ERGONOMICS TRAINING
FOR BUS OPERATORS
A TRAINING TEMPLATE FOR TRANSIT AGENCIES
[ADD YOUR TITLE, TRAINING DATE AND OTHER
INFORMATION HERE]
Version: February 19, 2016
TCRP Report 185
EXPLANATION
This training template is designed to help transit agencies provide
training for bus operators to promote ergonomics best practice, health
and safety.
This is a training backbone only. The template contains recommended
content areas and outlined slides. This template is to be filled in with
information, images and content that are specific to the transit agency
and the group being trained. Some images are included for reference,
with a source link in the notes section. Most slides could be adapted for
other titles.
Trainers should use the slide images to discuss the issue in the header,
asking group participants to comment. Transit agencies can call on
their in-house ergonomics expertise or outside consultants in adapting
this template to their needs and to develop a location-specific script.
2
The content slides are presented here in a block. However, exercises,
hands-on practice, out-of-class work and discussions should be
inserted throughout the training, as suggested in Section 4.
TABLE OF CONTENTS
Section 1. The ergonomics demands of work
•
•
•
•
•
Physical
Physiological
Visual
Cognitive
Health impact
Section 2. Bus workstation target areas
Section 3. Programs, policies and forms
3
Section 4. Training notes and activity examples
OBJECTIVES
4
Following the training, bus operators will:
Understand the physical, cognitive and other demands
of the workstation
Set and use workstation elements for safety and
comfort, including seats and mirrors
Practice good body mechanics in other tasks
Provide input to the transit agency on workstation
safety, health and comfort
Use transit agency safety and health checklists and
forms to record and report concerns
Participate in analyzing and improving ergonomics
risks in the workplace
BUS OPERATOR WORKSTATION
DESIGN
Workstation ergonomics is a core health and safety
concern.
Bus ergonomics and design may also have an impact
on passengers.
[Transit agency] is working to ensure that the
workstation and environment promote safety, health
and comfort.
5
This training should give you the information, skills
and tools you need to make the most of the
ergonomics of your workstation. Forms and contacts
are provided for reporting any problems or ideas you
have.
ERGONOMICS HELPS
• understand the demands of the job
• identify problems in the workstation or tasks
• analyze problems and correct them
• design better equipment and technologies
• work more safely
• respond quickly to pains and strains
6
• address passenger needs
SECTION 1. WORK DEMANDS
Physical demands:
•
•
•
•
•
Stressful positions
Forceful motions
Repetition
Vibration
Safety hazards
Other demands:
7
• Visual
• Physiological
• Cognitive
STRESSFUL POSITIONS
Bus operators may experience strain and pain
through stressful postures that can:
• wear out body tissues
• stress joints
• put extra demands on weaker areas
8
• can limit blood flow needed for muscle health
9
STRESSFUL POSTURES
FOR THE BACK
10
BACK DEMANDS ON
THE BUS
11
STRESSFUL POSTURES
FOR HANDS
12
WRIST FORCE AND POSTURE
DEMAND COMBINED
13
STRESSFUL SHOULDER
POSTURES
14
STEERING CAN AFFECT THE
SHOULDER, WRIST, ARM, BACK
15
REACHING OUT STRAINS THE
SHOULDER
WORKING SAFELY AND
COMFORTABLY
16
[slides of current bus and correct seat and mirror
adjustment, body alignment and steering
technique]
FORCEFUL MOTIONS
The amount of force available is related to the muscle
group and the position. These motions can affect the
back, shoulders, arms, hands and legs:
• Lifting
• Pulling
• Pushing
• Twisting
• Pinch grip (hands only)
17
[insert transit agency lifting instructions]
REPETITION/DURATION
Longer lasting stressful postures or forceful
motions are more likely to cause strain or pain.
Changing work activities and positions frequently
can keep you healthier.
18
[insert any transit agency material about breaks,
exercise]
VIBRATION
Whole body vibration (WBV) usually comes from
vehicle vibration and sometimes impacts. It can
damage disks, soft tissue and nerves in the back. It
is transmitted to the back while sitting and through
the feet while standing.
High frequency vibration (HFV) usually comes from
vibration tools or equipment handles. It can affect
nerves in the hands and arms. Gripping tools or
steering wheels makes the vibration worse.
