Comprehensive Analysis: UPS Driver Safety Training and Development

This report analyzes the UPS driver safety training program, focusing on the Quaker Boot Camp and other training methods. It explores the use of VR training simulations, cost-benefit analysis of different training approaches (computer-based and classroom), and evaluation methods like satisfaction surveys and knowledge acquisition assessments. The analysis highlights the importance of these programs in ensuring driver and public safety, compliance with safety guidelines, and the commitment of UPS to its employees and the community. The report provides a detailed overview of the training content, its implementation, and the evaluation techniques employed to measure its effectiveness, emphasizing the use of innovative technologies and practical exercises.

Training and Development
NAME OF STUDENT:
NAME OF COLLEGE:
AUTHORS NOTE:
Running head: TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT
Contents
Introduction...........................................................................................................................................1
Analysis..................................................................................................................................................2
Conclusion.............................................................................................................................................6
References.............................................................................................................................................6
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TRAINING AND DEVELOPMENT
Introduction
The delivery truck drivers of UPS are responsible for mainly pick up, transport and drop of
packages and shipments to local and urban regions. In this report UPS Driver safety training
is analysed.
Analysis
Training programs
According to NASDAQ OMX (2014) UPS delivery driver training program includes
orientation base rigorous five day training course which is called Quaker Boot Camp and all
must engage in this program where more stress is provided on common driving techniques,
basic topics like safety, ethics and is offered through hands on way. As stated by Dow Jones
Institutional News (2014) this preliminary training is basic level program. Generally drivers
have to undertake nearly 20 hours of integrative training where within first month they are
supposed to participate in numerous safety assessments.
According to NASDAQ OMX (2016) apart from on-road training various other innovative
delivery technique training programs like simulations and video game based training is
offered to drivers at UPS to make program delivery more engaging and interesting for
participants. This is because of fact that most of UPS delivery drivers fall into millennial
category so high tech training is best suitable to instruct them on expertise that are essential to
perform the job.
For example UPS in 2017 started training of new drivers though launch of VR training
program where VR headsets are used by participants to locate and recognise road dangers
with vivid simulation experience of driving on road which makes learning session
outstanding. (NASDAQ OMX 2017). These VR programs gives participants scope to view
and hear with VR headsets that gives them possibility to identify verbally prospective risk on
road like pedestrians, parked vehicles and oncoming traffic (Conková 2013). These VR
training sessions simulate hyper real road view that impresses even young participants whose
earlier exposure to technology may be limited. These VR program have replaced touchscreen
devices that were earlier used for training lessons on road risks
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TRAINING AND DEVELOPMENT
According to Jayaram, Smith, Park & McMackin (2012) other than these UPS driver safety
training offers learning on driving delivery trucks and packages using approach where new
drivers have to practise driving delivery vehicles in dummy outermost locations that have
actual road and sidewalks and have to simulate delivery and pick up.
Cost benefit of training
Costs
Computer base training
1.The Net Present Value of training = 9,142 million USD/year
(includes cost of computer base distance and class training)
Cost of computer base distance self-training= 109,700 million USD/year
Subject expert Training
program
developer
Department of
Delivery and
Shipment
Total cost NPV cost
5500 USD 4200 USD 100,000 USD 109,700 USD 9,142 USD
Cost of computer base distance self-training
Source: Author
This cost is estimated on assumptions which are:
 External developer will assign professional training program developer to work with
training expert together to design the program
 Integrative training module will be applied in all learning sessions and package
 One specific driver safety training program will be developed
The format of computer base self-training program consist of options and prices for video and
audio intensive learning module, text base sessions
Classroom training
The Net Present Value of training = 27,111million USD/year
Cost of classroom training= 325,334 million USD/year
Instructor Participant Travel Subject Material Total cost NPV Cost
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TRAINING AND DEVELOPMENT
time expert
12,200
USD
193,000
USD
110,134
USD
5,500
USD
10,000
USD
325,334
USD
27,111
USD
Cost of classroom training
Source: Author
Assumption Computer base training Classroom training
Development time Initial:5 months
Yearly: once/week
Initial :1 month
Yearly: once/week
Internal developers 3 subject expert 3 subject expert
External developer Web/VR base training
developer
None
Training population Primary participant 50 participant/ session
Length 4 days 4 days
Location Self UPS training facility centre
Assumption for 2 methods of UPS Driver safety Training program
Source: Author
Benefit
Utility Analysis: the benefit of training is it creates delivery drivers effectiveness for
complying and responding to road safety and situations of actions with responsive and
reasonable behavior that ensures safety of driver as well as public. The training program is of
high value and is qualitative in nature as this is foundation of UPS Driver safety training
program (Ripamonti & Scaratti 2015). Along with VR elements the session offer real world
training that deeply involves participant in UPS Integrad Curriculum with effective learning
environment that is safe, makes drivers feel confident to practice simulated exercise making
them practically learn driving and safety procedures. Another benefit is ease of access to
modules by participants which helps them track driver and safety records w1ith customized
session.
