OJT First Day

Well, I survived the REDI.  The last week of grueling exams and operating rules tests came to an end this past Friday, and now I'm on my way to my first day at the North West Ohio terminal (NWO) in North Baltimore, Ohio, just outside of Findlay.

I am a jumbled up mess of nerves right now,my natural anxiety coming through in heart-pounding fashion.  I think I'm going to be sick.  I really hate change and this is no different than anything else.  In a few weeks, I should be more comfortable with everything and my new job anxiety should subside.  The good news is that I'll be there with 5 guys from the REDI, so all in all, I think that will help.

The terminal from which I'll be working is the new Intermodal hub for the CSX system. 

It is a centrally located point on the CSX system, that allows freight coming in from the east coast ports to head west.  From my initial impressions, it seems pretty big, but from what I hear, it's actually one of the smaller yards.  As I round the bend coming out of North Baltimore, I can see the bright green lights on the cranes overlooking the processing yard. Time to go to work!


We were met by a couple of our train masters and the manager of conductor training.  They gave us a run down of their expectations and some new equipment to use while we were there.  We also met with the two Remote Control Operator (RCO) instructors who will be in charge of us while we are in OJT.  They let us now that there would be more exams and classroom stuff on the way.  Just when I thought we were finished, it seems as though more bookwork is in order.  We will be in classes for the next week going over the RCO  rules and operations, and learning how to operate the "box" for the remote control operations in the yard.  It seems pretty neat.  We are controlling locomotives with a box strapped to our chest. 

So, I'll amend an earlier post of mine by stating that I guess we do get to drive the locomotives. No complaints here!

We ended our first day of orientation with a tour of the yard. 

This is an aerial photo of our yard looking east-west (top is east).  It's not as big as some of the yards in the bigger cities, but it does put through a lot of trains, and they are already looking to expand it.  The left middle section of nine tracks is the support yard, where trains are built and left for the road.  The far left track, just after the two main tracks is our receiving/departure track (RDT).  Inbound and outbound trains can be staged here.  To the right of the support yard is the processing yard with its eight additional tracks.  Intermodal boxes are swapped out on the trains staged here with the gigantic shipyard cranes like those pictured at the beginning of the post.  It is a continuous operation, with stuff coming in and going out all the time.  It seems a little overwhelming but I'm excited to get out there and to start working!

Week 5

Greeting from the REDI here in Atlanta. 

Week 5 has come and gone and the countdown to home has begun.  Much like the first two weeks, week 5 was full of new information which required a tremendous amount of studying on my part.  While it was fortunate for me to be coming from a military background, relearning some of this information (Hazmat in particular) still proved challenging because of the shift in perspective from emergency responder to transporter. 

On Monday, we started off with a quiz over our field training from the previous two weeks.  Following that, we moved on and started our railroad Hazmat unit.

  Like our other subjects, the railroad has a specific rule book concerning the transportation and emergency response procedures for hazardous materials.  Unlike other forms of shipping, under the law, the railroad does not have a choice in what it ships, so constant awareness of what is being carried on trains is crucial to our safety out there while operating.  We discussed what carries Hazmat on trains where they are allowed to be located while traveling, and how they are to be identified.

We also discussed the necessary paperwork required to transport Hazmat from one place to another, along with basic emergency information.  We also watched a video of a Chlorine tank rupture following a train accident.  All I can say is that this can be some pretty scary stuff if we're not careful, so we have to be on the ball whenever we are transporting this stuff.

We tested out of hazmat on Tuesday and started on the Equipment Handling portion of our training.
This section focused how we should move particular types of trains, rules for coupling up, and a lot of speed information.  Certain trains have specific speed limits, by virtue of what they are.  When building trains, there are rules in place as to "best" practices for the safest ways organize them.  For instance, having a group of loaded "heavy" cars (cars full of things like coal, gravel, or sand) should be right up front next to the engine,

and empty cars should be towards the back of the train. These trains can't operate above 50 mph, regardless of what the maximum authorized track speed is. 

Equipment Handling was covered both Tuesday and Wednesday.  On Thursday, we covered the air brake system in it's entirety.  A couple weeks ago, we had some demonstrations over how the braking system on the trains work, and it's actually ingenious the way it is designed, even though it was designed in 1868 by George Westinghouse,

it is still the universal braking system used on trains, and I have to say it's a pretty good one.  The way it works is that each car has reservoirs to store air like a gas tank, except for air.  When the reservoirs are full charged, the brakes release and the train can move.  If there is any loss of air pressure, the brakes automatically apply.  It seems like a pretty straight forward, common sense design, which is why it hasn't changed much since then.  Prior to this, trains relied on an air brake system that required air to apply brakes, (the opposite of Westinghouse's design), which in turn led to a lot of accidents. 

