National Standard for Driver and Rider Training.
Full article taken from the Gov.uk website.
Full article taken from the Gov.uk website.
This national standard sets out the skills, knowledge and understanding needed to deliver a programme of driver/rider training. It covers training for drivers or riders of all types of cars, light vans, motorcycles and mopeds for use on the road. It covers training for licence acquisition and post-test driving/riding programmes.
The standard assumes that any person wishing to teach somebody to drive or ride has:
* A current driving/riding licence
* mastered all the competencies set out in roles 1 to 4 of the ‘National standard for driving cars and light vans (category B)’ or the ‘National standard for riding mopeds and motorcycles (category A)’
* demonstrated competence in role 5 of the ‘National standard for driving cars and light vans (category B)’ or the ‘National standard for riding mopeds and motorcycles (category A)’
In other words, it assumes that they have maintained and improved their competence, at both the theoretical and practical levels, since they acquired their licence. Candidates will be expected to demonstrate at least level 3 competence.
This standard sets out the knowledge, skills and understanding needed to deliver successful learning. It talks about instructors delivering agreed syllabuses using a ‘client-centred’ approach. The Standard talks mainly about the skills, knowledge and understanding required to work ‘in-car’ (or ‘on bike’) but also acknowledges that some driver/rider training organisations may opt to deliver part of any given syllabus to a classroom group.
The knowledge, skills and understanding that apply in the classroom have therefore been included, but not all instructors will choose to train in this way. For motorcycle instructors, however, group delivery in a classroom (or similar training environment) is a core skill.
The standard includes some of the skills, knowledge and understanding needed by trainers of instructors (such as role-play). It assumes higher-level assessment skills will be covered by a standard assessor unit.
As with all of the Driver and Vehicle Standards Agency’s (DVSA’s) standards, this standard is expected to change in response to further evidence that may emerge and to peer comment. It is expected that the range of units will be extended to cover specialist areas such as the Equality Act and the delivery of remedial programmes.
These units were used as the basis for redefining the Driver Training National Occupational Standards, which are used to develop any driver training qualifications.
Unit 1 – Prepare to train learner driver/riders – meet all legal requirements
This unit is about confirming that you meet all the legal requirements before you start delivering training. These cover:
* The vehicle or machine you intend to use
* Your status as an instructor
The core of this unit is that you must know and understand what the law says about using a vehicle or machine for training purposes and about your entitlement to deliver training.
Some of the tasks may be given to other people in your organisation. However, you should still be able to confirm that the vehicle you intend to use is roadworthy and that you are legally able to carry out the training.
This unit contains two elements:
Element 6.1.1 – Confirm that you comply with legal requirements
Element 6.1.2 – Confirm that the training vehicle is fit for purpose
Who this unit is for
This unit is for instructors who train learner driver/riders.
Glossary
Term What it means
Your organisation This is the company you work for or, if you are self-employed, the rules you have set for yourself to make sure you comply with relevant legal and licensing requirements.
Vehicle This covers all powered means of travel, such as cars, motorcycles, vans,etc
Driver/rider This includes drivers or riders of all vehicles.
Learner This term can indicate novice, partly trained, trained or experienced driver/riders, including those who may be adding a licence category.
Element 6.1.1 – Confirm that you comply with legal requirements
About this element
This element is about making sure that you can legally provide training. This includes licence and instructor registration requirements. You must report any change to your health or eyesight, or any convictions, to all those who legally need to know.
