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Page 1: Young Drivers at Work: Workshop Activity Guide · Young Drivers at Work Activity Guide 3 Monitoring and reviewing driving for work policies and safety culture As well as the decisions

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

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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)

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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

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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

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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/

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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

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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

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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).

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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.

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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.

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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

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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

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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

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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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