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IdIf any intervention by the trainer is required, trainer should look to offer an explanation as to why they took this action.

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Identification of Risk

Review the risk categories from a driving perspective, which were considered when establishing the context, and generate a list of potential risks by severity that may impact all involved, achieving each objective identified as part of the context. Encourage learners to identify risks and explore the reason for why it happens in relation to the risk in question, if it were to occur. It should succinctly describe an outcome such as:

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·        "Failure to..."

·        "Inconsistent..."

·        "Loss of..."

The consequence of the risk should be included in the event. Where a risk event includes, but not limited such as "leading to..." or "resulting in", assess whether the result is the consequence of their actions.

Monitor and Review Risk

Regularly review risks identified in the vehicle and to others.  Changes to a risk evaluation as a result of improvements.

·        A control breach and near miss should be analysed at the time of the event

·        A new risk that has been identified.

·        Identify the feelings to those who are affected

Remedial action needs to be taken immediately.

Treating the Risk

Determine the level of treatment plans required for each risk level.  This can be Low to Medium of High Risk factors.  For example, for risks rated as ‘High', a treatment plan must be developed

as significant priority. However for risks rated as ‘Low' and ‘very Low' that have improvement opportunities, development of a treatment plan may be at the discretion of the trainer but should not be limited too.

Managing Risk can be a combination of the acronym GROW. The Goal should not be out of reach, or overwhelming as this could lead to an increase in risk.

Analyses

Assessing risks assists in identifying, analyzing and prioritising key driving issues.  These can be of ones beliefs, assumptions and upbringings but more to the point experiences.   Some may say that the less experience one has the higher the risk.  This is not necessarily true, as even full license holders bring certain risks to the driving activity.  Complacency, competitiveness or in some cases the “what’s worked biases” and the rule of thumb replaces all the ‘what ifs!’

A trainer needs to develop the criteria by which all risks will be assessed. Explore each by the low, medium and high-risk nature to perform the correct remedies, or remedy. 

An assessment of likelihood and consequence is subjective, so constructive challenge of ratings by a range of instructional techniques which can be performed.  

Evaluating Risk

Assessing risks assists in identifying, analysing and understanding your environment and the learner’s actions.   It helps validate and priorities key risks to monitor and it highlights any opportunities for improvements to current activities used as facilitation and learning. A risk assessment is an accurate assessment of risks from a driving perspective that links driving to the driver themselves, others and the vehicle in safe and controlled manner.

Putting all the above into practice:

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·        Are your learners aware of the legal responsibilities as a driver and who is responsible for the vehicle being driven?

·        How is their fitness to drive today?  (Medication/substances/alcohol usage/fatigue

·        What will be the trainer’s responsibility and how will this be shared? (Job sharing).

·        Weather conditions:  Are the road and weather conditions likely to affect vehicle handling and additional weight?  At times it could be worthwhile mentioning this.  So that learners can be aware of the changes in braking and acceleration and how weight will affect this.

·        Discuss how directions will be given, using the A.D.I acronym, Alert, Direct, and identify.   Or allow them to identify different types of junctions themselves by using Q&A.  This can only work well with partly trained students.   Use examiner like directions, giving instruction and directions in good time.    (Any directions or instructions given late or inaccurate will only put you and your student at risk).

·        Where a learner is effectively a partly trained, newly experienced or experienced full license holder, it can be a good idea to vary the method of instruction by giving a combination of directions at any one time if they agree to be able to follow these steps.

·        Don’t wait for a mistake if it concerns safety to others, anticipate and read the road ahead, assess your learner’s attitude, check their understanding as this may just reduce a potential or actual risk by effective questioning techniques (Q&A). 

·        Where possible that you don’t actually have enough time to ask questions or command an instruction to your learner, that you may need to ask more direct questions, or as the very last resort, intervene physically using the “dual or hand controls” to reduce risk of a potential or actual danger, but this should be at the very last option where verbal intervention isn’t no longer an option.   Questioning can be of a very useful tool to prevent risk, however over excessive and bombarding your learners can play a significant risk to learner distractions, vehicle and other road users. 

·        Timely questioning is essential as the vehicle is in motion, it requires looking far ahead and scanning techniques to assess the driver’s actions and environment.  Having said this, It is also important that a learner takes some degree of responsibility for their own level of assessment of risk by them recognising different situations that may impact their speed or position or other driving related tasks, and understands how to deal with these situations safely.  In this instance you may remain in silence and observe their behaviour and attitudes.   Or you could ask them to talk you through providing it does not distract them and their satisfied to do so with gaining prior agreement.

Why taking physical action is the last resort?

Often, to many PDI’s and even the more experienced ADI’s often use the dual controls or cover the brakes by hovering over with their feet whilst the learner is driving. Whilst this may sound great it really isn’t.

So let’s explore the issues surrounding pre-intervention or active intervention:

It can cause many factors in confusion, loss of confidence and false admission.  Here’s how:

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·        Demotivates confidence

·        Makes one feel unable

·        Embarrassment

·        Does not build team moral

·        Does not encourage learning to take place

·        Makes the learner feel their unable

However the dual controls are there for trainers (driving instructors) should ever they need to take control to keep everyone safe ultimately, but must only be used where trainer lacks time to intervene verbally to keep the risk minimal

·        Be aware of others in the surrounding, look out, encourage learners to think, be proactive, actively listen to the learner and work out a plan, be considerate to others, not just your learner.  Show that as a trainer you are aware of what went on, why it went on, and the buildup to any activity which took place.  You may evidence out a plan and if necessary, working with your learners to change any agreed plan for sustained change.  Assessing why a driving fault took place is essential to a trainer and the learner to help both understand what can be done differently next time. 

·        It is also important to factor in during discussion, what they could have done to differently to prevent this fault from taking place, or so happening again. 

·        A role of a driving instructor/trainer is to assist in reduction in road risk by assisting learners with safe car control and the ability to deal with the more complex situations that our environment challenges us with.  Don’t allow your learners to take chances that you know are out of their comfort zone. This could increase risk exposure to others and themselves.  For example, where verbal intervention hadn’t worked, you may need to dual control’ the student as the very last measure as described in all the above.   For example, if they emerge at a junction with cars approaching from a blind bend to the left, you may not have time to intervene verbally, so you would be expected to take physical action by using the dual controls.

·        If any intervention by the trainer is required, trainer should look to offer an explanation as to why they took this action.

fully qualified driving instructor in a time frame that suits.