Never trust a man who doesn’t have a hobby, a female friend once told me. Thank goodness model railroading has been my hobby of choice for over 30 years – I must be very trustworthy.
Why do we enjoy this hobby so much? Forget the idea of the train set running under the Christmas tree or G-scale trains running around a sports bar ceiling. How do we explain our love for the hobby to inquiring minds at a barbecue or cocktail party? How do we convey our enjoyment of various aspects of the hobby: track installation and design, scenery and buildings, locomotives and rolling stock, electronics, simulating switching problems, creating a diorama depicting time and place, railroad research, history and documentation, and railroad art?
For me, the joy of model railroading is twofold.
I get to recreate a world of transportation long gone by.
I can create a complete transportation infrastructure in miniature.
We begin with a planning exercise – what do we want to see before our eyes – perhaps a train pulled by a steam locomotive trundling through the countryside as a period piece?
We strive to create a realistic depiction of time and place, as if we were standing on a station platform. What does our world of rail transportation look like in 1900, 1945 or 1970? In this process we find ourselves trying to understand what the physical world was like, especially the world of railroad work involving varieties of heavy machinery. It’s a way to travel back in time, historically and artistically.
Through this hobby, I am reminded that modern America was not borne out of Silicon Valley, but from workers and tycoons during the late 19th and first half of the 20th century in towns like Bethlehem, Pittsburgh, and Baltimore. For those of us interested in steel mills, coal mines, lumber mills and heavy industrial enterprises, research helps us dive deeper into the reality of that time. It’s important to learn about the organization of work in pre-internet America (for those of us who haven’t already experienced it) and the complicated battles fought between labor, management. Wherever there were railroads, there were adjacent enterprises dependent on national connections, and homes and neighborhoods subject to air pollution, noise, unpaved streets, and outdoor plumbing.
Because of model railroading, I’ve can appreciate even more those who inhabited these neighborhoods and did these dirty and dangerous jobs to create the America we know today. By creating these worlds in miniature and giving thought to their complicated histories, we honor those who built industrial America.
For this article, I have used the term “informal operating systems” to differentiate less structured approaches from prototype-based operating systems. Steve King has used the term “fun run,” but I feel that term, while easily understandable, does an injustice to both approaches to operations. Those interested in prototype-based operations would not participate if they were not having “fun,” and those, who prefer a more relaxed experience, still want to learn about how the prototype does things. Consequently, I find the term “informal operating systems” more useful and less pejorative.
In Part 1 of this article, we learned that adopting an informal operating system does not always result in the relaxed experience desired. In Part 2, we want to figure out how to establish some basic organizing principles for informal operating sessions and then find ways to communicate those principles to crews (in order to give them the information they need to do their jobs).
Basic organization: To avoid chaotic situations, any operating system must have some basic level of organization; however, the effort to organize operations can seem quite formidable, full of big issues to be addressed – kind of like the big task of getting a coal drag up a steep hill without helpers. I would like to make some suggestions to make that process a bit less intimidating.
First, remember model railroading is not a matter of life and death; it is our hobby.A layout can still be fun even if the operating system is not organized as completely as we might want it to be.
Second, getting organized is a process. I suggest you take it one step at a time:try decisions out, see what works (or doesn’t), make adjustments, and move forward from there. (Repeat as necessary.) If you do that, you will find yourself less intimidated. (Remember friends can also help you see things from a different perspective.)
How do we figure out what step to tackle first?My suggestion is to start with a series of six fairly straight-forward questions that focus on the trains you want to run. This approach sidesteps big issues such as the railroad’s purpose, goals and objectives for sessions; an appropriate level of traffic management; a sense of time as it relates to the session; and a system of car forwarding. Once you get operating, ways to address those issues are likely to reveal themselves.
The following is a sort of Abbott and Costello list of questions. (Remember “Who’s on first?”)Hopefully, this list is a bit less crazy.
Why does this train run?
Who runs this train?
Where does this train run?
When does this train run?
How do you run this train, and how do you coordinate its work with the work of other trains?
What happens to the cars in this train?
