A wide ranging review and evaluation of some of the more authoritative recorded examinations of the problem, including European studies, is provided. The results of comparative research focusing on several European Union (‘EU’) Member States, through personal interviews conducted with police officer representatives, are analysed, after summarising the extent of the problem respectively in what is a fairly diverse selection of countries. In each of the critical areas considered, the corresponding position in the UK is included as a point of reference. Where applicable throughout the study, the focus is refined to look at what is in place in Wales; and, on a more localised level still, the county of Gwent, to reflect the author’s own sphere of experience and interest.

Finally, exploration of remedial measures that have proved to be effective when implemented elsewhere take place before the concluding argument assesses the relative merits of the alternative approaches of the Graduated Driver Licensing (‘GDL’) and Revised Driver Training and Testing systems and the suggested ways forward for the UK.

This examination establishes that the young driver problem in the UK, with its disproportionate level of involvement in road collisions and resulting casualty rate, is mirrored by similar trends across Europe and indeed globally. It observes that, despite consistent experience confirming the effectiveness of GDL systems, there has been little in the way of co-ordinated introduction of such measures by EU Member States. Furthermore, that the European countries that have been the subject of field research in this study have demonstrated a varied and actually rather ad hoc approach to remedial intervention to address the young driver situation.

Nonetheless, aside from the common areas where progress appears to be frustrated, elements of good practice are identified during the comparison to suggest that even countries as generally advanced in road safety terms as the UK could benefit if implemented.

The study concludes that, from the evidence produced, there are clear indications that a determined commitment to surmount the practical difficulties presented by establishing a GDL system in the UK would be likely to be rewarded by significant reductions in crashes involving young drivers, particularly if this was harnessed to improvements to the driver training and testing regime that are already being made.

While strategic deliberation has an obvious role to play in general decision making, and more specifically in hazard perception, Damasio (1994, 2004) has suggested that a complementary emotional learning system also influences behaviour independently from conscious strategic processes. For example, if a situation were to develop that could advance into something threatening or dangerous, a feeling of unpleasantness would be produced in the body (i.e. a gut feeling) and this bodily feeling will be marked against the developing scenario so that the organism will learn that should this scenario begin to be built up again, the body can respond earlier (Damasio, 1996). The process has been labelled the Somatic Marker Hypothesis (SMH) (Damasio, 1994).

The current paper describes two laboratory experiments that were set up to explore whether the principals behind the Somatic Marker Hypothesis can be applied to the realm of driver behaviour. It examined the Skin Conductance Response (SCR) of experienced and inexperienced drivers to three types of still images. These still images were of ‘safe’, ‘hazardous’ and ‘developing hazard’ situations. Subjective judgements of how hazardous the situation appeared to be were also collected.

It is predicted that experienced and inexperienced drivers will not differ in their emotional response to safe and hazardous scenarios.

Anyway got the next invite and pencilled it in to my diary and was impressed when the SE phoned to check if I was going to attend and if there was anything I needed to discuss, I thought good customer service as I remember the call well  it was just before registration for the BTEC Level 4 in coaching for driver development at Newport Pagnell in March. (quick plug).

Anyway I suppose it was this Sunday when I was observing Sue McCormack drive to Scotland so we could deliver you guessed it the BTEC, that I started to think about preparing and then I thought, I already know what I am going to do but wanted to tweak the presentation I was giving. I do though have a number of presentations that I could give and also use them fairly regularly, this always helps, doing what you normally do.

So no preparation Sunday, Monday, Tuesday but on Wednesday I made time to visualise what I was going to do and how I was going to do it. I was also prepared to take control of the situation on the day as well as the examiner guiding the session.

So feeling nervous Thursday morning I take my daughter to school and go to the petrol station to run through my vehicle inspection, I did not want any last minute surprises, cleaned the windows, mirrors and lights and set off for the test centre at Ashford. Feeling apprehensive but knowing how to create a positive state of mind gave me improved confidence and I had to put this one thought to the side which was, I could only stay the same or go backwards (been a grade 6 all categories for last 4 checktests and ORDIT)   I realised this was where some of the pressure was coming from, 4 successive straight six sheets what if I got marked down in one area, I felt that I have improved since the last one over 4 years ago. ADI’s come to me for check test training what if I didnt meet their expectations. I screwed this thought up and chucked it out of the window it was just another one of those performance interfering thoughts we all get and sometimes succumb to. I recognised this and started to think about making it a positive experience for the SE and myself. I parked up in a bay, got my laptop from the boot noticed I was dry mouthed and so had a bottle of water that I quickly necked, straightened my tie  and marched into the test centre, didnt take the lift, wanting to stay healthy. Sat down in the waiting area 10 minutes early and fired up the laptop. I opened up 2 presentations and a short video about fatigue.