Performance standards
You must be able to:
confirm that you hold a current, valid licence to drive or ride the training vehicle
confirm that you are registered as an instructor with the appropriate body or bodies, or that you are exempt from registration
comply with organisational and legal requirements to report any change to your status as an instructor, such as convictions, medical conditions and changes to your eyesight
display your current instructor registration certificate, or have it with you, in line with legal requirement
Knowledge and understanding requirements
You must know and understand:
the licence regulations that apply to the training vehicle you are using
whether there are requirements to belong to a register of instructors for the training vehicle you are using
the legal requirements and conditions that apply to gaining and maintaining registration to any appropriate body or bodies
the types of offence you must report under organisational or legal requirements and how they affect your status as an instructor
how changes to your health or your eyesight may affect your status as an instructor
the eyesight requirements that apply for the training vehicle you are using
Element 6.1.2 - Confirm that the training vehicle is fit for purpose
About this element
This element is about making sure the training vehicle meets the relevant legal and organisational requirements for roadworthiness. Where the vehicle is a motorcycle or moped, it should also be suitable for the rider. You should confirm that all necessary documentation is available and valid.
You should also be aware of any requirements for a minimum test vehicle (MTV). Routine maintenance and recognising any faults with the vehicle are also covered.
When using a vehicle provided by the learner there are clearly limits to how far you can go in carrying out checks and taking corrective actions. You should still confirm that the vehicle meets MTV requirements, check the documentation, carry out basic safety checks, such as those on tyres and lights, and make sure that L plates (or D plates in Wales) are displayed correctly.
Performance standards
You must be able to:
make sure that any vehicle used for training purposes meets the minimum test vehicle requirements and is correctly marked
make sure that any ancillary equipment fitted to the vehicle, such as dual controls, satellite navigation systems or other electronic aids, are legal and fit for purpose
make sure that insurance is in place to cover driver/rider-training, and where appropriate driver/rider-testing, in the vehicle as adapted
confirm all other vehicle documentation (such as registration, tax disc and MOT) meets legal requirements
confirm the vehicle’s service record is in accordance with the supplier’s or your organisation’s recommendations
carry out vehicle checks and report faults or problems with the vehicle in line with organisational and legal requirements
carry out corrective actions that are within your authority
make other arrangements when a vehicle is not fit for purpose
Knowledge and understanding requirements
You must know and understand:
minimum test vehicle (MTV) requirements for licence acquisition practical tests
the legal requirement to identify a vehicle being used for on-road training of provisional licence holders, by fitting L/D plates
how to check the operation of equipment such as dual controls
any legal requirements or restrictions that apply to the fitting and use of ancillary equipment and how to make sure it can be used safely and with the minimum of distraction
what insurance you must have in place to deliver driver/rider-training for the vehicle involved
the need to inform your insurance provider of any adaptations to your vehicle
the statutory registration, licensing and testing requirements for the vehicle
how to access the service record for the vehicle and confirm that necessary servicing has been carried out
how to access any organisational checklist for the vehicle and carry out those checks
what action to take if the vehicle does not:
have all the necessary documents
has not been serviced
fails any checks
Unit 2 - Design learning programmes
This unit uses a ‘client-centred’ learning approach. It is about maximising learning by taking into account the status, prior experience and particular needs of the learner.
This unit assumes that any instructor should be able to respond to the needs of any individual who wishes to be trained. It is unreasonable to expect an instructor to understand, and be able to respond to, the specific needs of every type of special need. However, they should be able to actively manage the process of finding alternative support in these circumstances.
Instructors may be following outline programmes designed by others. As a learner-centred instructor, however, they must be able to adjust an outline programme to meet the needs of the learner by:
taking prior learning into account
identifying any issues or opportunities as the training progresses
They must also understand how adjustments will affect the learning outcomes of the programme. They can then make sure that no learning outcomes are missed and that learning opportunities are maximised.
Who this unit is for
This unit is for people who train learner driver/riders of all vehicles.
Glossary
Term What it means
Your organisation This is the company you work for or, if you are self-employed, the rules you have set for yourself to make sure you comply with relevant legal and licensing requirements.
Vehicle This covers all powered means of travel, such as cars, motorcycles, vans, etc
Driver/rider This includes drivers or riders of all vehicles.
Learner This term can indicate novice, partly trained, trained or experienced driver/riders, including those who may be adding a licence category.
