Risk Management 
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Managing Risk From A Trainers Perspective

If there is a need for verbal or physical intervention by the trainer, then the trainer should look to offer an explanation to their pupil, as to why they took this action.

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Role 6 Unit 4 - Manage risk to instructor, learner and third parties. 

Identifying Risks in An In-Car Environment

Review the risk categories from a drivers perspective, which were considered when sat behind the  steering wheel during your ADI Part 2 exam recently, and consider  the phase of potential or actual hazards as you would on your part 2.  Now you have considered the risks in your own driving, the trick here is to scan the road ahead, around the vehicle and transfer any potential safety critical incidents by use of timely Q&A to prevent your learner from stumbling over some of the pitfalls they may encounter whilst driving. 

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Look out clues in your learners body language, tone of voice, these can be verbal or non-verbal.

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 Framework Training Model 

 SBI Model

• Situation 

• Behaviour 

• Impact 

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Regularly review, and identify risks identified in the vehicle, and outside the vehicle, and to others.   Our training model to enhance a coach's full potential on how to do this, is by understanding the above framework.

Changes to a risk evaluation as a result of improvements in their "Behaviour", and what was observed by others, and the defined outcome which is assessed by examiners,  This is the Behaviour in SBI. 

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Next, look at the Impact, what can we do to ensure that their behaviour makes a stronger and positive impact on themselves and others. This is traditionally known as Remedial Action.

Treating the Risk - Remedial Action

Determine the level of treatment plans required for each risk level.  This can be anything  from Low to Medium, or High Risk factors.  For example, for risks rated as ‘High', a treatment plan must be developed in evidence of the examiners eyes, and the learner should be able to come up with a solution for better consistency, if their able to come up with a suggest or reasonable action, to what they feel they could have done differently.  This allows the learner to think outside the box; and encourages them to develop their own thinking skills.

However, for other identifiable risks ranging from ‘Low Risk factors, i.e. a driving fault that did not cause harm or conflict should be observed, and treated with a discussion only unless otherwise.    Opportunities and development of a treatment plan, may be subject to agreement and at the soul discretion of the trainer, but should not be limited too.

Managing Risk is a vital part of your in car training, and regarded as a priority to ensure of safety of others.   "Risk must never be compromised". 

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Evaluating Risk:

Assessing road risks take a lot of thought, identifying, analysing and understanding your environment and the learner’s actions.  Watching your learner thoroughly, is crucial, not to miss out on those driving faults which at times, can be hard to identify, if the trainer isn't paying much attention to their client/learner.   A good tip, that when being assessed by an examiner sat on your part 3, you're being assessed on your body language, i.e. is the trainer sat at an angle, positioned well in his/her seating position for the most advantageous view of their learner.  Is the trainer observing their eyes, hands, and feet movements, and further more …. is the trainer aware of their learners road positioning and speed on approach to hazards, etc.   A trainer MUST demonstrate, and is assessed on how early they interject whilst the learner is failing to deal with situation out of their comfort zone.

Putting all the above into practice:

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

·        Unit 6.4 Manage the on road environment to minimise risk: How is their fitness to drive today?  (Medication/illegal or controlled substances/alcohol usage/fatigue

Trainers must be able to look for signs that one is suffering from a physical or psychological condition that makes them infit or may impair their driving.

More information can be found in our online training program, "Enhancing Your Coaching Techniques".  This is a highly recommended 2 hour exclusive training course.  Speak to us for more details. 

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

The above is assessed on an ADI 3 exam, and many trainers are confused to the meaning or the clarity to this competence. 

·        Weather conditions:  Are the road and weather conditions likely to affect vehicle handling and stability?  What about additional weight, does this need to be mentioned in the recap?  Would it it make a difference if you were training in an automatic car?   Remember, there is no clutch to consider, therefore "No engine Stall", but what about braking with additional weight and wet road ?  This may make a huge difference now we have the extra weight, wet road surfaces and a learner who has never driven with additional passengers.  So, it could be well worthwhile mentioning this! 

·        Giving directions in clear and good time?   This is one of the competencies you will be assessed on during a part 3 exam. You should discuss how directions will be given, to prepare your learners before they move off, and ask of any concerns or challenges they may have before doing so.  Do you know the A.D.I acronym, Alert, Direct, and identify?  If not, seek further training for a better understanding.   Directions must be given in clear, good tone, clarity, and in a way anyone can understand.   Timewise, the area plays a vital part here, as being able to direct in good time without confusing or misleading your learner up the wrong path! 

Or allow them to identify certain types of junctions themselves by using some simple Q&A's, instead of telling them, "at the junction turn left", where's you could say, "what information tells you there is a junction up ahead", etc. This  works best with partly trained students, as it allows them to think for themselves.  Use examiner like directions, phrases when giving instruction and directions in good time.    (Any directions or instructions given late or inaccurate will only put you and your student at risk), and a unsuccessful result!

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·        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 independently.

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·        Don’t wait for a mistake to occur, if you can sense it will happen, avoid any safety or potential critical incidents to others. anticipate and read the road ahead, assess your learner’s attitude, check their level of understanding as this may just reduce a potential or actual risk.  It can be useful to use some good questioning techniques to establish their understanding.

·        At times, you will not have time to ask questions, as it may be to late or inappropriate, as it may distract your learners.  If this is the case, you can let them negotiate different situations first, then come back to the conversation, or pull them up at the side to grab their full attention if it's a busy road with many potential and actual hazards.   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 provide a simple instruction, (command) followed by a question to reduce risk on the road.  Remember, the less space and time you have whilst the car is moving, the less questions you may ask, or shorten the wordings in the questions, not to confuse, that may provide a closed answer, such as yes, no sure or maybe.  more direct questions are useful at higher speeds sue to any avoidance of potential distractions.

Physical action, the use of dual controls or steering to avoid a situation MUST be at the very last resort.  This is only acceptable where the trainer has limited time to ask questions or check ones understanding.   A trainer is not expected to use the dual controls unless it is a potential or critical situation, as it can demotivate and trash a learners confidence.  

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, or for demonstration purposes only.

·        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, trainers should look to offer an explanation as to why they took this action.  And a remedy should be discussed with the learner to avoid any driving faults from re-occurring.   This follow's the use of the SBI framework, Impact.   To change a persons behaviour, what solution/remedy can be provided to come up with a greater impact to change the particular situation,  (Impact).

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