FEDERAL MOTOR CARRIER SAFETY ADMINISTRATION

FMCSA Contact: Albert Alvarez, MC-RRR, 202-385-2387 

Tech Brief

Programs of the Federal Motor Carrier 

Safety Administration (FMCSA) 

encompass a range of issues and 

disciplines, all related to motor carrier 

and bus safety and security. FMCSA's 

Office of Research and Analysis, which 

includes the Research, Technology, 

and Analysis Divisions, defines a 

"research program" as any systematic 

study directed toward fuller scientific 

discovery, knowledge, or understanding that will improve safety, and reduce 

the number and severity of commercial 

motor vehicle crashes. Similarly, a 

"technology program" is a program that 

adopts, develops, tests, and/or deploys 

innovative driver and/or vehicle best 

safety practices and technologies that 

will improve safety and reduce the 

number and severity of commercial 

motor vehicle crashes. An "analysis 

program" is defined as economic and 

environmental analyses done for the 

agency's rulemakings, as well as 

program effectiveness studies, statereported data quality initiatives, and 

special crash and other motor carrier 

safety performance-related analyses. 

A “large truck” is any truck with a 

Gross Vehicle Weight rating or Gross 

Combination Weight rating of 10,001 

pounds or greater. 

Currently, FMCSAs Analysis, Research 

and Technology Divisions are 

conducting programs in order to 

produce safer drivers, improve safety 

of commercial motor vehicles, produce 

safer carriers, advance safety through 

information-based initiatives, and 

improve security through safety 

initiatives. The study described in this 

Tech Brief was designed and 

developed to support the Research 

and Technology Divisions’ strategic 

objective to produce safer drivers. The 

primary goals of this initiative are to 

ensure that commercial drivers are 

physically qualified, trained to perform 

safely, and mentally alert. 

Office of Research and Analysis 

400 Virginia Ave., SW 

Suite 600 

Washington, DC 20024
 

Training of Commercial Motor Vehicle 

Drivers A Synthesis of Safety Practice 

Background 

In 2004, large trucks accounted for 3% of the nation’s registered vehicles, 8% of 

traffic volume, and 12% of all fatal crashes (Federal Highway Administration 

[FHWA], 2004, and Fatality Analysis Reporting System [FARS] 2004). To reduce 

the incidence of preventable crashes, training programs are offered as a 

countermeasure to improve fleet safety by improving the skills and knowledge of 

commercial drivers. There are many schools − some operated commercially, and 

some operated privately by large carriers − with differing objectives, facilities, and 

staff orientation. FHWA provides a list of discriminating factors in its Commercial 

Vehicle Preventable Accident Manual: A Guide to Countermeasures (Uzgiris et al., 

1991): curriculum content, adequacy of facilities, compatibility of training vehicles 

with company fleet, staff qualifications and experience, certification, referrals, and 

hours of actual driving instruction and practice. 

This synthesis focuses upon similarities and differences in training strategies and 

curricula among existing driver training programs, with a goal of identifying those 

commercial motor vehicle (CMV) driver training tools and techniques that hold the 

greatest potential to improve CMV safety. In particular, the need to ensure 

adequate knowledge and skills for entry-level drivers guided this research effort. 

Sources of Trained Drivers 

There are three primary sources of trained drivers: private schools that charge 

tuition and may receive some funding through government programs; public junior 

colleges and community colleges that offer transportation programs that include 

truck driver training; and the carriers themselves, who provide training either in 

place of, or to augment, what is provided by schools. Traditionally, formal training 

programs include three components: classroom instruction, skills training in a 

restricted (off-road) area, and on-the-road instruction. No Federal entry-level 

standards for commercial driver training exist, with the exception of the recently 

passed minimum requirements (Federal Register, 2004) for training in four topics, 

estimated to require 10 hours of training for heavy truck and motorcoach drivers. 

However, a de facto curriculum standard for the training of new truck drivers is 

published by the Professional Truck Driving Institute (PTDI). This evolved from 

an earlier curriculum published by FHWA in 1985. 

