape route) 5. When is it OK to not stop at a Rail Road Crossing? (marked as abandoned, controlled by police) 6. Should you ever shift gears while crossing Rail Road Tracks? 7. What should you do if you get stuck on a Rail Road Crossing? 8. If you know you can beat a train at a Rail Road Crossing, should you do it?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“Now that you are familiar with Railroad Crossing, let’s Say transition to vehicle checks and maintenance.”

Clackamas Community College 84 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Vehicle Checks and

75 Maintenance minutes Let participants know this section is intended to teach the 129 - driver how to do preventive maintenance to their truck in PowerPoint slides 61-63 order to increase safety and reduce or eliminate the need for 136 major repairs. Game questions and answers  Review the objectives for this section: Prize for winning 1. Explain the importance of preventive maintenance. team 2. List the driver’s daily checks in detail including checking the power unit and the towed unit. 3. Describe the types of service to perform. 4. Explain how to winterize or summarize a truck. 5. State the importance of keeping the truck clean.

Driver’s Daily Checks

 Review the three types of checks; routine, scheduled and unscheduled maintenance checks.  Review the driver’s daily checklist included in the participant guide (power unit and towed unit). Group  Option: Walk participants out to a truck and Discussion demonstrate the process (power unit and towed unit).  Ask participants if they have any questions.

Demonstrate

Types of Service Checks  Review the types of Service checklist included in the participant guide (steps 1 - 5).

Clackamas Community College 85 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participants if they have any questions.

Group Discussion Winterizing and Summerizing  Review the steps they need to follow in order to winterize and summarize their vehicles (cold weather – check antifreeze level, make sure heaters and defrosters work, check windshield washer antifreeze. Warm weather – double check the engine oil supply, check antifreeze level, double check the condition Group and tightness of the water pump and fan belts, Discussion double check the condition of the coolant hoses, check tire pressure). Also, ensure the truck is clean – it is easier to see leaks and early signs of wear.  Ask participants if they have any questions.

What Do You Know Game  Divide class into 2 teams (depends on your group size).  Ask each team to give themselves a name.  Create a check sheet with the team names at the top Team on a piece of flip chart paper. Activity  Begin the activity by asking the vehicle and maintenance questions and the teams stating the correct answers (let them know they can use their material from the participant guide).  Place a check mark by the team who answers correctly.  Finish going through the process.  Give the team that has the most checks a bag of candy or some other prize.

Optional Activity for Individual Participant  Follow the same process with individual.

Clackamas Community College 86 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Individual  When it comes to the competition, ask the same Activity questions.  Provide individual with a “prize” for getting X amount correct.

Debrief Debrief Questions 1. What did you learn about the information discussed and provided? 2. What is your responsibility in this process as a driver?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment. Assessment  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back into you. Say

“By now, you are familiar with Vehicle Checks and Maintenance, let’s transition to diagnosing and reporting malfunctions.”

Clackamas Community College 87 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Diagnosing and Reporting

60 Malfunctions minutes Let participants know this section focuses what to do to effectively diagnose and report vehicle malfunctions. PowerPoint 137 - slide 64  Review the objectives for this section: 139

1. Identify symptom and vehicle systems and match DVCR/DVIR forms symptom to likely problem. – good, average 2. Trouble shoot/identify problem, and/or identify if a and bad ones problem exists. completed 3. Report problem accurately and according to guidelines. 4. Fix problems with jurisdiction of driver.

 Ask participants what they currently do when their car breaks down?  At their tables, ask participants to complete a worksheet which highlights a problem and have participants see if they can identify the symptom or Group problem. Discussion  Review responses and let them know what the problem is specifically.  Discuss the typical issues drivers face with malfunctions and breakdowns.  Review the process steps drivers should follow when a malfunction occurs (knowing this might be company specific).  Distribute blank a copy of the Vehicle Condition Report/Vehicle Inspection Report (DVCR or DVIR) – Company or a version of what you use in your company. Specific Information  Let participants know this is the document they would be using when reporting any malfunctions or system breakdowns.

Clackamas Community College 88 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Distribute a packet that includes one form filled out perfectly, one form that is average and one that is poor. Team  Ask table teams to review the three documents and Activity identify what is good, bad or average about each one.  Review responses.  Highlight the importance of filling these out accurately – you get your rig fixed properly!

Optional Activity for Individual Participant  Follow the same process with individual.

