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Cart2 powerpoint

  1. 1. Golf Cart Driver Safety Course Purpose of ProjectThe purpose of this project is to provide golf cart driver safetytraining to student workers within the Division of Outreach andCommunity Engagement (OCE) who drive University-owned golfcarts on the campus.The OCE project will serve as a pilot project. If evaluations of theproject prove the training to be effective, a training course willbe developed for all employees who drive University-owned golfcarts on the campus. The campus-wide training course will bepresented to University administration.
  2. 2. Golf Cart Driver Safety Course Need for Training CourseThis initial need for this safety training course came fromtwo sources:1. Leadership mandate to train student workers2. University administration requests via email to campus employees to be cautious of pedestrians and University property while driving golf carts
  3. 3. ADDIE MODELThis course was designed using the ADDIE Model.Analysis• Identified the learning problem – golf cart safety• Identified goals and objectives for five session• Identified Learner needs and characteristics through online surveys and a face-to-face interview• Examined the learning environment and necessary technology required to complete the course• Reviewed delivery options to find the correct one for the targeted learners• Developed a tentative class schedule
  4. 4. ADDIE MODELThis course was designed using the ADDIE Model.Design• Developed learning objectives with a logical flow of information• Created a plan for how the course would look, the design, and draft contentDevelopment• Created content based on the design of the course
  5. 5. ADDIE MODELThis course was designed using the ADDIE Model.ImplementationDelivered the course materials to the student completing theone-to-one Formative Evaluation.Evaluation• Completed an online survey to request feedback on the course content and presentation.• Made revisions based on the feedback.
  6. 6. Golf Cart Driver Safety Course Needs Assessment Survey - CommunityTo assess the community’s perception of the need for training, asurvey was developed in Survey Monkey.• The survey was sent to members of the campus community, and those who have taken classes on the campus or spent time on the campus for other reasons such as camps, plays, concerts, etc.• Responders were identified through campus distribution lists and Facebook• The survey opened and closed on 7/21/12. The Community Golf Cart Survey received 19 responses
  7. 7. Golf Cart Driver Safety Course Needs Assessment Results - CommunityCommunity survey questions focused on the responders feelingsof safety when sharing sidewalks on the campus with golf carts.The survey was created to provide community feedback to thetargeted Learner group.Results indicated that training is needed to ensure pedestriansafety on sidewalks and proper training of golf cart drivers.• The majority who use campus sidewalks feel safe (89.5%); however, a lower percentage (47.4%) believed that golf carts provided no threat to pedestrians on sidewalks.• There was some confusion about who has right of way on campus sidewalks. The survey showed that 78.9% of responders believed that golf carts yield to pedestrians while 63.2% feel that pedestrians should yield to golf cart drivers.• The majority also believed that those driving University golf carts should attend a driver safety program (73.7%).
  8. 8. Golf Cart Driver Safety Course Needs Assessment Survey - Learner• This survey was developed in Survey Monkey and sent to current OCE student workers via campus email• The survey opened and closed on 7/21/12. This survey received 6 responses• The questions focused on the golf cart driver’s familiarity and comfort level with the golf cart and his/her level of safety when sharing sidewalks on the campus with pedestrians
  9. 9. Golf Cart Driver Safety Course Needs Assessment Results - LearnerResults indicate that training is needed to ensure pedestriansafety on sidewalks and proper training of golf cart drivers.• While majority of learners have experience and feel comfortable driving a golf cart (66.7%), they also feel that they would benefit from golf cart safety training (50%)• There is some confusion about who has right of way on campus sidewalks. The survey shows that 66.7% believe that golf carts should give right of way to pedestrians while 50% feel that pedestrians should give right of way to golf cart drivers, which shows that a review of rules would be beneficial• Comments indicate that training is needed in operation of the golf cart and safety
  10. 10. Golf Cart Driver Safety Course Needs Assessment Results - LearnerA face-to-face Learner interview was also conducted with apotential new student worker. Like the current students, the newstudent is also interested in formal golf cart driver training. Sheseemed eager to learn. While online learning would be new forher, she was open to learning as long as support was available. Learner Interview Question Answer Have you driven a golf cart before? No, but I would like to learn how to drive one. Do you think safety is important when driving a golf Yes. I guess accidents can happen even in a golf cart. So cart? yes, safety is important. What kinds of things would you like to learn about How to actually drive one. What I would need to do if I driving a golf cart? had an accident. Have you ever done an online learning class? No, but I would like to learn. Can you follow directions and work at your own pace? Yes, that is no problem. As long as I can ask a question if I get stuck, I don’t have a problem. If you are hired, would you be interested in taking a Yes. I think I would be more comfortable if someone formal golf cart driver safety course? taught me what I needed to do. Would you feel more confident in your skills as a golf cart Yes, definitely. driver if you had formal training?
