young drivers at work: workshop activity guide · young drivers at work activity guide 3 monitoring...
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Produced with the support ofthe Department for Transport
Young Drivers at Work:Workshop Activity Guide
Activity guide Cover_young drivers 26/02/2010 11:53 Page 1
Young Drivers at Work Activity Guide2
Vehicle manoeuvring
• Controllingspeed,directionandpositionofcar
IntroductionIn2008,RoSPAconducteda‘YoungDriversatWorkStudy’amongemployerswhohaveyoungstaff(17-24years)whodriveaspartoftheirwork,andyoungat-workdriversthemselves.
Thereportlookedat:
• Theviewsofemployersonhowwellthepresentsystemofdrivertrainingandtestingpreparesyoungpeopleforthesortofdrivingtheydoforwork
• Whetheremployerswouldrecogniseandmakeuseofa‘driving forworkqualification’whenrecruitingormanagingyoungstaffwhodriveaspartoftheirjob
• Iftheydid,whatshouldbeincludedinsuchaqualificationor trainingprogramme
TheprojectwasconductedwithsupportfromtheDepartmentforTransport’sroadsafetypartnershipgrantandwiththehelpofaworkinggroupincludingtheDfT,DSA,BuckinghamshireandLancashireCountyCouncils,BirminghamCityCouncil,Roadsafe,andTesco.com.
TheresultswerepublishedinareportinMarch2009,whichisavailableonlineathttp://www.rospa.com/roadsafety/youngdriversatwork/
BasedonthisresearchRoSPAdevelopedaYoungDriversatWorkWorkshop.Theaimsoftheworkshopareto:
• Developtheparticipants’knowledgeaboutthespecificissuesto dowithdrivingforworkraisedbyemployersintheYoungDriversatWorkreport
• Helpyoungat-workdriversunderstandhowtheycandevelop theadditionalskillstheyneedwhendrivingforwork
• Identifynewwaysthattheemployercanhelptheiryoungerdriversusetheroadsafely,byunderstandingtheinfluencethattheyarehavingfromtheperspectiveoftheiryoungdrivers
ThisdocumentistheActivityGuidewhichsetsoutthestructureoftheworkshop,howeachsectionisdesignedtoberun,andwhattheresultsofeachsectionshouldbe.
Anevaluationoftheworkshoppilotsisalsoavailablefrom http://www.rospa.com/roadsafety/youngdriversatwork/
Benefits of running the workshopTheworkshopcanhaveseveralbenefitsforemployers.Theaimoftheworkshopistoreducetheriskofaccidents.Itdoesthisinseveralways:
• Byinfluencingyoungdriverstomakesaferdecisions
• Providingamethodofmonitoringandreviewingdrivingforworkpoliciesandsafetyculture
Influencing young drivers to make safer decisionsThereareseveralfactorswhichinfluencethewaypeopledriveandthesecanbedisplayedinahierarchy,wheresaferdecisionsinthe uppertierswillhaveaninfluenceonlowertiers.Adiagramofthefactorsintiers1ispresentedbelow.
Whilstallofthesefactorsrepresentimportantareaswhichcanbeaddressedinordertoimprovesafety,theworkshopisfocusedontheuppertwotiersbygettingparticipantstoexaminethefundamentalmotivesbehindthewaytheydrive.
Forexample,‘goalsandcontextofdriving’referstoconceptssuchaswhyandwhensomeonemakesajourney.Allofthesecanhaveaninfluenceonthesafetyofadriver,especiallyifafactorsuchasthepurposeofajourney(e.g.gettingtoadestinationbyacertaintime)comesintoconflictwithgettingtheresafely(e.g.duetorushing).
Theworkshopencouragesyoungdriverstoexaminethesegoalsinthetoptwotiersbygettingthemtodiscussandself-evaluatetheirownexperiences.Thesediscussionsareintendedtogivethedriversinsightintotheirownabilitiesandprioritiesasadriver.Participantshavetheopportunitytocomparetheirownexperiencesandhabitswiththoseoftheirpeers,andinsomescenarioswithan‘ideal’strategy.
Fromthesediscussions,driverscanreflectonhowtheydriveandtheirgoals,discussthebarrierstosaferdriving,anddevelopcopingstrategiesfordealingwiththesedifferentsituations.Aftertheworkshop,itisintendedthatdriverswillputthesestrategiesintoaction.
EncouraginganddevelopingofselfreflectionisafundamentalaspectofsafedrivingandacomponenttheDrivingStandardsAgencyCompetencyFrameworkforCarsandLightVansDrivers.™
Introduction
Mastering traffic situations
• Adaptingtothedemandsofthesituationathand
Goals and context of driving
• Purpose,environment,socialcontext,company
Goals for life and skills for living• Importanceofcarsanddriving
topersonaldevelopment
• Skillsandself-control
• Physicalandmentalpreconditions
1TakenfromReducingCrashesandInjuriesAmongstYoungDrivers:WhatKindofPreventionShouldWeBeFocusingOn?H-YBerg,InjuryPrevention2006;12(SupplI)
Young Drivers at Work Activity Guide 3
Monitoring and reviewing driving for work policies and safety culture Aswellasthedecisionsaboutsafetythatanindividualmakes,environmentalandsocialfactorscaninfluencehowpeopledrive.Inthecontextofwork,anorganisation’ssafetycultureplaysalargeroleinmoderatingthesefactors.
Theworkshopisdesignedtoaddtotheorganisation’sknowledge,eitherbygivingopportunityforconversationsbetweentheemployersandemployees(iftheworkshopisruninternally),orbythefacilitatorfeedingbackinformationtotheemployer.Thisknowledgecanbeusedbyanorganisationtodevelopitssafetyculture.
Wherefacilitatorsareexternaltotheorganisation,informationcanbefedbackeitherbyafollowupmeetingorthroughareport.AsamplereportisincludedasAppendixA.
Safe driving from the bottom-up
Theworkshopcanbeusedaspartofastrategytoconsultemployeesinordertomonitorandreviewtheeffectivenessofanorganisation’smanagementstructuresandriskcontrols.
Theworkshopcanbeusedtoexaminewhetherstaffandlinemanagersknowtherelevantsafetypolicies,andalsohowoftenandinwhatcircumstancesdriversmightnotfollowthem.
Theworkshopdiscussionsandoutputscanactasagaugetohowwelltheorganisations’workrelatedroadsafetypoliciesareadoptedbytheirdriversinpractice.Bysharingtheconcernsoftheat-workdriverswiththeiremployers,organisationsmaybeabletoidentifyandthenaddresssomeofthefactorswhichcausetheirdriverstotakedangerousdecisions.
Ifemployeesidentifysaferwaysofworking,thenorganisationswithagoodsafetyculturemayhelpemployeescarrythemout.
Workshop structure and lengthTheworkshopcomprisesseveralactivities,eachwithitsownsetoflearningoutcomes.Thelearningoutcomesaredesignedtofollowonfromeachotherandsuccessfulcompletionofthelearningoutcomesinoneallowstheworkshoptomoveontothenextactivity.Theactivityguidescontaininformationonhowtoassessthatasectionhasbeensuccessfullydeliveredandreceived.
Theworkshopstructureisasfollows:
• Workshoppreparation• Introductionoffacilitators• ActivityOne:Initialicebreakingactivity• ActivityTwo:Thoughtshowersession• ActivityThree:Establishbeliefs,attitudesandknowledge• ActivityFour:Whatisdifferentwithdrivingatwork?• ActivityFive:Whatcausesanaccidentatwork?
• ActivitySix:Journeyplanning• ActivitySeven:Thevehicle• ActivityEight:Youngperson’soccupationalroadriskpolicy• ActivityNine:Employer’sactivity• ActivityTen:Scenarios• Concludingtheworkshop• Aftertheworkshop
Theworkshopwasdesignedandpilotedtoberuninthisorderandthefullworkshoptookbetweentwoandahalfandthreehours,dependingontheamountofdiscussion.Thetypicallengthofeachactivityisrecordedontheactivityplan.AtimelineispresentedinAppendixB.
Peer discussion and active learningTheworkshopisbasedonan‘activelearning’approachwhichrequiresinteractionbetweenalloftheparticipantsandfacilitatorsinordertorunsuccessfully.Thisactiveinvolvementinthelearningprocessisadifferentapproachtoafacilitatordeliveringthecontentoftheworkshopandthedelegatespassivelyreceivingtheinformation.
Throughouttheworkshopactivities,thefacilitatorsneedtodedicateenoughtimetogroupdiscussion.
