Did the ADI make sure that the pupil fully understood how the responsibility for risk would be shared?

Did the ADI make sure that the pupil fully understood how the responsibility for risk would be shared?

The ‘balance of responsibility’, between yourself and your pupil will inevitably vary in different circumstances.

You should work with your pupil to decide the best way of tackling the problem and that might mean a temporary change in the ‘balance of responsibility’. The important thing is that your pupil knows what is expected of them and what they should expect of you.

Under test conditions there are no circumstances in which you can assume that the issue of risk management has been dealt with. Even if you and your pupil have had discussions about risk before the observed lesson, you must show that you are actively managing the issue for assessment purposes.

Indications that all the elements of competence are in place could include:

  • asking your pupil what is meant by risk
  • asking your pupil what sorts of issues create risk, such as the use of alcohol or drugs
  • explaining clearly what is expected of your pupil and what the pupil can reasonably expect of you
  • Checking that your pupil understands what is required of them when there is a change of plan or they are asked to repeat an exercise

Indications of lack of competence include:

  • failing to address the issue of risk management
  • giving incorrect guidance about where responsibility lies for management of risk
  • failing to explain how dual controls will be used
  • undermining your pupil’s commitment to being safe and responsible, eg by agreeing with risky attitudes to alcohol use
  • asking your pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role you are going to play

There are very strong links here to Lesson Planning.

The important thing here is that everyone involved understands what is expected of them. So a short chat about interventions with a learner you have been working with for a while would suffice. For example: “as ever I have your back (pointing at dual controls) if I intervene we will have a chat and see what we can learn from it”

A new learner would need a longer chat perhaps explaining how you might intervene and what they should do if that happens.

Avoid risk management speeches at the start of the session, that is a waste of time (it’s difficult to manage risk in a stationary car) and examiners hate it.

Your lesson planning (small chunks of training – plan, execute, review, new plan) will manage the risk if done correctly

If there are elements of their posed plan that are too risky ( not enough knowledge, skill or experience to enable them to be able to complete the plan) then we need to help them put together more sensible plans. (An inherent part of the GROW coaching model) this is also good risk management.

You cannot just let the learner do what they want, or continue with the original subject if it is obvious to you ( the driver training professional) that a change is required.

We are responsible for risk management (keeping everyone safe) but we also have a responsibility to transfer that responsibility to them.

Try not to overthink this area (a very common mistake)

Lessons in this course: