This is my fifth article on the National Standard for driver and rider training.
Ok, let’s explain the fourth section of the standard which is called,” Manage risk to instructor, learner and third parties”.
This unit is about actively managing the risks that can arise while delivering driver/rider training and ensuring, as far as is within your control, the health and safety of all involved.
I will only be explaining the first two sections on this unit as the third section relates to managing risk in a classroom environment, which is not relevant if you are teaching in car.
These two sections are:
1. Manage the on-road environment to minimise risk.
2. Manage the risk of violence in the learning environment.
Let’s start with first section, managing the on-road environment to minimise risk.
The national standard states this element addresses those risks that can arise in an on-road training session. It assumes that learners will always be expected to take their share of responsibility for the management of risk, while recognising that their competence to take that responsibility will change over the period of their training. It also recognises that correct understanding of the nature of the risks that arise during a training session is central to a learner’s ability to assess and respond to risk when they drive/ride independently.
To do this we must:
1. To be in the correct mental and physical state to teach somebody to drive. To take suitable action when we are not.
2. To identify whether our learner has the correct mental and physical state before commencing a driving lesson and take the correct action when they are not. This will include stopping the lesson if the pupil starts behaving in an unsafe manner.
3. To agree how the level of risk should be shared between you and the learner. The learner should know what help they are getting from you to control the risk or to achieve the goal. This means increasing the level of help when required for their safety, your safety and for safety of other road users.
4. Give clear and timely instructions. (Such as when and where to start, stop or turn). If your learner doesn’t understand your instruction, then they need to be modified to suit them.
5. Make sure that lights, windscreen wiper and de-misters are working properly. Your pupil knowing how to use these when they need to use them.
6. Knowing how to respond if the Sat Nav stops working correctly. To be aware of some of the problems associated with using an Sat Nav. This can be giving them directions if the sat nav stops working.
7. Knowing when to use either verbal (telling them) or physical (dual controls) interventions to keep your pupil, yourself, and other road users safe.
8. To keep an eye on your surroundings and your pupil actions before, during and after you provide them with training inputs (like prompts or direct instructions).
9. Take suitable and timely action where you identify a hazard that the learner doesn’t appear to be aware of. Or you believe the learner is unable to respond safely to a hazard. Also to be able to give feedback after any safety critical situations have occurred.
10. To record any details of accidents or situations should a road collision or incident occur.
11. To provide a suitable assessment of your learner’s experience and ability if the pupil is new to you. This is avoid, putting yourself or your pupil into situations they can’t handle, especially if their claims do not match their level of performance.
Let’s know explain the second section, manage the risk of violence in the learning environment.
The national standard says people who deal directly with the pupil may face aggressive or violent behaviour. They may be sworn at, threatened or even attacked.
This unit is about taking steps to protect yourself, and learners, from aggressive or violent behaviour, whether from other learners or third parties. The management of health and safety at work regulations 1999’ say that employers must assess the risks to employees and make arrangements for their health and safety by effective:
. Planning
.organisation
.control
.monitoring and review
Therefore, it is assumed that any training organisation will have policies and guidance on how to deal with aggressive or violent behaviour. It is important that instructors understand what actions they can take to protect themselves and others, both to make sure that they are safe and that they comply with legal requirements and limits.
To do we should or must:
1/ On initial contact with a potential pupil, assess the characteristics and integrity of the person wishing to be trained by you. If the learner comes across as aggressive or confrontational on the phone, it’s best not to proceed with training sessions with them.
2/ Have in place in your business’s terms and conditions a list of requirements like at no time should the instructor use abusive language or come into contact with you, expect when unintentionally when using the steering wheel to avoid a collision with another road user or object. Also, the terms and conditions should include at no time should the learner use abusive language or aggressive behaviour towards the instructor or other road users. If this type of behaviour is repeated, then the lesson should be terminated in the interests of public safety.
3/ Attended a conflict de-escalation course, where you find techniques and strategies to talk down situations with pupils or other road users.
4/ Have dashcams with audio footage to use as evidence to report to the relevant police forces should a situation escalate.
5/ To watch on the road for aggressive behaviour and not responding in a matter that can ignite the situation further.