How can you come up with answers? Before you actually ask the six questions, what process will you use to find the answers? First, it is best not to concentrate on possible consequences of your answers. Remember you don’t have to get the “right” answer the first time. Second, you do not even have to come up with your own answers. Through the years, model railroaders have developed numerous ideas for addressing these matters; you do not have to reinvent the wheel. Let us take a quick look at some ways you can find possible answers:
Research: You can learn what the prototype and other modelers have done from reading articles in model magazines. I recommend articles about both model and prototype operations. Learn how modelers and prototype railroads have dealt with these questions. Some of the articles may be useful; others not. Try out what seems best. Note that this research may result in your reading articles advocating more formal prototype-based operating systems than you are looking for if you are considering informal systems. Read some of those articles anyway to get a good idea of the organizational issues prototypes and other modelers have dealt with.
Your operating experiences and preferences: What have you experienced in sessions on other people’s railroads? What did you like (and wish to include in your system)? What did you not like (and wish to avoid)?
Your crews’ experiences and preferences: Talk with the people most likely to be crew members, and find out what they prefer.Take that information into account, but do not let it override your ultimate goals and objectives for operating sessions. (SMD member Don Florwick began operating with a crew who preferred informal sessions, but that wasn’t what he had envisioned for his railroad. He used those informal sessions to work out the bugs and then moved on to a more formal TT/TO system.)
Once you have some tentative, first answers using steps A – C, you can then move on to steps D and E. Remember that finding answers is a process; so don’t be frustrated if your first efforts prove unworkable. Set unworkable answers aside, and try again.
Trial and error/beta testing: Start using the rough answers you have. Be patient. (SMD members Pete and Jane Clarke spent years operating their HOn3 East Broad Top, constantly refining their system, until they arrived at the system they use today.) Do not be afraid to make changes to correct things that are not accomplishing what you want.
Feedback from your crews: Remember they have different expectations and experiences from yours. Take advantage of that fact as you refine your answers (and eventually your operating system).
Elaborating on the six questions: Now, let us look at the questions again in more detail, and figure out how to find answers and communicate them to your crews.
Why does this train run? What is its purpose? What does it do? What customer(s) does it serve? Since your railroad is different from everyone else’s, the trains you run will be unique in some way.Each of those trains has its own special role in developing the overall concept of your railroad’s purpose and the operating session’s goals and objectives. Answering the “why” questions will also give you an idea of how this train fits your railroad’s overall scheme.
Once you have determined each train’s purpose, the best way to share that purpose with the crew is with a brief train description at the beginning of the train instructions. A sentence or two should suffice – something short enough for the crew to read before beginning their run.(Remember the hubbub that accompanies the start of every operation session).
Who runs this train?This is a two-pronged question.
Was the layout designed for one/two operators or for a large group? The answers lie in the design of your layout: for instance, the size and capacity of the aisles, the kind of railroad, the number and spacing of towns served, and the expected number of trains to be run in a session. After you have answered these questions, you can use those answers to determine how many crew members you need for your sessions and how many you can accommodate.
Once the crews arrive, who gets assigned to a specific train (or job)? Will you assign by arrival order (first there gets first choice), by experience (such as assigning veterans to dispatching and yard master positions), by sign-up sheet, etc? You have to decide and let your crew know in your orientation briefing.
Where does this train run? Where does it start from; where does it terminate?Where does the train have to go in order to do its job? Where does it interact with other trains?Your answers to the “why” question will point you in the direction of answers to these “where” questions. After you figure out answers for one train, move onto the second, third, and so on.Since this question relates to the “when” question, you may have to revise the answers later on.
For crews, “where” questions should be addressed briefly in the train description (especially where the train originates, works, has meets, and terminates). Somewhat more detailed answers can then be provided in the body of the train instructions. (Remember, at the beginning of the session, it is best to keep the amount of required reading minimal.) Additionally, crews need help orienting where they are within the layout room. They need schematic layout diagrams/maps (giving place names and yard locations along the main line), location signs at those places, as well as more detailed diagrams/maps indicating where specific tracks and industries are. It is crucial that the names of these places be consistent with names used in paperwork.
When does this train run? For informal operating systems, time is perhaps the most complicated question because getting away from the pressures of time is one of the main reasons for taking the informal approach in the first place. Unfortunately, you have to address the time question. Easy prototype-based answers like clocks and timetables are likely to be too formal for you and your crews; so you must come up with a way to determine when a train should be on a given track.(Otherwise, collisions will happen.)