Individual Activity Debrief

1. What did you learn about the information discussed and provided? Debrief Questions 2. What would you do if you noticed a broken tail light during your –re-trip inspection? 3. While doing your post-trip inspection, you notice your oil level is low. Would you; A. Note the low level on your DVIR?, B. Tell your Supervisor about low oil level? Or C. Add oil to meet vehicle specs? 4. You are en-route to a customer and one of your trailer tires blows out on the freeway. How would you handle this situation? 5. What is the most important learning point you will apply going forward?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Clackamas Community College 89 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with diagnosing and reporting malfunctions, let’s transition to the cargo and manifest Say process.”

Time Topic Process Page Numbers & Materials Handling, Adjusting and

75 Documenting Cargo and minutes the Manifest 140 - Let participants know this section focuses on handling, 151 adjusting and documenting cargo and the importance of the PowerPoint manifest. Example slides 65-68  Review the objectives for this section: documents in participant 1. Describe the procedures to verify nature, amount and workbook condition of cargo on both pick-up and delivery. Manifest 2. Verify load is placed and tied down correctly for examples weight. 3. Verify information on bill of lading and properly record and report discrepancies and damage to the cargo. 4. Obtain appropriate signatures on delivery receipts and other required forms. 5. Properly prepare a manifest.

Cargo Documentation Activity

Clackamas Community College 90 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask if anyone knows what Cargo Documentation means (simply the paperwork needed for every shipment of freight).  Review the key elements of Cargo Documentation – bills of lading, freight bills, waybills, manifests, delivery receipts, trip reports (noted in their workbook).  Divide participants into small teams (again, depends on size of the group).  Assign each team with a few of the Cargo Team Documentation elements (bills of lading, freight bills, Activity waybills, manifests, delivery receipts, trip reports). Be sure to refer participants in the freight bills and waybills team information regarding Pro Numbers.  Refer participants to the appropriate page in their workbook with all of the details for each of these elements (all include an example and the specific points, roles, responsibilities, etc.).  Ask teach team to read their assigned material and be prepared to “teach back” what they learned about the information they read.  Allow teams 15 minutes to read their materials and ask them to teach back (approximately a 5 minute presentation).  While teams are reading and preparing, walk around the room and help to clarify any of the documents.  Ask each team to present their information and fill in gaps where needed.  Review section.

Optional Activity for Individual Participant

 Review pages on Cargo Documentation in the workbook.  Ask the participant to take a few minutes to read through the specifics once you have given them a Individual high level overview. Activity Clackamas Community College 91 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participant to share key points from each Cargo Document element.

Load Differentials and Damaged Cargo

 Ask participant(s) to go outside with you.  Show them some loaded cargo and ask them to think about how it is placed and tied down.  Review what is done correctly and what should be Demonstrate improved. Provide participants with hints and tips (also noted in their participant guide).  Discuss weight requirements and let participants know whether or not this shipment is in or out of compliance.  Show participants examples of damaged cargo.  Ask them what they think you should do in this situation.  Review the process steps to take for damaged goods – reporting process.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity Debrief

1. What did you learn about the information discussed and provided? 2. What 3 things will be most important for you to apply?

Debrief Questions Assessment

Clackamas Community College 92 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you. “By now, you are familiar with Cargo Documentation, how to make an inspection and what form to use daily. Let’s Say transition to map reading.”

Time Topic Process Page Numbers & Materials Map Reading

90 Let participants know this section is focused on Map Reading. minutes 152 - PowerPoint  Review the objectives for this section: slide 69 1. List how map reading skills help ensure a good trip. 154 2. Give a definition of a trucker’s map and of its Map Samples features. Oregon Map – 3. Describe symbols and features. one for each participant 4. Identify steps for route preparation. 5. Estimate travel time using a map.

Map Storytelling and Map Review

 Ask participant(s) to share a story about how they got lost at some point in their life.

Clackamas Community College 93 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Group  Allow a few to share (if you have more than one Discussion person).  Narrow it down to a few reasons why they got lost – either reading the map wrong or not using a map.  Ask participant(s) to discuss the benefits of having a good map available in their truck.  Provide each table (or person) with several maps to review that are both good and bad.  Ask tables (or individual) to review these maps and discuss which features are more helpful for map reading.  Note: If your vehicles are loaded with GPS, be prepared to discuss the benefits and challenges with that tool as well as a map. Emphasize that regardless of the technology, they need to understand basic map reading as a baseline knowledge requirement.  Discuss their findings.

