UPS DRIVER SERVICE
PROVIDER TRAINING
FINAL DESIGN DOCUMENT
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
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copyrighted by the institution that created it and is intended for individual organizational,
non-commercial use only.
INTRODUCTION
OVERVIEW
Introduction
The design for the new Driver Service Provider (DSP) Training curriculum takes a
dynamic, interactive approach to developing those who aspire to what is arguably the
most important position at UPS – the Driver Service Provider. Integrating work from four
cutting-edge organizations: RDEA, Virginia Tech, MIT and Brainvisa, Inc., the resulting
learning experiences will appear seamless to the candidate while offering state-of-theart, blended learning solutions for optimal learning.
Design Concepts
The design concepts presented in this design document use a blended learning
approach to design by integrating a variety of training methodologies, learning
strategies and facilitation methods. This design also takes full advantage of the synergy
created by multiple trainers in a centralized (regional) training location.
Three distinct phases are described in the high-level design: Prequalification,
Workshop, and Post-Workshop. To achieve the most successful learning experience
calls for cooperation from each Center and Hub where Prequalification and PostWorkshop experiences take place.
Ongoing Driver Development
While ongoing driver development after seniority is not included in the scope of this
project, it is mentioned here to emphasize the importance of continuous reinforcement
of safety habits and customer care as well as updates to UPS DSP methods and
procedures.
REGIONAL TRAINING CENTER
Overview
One of the primary changes from the current New Service Provider Training (NSPT) to
the proposed Driver Service Provider (DSP) Training is a change in the training venue
from district-based training to a regional training concept. Transitioning to a Regional
Training Center (RTC) model has been recommended to alleviate these real-world
implementation issues.
A regionally based training center will build in greater accountability for properly training
DSPs and reduced failure rates through the use of training codes associated with the
training pool rather than compiled with overall production statistics.. Furthermore, there
will be additional economies of scale for UPS. While travel costs (suitcased trainees)
would be greater for an RTC, this increased cost would be more than offset by
decreased costs indicated in the table below.
Economy
Facility
Trainees
Facilitation
Economies of Scale
RTC
Equipping, upgrading, maintaining,
and supporting 12 RTCs
Space and facilitator ratio allows
greater flexibility for expansion to
prepare for peak
Fewer total facilitators are needed;
yet there will be more facilitators
available per training session. For
instance, 12 RTCs with 4 facilitators
(48) is still less than providing one
facilitator per DTC (55).
DTC
Equipping, upgrading, maintaining and
supporting 55 DTCs
Space and facilitator ratio limits
flexibility for expansion to prepare for
peak
Many DTCs are operating with only
one facilitator (55 x 1 = 55); There is
no qualified backup when the trainer is
sick, on vacation, or otherwise
unavailable.
Improved outcomes (reduced failure rate, improved productivity and customer service,
etc.) would translate into substantially greater return on investment than attempting to
continue with the DTC model. It is important during this project to collect baseline data
that can be used to determine the success of the Regional Training Center pilot.
In addition to increased class capacity and improved efficiency and synergy for
facilitators and participants, there are several other indirect benefits to UPS in moving to
an RTC model.
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Other Indirect Benefits
Curriculum
DSP
Upgrade
Curriculum Quality
Improved
Consistency and
Maintenance of
Training
Increased
Accountability for
DSP Training
Workforce
Less bench time
between training and
DSP experience
DSP Job Satisfaction/
Quality
Improved Workforce
flexibility
DSP Job Attraction Improves Recruitment
DSP Trainer Job
Satisfaction /Quality
Long-term increase in
retention of drivers
DSP Trainers assist
with road tests and
monitoring (frees up
ORS)
ORS Job Satisfaction /
Quality
UPS-Wide
Enhanced UPS
image for all
careers
Leverage Training
Facility for other
purposes
Improved Customer
Service Satisfaction
Logistics
It is anticipated that the RTCs will be needed for DSP workshops and prequalification
about 40 weeks per year. It is likely, and recommended, that UPS use the RTCs for
other workshops and events.
The Regional Training Center concept presents an excellent opportunity for building
UPS bench strength through development opportunities that will provide additional
support at the Regional Training Centers. UPSers at all levels of the organization will
benefit from spending time in learning environments where UPS safety, services,
methods, roles and responsibilities, training, and facilitation are being practiced through
applied hands-on activities. UPS has identified Landover, Maryland as the pilot site
location.