To do so, you will probably need some sort of rough schedule. That can be developed before regular sessions begin and later reflected in the instructions given to crews. (They may not ever need to consult the schedule.) To develop a rough schedule, you should start by making a list of trains in the chronological order you want them to run. Then, you will need to find out how long it takes to run each train in order to figure out when and, consequently, where that train will meet other trains. These are trial and error investigations that you can make before regular operating sessions begin. (Be aware that there may be more stress than desirable during this testing period, but keep in mind that you are trying to find ways to eliminate that stress when you move on to your regular sessions.)
Over the years, we model railroaders have come up with quite a few ways to address the time issue without going to the lengths to which the prototype goes. Among the options we have tried are verbal authorization (mother, may I? sessions), sequence schedules (trains in chronological order), operating scripts (think of Frank Ellison’s comparison of operating sessions with scripts for plays), and train instructions. Some of these work better than others as discussed in Part 1. (Regardless,, there are numerous options to choose from. I plan to discuss some of them in future articles.) To my way of thinking, how you answer the time question is crucial if you want to develop a relaxing, informal operating system for your railroad.
Your best way to give crews time-related information will be the detailed train instructions (following the initial description of why and where the train is run). Be clear and complete.Remember crews won’t see the schedule.
How do you run this train, and how do you coordinate its work with the work of other trains? Start by focusing on each train separately. Figure out how it should do what it is supposed to do. Then factor in how the operation of other trains will affect the one you are considering and make adjustments. Beta testing and trial & error are good ways to develop detailed, coordinated answers for these questions. Again, detailed train instructions are the informal way to communicate this information to crews.
For crews, “how” becomes a two part question:
How a crew runs this train is best conveyed by the train instructions. The level of detail in the instructions relates to the kind of session you want: one that expects train crews to read lengthy, instructions with lots of rules to follow or one that is more relaxed and open. Bulleted directions, grouped under headings for each of the places where events happen, are one way to simplify train instructions and to make them easier to read one at a time.
How a crew coordinates its train’s work with the work of other trains relates to the places (where) and times (when) trains must interact with each other: passes, meets, and multiple trains working in the same location. You want crews to have a basic familiarity with what is happening during the session (especially as it relates to their train) without having to consult a complicated timetable. Again, good train instructions can provide sufficient information and clear up any required matters of train superiority. Unexpected situations can then be handled by train orders (verbal or written).
What happens to the cars in this train? Clearly, you will need some sort of car forwarding system. We model railroaders have quite a few of these from which to choose: car cards and waybills, switch lists, color-coded tacks, car-for-car exchanges, etc. Based on your experience and preferences, choose the one that seems best suited to what your railroad does, then try it, and see how it works. Try another system if the first does not work out. Revise as necessary.
For some kinds of traffic (passenger trains and unit trains, for instance), train instructions alone may serve; however, for general freight traffic, you will likely need a more detailed system giving crews specific directions about where to spot and pick up cars as they run their trains. In setting up a more detailed system, try to keep the information you give crews as brief as possible: type of car, reporting marks, number, and destination may be all the information they will need.
Conclusion: The questions I have suggested are one way to focus on the trains you wish to run and to use those trains as a start to organizing the larger operating system for your railroad. As I said earlier, this approach sidesteps the big issues, but beginning to operate is likely to reveal ways to address those issues.
One important thing to note about the process of answering these questions is that the answers you come up with do not necessarily have to be shared in their totality with your crews – for instance, the rough schedule you developed to answer the “when” question. Your crews probably will not need to refer to that schedule during the actual session – especially if they have train instructions telling them when and where to meet other trains. In other words, your railroad can have a whole layer of “complicated organization” of which your crews can remain blissfully unaware.
With these questions spelled out, we have come to the end of this article and, hopefully the beginning of your quest for the operating system that is right for your railroad. What we have discovered is that setting up an informal operating system is a bit more complicated than we might have imagined. We have realized that just because we want to run trains in a relaxed fashion, we still have to address some basic organizational questions in order to give crews the information they need to get their “jobs” done. The prototype had to answer these questions; so do we. Your goals may be different from the prototype’s, but by answering these questions, you can develop enjoyable, relaxing sessions for your crews (and in the process, give them opportunities to experience and learn more about what prototype railroads do). You want your crews to operate in a calm, “professional,” capable, and relaxed manner.
