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RoSPA Young Drivers at Work Report

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Chapter 8<br />

For young people driving for work; oper<strong>at</strong>ing vans, trucks,<br />

tractors and other vehicles larger than a car forms one<br />

prime area beyond the level of the L test:<br />

“The licence they are given after having taken out<br />

th<strong>at</strong> car test is suitable if memory serves me<br />

correctly up to and including 7 tonnes. So you<br />

move them from a car which has got an interior<br />

rear view mirror into a 3.5 tonne transit or<br />

Mercedes Sprinter type van th<strong>at</strong>’s only got wing<br />

mirrors. A whole new set of driving skills required...<br />

After recently conducting an in-house assessment<br />

I have to say th<strong>at</strong> yes the basic driving skills were<br />

there but just the simple thing of how to control<br />

a larger weight vehicle re: excessive use of the<br />

gear box and clutch r<strong>at</strong>her than the balance<br />

between using the brakes and loop gear changes<br />

to control the speed of the vehicle in a speed<br />

restricted area. ”<br />

(Training officer, telephone interviewee)<br />

Without further training or guidance, young drivers discover<br />

for themselves the differences between their first cars and<br />

the vehicles of their employers; usually doing so on the job<br />

and on the road, with all the risks th<strong>at</strong> this involves.<br />

One agricultural employer in our sample reported a 40%<br />

failure r<strong>at</strong>e in their internal assessments of new drivers. In<br />

this case, those drivers who failed were given training and<br />

re-assessments until the company was confident th<strong>at</strong> they<br />

were safe independent drivers. The new employees were<br />

not expected to just ‘get on with it’.<br />

This company was a very large and very well resourced<br />

employer, although the size of an organis<strong>at</strong>ion did not<br />

necessarily equ<strong>at</strong>e with a strong driving for work policy:<br />

“My wife works for another big Y company and<br />

they don’t have any type of safe fleet <strong>at</strong> all, they<br />

don’t have anything in place to look after the<br />

employees before they go out onto the road<br />

driving. They’re given the keys to a fast GTi car and<br />

they’re told to off they go, have fun. ”<br />

(Senior Team Leader, telephone interviewee)<br />

The active recognition by employers of driving skill shortages<br />

appears a recent phenomenon. Respondents were either in<br />

the process of sourcing training and assessments for their<br />

drivers, or they were within the first few years of rolling it<br />

out. The changes were reported to be a consequence of<br />

two factors: a previously high accident r<strong>at</strong>e, and/or the<br />

Corpor<strong>at</strong>e Manslaughter and Corpor<strong>at</strong>e Homicide Act 2007:<br />

“Wh<strong>at</strong> company X does is quite good because they<br />

don’t let you drive a van until you’ve taken their<br />

approved course, so it’s not like they let you drive<br />

and learn from your mistakes and realise wh<strong>at</strong><br />

you’ve done wrong. ”<br />

(Focus group 1 member)<br />

The view of employer respondents was th<strong>at</strong> post-test<br />

training should comprise two elements:<br />

●<br />

●<br />

Technical skills which includes, for example:<br />

towing, securing loads, and understanding basic<br />

mechanical function.<br />

Driver <strong>at</strong>titude which centres on awareness of, and<br />

courtesy to, other road users, and an awareness of the<br />

potential consequences of own actions:<br />

“Driving is not merely about the mechanics of<br />

driving. In my view it’s very much about behaviour,<br />

it’s very much about awareness of the immedi<strong>at</strong>e<br />

environment, and it’s very much about knowledge<br />

of defensive driving and wh<strong>at</strong> is hazard awareness<br />

and how to cope with th<strong>at</strong>. They are the primary<br />

factors, secondary factors include an understanding<br />

of in-car technology and of course the n<strong>at</strong>ural<br />

skills particularly when it rel<strong>at</strong>es to things like<br />

physics and by th<strong>at</strong> I mean not to brake on a bend<br />

and wh<strong>at</strong> are the consequences of doing so. There<br />

is a whole range but for me behaviour, <strong>at</strong>titude,<br />

environmental awareness are more important<br />

than physical driving. ”<br />

(Local Authority Manager, telephone interviewee)<br />

“They [young drivers] just have this <strong>at</strong>titude of it’s<br />

never ever going to happen to them, they’re in a<br />

big metal box and they’re safe. ”<br />

(Health and Safety Manager, telephone interviewee)<br />

“Everybody should be made aware of wh<strong>at</strong> the<br />

responsibilities are when they get a driving licence.<br />

I don’t think they get taught th<strong>at</strong> when they’re<br />

driving. Once you lift the keys to a car and get in a<br />

car you’ve got a responsibility then; you have a<br />

duty of care to everybody else you’re going to pass<br />

on the road and then you’ve got a duty of care to<br />

every pedestrian th<strong>at</strong> might walk in front of you.<br />

It’s not just a m<strong>at</strong>ter of staying compliant by<br />

having a driving licence and an insurance policy.<br />

There needs to be a stronger emphasis on the<br />

responsibility side of things. ”<br />

(Fleet Director, telephone interviewee)<br />

<strong>Young</strong> <strong>Drivers</strong> <strong>at</strong> <strong>Work</strong> <strong>Report</strong><br />

29

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