Prequalification for DSP New Hires
Approximately 1 in 6 DSP Candidates will be a new hire. Presently, new hires often
attend the workshop without any preparation. In the future, new hires will be able to
complete Prequalification requirements at the RTC prior to the workshop. By preparing
UPS new hires for the role of DSP at the RTC, there is a direct benefit that should also
contribute to lowering the failure rate. The accessibility of RTC and DSP Workshop
resources will allow UPS to leverage facilitators, equipment, and a learning environment
conducive for new hires to complete prequalification requirements as successfully as
candidates who are presently employed by UPS (such as preloaders and air drivers).
In the morning and afternoon, when whole class activities are taking place in the DSP
Workshop, at least one facilitator will be available to train and support new hires.
DSP Workshop Facilitation
The DSP workshop has been designed to share UPS culture, job knowledge, skills, and
attitudes each day in an engaging hands-on, interactive, blended learning environment.
DSP Candidates will become accustomed to having a set routine as each day has been
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structured to follow a similar format, building in complexity and raising performance
standards as the week progresses.
Each session requires a minimum of three (3) facilitators to accommodate a
maximum of 24 DSP Candidates. The number of learning stations and time at each
station has also been optimized for no fewer than three facilitators and no more than 24
DSP Candidates. Logistics for this configuration are detailed in the Appendix.
While a minimum of three facilitators are needed for 24 participants, it is recommended
that additional training resources be used to allow for greater flexibility. For example,
additional support such as Certified Driver Trainers might be able to handle the driving
experiences of DSP candidates; or co-facilitators might assist and support candidates at
learning stations. If one of the primary facilitators is absent/unavailable, the class will be
able to continue using the two remaining facilitators and supplementary resource(s).
Additional training support will also be needed in preparation for peak or for other
situations when trainee headcount is higher than 24 per session. As additional
candidates are added, it will also be necessary to plan accordingly to provide for
additional facilitators, drivers, workstations, learning stations, equipment, space, or a
staggered schedule.
In order to make this work efficiently, most of the topics in the DSP workshop have been
modularized. Learning stations focus on different job competencies with learning
objectives becoming progressively more complex each day. Participants will be grouped
so that each team rotates through every learning station during the day. Participants will
be assessed on a regular basis, based on learning objectives. Facilitators will be able to
monitor individual DSP Candidate’s progress throughout the workshop and provide
feedback and guidance.
Under this new configuration, facilitators will be available to manage classroom activities
while additional facilitators are free to conduct driving instruction and other hands-on
activities to be completed outside the classroom. At any point, facilitators may rotate
duties; or if one of the hands-on facilitators is free, he or she may come in to provide
additional support in the classroom.
The modular approach extends to driving experiences and any other hands-on activities
outside the classroom. Groups will rotate through these experiences, which will be led
by facilitators and/or Certified Driver Trainers.
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AUDIENCE
A potential UPS Driver Service Provider candidate may come from one of four pools:
 Pre-Loaders
 Loaders
 Air Drivers
 External Hires
The National Master United Parcel Service Agreement with the International
Brotherhood of Teamsters prescribes a hiring pool ratio of 6:1, favoring experienced
UPS employees (pools 1, 2, and 3) to external candidates (pool 4).
Following are examples of how a potential candidate from each job pool might
experience the new DSP training.
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INTEGRATION OF ANALYSIS FINDINGS
Design of the curriculum was based on a careful review of key findings from the UPS
Analysis Report and Literature Review. Listed below are the design solutions used to
address each UPS based its curriculum design on.
Design Solution
 An introduction to the DIAD will be included in the Prequalification phase.
 Only candidates who have passed prequalification criteria will be allowed to move on to the
workshop.
 The background on driving history will be more stringent regarding accidents and traffic violations.
 The background check will include a work ethics component (absenteeism/lateness for work).
 Assessment of driving skills will be conducted by a Certified DSP Trainer in each center.
Consistent qualifications for this role will be developed during the design process.
 An Information Session and “So You Want to Be a UPS Driver Service Provider” will be designed
to present an overview of the job and emphasize the importance of the skills presented during
training.
 Candidates will be required to demonstrate their understanding and memorization of the Five
Seeing Habits and 10-pt. Commentary in order to qualify to attend the Workshop portion of the
training.
