Elements and Performance Criteria

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

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying:
compliance with appropriate legislative, regulatory and procedural requirements relating to safe car driving
identification of hazards and human factors that may impact on driving situations and implementation of responsive safe car driving practices
recognition of road signs and signals, and implementation of pertinent action to enable safe car driving
Context of and specific resources for assessment
Performance is demonstrated consistently over a period of time and in a suitable range of contexts
Resources for assessment include:
a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or
access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to:
relevant and appropriate materials and equipment, and
applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment
Assessment of this unit must be undertaken by a registered training organisation
As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests
Practical assessment must occur:
through activities in an appropriately simulated environment at the registered training organisation, and/or
in an appropriate range of situations in the workplace