If you decide an informal operating system is right for you, you will probably want to know about specific alternatives to prototype procedures. Some of these alternatives may not be widely known. For instance, you may have experienced the often chaotic “Mother, may I?” type of session and want a more “professional” type of session. (In this case, perhaps, a “dispatcher, may I?” approach will work better.) Or you may be familiar with formal train orders (prototype-based), but not aware of fill-in-the-blank train orders (more informal).
If you have passed my layout design table at the Mainline Hobbies/South Mountain Division Mini-Con, you might have noticed several milk crates with binders in them. Those binders contain copies of track plans published over the years – quite a number of track plans. (Kalmbach claims they have more than 50,000 in their collection; sometimes I feel as if I have copied every last one.)
Why copy a bunch of track plans? First, I am of the opinion that studying published track plans helps us improve our design abilities. When we look at what someone else has done and evaluate it according to our own ideas and plans, we are using our powers of analysis, a very relevant skill for the design process.Second, as the binders are sorted by type of layout, we can look at quite a few similar designs in a relatively short period of time. As each plan is at least a bit different, we get a chance to see numerous ways of attacking the same problem. Third, these plans contain quite a few good ideas. We may see one that addresses a problem we face but cannot solve.
Trends: The benefit of spending many hours at the copy machine is that I have noticed some trends manifested in the track plans of various eras of our hobby. For instance, around-the-wall (walk-around with the train) style layouts have become much more popular than island style (table-top) layouts. In recent years, we have also seen a large growth in double-deck layouts possibly because this approach allows much longer mainline runs (more towns modeled and much longer tracks between them).
One deck – twice around: Sixty or so years ago, published plans often featured a different approach:twice around on a single-deck (separated by scenery).An instructive example is Doug Smith’s Brook Valley RR (Model Railroader, Oct. 1957).
(Doug, by the way, was one of the first proponents of the car card/waybill car forwarding system and was the first to earn a Master Model Railroader certificate.) The distance between Merlin and Brook Valley is half way around the layout, and that between Brook Valley and Smithburg is three quarters of the way around the layout. Those distances are significantly longer than the train lengths (as indicated by the length of passing sidings) and, thus, are somewhat unexpected on a moderate-sized 9 ft. by 15 ft. layout.
Single-deck twice-around layouts have been criticized for being “insincere,” using one scene to represent two different locations. It seems to me that we should reconsider. While two decks may be the best approach for an experienced modeler like Tony Koester, a modeler with less experience is likely to find the increased complexity of double deck bench work and the need for one or more helixes leads to construction bogging down and to the layout never getting finished.
Along these lines of thinking, Howard Zane’s recent discussion of his new layout (MR, Feb. 2020) using twice-around on a single-deck pointed out the following: “The Piermont Division is actually double-deck but with both levels on the same scenicked deck. [He] refers to the design as a ‘blended-deck’ layout.Instead of a helix, the main line climbs a long 1.5 percent grade to reach the upper level.” The second track through his scenes is separated vertically from the first and frequently depicts a very different type of place such as rural versus urban.
In summary, the twice-around approach allows for longer runs between towns, does not require helixes, and is decidedly less demanding of complex carpentry (although such designs usually do require grades and a more vertical scenery configuration).However, the approach can be applied to flatter areas, as demonstrated by John Armstrong’s Broadalbin, David City, and Pacific (“Railroad in Suspension,” MR, May 1957),
an amazing example of multiple times-around set in relatively level mid-western scenery – two mainline railroads with a shortline bridge railroad between them. Staging for the mainline railroads can be hidden from view by low rises and/or rows of trees.
A fourth advantage of the twice-around approach is no upper deck blocking the view of the lower scenery.Avoiding the viewing angle problems of double-deck layouts means that aisles do not have to be as wide because crews do not have to back up to see trains on the lower deck.
A fifth advantage comes into play when modeling dramatic mountain scenery. The twice-around track configuration paired with deeper scenery allows the more distant tracks to seem further away. Colorado narrow gauge layouts have taken advantage of this possibility quite frequently.