The SE then came up behind said good morning Graham and took me completely by surprise and walked in their office. They came out 5 minutes later and I got up and greeted them with a big smile on my face and jokingly asked them if they where feeling nervous about having their driving assessed. We sat down and I asked what was expected of me, even though I thought I knew, again I wanted to be clear and focused on my intended outcomes. I gave them a choice of presentations and they said either, I chose one which I had wrote, I was about 2 minutes in and the SE asked if we could move to another seating area as people had sat down waiting for tests. We moved and I continued with the presentation going into role and treating them as a client, after about 7 slides I told the SE the presentation would last about an hour they said that was fine and we down stairs to do the vehicle inspections, which to be honest was weird because I don’t do fleet in my vehicle it has always been the clients vehicle. I had printed off inspection sheets but suggested we would not have enough time and would they be satisfied with POWDERY (petrol, oil, water and other lubricants, damage, electrics, rubber and you). I related the benefits and asked do you check your vehicle? adding be honest. The answer being no, we had a short discussion about benefits and consequences which I drew out from them. In this circumstance the triggers where money, job security and safety. The SE indicated they where satisfied and we got in the car.

I asked some general questions about where do they normally drive, do they carry any loads, how they feel about their driving. The answers where all roads but using them to get there as quickly as possible, they carry printing equipment and where always rushed. We had a discussion about securing the rear seats with seatbelts and how much time did they think they would save by rushing, they also admitted it was sometimes quite stressful always being in a rush. I knew this conversation would stand me in good stead for later. (listening)

Anyway we set off, no blindspot checks, I don’t usually say too much when assessing and this was agreed before we set off that I would let them drive in their normal style  but we may have conversations about what was happenning, so fault identification was happenning retrospectively during the assessment, where I thought it was needed. Anyway still around the back of the civic centre in Ashford they change into 2nd gear my car idles at 11mph we start to accelerate and a car starts to head straight for us from our nearside out of a car park space, the SE reacted instantly saved the day and swerved around this car. (for those who know me, is someone trying to tell me something nearly two crashes in two days). Then I dont know where the exit is, if they do they decide to play silly buggers and vear left into another car park area, I then decide I will take control and tell them to go into 1st, take their time and we will work out how to get out of the car park, I hate bloody car parks. Faults that are happening no mirrors, missed time signals, speed on approach plus awareness and anticipation.

I decide to talk about the weather well we are British and how being aware of our environment can and should affect our driving, what conclusions would they make about the weather today? and how may that affect their driving? (questions) We make our way out of Ashford and I ask if they have ever been involved in a crash? It turns out two rear end shunts more ammo to be used later. A few more faults thrown in they get far to close in a queue of traffic and then move before the one in front decides to move which sucks the vehicle in behind, we have a discussion about sandwiches and the consequences and how they think the company may think.

Driving me nuts with the use of the gearbox and have to point out that BMW probably know’s  best and that the gear indicator device on the dashboard is a useful aid. They then don’t change up when we move into the forty have a queue behind so offer a little prompt, onto a national speed limit makes good progress and then start talking about the weather, potholes and standing water (well thats a surprise as I nearly killed myself the day before on the motorway when I hit some standing water). Carry the chat on and as I don’t have a spare wheel and it is now a good walk back, if we end up in a pothole and shred the tyre, he self evaluates well and drives accordingly.

We stop outside a pub for a debrief, I asked about their thoughts and feelings about the drive (feedback) and they invited me to give them some more feedback. I have the ability to be able to recall the drive visually in my head if you cant do this take notes as you go. I mentioned the blindspots and asked about the potential dangers they gave me some old bull about how wonderful the mirrors are and I asked if he could describe the entrance over his right shoulder by solely using his mirrors and as I knew he couldnt see it in the mirror because I could, they where able to agree this blindspot, I then ended this session about blindspots as I said I would normally get out on a training session and go through them.

I asked them a question about their use of mirrors and they thought it was quite good, I then asked what was behind them when we got sandwiched and they said they didnt know, I asked why they didnt know and they concluded it was because the mirrors where not used.