 In the Prequalification phase, topics like S&V and the 10-pt. Commentary will use an interactive
learning approach to help with memorization and practice.
 CBT modules (e.g. DIAD) will be designed to be highly interactive.
 Prequalification experiences will focus on need-to-know preparation for the Workshop.
 Design focuses on hands-on, experiential learning.
 Facilitators will be able to focus on trainees as they observe, demonstrate, respond to questions,
provide feedback, and evaluate DSP Candidates.
 Prequalification will:

include driving experience opportunities for candidates who are unfamiliar with standard shift

require candidates to demonstrate specific driving skills prior to attending the workshop
 Workshop includes daily, progressive driving experiences for candidates. This includes instruction
on preparing for and driving training routes.
 Time study and work measurement components will be built into training. These components will
use a graduated progression of complexity, which will provide candidates with a realistic feel for
the time constraints they will experience on the job.
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Design Solution
 In the Workshop, the number of CBT modules will be reduced. Remaining CBTs will be redesigned (e.g. DIAD) to be highly interactive.
 A variety of self-directed learning stations will use a blended learning approach to achieve handson experiential learning for several topics, including methods, safety, body mechanics, customer
focus and driving.
 Training content will be updated, beginning in the Detailed Design phase of this project.
 An ongoing schedule for maintenance of completed training materials will be developed by UPS.
Implementation of a Regional Training Center concept will:

Promote improvement of facilities and equipment while making the most efficient use of all
training resources.

Provide more facilitators during the workshops who can facilitate different activities
simultaneously.
 Evaluation will be an ongoing element throughout all phases of the training.
 Progress of a candidate can be reviewed by facilitators or managers at any point in training
 Data about DSP candidates will carry over to the Center and continued progress reported during
the Post-workshop phase
 Structured approach with training routes and graduated loads will be developed for the Postworkshop phase.
 Successful implementation of the new training program will require a firm commitment by UPS
management and center personnel to the Post-workshop activities.
 A formal evaluation process will be developed for the Post-workshop phase.
 The Post-Workshop phase does not require the ORS to act as the Certified Driver Trainer .
However, each center will need to identify at least one person who can perform in this role. The
ORS will, however, be heavily involved in the last two weeks of Post-Workshop training.
 The workshop will include scenarios for different types of routes that increase in complexity.
 The Post-workshop phase uses graduated routes as an integral part of the learning experience.
 Create a separate training code that accounts for DSP candidate production (by region) to build in
training accountability without adversely impacting production data.
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Design Solution
 Recommend extending the post-training period from 30 days to 60 days – a change that would
need to be endorsed by the National Master United Parcel Service Agreement and local
agreements.
 Recommend increasing the flow of DSP candidates to reduce or eliminate time gap between
successfully completing the DSP Workshop and acquiring 30 days of route and production driving
experience.
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INTEGRATION OF LITERATURE REVIEW RECOMMENDATIONS
The focus of the Literature Review was on generational differences. Similar to the
Analysis findings, recommendations made in the Literature Review have been
considered in the High Level Design. Listed below are recommendations from the
Literature Review that potentially impact the design of the DSP training, along with
design solutions appropriate to each recommendation.
Literature Review Recommendation
Design Solution
General Recommendations
Modify recruitment, retention, working
conditions, and learning environments as
needed to better meet employee and
organizational needs.
 One avenue to increase this pool will be to add
potential DSP Candidates without prior experience
driving standard shift vehicles. This can be
accomplished by offering optional driving instruction
and practice at the beginning of the prequalification
phase, or by recommending outside sources for
training on a manual transmission.
 The Prequalification phase will provide potential
candidates with a realistic overview of the position
before they commit to pursuing training. This will lower
the attrition rate (and training costs) for candidates who
are not a good fit for the position.
 Improved prequalification requirements and evaluation
prior to the Workshop phase of training will reduce
likelihood of failure and should substantially reduce
drop-out rates of DSP candidates.
 By conducting training at a regional level, UPS will be
able to take advantage of economies of scale to
provide a faster ROI on improved facilities, equipment,
and personnel.
 Regional Training Centers will accommodate larger
class sizes to meet the need to train more drivers –
particularly during peak times.
Appeal to generational values for work to
have deeper personal meaning by
communicating positive aspects about
organizational culture.
 The introductory message presented during
Prequalification will be designed to appeal to the
personal work ethics and values of all workers to be
committed to excellence.