Unit 6.2 – Design learning programmes
Performance standards
You must be able to:
confirm that the learner holds a provisional or full licence for the category of the training vehicle
confirm that the learner’s eyesight meets licence requirements
identify the learning needs of the learner, their initial learning status and any special needs, including any need for in-vehicle adaptations
transfer the learner to an appropriate colleague where their learning needs exceed your competence, such as learners with physical or cognitive disabilities with which you are not familiar, or where you cannot provide a suitably adapted vehicle
plan an outline programme that delivers equal opportunities and access to learning, including one-to-one and group-based sessions where suitable
create lesson plans for each session that outline learning objectives, identify any resources needed and take into account any special needs (such as reduced concentration spans or fatigue due to physical conditions)
make sure that any resources in the plan will be available, including e-learning and third-party providers
include competent third parties, where this will benefit the learner
agree roles and responsibilities of any third-party providers, including how they will record and pass on relevant information
where accompanying driver/riders are involved, specify how they can best support each stage of the programme
where applicable, specify how parents, guardians, partners or carers can support learners with physical or cognitive disabilities
specify how you will review learner progress and programme effectiveness
Knowledge and understanding requirements
You must know and understand:
the content and principles of the relevant national standards for driving/riding
the requirements of licence acquisition and the content of the practical driving test for the vehicle being used
the difference between driving, serious and dangerous faults on the practical driving test
the requirements of any other formal, post-test assessment of driving competence
the range of prior-learning inputs that can add to the learning process and how they can be featured in the way the learner is taught the options available for including non-vehicle- based or third-party learning inputs in the learning programme
how cultural and religious factors may affect the options available to support the learning process, such as:
inability to attend sessions on particular days of the week
sensitivities about making eye-contact
the belief that it is ‘bad manners’ to contradict the teacher
best practice tools, techniques, exercises and activities available to support transfer of ownership of the learning process and delivery of desired learning outcomes
the ethical issues involved in the use of psychometric tools
the learning resources available to support driver/rider learning in general and those with special needs in particular
how to draw up learning programmes that cater for different learning styles and need literacy including:
numeracy issue
language issues
physical disabilities
cognitive disabilities
how to plan routes for on-road training sessions that provide safe, legal and effective learning opportunities
how to manage effective working relationships with other providers
the law on accompanying driver/riders
how to maximise the contribution of an accompanying driver or rider to a learning programme
where appropriate, how to foster effective relationships with the parents, guardians, partners or carers of learners with physical or cognitive disabilities
how to monitor and review learning programmes in the light of:
learner’s changing needs
learner’s progress
any formative assessment requirements
how to gather the learners’ views of the learning process:
formally and informally
while maintaining confidentiality and trust
while remaining within the stated learning objectives
how to manage confidentiality and data security requirements for learning programmes
Unit 3 – Enable safe and responsible driving/riding
This unit is about helping and supporting a learner to acquire the skills, knowledge and understanding that they need to drive safely and responsibly throughout their driving career. This means that the unit is not just about teaching a learner to pass a test. Instead, it is about developing the learner’s competence and their willingness to continue the learning process beyond their test.
The competences which go to make up this unit are presented in four elements. However, it is important to understand that the first three of these elements represent different aspects, or layers, of a single, integrated, approach; an approach known as ‘client-centred learning’. It is not really possible or meaningful to attempt to demonstrate these competencies in isolation.
The fourth element, which is about group-based learning (typically but not always in a classroom environment) shares the ‘client-centred’ approach. However, it is presented here as a separate element to reflect the fact that some instructors may choose to never work in this environment.
Client-centred learning is not about the learner taking charge of the learning process and deciding what is going to happen. Instead, it is about creating a conversation between the learner and the instructor that is based on mutual respect.
This approach is based on the idea that people resist taking on new understandings and resist modifying their behaviour if:
the person who is trying to teach them fails to respect and value their idea of who they are
the person delivering the learning is not seen as ‘genuine’
the person delivering the learning is not seen as having legitimate authority
In the context of learning to drive or ride, the instructor brings to the learning process their hard-earned knowledge, understanding and experience. If they rely simply on telling the learner what they should do they will probably be able to teach them enough to pass their test.