Issues: There are, however, some issues that need to be addressed with the twice around approach – things that are also common with double deck layouts.
Avoid locating two operation-heavy places one above the other. Make one place more important than the other. Otherwise, crews working in those places will get in each other’s way. Locating a less interesting mainline run above (or below) a yard, for instance, would be a better approach.
Be particularly aware of the need for aisle space. Two operating areas across from each other need a wider aisle to permit crews passing. In addition, you need to allow space for crews operating on the second tracks through those scenes. That need may only be for a place where an engineer can stand and watch the train from a distance, but it must be considered none-the-less. With two trains running on the mains (across from each other) and two switching, there is the potential for a total of four crews in a given space. Aisles four feet (or even wider) may be necessary. (These space requirements also apply to double deck layouts.)
Make efforts to hide trains that are running on the mainline stretches. Obviously, tunnels (especially short ones) are one way to do that. For some railroads though, tunnels might not be appropriate. In that case, scenery (trees, hills, cuts, etc.) and structures can hide trains. Also remember intermittent hiding:mainline crews do not have to see their entire train in order to monitor its progress. Behind a stand of spaced trees, for instance, that train is less likely to distract crews working at the other place in that same scene.
Avoid complicated trackwork on the line furthest in; bring operational places to the foreground whenever possible. Reaching over scenery and structures has a tendency to be quite destructive. Deep scenery may be great to look at, but it makes access for derailments much more difficult.Consequently, avoid turnouts and other complicated trackage that increase the need for access on rear tracks.
A good example of the application of these suggestions is Russell Decho’s Maywood Central (MR, Jan. 1962).
On three sides of the room, two lines jockey for prominence and closeness to operators. The second line through a scene ducks into a tunnel or is vertically separated from the line with an operating focal point. (On the fourth side, there are two operating areas, but they are accessed from different sides of the layout.) The result is a layout with longer runs between towns and no need for operators to get in each other’s way.
So, if you want longer runs between your towns, less complicated benchwork, no helixes, no upper deck blocking views, and tracks surrounded by dramatic scenery, give the twice-around approach consideration.
And please feel free to stop, sit, rest, and look at the track plan binders during the Mini-Con next year even if you do not feel like discussing layout design.
Thank you to those who contacted me about their aspirations in the Achievement Program (AP). I look forward to presenting your awards! Several of you are ready to have your scenery judged. This takes some coordination to get (preferably) three judges together. I appreciate your patience.
To qualify for the Model Railroad Engineer–Electrical certificate, you must:
A. Construct and demonstrate on your own or club layout, the satisfactory operation of an electrical control system on a model railroad capable of simultaneous and independent control of two mainline trains in both directions, and containing at least:
Simultaneous and independent control of two mainline trains. This can be as simple as a single track main with sidings. This means that as long as you can cut power to the sidings individually, you can run one train, park it on a siding while you run another, then park it and run the first again. This meets the requirement.
For conventional DC wiring (non-command-control), five electrical blocks that can be controlled independently. For command control wiring (DCC, TMCC, and others), sufficient gaps and switches to maintain polarity, phase if needed, and troubleshooting.
One mainline passing siding.
One reversing loop, wye, turntable, or transfer table.
One yard with a minimum of three tracks and a switching lead independent of the main line. (“Independent” means that you are able to operate the locomotive switching the yard and the lead on a separate powerpack without interfering with mainline operations.)
Facilities for the storing of at least two unused motive power units. Don’t make this harder than it is – these are just sections of track (usually spurs) that you can cut power to independent of the main.
One power supply with protective devices (short indicator or circuit breaker) to ensure safe operation. You don’t have to build this yourself; you just have to have one in your control system. You can use a commercial supply that has these features, modify a commercial supply to add these features, or even build it yourself – but only if you REALLY know what you’re doing.
B. Wire and demonstrate the electrical operation of at least three of the following items:
Turnout. Wiring up the simplest powered turnout from your hobby store will satisfy this requirement.
Crossing. Most commercial crossings come pre-wired. Just set one up so that you can run trains through on both tracks.
