RoSPA Young Drivers at Work Report

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Chapter 5 Structured vocational training to be completed in work time ● A recognised and accredited qualification which would fit current apprentice or NVQ programmes and be easily managed and monitored in-house ● Shows the commitment of the employer and helps to maintain standards If the qualification is required for work, then the training should be undertaken during work time. Regular non-assessed training in work time ● Regular training is more effective and helps to maintain standards ● ● If the qualification is required for work, the training should be undertaken during work time Having the training in work time demonstrates the organisation’s commitment A one-off course outside of work time ● Less disruptive to work Regular training sessions outside of work ● It would show that the employee is committed to this issue ● It would be less disruptive to the business and regular training is more effective and helps to maintain standards For ‘other’ formats, eight out of 18 respondents (44%) stated that the skills and knowledge that would form the basis of such a qualificaton should be addressed in the learning to drive and testing process. Commercial organisations, however, stressed that they would be unable to afford to ‘spare’ a member of staff for the role of trainer, regardless of experience and suitability. Therefore, an external agent who would work with companies and adapt to their individual requirements was regarded as the preferred solution: “I think it would be better if it was done externally because as time goes on we are getting leaner and leaner as an organisation so finding an internal trainer would be difficult. ” (Engineering Manager, telephone interviewee) “Because of the flexibility we need and because within [the county] we are the biggest employer, actually the college couldn’t help us on delivery of training so we worked with them to put together a training package which was then delivered internally which allows us the flexibility we need. I think that’s the general statement; a company needs flexibility...We assess them on a basic level internally and then when operationally available they are externally assessed. ” (Safety Manager, telephone interviewee, original emphasis) Organisations who already had internal driver training in place viewed external independent assessment as a means to validate their competency standards and driver assessments. They also saw external bodies as a source of support for the development of their policies and practices. By ‘external’, respondents tended to mean national accreditation. Respondents saw multiple advantages with external trainers and testers. These advantages are recorded below in no particular order: Interview findings The interviews also found no overall consensus from employers about how the programme should be structured but flexibility and tailorability were key requests. Training must meet employers’ needs without excess demands and respect limited employee time. A range of formats needs to be available as different formats will suit different organisations and different types of staff. Flexibility was seen as the primary advantage of delivering training in-house. ● ● ● ● ● Time set aside for training would be on an official basis and less likely to be hijacked by internal matters Training and assessments would be quality assured As ‘experts’, the trainers would have the knowledge to answer all queries The training would have greater credibility amongst staff Certification would be transferable 20 Young Drivers at Work Report
Chapter 5 ● ● If mobile, external trainers could make on-site visits thus reducing costs to employers If based at an external centre, trainees would not be distracted by work and employers would not need to provide facilities: “It would be handy if you’ve got somebody in the company trained to do it but an external examiner I always think has more respect from other people. If it was an external examiner coming in to assess them, they would listen. ” (Small Business Owner, telephone interviewee) “It depends on the size of the organisation; it’s very unlikely that a company the size of ours would take on a trainer of that type in-house. It depends on the size of the business, if you were talking about somebody like [company Z] then they could justify setting up and running a training school for new drivers. If you’ve got an external trainer coming in they can, because they’re a new broom, they can sweep cleaner.When you bring a specialist in people take more notice and are more interested. ” (Facilities Manager, telephone interviewee) “If you go and do a training session internally people think,‘Oh great we’re just going to listen to somebody droning on about accidents as usual. ” (Systems Manager, telephone interviewee) “You would want it to be transferable; if somebody came to you with it you’d want to be sure that it was at the standard that you would want. ” (Transport Administrator for a voluntary organisation, telephone interviewee) “R1:The main cost if you had to send somebody off to go and do this course, would be the number of drivers you would have a budget to do it for. With the MIDAS, once we’d got our MIDAS qualification, we can train and test as many as we want however we want to do it. If we have to send people off for a course then you’ve then got whatever that costs, how much it costs to get them there, and when they can do it which could be a drag unless it was possible to qualify for the post-test course and deliver it in-house. ” “Interviewer:Would in-house be preferable over external? ” “R1: No, if the quality was the same. There may be smaller businesses who wouldn’t be able to afford to, or have the facilities for in-house training but large organisations like us, we could probably provide the in-house. ” (Transport Administrator for a voluntary organisation, telephone interviewee) Young Drivers at Work Report 21
Page 1 and 2: Young Drivers at Work Produced with
Page 3 and 4: Contents Acknowledgements . . . . .
Page 5 and 6: Executive summary Young drivers at
Page 7 and 8: Chapter 2 Methodology The research
Page 9 and 10: Chapter 3 What do employers think o
Page 11 and 12: Chapter 3 Interview findings The te
Page 13 and 14: Chapter 3 “We had a lad driving i
Page 15 and 16: Chapter 4 4.2 Why a post-test quali
Page 17 and 18: Chapter 4 Interview findings Teleph
Page 19 and 20: Chapter 5 What should be included i
Page 21: Chapter 5 The second largest group
Page 25 and 26: Chapter 6 Table 4 shows the preferr
Page 27 and 28: Chapter 7 Focus group responses Typ
Page 29 and 30: Chapter 7 “If it cost us money. T
Page 31 and 32: Chapter 8 For young people driving
Page 33 and 34: Chapter 8 The Oxford dictionary def
Page 35 and 36: Chapter 8 “If you said to me, I
Page 37 and 38: Chapter 8 “Once you’re comforta
Page 39 and 40: Chapter 8 The aforementioned method
Page 41 and 42: Chapter 9 Implications for Competen
Page 43 and 44: Chapter 9 Table R3: The number of r
Page 45 and 46: Chapter 9 “R1: I don’t think th
Page 47 and 48: Chapter 10 Discussion In both inter
Page 49 and 50: Chapter 10 Over-confidence combined
Page 51 and 52: Chapter 11 Conclusion and recommend
Page 53 and 54: Appendix A Case studies Case study
Page 55 and 56: Index of charts and tables Chart 1:

RoSPA Young Drivers at Work Report

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