An Ergonomic Forklift Training Program

Introduction

Most companies in many industries have the need for forklifts. Whether it is for stocking, transporting, or other, forklifts serve as an essential tool for many businesses around the world. As common as forklifts are found in workplaces everywhere, one would think that it is a very safe task to drive and operate this machinery. However, this is not the case at all. In fact, forklift accidents result in nearly 10% of all physical injuries in the workplace. This should not be this high because, according to OSHA, 70% of all forklift related injuries could be avoided with proper training and policy. Existing forklift training programs are poor in delivering the needed skills to the trainees and thus they get a partial knowledge about how to safely maneuver forklifts.

These statistics make one wonder as to why current forklift training programs aren’t doing their job to protect workers from injuries. To answer this question, several forklift training manuals were researched. The objective of this paper is to prepare a skill-based training program beneficial to industries that rely on forklifts or other powered industrial trucks.

Background

We began by conducting research of different existing training programs. In several we discovered that had provided insufficient instruction in the tasks, steps and skills and placed a lot less emphasis on acquiring the necessary skills. This does not mean that they were lacking information, but that they were often excessive and repetitive. We were able to find six forklift training programs to compare to the one that we developed. Different training programs have been summarized in Table 1.

Methods

A job is usually made up of series of tasks. Task is a series of actions or steps leading to a meaningful outcome or result. A task analysis of the entire training subject (forklift training) was carried out as the FIRST STEP. Task analysis allows us to know what people do when they perform a job. Thus, task analysis has two elements which are task listing and task detailing. Task listing identifies each of the tasks someone performs when doing a job. Task detailing are the steps and decisions required in a specific task. For each of the tasks identified within the job of forklift training, a terminal objective was written.

The terminal objective was the ultimate goal of preparing these tasks. This was the SECOND STEP for developing the training program. An objective is a description of a performance that the trainer wants the learners to be able to exhibit before they consider it competent. The training program was designed to teach those objectives to assure that the learner’s needs were met. An objective was described as the intended result of the instruction, rather than the process of the instruction itself. Thus they are referred as terminal objectives.

The third step was to identify the skills associated with the correct performance of the task that need to be completed. In order to satisfy those objectives, each of the activities necessary perform a task requires various skills.

Often, each task requires skills unlike those required for the other tasks. a) It was used in our study to develop the list of skills that would be necessary for anyone to perform the task. b) By task analysis we were able to single out each of the skills required to perform the terminal objective and how the skills were related to each other, i.e., which ones must be learned before others can be attempted. This skill hierarchy was the primary source of information for developing the training map. c) Skill hierarchies looked like organization charts. The hierarchies were wider than they were long.

The FOURTH STEP was to write clear and properly stated objectives for each of the skills identified. Each objective (of the skills) was written using the format a) action, b) behavior and c) conditions and d) degree. Where the action or behavior was cognitive, it was written in such a manner that used an observable behavior, or indicator behavior, to demonstrate what was expected. Special focus was given that the verb that was used to describe a desirable behavior was observable.

Results

Table 2 shows the developed training program. Column 1 shows the task: column 2 defines the tasks and column 3 shows the skills associated with each task description.

5.1 Apply a safety practice for climbing onto the forklift 5.2 Identify the proper sound that the forklift should be making 5.3 Demonstrate an ability to drive the forklift in the shipping area 5.4 Recognize possible problems with the while operating the forklift 5.5 Demonstrate the ability to drive the forklift in reverse 5. Steering and maneuvering 6.1 Visibility with load 6.2 Visibility for looking for pedestrians 6.3 Visibility for other forklifts or people to see you 6. Visibility 7.1 Forklift attachment adaptation 7.2 Forklift attachment operation 7.3 Forklift attachment use limitations Fork and attachment adaptation, operation, and use