As part of the air brake unit, we discussed the several different methods to perform brake tests on trains prior to movement and what parameters were required to be met with each.  Some are pretty extensive and require a good deal of time, while others are a quick check so you can get on your way.

 Friday, we tested out of air brakes and spent the rest of the evening in a train movement review for the advanced section this Monday, following our week 5 exam. 

It's almost done, with my finals right around the corner here.  I have a post coming about some of the more comical things that have happened here at the REDI.  I'm missing everyone, and can't wait to be home.  Until next time....

Week 4

Hey everyone! Week 4 has come and gone, and right now, we're enjoying some fall-like weather here in Atlanta. 2 more weeks to go, and it's time to get out to the real world.

On Monday, we spent the first part of the evening playing with a conductor simulator that had us doubling over (grabbing cars from one track and connecting them to cars in another track) four cuts of cars into a single track.

The simulators we used were very similar to this one here (minus the UP train). We had a touch screen console to control the movement of the conductor, to flip switches, and couple and uncouple cars.  It also controlled the speed and direction of the engine we used.  I thought it was a good simulation because it got us used to the order in which we would accomplish tasks on the job.

Monday evening, after dinner, we went and "kicked" cars out in the yard.  Kicking cars is when there are cars attached to an engine that need to be sorted out for different trains. The conductor give the engineer a "proceed" signal or a "backup" signal based on which way he/she is facing and immediately gives a signal to stop, while pulling the cut lever on the cars to be separated.  The momentum keeps the cars moving down into a per-aligned track. This is normally down in what we call "flat" switch yards.   

I got lucky my first night kicking cars because I was kicking from the engine.  I got to ride back up and reconnect the whole line of train cars and ride the tail all the way back.  It was really interesting to put everything together that we had learned and see the bigger picture, (consequently, some of the other guys that I was there with made the joke that watching me ride back like that was like watching that other kid get to ride the fire truck when we were little.  I smiled back at him, maybe a little smugly, and said I was that kid too.

In the end, everyone got a chance to ride). 

Tuesday was much like Monday.  We started with conductor simulations and then went out and doubled over cuts of cars from one track to another.  It was pretty similar to what I had done the night before except that we moved the cuts of cars from one track to another.  We also went back to the shed and looked at some different problems that can happen to the wheels on a train, different types of switches, and the different types of brake tests for trains.

Wednesday and Thursday were lost days.  They had some track repair going on so the yard was closed down to us.  We ended up going over the CSX "Key Measurements."  These are the performance numbers that CSX uses to judge how well we are doing on the transportation and safety side of business.  We also played a switching game that in the end only hurt my head.  Give it a whirl and see what you think.

http://www.gamesheep.com/game/railroad-shunting-puzzle/railroad-shunting-puzzle.swf

That was the extent of what we did on both days.  On Friday, we were able to get back out in the yard and did drills as part of a crew with a switchman, conductor, and engineer that involved us doubling over cars again.  Afterwards, things got really fun.  First, we went to the locomotive simulators there at the school. 

These are really, really cool.  They even have simulated signals and put obstructions out in the middle of the tracks so you will have to stop.  A couple of the guys maxed out the speed on the trains.  They can get going pretty fast. 

Afterwards, we went into the train dispatching center for the Atlanta Division. 

This was really interesting too. Although it was the New York Stock Exchange atmosphere that we were expecting, it was still a pretty busy place.  We listened to the conversations back and forth with trains out on the road and watched the dispatcher change light signals just by clicking on the image.

The system seems pretty intuitive... it's like a giant video game, (and it looked fun too).

That was week four in a nutshell.  Over the next two weeks, we'll be back in the books.  More studying and more exams.  Until next week, have a good one!

Week 3

Hey everyone, three weeks down, three weeks to go here in Atlanta.  This past week was a busy one for us, it being our first full week outside. 

On Monday, we took our week 2 test, and followed it up with some classroom time.  At one point, we went over to the "Shed" where they had a visible set up of the brake systems we use on trains. 