However, all the evidence suggests that learners in this sort of relationship do not really change the way they think and quickly forget what they have been taught. There is a better chance of a long-lasting change in understanding and behaviour if the instructor:
presents their knowledge, understanding and experience clearly and effectively
listens to the learner’s reactions to that input
helps the learner to identify any obstacles to understanding and change
supports the learner to identify strategies for overcoming those obstacles for themselves
In this context, this unit is not about teaching learners to perform driving or riding tasks in particular ways. While it is reasonable to encourage learners to practise particular methods for performing a given task, because there are clearly explainable benefits to that method, the outcome of the learning process should be that the learner has developed a safe and responsible method which they can apply consistently and reliably; not that they have learnt any one specified method.
This unit contains four elements
Element 6.3.1 – Create a climate that promotes learning
Element 6.3.2 – Explain and demonstrate skills and techniques
Element 6.3.3 – Coach
Element 6.3.4 – Facilitate group-based learning
This unit is for people who train learner driver/riders of all vehicles.
Glossary
Term What it means
Your organisation This is the company you work for or, if you are self-employed, the rules you have set for yourself to make sure you comply with relevant legal and licensing requirements.
Vehicle This covers all powered means of travel, such as cars, motorcycles, vans, etc
Driver/rider This includes drivers or riders of all vehicles.
Learner This term can indicate novice, partly trained, trained or experienced driver/riders, including those who may be adding a licence category.
Element 6.3.1 – Create a climate that promotes learning
About this element
This element is about creating a relationship with the learner, and a context for their learning, that helps them to take ownership of their learning process. It is the foundation on which the next two elements are built.
This approach is based on the understanding that learners who:
are not engaged by the training
just receive information
are less well equipped to deal with the wide range of challenges they will meet when they drive independently than those who are supported to be active learners.
The element is also about ensuring that every learner has access to the same learning opportunities and is treated with equal respect.
Performance standards
You must be able to:
establish an effective verbal and/or non-verbal communications strategy that:
is free from discrimination
does not exploit the learner
does not collude with risky behaviour or attitudes
make sure the learner fully understands the objectives, structure and formal assessment requirements of the programme
explain how you expect to work with the learner and how you expect them to work with you
make sure the learner understands what other opportunities, methods and resources are available and how these can be included in their overall learning process
where appropriate, explain how parents, guardians, partners or carers can support learners with physical or cognitive disabilities
where a driver accompanies the learner on private practice, explain how they can be most effective in supporting the learner
explain how you intend to monitor and review the learner’s progress during the programme - agree the details of the learning plan with the learner:
within the constraints of the overall programme
with the understanding that you may work with the learner to agree changes if required
Knowledge and understanding requirements
You must know and understand:
how to ensure and improve good verbal and/or non-verbal communication, such as by:
using good eye-contact (where this is culturally acceptable)
using consistent language
breaking things into manageable pieces
using graphics, pictures and other visual aids to reinforce your words
the content and principles of the relevant national standard for driving/riding
the evidence that indicates that an active and lifelong approach to learning reduces the risk of crashes and the long- term cost of driving
how to set clear guidelines for acceptable behaviour within the learning environment
the effect of your own assumptions about particular groups within society on your ability to deliver effective learning
the role of ‘individual learning plans’ and similar models for agreeing ways forward within learning programmes
how to identify and deal with possible barriers to learning and achievement, including:
delivery methods
times
location
lack of support for people with special needs
lack of facilities
how to explain the objectives and structure of a learning programme, and your choice of methods, in a way that is appropriate for each learner
how to include accompanying driver/riders in the learning process in a way that reinforces learning outcomes
the scope for flexibility within the programme
the credibility of the licence acquisition process with key stakeholders such as parents or employers
the credibility of post-test assessments of driving competence with key stakeholders such as parents or employers
external influences on the learner’s attitude to the learning process, such as economic factors and peer pressure
Element 6.3.2 - Explain and demonstrate skills and techniques
About this element
Within the learner-centred approach, there is a legitimate role for well-delivered explanation and demonstration. This element sets out the standards for this. Instructors should be able to provide clear, realistic and reliable demonstrations of how to apply practical skills – both stationary and moving.
