ACRI has had decades of experience in identifying the real risks of training others for service environments. We focus on the practical and realistic outcomes required when dealing with community and challenging parental expectations.

This experience is built in part on long term successful service provider relationships and their valuable feedback.

ACRI training programs are designed, updated and monitored regularly by technicians who have extensive front-line service provision experience and highlight the factors below.

  • Reiterate that personal beliefs and practices are often inappropriate in a workplace and may even be a liability.
  • Highlights dynamic and client relationships, risks and methods of how to manage them.
  • Includes effective communication factors, to further protect service providers.
  • Safe travel outcomes are infinite; we teach the reality that each child transit scenario is unique and needs to be treated as such, every time.
  • Places the ‘fitting’ aspect into context. Simple and achievable steps are outlined.

Provides insight into the ‘How it was fitted and by whom’ paradigm. The traditional ‘Australian model’ commonly practiced, increases provider liabilities whilst dis-empowering a parent with their child’s safety.

It is commonly believed or preferred by many at least, that “I have to be shown how to ‘do it”. ACRI understands and promotes that personal practice is 100% necessary to learn this activity effectively.

However, no one can learn all about the functions of the total product range environment in any classroom over a month, let alone a few days.

When the mammoth variety of Safety Seat products, vehicle variations and activities are fully realised, it is clear that this can only truly be learnt through experience in the field. The narrow range of scenarios that can be replicated in a classroom can disadvantage learners by implying unrealistically limited outcomes and expectations.

Teaching what the risks are and how they need to be managed within any environment (Child Car Safety Seat, family and vehicle) that a learner is presented with, is an efficient and realistic approach to teaching this topic.

Online delivery reinforces that a service provider is alone responsible for their actions and that each child’s travel safety environment is the sum of many aspects, all variables that cannot easily be replicated in any classroom.

ACRI online resources share specialised insights, via Fact sheets, Guidelines and dedicated training Videos.

ACRI has extensive experience at all methods of training delivery and since developing our suite of online training programs in the early 2010’s, we’ve discovered that online learners do better than face to face learners.

Another factor is that ACRI does not train service providers to just ‘do an installation’ for someone else. Take a service provision to a parent as an example: The greatest value of an installation service is not the ‘installation’ it is the consultation and briefing components that empowers the parent with their child’s safety every day. Part of that process teaches the parent how to self assess their safety seats, so ACRI training teaches learners to self assess what is a safe or unsafe outcome.

Although we agree that a physical assessment would be the ultimate, we have yet to see this method provide an ultimate outcome when delivered within the limited time frame that any face to face session is limited to.

Child transit scenarios are limitless, so every vehicle door or Child Safety Seat box opened may be different; possibly vastly different to the last one attended: Each scenario must be dealt with as it arises and the circumstances demand.

Here’s an example of the time required for practical activities in a training session:

Of any Child Safety Seat product, there are at least four (4) physical ‘hands on’ actions to learn. (Many have more than eight – 8).

Let’s keep it simple at 4. If each action takes 5 minutes (which is conservative) to demonstrate, observe the learner, follow up, review and then possibly correct or retrial the individual. That equals at a minimum, 20 minutes.

If you multiply this by each Safety Seat product variety that you’re likely to find during an average community service checking session, (as an example) there could be 5 different types (again a conservative number). The spent time has now grown to 100 minutes

(Yes, there are likely to be some cross-over, ie: similar actions, but mind you, any challenging products – ie: Difficult to use – and there are many – will negate any time savings achieved).

Multiply this by the number of learners, say six and we’re at 600 minutes (10 hours). At this stage we haven’t even discussed ‘best practices’, ‘principles’ , ‘roads rules’ or anything else that they need to be aware of.  We realise that many learners will pick this up readily, but many won’t.

Professional service providers who have been doing this work for decades and over hundred of exposures per week have never seen every possible vehicle, let alone all safety seats or family or passenger limitations.