Map Activity One – Identifying the Symbols

 Provide each participant with an Oregon Map (the best you can find).  Ask participants to close their workbooks.  Divide participants into teams small teams. Team Activity  Ask teams to review their maps and list out as many symbols as they can find on their maps (this includes symbols, reference points, location information, etc.).  Teams to list these on flip chart paper.  Provide the teams with the most identifiers with a prize of some sort (candy, longer break, etc.).  Review the key symbols (US Highways, Other through Ways, Under Construction, etc.) – these should be in their workbook and on their map. Fill in gaps of information they did not discover: 1. Map Key

Clackamas Community College 94 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

2. Odd-numbered routes run north and south with lowest numbers in the West 3. Even-numbered routes run east and west with the lowest numbers in the South 4. Estimating highway mileage 5. Highway features (rest areas and their features, tolls, tourist attractions, airports and ferries, time zones, ports of entry as an important symbol and how they need to prepare for entry into another state (log book current, permits and scale stopping, weigh stations) 6. Distances between intersections and large towns 7. Avoiding tourist spots 8. Time zones (ETA estimates) 9. Designated System

Optional Activity for Individual Participant  Follow the same process listed above for one Individual individual (instead of a flip chart, they can use a Activity single sheet of paper).

Map Activity Two – Trip Planning

 Ask participants to stay in their same teams and get ready to plan a trip.  Let participants know you want them to travel from Team their current locations to (pick an end destination). Activity  Ask participants to determine how many miles that trip will cover, what route they think is the best, level road options, weather impacts, travel time and key symbols along the way.  Ask teams to review their results to see how close they came to one another.  Discuss the benefits of proper planning and how it can make a difference in their trip and driving

Clackamas Community College 95 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

process.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.  Coach them through the process and resist the urge to give them the answer – maybe leave the room for a few minutes so they have time to think on their own.

Individual Activity Debrief

1. What did you learn about the information discussed and provided? 2. What was something new and interesting to you? 3. What will be important to remember when reviewing a map and planning a trip?

Debrief Questions Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top. Assessment  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with how to effectively read a map. Let’s transition to fuel management.” Say

Clackamas Community College 96 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Clackamas Community College 97 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Fuel Management

60 Let participants know this section relates to fuel and wear and tear on vehicle parts. minutes 155 - PowerPoint slides 70-71  Review the objectives for this section: 158 1. Define economy operating. 2. Define the natural forces of friction, gravity, inertia and describe how they affect fuel use. 3. List the five economy driving techniques and explain how each one works. 4. State how a fan clutch and a program of preventive maintenance save fuel. 5. List the aerodynamic features available for trucks, describe them and state how they work.

Natural Forces and Fuel use

 Let participant know this is about using as little fuel as possible and that they as the driver…can make a difference.  Review the three areas; friction, gravity and inertia.

Team  At their tables, ask participants to find an object to Activity demonstrate at least one of these concepts (have a few objects on a table ready if they need them…not sure what these objects would be yet…apple, weight, something with static).  Ask each table to demonstrate each of these elements.  Connect their demonstration with how it ties into saving fuel.  Optional Activity: Ask everyone to sit in their seat and act like they are in the driver’s seat. Ask them to lift their toe up and down. Connect this to the actual

Clackamas Community College 98 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

process of fuel management. 

Economy Driving Techniques

 Review the different economy driving techniques with the group (also listed in their workbook – speed down, progressive shifting, skip shifting, trip planning, road management, idling and shutting down the engine, proper maintenance and optional equipment, Group aerodynamic design). Discussion  Review the GIFT acronym. This was created by a group of driver-trainers in an effort to help drivers remember what to keep in mind when managing fuel economy.  In their same teams, ask participants to respond to the scenarios in the workbook. Given the situation, what should the driver do to save on fuel and optimize equipment.  Review responses and fill in any missing information gaps.

Optional Activity for Individual Participant  Follow the same process listed above.  Coach as needed (especially for the factors demonstration).

Individual Activity Debrief

1. What did you learn about the information discussed and provided? 2. What will you do to make sure you are managing your Debrief Questions fuel properly?

Clackamas Community College 99 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with Fuel Management; let’s Say transition to hours of service, daily logbook and logbook recap.”

Clackamas Community College 100 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Four Closing

15  Ask participants to share, at their tables, what was a minutes significant learning event for them today.  Discuss these key learning moments and ask group to record these on the page in the back of their workbook titled “Learning Moments.” Group Discussion  Discuss the agenda for the next class.

“We have just learned quite a bit of information today. Tomorrow, we continue to learn more about operating a Say vehicle and associated processes such as Hours of Service, Daily Log and Logbook Recap, Inventory and Stocking Process, Accident Safety and Management, Road Life, Trip Planning, Driving Behavior, Body Mechanics and we will take our final exam.”

Clackamas Community College 101 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Day Five – Welcome Back

15 Ask participants to sit next to different people for this class. minutes  Ask participants to share what they thought about since the last class – anything profound?  Review agenda for the day. Group Discussion

“Today we are going to continue learn more about the Say vehicles and proper procedures and take our final exam for this course.”

