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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. |
Applicable regulations and legislation may include: | road transport law, for example: legislation and related regulations applicable to driving and using motor vehicles in relevant state or territory motor vehicle driver learner permit, driver licence requirements and issue procedures applicable in relevant state or territory occupational health and safety legislation in relevant state or territory equal opportunity legislation in relevant state or territory workplace relations legislation in relevant state or territory |
Safe driving principles include: | requirements of safe driving abiding by the road laws importance of cooperation with other road users importance of motivation to driving safely, which includes values, emotions and personal needs safe driving policies correct driving position appropriate navigational skills, including ability to plan a trip road safety issues management of fatigue, alcohol, drugs and medication rules and regulations applicable to safe driving implications of unsafe driving behaviours |
Principles behind low-risk driving include: | specific factors that constitute an actual risk of a collision factors contributing to the formation of opinions beliefs about low-risk driving road safety issues human psychological and physiological aspects |
Characteristics of clients may include information in relation to: | gender age (within regulatory guidelines) driving experience, including learner driver, mature age driver being re-tested, overseas driver and experienced driver being rehabilitated after an accident educational background and general knowledge social and economic background with diverse attitudes effects of prior and current learning individual learning styles novice driver's beliefs about capacity for learning to drive, i.e. their self-efficacy client motivation client's capacity to self-monitor own learning and driving |
Communication may include: | oral, aural or signed communication written communication |
Factors that affect client's progress may include: | level of confidence effects of previous and current learning decision making skills in a range of driving situations self-esteem and peer pressure on client external expectations of client performance, e.g. parents/guardians optimism bias (tendency to view negative incidents such as road accidents as unlikely to happen to them; overestimation of driving ability; and underestimation of accident risk) causal attribution (explains that a driver's actions often depend upon their interpretation of the cause of events, limiting the ability to make objective risk assessments and resulting in a tendency to blame external causes) |
Resources may include: | training materials and publications location personnel dual control vehicle OH&S and other workplace resource requirements enterprise/industry standard operating procedures funding for training facilities, resources and staff |
Road users may include: | pedestrians cyclists drivers or riders of trams and trains, and motor vehicles, including motorcycles, light vehicles and heavy vehicles |
Specific needs may relate to: | age (within regulatory guidelines) disability (within regulatory guidelines) language, literacy and numeracy needs those requiring refresher training |
Training delivery and driving may be undertaken in/at: | a range of vehicle types restricted spaces open roads, e.g. freeways, main and busy roads, country roads and suburban roads controlled or open environments a simulated environment a range of weather conditions day or night |
Training delivery methods and practice may include: | facilitation of small group discussions demonstrations explanations problem solving mentoring coaching while driving instructor promotion of forms of self-awareness, i.e. self-efficacy and self-monitoring by novice driver commentary driving combination of the above |
Training sessions may include: | one-to-one demonstration small group demonstration (2 to 6 persons) |
Training assessment may include: | affective, e.g. satisfaction with the program cognitive, e.g. knowledge and skills gain psychomotor skills, e.g. ability to change gear smoothly modification of techniques based on client feedback, e.g. by use of client feedback sheets |
Training support may include: | language and literacy specialists training and assessment partners trainers, teachers and assessors |
Variables for achieving competency may include: | participant characteristics resources, e.g. time, location, space, people and costs |
Workplace documents and procedures may include: | company/enterprise/oganisational procedures and policies record of clients' driving skills, knowledge and abilities standards and certification requirements quality assurance procedures and checklists emergency procedures |