Mostoftheactivitieswithintheworkshoppresentaproblemorperspectivefortheyoungdriverstodiscussandcometoaconclusion,guidedbythefacilitator.Thisdiscussion(whichinvolvesparticipantsbothcontributingandlistening)ishowthelearningoutcomesoftheworkshoparedelivered.
Thediscussionsengagetheparticipantsinproblemsolving,andgetthemtoapplywhattheyhavejustlearntoranewly-consideredperspectivebacktotheirowncircumstances.
Inthiswaytheworkshopcanencourageparticipantstoquestiontheirownassumptionsandgoalsfordrivingandhowthisaffectstheirsafety,aswellastheircurrentpractices.
Byusingtheirownexperiencesasabasisforthesediscussions,participantscanalsodevelopstrategiesforsaferdrivingandunderstandwhatthebarriersaretoputtheminplace.Bythensharingthesebarrierswiththegroupandfacilitators,solutionstoovercomingthosebarrierscanalsobesuggested.
Forexample,throughdiscussionaparticipantcouldrealisethattheywerebeingaskedtodomuchmoreunnecessarydrivingthancolleaguesandthatthiswasduetopoorschedulingwithintheirteam.Theymayidentifythatdiscussionwiththeirmanagermightbethefirststeptoovercomethat.
Workshop ethicsFacilitatorsneedtobeawareofsomeofthelawsaroundtheactivity.
Anycollectionofpersonalinformation,forexamplecollectingthepostcardsattheendoftheworkshop,fallsundertheDataProtectionAct1998.Collecteddatamustthereforebetreatedinaccordancewiththeeightdataprotectionprinciples;moreinformationisavailablefromtheInformationCommissioner’swebsite3.
Introduction
2Availablefromhttp://www.rospa.com/roadsafety/3http://www.ico.gov.uk/what_we_cover/data_protection.aspx
Young Drivers at Work Activity Guide4
Undertheprincipleofadequate,relevantandnotexcessivedata,delegatesshouldbeaskedforworkaddressesinthefirstinstance.Personalemailorhomeaddressestobeaskedforifthisistheonlyotheravailablemeansofreturningthepostcardstothem.
Undertheprincipleoffairandlawfulprocessingdelegatesmustbeinformedatthestartoftheexercisethattheiraddresseswillbetemporarilystoredbyanamedpartyandusedforthespecificpurposeofreturningtheir‘promises’.Theyshouldalsobereassuredthattheirdetailswillnotbeusedforanyotherpurposeorpassedontoany thirdparty.
Addressesmustbestoredsecurelywhilstbeingheldforthethreeweekperiodandanycopiesmade(forinstanceelectroniccopies)mustbesecurelydestroyedafterthepostcardshavebeensentout.
Thisonlyappliestopresenterswhoareexternaltothecompany.Ifthepresentersarein-housethentheywillbecoveredbythecompany’sowndataprotectionpolicies.
TherearenoCRBrequirementsforfacilitatorswhoareworkingwith16or17yearoldsinanemploymentsetting4.
Workshop preparationIfyouarerunningtheworkshopandareexternaltothecompany,youwillneedtoconsultwiththeemployertopreparesomeoftheworkshopcontent.Clarifywiththeemployer:
• Thetypeofjobsdonebytheyoungdriversandreasonstheywoulddriveforwork
• Thetypesofjourneytheyoungdriversundertake
Thisinformationwillallowyoutotailorsomeofthescenariosusedwithintheworkshop.ActivityFive,ActivitySixandActivityTencanbeadaptedtomaketheexamplesmorerelevanttotheorganisationyouarerunningtheworkshopfor.
• Theparticipants’namesandages
Theworkshopisdesignedforparticipantswhodriveforworkandareagedbetween17and25.Theidealsizeisbetween10and15people.Youwillneedtoclarifythiswiththeemployerbeforehandtopreventtheworkshopsizebecomingunmanageable,orseveraldriversovertheageof25attending.Thiswouldmaketheworkshopmoredifficulttorun,orlessrelevanttotheparticipants
• Elementsoftheemployer’sdrivingforworkpolicy
ActivityFiveandActivityNinetypicallyincludesomepartsoftheemployer’sdrivingforworkpolicy,althoughsectionscanbeinsertedwhererelevantthroughouttheworkshop–forexample,inActivitySixonjourneyplanning,theemployer’spolicyonjourneysandovernightstopscanbeincluded.
• Optionalmoduleoftheemployer’schoice
ActivityNineisbasedonatopicspecifiedbytheemployer,andthisshouldbepreparedbythefacilitatorsinadvance.
Inaddition,basedondiscussionswiththeemployerthequestionsinActivityFourcouldbeadapted.
Immediatelybeforetheworkshop,preparetheroomwithaprojectordisplayingthemainslides,andwiththetablessetupsothatdelegatescanbearrangedintosmallergroups.Thedelegates’namesshouldbewrittenonplacecardsandrandomlyplacedaround thetable.
Fivehiddenunexpectedimagesorobjectsshouldbelocatedaroundtheroom,aboveorbeloweyelevelbutstilleasytospotifyouwerespecificallysearchingforthem.Imagesofcartooncamelswereusedinthepilotworkshops.
Introduction of facilitatorsInvitetheyoungdriversintotheroomandaskthemtofindtheseatwiththeirnameonandgetcomfortable.
Outlinethegeneralaimthattheworkshopisdesignedtohelpthemwhendriving,andtobuildonwhattheyalreadyknowanddotohelpkeepthemsafeontheroads.Youshouldclarifythattheworkshop doesnotcontainanypracticaldrivertrainingbutisaimedatraisingtheirawarenessandhelpingtogivetheminsightaboutwhatinfluencestheirdriving.
Tellthemhowlongtheworkshopwilllast.
Itisimportanttosetouthowtheworkshopworksatthisstage.Inthepilotworkshopsweusedthefollowingslidestopresenttheconceptoftheworkshopandwhatisrequiredfromthedelegates:
• We’renotheretolectureortellanyonethey’rewrong
• Wejustwanttogetyouthinkingabouttheexperienceyoualready haveandhowit’sappliedtokeepyousafeindifferentsituations
Expectations
Stressthathonestyisimportantintheworkshops.Confidentialityfromthefacilitatorsisalargepartofthat.Ifthedelegatesfeelrestrictedinwhattheysay,orfearrepercussionsfrombeinghonestaboutsomeofthewaystheydrive,thenthediscussionsintheworkshopwillbelimitedornotbasedaroundgenuinescenarios.
Youshouldalsostresshowimportantitistoactivelyparticipateintheworkshopandtolistentotheviewsoftheotherparticipants.
Introduction
FromUs
• Confidentiality-unlesswefeelyouoranotherpersonisin danger
• Timekeeping• Alloweveryonetospeak• Feedbackandevaluation
FromYou
• Activeparticipation• Activelistening• Respecteachother’s
expertise• Honestresponses• Completeevaluationforms
4http://www.crb.homeoffice.go.uk
Young Drivers at Work Activity Guide 5
Initial icebreaking activityAimThisinitialactivitypresentstheissuetothedelegatesandisdesignedtogettheyoungdriversinvolvedandinterestedintheworkshop.
Thisactivityisalsodesignedtopresentthereasonfortheworkshop,i.e.thatyoungdriversarestatisticallyahigher-riskgroupandthatemployershavesentthemherebecausetheyrecognisethatparticularrisk.
Theobservationskillsofadriverareinfluencedbyseveralfactors.Distractions–suchasusingamobilephoneorinputtingdirectionsintoasatnav–andinattentioncanlimittheamountorqualityofobservationsthatadrivermakes(formoreinformationseeRoSPA’sfactsheetonDriverDistraction5).Thismeansthatdriversrespondtohazardslaterandarelesslikelytoavoidanaccidentduetoit.
Researchhasshownthatinexperiencecanresultindriversfocusingtheirvisioninamuchlesseffectivewaybutthatobservationskillsimprovewithexperience.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Correctlylistthecausesofpoorobservationsharedbythefacilitators
2. Explainhowinexperiencecancontributetopoorobservationofhazards
3. Specifyhowinexperiencecanincreasetheriskofbeinginvolvedinacrash
Timing ResourcesBetween5and10minutes 5hiddenunexpectedimages
TransportforLondon“AwarenessTest”video6
Projectorandprojectorscreen
Imagesofroadscenes,fromtheperspectiveofadriverlookingthroughthewindscreen.Initiallythe peripheryofthesceneshouldbeblankedoutsoonlytheviewdirectlyinfrontofthedrivercanbeseen.