Tuesday, Wednesday, and Thursday began a series of outdoor practicals for us.  We learned the proper way to climb across a box car and a tank car, and how to set the hand brakes.

After that, we learned the proper way to operate a derail.

 A derail is a safety device that prevents cars from rolling into a track where work is being done between cars.  It allows for the car that runs over it to safely derail from the track, hence the name. 

After climbing across the cars, and playing with the derail, we also learned how to change out a knuckle, which is the metal locking portion on the end of rail cars that connect to each other.

They can weigh anywhere between 79 and 85 pounds, and they feel every bit of that. 

Following the knuckle change, we learned the process for changing out the End-of-Train Device or EOT.

This one here is similar to the style that we use.  The EOT is a telemetry device that sends information up to the cab of the locomotive about what the back of the train is doing.  These came into use after the caboose was no longer being used on most freight trains.  The process for changing these out is similar to the Hokey Pokey, because you are constantly changing the position of your feet in relation to the tracks, putting your right foot in for some things, and then taking it out to put your left foot in... (you're singing the song in your head right now, aren't you?) While there isn't an established rule that governs changing out the EOTs, our instructors insisted that these were the best practices "ergonomically" and that if we followed them we were rehearsing for "safety success",  (although, I felt more inclined to say I was rehearsing for a children's dance show, but I digress). 

 We wrapped the practicals with learning how to couple and uncouple air hoses for the brake system,

and the proper way to use a brake stick:

Brake sticks can be used for a variety of tasks related to my job, and provide a safe way to operate around cars without fouling a train (fouling is just a fancy way of saying going in between the train cars). 

On Thursday evening the dream came alive.  After we finished up our practicals we got to throw hand signals while riding on the ladders of moving train cars.  With our trusty CSX approved lanterns in hand,

we made our way out to the darkest corners of the yard prepared to throw the most exaggerated hand signals we could.

We rode back and forth up the track 3 times, once from an autorack car, once from a hopper, and then once from the engine, facing and hanging both directions of the movement.  It was a lot of fun, but the initial jerk of the engine takes a little bit of getting used to. (and for the record, I totally imagined I was Nathan Drake while I was doing it).

After all the fun on Thursday, it was time to buckle down and study.  Friday, we had our midterm exam, an exam that sends some people home.  My class did pretty well overall, and everyone gets to stay for another week. Afterwards, we spent the rest of the evening coupling and uncoupling cars.

That was my week, and it was pretty exciting.  A side note here, we aren't allowed to have cameras at school, so I can't take any pictures of what my actual class is doing. Sorry about that.  I try to find pictures scattered around the internet that can show you the kinds of things we're doing, that can help explain what things are that I mention, and that can make this a little more enjoyable to read. I should be all caught up now, I hope you all have an enjoyable rest of the week!

Week 2

Hello, everyone! It's hot down here in Atlanta.  My paleness has managed to get a little bit of sun over the past few days but I'm waiting on some cooler weather here.  I'd love to be out in a jacket right about now. Still trying to catch up with where I should be, I'm going to try to talk a little about week 2 and what we did down here. 

On Monday, we spent a ton of time learning railroad terms and began learning basic operating rules for the railroad.  With the terms, we had about 80 or 90 of them to go over and cover everything from what an engine and a train are to what the contents of a Dispatcher Message should be.  The operating rules were a little more intense.  The operating rules are our railroad bible while we are working,

governing everything we do out there.  I always have to have a copy while I'm working and can get into a lot of trouble if I don't.  I look forward to the time when I know it really well, and I don't need to worry about reading it so intensely.  Overall, it was really kind of boring, but a necessary step to working out in the yard and places the proper emphasis on the rules that will probably save my life in an emergency, as long as I follow them.  

On Tuesday, (and really every day that week), we had a quiz over all the terms from the day before. Then, we started our railroad communications unit. It was just a simple introduction to the different ways that we communicate at work, from signage to hand signals to using the radios.