Fuel Management

 Finish the Fuel Management process.  Follow the procedures listed in the facilitator guide and then move on to Hours of Service, Daily Log and Logbook Recap.

Clackamas Community College 102 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Hours of Service, Daily Log

45 and Logbook Recap minutes Let participants know this section has to do with hours of 159 - service, daily log and logbook recap. PowerPoint slides 72-74 167

 Review the objectives for this section: DOT regulation 1. Define the regulated hours of service and list the from Part 395 exceptions to (off-duty time, sleeper berth time, Hours of Service driving time, on-duty (not driving) time. Training Video 2. Describe the hours a truck driver might work. Examples of 3. Explain the importance of keeping good records. completed logbooks 4. Fill in a daily log book sheet and monthly summary correctly.

Hours of Service Regulations

 Distribute copies of the DOT regulation from Part 395, Hours of Service of Drivers, of the Federal Motor Carrier Safety Regulations.  At their tables, ask participants to review the DOT regulation from Part 395, Hours of Service of Drivers, Group of the Federal Motor Carrier Safety Regulations. Discussion  Ask participants to refer to the checklist regarding regulations in their workbook and have them discuss this along with Part 395.  Show the Hours of Service Training Video (not sure who this is by but SYSCO refers to it in their training).

Video  Discuss this checklist and ask them what questions they have (the checklist covers who the agents are, their inspection protocol, what happens when you are declared out of service, duty statuses, off-duty time, sleeper berth time, driving time, on-duty (not driving time), driving and on-duty limits (11 hour rule, 14 hour

Clackamas Community College 103 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

rule, 60 hours/7 day rule, 70 hours/8 day rule), rule exceptions.  If possible – have a few stories about individuals who have violated (without names) these regulations and what has happened to them.  At their tables, ask participants to respond to the case scenarios in the workbook teams to decide what the driver should have done differently (referring to the checklist).

Optional Activity for Individual Participant  Follow the same process listed above for one individual. Individual  Coach them through the process and resist the urge Activity to give them the answer – maybe leave the room for a few minutes so they have time to think on their own.

Keeping Track and Log Books

 Ask participant(s) what they believe their typical hours might be (let them share a few thoughts and then tell them – not 9-5) Group Discussion  Let participants know their hours and the kind of work they do each day depends on three factors: 1. The hours you worked yesterday 2. The day before 3. Up to seven days in the past

 Distribute example copies of logbooks and show the examples in their participant guide.  Let participants look at these at their tables and ask them to notice how time was recorded, the monthly summary sheet and how it is documented.  Ask for reactions to this logbook (too much documentation, will take us too much time, etc.).

Clackamas Community College 104 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Let participants know that this is a DOT regulation and not even an optional activity – it comes with penalties if not completed!

Log Book Activity

 Ask participants to pair up with one other person.  Create two scenarios for teams that outline a particular driver activities over the period of a week Team (write these up on a piece of flip chart paper). Activity  Refer participants to the logbook checklist, which includes the steps to follow to complete a logbook, where they can obtain the different log sheets, legibility importance, and information to include on each sheet, tips on filling out the grid and other particular important items, tips and hints.  Ask teams to complete 1-2 log sheets for this driver.  Walk around and review their sheets to see if they need assistance.  Review as a group and field any questions.  Review the monthly summary sheet – distribute a copy and highlight the different columns and required elements (a completed and accurate copy). A = total hours on-duty the last seven days, B = how many hours you can work tomorrow, C = How many hours you have worked in the last eight days.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.  Coach them through the process and resist the urge to give them the answer – maybe leave the room for Individual a few minutes so they have time to think on their Activity own.

Clackamas Community College 105 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Debrief 1. What did you learn about the information discussed and provided? 2. What will you make sure you do so you are documenting your hours properly? Debrief Questions 3. What is the purpose of a log book? 4. How does the logbook work for you the driver? 5. How many hours can you drive and work in a day? 6. How many days of past logs must you have in your possession and when must your original logs be presented to your carrier?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back into you. Assessment

“By now, you are familiar with hours of service, daily log and logbook recap, let’s transition to inventory and stocking Say process.”

Clackamas Community College 106 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Accident Safety and

75 Management minutes Let participants know that this section focuses on how to 173 - manage an accident scene. PowerPoint slides 76-79 184

 Review the objectives for this section: Props – 1. Describe the process for managing the scene of an emergency accident. warning devices 2. List the devices available for use during an accident Accident packet scene. Accident 3. Describe the report procedures and what needs to be Procedures Video completed. – JJ Keller

Preventable Accidents

 Ask participants to read the information on preventable accident types and descriptions. Group  Discuss key sections. Discussion  Ask participants what they think they should do to try and prevent these types of accidents from happening.  Discuss prevention strategies in participant guide.