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limitations 8.1 Vehicles lifting capacity 8.2 Capacity of vehicle itself 8. Vehicle Capacity 9.1 Center of gravity 9.2 Traveling with a load 9. Vehicle Stability Engine/motor functions of your lift truck 5.1.1 The user should be able to climb onto the forklift using three points of contact 5.2.1 The user should be aware of possible unusual noises 5.3.1 The user should be able to have the ability to maneuver 5.4.1 The user should be able to show ability to be aware of possible malfunctions in the forklift. 5.5.1 The user should be able to drive in reverse 6.1.1 Ability to maintain visibility when traveling with a load 6.1.2 Knowledge of when a spotter is needed or when to travel in reverse 6.2.1 Ability to stay aware and look for pedestrians 6.3.1 Ability to make yourself known by sounding horn and ensure backup lights work so that bystanders and other lifts are aware of your location 7.1.1 Knowledge of forklift manufacturer attachment approvals 7.1.2 Ability to properly add an attachment to forks of lift truck 7.2.1 Ability To safely use and operate a forklift with an attachment 7.2.2 Knowledge of how the specific attachment now changes lifting capacity and center of gravity 7.3.1 Knowledge of warnings and precautions of use from manufacturer of forklift and Attachment 8.1.1 Knowledge of vehicles lifting capacity and how to calculate 8.2.1 Knowledge of the capacity of vehicle itself 9.1.1 Knowledge of how the vehicles center of gravity changes depending on different situations 9.1.2 Ability to stay aware of center of gravity and when it changes 9.2.1 Knowledge of how traveling with a load effects the vehicles 9.3 Crossing railroad tracks

10.1 Identify by looking for and reacting when seeing leaks from a forklift 10.2 Recognize what to look for one the wire and hydraulics by showing which wires are in the best condition 10.3 Recall what a tire should look like to preform work by selecting any stresses on a tire 10. Pre-trip walkaround inspection 11.1 Safe refueling practices 11.2 Refueling PPE 11.3 Safe battery handling 11. Refueling and/or charging and recharging of batteries 12.1 Operate the forklift slowly and safely when approaching a load 12.2 Demonstrate the ability to lift a load with the forks 12.3 Demonstrate the ability to drive the forklift in reverse with a load 12.4 Illustrate how to load a load onto a higher shelf 12.5 Demonstrate the ability to unload a load with the forks 12.6 Illustrate how to unload a load from a higher shelf 12.7 Demonstrate ability to exit safety from a shipping container 12.8 Demonstrate ability to exit safely from a shipping container 12.9 Illustrate how to unload a load from a shipping container 12. Handle materials with the forks stability 9.2.2 Ability to maintain stability while traveling with a load 9.3.1 Knowledge of how to cross railroad tracks while operating a forklift 10.1.1 The user should be able to understand the knowledge of where leaks can happen 10.2.1 The user should be able to understand what to look for with inspecting the wires and hydraulics 10.3.1 The user should be able to understand the stresses a tire can show and report them 11.1.1 Knowledge of how to safely refuel a forklift 11.1.2 Knowledge of safe refueling zones/areas 11.2.1 Knowledge of proper PPE needed to safely refuel a forklift. 11.3.1 Knowledge of safe battery handling 11.3.2 Knowledge of battery charging area 12.1.1 The user should be able to know to approach a load safely 12.2.1 The user should be able to show ability with the forks 12.3.1 The user should be able to move a load in reverse 12.4.1 The user should be able to move a pallet to higher location 12.5.1 The user should be able to understand how to successfully unload a pallet with the forks 12.6.1 The user should be able to understand how to unload a pallet on a high shelf 12.7.1 The user should be able to maneuver in a shipping container with a load 12.8.1 The user should be able to load a pallet in a container and exit safely 12.9.1 The user should be able to understand how to unload a shipping container

Evaluation of the Training Program

To find out if the instruction worked, it is very important to recognize test items that are appropriate for measuring accomplishment of an objective. Norm referenced tests are intended to find out how well one person’s performance is compared to that of other people. It is similar to the traditional tests that are given in schools. The criterion referenced tests are called whether the objectives of a task have been mastered. They ask the trainee to do exactly what the objectives call for.

To evaluate the trainee for forklift skills, we have attached some criterion items. These criterion items show the objectives satisfied for each step and ways to test criterion item is the same as that called for by the objective. b. Checked that the conditions under which the test item will be administered are as close as possible to those stated in the objective. Objectives and Criterions for Each Skill Mentioned under Table 2. • Objective for skills associated with task 1: Given the information provided in the training session, the trainees will be able to identify and differentiate OSHA regulations and warnings by demonstrating this in a hands-on evaluation.

• Objective for skills associated with task 2: Given a demonstration and training video, trainees will understand and effectively portray how a forklift steering is reversed compared to a car and able to explain the load position.

• Objective for skills associated with task 3: Given a training session detailed on forklift control functions, the trainees will have knowledge of the instrumentations and control functions of each while displaying their knowledge by passing a quiz at the end of the session.