By asking what they now wanted to acheive, talking about the reality, we looked for options for how to create the solution to the problems that had arose. These answers where drawn from the SE and they created the solutions but they still had to be put into practice, we agreed to drive off, first junction no mirrors no signal no one behind no problem. We had a short talk about focus and I prompted about mirrors by asking questions immediately gained a positive response and discussed the benefits. At the next junction I asked them to stop it was completely blind to one side, I asked them to open their window and notice the difference, the examiner also added they could hear the birds singing, sometimes we need to bring outside in to remind us of the environment we are driving in. No vehicle noise but literally just after we emerged a car came round the corner, we arrived at the next junction and it is blind to the left, they open the window and say jokingly I could have got you to do that as your doing nothing but with a smile on their face (rapport)

Driving back I encourage the SE to talk about what they are doing and to give me their reasons behind their actions. Get back to the test centre entrance and I know we are going to get a repeat of what happenned earlier (intuition), so ask them about the benefits of using 1st gear in a car park (embedded command) and it goes smoothly and they tell me what they are going to do and where they are going to park.

Recap the session by asking them how they felt about the difference in the first drive to the second, they said they felt much more relaxed and by not rushing they had more thinking time and enjoyed their driving better, I agreed.

Techniques I used where based on five essential coaching skills of gaining rapport, feedback, questions, listening and intuition, if you are interested you may want to consider enrolling on a one day in car coaching course, which tri-coaching deliver on a 3-1 basis at a cost of £165 which entitles you to £100 off our current BTEC price and if you are already enrolled we will give you free entry to our trainers club.

I hope this is of benefit any feedback would be useful.

PS All this especially for Nigel

Core_Competencies

Please feel free to download the attachments, they have worked for many an ADI and PDI in the past.

INSTRUCTIONAL TECHNIQUES and CHARACTERISTICS

EXPLAINED

You should ask your self do I apply the list of instructional techniques and characteristics. Remember you will be marked on each one of these headings.

RECAP AT START

What is the purpose of a recap at the start? It should help you link previous knowledge that the pupil has to the current situation that you are trying to teach. You are trying to discover what knowledge the pupil has.

If as an example you are teaching crossroads, you will want to recap their previous knowledge of junctions.

To do this you will need to ask questions that are open. A common error of PDI’S is that they will say do you know the M.S.M. routine? And of course the answer will be yes. What does this tell you? To help a pupil give an answer you could use a word picture, using a diagram will help to promote interest, hold attention and increase the rate of learning remember the old adage a picture paints a thousand words (communication), the word picture could be for instance you are travelling along this road in the 3^rd gear at 25mph and I say to you I would like you to take the next road on the right, explain to me what you would do? The pupil has to give a description of their actions; you should be prepared to ask further questions depending on their answer. These further questions could be anything from, why do you check your mirrors?  What speed do you think you would turn right at? What will your speed depend on? This may seem long-winded but you will now know what level of understanding that your pupil has and this should help you gauge the level of instruction needed in your briefing.

AIMS/OBJECTIVES

The aim is what you the instructor want to teach on the lesson. The aim of today’s lesson is to teach the procedures and actions at crossroads.

The objectives describes what the learner is expected to be able to do, to demonstrate that learning has taken place.

At the end of the lesson the pupil will demonstrate the M.S.P.S.L. routine at crossroads. The pupil will be able to explain the different positions for turning right at crossroads and when they apply.

The pupil will be able to identify crossroads on approach.

Even though you are unlikely to achieve these objectives in the time allocated you will need them, to help you stay in control of the lesson these should help your focus and aid desired results. In achieving these objectives you may find yourself setting smaller objectives, as often learning is a series of small steps rather than a giant leap. These smaller objectives may result from mistakes that the learner makes, for instance the learner cuts the corner more than once this is a fault that you should be able to identify, it will not be sufficient just to say do not cut the corner as the pupil is likely to repeat the error you will have to stop and explain the consequences of the error and why the error is occurring and then offer a solution to the problem this could be helping the pupil identify the point of turn and correct use of speed on approach and so then repeat what you want the pupil to do ‘next  time you turn right I want you to slow down to 5mph and start to steer as the front of the car reaches the centre of the road, providing it is safe to turn, I will help by prompting you at the correct point of turn or if it is not safe we will stop at the point of turn this will enable you to recognise the correct position’. The next objective will be to steer at the correct point of turn.

Objectives are often behavioural this helps specifically when teaching learners as if we ask them to describe, explain, select, compare, solve, list, demonstrate all these words when used in questions help both you and the learner identify what is expected of them and determine their own progress. The main point of writing objectives is that there is a clear picture of what the intended learning outcome should be.

LEVEL OF INSTRUCTION

The level of instruction should reflect the pupil’s needs. As a simple guide if the pupil continually makes errors the probability is that you are under instructing or you are asking the pupil to do something beyond their present capabilities, there are times when the instructions you give have to be broken down into the smallest detail this often occurs when a new subject is being introduced for the first time, you should have the ability to give a full talk through. Try talking yourself through an exercise (the turn in the road) and doing exactly as you say does this lead to errors?

