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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 territorymotor vehicle driver learner permit, driver licence requirements and issue procedures applicable in relevant state or territoryoccupational health and safety legislation in relevant state or territoryequal opportunity legislation in relevant state or territoryworkplace relations legislation in relevant state or territory |
Safe driving principles include: | requirements of safe drivingabiding by the road lawsimportance of cooperation with other road usersimportance of motivation to driving safely, which includes values, emotions and personal needssafe driving policiescorrect driving positionappropriate navigational skills, including ability to plan a triproad safety issuesmanagement of fatigue, alcohol, drugs and medicationrules and regulations applicable to safe drivingimplications of unsafe driving behaviours |
Principles behind low-risk driving include: | specific factors that constitute an actual risk of a collisionfactors contributing to the formation of opinionsbeliefs about low-risk drivingroad safety issueshuman psychological and physiological aspects |
Characteristics of clients may include information in relation to: | genderage (within regulatory guidelines)driving experience, including learner driver, mature age driver being re-tested, overseas driver and experienced driver being rehabilitated after an accidenteducational background and general knowledgesocial and economic background with diverse attitudeseffects of prior and current learningindividual learning stylesnovice driver's beliefs about capacity for learning to drive, i.e. their self-efficacyclient motivationclient's capacity to self-monitor own learning and driving |
Communication may include: | oral, aural or signed communicationwritten communication |
Factors that affect client's progress may include: | level of confidenceeffects of previous and current learningdecision making skills in a range of driving situationsself-esteem and peer pressure on clientexternal expectations of client performance, e.g. parents/guardiansoptimism 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 publicationslocationpersonneldual control vehicleOH&S and other workplace resource requirementsenterprise/industry standard operating proceduresfunding for training facilities, resources and staff |
Road users may include: | pedestrianscyclistsdrivers 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 needsthose requiring refresher training |
Training delivery and driving may be undertaken in/at: | a range of vehicle typesrestricted spacesopen roads, e.g. freeways, main and busy roads, country roads and suburban roadscontrolled or open environmentsa simulated environmenta range of weather conditionsday or night |
Training delivery methods and practice may include: | facilitation of small group discussionsdemonstrationsexplanationsproblem solvingmentoringcoaching while drivinginstructor promotion of forms of self-awareness, i.e. self-efficacy and self-monitoring by novice drivercommentary drivingcombination of the above |
Training sessions may include: | one-to-one demonstrationsmall group demonstration (2 to 6 persons) |
Training assessment may include: | affective, e.g. satisfaction with the programcognitive, e.g. knowledge and skills gainpsychomotor skills, e.g. ability to change gear smoothlymodification of techniques based on client feedback, e.g. by use of client feedback sheets |
Training support may include: | language and literacy specialiststraining and assessment partnerstrainers, teachers and assessors |
Variables for achieving competency may include: | participant characteristicsresources, e.g. time, location, space, people and costs |
Workplace documents and procedures may include: | company/enterprise/oganisational procedures and policiesrecord of clients' driving skills, knowledge and abilitiesstandards and certification requirementsquality assurance procedures and checklistsemergency procedures |