“Sometimes as a driver, you will need to pull off on the side of the road. This could be due to an accident or a need to Say stop the vehicle to check something out that might be failing with the truck.”

Stopping on the Highway

Clackamas Community College 107 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participants what they typically do when they have to pull off on the side of the highway or worse yet, get in an accident?  Discuss their responses.  Ask participants to turn to the page in their Demonstrate participant guide that outlines the different devices and their use (by day and by night).  Weather permitting, move outside to demonstrate how to use these warning devices. If a truck is around, use that as your prop. If not, use a car in the parking lot.  Ask participants to bring their workbooks with them (or at least the page describing the process for warning devices).  If the weather is not conducive for this activity, go into a hallway. Use a chair as your car prop.  Show participants where you would place the reflective triangle (behind and in front).  Ask participants if they have any questions.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.

Individual Activity Accident Procedures

 Review the procedures to follow when getting in an accident (listed in the participant workbook).  Show Accident Procedures Video (17.30 mins). Video  Divide participants into teams.  Distribute an Accident Packet to each team.  Refer participants to the scenarios in the participant workbook. Team

Clackamas Community College 108 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Activity  Ask teams to identify what steps and actions the driver should take for the given situation.  Review team responses and fill in any missing gaps of information (make sure they understand what the blue courtesy and witness cards, the driver’s exoneration forms are for, and why they are important).  Ask participants if they have any questions.

Optional Activity for Individual Participant  Follow the same process listed above for one individual.

Individual Activity Debrief

1. What did you learn about the information discussed and provided? 2. Can anyone give me 3 things needed at the scene of an accident? (triangles, phone and accident kit) Debrief Questions 3. What parts of a pre-trip can help to prevent you from rear-ending or being rear-ended? (lights, light cord, 60 second air check) 4. What is the best technique for avoiding hitting fixed objects? (physical walk around, know truck height, follow warning signs, know your route) 5. What will you do specifically to ensure you apply what you learned?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.

Clackamas Community College 109 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask participant(s) to turn their assessments back into you.

Assessment “By now, you are familiar with accident safety and management, let’s transition to road life.”

Say

Clackamas Community College 110 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Road Life

90 Let participants know this section focuses on road life of a driver and how to manage the personal and professional life. minutes 185 -  Review objectives for this section PowerPoint 1. Describe a good system for managing road money. 198 slides 80-85 2. Plan a physical fitness program including exercising and eating right and why it is important as a driver. Play money 3. Explain the need for planning before starting a long Calculators road trip. Food pyramid 4. State why time management is so important to a truck Menus and driver. calorie counts 5. Describe how to combat fatigue. from a variety of typical 6. State the difficulties of running a home from the road restaurants and describe solutions to this problem. Music – On the 7. Explain how to keep the family close together during Road Again long separations. Food video – maybe a clip from Managing Time Michael Moore’s fast food movie Cars Movie  Ask participants to brainstorm/discuss what time management challenges they face when getting things done each day – list a piece of flip chart paper.  Let participants know that it will be critical for them to really think about how they will effectively manage their time each day.

Group  Ask participants to review the case scenarios in the Discussion workbook which highlight time management challenges drivers face when they are on the road. Teams to identify several strategies to improve these case scenario drivers time management effectiveness.  Discuss responses as a group and fill-in any gaps.

Clackamas Community College 111 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Ask each person to identify one strategy they will follow to be as effective as possible with their time when they are on the road.  Ask several participants to share what they decided they would do to be effective on the road.

Optional Activity for Individual Participant

 Follow the same process as listed above but have the person complete the case scenarios individually.  Review their answers with them and fill in any missing gaps. Individual Activity Managing Money

 Ask participants to stay in their same teams.  Provide each team with a scenario.

Team Activity “You are about to go on a trip that will take you away for 2 days. It will take you 350 miles each day to get to your destination and back. The price of gas is $3.50 a gallon. Say Your tank holds approximately XXX gallons. Your hotel charge will cost you $70. There are two tolls on the road that will cost approximately $6 total. Take a few minutes to price the cost of gas and how much money you will need for the trip.”

 Give each team approximately 10 minutes to calculate how much they will need for this trip.  Provide each team with play money to cover their costs (as an option).

“You go ahead and begin this trip but all of a sudden, two of Say your tires blow. You don’t have enough cash on hand to cover the cost of new tires. What do you do? What should

Clackamas Community College 112 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

you have done to prepare for an emergency such as this?”

 Give teams a few minutes to discuss their options (call dispatcher and explain the situation, be sure you have traveler’s checks instead of cash, plan better next time).  Discuss team responses and add ideas.