  11. 11. Learner Assessments• An initial assessment was made of prior knowledge of topic area; attitudes toward content; attitudes toward potential delivery system; motivation for instruction; educational and ability levels; general learning preferences; attitudes toward training organization and general group characteristics• Answers were taken from knowledge of the Learner’s work environment, experience with Learners in earlier instruction; supervisor information; review of job applications and observation• An additional Learner assessment was conducted using Survey Monkey. The survey collected demographic and learning style information from the targeted Learner group
  12. 12. Description of Learners• Learners range in age from 19 - 22• Learners include freshman to graduate level of education• Learners include five females and one male• Learners include 2 white and 4 African-American (total of 6 student workers)• Learners are proficient in the English language• Learners have previous work experience• Collective learning styles include 2 visual, 1 auditory, 3 combination of both• Major areas of study include: – Public Administration – Sociology – College Student Services and Personnel Administration – Biology – Family and Consumer Science Education• Learners feel the training course is beneficial• No disabilities were identified by the Learner group
  13. 13. Performance Activities and MeasuresUsing a variety of multi-media, Session 1includes activities and assessments to facilitatestudent learning.• Practice Worksheet• You Tube Video• Class Exercise to brainstorm ideas• Wordle• Take-home research activity
  14. 14. Performance Measures• At the end of the course, students will be assessed through a written test. Test questions are available to view through Survey Monkey.• Students will also be evaluated through a driver’s competency.
  15. 15. One-to-One Formative Evaluation Question Response Choices Are the course objectives clearly Yes or No defined? Is the course content logical and well Yes or No organized? Are important points emphasized? Yes or No Does the number of interactions in Yes or No each lesson make learning easier? Do graphics make lessons easier to Yes or No learn? Are there a sufficient number of Yes or No examples and practice included in the course? Are colors and graphics attractive Yes or No and not distracting? Are lessons logically designed and Yes or No easy to follow? Was the amount of information Yes or No presented in each session comfortable? Are important points emphasized? Yes or No
  16. 16. One-to-One Formative Evaluation ResultsOverall, the course received positive results.Changes made as a result of the One-to-OneFormative Evaluation are listed below:• Move Session #5, Objective #3, (How to Drive a Golf Cart) to Session #1, Objective #3.• Move Session #1, Objective #3 (Parking on Campus) to Session #5, Objective #3.
  17. 17. End of Course Evaluation• Learners will also be asked to complete a written course assessment. To maintain consistency, Learners will be asked to complete the same survey used in the formative evaluation.• You can view the assessment questions at the Survey Monkey link below.
  18. 18. Golf Cart Safety Training Session 1
  19. 19. The purpose of this course is to provide Learnerswith the information and skills needed to beknowledgeable and competent golf cart driverson the University of Central Arkansas campus.