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
Askthedelegatesiftheyhaveobservedanythingoutofplaceintheroom.Afterallowingafewsecondsforthedelegatestolookround,startpointingouttheunexpectedimages(camels).Atthispoint,explainhowconcentratingononething(forexample,lookingfortheirnamecardwhentheyfirstcameintotheroomorpayingattentiontothefacilitators)canmakeyoulesslikelytospototherthings(camels)whichyouarenotexpectingtosee.Introduceandplaythe“TfLTestYourAwareness”videoaskingthedelegatestocountthenumberofpasses.
Observation
(1) Summarisetheactivityinrelationtodriverworkloadandcognitivedistraction.Youcanhighlightthattheuseofhandheldandhandsfreemobilephonescanalsocauseasimilardistraction.
Contentdelivered
(2) Highlightthatinexperiencecanalsohaveasimilareffectonvisualawareness,andthatmoreexperienceontheroadleadstogreaterscanning.
Contentdelivered
(3) Inordertodemonstratetheresultofpoorvisualscanning,presentsomeimagesofroadscenesandpointouttheareasontheperipherythatbetterobservationswouldreveal.
Contentdelivered
Activity One
5http://www.rospa.com/roadsafety6http://londonroadsafety.tfl.gov.uk/campaigns_multimedia_do-the-test.php,orhttp://www.dothetest.co.uk/
Young Drivers at Work Activity Guide6
Activity Two
Thoughtshower sessionAimThedelegateswillhaveviewsaboutthehabitsordemographicsofasafedriver.Aninitial‘shoutout’activitywillexploretheseconceptions.
Thisactivityistogetinitialcontributionsfromthegroup,andtogetdelegatesusedtocontributingopinions.Italsohelpstoestablishthegroup’sinitialviews,whichcanbecomparedwiththeirviewsattheendoftheworkshop.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Listtheirperceptionsofwhatmakesa‘safedriver’
2. Comparetheirinitialperceptionswiththeirpeers
Timing ResourcesAround1or2minutes Flipchart
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
(1) Getthegrouptoshoutoutwhattheythinkmakesasafedriver.Stressatthisstagethatthereisnoneedforthedelegatestojustifytheirsuggestions,andtheyarefreetoexpresstheirthoughts.
Expressinitialthoughts Severalparticipantscontributedto thelist
(2) Writedowntheanswersonaflipchart/whiteboard,andthensummarise. Listcompiled
Young Drivers at Work Activity Guide 7
Establish beliefs, attitudes and knowledgeAimTheaimofthisactivityistogetthedelegatestoreflectupontheirexperiencesasadriverandtheimportanceofexperiencewhenitcomestodealingwithnewsituationsontheroad.
Thishelpsdelegatesconsiderwhetherlearningtodrivecoveredalltheexperienceyouwilleverneedfordriving,andtoidentifytheirownperceivedlimitationsbypromotingreflectionontheirownexperiences.
Thisactivityalsohelpstoformthegroupbyestablishingdiscussionandencouragesdelegatestocontributetheirviews.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Identifysituationsfromtheirownrecentdrivingexperienceswhichwerenotcoveredwhilelearningtodrive
2. Analysehowtheirdrivingstylehaschangedsincepassingthedrivingtest
3. Specifysituationsfromtheirownexperienceswheretheiractionscouldhaveprevented(ordidprevent)aroadtrafficaccident
Timing Resources10-15minutes Handoutswiththethreeyoungdriverquotesonthem
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
Thisactivityisbestrunwiththedelegatesorganisedintodiscussiongroupsofeither3or4.
Givethegroupsdifferentquotesbyyoungdriversandencouragethemtodiscusswhethertheyagreewiththequoteornot.Arepresentativefromeachsub-groupreportstheirconclusions(andanydisagreementswithintheirgroup)totheworkshopasawhole.
Thequotesareaboutattitudestowardsdrivingandexperiencein differentsituations.
Readhandoutmaterials.
Discussioninsmallergroups.
(1)(2)(3)
Askthedelegateshowtheycametotheirconclusion,andtoprovideexamplesfromtheirownpersonalexperiences.Ifthereareanydifferencesofopinionwithinthegroup,askthedelegatestoofferjustificationsfor theiropinions.
Workshopdiscussion. Feedback onopinions
Consensus matches(2)
Activity Three
Young Drivers at Work Activity Guide8
Activity Four
What is different with driving for work?AimDrivingforworkcangiverisetomanydifferentsituationswhichadrivermaynothaveencounteredasalearner.
Inthissectiondelegatesareencouragedtoconsidersomeofthereasonsbehindthedifferencesandwhateffecttheyhaveonthewaythey usetheroad.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Comparesomeofthedifferencesbetweendrivingforworkanddrivingforpleasure
2. Evaluatehowdrivingforworkcanleadtoincreasedrisk,especiallywhenundertakenbyinexperienceddriver.
Timing Resources15-20minutes Drivingforworkquiz&answersheet
Notepadsandpensfortheteamstorecordtheiranswer
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
Introduceadrivingforwork‘popquiz’.Askthedelegatestoremainintheirgroupsfromthelastexercisetoformthequizteams.
Runthroughthequestions,givingthedelegatestimetodiscussthequestionsandwritedownananswer.
Discussandanswerquestionsinteams.
Quizcompletion.
(1)(2)
Attheendofthequiz,asktheteamstoswappapersandmarktheanswers.Thisprovidesanappropriatemomenttoaskthedelegatesforthereasoningbehindeachanswertheygave.
Markpapers.
Discusswhytheygavetheanswerstheydid.
Teamscores.
Discussion.
Respondtodelegatesquestionsaboutthequiz Raisequestions.
Summarisethemainconclusionsfromthediscussions ConclusionsmatchLO(1)&(2).
Young Drivers at Work Activity Guide 9
Activity Five
What causes an accident at work?AimThereareawiderangeofriskfactorswhichcanleadtoanaccident.Someoftheseare‘immediate’factorsandwouldoccurjustbeforeanaccident,othersare‘underpinning’factors,whichmighthaveoccurredsometimepreviously.
Forexample,adrivermaybefatiguedonajourneywhichcouldcauseimmediatefactorsofanaccidentsuchasinattentionorfallingasleepbehindthewheel–howevertheunderpinningfactorswhichcausedthefatiguemightbelackofsleeporpoortimemanagement.
Often,despitebestintentions,prioritisinggoalswhichconflictwithsaferdrivingcanleadtoafailuretomanagerisksandriskybehaviours.
Forexample,onajourneyadrivermaywishtoarrivebyapresettime,andtoarrivesafely–howeverifthedriverisdelayedtheymaydecidetotakemorerisksinordertomakeupthetime,makingitlesslikelythattheywillarrivesafely.Thisishowtwogoalsforajourneycomeintoconflict.
Earlyplanningofjourneyscanreduceoreliminatesomeoftheriskfactorsandresolvethepotentialforconflictinggoals.
Theaimsofthissectionaretoaddtotheknowledgeofaccidentcausationfactors,andshowthatdecisionswhichcouldcauseanaccidentcanbemadelongbeforeitoccurs.Italsoaimstoencouragedelegatestoconsiderwhatdifferentgoalstheyplaceonthemselves,andwhethertheymakeanyassumptionswhenprioritisingthem.
Learning OutcomesBytheendoftheactivity,participantswillbeableto
1. Listseveralcausesofaccidents(immediateandunderpinning)
2. Determinehowadditionalpressuresatworkcanleadtosafetybeingsacrificedandresultinmoreriskydrivingbehaviouratwork
3. Listseveraldifferent‘goals’behindasuccessfuljourneyandexplainhowthesegoalscansometimescomeintoconflict
4. Specifyhowsomeoftheexamplesofgoalconflictcanberesolved
5. Identifyhowtheiremployercanbeasourceofsupportwhenputtingthesestrategiesintoplace
Timing Resources15-25minutes Flipchart
AccidentdescriptionandSTATS19formoftheaccident(samplesprovidedinAppendixC)
Copiesofthecompany’sMORRpolicy
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
Askthedelegatestoremainintheirgroupsof3or4forthisexercise.
Passroundascenarioofanat-workaccident,alongwithacopyofaSTATS19formdescribingtheaccident.Theaccidentdescriptionandcircumstancesshouldbesimilartotheat-workdrivingwhichthedelegatesdo.TwosampleaccidentinvestigationsareprovidedinAppendixC.
Thescenariosgivethedelegatessomeknowledgeoftheprecedingdayoftheaccidentandofthecharacter’sbackground.Thisallowsparticipantstoidentifyunderpinningfactorsbehindtheimmediatecausesoftheaccident.