 The final topic in the Prequalification phase (UPS
Expectations) emphasizes ethics and commitment.
Improve learning by using real-world
problems and in-context learning that can be
practiced in a safer environment.
 The new training design integrates practical, hands-on
experiences related to all aspects of the job.
 Daily learning stations, driving experiences, and postworkshop OJT sessions will introduce real-world
problems that grow in complexity with each iteration.
Global Impact
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Literature Review Recommendation
Respond to ongoing changes in technology,
global competition, and workforce
demographics by uniting a diverse workforce
with new learning and mutual respect.
Design Solution
 Teamwork will be a central theme of training.
 The Prequalification and Post-Workshop phases will
make use of the expertise of experienced Certified
Driver Trainers, thereby furthering the value and
importance of working together toward common goals.
 The Workshop phase will place Candidates on learning
teams who will be charged with helping each other stay
on task and complete assignments on time.
Learning Technologies / Delivery Methods
Recognize differences in how generations
prefer to communicate; communication style
and format can save a lot on productivity
and efficiency.
Deliver it (training) their way or in multiple
formats. The difference between and among
generations makes it a greater challenge to
deliver learning in a one-size fits all
approach.
Add fun and interest to the workplace; try
new learning strategies.
Investigate the appropriateness of computer
games and simulations for training.
Collaborate with universities and other
entities to research the potential learning
and productivity gains that may be achieved
through gaming strategies and training
simulations.
Identify appropriate media and technologies
for instruction based on accessibility, cost
effectiveness, and appropriateness for the
situation.
 Training will be developed using multiple platforms that
will appeal to communication styles across all
generations. Text, audio, video, CBT, simulations, and
hands-on learning will all be combined to provide an
optimal blended learning experience during training.
 The DIAD training under development by Brainvisa,
Inc. will offer an innovative approach that combines
CBT with the actual DIAD (Workshop phase) and
integrates a self-paced workbook with DIAD practice
(Prequalification phase).
 The Body Mechanics learning stations under
development by Virginia Tech will create new
interactive approaches to deliver training on topics
such as safety, ergonomics, etc.
 Defensive driving simulation will present realistic,
progressive defensive driving scenarios.
 Hands-on learning stations for topics like Body
Mechanics and Pretrip inspection will be more
engaging and efficient yet cost effective when
implemented at the regional level.
 The delivery method employed for every module has
been carefully thought out based on when and how it
must be delivered – as well as what is most effective
for that particular topic. For example, the DIAD
introductory training in the Prequalification phase will
be delivered using a workbook and DIAD, so that
participants can practice at the Center or possibly
away from the job. In the Workshop, the DIAD training
will take advantage of the power of CBT combined with
a DIAD interface to the computer.
Integrate learning and support into online
enterprise resources.
 The use of a company-wide LMS tracking system will
give facilitators and management a way to track
individual training performance and to roll information
up to the Center, District, Regional, or National levels.
 An LMS will also enable linkage to performance and
cost data.
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Literature Review Recommendation
Design Solution
Intergenerational Synergy
Connect knowledgeable experienced
employees (Silent Generation and Baby
Boomers) to support new employees (Gen
X, Net Gen, and Retirees)
APPENDIX
 Highly skilled drivers will become Certified Driver
Trainers and will assist in the Prequalification and
Post-Workshop phases to bring their prior knowledge
and experience to new DSP Candidates. In many
cases, these Certified Driver Trainers may be from the
Silent Generation and Baby Boomer generation, while
Candidates will come increasingly from Gen X and Net
Gen.
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INTEGRATION OF LEARNING THEORY
The new DSP training design incorporates a variety of effective learning theories.
However, the following learning concepts are central to the design.
Primary Learning Theories Employed
Behavioral learning theory
Def.: Behavior is observed both before and after training has been implemented, and
the observed changes in performance are related to what occurred during the
intervention. The design of DSP training includes the following behavioral
learning concepts.



Learning objectives will be written for each learning activity.
An evaluation strategy will be developed to measure change in behavior
connected to the objectives outlined.
Results of the evaluation will be tracked by the Learning Management System
and Dashboard as determined by UPS.
Constructivist learning theory
Def.: Constructivism says that one’s knowledge, and the learning process itself, are
rooted in a person’s unique interpretation of the world. Constructivism speaks to
the design of learning environments rather than didactic instructional sequences.