  20. 20. Entry Competencies• Learners must be identified as drivers of University-owned golf carts• Learners must understand the importance of a formal golf cart driver safety course• Learners must have the ability to follow instructions• Learners must hold a valid Driver’s License• Learners must wear correct lenses if prescribed by medical personnel
  21. 21. Session 1: Cart Operator Functions INSTRUCTIONAL OBJECTIVES:1. Using a PowerPoint slides and Wordle, the Learner will discuss the purpose of the training, define “cart,” and how learn how this affects the Learner’s role as a golf cart driver.2. Using a hand-out graphic of a golf cart, Learner will identify and label the functional components.3. Using a You Tube video, Learner will learn how to drive a golf cart.4. Learner will examine cart maintenance issues through small group scenario discussion and create a maintenance checklist.5. Learner will analyze his/her department’s cart rules based on pre-determined questionnaire and report the information back to the class in Session 5.
  22. 22. MAYBE? Is this a Cart? NO?
  23. 23. A cart is… any vehicle that cannotexceed 20 miles per hour. National Highway Traffic Safety Administration (NHTSA), DOT
  24. 24. How does this training relate to you as a Golf Cart Driver?
  25. 25. Golf Cart Functional Components FORWARD (Right Shift) NEUTRAL BRAKE (Center) AND REVERSE PARKING BRAKE (Left Shift) KEY SWITCH ACCELERATOR
  26. 26. Golf Cart Functional Components KEY SWITCHThe Key Switch is located on the support panel. The switchenables the basic electrical system of the cart to be turned offand on.When Unattended: – Do not leave the key switch in the ON position – Do not leave the key in the switch KEY SWITCH
  27. 27. Golf Cart Functional Components BRAKE/PARKING BRAKEThe brake pedal is used to stop the cart. It includes a parkingbrake feature. – To engage, push DOWN on the top section of the pedal until it locks in place. The parking brake will release when the bottom of the brake pedal is depressed. – Use the BOTTOM section of the brake pedal to operate the regular brake system. BRAKE AND PARKING BRAKE
  28. 28. Golf Cart Functional Components ACCELERATORThe ACCELERATOR is used to make the cart move forward andbackward. – To release the parking brake, press the accelerator. – To start the motor, press the accelerator. – To stop the motor, take your foot off the accelerator. ACCELERATOR
  29. 29. Golf Cart Functional Components FORWARD/NEUTRAL/REVERSE LEVERThe FORWARD/NEUTRAL/REVERSE LEVER is used to put the cartin gear It is located on the seat support. – Before starting the cart, make sure the lever is in the desired position. – Come to a complete stop before shifting the lever. – Leave the cart in neutral when unattended. FORWARD (Right Shift) NEUTRAL (Center) REVERSE (Left Shift)
  31. 31. How to Drive a Golf Cart Watch this video: HOW TO DRIVE A GOLF CART
  32. 32. Cart MaintenanceThere are two types of maintenance: Daily Maintenance Yearly Maintenance
  33. 33. Daily Maintenance Checklist  Check tires  Fluid leaks  Cart damage  Steering  Brakes  Gas Tank  Alarms (if applicable)  Lights (if applicable)  Signals (if applicable)Report anything not in proper workingorder to your supervisor! Do not use thecart until repairs are made!
  34. 34. Yearly Maintenance Checklist  Check tires  Fluid levels  Steering  Brakes  Battery  Alarms (if applicable)  Lights (if applicable)  Signals (if applicable)The physical plant motor pool shopmaintains and repairs University-ownedcarts.
  35. 35. Maintenance Checklists Class ActivityDaily Maintenance Checklist Yearly Maintenance Checklist1. On a sticky note, write 1. On a sticky note, write down a maintenance down a maintenance activity that should take activity that should take place everyday. place once a year.2. Place your sticky on the 2. Place your sticky on the poster board poster board labeled, “Daily labeled, “Yearly Maintenance.” Maintenance.”
  36. 36. Small-Group Discussion Activity SCENARIOWhat would happen if the cart failed while youwere running errands or transporting a high-profile guest on the campus? What if the causewas determined to be lack of maintenance? How would this make you feel? Would you be embarrassed? Angry?
  37. 37. Department Cart RulesEach department has specific rules andregulations for cart use, as well as proceduresfor check-in and check-out and cart storage.Use the Practice Activity to analyzedepartment’s cart rules.Report the information back to the class inSession 5.
