Instructional activities must be carried out in compliance with the relevant road transport law.

Work is performed without supervision. It involves the application of training competence and experience, professional heavy vehicle driver expertise, navigation skills, road law expertise, routine procedures and regulatory requirements to the development of safe heavy vehicle driving behaviour in others across a range of operational situations.

The development of safe heavy vehicle driving behaviours in others involves the application of adult learning principles, instructional methods and high-level safe heavy vehicle driving expertise to maintain the safe operation of an instructional vehicle across a variety of driving contexts.

Definition of a heavy vehicle (class LR, MR, HR, HC and MC) in this context is a 'vehicle greater than 4.5 tonnes GVM and also includes a vehicle seating more than 12 adults, including the driver'.

ELEMENT

PERFORMANCE CRITERIA

1Deliver training on safe heavy vehicle driving principles

1.1 Training objectives and methods are planned and documented

1.2 Training is conducted in a safe and accessible environment

1.3 Specific needs for training are identified and confirmed through observation and assessment of client's capabilities

1.4 Information on safe heavy vehicle driving principles is made available and made clear to client

1.5 Principles behind low-risk driving are made clear to client, including specific factors that constitute an actual risk of a collision, factors contributing to the formation of opinions and beliefs about driving risks, road safety issues, and human psychological and physiological aspects

2Demonstrate low-risk driving strategies to clients

2.1 Proactive driving techniques that keep the heavy vehicle driver at a low-risk level are demonstrated

2.2 Low-risk driving behaviours are demonstrated consistently, including the ability to control a vehicle at different speeds and under variable road and weather conditions; and the ability to judge time and space in a range of traffic situations to accommodate other road users

2.3 Skills and knowledge needed to consciously make choices that will minimise risks are explained and demonstrated to client

2.4 Load placement and load restraints are explained and demonstrated to client

3Demonstrate applicable safe heavy vehicle driving rules and regulations to clients

3.1 Relevant rules and regulations for each heavy vehicle driving task are identified and clarified when driving with a client, including purpose of road rules, road signs, signals and markings

3.2 Road rules applicable to timing and space in traffic situations are explained and demonstrated to client

4Monitor and maintain safe heavy vehicle driving behaviours of clients

4.1 Unsafe driving behaviours are identified and constructive feedback is provided to client in relation to hazard perception, anticipation, correct decision making in response, multi-tasking, and other higher order skills necessary for driving safely

4.2 Legal ramifications of driving offences are made clear to client

4.3 Importance of continuous effort and practice of low-risk driving is conveyed

4.4 Learner driver's safe heavy vehicle driving competence is reviewed and adjusted, including behaviour while driving, response to other road users and ability to manage risks

4.5 Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of client

5Evaluate clients on their safe heavy vehicle driving competence

5.1 Sufficient evidence requirements are specified to show consistent achievement of client's safe heavy vehicle driving competence

5.2 Evaluation methods, processes and procedures are communicated clearly to client and applied consistently with the licence requirements of the state or territory regulatory authority

5.3 Learner driver's safe heavy vehicle driving competence is evaluated, including ability to consistently deal with and adjust to diverse driving environments, obey road rules, perceive hazards, make correct judgements in response, anticipate and avoid collisions, and make safe decisions in stressful situations

5.4 Learner's demonstration of safe heavy vehicle driving behaviours is recorded according to workplace process and procedures

6Review evaluation of client's safe heavy vehicle driving competence

6.1 Process to review evaluation of the client's safe heavy vehicle driving competence is established and followed by the enterprise, industry or registered training organisation

6.2 Review activities are documented, findings are validated and review approach is evaluated

6.3 Feedback is provided to client in relation to evaluation outcomes

REQUIRED KNOWLEDGE AND SKILLS

This describes the essential knowledge and skills and their level required for this unit.

Required knowledge:

Barriers to learning, including motivation, attitude, cognitive behaviours, positive and negative outcomes of prior learning, language and other special needs

Causes and effects of unsafe heavy vehicle driving practices

Cognitive skills, motivation and attitudes related to safe heavy vehicle driving behaviours

Causal attribution theory as it relates to driving vehicles

Causes of single vehicle crashes

Low-risk driving strategies (six positions in which a crash involving two or more vehicles, where at least one is a heavy vehicle, can occur and the appropriate defences)

Low-risk driving strategies for six types of driving conditions (i.e. light, weather, road, traffic, vehicle and driver)