• Objective for skills associated with task 4: Given a forklift, the trainee will demonstrate his/her ability of recognizing and knowing the basic engine/motor function by turning on and powering off their lift and performing a pre-task checklist.

• Objective for skills associated with task 5: Given an obstacle training course, the trainee will operate the course by not hitting even one cone (from a series of multiple cones laid in the trajectory) and be required to move pallets from several locations to demonstrate the ability to operate the lift truck in a safe manner.

• Objective for skills associated with task 6: The operator will be placed in a simulation course which will provide results of the operator’s ability to maintain visibility, knowledge of when to use a spotter, pedestrian awareness and awareness of other forklifts.

• Objective for skills associated with task 7: Given a quiz at the end of the training course the trainee will demonstrate his/her knowledge gained of the components and fundamentals of forklift attachments by scoring 100% on quiz.

• Objective for skills associated with task 8: Given several scenarios different load weights and lift truck lifting capabilities the trainee will calculate the forklift limitations for each individual scenario with 100% accuracy.

• Objective for skills associated with task 9: The trainee will demonstrate his or her knowledge gained on this course of how the center of gravity changes, how a load affects the stability, and how to cross a railroad track through a hands-on evaluation with the instructor.

• Objective for skills associated with task 10: Given a pre-operation checklist, the trainee will fill out the checklist and perform a visual inspection to display understanding of the inspection and identifying maintenance needed.

• Objective for skills associated with task 11: Given a forklift, the trainee will perform the effective means for refueling the lift truck whether it is diesel, propane, or battery to demonstrate that they understand the proper procedures to safely refuel the forklift.

• Objective for skills associated with task 12: Given the operator manual the trainee will read through it and take a knowledge evaluation, and will have to pass with 100% accuracy, to demonstrate their ability to take an operator’s manual and effectively find the necessary information within the manual when needed.

**Discussion**

The purpose of training program in any occupational setting is to bring about a desired change in the work process, such as to reduce workers’ injury and/or illness risks. The need to carry out a training program is often related to a desired modification in the task process, introduction of new tools or technologies or non-compliance issues of workers over work policies. In our model training program, we used instructional objectives which were derived from described competent performance of forklift operation in the real world. The use of objectives and skill checks in our model training program introduced clarity of purpose, well-crafted criterion and evaluation in the training program. Therefore this can serve as a basic training program where the trainer will be able to communicate clear expectations and criterions for the trainees that they need to perform in order to get a certificate of the training. It is noteworthy that the other training programs we evaluated, did not have clear criterion items and without those trainees can be open to the charge that the trainer did a bad job of training.

The objective based learning is useful due to the usage of the following: (1) behavior, (2) condition and (3) degree. The behavior, as was referred similar to a “performance” will help achieving the goal of objective that was described as the “doing”. We strongly emphasized that the trainers use a verb to describe a desirable behavior that was “observable” by the trainer. The strength of our training program specifically lies here because most of the other training programs did not set an “observable behavior” as a performance criterion in their training programs. Also, an objective always described the important condition under which the performance was to occur. It is noteworthy that, whenever possible, an objective described the criterion of acceptable performance in order to describe how well the learner must perform in order to be considered acceptable. The conditions specified the work condition under which the performance needs to take place. For example, if a trainee needs to show the loading and unloading of a forklift, she would rather choose an area with predetermined loads and places to keep those loads. We have thus emphasized the degree to which the trainee needs to be accurate.

The main advantage of our training program is that it specified the exact skills which is supposed to be learned by the trainees. Hence it reduces the dilemma about instruction not only to the trainees but is helpful for the trainers throughout the learning process and in the evaluation process. Another advantage of the training program is that the objectives are basically statements that clearly describe an anticipated learning outcome. The objectives clearly imply what the trainees can do after the training program that they might not have been able to do before the program began.

Our training model is unique because we took care of both the overt (that can be observed directly whether visible and audible) and covert (the performances that can not be observed directly; mental, invisible, internal or cognitive) behavior. We have kept opportunities for the trainer to add indicator behaviors to the covert behaviors so that the trainees perform skills that can not be directly observed. For example, if the trainee needed to safely maneuver and back off the forklift, the trainer could not assume to put people or property behind the forklift to test whether the trainee can safely maneuver. Hence the trainer can place six safety cones behind the forklift and expect that the trainee would maneuver the forklift without turning down even one cone.