Young Drivers at Work Activity Guide10
Activity Plan (continued)
LO Ref Facilitator activity Participant activity Assessment
Respondtodelegates’questionsaboutthequiz. Raisequestions.
Askthedelegatestodiscussintheirgroupswhatfactorsmayhaveincreasedtheriskoftheaccidentandultimatelycausedit,andhowtheaccidentcouldbeprevented.
Discusscausesof theaccident.
(1) After10minutes(allowingtimefordelegatestoreadaswellas discuss)askthegroupstoreportbackonthefactorswhichthey thinkcausedtheaccident.
Astheindividualgroupsreportback,writetheanswersintwocolumnsonaflipchart,underpinningfactorsontheleftandimmediatefactorsontheright(seetheimageinthefacilitator’snotesforexample).
Reportback&discussonhowtheaccidentwascaused.
Completionoflist ofaccidentcauses.
(2) Thenaskthegroupstosaywhatcouldhavebeendonetopreventtheaccident,andagainwritethemdowninthesameformat.Inlargergroupsyoumaywishtoaskoneortwogroupstoreportonthecausalfactorsandtheotheroneortwogroupstoreportonpreventativefactorsinordertopreventrepetition.
Explaintheroleofimmediateandunderpinningaccidentfactors,andthatadecisiontopreventanaccidentcouldbemadeinadvance.Atthispoint,showslidesillustratingawiderrangeofimmediateandunderpinningfactorsandexplainhowtheylinktoeachother(forexample,poorjourneyplanningmayleadtoinappropriatespeedsasthedrivertriestomakeupthetime).
(3) Introducetheroleofconflictinggoalsduringajourney,andexplainthathowweassesstheirrelativeimportancecanalsohaveaninfluenceonouraccidentrisk(forexample,ajourneygoalistoarrivesafely,butthismayconflictwithtryingtoarriveontime).
Encouragedelegatestoidentifytheconflictinggoalsintheaccidentinvestigationscenariotheyweregiven,andhowthedriverprioritisedthem.
(4) Facilitatorscanusetheexampletoshowhow,despitebestintentions,theprioritisationofgoalswhichconflictwithsaferdrivingcanleadtoafailuretomanagerisksandriskybehaviours-drivingsomewherewhilstthinkingaboutgettingtothemeetingontime,canleadtodrivingsafelybeinggivenalowerstatusthantheperceivedneedtogetthereontime.
Discusshowtheconflictinggoals resultedinanaccident.
(5) Finally,askthedelegateswhattheorganisationcoulddotopreventtheaccident.Stressagainthatorganisationshaveadutyofcare.
Thengothroughthemainpointsofthecompany’sWorkRelatedRoadSafetyPolicypolicy(whichyouhaveobtainedinadvance)relatingitbacktohowitcanhelpthedelegatestomanagedifferentgoals.
Giveexamplesonhowan organisation can act topreventanaccident.
Activity Five
Young Drivers at Work Activity Guide 11
Activity Six
Journey planningAimInActivityFivedelegatesdiscussedtheriskfactorsonajourneyandcompetinggoals.ActivitySixlooksathowthatispracticallyappliedwhileplanningajourney.
Delegatesarepresentedwithanexamplejourneysotheycanpredictwhatmightinfluencethemtodrivedangerously.Theyarethenaskedtoidentifywhattheycandoduringjourneyplanningtomakethemsafer(formoreinformationseeDrivingforWork:JourneyPlanning7).
Delegateswillalsodiscusswhatjourneyplanningtheydoandwhatthebarriersaretoreducingrisksthroughjourneyplanning.Fromthis,strategiescanbeformulatedtoovercomethebarriers.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Explainhowjourneyplanningcanbeusedtohelpreducetheriskofroadtrafficaccidents
2. Constructanidealmodelofjourneyplanning
3. Comparewhatplanningtheytypicallydobeforeajourneyagainsttheidealmodel
4. Determinethereasonswhytheydonotputintopracticesomeofthecomponentsofthemodel
5. Listatleasttwowaysthattheymightovercomethebarrierstobetterjourneyplanning
Timing Resources15-20minutes Handoutmapofthetwodestinationsofthejourney
HandoutsofRoSPA’sSaferJourneyPlanner
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
Startwithtwoshortdiscussions,or‘buzzgroups’.Ideallybuzzgroupsareconductedinpairsandshouldbeaquickexchange,lastingnolongerthanaminute.
Thefirstbuzzgroupshouldgetthedelegatestotalkabouthowtheyarrivedatwork/atthetrainingvenuetodayandhowtheyplannedthejourney.Thisdoesnotneedtobereportedbacktothelargergroup.
Participatein abuzzgroup.
(1) Inthesecondbuzzgroup,encouragedelegatestodiscussapersonalexampleofajourneythatwentwrong.Askonememberofeachpairtoreporttothewholegroupontheothers’experience.Thisensuresthattheyactivelylistentoeachotherandkeepsthedelegatesontask.Askifthereisanythingthattheycouldhavedonetopreventitfromgoingwrong.
Participatein abuzzgroup.
Shareexamplesofjourneysgoingwrong.
Citedexamplesofpreventingajourneygoingwrong.
7http://www.rospa.com/roadsafety/info/worksafejourney.pdf
Young Drivers at Work Activity Guide12
Activity Plan (continued)
LO Ref Facilitator activity Participant activity Assessment
(2) Afterthebuzzgroups,presentadailyschedule,orjourney,whichthedelegateswouldrealisticallybeaskedtodriveforwork,currentlyorinthefuture.
Askthedelegatestospendfiveminutesthinkingaboutwhatjourneyplanningtheywoulddoiffacedwiththeschedule,andwhatmoretheycoulddo.
Afterfiveminutes,getthedelegatestoshoutoutseparatethingsthattheycouldorwoulddotojourneyplan.Writedowntheactivitiesandarrangethemontoaflipchartinthestructureofthesaferjourneyplanner.
Discusshowtheywoulddealwiththeschedule.
Constructlistofjourneyplanningactivities.
(2) Passroundcopiesofthejourneyplanner.Getthedelegatestoidentifythemissingparts,andhowtheythinktheactivitieswouldhelpthemtoreducetheriskofanaccident.
Discussjourney planner.
Identifymorecomponentsofjourneyplanning.
(3)(4)(5)
Askthedelegatesiftheywoulddoallofthethingsonthejourneyplanner,orwhatstopsthem.Helpthedelegatestoidentifythebarrierstosaferjourneyplanningandhighlightsolutions.Showappropriatesectionsoftheemployer’sdrivingforworkpolicytosupportsuggestions.
Duringthediscussionaboutthebarrierstoundertakingthisjourneyplanning,getthegrouptoquestionsomeoftheassumptionstheymadewhilstdriving,andattempttodebunkmyths.Itcanbeusefultorevisit theiremployer’sMORRpolicyandtheadvicewithinittostrengthen theargumentsandencouragedialoguebetweentheparticipantand theiremployer.
Presentbarrierstousingactivitiesonthejourneyplanner.
Discussionof journeyplanner.
Putdifferentriskstothegroup,andaskhowitwouldchangetheirjourneyplans–examplesmaybedrivingatnight,inthesnowandrainandinruralareas.Askthedelegatestoprovideexamplesofwhentheyattemptedtodriveinadverseweatherconditionssuchassnoworheavyrain.
Discussionofhowjourneyplanscanbechangedoradapted.
Actionsindifferentcircumstancesoffered.
Activity Six
Young Drivers at Work Activity Guide 13
The vehicleAimManyyoungdriversfindthemselvesusingarangeofvehicleswhentheydriveforwork,andoftentheycanbedifferenttothevehicletheylearnttodrivein.Themostcommonexamplesarelargervehicleswithbiggerengines,andvans.
Thisactivitylooksatwhatthedelegatesdowhendrivinganewvehicle,andhowtheyreflectonhowtheyareusingit.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1.Comparetheirexperiencesofdrivingdifferentvehiclesandcitesomeofthedifferencesbetweenvehicles
2.Explainhowself-reflectionisimportantinlifelonglearningtodrive
3.Listseveralthingsthattheywoulddowhengettingintoanewvehicle
Timing10-15minutes
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
(1) Dividethedelegatesintopairsorsmallgroups(dependingontheirlevelofdrivingexperience).Givethedelegates5minutesintheirgroupstodiscusstheirexperienceswithfirstdrivinganewvehicle,andwhattheylearnt.Afterthediscussion,askthedelegatestosharetheirexperienceswiththeworkshop.Getthegroupstosharetheexperiencesinturn.
Whensharingtheirexperiences,opportunityshouldbegivenforthefacilitatorsandotherdelegatestotalkaboutthescenarios.