They should be able to explain what they are doing and why they are doing it. Having provided such demonstrations, they should then be able to support the learner in practising the skills and give them feedback.
The element assumes that the process of learning practical skills is helped if the learner understands the reasons why a particular skill is necessary.
Performance standards
You must be able to:
select suitable locations for delivering demonstrations
provide timely and appropriate explanations and demonstrations of the skills and techniques required to drive or ride a vehicle safely and responsibly, including the use of adaptations where fitted
encourage learners to ask questions and, where necessary, repeat or alter your answer so that they understand
make sure that the learner understands any theory that links to on-road application of the skill or technique being taught
make sure that learners have enough opportunities to practise the skill demonstrated
give feedback to learners that helps them identify, understand and overcome obstacles to competent application of skills
where possible, encourage and help learners to practise skills in a structured way, outside the formal learning environment
Knowledge and understanding requirements
You must know and understand:
how to deliver an explanation or demonstration so that the learner gains the maximum learning, taking into account different learning styles
how to make sure that the learner understands the purpose and content of any explanation or demonstration
how to assess whether a location is suitable for the demonstration of a skill or technique
that while frequent explanations and demonstrations can be supportive for some learners, for others this may be demotivating
how to overcome the limitations of the in-vehicle environment
how to provide explanations and demonstrations in practical driving skills while stationary
how to carry out a moving vehicle demonstration while keeping full control of the vehicle
how to provide a verbal explanation of what you are doing while carrying out a moving vehicle demonstration
the content of the Highway Code and the requirements of the licence acquisition theory test
the importance of moving the use of vehicle controls, and other practical skills, from active effort to implicit or procedural memory as quickly as possible
how to check the learner’s understanding and progress
how to give formative feedback
Element 6.3.3 – Coach
About this element
This element is about engaging in a conversation with the learner to help them identify obstacles to learning and strategies for overcoming those obstacles.
It is unlikely that a learner will be willing to engage in this process if a secure grounding has not been established in element 6.3.1.
Performance standards
You must be able to:
listen to what the learner tells you about the obstacles they experience that prevent them from applying:
practical driving skills
their understanding of theory
help the learner to come up with strategies for overcoming obstacles
work with the learner to help them reflect on:
their experience of the learning programme
your feedback
the feedback of other providers
work with the learner to identify obstacles to their ownership of the learning process and work out strategies for overcoming those obstacles
transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it
at all times, exercise your responsibility for the safety of yourself, the learner and other road users
work with the learner to agree when they are ready for formal assessment of driving competence
accompany the learner to formal assessments when appropriate
work with the learner to help them:
reflect on their experience of assessment
reflect on examiner feedback
identify strategies for overcoming problems when they have failed an assessment
Knowledge and understanding requirements
You must know and understand:
how to use a range of learner-centred techniques to help the learner identify and overcome barriers to achievement of learning goals
how to use a range of learner-centred techniques to encourage the learner to join-up their understanding of practice and theory and of different parts of theory
how to use a range of learner-centred techniques to support the transfer of ownership of the learning process to the learner
the impact of your own willingness to transfer ownership of the learning process
the importance of providing regular formative feedback
how to use learner-centred techniques while putting your responsibility for safety in the learning environment first
Element 6.3.4 – Facilitate group-based learning
About this element
This element shares the broad objectives of elements 6.3.1 – 6.3.3; creating a suitable learning environment, providing inputs based on expertise and working with the learner to identify obstacles to learning and strategies for overcoming those obstacles. It recognises that delivering these objectives when working with a group of learners presents extra challenges and barriers to learning. This calls for extra competences.
