The fourth competence under Risk management assesses the trainer’s ability to use appropriate interventions to manage risk. Whilst the overall approach to the session should be goal-focused and client-centred, this criterion falls under the competence of risk management and as such, the focus here is on Adi’s input during any potential safety-critical situations.
An ADI’s ability to deliver well-timed interventions can keep the learner in control of the learning goals and provide them with a balance of responsibility whilst inappropriate intervention could lead to an extremely demotivated learner or serious risk.
It is important for the pupil to feel like they are capable and worthy of taking responsibility for their safety in as much as they are capable of, as often as possible since responsibility leads to a greater sense of self-worth which in turn leads to increased feelings of control over both internal motivations and external situations as all three elements are intrinsically linked. In a situation where the learner feels that the instructor is always in control, they are less likely to develop a sense of self-worth or responsibility around driving and are also less likely to understand how to control their internal motivation or how to control external situations of risk. These issues, if left undeveloped, could lead to risk-increasing behaviour in the client post-test since they would not have built up feelings of low self-worth around their capabilities and as such could be less likely to take on board the responsibility for safety for themselves post-test.
The primary objective however has to be the safety of the vehicle. We must manage the risk in the training by supporting the learner where necessary with an appropriate method of intervention verbally or physically to keep the car safe, therefore allowing the pupil to continue towards the learning objectives and preventing the creation of barriers to progression. It is our role as trainers to manage the risk appropriately, by breaking down the task and dividing up the responsibilities into manageable chunks providing support methods that meet the needs of the client and using our ability to observe both the pupil and our surroundings so that we understand when our learners are capable of managing focus on achieving their goals and building their ability to take responsibility in a safe environment.
The DVSA ADI 1 States:
Clearly, the most important ‘intervention’ are those that manage risk in a moving car. We would expect an ADI to point out situations in which a risk or hazard might arise to their pupil. However, direct intervention by the ADI, to prevent a situation from escalating, may be needed. This criterion is primarily about the ADI’s response in those situations.