Standards for Instructors 

There also are no standards for the instructors who deliver training materials 

(outside of those for instructors at PTDI-certified institutions). Based on 

observations by those with lengthy industry experience, that instructor knowledge 
and skill are at least as important to both the instructional process and a student’s subsequent safety 

record as curriculum content. Once drivers have obtained a commercial driver’s license (CDL), any 

additional training they receive will most likely be provided by their employers and is typically 

reactive rather than proactive. That is, aside from an orientation to company policies and procedures, 

only drivers identified as “high risk” will receive supplemental vehicular training over the minimum 

needed to qualify for the CDL. Most drivers do not drive for major carriers that conduct this level of 

training, and those who do may not stay long enough to complete supplemental programs. 

Unfortunately, as the need for trained drivers has increased, recent trends show a decline in the 

number of formal programs offering commercial driving instruction. Identifying and documenting 

best practices for commercial driver training will help ensure that the most effective methods are 

applied, for the health of the industry and for the safety of the driving public. 

Objectives and Scope 

The objectives of this research were to identify 

and document CMV driver training programs 

and practices, with a focus on large trucks and 

buses, resulting in a synthesis of practices that 

will be useful to truck and bus carriers as well 

as State departments of transportation (DOTs) 

and departments of motor vehicles (DMVs). 

The scope of the study included a 

comprehensive literature review, complemented 

by a survey of selected truck and bus 

companies, industry associations, and public 

and private driving schools. The information 

sought in the literature review and survey 

permitted the research team to identify and 

examine (1) similarities and differences in training strategies among existing driver training 

programs, (2) similarities and differences in the curricula applied in selected training programs, and 

(3) the extent to which simulator- and computer-based technologies can be used to enhance the 

effectiveness of commercial driver training programs. 

Research Methods 

An exhaustive technical information search was conducted to pinpoint knowledge domains used in 

driver training programs delivered by truck driving schools and the commercial vehicle industry. 

Journal articles, government research publications and study reports, and trade papers were identified 

and acquired to meet this need from the following sources: electronic information and abstracting 

database services; State DOT library and information centers; and professional organizations devoted 

to driver training and education, highway safety, and commercial driver issues (e.g., the American 

Driver and Traffic Safety Education Association, the American Association of Motor Vehicle 

Administrators, the Insurance Institute for Highway Safety, and the AAA Foundation for Traffic 

A driver is being tested in a truck simulator. 
Safety). The electronic index and abstract databases on transportation and highway safety topics that 

were searched included Transportation Research Information Services (TRIS) online; SilverPlatter’s 

TRANSPORT CD-ROM (database includes bibliographic information from TRIS, the Organization 

for Economic Cooperation and Development, and the European Conference of Ministers of 

Transport); other transportation and education databases from DIALOG (e.g., Compendex, ERIC, 

and NTIS); and the internet (using various search engines, such as Yahoo, Google, and Lycos). 

Search terms included commercial motor vehicles, CMV, bus, truck, training, driver education, skills 

programs, driving performance, commercial driver license requirements, and operator needs and 

deficiencies. Based on the project team’s review of abstracts for all candidates, 28 technical 

documents were prioritized for review and synthesis. 

A key element in the project was to gain the perspective of experts regarding what works (and what 

does not work) in training entry-level CMV drivers to perform safely under a full range of operating 

conditions. To this end, lists of potential survey contacts were drafted, reviewed by project 

consultants with close ties to the trucking industry, and augmented to reflect the consultants’ input. 

The preliminary list of truck driving schools was narrowed to focus on vocational/technical school 

and community college programs that have received PTDI certification, highlighting those that have 

been recognized as an “Editor’s Pick” by the All-American Truck Driving School Guide. A total of 

24 schools were selected to receive surveys in this research. Similarly, a list of 42 truck and bus 

companies that received a safety-related reward or recognition in 2002 − such as a National Industrial 

Safety Contest winner or National Truck Safety Contest winner − or that were identified by project 

consultants as having exemplary training practices, were selected as candidate information sources. 