Discussionofdriving newvehicles.
Reportingbackdifferencesin vehicletypes.
(2) Introduceaslideonin-vehicletechnologies,likeasatnav,andaskthegroupshowtheyknowwhethertheyareusingitrightlyorwrongly,andhowdotheyjudgethat.Theonlywaythatdelegatesoffer,iswhetherornottheyarriveattheirdestination.Thisisexactlythepointofthequestion–thatnoexternalfeedbackonwhethertheyareusingitsafelyisreceived,sotheyhavetoputthoughtintohowtheyuseasatnavandwhethertheycanthinkofsaferwaystousethem.Provideexamplesoffuturetechnologies.Showexamplesofvehicletechnologybeingusedincorrectlyandgettheyoungdriverstodiscussthescenarios.
Discussexamplesofvehicletechnologybeingusedincorrectlyandhowdriverscanidentifythat.
Discussion.
(3) Asktheparticipantswhattheycoulddowhengettingintoanew vehicletofamiliarisethemselveswithit.Pickuponanysuggestions alreadymentioned.
Citewaysofimprovingtheirsafetywhendrivingnewvehicles.
Discussion revolvesaroundLO(3).
Activity Seven
Young Drivers at Work Activity Guide14
Activity Eight
Young person’s driving for work safety policyAimThistaskgivestheparticipantsthechancetoformulateadrivingforworksafetypolicybasedontheirownexperiencesofdrivingforwork.
Adrivingforworksafetypolicy(sometimesknownasawork-relatedroadsafetyormanagingoccupationalroadriskpolicy)consistsof proceduresfromemployersdesignedtokeeptheirstaffsafeontheroad.ExamplesspecifictodifferenttopicscanbeviewedintheRoSPAdrivingforworkresources8.
Thisactivitygetstheparticipantstoreflectontheproblemfromthepointofviewofsomeonewithresponsibilityforformulatingthepolicy,aswellaswhattheythinkanorganisationcoulddotohelpadriverintheirposition.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Writeayoungperson’sdrivingforworksafetypolicy
2. Analysehowdrivingforworkpoliciescanhelpthemtodrivemoresafely
Timing Resources5minutes Paperandpensforthedelegates
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
(1)(2)
Thefacilitatorsaskthedelegatestospendafewminuteswritingdownsomethingsthattheywouldputinanoccupationalroadriskpolicyiftheywereresponsibleformanagingit.Stressthatthepolicyshouldbethingswhichthedelegatesthinkwouldhelpthem,basedontheirknowledgeandexperience.Oncethedelegateshavewrittendowntheirsuggestions,askthemtoleavethemonthetabletobecollectedattheend.
Writeadrivingforworksafetypolicy
Severalyoungperson’sdrivingforworksafetypolicieswrittenandcollected
8http://www.rospa.com/roadsafety/resources/employers.htm
Young Drivers at Work Activity Guide 15
Employer’s activityAimInorderfortheworkshoptoaddressaspecificconcernthattheemployermayhave,thisactivitywasdesignedsothatitcouldbetailoredtoarangeofsubjects.
Itallowstheworkshoptobemorerelevanttoanemployer’sneedsandcanbeusedtoreinforceotherdrivingforworkinitiativesorpoliciestheemployerispromoting.
Forexamplesofthedifferentemployertopicsandhowtheywererun,consulttheaccompanyingFacilitator’sNotes.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1.Specifythekeyyoungdriverissueidentifiedbytheiremployer
2.Explainhowtodealwiththisissuesafely
3.Explainanydifferencesbetweenwhattheydonowandwhattheyshoulddotodealwiththeissuesafely
4.Identifywhattheycandotoreducethosedifferencesandimprovetheirsafety
5.Identifyiftheexperiencesoftheirpeerscancontributetosaferhabits
Timing Resources10-15minutes Flipchart
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
(1) Introducethetopicandexplainthatthedelegatesaregoingtodiscussitasa‘circularresponse’.
(2) Askeachpersoninturntotalkabouttheissue.Thepersonsatnexttothepersonspeakingsummarisesthemessageandaddstheirownrelatedcomments.Eachpersondoessointurnandtheircommentsmustrelatetothespeakerimmediatelybeforethem.
Contributearesponse. Listcompiled.
(3)(4)(5)
Writedownthelistonthewhiteboardorflipchart,thenleadadiscussiondependingontheactivity.Dotheydoeverythingonthelist?Ifnot,whatarethebarriers,whatisreasonableforthemtodo?
Discussthelistwithexamplesfromtheirownexperience.
Givingexamplesofthingsonthelisttheydonotdo,identifywhytheydon’tandwhattheycoulddo.
Activity Nine
Young Drivers at Work Activity Guide16
Activity Ten
ScenariosAimThefinaldiscussionsectionencouragesthedelegatestoreflectuponsituationsinwhichtheymayfindthemselvesandgivestheopportunitytoapplywhatthey’velearntintheworkshoptoactualscenarios.
Somewhatwouldyoudoif…scenariosare:
• …youweresharingaliftwithayoungercolleaguegoingdownamotorwayandtheywerepushing100mph
• …onanevening,youwentbowlingforafriend’sbirthdayandhadseveraldrinks.Itisthemorningafterandyouareduetodrivetoameeting
• …youralarmclockdidnotgooffinthemorningandyouarelateforwork
• …youarrivehomeandsuddenlyrealiseyoudonotrememberallofthejourney
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Listsafersolutionstodifferentscenarios
2. Comparetheirsolutionswiththeirpeers
3. Determinehowtoputthosesolutionsintopractice
Timing Resources10-20minutes None
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
(1) Presentseveral“whatwouldyoudoif…”scenariosinvolvingotherdriversontheroad,friendswhotheyaresharingaridewith,andthemselves.Eachofthescenariosillustratesanexampleofpoorpractice.Askthedelegateswhattheywoulddointhesesituations.
Discussthescenarios.
Offersolutionstowhattheywoulddo.
Discussiononeachofthescenarios.
(2) Givethedelegatesseveralminutestodiscussintheopenbetweenthewholegroupwhattheywoulddointhesescenarios.
Comparesolutions withpeers.
(3) Inthediscussionofthedifferentscenarios,delegatesshouldbeencouragedtodebatetheissuesbetweenthemselves.Ininstanceswhereaparticipantconcludesthereisabarriertothemactingsafely,facilitatorsshouldputtheperceivedbarrierbacktothegroupasaquestiontotryandfindwaysofovercomingit,orpresentadifferentperspectiveonthesituation.
Trytoguidethedelegatestowardstheconclusionthattheiremployersareasourceofsupport.Iftheyaremakingassumptionsaboutwhatisexpectedfromthemandmakingsacrificestotheirsafetybasedonit,thenitisbesttodiscusstheseassumptionsandtradeoffswiththeiremployers.
Discusswhat preventsthem fromdrivingsafely.
Young Drivers at Work Activity Guide 17
Therearethreeshortactivitiestobringtheworkshoptoitsconclusion.
Learning OutcomesBytheendoftheactivity,participantswillbeableto:
1. Listsafersolutionstodifferentscenarios
2. Comparetheirsolutionswiththeirpeers
3. Determinehowtoputthosesolutionsintopractice
Timing Resources5minutes Blankpostcards&pens
Activity Plan
LO Ref Facilitator activity Participant activity Assessment
What makes a safer driver?
Askthegrouptoshoutoutwhattheythinkmakesa`safedriver’again.Thereisnoneedforthedelegatestojustifytheirsuggestions,andtheyarefreetoexpresstheirthoughts.
Writedowntheanswersonaflipchart/whiteboard,andthensummarise.
Expressinitialthoughts. Severalparticipantscontributedto thelist.
Listcompiled.
Conclusion
Summarisetheaimsoftheworkshopsandwhattheyhavedonetoday.
Comparesolutions withpeers.
Pyramid exercise
Conductapyramidexercisebygettingeachparticipanttowritedownaquestionoropiniontheyhaveabouttheworkshop.Askthemtodiscussitinpairstotryandanswerthequestion,andthengetthepairstodiscusstheunansweredquestionsinfours.Finally,putallthegroupstogetherandaskthemtoreportbackansweredandunansweredquestionstothefacilitators.
Discussquestionsorissueswitheachother.
Allquestionsorissuesdealtwith.
The promise…
Askthedelegatestowriteamessageonapostcardtotheirfutureselfaboutwhattheywilldotoimprovetheirsafetyasadriver.Collectallthepostcardsandpromisetosendthemtothedelegatesafter3weeks.
Askthedelegatestowritetheiraddressesclearlyandassurethemthattheiraddresseswillnotbeusedforanyotherpurpose.