Performance standards
You must be able to:
make sure all learners feel comfortable and able to express their views and concerns
encourage all learners to ask questions and, where necessary, modify your delivery to ensure understanding
make sure learners understand the purpose, processes and intended outcomes of each group activity, and how it links to the rest of their learning programme
support all learners to take an active part in learning activities
make sure individual behaviours or group dynamics do not isolate individuals or distract from the desired learning outcomes
make sure you do not collude with inappropriate attitudes to other group members or to road safety
promptly and clearly interrupt behaviour from other learners or colleagues that is:
discriminatory
oppressive
preventing any individual from benefiting from the learning experience
monitor the progress of individuals and provide feedback to the learner and other providers
Knowledge and understanding requirements
You must know and understand:
how to make sure learners feel:
at their ease within the group
safe
able to take an active part in the learning process
how to use a range of learning activities that involve all members of the group so that they gain the maximum learning benefit
how to use learner-centred techniques to help individuals:
identify obstacles to engagement with the learning process
devise strategies for overcoming obstacles
the potential effect of peer group assumptions on the behaviour of learners
the risk of group dynamics being dominated by sub-groups
how to interrupt individual behaviours or group dynamics which have the effect of excluding individuals or sub-groups
the risk of unconsciously colluding with inappropriate behaviours or attitudes
the risk of being diverted from intended learning outcomes by group dynamics
how to identify opportunities to increase learning that arise in the group, and how to adapt presentations to support that process
how to check an individual’s understanding and progress within a group
how to give feedback in a group and on a one-to-one basis
how to provide feedback on individual learner progress to other training providers
Unit 4 – Manage risk to instructor, learner and third parties
This unit is about actively managing the risks that can arise while delivering driver/rider training and ensuring, as far as is within your control, the health and safety of all involved.
This unit contains three elements
Element 6.4.1 – Manage the on-road environment to minimise risk
Element 6.4.2 – Manage the risk of violence in the learning environment
Element 6.4.3 – Manage health and safety in the classroom environment
Who this unit is for
This unit is for people who train learner driver/riders of all vehicles.
Glossary
Term What it means
Your organisation This is the company you work for or, if you are self-employed, the rules you have set for yourself to make sure you comply with relevant legal and licensing requirements.
Vehicle This covers all powered means of travel, such as cars, motorcycles, vans, etc
Driver/rider This includes drivers or riders of all vehicles.
Learner This term can indicate novice, partly trained, trained or experienced driver/riders, including those who may be adding a licence category.
Classroom An enclosed learning space in which formal training is regularly delivered.
Element 6.4.1 – Manage the on-road environment to minimise risk
About this element
This element addresses those risks that can arise in an on-road training session. It assumes that learners will always be expected to take their share of responsibility for the management of risk while recognising that their competence to take that responsibility will change over the period of their training.
It also recognises that correctly understanding the nature of the risks that arise during a training session is central to a learner’s ability to assess and respond to risk when they drive/ride independently.