Finally, 23 organizations were identified as potentially useful survey respondents in this project, 

including government safety organizations, professional and trade associations, and insurers of 

commercial carriers. Bus, truck, Canadian, and U.S. interests were all represented in the final list of 

survey recipients. 

A 12-question survey was developed based on the information gleaned from the literature review, 

then revised in accordance with suggestions by the project consultants. The survey was sent to the 

groups described above, and five schools, three trucking companies, and one bus company 

responded. Interestingly, over one quarter of the truck and bus companies that were contacted but 

did not complete the survey advised that they neither hire entry-level drivers nor provide additional 

in-house training; instead these companies require new hires to have a minimum of 2 years (or 

100,000 hours) of verifiable experience and a clean record. Information obtained from the survey 

respondents was used to (1) augment the results of the literature review in characterizing current 

training practices, and (2) support inferences about the effectiveness of specific, enhanced training 

practices and approaches for entry-level CMV drivers. 

Because respondents were assured that their individual responses would remain anonymous, schools 

and companies that participated in the data collection activity are not identified in the summary. 

While the survey return rate in this project was disappointing, many comments about training needs 

for entry-level CMV drivers were generated by schools, associations, and carriers in response to the 

Notice of Proposed Rulemaking by the FMCSA, posted in the Federal Register on August 4, 2003, 

and earlier in an Advance Notice of Proposed Rulemaking, posted on June 21, 1993. 
Conclusions 

A number of recommended practices for improving training effectiveness for 

entry-level CMV drivers are supported by this synthesis: 

 Industry-wide acceptance of, and adherence to, standards put forward by the 

PTDI as a minimum requirement for entry-level (2nd seat) drivers and for 

the certification of driver trainers. 

 Finishing training for 1st seat (solo) drivers. (This may be accomplished 

through Partnerships between schools and industry to provide the PTDIrecommended externship experience or by carriers who provide over-the-road, 

one-on-one training using certified company driver-finishing trainers for a 

number of miles or hours that are specified in advance and tied to performancebased criteria.) 

 Substitution of multimedia instructional materials, delivered via CD/DVDROM, for traditional classroom presentations relying on printed materials. 

 Introduction or expansion of appropriate uses of affordable simulation options. 

 Expansion of the use of skid pads to train beginning drivers 1) about stopping 

distances under different load configurations, 2) how to use different brake 

systems (including all antilock braking systems [ABS], mixed ABS, and 

non-ABS), and 3) how to handle and stop a vehicle on a wet surface (including 

skid control). 

 Employment of videos, in concert with testimonials by experienced drivers, to 

give entry-level trainees a realistic orientation to health, wellness, and lifestyle 

issues and to provide fitness-to-drive instruction. 

Availability: The synthesis report
 

"Training of Commercial Motor
 

Vehicle Drivers-A Synthesis of
 

Safety Practice” is available at the
 

Transportation Research Board and
 

can be found at www.trb.org.
 

Key Words: Bus, CMV, carrier
 

safety, commercial motor vehicle,
 

heavy vehicle, intelligent
 

transportation systems,
 

motorcoach, truck
 

Notice: This Tech Brief is
 

disseminated under the
 

sponsorship of the Department of
 

Transportation in the interest of
 

information exchange. The Tech
 

Brief provides a synopsis of the
 

studys final publication. The Tech
 

Brief does not establish policies or
 

regulations, nor does it imply
 

USDOT endorsement of the
 

conclusions or recommendations.
 

The U.S. Government assumes no
 

liability for its contents or their use.
 

Web Site: All FMCSA Tech and
 

Analysis Briefs may be accessed at
 

www.fmcsa.dot.gov.
 

Technical Writer: 

Michael Lang
 

C2 Technologies, Inc.
 

February 2007 

Publication No. FMCSA-MCRRR-07-008