Writedownonethingtheywilldooverthenextfewweeksfollowingtheworkshop.
Collectpostcards.
After the workshopTherearetwothingsthatthefacilitatorsshoulddofollowingtheworkshop.
Ifexternaltotheorganisation,assoonaspossibleaftertheworkshop,prepareafeedbackreportfortheemployers.Thisneedstosetoutwhatwascoveredintheworkshopandbarriersthatthedelegatessaidpreventedsaferdriving.Quiteoftentheemployerhadsomecontroloverthese,andinthisway,theworkshopfedintothesafetycultureoftheorganisation.AnexamplefeedbackreportisprovidedinAppendixA.
Afterthreeweeks,thefacilitatorsshouldscaninthepostcardsandsendthemtotheparticipants.
Concluding the workshop
Young Drivers at Work Activity Guide18
Appendix A – Sample Employer Report
Thepurposeofthereporttoemployersisto:• Provideanoverviewofthetopicscoveredandtheissuesdiscussed• Highlightanyparticularareasforemployerstoexplorefurther• Reportonthedelegates’recommendationsforanoccupational
roadriskpolicy
Thepurposeofthereportisnotto:• Describeanyindividual’scomments• Describeanyindividual’slevelofparticipation
Wherecommentsareespeciallyrelevantandraiseissueswhichmaywarrantfurtheraction,individuals’commentscanbereportedbutmustbegenuinelyanonymised(e.g.inaworkshopofnineyoungmenandoneyoungwoman,donotreportononedelegatescommentsbyusingtheterm‘she’).
SAMPLE REPORT
The structure of the sample report is based on the reports produced for companies involved in the workshop pilots. The example feedback included in the sample report is fictitious.
RoSPA Presenters’ Report for the Young Drivers at Work Workshops 2009 held at (company name), (place)
Thisshortreportisasummaryoftwo[alterasapplicable]YoungDriversatWorkWorkshopsrunbyRoSPAatCompanyAPlcinthemorningandafternoonof[insertdate].
ThereportisintendedtoprovideCompanyAPlcwithasynopsis ofthesessionsandthetopicscovered.Attheendofthereport,inthefacilitatorcommentssection,weraisethekeyissuesarising fromthedayandmakesomeexamplesuggestionsastohowtotaketheseforward.
1. Project backgroundIn2008,RoSPAconductedaYoungDriversatWorkStudyamongemployerswhohaveyoungstaff(17-24years)whodriveaspartoftheirwork,andyoungat-workdriversthemselves.
Thereportlookedat:• Theviewsofemployersonhowwellthepresentsystemofdriver
trainingandtestingpreparesyoungpeopleforthesortofdrivingtheydoforwork
• Whetheremployerswouldrecogniseandmakeuseofadrivingforworkqualificationwhenrecruitingormanagingyoungstaffwhodriveaspartoftheirjob
• Ifso,whatshouldbeincludedinsuchaqualificationortrainingprogramme
TheprojectwasconductedwithsupportfromtheDepartment forTransport’sroadsafetypartnershipgrantandwiththehelp ofaworkinggroupincludingtheDfT,DSA,Buckinghamshire andLancashireCountyCouncils,BirminghamCityCouncil andRoadsafe.
TheresultswerepublishedinareportinMarch2009,whichisavailableonlineathttp://www.rospa.com/roadsafety/youngdriversatwork/
BasedonthisresearchRoSPAdevelopedaYoungDriversatWorkWorkshop.Theaimsoftheworkshopareto:
• Developtheparticipants’knowledgeaboutthespecificissuespertainingtodrivingforworkraisedbyemployersintheYoungDriversatWorkreport
• Helpyoungat-workdriversunderstandhowtheycandeveloptheadditionalskillstheyneedwhendrivingforwork
• Identifynewwaysthattheemployercanhelptheiryounger driversusetheroadsafely,byunderstandingtheinfluencethattheyarehavingfromtheperspectiveoftheiryoungdrivers
YoungdriversfromCompanyAPlctookpartintheworkshopon [insertdate].
2. Feedback from the workshop contentsTheYoungDriversWorkshopisbasedonaninteractiveapproachtodrivereducationandyoungdriverswereencouragedtodiscusstheirownexperiencesduringtheworkshop.ThisfeedbackandperspectivefromtheyoungdriversiscompiledbelowtoassistCompanyAPlcinmanagingtherisksspecifictoyoungdriversatwork.
2.1 Situation awarenessTheworkshopsbeganbyaskingdelegatesiftheyhadnoticedanythingoutofplaceintheroom.Onlyoneortwopointedouttheimagesofcamelswhichhadbeenstrategicallypositionedintheroompriortodelegatesarriving.
Thisicebreakingactivityledtoashorttalkonresearchfindingsdemonstratinglimitedperipheralvisionandreducedsituationawarenessamongstyoungdriverswhencomparedtoexperienceddrivers.Thisactivitywasdesignedtohelpyoungdriverstorecognisetheirlimitedvisualawareness.
Theimplicationsofdistractedattentionandlimitedvisualawarenesswerementioned,forexample,atpedestriancrossingsandjunctions.Distractedattentionandmobilephoneusewasalsodiscussed.[insertowndescriptionsofwhatwasdiscussed]
Thisintroductionwasfollowedwithanaudiovisualawarenesstest.TheversionofthevideoshownwasproducedbyTransportforLondonandisavailableonYouTubeatthefollowingURL:http://www.youtube.com/watch?v=Ahg6qcgoay4
2.2 What is a safe driver?Delegateswerethenaskedtoshoutouthowtheywoulddescribeasafedriver.Thiswasaquickexerciseintendedtoelicithonestresponsesrecordandtotheskills,knowledgeandattitudesofwhattheybelievetobea‘safedriver’.
Theresponsesgivenbythedelegatesatthestartoftheworkshopwere:• Slow• Notundertheinfluence• Neverhadanaccident
Young Drivers at Work Activity Guide 19
Appendix A – Sample Employer Report
2.3 Pop quiz resultsAfterasmallgroupworksessionwheredelegatesweregivenquotesfromotheryoungat-workdriversandaskedwhethertheyagreedwiththem,thenextsectionwasan10questionpopquizandisawayofhelpingtheyoungerdriversappreciatethedifferencebetweentheirformallearnertrainingandthedifferentdrivingsituationstheyare nowin.
Thequizquestionswerebasedonresearchandofficialstatisticalfindings.Thequestions(andanswers)areattachedasAppendixOne.
OnaveragethecompanyAPLCteamsscored70%.Thequestionswhichwereansweredincorrectlybymorethanoneteamwere:
Q.1. Road traffic accidents whilst at work are the largest cause of occupational fatality in the UK.
True or False?
Thecorrectansweristrue.
Clarke,D.W.,Ward,P.,Bartle,C.,andTruman,W.(2005)Anin-depthstudyofwork-relatedroadtrafficaccidents:RoadSafetyResearchReportNo.58London:DfT,pp.5.
Q.5. The greatest number (proportion of those tested) of failed roadside breathtests occur in which of these age groups?
a) 17-19
b) 20-24
c) 25-29
d) 30-39
e) 40-49
Thecorrectanswerisb)20-24.
DfT(2008)RoadCasualtiesGreatBritain:2007AnnualReportLondon:TSO,pp.35.
Uncertaintyoverquestion1mayindicatethatdelegatesdonothavefullappreciationofthesignificanceoftherisksfacedwhendrivingforwork.Thisconcurswithresearchstudieswhichhavefoundthatyoungdriversover-estimatetheirdrivingabilityandunder-estimatetherisks.
2.4 Accident investigation scenarioThelastsectionbeforetherefreshmentbreakwasanaccidentinvestigationtask,wheredelegateswereshownadescriptionofanaccidentinvolvinganat-workdriverwithabusyschedule.Delegateswereaskedtoidentifycausalfactorsandpreventativefactors,bothimmediatelybeforetheincidentandinthedaysleadinguptoit.Thisrelatedbacktothediscussionsfromtheearlierquoteexercise:inparticularthedegreetowhichdrivingis‘pot-chance’orwhethertherearestepswecantaketoreduceourlikelihoodofbecominginvolvedinanincident.
Onthisexercise,delegatessuccessfullyidentifiedmanyofthefactorswhichcausedtheaccident;bothimmediateandunderpinning.Thegroupthendiscussedwhatcouldhavebeendonetoprevent
theaccident,andtheyidentifiedwhatcouldbedoneimmediatelybeforehandsuchasnotrushing,andleavingmorespacebehindthecarinfront.Wethenaskedthegroupwhatthecompanyinthescenariocouldhavedonetopreventtheaccident.ThiswasdiscussedbythefacilitatorswithreferencetoCompanyAPlc’sownpolicies.