Evaluation methods used for training
Satisfaction and Participation response
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TRAINING AND DEVELOPMENT
This is fundamental evaluation method used in training of UPS Driver Safety programs
where satisfaction of participants is assessed to measure success rate of training. To
undertake this evaluation the trainer distributes survey at end of training program to assess
reaction of trainee drivers (Dermol & Cater 2013). This survey consist of general questions
used for training evaluation which helps to assess expectation in a better manner.
Knowledge acquisition
According to Powell et al. (2017) this is another method used for training evaluation at UPS
and consist of assessing the attachment of course to measure the level participants have learnt
from the program, This is used as trainees take sessions rigorously only when they are aware
that they have to demonstrate techniques learnt during session. Hence in this method trainee
undertake practical simulation exercise after training where trainers assess and grade their
response and outcomes are then shared both with trainee and training manager. This is
initiated so as to close any gap between expected and acquired learning.
Conclusion
Hence it is clearly evident from the training session of UPS for their delivery drivers that the
firm take serious efforts to ensure safety of their employees as well as community as well as
makes dedicated efforts to comply with mandatory training policies and safety guidelines to
ensure the highest possible standards of safety, organisational policies and commitment.
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TRAINING AND DEVELOPMENT
References
Conková, M. (2013). Analysis of perceptions of conventional and E-learning education in
corporate training. Journal of Competitiveness, 5(4) doi:
http://dx.doi.org/10.7441/joc.2013.04.05 [Accessed on 16 Nov. 2018]
Dermol, V., & Cater, T. (2013). The influence of training and training transfer factors on
organizational learning and performance. Personnel Review, 42(3), 324-348. doi:
http://dx.doi.org/10.1108/00483481311320435 [Accessed on 16 Nov. 2018]
Dow Jones Institutional News (2014). UPS adds driver training centers to boost efficiency,
safety-market talk. Dow Jones Institutional News. Retrieved from
https://search.proquest.com/docview/2072048147?accountid=30552 [Accessed on 16
Nov. 2018]
Jayaram, J., Smith, J., Park, S., & McMackin, D. (2012). A framework for safety excellence:
LESSONS FROM UPS. Supply Chain Management Review, 16(1), 30-36. Retrieved
from https://search.proquest.com/docview/916923311?accountid=30552 [Accessed
on 16 Nov. 2018]
NASDAQ OMX (2014). UPS adds three "next generation" training centers. News Release
Distribution Channel. Retrieved from
https://search.proquest.com/docview/1625414503?accountid=30552 [Accessed on 16
Nov. 2018]
NASDAQ OMX (2016).UPS driver training center opens in west Boylston, Massachusetts.
News Release Distribution Channel. Retrieved from
https://search.proquest.com/docview/1838037626?accountid=30552 [Accessed on 16
Nov. 2018]
NASDAQ OMX (2017). UPS enhances driver safety training with virtual reality. News
Release Distribution Channel. Retrieved from
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TRAINING AND DEVELOPMENT
https://search.proquest.com/docview/1928755509?accountid=30552 [Accessed on 16
Nov. 2018]
Powell, B. J., Beidas, R. S., Lewis, C. C., Aarons, G. A., Mcmillen, J. C., Proctor, E. K. &
Mandell, D. S. (2017). Methods to improve the selection and tailoring of implementation
strategies. The Journal of Behavioral Health Services & Research, 44(2), 177-194. doi:
http://dx.doi.org/10.1007/s11414-015-9475-6 [Accessed on 16 Nov. 2018]
Ripamonti, S. C., & Scaratti, G. (2015). Safety learning, organizational contradictions and the
dynamics of safety practice. Journal of Workplace Learning, 27(7), 530-560.
Retrieved from https://search.proquest.com/docview/1708478266?accountid=30552
[Accessed on 16 Nov. 2018]
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