On Wednesday, things got a little more interesting.  We started speeds and signals lesson, and this contains a lot of information that, if not followed, can get us in a lot of trouble.  Unlike highways that have speed limit signs out there with clearly marked speeds, we have books called timetables that keep track of authorized speeds along routes.  But, the routes have signals on them that also govern speeds, (and have priority over the authorized speeds contained in the timetable).  Ahhh, signals....one of the most complicated aspects of this job is just learning the signals.  Signals are the equivalent of traffic lights out on a line or going into a yard. They have an aspect (which is the color combination of lights that we would see from a train), and an indication (which is what the combination of lights means) Now,  I want you to imagine for a moment taking a drive, and you come upon a stop light in the middle of a town.  You've stopped at lights a thousand times before, and you know exactly what they mean.  You follow the rules for driving that the traffic light governs (stop, prepare to stop, and go), and proceed along your merry way.  Now imagine that you come to another town, and that traffic light is in a completely different arrangement, and the colors don't necessarily mean stop, prepare to stop, and go. Also, these traffic lights include speeds (based on what is lit up on the signal), and are configured in circles, three sets lights, etc.  It's getting a little more complicated, right? Now, imagine 3 different sets of rules governing how those lights work (with each set containing 20- 24 different rules for each with a variety of styles and color displays (aspects) for each individual signal... I think my head just exploded.    I believe a visual may be in order to explain just how complicated our signal system is.

This is the signal for "Clear" (which is a lot like go on a regular traffic light):

So is this:

and so is this:

Ok, so far so good, right? But "Clear" can be these three signals plus six more, just for my set of rules, the Seaboard Signal Aspects:

And then, of course, there are two other sets of rules.  Here are the other two sets of signal aspects for "Clear." First, the C&O "Clear" Signal Aspects:

 And Conrail "Clear" Signal Aspects:

See what I mean? This is just the "Clear" aspect under the 3 different Signal systems.  If you notice, there are more than 25 different ways to display a "Clear" aspect, 25!  As I said before, the set of signals I use are called the Seaboard Signal Aspects.  CSX also has Conrail Signal Aspects and C&O Signal Aspects. There are 21 different aspects in the Seaboard Signal System (there are actually more, but that was all we were required to learn).  There are 20 different aspects in C&O, and 24 in Conrail.  You have to be asking yourself why are there all these different sets? CSX is a conglomeration of several different railroads.  These are the three signal systems that came from the old Seaboard, Conrail, and C&O railroads that CSX purchased.  Because railroads are privately owned, the need to go through and create a unified signal system wasn't really pressing.  Hence the different signal systems.  Now,  this is just the signal network on the CSX system.  Going over to other railroads, and everything changes again.  It's crazy, but that's how it works.

We have 6 weeks to go through and test out of the signal systems, knowing both the aspects and indications. I was fortunate enough to get all of mine knocked out before the end of the second week, but I've known of people ahead of us who haven't passed it until the last day they are here. 

Thursday and Friday, we discussed train movement, switching, and train building.  In train movement, we learned about marking tracks to warn other trains, setting up protection against other trains if something happens to our train, how to use fusees (which are like flares)

and flags,  how our timetables (the publications that cover travel within each of our divisions and subdivisions) are set up, and the rules associated with moving trains using the instructions laid out by the train dispatchers. 

In the switching and train building unit, we learned some more terminology concerning how rail cars are classified, and labeled for identification. 

We also learned some of the operating rules concerning switches, and how to place trains. 

In all, it was a mentally exhausting week.  It was a ton of information to cover, but I'm managing to hang in there.  Grades are great so far, and I'm learning a lot.  My next post will be about the third week, and all the awesome initial field training experiences we had! Until then...

The First Week

So, my post today comes with an apology.  I wasn't prepared for the volume of information I would have to go over while I was here, and I have had little time to do much else except study.  Let me fill you in on my last two weeks here at the REDI.

After orientation, we started off week one with an introduction to the railroad.  There was some basic terminology that we were taught, along with a very brief discussion about how we fit in to the big picture.  I've noticed in the brief period of time I've been with the railroad that what I do, and what people think I do are, how does one say, a little different. Don't get me wrong, I understand the misconceptions. Trying to find out exactly what it is that conductors do was tough even for me after I got this job.  Unless you know someone who works for the railroad, (which, fortunately I do), I think you'd have an easier time figuring out what they did with the alien bodies after Roswell, than finding out what a conductor does.   So, I thought I would explain a little bit about what it is that I do.

