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Did the trainer ensure the pupil fully understood how the responsibility for risk would be shared?

Risk Management

  What Does The ADI 1 Say

“The ‘balance of responsibility’, between the pupil and the ADI, will inevitably vary in
different circumstances. For example, compare the following two scenarios:

c) A pupil in the very early stages of their training, in a car fitted with dual controls.
In this situation it might be reasonable for an ADI to start a lesson by saying something

’At all times I expect you to drive as carefully and responsibly as possible. I will expect you to be aware of other road users and to control the car. However, I do have the ability to take control of the car in an emergency. I will only use these controls when I feel that you are not dealing with the situation yourself. If that happens we will take some time to talk about what happened so that you understand for next time.’

d) A pupil who has passed their driving test but has asked you to give them some additional training in their own car, which is much bigger and more technically advanced than the one they learnt in. In this situation an ADI might say something like:

‘You have passed your test and I will therefore assume that you are taking full responsibility for our safety. I will be talking to you from time to time but I will try to keep that to a minimum so that I don’t distract you. If I am quiet don’t worry; that just means I am comfortable with what you are doing. I will, of course, let you know if I see any risk that you appear to have missed.’

However, such opening statements are not all that is involved in meeting this criterion. The ADI should be managing this process throughout the lesson. So, for example, if the pupil makes some sort of mistake carrying out a manoeuvre the ADI should, ideally, find an opportunity to analyse that mistake with the pupil. Having achieved an understanding of what went wrong they might then ask the pupil to try the manoeuvre again. At that point they should provide the pupil with clear information about what is required of them. So, for example, they might say:

’Let’s try that manoeuvre again. I won’t say anything. Just try to remember what we have
just been talking about.’

On the other hand they may want to take back a bit of control and they might say:

’Let’s try that again. I will talk you through it this time. Just follow my instructions.’

The ADI should work with the 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 the pupil knows what is expected of them.
Under test conditions there are no circumstances in which an ADI can assume that the issue of risk management has been dealt with. Even if the ADI and the pupil have had discussions about risk before the observed lesson, they must show that they are actively
managing the issue for assessment purposes.”

Positives the examiner is looking for in this competency.


Asking the pupil what is meant by risk.

Asking the pupil what sorts of issues create risk, such as the use of alcohol or drugs.

Explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the PDI.

This is all about setting your roles and responsibilities at the beginning and throughout the lesson. Before setting off everyone should know who’s responsible for what and what level of help you will be providing and the pupil is aware and reassured that you will intervene verbally or physically if necessary.

Checking that the pupil understands what is required of them when there is a change of plan or they are asked to repeat an exercise.

If the lesson plan changes then new responsibilities will need to be set or if you trying another attempt at a skill be clear if the responsibilities have changed.


What to Avoid


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.

This must be covered at the start of the lesson. This will reassure the learner that you’ve got things under control if they go pear-shaped and can help them relax and learn more freely.

Undermining the pupil’s commitment to being safe and responsible, e.g. by agreeing with risky attitudes to alcohol use.

Asking the pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role the PDI is going to play.

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