19
[Explain any transit agency initiatives]
VISUAL DEMANDS
Excessive visual demands interfere with safe driving
and can increase stress
Examples:
• Pedestrian visibility
• Mirror placement (exterior, interior)
• Lighting
• Glare (windows, other surfaces)
• Controls, indicators, alarms
20
[Review any agency concerns, issues and solutions]
PHYSIOLOGICAL DEMANDS
Extended seated work
• decreases blood flow
• increases insulin resistance
Stress
• produces hormones that interfere with concentration, healing
and insulin response
• increases blood pressure
Fatigue and daily rhythm interruptions
21
• Interfere with healing
• increase risk of injury
COGNITIVE DEMANDS
The science of ergonomics recognizes that the
physical impact of work can be aggravated by
other demands
Examples:
• Dashboard complexity
• Communication with dispatch
• Traffic challenges
• Passenger interactions
22
[Review transit agency concerns, issues and
solutions]
HEALTH IMPACT
Physical demands can lead to pain and strain in
muscles, joints, nerves
Examples of musculoskeletal disorders (MSDs):
•
•
•
•
Back pain and disk problems
Shoulder tears
Tendonitis and bursitis in arms or legs
Carpal tunnel syndrome
Injuries also result from slips and falls
23
Working through pain is not a good idea
SYMPTOMS OF MSDS
If any of these work-related symptoms do not
resolve with rest, report them:
•
•
•
•
•
Pain – aching or sharp
Numbness
Stiffness
Tingling (“asleep”)
Swelling
Consult doctor immediately if you experience:
• Unexplained weakness
• Loss of coordination
24
[review employer symptoms and injury policy]
SECTION 2: TARGET AREAS WITH
SOLUTIONS
•
Seating
•
Mirrors
•
Pedals
•
Wheelchair and other passenger assistance
•
Signage and other overhead tasks
•
Visual demands
•
Controls
•
Assault barriers
25
[Insert transit agency information and images. This section
should apply the risk factors and biomechanics concepts from
Section 1 to analyze and explain the specific examples of
equipment, controls and tasks. Before beginning may be a good
point to ask for comments and thoughts from participants. ]
26
SEATING
27
MIRRORS
28
STEERING
29
PEDALS
30
WHEELCHAIR SECUREMENT
31
SIGNAGE AND OTHER
OVERHEAD TASKS
32
CONTROLS
33
VISUAL DEMANDS
34
ASSAULT BARRIERS
35
SECTION 3: PROGRAMS,
POLICIES AND FORMS
ERGONOMICS PROGRAM
[complete with transit agency program, e.g.]
Management commitment
Employee involvement
Program plan
Worksite analysis
Hazard prevention and control
Education and training for all
Medical management for injured workers
36
• Source: National Institute for Occupational Safety and Health
EMPLOYER POLICIES
Review:
• Worksite health and safety information
• Inspections and checklists
• How to report concerns about the workstation
• Reporting work-related pains and strains
37
[Insert slides or provide handouts]
FORMS
Explain, demonstrate and practice forms such as:
• Bus safety inspection
• Bus ergonomics inspection
• Equipment problem reporting
• Suggested equipment or work practice changes
38
• Injury or symptoms reporting
FOLLOWING UP
Information to take away:
• Reporting reminders
• Calendar information
39
• Contact information
SECTION 4: TRAINING NOTES
Transit workers are experienced in the physical
and other demands they face. Even new bus
operators have a wealth of past work experience
that will contribute to their learning, or possibly
interfere with it. Training engages them best when
they can contribute from that experience.
• Hands-on work
• Learning activities
40
• Out of class work
HANDS-ON WORK
41
Hands on work allows training participants to practice
what they are learning. They may be more likely to
bring up questions in an active setting than in a
classroom. These naïve testers can be a source of
information for the procurement team.
Examples of active or hands-on exercises:
• Try out mock-ups or new equipment
• Practice seating, mirror and other set up
• Use checklist in pairs or as a group to review current
or pilot bus
• Bus trainers explain driving differences and other
demands of new buses, bus operators trial run
LEARNING ACTIVITIES
42
Activities complement information delivery. They allow
training participants to use mixed learning modes and
apply their own skills to problems. This not only helps
them learn but also shows the trainers what else may
be needed, in the course and in the equipment.
Activity examples:
• Make a map of the work station or environment,
marking ergonomics and other safety hazards. Maps
done over time can show areas that have improved.
• Experienced workers train others on a skill covered
in the course.
• Case studies or examples that let them use forms or
tools from the training in small groups.
OUT-OF-CLASS WORK
Trainers can help cement learning by asking
participants to collect information or do a small
task in between sessions or before a class. This
will also bring up questions or ideas that are useful
for the bus cab procurement process.
Out-of-class work examples:
• Use a bus ergonomics checklist
• Select and evaluate a piece of equipment or task
43
• Interview a coworker for their questions or
concerns