Observing the pupil will help you establish your level of instruction look at what they are doing well is there a need to instruct, if the pupil is not making any errors and you are jabbering away than you are over instructing.

You will also need to be able to prompt your pupil when necessary this will be down to your ability to observe potential hazards in good time and then observe your pupil’s actions are they responding? Do you need to ask a question that will help the pupil identify the correct course of action or do you need to instruct, the answer is dependant on your ability as an instructor to identify the level of instruction needed to fit your pupils needs.

The final problem with the level of instruction is not solely down to the instructions that you are giving, they could be correct, the problem may arise in the timing of your instructions, are you giving enough time for the pupil to respond. Are the instructions spoken clear and audible? The secret is to get learners to respond to your instructions using their name or changing your tone of voice is a good way of gaining attention. 

PLANNING

It is important that whatever pre set test you are asked to give a lesson on, you should have a plan on how your aims and objectives will be achieved because they will not just happen if you wait to see what happens and allow the examiner to dictate your lesson you will have no control. Having a lesson plan helps you to develop a strategy that will TEACH your pupil. It is useful to have more than one strategy people learn in many different ways. It may be useful for you to research how people learn. As a general guide people learn most through seeing and doing but this does not apply to everyone. You as the instructor are trying to provide an environment where learning can take place. The lesson plan will start with the aims and objectives followed by the recap of any previous learning, using questions you can establish their prior knowledge and then communicate your briefing using resources to help put your message across. Remember the pupil will not only need to know what to do but how to do it.

So you have discovered the pupils previous knowledge stated the aims and objectives and given a briefing using resources (communication) to help your pupil understand what is required and how they are going to do it.

What next? I would like you to drive on when ready will only lead to the examiner regaining control as you wait for something to happen, be proactive. How about having a plan, say the lesson was about crossroads, I would like you to drive on and can you tell me when you identify a crossroad. This gives the pupil something active to be doing as well as keeping the lesson focussed on the subject that you are teaching, it will also enable you to find out if the pupil can identify crossroads, are they looking for road signs and markings do they know how to identify junctions. You should plan some questions that can be asked on the move and at appropriate times, these help to stimulate and encourage learners, also it can help to create confidence especially if they give the correct response. A possible question could be what are you looking for as we approach this crossroad? At this stage of the lesson you must remember what the objectives are, if errors are occurring have you thought about how you will rectify them are your resources still easily to hand do you have pen and paper available to draw a diagram if necessary. Can you rectify the error on the move or will you have to pull over somewhere safe and convenient to put your message across. Do not be scared to ask the examiner to pull over. You may have structured your lesson that in the early stages you would give a full talk through and then in the next stage you want your pupil to practise independently so as they accept responsibility for the control of the car. To do this you will have to ask the pupil to pull over so as you can inform them of the next stage of your lesson and reassuring them that you will help whenever it is needed, the next stage will be trying to prevent errors occurring before they happen, if this is not happening pull over and discuss. So your lesson know has a structure it started with you stating the aims and objectives you then discovered what the pupil knows next you gave them a briefing linking their previous knowledge including how they where going to do the activity, all this was so far theoretical you then moved onto the practical aspect you have told them their first activity and you will talk them through any complex situations you then moved onto allowing them to practise without instruction but still prompting if necessary, the final stage if you get this far is to assess their progress (recap) ask them what they think they have learned, inform them and confirm their improvement, mention what could still be improved upon and then finally congratulate them on their progress reiterate what they have done correctly.

CONTROL OF LESSON

The control of the lesson will stem from your initial meeting, first impressions are important be professional and presentable. Your briefing will set the tone for the whole session, inadequate briefings and the use of ambiguous phrases that can easily be interpreted in more than one way lead to confusion and conflict. Also be aware that complex instructions on the move can prove difficult for the pupil to interpret. Pupils often find it difficult to focus on more than one thing at a time complicated instructions will require you to ask the pupil to pull over and park somewhere safe and convenient so as you can clarify exactly what you mean and then find out if the learner understands your required instruction.

You will need to be assertive where necessary, use discussion to overcome any barriers, the purpose of discussion is to examine a problem so as you can find out information that will lead you to solve the problem when things are not going well, constructive discussion enables you to listen and talk through the problem so as you find a possible solution together.