Slip Switch (single or double)
Gauge Separation Turnout
Double Junction Turnout
Three Way Turnout
Operating Switch in Overhead Wire
Note: Don’t make the requirements in parts B or C any harder than they have to be. You do not have to scratchbuild any of these; you just have to show that you can make them work electrically. Of course, if you want to go to the effort of building them yourself, you may learn many new skills in the process! The whole point of these requirements is for you to demonstrate a variety of skills.
C. Wire and demonstrate the electrical operation of at least three of the following items:
Electrical turnout position indication on a control panel or at trackside for a minimum of four turnouts. (Remember that many commercial switch machines have electrical terminals to allow you to do this easily.)
Track occupancy indication on a control panel or at trackside for a minimum of five blocks.
Cab control, making provision for the connection of at least two power supplies to a minimum of five blocks as the trains progress. (This means that your layout has at least five blocks, each of which can be controlled by one of two power supplies. The five blocks DO NOT have to be in a row along the same stretch of track.)
Engine terminal, including an electrically powered turntable or transfer table, a minimum of three stall tracks, and at least two blocked storage sections for parking locomotives outside the stall area. (This means you need to have a total of five tracks (three inside an engine house or roundhouse, and two outside), that you can cut power independently to store motive power).
Two turnout junctions with electrical interlocking and protecting trackside signals. (This is simply a turnout with electrical protection to prevent a train from going through a turnout that is set against it. Again, the electrical terminals on a switch machine, combined with a couple of insulated rail joiners, make this a fairly easy project.)
High Frequency Lighting (This is an old term for Constant Lighting.)
Electronic throttle with inertia and braking provisions. (This requirement could be combined with requirement A-6, above.)
Grade crossing with electrically actuated warning indication. (You don’t have to design or build the circuitry for this yourself. There are a number of commercial components available that you can just wire up to meet this requirement. Or you can use commercial plans that appear in magazines from time to time. Or you can do it from scratch.)
Two-way block signaling with automatic train detection for at least five blocks. (See remarks under #8).
Operating overhead wire, using either pantographs, trolley poles, or both for current collection. (Any traction fans out there?)
Installation of an advanced electronic and/or computer control for the model railroad.
Design, installation, and operation of animated mechanical and/or electrical displays. This doesn’t have to be a huge animated display – think about small eye-catching displays like animated industries or signs. Put a carousel in the local park or chase lights on the marque at the Bijou.
Design, installation, and operation of mechanical and/or electrical layout lighting displays. (This means lights which illuminate the layout, as opposed to lighted things on the layout. For example, lighting which simulates the change from day to dusk to night)
Installation of a command control receiver. Modifications or additions to the device’s wiring are required. Installing a plug-equipped decoder into a manufactured prewired socket is not sufficient.
Installation of a command control throttle buss line around a layout capable of handling at least two throttles at three or more separate locations.
Commercially assembled complete units are not acceptable in the items below:
Construction and installation of a sound system. This does not have to be an on-board sound system; it could be an under-the-layout system.
Construction and installation of a signaling system.
Development and installation of a CTC system.
Installation and operation of an on-board video system.
Computer generated block detection information.
Hardwired or stored control program (i.e. computer) for operation of the railroad.
Development and demonstration of a computer-to-railroad interface.
Other. (Examples of ‘other’ includes flashing warning lights on locomotives, or end-of-train devices on cabooses, etc.)
Please note that operating third rail (center or outside) or overhead wire powered layouts may be considered for ALL aspects of the AP. Also note that the use of advanced power supplies, train control, track wiring, and track control methods shall not be restricted by the definitions in the minimum requirements listed above.
These items may not appear to be equal in difficulty – they aren’t meant to be. They are meant to provide a wide variety of things that people may have done that they can get credit for.
D. Prepare a schematic drawing of the propulsion circuitry of the model railroad in part (A) showing the gaps, blocks, feeders, speed and direction control, electrical switches, and power supplies.
Note that this requirement includes ONLY the propulsion circuitry. It is not required to include the wiring for electrical turnout control, signal systems, building lighting, etc. You do not need to include the details for parts of the diagram which are repeated. If a number of parts are wired in the same way, it sufficient to draw one section in detail and indicate other locations with rectangles.
