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 suggests that he intended to override the apprentice's misuse of the brake valve and throttle (the full-service brake application with the throttle at run 8 position). Investigators could not determine exactly how soon afterward the throttle was placed in the correct run 1 position. By that time, no one could have done anything to prevent the accident. The train slowed from 109 mph to 76 mph at the POD after the 32-psi brake application was made. A speed of less than 59 mph was required to prevent the locomotive from overturning.

Locomotive Engineer Training and FRA Qualification
—Locomotive engineers were traditionally promoted from the ranks of firemen. This promotional process is not always available now. The prospective locomotive engineer usually acquired familiarity with the physical characteristics of the operating territories by working as a engine crewmember for many years. During that time, he also acquired train-handling proficiency, judgment, and other necessary operating skills under the supervision of experienced engineers who provided individualized attention. Moreover, when engineers began working in passenger service, they had usually become experienced in operating other kinds of trains before advancing to higher speed equipment.

Through its locomotive engineer training program, Amtrak is trying to provide the same basic operating knowledge and skills, but within a much shorter time frame and more structured setting. Prospective engineers now receive at least part of their training in classes, and operating information pertaining to equipment and train control is technologically more advanced. The time allocated for completion of an entire engineer training program is sometimes less than 1 year. The Safety Board believes that locomotive engineer training is a vitally important railroad management responsibility because the long-term promotional opportunities for seasoning through the ranks are diminishing.

—Since the apprentice engineer who operated Amtrak train 66 was trained under Amtrak's locomotive engineer training program, investigators reviewed his training, as well as the program itself. The Safety Board acknowledges that the program has many constructive features (see, for example, the &quot;Locomotive Engineer Program Master Sheet&quot; in appendix C). However, the program also has several deficiencies, and a number of important training activities that management officials described and that are on the program master sheet apparently have not been provided. Investigators also examined the relationship of the training program deficiencies to the accident events.

Combining the physical characteristics qualification phase of the program with the OJT phase is one deficiency of concern to the Safety Board. The outline describing the program shows different phases for these two activities, but the training is not consistently being conducted in that manner. In practice, familiarizing students with the territories and teaching them operating skills have been accomplished at the same time and, for some apprentices, almost in the time frame originally allocated for OJT alone.