The new DSP training incorporates constructivism in the following ways:


Candidates will experience learning stations where they can explore each skill
and topic.
Candidates will be presented with both well-structured problems (where the
beginning and expected solutions are structured) and ill-structured problems
(where the parameters are more vague, and the outcome may have more
than one solution – just like problems typically encountered in everyday life.)
Situated learning theory
Def.: Situated learning occurs when students work on authentic tasks that take place
in a ‘real-world’ setting. The new DSP training will take advantage of situated
learning through:
 Learning strategies aligned with the goals of instruction. The skills to be
learned will be taught in a context that mirrors the application of those skills
on the job.
 Hands-on learning sessions will allow the learner to experience real-life
situations (e.g. driving sessions, use of DIAD, package handling, etc.).
Learning occurs through these experiences, and is immediately applicable to
the job.
 Prequalification, Workshop, and Post-Workshop phases will all involve realworld experiences. At each step in the learning process, those experiences
will be orchestrated to be progressively more complex.
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Gagne’s Nine Events of Instruction
Def.: Conditions to help facilitate the process of learning. These nine conditions are:
1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
Following are examples of the integration of Gagne’s Nine Events of Instruction
in the design of DSP training.
 The Prequalification phase of the learning is designed in part to address #s 1,
2, and 3. The candidate is presented with an overview of the position as well
as objectives for the training. They are encouraged to make use of skills they
have learned on the job (e.g. candidates who have prior experience as a
Loader or Air Driver) to create a bridge to the new skills to be learned.
Throughout all phases of the training, these three steps are engaged - at the
beginning of each day and at the beginning of each learning experience.
 Every learning experience is considered stimulus material (#4). This may also
be thought of as the training content. The new DSP training design focuses
more on facilitation (i.e. #5 – “provide learner guidance”) rather than on the
presentation of information.
 Condition 6 calls for the candidate to perform the new skill. Concepts and
skills included in the DSP training are reinforced through practice and
performance, during which candidates will receive coaching and feedback.
The source of the coaching and feedback (#7) will vary (e.g. Facilitator, CBT,
Expert Driver, self-assessments), depending on the delivery method.
 At the end of each learning module, performance will be assessed (#8). Again
the methodology for this assessment will vary, depending on the delivery
method for the skills taught. Online modules will use Technology Based
Learning Assessments, while hands-on modules will most often require
observation and feedback.
 Finally candidates are encouraged to continue to grow – through the PostWorkshop phase and beyond. Implementation of ongoing driver development
by UPS will reinforce critical values and skills for all Driver Service Providers.
(Note that ongoing development beyond the Post-Workshop phase is not
within the scope of this project.)
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UPS Instructional Philosophies
Aside from the learning theories reviewed above, UPS subscribes to several key
philosophies we have found to be effective when working with adults.
 Developing clear instructional objectives to drive design, development and
evaluation
 Creating blended learning solutions as appropriate to the training content
 Offering self-directed learning whenever possible
 Making clear connections between content and practice
 Encouraging regular self assessment and reflection
 Allowing participants to make choices concerning when and how they learn
 Providing regular feedback to participants on their performance and progress
 Soliciting continuous feedback from participants on the effectiveness of
learning activities
 Presenting interactive, hands-on learning in the context of the job as much as
possible
 Providing timely data on the progress of participants and on the effectiveness
of instruction to Instructors, Managers, and other important decision-makers.
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Recommended Facilities – Minimum Configurations
UPS Driver Service Provider
Regional Training Center Layout
Restrooms/Breakroom, etc.
Doo
r
Door
Doo
r
Main Classroom
Doo
r
Door
Breakout
Room 1
Breakout
Room 2
Breakout
Room 3
Doo
r
Door
Learning Stations
Trainer
Offices
Door
or
Do
Prequalification Training Area
Example of Regional Training Center layout overall.
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Example of Main Classroom, breakout rooms, and outside DSP training areas.
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CURRICULUM PLAN AND DESIGN
The Curriculum Plan for the DSP training encompasses training preparation and
activities through Prequalification, Workshop, and Post-Workshop.
Goals for the design of the DSP curriculum have been outlined based on the findings
from the Analysis Report, the Literature Review, and on key learning theories. In
addition, UPS desires a competency-based model based on the role and responsibilities
for the DSP position.