E. Prepare schematic drawings identifying the wiring and components of the six items under parts (B) and (C).
For the sake of clarity, these schematics should probably be separate from the propulsion circuitry schematic in part (D), above. If you already have one over-all schematic of the layout, you might want to consider making multiple copies and going over the applicable lines with a highlighter for each feature.
Note that this is just turning in the kind of documentation that you should be preparing for your layout anyway. It will make trouble shooting much easier in a couple of years when you’ve forgotten how it all went together!
F. You must submit a Statement of Qualification (see below) which includes the following:
The track plan for the layout used in part (A).
A description of each of the features used in parts (B) and (C), including:
A description of the item.
The methods of construction.
Identification of commercial components used.
Schematic drawings as required in parts (D) and (E).
The signed Witness Certification form, showing that each of the above items are operational and meet all applicable NMRA standards.
Notice that there is no requirement for Merit Judging in this certificate. The presence and operation of the required features must be verified by a witness (the Region AP Manager, or their designee), but they do not have to achieve a minimum score.
Model Railroad Engineer – Electrical certificate recipients in the South Mountain Division:
Robert Beecher, Robert Johnson, and Robert Morningstar have received the Electrical certificate. I guess you must be named Robert to get this! I must say that Bob Morningstar’s wiring is the neatest I have ever seen (see photo below of hisDCC and Power Supply Component board). It didn’t need to be this clean, but it sure helped me figure out what was going on.
As the division AP Chair, my job is to encourage participation in the program, answer your questions, and help with your paperwork, if necessary. You can contact me at: email@example.com or 301-253-4913.
For this article, I have used the term “informal operating systems” to differentiate less structured approaches from prototype-based operating systems. Steve King has used the term “fun run,” but I feel that term, while easily understandable, does an injustice to both approaches to operations. Those interested in prototype-based operations would not participate if they were not having “fun,” and those, who prefer a more relaxed experience, still want to learn about how the prototype does things. Consequently, I find the term “informal operating systems” more useful and less pejorative. (At the recent NMRA National Convention in Salt Lake City, there was a clinic titled “Operations without the Aggravation.” I find that also an effective way to label less formal approaches.)
Over the years, we have all been harangued by articles and clinics touting the benefits of prototype-based operating systems (TT/TO, track warrants, etc.). The main reason given is that prototype railroads have developed, tested, and refined these systems for many years in the real world, addressing the many situations that come up when operating a railroad. Why would anyone want to re-invent that wheel? Clearly, developing an operating system is not a simple task. Why not use a system already developed and tested?
While this argument is very convincing, it ignores an important fact – prototype operations are very different from model railroad operations. First, prototype railroads are businesses; model railroads are part of our hobby. Second, prototype railroading can be deadly serious; model railroading is supposed to be fun. Third, prototype railroaders are trained professionals; model railroaders are, for the most part, interested, sometimes informed amateurs. Whatever system of operations we choose, whether prototype-based or other, must address these differences.
The goals for prototype-based versus informal model railroad operating systems:
Prototype-based operating systems:
To experience operating the model railroad as closely as possible to the way we might experience operating the prototype,
To have an enjoyable and challenging experience with people knowledgeable about railroads,
To meet the session’s challenges with the tools developed by prototype railroads, and
To replicate the work prototype railroads do.(Creativity is not OK.)
Informal operating systems:
To experience the model railroad in a railroad-like fashion,
To have an enjoyable and relaxing experience with other people interested in railroads,
To pretend we are professional railroaders (somewhat like re-enactors) and, from that effort, to learn things about prototype railroading, and
To find solutions to the situations that come up without having to make efforts that are too much like work. (Creativity is fine.)
While these two sets of goals are not completely different, the emphasis certainly is different between them. Those differences greatly affect the operating system appropriate for a given model railroad. It may have been designed for prototype-based operations, and then again, it may not have been. Crew members may be interested in the challenges of prototype-based operations, or they may be more interested in a relaxing, enjoyable time spent with friends and acquaintances. The prototype being modeled may be a heavily trafficked mainline, or it could be a backwoods branch with two trains a day. Each of these sets of circumstances warrants a “custom” approach.
Prototype railroads understand that fact and address different situations with rules customized for each region and each operating district. “One size fits all” does not work for the prototype; unsurprisingly, that approach does not work for all model railroads either.