CONFIDENCE is the key to staying in control of the lesson you are the expert, you have spent a considerable amount of time and money preparing for the part 3 exam do not let your self down by being afraid of giving the wrong answer, stand and fall by your own decisions do not fail and then say I knew I could have done better or I was unsure of the correct information. You have plenty of time now to rehearse your briefings and to practise your instructions, plan your lessons so as you are confident that what ever subject the examiner presents on the day you will be able to give your best. If you do these things you will have the confidence to prove to the examiner that you are a competent instructor and that will enable you to stay in control of the lesson.

COMMUNICATION

If you cannot communicate then it becomes extremely difficult to teach, your job is to help pupils understand what they need to do to reach a standard of competence that will allow them to demonstrate their ability to drive when taking a practical driving test. Communication is a two way process it is not good enough to just talk and instruct, because there is no guarantee that anything you say will be received and retained by the pupil. It is your responsibility to check that the messages you send out are received and understood and translated into the correct responses from the pupil. To do this it is essential that you try to establish a good rapport with the pupil, try to find out if there are any particular reasons why they want to learn to drive, if there is can you use this as a motivational tool, people do not learn unless they want to.

How you communicate is often not obvious as it often consists of a variety of different body language, which often includes smiles, frowns, nods, posture, hand movements, laughter, eye contact and of course language. Facial expression will allow you to detect their level of interest, body posture often indicates attitude towards the instructor.

When you talk as the instructor avoid jargon and technical terms, for example do not presume that your pupil will know what you are talking about if you say explain M.S.P.S.L. also use diagrams as an aid, do not rely on words alone to put your message across. A way of checking that understanding is taking place is to ask the pupil questions so as they put into their own words what they are being asked to do. This can be used particularly on a phase 2 subject because they will have already covered the subject or have some knowledge that can be transferred. To help avoid misunderstanding feedback is required between pupil and instructor, another way of checking if your message has been understood is to observe the learners response.

Before you start your briefing ensure that the learner is paying attention, this can be established by gaining eye contact. Also silence can be a powerful weapon if attention is wandering. Another method of regaining attention is to use their name. Remember there will be times when the attention of the learner is fully focused on the task in hand it can prove difficult to gain attention in these circumstances so a change in tone of voice may also act as a key to regaining attention. Have you ever spoken to someone who is watching a T.V. programme and been completely ignored or they have acknowledged you but then say what did you say. The next sub heading is heavily involved in communication.

Q/A TECHNIQUES

Questions and answers provide a way of confirming the pupil’s knowledge of driving theory, skills, procedures and their current understanding. It can be used to establish prior knowledge (recap) and to help focus attention when introducing or developing their driving skills. Questions can be used to create interest in a subject and allow the instructor to gauge the depth of knowledge that the pupil has. Questions keep the pupil actively involved in the lesson; pupils learn best when they are involved. Pupils should learn to think for themselves and be encouraged to find solutions to problems themselves, the Instructor asking select questions can do this. This method is known as the Socratic method, questions are pre-planned and thought out and included in the lesson plan, they can cover the subject step by step leading the pupil towards finding a solution to a problem. They should be formulated using language that is easily understood. Let pupils think about the question do not answer the question your self unless you really have to, you may find sometimes that rephrasing the question will prompt an answer. Remember to praise correct answers and try to avoid closed questions as the learner has a 50% chance of getting the answer right by just guessing. Avoid irrelevant and trick questions ask questions that your learner has a reasonable chance of answering correctly. Try also to avoid statements that require the learner to fill in the missing part, as this also requires little thought on behalf of the learner. When learners are slow to respond to our questions there becomes an increase in pressure to answer the question your self, do not be tempted to put words in their mouth. By using questions learners tend to remember more than by simply being told, let your learner explain to you how something is done this can prove to be a very successful way of instructing.

Questions that you wish to ask should be open-ended questions, these are questions that often have more than one correct answer, and for example can you tell me what you are looking for when you check your blind spots? Another type is reasoning type questions; can you tell me why it is important to reduce your speed when passing a line of parked vehicles? Also observation type questions, which require the learner to comment upon a demonstration or practise session, what happens if I do not release the brake prior to stopping? Avoid closed questions that require yes/no answers and recall type questions that do not require the learner to have much knowledge about the subject. Encourage your pupil to talk about what they are doing this will help things become as clear as M.U.D., it will aid Memory and Understanding by Doing

FEEDBACK/ENCOURAGEMENT

Feedback and encouragement are continuous; feedback must be given immediately as delay allows the recollection of the incident to fade. Whenever a fault is identified an instructor should give analysis of why the fault occurred and then give remedial advice on how to take positive action to avoid the fault being repeated.