Oneissuetocomeoutofthesediscussionswasthedifficultysomedelegateshadinbalancingworkpressureswiththegoalofsafedriving,regardlessoftheprintedsupportgiveninthecompany’sdriverhandbooks.AparticularexamplediscussedbydelegateswasXXXXXXXXXXXX.
2.5 Journey planningAfterthebreak,delegatescompletedajourneyplanningexercise,referringtotheRoSPASaferJourneyPlanner:http://www.rospa.com/roadsafety/info/worksafejourney.pdf.ThisisanactivitywhichisrarelycoveredwhilstlearningtodriveandisanaspectofdrivingwhichmanyemployershighlightedasaconcernintheinitialYoungDriversat Workresearch.
Theworkshopwentontocoverissuesinvolvedwithdrivingdifferentvehicles,andin-vehicletechnologysuchassatellitenavigationsystems.ExamplesoftheissuesraisedwereXXXXXXXXXXXX.
2.6 Suggestions for an occupational road risk policyIntheearlieraccidentinvestigationtask,wediscussedtheresponsibilitiesofbothemployeesandemployers.Inthisnextexerciseweaskeddelegates,intheirsmallgroups,whattheywouldincludeiftheywereinchargeofdesigningtheirorganisation’soccupationalroadriskpolicy.Thedelegates’suggestionswere:
• Aminimumlevelofdrivingexperiencetobeabletodriveabroadforworkpurposes
• Alldriverstotakeapost-testdrivingqualification• Whendrivingadifferentcompanyorhirevehicle,time
mustbespentonfamiliarisationwiththevehiclebeforecommencingjourneys
• Vandriverstotakeavandrivingcourse• Enforcedmaximumdrivinghourswithoutarestbreak• Newdriversnottodriveunsupervisedforaninitialperiod• Sharedrivingwithacolleaguewhendrivinglongdistances
orforlongperiods• Banuseofhands-freemobilephoneswhendriving
[Includeacommentifanypolicyitem(s)ismentionedbyeverygroup]
[Includedescriptionoftheemployer’sspecialoptiontopic–coverwhatthepresentersdiscussedandanyspecialissuesarisingfromthedelegatefeedback]
Thenextexercisewasa‘scenarios’sectionwheredelegateswereaskedwhattheywoulddointhreedifferentsituations.Thesesituationswere:alarmclocknotgoingoffandrunninglateforwork;havingalotofalcoholthenightbeforeneedingtodrivetoameeting;travellinginacarwithacolleaguewhoisexceedingthespeedlimitconsiderably.
Young Drivers at Work Activity Guide20
2.7 What is a safe driver?Finally,werepeatedthegroupshout-outexercisewhatmakesasafedriver.Delegateswereasked,astheywereatthestart,howtheywoulddescribeasafedriver.
Theend-of-workshopresponseswere:• Awareness• Plansjourneysinadvance• Knowsthespeedlimitsfordifferentvehicles• Considerateofotherroadusers• Takesaccountofadverseweatherconditions• Pre-journeyvehiclemaintenancechecks• Does not drive tired
Thislistisdifferenttothebeginningoftheworkshop,andmanyoftheresponsesidentifymorepositivecharacteristics.
2.8 General facilitator commentsThegroupwasalreadyknowledgeableaboutsafedrivingmethods.Mostdelegatesseemedgenerallyawareofwhattheyshoulddo,sotheworkshophighlightedtheneedtoidentifythebarrierspreventingusfromturningintendedbehavioursintoactualbehaviours.Forinstance,whatinternallydrivesustobreakspeedlimits?
Thepurposeoftheworkshopwastotryandexploreandreflectonwhatmotivatesusasdrivers,whatbeliefsweholdaboutdriving,andwhatcausesustodriveinwaysthatweknowweshouldnot.Itwashopedthatbyidentifyingthedifferencebetweenwhattheyknowandwhattheydo,delegatescanbegintobemoreself-awareandreflectiveabouttheirowndrivingpractices.
Fromtheissuesraisedduringthesession,werecommendCompanyAPlcpayparticularattentiontothefollowing:
• XXXXXXXXXXXXXXXXXXXX
• XXXXXXXXXXXXXXXXXXXX
• XXXXXXXXXXXXXXXXXXXX
4. AcknowledgementsWewouldliketothankalloftheCompanyAPlcdelegatesfortheirparticipationandactiveandhonestinvolvementintheworkshops.Alsowemustespeciallythank[nameofcompanycontact]fortheirhelpinorganisingtheworkshops.
Appendix A – Sample Employer Report
Young Drivers at Work Activity Guide 21
Appendix B – Workshop Timeline
Timeline
Activity
Suggested2-3weeks beforetheworkshop
Workshop preparation
Findoutfromtheemployer:
• Thetypesofjobdonebytheyoungdriversandreasonstheywoulddriveforwork
• Thetypesofjourneytheyoungdriversundertake
• Theparticipants’namesandages
• Elementsoftheemployer’sdrivingforworkpolicy
• Thecontentoftheemployer’smodule
Sendtheparticipants:
• Anypre-workshopquestionnairesyouareusing
50-75minutes Workshop part one
5minutes Introductionoffacilitators
5-10minutes ActivityOne:Initialicebreakingactivity
1-2minutes ActivityTwo:Thoughtshowersession
10-15minutes ActivityThree:Establishbeliefs,attitudesandknowledge
15-20minutes ActivityFour:Whatisdifferentwithdrivingatwork?
15-25minutes ActivityFive:Whatcausesanaccidentatwork?
15minutes Break
55-80minutes Workshop part two
15-20minutes ActivitySix:Journeyplanning
10-15minutes ActivitySeven:Thevehicle
5minutes ActivityEight:Youngperson’soccupationalroadriskPolicy
10-15minutes ActivityNine:Employer’sactivity
10-20minutes ActivityTen:Scenarios
5minutes Concludingtheworkshop
After the workshop
Assoonaftertheworkshopaspossible
Prepareinformationabouttheworkshopfortheemployer.Feedbackthisinformationviaareportormeeting.
3weeksafter Postthepostcardsthatthedelegateshavewritten,orscantheminande-mailifane-mailaddressissupplied.
6weeksafter Sendtheparticipants:
•Anypost-workshopquestionnairesyouareusing
Young Drivers at Work Activity Guide22
Accident Scenario 1a (one point of view)John,23,worksasadeliverydriverforamedium-sizedbusinessmakingaround20dropsadayaroundReading.MostofthedropsaretocustomersinReadingbutoccasionallytherearetripsouttoMaidstone,NewburyandBasingstoke.He’dhadthejobforsixmonths;beforethatheworkedinawarehouseofamajorretailer.
It’saFridayinmid-Novemberduringagloomyovercastweek.Itrainedovernightbuttherewasnorainduringtheday.IthadbeenalongbusyweekforJohn,withafewlatenightswherehe’dstayeduptowatchFamilyGuyonBBC3andafewearlymorningswhenhe’dgotupearlytogotothegym.
JohnhadmeanttogetupearlytogotothegymonFriday,buttheweekhadcaughtupwithhimabitsohetooktheextrahourinbed.Hejustifiedthatbythinkingheneededtheextrafewminutestomakesurehedidn’tfeelsleepylaterthatnightwhenhewasgoingtoheadoutintotown;itwasgloomyoutsideanyway.
WhenJohngotintoworkhehadanotherbusydaywith15drops,oneouttowardstheothersideofBasingstoke,whichJohndecidedhe’ddolast.Hepreferreditwhenallofthedropswereinthesameareabecausethatmadeiteasiertogethomeearly.
Johnwas‘encouraged’byworktocompleteallofthedropsinthesamedayanyway.
Atabout3pmJohnarrivedinBasingstoketodohisdelivery,althoughashedidn’tknowtheareaittookagoodhalfhourofdrivingroundwiththeA-Zopenonthepassengerseat.Johndidn’twanttobeinvolvedinanaccident-noonedoes!-sohealwayspulledoverorwaiteduntilhestoppedataredlightbeforelookingattheA-Z.
GettingbackthroughBasingstokeJohnhittheschooltraffic,whichheldhimupforanotherhalfhourbeforegettingontotheclearA roadbacktoReading.Therewouldstillbetimetogetbackhomebefore5pm.