Definition of safe heavy vehicle driving behaviours

Driving hazards and hazard perception testing

Effects of drugs, medication and alcohol on safe heavy vehicle driving ability

Effects of stress and fatigue on safe heavy vehicle driving ability

Factors and consequences of vehicle crashes and collisions

Factors that increase potential accidents

Hazard recognition as it relates to driving vehicles

Humans factors and impacts on driving environments

Importance of observation and attention as they relate to driving vehicles

Low-risk driving techniques

Management processes and recording procedure for vehicle collisions

Motivation and attitudinal issues as they relate to driving vehicles

Proactive and responsible driving behaviours

Procedures for space and time management to avoid collisions

Procedures to be followed in the event of a driving emergency

Processes for hazard identification and response

Principles of risk management as they relate to driving vehicles

Principles of road safety

Relevant OH&S and environmental procedures and regulations

Road signs, signals and markings and their meanings

Road transport law (state or territory road rules and traffic safety legislation, e.g. driver licensing, vehicle registration, alcohol and drugs, and vehicle standards)

Rules of braking

Rules of observation

Rules of steering

Safe driving strategies (safe method of driving)

Slow speed manoeuvres

Values and beliefs related to driving

Vehicle controls, safety devices, instruments and indicators and their use

Vehicle handling procedures

Vision - understanding importance of vision to the safe and effective driving of vehicles

Required skills:

Adapt appropriately to cultural differences in the heavy vehicle driver instruction environment, including modes of behaviour and interactions with others

Apply basic and specific traffic skills while developing safe heavy vehicle driving behaviours in others

Apply basic road skills and vehicle operation skills while developing safe heavy vehicle driving behaviours in others

Apply multi-skills, e.g. monitoring heavy vehicle internal operational systems and monitoring driving environment, anticipating traffic hazards and instructing clients to take appropriate action

Apply precautions and required action to minimise, control or eliminate hazards that may exist when developing safe heavy vehicle driving behaviours in others

Apply skills for crash avoidance and management while developing safe heavy vehicle driving behaviours in others

Assess risks

Communicate effectively with others from diverse cultural backgrounds when driving a vehicle, including different modes of behaviour

Communicate effectively with people of all ages, educational backgrounds and life experiences

Conduct observations and plan required activities when developing safe heavy vehicle driving behaviours in others

Deliver information on instructions, procedures, information and signs relevant to the driving of a vehicle

Demonstrate higher order driving skills while developing safe heavy vehicle driving behaviours in others

Demonstrate higher order thinking skills, including optimism bias, causal attribution and cognitive dissonance needed by instructors when developing safe heavy vehicle driving behaviours in others

Demonstrate traffic management skills

Demonstrate vehicle control skills

Documentation skills related to the driving of a vehicle by others

Guide and control a vehicle in the course of the development of safe heavy vehicle driving behaviours in others

Implement contingency plans for unexpected events that may occur when clients are driving a vehicle

Interpret and follow operational instructions while developing safe heavy vehicle driving behaviours in others

Make correct decisions while developing safe heavy vehicle driving behaviours in others

Manage a range of adverse conditions while developing safe heavy vehicle driving behaviours in others

Manage and motivate behavioural change of clients

Manage conflict as a trainer and as a business person

Modify activities depending on differing operational contingencies, risk situations and environments

Monitor performance of clients in applying knowledge and techniques on safe heavy vehicle driving

Monitor performance of vehicle and take appropriate action where required

Negotiate complex traffic and road conditions

Observe and interpret the driving behaviour of others

Operate mono and dual vehicle controls as applicable

Perceive hazards and control vehicle while developing safe heavy vehicle driving behaviours in others

Read and interpret instructions, procedures, information and signs relevant to the analysis of safe heavy vehicle driving behaviours

Report promptly and/or rectify identified problems, faults or malfunctions that may arise while developing safe heavy vehicle driving behaviours in others

Road positioning skills

Speed management skills

Teach, facilitate learning and demonstrate skills in the development of safe heavy vehicle driving behaviours, with learner-centred approach

Work collaboratively with other road users when driving a vehicle

Work systematically with required attention to detail without injury to self or others, or damage to goods or equipment

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying:

compliance with appropriate legislative, regulatory and procedural requirements relating to safe heavy vehicle driving

identification of hazards and human factors that may impact on driving situations and implementation of responsive safe heavy vehicle driving practices

recognition of road signs and signals, and implementation of pertinent action to enable safe heavy vehicle driving

Context of and specific resources for assessment

Performance is demonstrated consistently over a period of time and in a suitable range of contexts

Resources for assessment include:

a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or

access to an appropriate range of relevant operational situations in the workplace

In both real and simulated environments, access is required to:

relevant and appropriate materials and equipment, and

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals

Method of assessment

Assessment of this unit must be undertaken by a registered training organisation

As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests

Practical assessment must occur:

through activities in an appropriately simulated environment at the registered training organisation, and/or

in an appropriate range of situations in the workplace

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 heavy vehicles in relevant state or territory

heavy 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 attitude

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/organisational procedures and policies

record of clients' driving skills, knowledge and abilities

standards and certification requirements

quality assurance procedures and checklists

emergency procedures

This unit contains employability skills.