 Feedback should also be encouraged from the pupil themselves this requires you to listen to what the pupil is saying. Using the praise sandwich when recapping can be an effective way of giving feedback; the pupil is more likely to respond to constructive criticism if something good is said first, the criticism is second and then praise to finish so as they end on a high not a low. Be positive at all times, encourage your pupil in their activity, have an enthusiasm for the subject that you are teaching, show the pupil that you want them to do well. Be honest with the pupil tell them when they have done well, explain how they could do something better if they are not succeeding.

INSTRUCTOR USE OF CONTROLS

The instructor use of controls includes all controls not just the dual controls. There are several ways that controls can be used, they may be used in the interest of safety and if a need arises for you to use any of the controls for this reason then you must explain to the pupil as soon as it is safe to do so why you used them. If the pupil is unaware that you have used a control then tell them immediately and explain why. You may also use the controls to prevent the law being broken for example if the pupil is not responding to you and they are entering a yellow box junction and can not proceed through then stop them by using the dual controls and explain why.

You can also use the controls to demonstrate, if you are going to do this then explain what you are going to do before you do it, for example if you are demonstrating correct road position and you grab the steering wheel with out informing the pupil first they may either let go completely or stiffen rigid and fight your steering control.

RECAP AT END

Reflect upon the lesson, identify their level of ability when you started the lesson and inform them of their progress. You can prepare a list of questions that will help you evaluate if any learning has taken place it will also serve to reinforce key points and some difficulties can then be rectified, this will also enable you to plan for next lesson. Use the praise sandwich referred to when giving feedback and encouragement.

ATTITUDE and APPROACH

Attitude and approach is about the characteristics that are needed to be a good instructor. I do not believe that we have all of these personality traits but we should have some of them as it has been suggested that these aspects help to make good instructors. Instructors need to be approachable, learners should not be afraid of asking questions. Knowledge of the subject is key as this promotes confidence not only in your self but also the pupil will be inspired by your confidence. You should have enthusiasm for the subject that is being taught and a will for your pupil to succeed, as well as the ability to motivate, stimulate and maintain interest. You will also need to be honest, conscientious and fair in your judgement of the pupil. You should be organised, resourceful and persistent, but above all have a sense of humour lessons should be fun as well, leave your pupil wanting more but do not be a wise cracking joker be a professional instructor.

1^st 4 Driving Instruction

Graham Hooper

07889 194011

www.1^st-4.org

grahamhooperadi@hotmail.com

Core Competencies

The assessment of the SE ADI is of all faults over the whole lesson and not just individual faults.  For example, some explanations may be correct, some incorrect.  The mark given depends on the balance of correct to incorrect.  A mark should be awarded on the scale from 1 to 6 for each of the two phases of the Part 3/check test.

Fault Identification

This covers the ability of the instructor to clearly identify all the important faults committed by the driver that require correction as part of an effective instructional process.  This ability is expected to cover all aspects of control of the car and procedure on the road at all times.

ü   Consider possible faults that may occur for each exercise and contemplate how you could anticipate these faults occurring. 

ü   Watch the SE ADI/pupil  because you must pay attention to what he is doing.  By watching him you will become accustomed to anticipating what they may do next and if it is wrong be able to correct the potential error before it occurs.  

ü   Compare the SE ADI’s/pupil’s  driving to your own, if you would have started the MSM routine then check that they have started and are acting safely and sensibly on what is happening. 

ü   A real driver’s character has an effect on their reactions to what is going on around them; often their attitude has been set before they arrive for their first lesson.  Remember they have had years of watching other people drive, this could include their friends and relatives.  Some of these attitudes will have been passed on to them; these can be good as well as bad.  Know your driver find out how they view road safety. 

Fault Analysis

This covers the ability, having identified a fault, to accurately assess the cause and offer an analysis as appropriate.  It covers inaccurate, incomplete or omitted fault analysis.

What caused the fault? The driver may have approached a junction to turn left and was travelling too fast.  This could result in entering the junction too wide and coming into conflict with other road users waiting to emerge.  You are aware that the speed of the vehicle was too fast.  The simple answer is to slow down more on approach, but were there other factors to consider?  Such as did the driver identify where the junction was, did they start the MSM routine too late, are they applying the brake correctly, did the clutch go down early, was it downhill?  As you can see there are many possible outcomes.

If you are sure of the cause of the fault then tell the driver immediately.  If it is not too complex you can explain whilst on the move.  Be prepared for the driver to repeat the mistake again, this will enable you to anticipate and not allow the fault to be repeated.  If you need to investigate further then ask the driver to pull over and park at a safe and convenient place.  If this is not possible ask the driver to remember the incident and tell him that you will pull over as soon as it is safe and discuss the incident.  When you discuss it, ask the driver what happened and get their opinion, if they can identify the problem then you are halfway to fixing it. 