  39. 39. Session 2: Safety PrecautionsINSTRUCTIONAL OBJECTIVES:• Learner will identify and discuss rain, snow and ice driving conditions and situations.• Learner will identify various emergency situations and assess how to handle them.• Learner will identify pedestrians by taking a quiz.• Learner will identify passengers by taking a quiz.
  40. 40. Weather Impacts Driving• “It’s not so much the rain or snow that causes crashes, but driver’s ability to adapt to change.”
  41. 41. Driving in Rain• When the road is wet, the film of the water on the asphalt causes tires to lose traction.• Less obvious is the fact that rain reduces driver perception — its harder to see through the rain — and also decreases visibility through its action on headlights, windshields and the road itself.• While most people know to slow down in the rain, there are definitely other tips that will help keep you, and those who share the road with you, from becoming a statistic. (
  42. 42. Rain Safety Tips• Allow more time for travel• Brake earlier and with less force• Stay toward the middle of the road, when possible• Don’t attempt to cross running water• Watch for pedestrians• Give extra distance to anyone traveling in front of you• If you start to hydroplane, do not brake suddenly or turn the wheel
  43. 43. Driving on Ice and Snow• In temperatures at or just above 32-degrees, a thin layer of water can turn to or cover ice, causing extremely dangerous, slippery driving conditions• When the road is icy, tires lose traction• Ice reduces driver perception — its hard to see icy patches
  44. 44. Ice and Snow Safety Tips• Travel, steer and brake more slowly than usual• Be cautious when driving your car into shaded areas, and slow down during your approach• Use extra caution when driving on bridges, overpasses and tunnels• Remember that POSTED SPEED LIMITS are only to be followed during ideal weather conditions. Slow down while driving on snow or ice
  45. 45. Small-Group Discussion ActivityHave you had to deal with weather safety issuesrelated to rain, snow or ice?If so, what happened?How did you handle the situation?Share with your small-group.
  46. 46. Assessing Emergency SituationsIf you are traveling the campus, there is apossibility that you will encounter an emergencysituation such as those listed below.• Campus visitor with an emergency• Sick person• Car accident
  47. 47. Assessing Emergency Situations• Travel with a cell phone• Call the campus police if you feel threatened or realize a situation is more than you can handle• Call your supervisor to report any unusual situation• Call 911
  48. 48. Class Discussion ActivityDiscuss the following scenarios as a class andprovide input.• Traveling across campus, you notice a student passed out on the lawn. What do you do?• Traveling across campus, you watch a car accident at the intersection while you are waiting for your turn. What do you do?• Traveling across campus, a visitor stops you to say she has lost her purse. What do you do?
  49. 49. Are you a pedestrian?Pedestrians are people who are on foot, using non-motorized wheels such as bicycles and skateboards, andthose using assistive devices such as wheelchairs andwalkers.Pedestrians always have the right of way on campussidewalks and streets.
  50. 50. Are you a passenger?• Passengers are those we transport in our cart.• Passengers can be fellow workers, students, campus guests and/or visitors.• Be mindful of the weight/passenger limit of the vehicle• Be mindful of special needs such as wheelchair or walkers
  51. 51. Session 3: Rules of the RoadINSTRUCTIONAL OBJECTIVES:• Learner will define “hand-held device” and create list of examples with the class.• Learner will discuss and demonstrate correct hand signal.• Learner will define and discuss state laws that apply to drivers of carts.• Using a You Tube example, Learners will review and categorize driver and passenger safety into acceptable and unacceptable behaviors.
  52. 52. What is a hand-held device?Watch this video to learn more about hand-held devices anddriving. TEXTING AND DRIVING: GOLF CART EXPERIMENT
  53. 53. Class ActivityLearners will identify hand-held devices and make a list on the whiteboard.