Ontheroadthereisanunsignpostedbendtotheright,whichJohnfailedtoreacttoquicklyenough.Steeringsharplytoturnthecorner,thevanoversteersandtherearendslidesouttowardsthesideoftheroad.Panicking,Johnturnstocorrecttheskidandover-correctsit,slidingintotheothersideoftheroadattheendofalongstraight.
Thevanhitsasmallwallbythesideofthecarriagewaywhichdamagesthefrontofthevehicle.AlthoughJohnwaswearinghisseatbelt,therotationofthevanandthesuddenstopmeantthatJohnhithisheadontheinteriorofthevehicleandfeltquitedizzy.Hisarmalsohitthesideofthesteeringwheelandached.
Becausethevehicleandsomeofthedebrisfromthewallwereblockingthecarriageway,thepolicewerecalledtoattendthesceneoftheaccidentandrecordeddetails.
What were the factors that led John to fail to cope with the environment?
What could John have done differently which would have prevented the accident?
Accident Scenario 1b (two points of view)Driver1:(John,23)Johnworksasadeliverydriverforamedium-sizedbusinessmakingaround20dropsadayaroundReading.MostofthedropsaretocustomersinReadingbutoccasionallytherearetripsouttoMaidstone,NewburyandBasingstoke.He’dhadthejobforsixmonths;beforethatheworkedinawarehouseofamajorretailer.
It’saFridayinmid-Novemberduringagloomyovercastweek,itrainedovernightbuttherewasnorainduringtheday.IthadbeenalongbusyweekforJohn,withafewlatenightswherehe’dstayeduptowatchFamilyGuyonBBC3andafewearlymorningswhenhe’dgotupearlytogotothegym.
JohnhadmeanttogetupearlytogotothegymonFriday,buttheweekhadcaughtupwithhimabitsohetooktheextrahourinbed.Hejustifiedthatbythinkingheneededtheextrafewminutestomakesurehedidn’tfeelsleepylaterthatnightwhenhewasgoingtoheadoutintotown;itwasgloomyoutsideanyway.
WhenJohngotintoworkhehadanotherbusydaywith15drops,oneouttowardstheothersideofBasingstoke,whichJohndecidedhe’ddolast.Hepreferreditwhenallofthedropswereinthesameareabecausethatmadeiteasiertogethomeearly.
Johnwas‘encouraged’byworktocompleteallofthedropsinthesamedayanyway.
Atabout3pmJohnarrivedinBasingstoketodohisdelivery,althoughashedidn’tknowtheareaittookagoodhalfhourofdrivingroundwiththeA-Zopenonthepassengerseat.Johndidn’twanttobeinvolvedinanaccident-noonedoes!-sohealwayspulledoverorwaiteduntilhestoppedataredlightbeforelookingattheA-Z.
GettingbackthroughBasingstokeJohnhittheschooltraffic,whichheldhimupforanotherhalfhourbeforegettingontotheclearA roadbacktoReading.Therewouldstillbetimetogetbackhomebefore5pm.
Ontheroadthereisanunsignpostedbendtotheright,whichJohnfailedtoreacttoquicklyenough.Steeringsharplytoturnthecorner,thevanoversteersandtherearendslidesouttowardsthesideoftheroad.Panicking,Johnturnstocorrecttheskidandover-correctsit,slidingintotheothersideoftheroadattheendofalongstraight.
Thevanhitsanoncomingvancausingdamagetobothvehicles.AlthoughJohnwaswearinghisseatbelt,therotationofthevanandthesuddenstopmeantthatJohnhithisheadontheinteriorofthevehicleandfeltquitedizzy.Hisarmalsohitthesideofthesteeringwheelandached.
Becausethevehiclesandsomeofthedebriswereblockingthecarriageway,thepolicewerecalledtoattendthesceneoftheaccidentandrecordeddetails.Anambulancewasalsocalledastheotherdriverwasinshock.
What were the factors that led John to fail to cope with the environment?
What could John have done differently which would have prevented the accident?
Appendix C – Accident Investigation Scenarios
Young Drivers at Work Activity Guide 23
Appendix C – Accident Investigation Scenarios
Driver2:(Dave,18)DavepassedhisdrivingtestsixmonthsagoandhisowncarwasinthegarageforitsMOT.Davehadbeenillwithanupsetstomachandhadnoteatenverymuchoverthelastthreedays.
AsDave’scarwasinthegaragehewasborrowinghisfather’slightvan.Davewasgoingtopickhisfatherupfromworkandthendrivetothegaragetocollecthisowncar.
AsDavewasabouttoleavehishouseafriendcalledhimtofindoutwherehehadbeenlatelyashehadmissedanightout.Aftercatchingupwithhisfriend,Davewasrunningbehindtimeanddidnotwanttobelatecollectinghisfatherasthegarageshutsathalfpastfiveandheneededhiscarbackforthenextday.
Davegotcaughtupinatailbackbehindatractorandtrailer.Davewasfrustratedbythelineofcarsbehindwhowerenotovertakingeventhoughtheroadwasclear,andhewasnow10minuteslate.Davewasstillfeelingunwellandwantedtofinishhisjourneyasquicklyaspossible.Hesawthattherewasnooncomingtrafficandovertookthreesmallcarsaswellasthetractorandtrailer.
Davehadcalculatedthattherewasjustenoughtimetoreturntothecorrectsideoftheroadbeforethebend.UnfortunatelyhehadnotpredictedJohnlosingcontrolfromtheoppositedirectionandthetwovanscollidedinthemiddleofthecarriageway.
What were the factors that led to Dave crashing into John?
What could Dave have done differently that might have prevented the accident?
Accident Scenario 2Natalie,23,worksinsalesforalargenationalcompany.Herjobdidn’tinvolvemuchdrivingforwork,butoccasionallyNatdrovetooneofthecompany’sotherofficesortovisitaclient.Mostlyclients’officeswereincitycentresorsuburbsandcouldinvolveseveralhours’driving,mainlyonmotorwaysorlargerAroads.
Nathadpassedhertestonthefirstattemptwhenshewas17althoughdidn’thaveacarwhenshewenttouniversityinNewcastle.Itwasaluxuryshecouldn’taffordatthetime,evenwithherpart-timejobbehindthebar.Havingsaidthat,she’dmadeupforthatlackofexperiencerecentlydrivingaround30,000mileseveryyear–mainlyforherjobbutalsogoinguptheA1backtoNewcastleonoccasionalweekendstoseefriends.Theweekendbeforetheaccidentshehaddonejustthat,andgotbackat3amonMondaymorning.
OntheTuesdaymorning,NatwasupbrightandearlytomakethetripfromYorktoCoventrytoseeaclient.Herworkhadlentheroneofthepoolcarsthedaybeforetomakethetrip,ratherthanherusualcar.
Themeetingwasat10:30amjustoutsideofCoventrycitycentre;planningfortraffic,Natleftthehouseat7am.Itwasgoodsheplannedforabitoftraffictoo,asanoverturnedlorryontheoppositesideoftheM1hadmeantalanewasshut.Frustratingly,thismeantthatshecouldn’tmakeherusualstopatWoolleyEdgeservicesifshewasgoingtogetthereontime.
GettingintoCoventrywaseasy,findingtheclient’sbuildingwasnot,andat10:20Natwasstilltryingtofindtheiroffices.Pullingupatasetoflightsatacrossroads,shedecidedtohavealookathermaponthesatnavtofindoutwhereshe’dbeengoingwrong.
Thesatnavsaidsheshouldgoright,luckilythelanethatNatwasinallowedhertogostraightonandturnrightsoNatwaitedforthelightstochange,checkedhermirrors,andthenpulledoutintothejunctiontoturnrightwhentheychangedtogreen.TherewasoneothercaraheadofherwaitingtoturnrightwhichNatnudgeduprightbehind.
Afterawhilewaitingthetrafficoppositestoppedandthecaraheadturnedright.Natfollowedthecarroundonlyforittosuddenlybrakeafterithadclearedthejunction.Natslammedonherbrakestoo,butitwasn’tenoughtobringthecartoacompletestop,andshehitthebackofthecarinfront,whichhadhitthebackofataxithathadpulledoveratthesideoftheroadtodropoffadisabledpassenger.
AllthreecarsweredamagedandtheoneinfrontofNathaddamagetoitsfrontandrearandcouldn’tbedriven.Thedriverofthecarinfrontwasn’twearinghisseatbeltandhadhithiskneesunderthesteeringwheel.Hehadtroublestandingupafterthecrashandsoanambulancewascalledtotakehimtohospitalandthepoliceattendedthescenetofilloutanaccidentreport.
Nat did not need hospital attention but did develop an uncomfortable pain in her neck for a few days the morning after the collision.
What could Nat have done to prevent the accident?
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