Remedial Action

Remedial action relates to offering constructive and appropriate action/advice to remedy a fault/error that has been identified and analysed. 

The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the earliest opportunity.  It is safe to say that if you did not identify the fault you will not reach this stage. 

Correcting the fault can often mean that you have to go back some stages in the learning process.  Imagine that you are emerging from a junction that has a slight uphill gradient and you are encouraging your driver to creep and peep forward, and they either roll backwards or move forward too quickly.

The reasons are numerous, it may be that they cannot use clutch control correctly on a hill, it could well be that they are not confident enough to use clutch control and that they are scared of rolling backwards.

Find somewhere safe and convenient to stop, even if it is downhill you can practice in reverse.

ü   Firstly allow your driver to do a hill start and then stop.

ü   Secondly ask them to creep forward as slowly as they can and then stop.

ü   Thirdly ask them to creep forward and then balance the car still.

Pick a spot, say the beginning of a driveway, and ask them to creep forward and hold the car still using clutch control, repeat this exercise until the driver is confident.  Before moving away explain that the next time they are on an uphill gradient emerging from a junction you will expect them to use this new skill before deciding if the handbrake is necessary.  Reassure them that you will not allow them to roll backwards, remind them that it is your car, tell them it is OK if they do not succeed at first and that the only way they will learn is to keep trying.

If you do not have enough time on that lesson to practice further, make a note to work on it at the next lesson.

A lot of faults can be corrected instantly and should be whenever possible.  Once you have corrected the fault be prepared for the fault to be repeated.  Identify early a situation where the fault could be repeated, it may be that the driver has not checked the interior mirror well before slowing down, look for pedestrian crossings, traffic lights etc ask the driver what they should do before the next hazard and then ask why. Be proactive using the tell, ask, assess routine is a simple remedial technique for an PDI/ADI.

 For tri-coaching this means that in the eyes of edexcel we can claim certificates for our candidates ourselves because of our outstanding report and the fact that having an external verifier means it adds value to our robust qualification. This qualification enable’s approved driving instructors to deliver a client centred approach in line with the Driving Standards Agency reccomendations.

The main extract from the report you can see below:

The visit was well organised with all relevant specifications, assignment briefs and learner work available for sampling.  An opportunity to see the course content delivery was also arranged.  Course delivery showed a range of teaching/learning methods which captured all learner’s attention and kept them fully engaged throughout the session.  All were motivated and keen to query points and answer questions throughout the plenary session.

Content of the course was well structured with a good use of different teaching/learning methods included, ie group activities, group discussions, Q & A  and tutor led sessions.  Relevant points from the learning were captured on flip charts, ‘post its’ and these were displayed within the classroom for photographing by learners at relevant points.

The assignment for the unit was divided into 3 tasks, each focusing on a learning outcome.  The content requirements were also covered.   Indication to the learner evidence required  was clear and templates  were available to assist learners in  fully covering the requirements of the unit.  This clearly gave opportunity for learners to achieve each task.

Evidence was submitted to the assessor by email and detailed interim feedback given.   Summative feedback followed at an appropriate point.  Standardisation/internal verification took place and samples of good/borderline and unusual answers  are regularly shared with the team and discussed.

If you are interested in more information and our next course dates please go to www.tri-coachingpartnership.co.uk or contact myself Graham Hooper Director Tri-coaching Partnership Ltd. Mobile 078 89 19 40 11

And in those moments of fear, worry or
desperation following an unsuccessful venture,
sometimes people turn to the easiest person
available to give advice instead of seeking
the person best qualified.

The thing about advice is that it’s common
for people to want to give advice…for everything
from what should I learn and from who and to starting and improving your own business.

This advice can, of course, be very valuable
when it comes from a credible source who has
truly “been there, done that” because it shows
you how to invest your time and resources to
achieve the best results. And once you do
get the desired results, you will experience greater
success and happiness faster than you may
have thought possible.

However, unsolicited advice is often ignored
because it’s either annoying, you don’t think
you need it or you don’t trust the source.

Ignoring advice–when it’s good–can be
an expensive lesson though.

And not seeking advice and trying to figure
it out on your own can be even more expensive
(and time-consuming.).

Sometimes though, the problem is that we
don’t seek advice simply because we just
don’t know what or who to ask.

If you are looking to become a driving instructor or are already a driving instructor, you can seek free advice here. Contact Graham Hooper and he will do his best to help you succeed.

1 I put my fears to one side and decided to stand or fall as me, previously I had been a 4 because I gave the DSA what I thought they wanted. WRONG!