Performance standards
You must be able to:
make sure you are fit to teach, and take suitable action if you are not
take reasonable steps to make sure the learner is fit to start the session and take suitable action if they are not fit
make sure the learner fully understands how you will share with them the responsibility for:
their safety
your safety
the safety of other road users
give clear and timely instructions (such as when and where to start, stop or turn), make sure that the learner understands your instructions and, if they do not, modify your instructions accordingly
ensure that any ancillary equipment used in a lesson is working properly
ensure the learner knows to respond to the actual situation on the road ahead if a satellite navigation system stops working or provides confusing guidance
explain when and how you may use verbal or physical interventions to ensure safety
continue to scan the environment and assess hazards while observing the learner and providing training inputs
take suitable and timely action where you
identify a hazard that the learner does not appear to be aware of
believe the learner is unable to respond safely to a hazard
use ‘client-centred’ techniques to make sure the learner is better equipped to deal with such hazards in the future
take suitable and timely action, including stopping the session, where the learner becomes unfit to continue or behaves in a way that places you, the learner or third parties at unacceptable risk
comply with any requirement to record details of situations in which specific risks arise
where the learner has driven/ridden before but they are new to you, verify their learning status using an assessment drive/ride, where appropriate
when delivering compulsory basic training (CBT) to learner riders, make a reasonable assessment of their ability to ride safely on the road
Knowledge and understanding requirements
You must know and understand:
the importance of being fit to teach and able to manage the safety of the lesson effectively
the signs that a learner’s fitness to be trained may be impaired by:
alcohol
illegal or controlled substances
over-the-counter or prescription medicines
the signs that a learner may be suffering from a physical or psychological condition that makes them unfit to be trained, including conditions that they are:
unaware of
trying to hide
what to do if you believe a learner
is temporarily unfit to be trained
has a permanent physical or psychological condition that they have not revealed
how far you are responsible for the health and safety of yourself and others in the on-road learning environment
how far the learner is responsible for health and safety in the on-road learning environment
that as a supervising driver you are considered to be in control of the vehicle and learner driver, and must obey the rules of the road as if you were driving the vehicle yourself (for example, you must not use a mobile phone or be under the influence of alcohol whilst supervising a learner)
how to safely integrate the use of satellite navigation systems into an on-road lesson and the sorts of problems that drivers can have when using them
how you can take action, safely, and how this depends on the type of training vehicle
where applicable, how to operate dual-controls
how to give feedback about risk-related issues so that you motivate and help the learner to change their behaviour without increasing fear- based responses
what to do if a learner becomes unfit to continue the session
how to promptly interrupt deliberate behaviour that places the instructor, learner or third parties at risk
the instructor’s right to interrupt or stop sessions where an unacceptable risk arises
how to record incidents in which a risk situation arises
the impact of your own level of competence and attitudes to risk on your ability to minimise risk
the importance of demonstrating consistent attitudes to the management of risk to make sure that formal messages being given in the learning programme are not undermined
how to conduct a safe assessment drive/ride
Element 6.4.2 – Manage the risk of violence in the learning environment
About this element
The Health and Safety Executive notes that “People who deal directly with the public may face aggressive or violent behaviour. They may be sworn at, threatened or even attacked.”
This unit is about taking steps to protect yourself, and learners, from aggressive or violent behaviour, whether from other learners or third parties. The ‘Management of Health and Safety at Work Regulations 1999’ say that employers must assess the risks to employees and make arrangements for their health and safety by effective
planning
organisation
control
monitoring and review
Therefore, it is assumed that any training organisation will have policies and guidance on how to deal with aggressive or violent behaviour. It is important that instructors understand what actions they can take to protect themselves and others, both to make sure that they are safe and that they comply with legal requirements and limits.
Performance standards
You must be able to:
implement and comply with your organisation’s policy and procedures for protecting staff from the risk of violence at work
implement and comply with your organisation’s policy and procedures for protecting learners from the risk of violence during sessions
manage verbally or physically aggressive behaviour in ways that are consistent with best practice and legal requirements
take appropriate and timely action, in line with your organisation’s policy and procedures, including:
stopping the session
calling for assistance
leaving the learning space
report details of any situation in which an actual or potential risk of aggressive or violent behaviour arises, in line with your organisation’s policy and procedures, if a learner’s behaviour puts you or others at risk
Knowledge and understanding requirements
You must know and understand:
your legal responsibility to your well- being, safety and health in the workplace as set out in the relevant legislation for Health and Safety at Work
the extent and limits of your obligation to protect learners from the risk of physical or verbal violence during sessions
your organisation’s policy and procedures for the management of violence in the learning environment including:
stopping sessions
summoning assistance
leaving the learning space
how they apply to your role and level of competence
how to interpret body language, and the importance of acknowledging other people’s personal space
the impact of your own level of competence and attitudes and how they may trigger aggressive or violent responses
the limits to your ability to protect yourself in potentially violent situations
when and how you can safely interrupt behaviour which appears likely to result in violence
how to record incidents in which a risk situation arises
the importance of demonstrating consistent attitudes and behaviours in the management of violence in the learning environment so that messages being given in the overall learning programme are not undermined