Problems with prototype based operating systems: Crews not interested in prototype-based operating systems have voiced numerous complaints. The following are some of the characteristics of prototype-based operations that superintendents might want to avoid:
Too much paperwork: During the often hectic flow of the session, it is often impossible to find time to read, much less deal with, a sheaf of papers, especially when the piece of information needed is buried where it cannot be found easily.
Hard-to read paperwork: The effort to make keep instructions and information easy to handle, often results in making them unreadable except with a magnifying glass. Also handwritten entries on forms are often illegible.
Rule books – too much to remember.
Clearances: Written clearances are an example of excess paperwork.
In-depth pre-session introductory material and long verbal orientations – again too much to remember.
Timetables, clocks and fast time: Crews want to watch their trains, not the clock (too much like work). Besides, a timetable is not easy to read while trying to run a train.
Reporting requirements: Having to pick up the phone or radio every few minutes can be quite distracting.
Complicated train instructions: Brevity and simplicity should be the main goal. Crews should be able to find what they need to do easily.
Train orders written in “railroad English:” Prototype railroaders would understand; model railroad crews might not.
Car forwarding information: Whether car cards, switch lists, or other systems are used, there is often much more information than needed. Also, carrying a large stack of cards around is always a challenge.
Undoubtedly, there are other problems crews might have with prototype-based operating systems, but the above list will suffice for now. (As will be discussed below, some of these items are essential for running a railroad.)
Problems with informal operating systems: After considering the numerous problems common to prototype operating systems, it is tempting to conclude that, by adopting an informal operating system, we can address all those issues and eliminate the things to which crews might object.
However, informal systems come with their own set of problems – a couple of them major. 1) By adopting informal procedures, we have essentially discarded the administrative organization that works so well for managing prototype traffic.
2) Crews may not have the information and directions they need to do their jobs. Between these two problems, it is almost certain that difficulties will arise. The following are some of the potentially maddening situations that develop when using informal operating systems:
Sessions degenerate into confusion: This is perhaps the most serious criticism of the Mother, may I? operating system. Crews (sometimes behaving like spoiled children) all cry out for the host’s attention at the same time. As the number of problems encountered multiplies, the volume of cries increases. The host has far too much to deal with; the session becomes a confused mess.
Situations get resolved without taking into account the railroad’s overall objectives: This problem arises when crews take it upon themselves to resolve a conflict by gentlemen’s agreement – such as the problem of too many trains in one location. The resolution may be quite creative; it may be quite satisfying. But, if the through freight gets held up by the local, that resolution is not the right one.
Worst of all, the crews involved miss an opportunity to experience how the prototype might resolve a similar problem.
Crews blithely unaware of anything but their own train: That might work on a backwoods branch or a one-train-a-day shortline, but when more than one train is running, crews need to be aware of other trains and to coordinate their efforts with those of other crews. (This issue also comes into play when crews have to share aisle space.)
Operating systems that do not address all aspects of operating the railroad: For instance, some layout owners consider having a car card system to be the same as having an operating system. That approach does not consider traffic management, and the car cards lack much of the information crews need to do their jobs. Crews have no sense of time, no information about other trains, no understanding of the superiority of trains, and no authority to use a specific track (in fact, no instructions about which track their train should be on). Confusion reigns. Of necessity, figuring out how to do a given job becomes the primary effort for the session. Enjoyment comes in a distant second.
The result of these situations can be an atmosphere of “chaos,” an atmosphere not conducive to having a relaxing, enjoyable time. Because crews do not have the information they need to do their jobs, they feel uncomfortable. They cannot enjoy themselves – the main reason for adopting informal operations in the first place.
What have we learned? Prototype-based operating systems come with quite a few rules and procedures: things that crews looking for a relaxed operating experience might object to.Adopting an informal operating system seems like a good way to avoid those objections. But informal systems often cast aside the organization needed to run a model railroad and often fail to give crews information needed to do their jobs. The result can be chaotic, quite the opposite of the relaxing, enjoyable experience desired.
Adopting an informal operating system does not have to degenerate into chaos if some effort is put in place to establish basic organizing principles and to give crews the information they need to do their jobs.
Part two of this article will endeavor to discover ways to correct the deficiencies of informal operating systems and will open discussion of the enjoyment possible when adopting such informal systems.