“The company wires you some money and takes care of the tire issue. You get back to your work site the next day and Say have to turn in your expense report. You try to do this but realize you are 2 receipts short – what should you have done?”

 Allow teams to discuss this for a few minutes (make sure you get a receipt for every penny you spend and create a system to keep them all organized, budget your money so it will last the whole trip).  Discuss responses and add ideas.

Optional Activity for Individual Participant

 Follow the same process as listed above but have the person complete the case scenarios individually.

Individual  Review their answers with them and fill in any Activity missing gaps.

Physical Fitness

 Ask participants to stand up and follow you outside.  Take the participants on a 20-minute brisk walk Team around the facility. While on the walk, ask Activity participants to share the benefits of exercising as a driver – what will exercise do for their mind and body (keep them trim and in shape, help with the

Clackamas Community College 113 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

oxygen flow to the brain for better thinking skills, improve circulation, keep muscles in shape, lungs and heart get strong).  When you return, ask participants to write down how they feel on a sheet of paper.  Discuss their responses and discuss any other benefits to exercise that was not discussed.  Ask participants to record what they are going to do on a daily basis to stay in top shape while on the road and when home.  Discuss their ideas.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Healthy Eating

Individual Activity  Show a video that highlights the importance of a well balanced diet (this could also be something that shows a few individuals who are overweight and the issues and risks they face in this condition – maybe a clip from the Michael Moore movie about fast food).  Share the statistics about the overweight Video population in the U.S. today (noted in their workbook).  Ask participants to brainstorm good and bad foods.  Review the food pyramid with individuals.  Discuss the types of foods they should be eating more or less of on the road as noted in the Team workbook – connect this back to the list they Activity created.  Distribute menus and calorie counts for many of the “fast food” restaurants.  Ask teams to review the calorie and nutrition charts

Clackamas Community College 114 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

and select the types of foods they should be selecting when going to fast food restaurants.  Discuss what types of foods they could pack for their trips that are healthy and nutritious.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity Fatigue

 Show the “Cars” video scene where the truck driver is falling asleep at the wheel while driving at night.

Group  Review the signs of fatigue. Discussion  Ask each person to write down 3 things they could do to avoid fatigue when driving.  Discuss their ideas (exercise, eating right, avoiding alcohol and drugs, getting a good night rest, not Video staying up too late, etc.).  Review the Circadian Clock listed in their workbooks. Discuss how the brain regulates bodily functions and behavior on a 24-hour clock.  Let participants know this clock can go cuckoo when changing time zones or switching work shifts.  Ask participants to select one thing they will do to minimize fatigue going forward.  Discuss their ideas.  Option: Bring a few current drivers in and have them discuss what they do to manage fatigue when driving.

Optional Activity for Individual Participant

Clackamas Community College 115 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Follow the same process as listed above.

Individual Activity Running Your Home from the Road

 Play the song “On the Road Again” and discuss how this is exciting but can be challenging for those left behind and for the work that is sometimes left undone. Music  Discuss things a driver can do when on the road to manage their home from the road, (online bill paying, carry a checkbook and stamped envelopes, use automatic tellers for banking deposits and withdrawals, direct deposit, carry a planner with important numbers such as doctors, home repair individuals, etc.). Group  Ask participants if they have a significant other or Discussion extended family members to help out with home items while they are away?  Discuss the importance of dealing with a spouse and developing a family, provide resources the company may have for this process. Be sure to discuss how drivers should be prepared for the inevitable changes in personal life and choices.

“If not, be thoughtful in how you manage your home situation. Get a PO Box for mail, hold newspaper delivery or subscribe online, work with neighbors to watch your home.” Say  Ask participants what types of things they think they could arrange to help with this process. Have them discuss this at their tables.  Remind participants that it is also important to ensure the home life is somehow kept in check.

Clackamas Community College 116 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

When in home, focus on the family as much as possible to make up for away time.  Ask participants to discuss what they could do to Group ensure the family life is in check and maintained Discussion effectively.  Review responses.  Ask participants to complete a Road Life Action Plan located in their participant guide.  Let participants know this will be a tool we will continue to build throughout the class.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Debrief Individual Activity 1. What did you learn about the information discussed and provided? 2. How will you apply all of this information so you have a healthy and productive road life?

Assessment Debrief Questions  Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back into you. Assessment

Clackamas Community College 117 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

“By now, you are familiar with how to manage many aspects of road life. Let’s transition to trip planning.” Say

Time Topic Process Page Numbers & Materials Trip Planning

Let participants know that this section is meant to help the 90 driver think of everything they need to do before leaving for a minutes trip. For the purpose of this section, we will focus on a long- 199 - haul trip. PowerPoint slide 86 200  Review objective(s) for this section 1. Effectively plan a trip from start to finish.