2 I thought about what I was going to do, and decided which would be best for my client, this includes a straight 6 in role play as well. I treated the SE as a client.

3 I formulated a plan, with a start, middle and end.

4 I visualised this plan in my head

5 I looked at suitable routes and timings

6 I new my stuff

7 I had a great resources including myself

8 I contacted the SE and asked what they where expecting (this was important as they cancelled my first role play as the SE had no experience of Fleet)

9 I practiced even harded with my clients and thought even harder about what worked for them

10 I had a record of past achievements and a plan that I would share with the examiner

Now these may all seem obvious to you and I apologise if they do but these 10 things led me towards getting a 6 now 5 times in 3 different areas. If you would like help then give me a call and I will help you succeed at your check test. There are a myriad of different solutions that could unlock your potential and gain yourself a 6. Trying is the first step, so take action and ring me now 07889194011.

As you know, at Tri-Coaching we are keen to help you to develop your business in 2012. Today I have a great offer and a free gift that will help you to do just that!

The first is a great ‘try before you buy’ offer for the Tri-Coaching BTEC – for just £70 you can attend the first full day of our BTEC programme in Newport Pagnell on March 15th with no obligation to continue – and we will provide a restaurant lunch – free!  This is a great opportunity to learn new skills and network with forward thinking ADI’s.

Our experience from last year is showing that instructors are gaining the confidence to increase prices as a direct result of our course (despite the current economic crisis). If you are working full time (around 35 hours), a £1 lesson rate increase will repay double your BTEC Course fee – a great return on your investment.

As a free gift today I have included a link to an audio seminar about EQ and the ‘Three V’s’ of effective communication.

How aware are you of your own feelings, or of the feelings of others? Developing your ‘EQ’ (Emotional intelligence) skills will help you to build better working relationships with your current and potential customers – this in turn can offer a real boost your business. The best marketing tool you have is the lesson experience you deliver – this helps to drive your referral business, and as you will know, referral business is less price sensitive.
This seminar is included on a web page packed with information about   CPD and how to profit from your learning. The recording will be available for   three weeks at: http://goo.gl/ZJQ3q  No log in required, just click the link (feel free to share this link with your   colleagues) – full link address: http://www.tri-coachingpartnership.co.uk/Articles_free/three_Vs.php

To find out more about our great value ‘try before you buy’ full day, including a free lunch call Graham Hooper: 0788 919 4011 – but act now as this is a limited offer.

If you have any questions about coaching or how to develop your skills, e-mail me: sue@tri-coachingpartnership.co.uk

Also ask us for full information about our one-day in-car courses and £100 discount.

Best wishes

Susan

Sue McCormack

PS. Click this link: http://www.tri-coachingpartnership.co.uk/Articles_free/testimonials_latest.php for 100 testimonials.

In partnership with RoadSafe®, ingenie commissioned a survey of 1,000 motorists and the results highlight a range of issues faced by young drivers.The nationwide survey, conducted by One Poll, revealed that:
• More than 50% of drivers admitted to feeling nervous, scared and
overwhelmed when taking to the road for the first time
• Male drivers aged 17-25 described confidence as their main emotion when
first taking to the road. However, they are more than twice as likely to have
a collision on the road in their first month of driving compared to female
drivers*
• 89% of young drivers take less than the recommended 40 hours of driving
lessons
• Young drivers change their driving style depending on their passengers –
driving less safely with friends but more cautiously with parents
35% of young drivers admitted to having had a collision in their first year of driving,
suggesting that they are often ill-equipped with the skills they need to drive safely.

Dr Lisa Dorn, leading psychologist and reader in Driver Behaviour at Cranfield
University, said the results were alarming but not surprising.

“Young people are passing their tests with fewer than 40 hours of in-car
tuition with a registered instructor. They therefore have a poorer standard of
driver education than is recommended, and this produces a feeling of nervousness
and a higher chance of a collision, as recognised by the ingenie survey.”.

“We know that the brain’s frontal lobe is not fully developed until the age of 25,
meaning young drivers already take to the road before they’re ideally equipped.
Continuing lessons with your instructor after you have passed your test, in particular night time driving and motorway skills, would make young drivers better prepared.” ingenie fits telematics devices into their customers’ cars to assess individual driving styles.

CEO Richard King said “It’s clear from our research findings that many young drivers speed through their theory and practical tests and get straight out on to the road without the essential skills necessary to give them onfidence to drive alone.
“Many believe that the main benefit of telematics insurance is to reduce car insurance premiums, but the greatest opportunity is to use the technology to assess a driver’s style, provide helpful feedback to improve their driving and therefore build a community of better drivers.”