  54. 54. Hand Signals• Most carts do not have turn signals. On a busy campus, it is important for those on the road with us to understand where we are going. Left Right Slow or Stop
  55. 55. Left Turn
  56. 56. Right Turn
  57. 57. Slow or Stop
  58. 58. Small Group Activity Demonstrate proper hand signals in your small groups by taking turnsshowing the group LEFT, RIGHT, SLOW OR STOP.
  59. 59. State Laws and Golf Cart Drivers• It is important to note that State laws pertaining to drivers of cars and trucks on the roads and highways also pertain to drivers of golf carts.• If you were tested over it to obtain your driver’s license, it is valid information for a golf cart. Interesting Fact: You can get a DWI/DUI driving a golf cart just like you can while driving a car.
  60. 60. Class Discussion ActivityDiscuss Arkansas State laws as found in theArkansas Driver’s Study Manual.Identify any areas that need clarification and/orfollow up.
  61. 61. Driver/Passenger BehaviorDriving a golf cart is no different than driving acar. Both the driver and passenger should refrainfrom behavior that could be potentiallydangerous to themselves or others.• Keep hands and feet in the cart at all times• Remain seated when the vehicle is in motion• No wreckless driving• No alcoholic beverages
  62. 62. Small Group Activity Watch this video. JUMP OVER A GOLF CART your small group, act out scenarios of what is acceptable and non-acceptable behavior while driving or riding in a golf cart.
  63. 63. Session 4: Rules of the CampusINSTRUCTIONAL OBJECTIVES:• Learner will review and discuss University policies that relate to drivers of carts.• Learner will review and discuss designated campus travel paths acceptable for cart travel.• Learner will understand University expectations for traveling within construction zones.• Learner will understand how to travel during high-profile events such as football games.
  64. 64. University Policies• Several policies affect golf cart drivers. Specific policies are listed below.• Drug Free Work Place (505)• Smoking and Tobacco Use (519)• Traffic and Parking Regulations (421)
  65. 65. Small Group Activity Review the hand-outs of the policies.• In your small group, review each policy and look for information that affects golf cart drivers.• Using a highlighter, designate someone in your group to highlight the information within each policy.• Each small group will share their highlighted information with the class.
  66. 66. Campus Travel PathsYou cannot drive a golf cart:• On sidewalksYou can drive a golf cart:• On campus streets
  67. 67. Class Activity• Can you think of other areas on the campus that a golf cart is regularly driven for which we have not accounted?• Can you think of exceptions?
  68. 68. Campus ConstructionThe campus always has an area under construction.The University web site ( publishesinformation about current construction projects. Remember these tips:• Do not drive in construction zone areas• Look for alternate paths to your destination• Allow for extra time
  69. 69. Class Activity• Identify areas currently under construction.• Can you share alternate routes?
  70. 70. Campus EventsThe campus hosts many events each year. The Universityweb site ( publishes information aboutcurrent events. Remember these tips:• Do not drive on sidewalks• If the usual path has a large number of pedestrians, look for alternate paths to your destination• Allow for extra time
  71. 71. Class Activity• Make a list of campus events including those events that happen during times of the year when other things might be a issue such as weather.• Learners can write their event on a sticky note and place it on a poster labeled, “Campus Events.”
  72. 72. Session 5: Driver CompetencyINSTRUCTIONAL OBJECTIVES:• Learner will review and discuss information presented in previous sessions.• Using various pictures, Learner will learn about parking on campus• Learner will take a written test to assess knowledge from all sessions.• Learner will complete a driver competency assessment.
  73. 73. REVIEWWe will review your questions from the pre-instructional activity.
  74. 74. Parking on campus?• Parking a cart is not much different than parking any other motorized vehicle.• You can receive a ticket for parking while driving a cart. Pay attention to the next several pictures!
  75. 75. Can I park here?
  76. 76. Can I park here?
  77. 77. Can I park here?
  78. 78. Can I park here?
  79. 79. Can I park here?
  80. 80. Can I park here?
  81. 81. Can I park here?
  82. 82. Evaluations! Thank you for participation in the trainingcourse. Please remember to complete your course evaluation so we can improve and make the course even better!