Cowley's School of Motoring logo
Cowley's School of Motoring logo

Was sufficient feedback given to help the pupil understand any safety critical incidents?

Risk Management

  What Does The ADI 1 Say

“If a safety critical or potentially critical incident does occur it is vital that the pupil fully
understands what happened and how they could have avoided or dealt with it better.
Ideally, the pupil should be supported to analyse the situation for themselves. However, it may be necessary for the ADI/PDI to provide feedback if, for example, the pupil simply did not see a problem. That feedback should be given as soon as is practical after the incident.”

Positives the examiner is looking for in this competency.

Finding a safe place to stop and examine the critical incident. (Generally, this is a better option to allow the pupil to think about the incident without distracting them from driving.)

Allowing the pupil time to express any fears or concerns the incident might have caused. 

Supporting the pupil to reflect clearly about what happened. 

Providing input to clarify aspects of the incident that the pupil does not understand. 

Support the pupil to identify strategies for future situations.

Providing input where the pupil does not understand what they should do differently.

Checking that the pupil feels able to put the strategy in place.

Agreeing on ways of developing that competence if the pupil feels the need.  (Using a coaching style in these situations will help the learner express their feeling and thoughts about the situation. Leading to better and clearer solutions.)

 

What to Avoid

 

Failing to examine the incident. 

Taking too long to address issues generated by an incident. (This is a common error. If your pulling over and saying “remember 5 minutes ago when we pulled out on that roundabout in front of the blue car”. Your responses will be “what blue car” and “what roundabout”.)

Not allowing the pupil to explore their own understanding.

Telling the pupil what the solution is and not checking their understanding.

Failing to check the pupil’s ability to put in place the agreed strategy.

How to deal with safety critical incidents.

Using the F.I.S.H method of fixing faults, will help you structure your conversation with your learner. This should still be a coaching conversation and be flexible when necessary, listing and responding to your pupil.

Facts (What happened and why?)

Implications (What were the risks?)

Solutions (How do we fix it?)

Help (What level of help/instruction would work best)

 

How you discuss these incidents with the learner can have massive effects on what solutions you come up with and how successful they will be. Here are some example questions you could use. Remember though to listen and respond to your learner not just read off a list of questions.

What did you think about the last junction?

Tell me how you felt the last junction went?

Talk to me about the last junction?

Tell me about your speed at the last junction?

Is there anything you feel you could improve on in the last junction?

What was on your mind during the last junction?

Once you’ve established the learner is aware a fault has occurred you need to find out why it happened.

Why do you think we were too fast?

Why might that have happened?

Give me some reasons that could have caused us to do that?

What are you finding most challenging at the junction?

Out of interest why do you think that might of happened?

Once you get a response check you’ve exhausted all options with questions like,

That’s interesting, tell me more about that.

Thank you, is there anything else.

Moving on to implications,

What are the risks of us driving like that?

What might happen if we approach the junction too fast?

Who are we affecting?

Solutions,

Tell me what you think would help next time?

How might we do the junction differently next time?

Give me some solutions for next time?

What will work best for you?

Help,

What would you like from me at the next junction?

How can I help with the junction?

Let’s work together on the next junction, what support would work best for you?

Tell me based on the previous times we’ve fixed issues what worked best for you?

Remember these are just examples, your role is to help support your learner to discover solutions and then help them practice those solutions.

Need more support?

If you would like more advice and support then we are here to help.

We offer different types of training to suite your needs. Visit our Standards Check page or get in touch for more information.

Contact us