 Divide participants into small groups.  Let participants know they will each be given the same trip scenario to plan.  Refer participants to the trip scenario in the participant guide and ask teams to develop an Team entire plan for this trip. This includes determining Activity distance, what to ensure is in the vehicle, what to prepare for from home, pre-trip inspections, etc. This also includes creating a trip-planning checklist.  Remind participants that their workbook is a great resource for this planning process.  Provide each team with at least 30 minutes to plan

Clackamas Community College 118 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

this trip. They should be prepared to share what they planned for and why.  Teams to share their plans and checklist (scribe on Group a piece of flip chart paper). Discussion  Give each team at least 5-7 minutes to present back their planning strategies.  Once all teams have finished, identify areas that they may have missed along the way.

Optional Activity for Individual Participant

 Follow the same process as listed above. However, you could give the individual participant more time to plan and think about the trip. Possibly leave the Individual room so they can effectively think through the Activity process and use their workbook as a resource.

Debrief

1. What did you learn about the information discussed and provided? Debrief Questions 2. What will you remember specifically when planning for a trip (prevention and planning aspects)?

Assessment

 For this section, their assessment is their team trip plan and their checklist. These two items will validate that they learned something from the Assessment section.

Clackamas Community College 119 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

“By now, you are familiar with how to effectively plan for a Say trip. Let’s transition to driving behavior.”

Clackamas Community College 120 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Driving Behavior

30 Let participants know that it is easy to lose control while driving. This could be venting your emotions when driving minutes which can cause accidents. A driver attitude can have a big 201 impact on your concentration. PowerPoint Driving behavior slide 87 video?  Review objective(s) for this section 1. Describe the elements of a positive mental attitude.

 Ask participants why it is important to manage their driving behavior (poor behavior could lead to accidents, it is a drivers responsibility to manage their behavior, it impairs judgment, etc.). Group Discussion  Play Driving Behavior Video (maybe Drug and Alcohol Awareness Training Video).  Ask participants to watch the video and write down their reactions (not sure what video yet). Video Video would have some elements of personal problems, physical issues, drugs and alcohol, etc.).  Once video is over, ask participants to be ready to discuss their reactions.  Write their responses on a piece of flip chart paper. Highlight the following: Intoxication, judgment, reflexes, attitude, vision, attention, etc. All of these items impact attitude.  Discuss anger and how it can impact the driving process (connect it back to how it impacts our judgment, attitude, etc.).  Discuss the resources they have available within their companies to help them deal with some of their issues (employee assistance programs, family, etc.).  Have them write down what they will do to keep a close eye on their state of mind (take deep breaths, maintain your poise and composition, don’t lose

Clackamas Community College 121 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

your cool, avoid honking the horn (or use steering horn and use it politely), think of something pleasant, let them go by, pull over if necessary).

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity

Debrief

1. What did you learn about the information discussed and provided? Debrief Questions 2. What will you do specifically to ensure proper driving behavior going forward?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment. Assessment  Review answers with group and ask participant(s) to mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with how to manage your attitude Say while driving. Let’s transition to body mechanics.”

Clackamas Community College 122 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Body Mechanics

30 Let participants know that a personal injury can happen quickly or develop over time. To prevent this from happening, minutes it is important to watch your body mechanics as you lift, move 202 - PowerPoint and drive. slides 88-89 205

 Review objective(s) for this section Empty box 1. Describe the proper body mechanics for lifting, moving and driving.

Techniques

 Ask a participants to come to the front of the room and demonstrate how they should lift a box (have one ready).  Ask other participants to comment on the posture and technique they are using.  Demonstrate the following (steps are noted in participant workbooks): Demonstrate  Sitting position  Twisting  Lifting safely preparing for the lift  Performing the lift  Safety tips for lifting  Ask for questions and clarifications.  Ask other participants to comment on the posture and technique they are using.

Methods for Movement and Stretching

 Ask participants to stand up.

Clackamas Community College 123 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

 Let participants know they are about to practice movements and stretches to help them warm up and reduce injury of major muscle groups used on the job. Let them know these activities also help to Demonstrate improve mobility and overall performance.  Refer participants to the steps in their participant guide and walk them through each one at least 2 times (Cross Back, Elbow Touches, Cop Squat, Elbow Drops, Knee Hugs, Standing Hip Circles).  Ask for clarifying questions along the way and reposition participants if they are not doing it correctly.  Ask participants how the stretches made them feel.  Discuss the importance of doing these each day before lifting or driving.