DSP Training Curriculum
Prequalification:
Daily
Topics
Information Session  So You Want to be a UPS Driver Service Provider?  Driving Instruction and Practice  Practical
Driving Test  Background Check  DSP Preparation Kit  Integrated DIAD (Intro)  Safety S&V & 10-pt. Commentary
& HABITS  Services & Methods  Ride-Along  Qualification Exam  UPS Expectations
Monday
Tuesday
Wednesday
Thursday
Friday
HAVE A SET ROUTINE
“Aim High in Steering”
WORKING TOGETHER
“Get the Big Picture”
PLANNING AHEAD
“Keep Eyes Moving”
SMOOTH OPERATOR
“Leave Yourself an Out”
EFFICIENCY &
EFFECTIVENESS
“Make Sure Others See You”
Introduction
Workshop Intro/DSP Role
Review Preview /Policy#1
Review/Preview/
Policy#2
Review/Preview/
Policy#3
Review/Preview /Policy#4
UPS History/Culture
UPS History – Video
Organization & Support
Dispatch/Routes
Factoring in Time
Future
Have a Set Routine
Components of DSP day
Uniform, stretching, PCM
Uniform, stretching,
PCM
Uniform, stretching,
PCM
Uniform awards, PCM
Inside AM
DIAD, pretrip, DVIR
Inside AM /route
Inside AM / route
Inside AM / route
Inside AM /Pretrip awards
Learning Stations:
Become progressively more complex as the week goes on. Candidates may repeat stations as needed to successfully complete assessments.
A.
B.
C.
D.
E.
Integrated DIAD
S&V 5 Seeing Habits 10 pt. Commentary
Package Handling
Customer Focus
Driving Experience
F.
G.
H.
I.
J.
Body Mechanics – Personal
Body Mechanics – Package Car
Defensive Driving
Selection
Methods
Integration Station
Pickup/Del. Competition
Pickup/Del. Competition
Route Competition
Time Study
Competition
Review / skill assessment
Inside PM / Daily
Debrief / Recap
Intro to PM; daily Q&A
Competition
Complete PM; daily Q&A
Competition
Complete PM; daily
Q&A Competition
Complete PM; daily
Q&A Competition
Post-Workshop
expectations; evaluations
Post-workshop:
APPENDIX
Hands-on graduated routes. Final examination after completion of all post-workshop activities.
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EVALUATION
EVALUATION CONCEPTS
Introduction
The re-designed curriculum for new DSPs addresses organizational needs and
identified gaps. While it is anticipated that outcomes and ROI will improve, a major
concern will be evaluation of effectiveness. Gathering baseline data and identifying an
assessment process will allow UPS to better gauge resource effectiveness.
Learning Management System and Dashboard
Evaluation of DSP candidates during training will be continual. As candidates complete
each topic of their training, they will conclude with an appropriate form of evaluation. For
example, after candidates complete an online learning module, their new knowledge will
be evaluated using a Technology Based Learning Assessment. The results from this
assessment would then be captured automatically and stored using a Learning
Management System (LMS). Evaluations of driving skills and other hands-on training
experiences will be entered into the LMS by the Area HR Representative or a Workshop
Facilitator (depending on the location of the training).
The development of a Dashboard will display results of the DSP training for an
individual candidate, a class, or a group of candidates from a specific location. This
feature allows a Facilitator or Manager to review progress at any point during or after
training. Different types of evaluation and tracking will be used during each phase of the
training, as follows:
Evaluation
Prequalification
Workshop
Post-Workshop
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Methodology
Media
 Assessment of basic
computer skills
Informal questioning
/ Observation
Written evaluation
 Practical driving
(prequalification) exam
Hands-on exam /
Observation
Written evaluation
 Online module(s)
Automated upload to
LMS
Technology Based
Assessment
 Assessment / Certification
exam
Automated upload to
LMS
Technology Based
Assessment
 Online module(s)
Automated upload to
LMS
Technology Based
Assessment
 Practical driving (final)
exam
Hands-on exam /
Observation
Written evaluation
 Hands-on practice modules
Hands-on exam /
Observation
Written evaluation
 Practical driving (OJT)
exam
Hands-on exam /
Observation
Written evaluation
 Hands-on practice modules
Hands-on exam /
Observation
Written evaluation
High-Level Design - UPS/DOL Driver Service Provider Curriculum
Page 21
APPENDIX
High-Level Design - UPS/DOL Driver Service Provider Curriculum
7/21/2006