I'm a freight conductor.  We are tasked with the delivery of freight train cars to and from businesses, government, industrial centers, rail yards, etc.  In rail yards,

conductors break down incoming trains, switch around cars, and build new ones.  On the road, we maintain contact with the train dispatchers (who are much like air traffic controllers for the railroad).  We also flip switches, set brakes, connect air hoses, and run train crews.  We do not, unfortunately, operate the trains.  Engineers operate the locomotives, while we help keep track of the rest of the train.  Also, and much to my dismay, we no longer wear overalls (although, I may have seen a couple of the older guys here for engineering school sporting them) or the striped hats.  Instead, we dress more like this guy:

and when you're new, you get to wear a stylish bright yellow reflective hat,

(that I'm convinced also operates as a beacon for the International Space Station). There are a few other things we get to do but this is the gist of our main responsibilities.  Sorry everyone. No overalls, no striped hats, and no choo choo driving.

The culture here at CSX is focused on safety above all else, and the better part of the first week was spent going over it.  They have rules in place here that may seem odd to someone outside of this environment.  The core value of the company, "Safety is a way of Life," is no joke.  We have a rule book that is about 100 pages or so and it covers EVERYTHING, from how to ride in a car, to the proper way to sit in a chair, no kidding.  I don't think the military was ever this thorough when it came to specific rules to address everything that you will do in your day to day life. One rule in particular that gets a lot of us in trouble is the cell phone rule.  At school, they aren't allowed out, unless you are in a specific place to use them.  It's a huge violation of the Federal Railroad Administration (FRA) rules, and can lead to getting fined and losing your job if you get caught out in the yard using your phone.

The last part of the first week was focused on the ladder hang practicals.  I was warned before I got to the REDI that there are people who don't pass this part of the school, and I guess that's why they do it in the first week.  It involves climbing up on a ladder and throwing hand signals for four minutes. Here's what our setup looks like:

It wasn't too bad, but there were a few guys who had some trouble with it.  Everyone ended up passing though.  Why would you need to hang from a ladder for four minutes? I'm glad you asked.  Part of our job requires us to ride on the front end of rail cars while an engine is shoving them around and give signals to the engineer about what actions to take since he can't see the other side of the cars.  It sounds absolutely thrilling, except we don't get to that until the end of this week.  I'm not going to lie, I am totally going to feel like Nathan Drake

hanging from a ladder like that...a much more safe, steady, not hanging on with one hand Nathan Drake, (love you mom).

And that was just the first week! What can I say, but wow, this job is going to be fun! I know I said I'd fill you in about the second week too, but I'll do that over the next day or two.  I've got a big test to study for tomorrow, and I've got to hit the books (in the safest, most non-injury inducing way possible)! Until next time :)

First Day

I made it down to Atlanta and got settled in last night. We are staying at a hotel about 30 minutes from the CSX REDI center. It's not a bad place.  Lots of new restaurants and business parks here in this area. I was able to scope out the area this evening, and although I almost got lost, I did manage to find things that I can enjoy while I'm down here, including my favorite, Barnes and Noble.

We had to be down to catch the bus at about 6 this morning.  A few guys were outside smoking, and after I grabbed my complimentary breakfast and cup of the most awful water-flavored coffee, I made my way out talk to them. 

Some of the guys out there rode the shuttle back from the airport with me. An ex-military guy and a couple sheet metal workers from up in New York were discussing the ins and outs of their particular yards.  Another military guy from Illinois, filled me in on how our seniority would be established.  When we ended up getting to school, he joked about finally finding out what was true, and what wasn't. 

We made our way into the break room first thing, where are future instructors corralled us, and guided us down to our classrooms.  All the desks were neatly arranged, with a name tag at each spot, and a stack of books that will serve as our bibles for the railroad throughout our career.  

The room was divided between north and south agreements for each respective union.  The first thing to be established was our seniority.  It was based on birth date, and being a little older than the average applicant, I made out pretty well with #8 from the top out of the 32 that came to class.  The seniority system that they in place for the south was strange.  They had everyone line up by birth order.  Then, they had them pick a poker chip out of a hat with a number on it.  This number determined what order they would pick their seniority order number from the hat.  I guess it leveled the playing field for those guys so being older didn't have an advantage, but I'm not complaining about how I ended up.
 
During the seniority selection, I ran into a couple of guys who are going to the same rail yard I am, and ended up sitting with them in class.  All in all, the guys seem pretty nice, with personalities that are a mixture of country and military (and in some cases, a splash of West Coast Choppers).  I think I'm going to enjoy working with them. 

After all was said and done, lots of orientation stuff to get through, with benefits and tax forms, etc.  I'll have my hands full for the next few weeks that's for sure, but it'll be worth it in the end!