Optional Activity for Individual Participant

 Follow the same process as listed above.

Individual Activity

Debrief

1. What did you learn about the information discussed Debrief and provided? Questions 2. How will you ensure you are following these procedures on a regular basis?

Assessment

 Distribute assessment to participant(s).  Ask each participant to complete assessment.  Review answers with group and ask participant(s) to

Clackamas Community College 124 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Assessment mark their final score at the top.  Ask participant(s) to turn their assessments back into you.

“By now, you are familiar with how to properly lift, move and Say stretch your body. Let’s review the course and prepare for our final exam.”

Clackamas Community College 125 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Time Topic Process Page Numbers & Materials Final Review and Exam 60 Let participants know this section will provide them with an opportunity to finalize their career pathway plan, review any minutes missing information and take their final exam. 206

PowerPoint CCC Course slide 90 Career Pathway Plan Evaluation Form  Ask a participants to pull out their initial career pathway plan they completed in the beginning of the class.  Ask them to review it and add anything else they thought of during the class (hopefully, they will have added as the class progressed).

Final Review  Ask participants if they have any questions regarding any of the material – clarifications, confusions, etc.  Provide information as needed.  Ask participants to complete the Clackamas Community College Course Evaluation Form.

Final Exam Group Discussion  Distribute the final exam to everyone.  Let them know they have up to one hour to complete (time may be adjusted based on class size and overall timing).  Note: If it would make it easier, ask participants to return the following day to take the final exam.

Final Test/Exam

Clackamas Community College 126 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Time Topic Process Page Numbers & Materials

Clackamas Community College 127 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Appendix Section

Clackamas Community College 128 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Flip Chart Recommendations Listed below are samples of flip charts that could be used throughout the class. These are just some examples of what you can use through the class. Anytime you need an additional visual, use a chart. When you put people in an activity, list out the steps on a chart to help participants remember what they need to do for next steps. Use as many charts as possible to keep the visual stimulation going.

Flip Chart 1 Flip Chart 2 Flip Chart 3 Flip Chart 4

Welcome to Agenda Parking Lot Ground Rules

Ed 101 – Post the Agenda at a Introduction to Glance on a chart Trucking and Logistics

Flip Chart 5 Flip Chart 6 Flip Chart 7 Flip Chart 8

Session Trucking History CDL Information Control Outcomes Management List bits of High level List here history here… requirements Engine Controls jobs, industries, etc. Types and Primary Controls Endorsements Secondary Controls

Clackamas Community College 129 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Flip Chart 9 Flip Chart 10 Flip Chart 11 Flip Chart 12

Vehicle Types of Trailers Vehicle Shifting Process Components Inspections List here List here List here 1. Pre-trip 2. En-route 3. Post-trip 4. Official roadside inspection

Flip Chart 13 Flip Chart 14 Flip Chart 15 Flip Chart 16

Backing and Alignment Section Coupling and Visual Search Docking Elements Uncoupling List their ideas ASC Process List here 5LL here

LL5

Clackamas Community College 130 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Flip Chart 17 Flip Chart 18 Flip Chart 19 Flip Chart 20

Speed and Space Night Operation Extreme Driving Hazardous Management Conditions Materials List elements here List elements here List types of List class types extreme driving here conditions here

Flip Chart 21 Flip Chart 22 Flip Chart 23 Flip Chart 24

3 Types of Skids Vehicle Cargo Documents Proper Weight Maintenance Distributions List here Types List types here List types here List here

Clackamas Community College 131 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101

Flip Chart 25 Flip Chart 26 Flip Chart 27 Flip Chart 28

Map Reading Fuel Management Hours Update CAB Summary Strategies Sheet List important List current hour icons to know List strategies requirements List CAB here here here

Flip Chart 29 Flip Chart 30 Flip Chart 31 Flip Chart 32

Accident Healthy Eating Fatigue Reducing Body Mechanics Prevention and Living Strategies and Stretching Strategies List ideas here List ideas here List types here List here

Clackamas Community College 132 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Oregonian & AARP Article Links

Oregonian Article http://www.oregonlive.com/business/oregonian/index.ssf?/base/business/117893672273300.x ml&coll=7

AARP Article http://lifetwo.com/production/node/20060831-midlife-career-change-long-haul-truck-driver

Clackamas Community College 133 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Entry-Level Driver Training Certificate The following is an example of the Driver Training Certificate required.

Clackamas Community College 134 Version 6.0 ~ 05/02/10 Facilitator Guide – TTL 101 Dashboard Diagram The following is an example diagram of a dashboard. Use if you have no other internal documents available.

Clackamas Community College 135 Version 6.0 ~ 05/02/10