Wednesday 30 November 2011

The PDI Part 3 Test


PDI Part 3 Test


One of the key differences with this test is that it has aspects to it that you have no control of whatsoever.  For instance:

                How will the SE play the role-play; nervous, arrogant, timid, uncertain

                Where will the SE direct you to go – what area will the test be in

                Which PST are you going to get

                How will other road users affect your test


The obvious similarities with the Learner test are that you have no idea where the examiner will take you, and anything COULD crop up, with regards to other road users – an ambulance on blue lights, an accident in front of you, roadworks, a cyclist creeping up on you when you are doing a manoeuvre, a reckless driver etc.  So it stands to reason that for a learner, the more opportunity they can give themselves to experience all these factors, the better – the more prepared they will be.  I go further than this, as my training incorporates experiences that will never crop up on the Learner test but WILL crop up after the Learner test.

And the same holds true for PDI training.  Get yourself as much experience of ‘instructing’ in as many different driving conditions and areas as you can.... variety is good.  You aren’t going to get your part 3 test in the dark for example, but you sure will be teaching learners in the dark.

Getting yourself prepared in every PST should be a given.  My standard training packages for PDI’s goes beyond the PST requirements.  For example, there is no PST on bay parking or teaching the reading of bends on rural roads, but you sure will need to offer that to your Learners.....true?

But for me, the big unknown in the above list is actually to do with the SE.  Firstly, it should be appreciated that they have a big task ahead of them; they have to role-play a learner of a certain character, whilst driving a car they are unfamiliar with, in a manner that portrays the character but within the framework of the guidelines of the test (DSA publication ‘ADI 1’ refers).  Whilst doing all that, they have to accurately respond to the instruction (or lack of) from the PDI, and ALSO accurately assess, measure the performance of the PDI.  I think you will agree, this is a big ask of anyone.  They are only human.  And like all of us, they get better at their job, with experience.  I personally believe there should be an official observer of the test from the DSA, whose job it is to grade the performance.  But that’s not really the point of this blog. 

The message I would like to get across is that it is essential that the PDI gets mentally prepared for the SE to role-play in a pretty extreme manner if given the opportunity.  The test is only about an hour long, so they have to squeeze in as many opportunities as they can to see you demonstrate how able you are to ‘instruct’.  As such, the Part 3 does NOT reflect reality.  In that hour, will be a condensed version of how Learners act.  Literally from the very start of the test, the SE will go into role and from that moment on, it is ‘game on’ so to speak.  Also, if you ‘deal’ with any driving faults using the DSA system, then that Learner they are role-playing will improve far quicker than a normal Learner will, and that particular driving fault wont re-surface, which again is not reality. 

But it is what it is.  It’s the same for everyone.  The above goes some way to explaining why the pass rate for the Part 3 is as low as it is.  From a trainers point of view though, what I CAN do though, is accurately replicate this scenario.  I will equip a PDI with the tools to be a driving instructor in years to come, but I will also prepare them mentally for the actual test.  PDI’s don’t fail the test because they cannot instruct, they fail the test because they are not properly prepared for the test.        

Tuesday 29 November 2011

Learner Course Reflections - monitoring (words)

So this progress sheet (below blog) was emailed to my learner today.  Just to confirm, this is a learner that has never driven before at all.  She has no experience of scooters, motor bikes, not even ridden a bike as an adult. 

She has had an introductory lesson, and lesson 1 which was moving off.

Previously, I have mentioned this progress record sheet.  I have explained to her that either she can 'own' it or not.  Everything listed on it is what I would like my own boys to learn if they were learning to drive.  It only deals with the physical skills of driving though (commentary driving aside).

Aspects to do with attitudes and responsibilities and more of the important 'mind' considerations have already begun to be drip fed into the course, and will continue to be. 

It seems obvious to me that as trainers we need to be very clear of what our 'advised' syllabus is.  Not everyone will embrace my approach, and I suppose those people will go elsewhere.  But all I can say with certainty is that I explain and provide direction on the 'ideal' approach to learning to drive right from the word go.  I believe this is one of the reasons why people who learn to drive with me, who have never driven before, pass the test with ease.  I can say that with confidence, as, from experience, those people have an over 90% chance of passing the test FIRST TIME with me. 

For sure, I get learners from other instructors and some who do not embrace this approach, but the vast majority of my work, STARTS with a really comprehensive explanation of my approach, normally to a parent of the learner. 

I really, really do see benefits from this approach.  If you care to look at my testimonials on my website, you will see evidence of this.... both from learners and PDI's.  In general terms, the more you allow someone who is learning to control how they learn, then good things result.  The only 'downside' of this approach is that it does rely on really good communications between the trainer and learner.  I cannot emphasise this enough.  It is essential that the relationship between trainer and learner is trustful, honest and open.  Because if it is, then you will have a genuine 2-way interaction.  No longer is it ...... the trainer imparting knowledge and wisdom on the learner, instead it is both parties genuinely learning and developing together.  Not everyone will appreciate this approach, I accept that.  I am more than happy to revert to the more traditional approach if that is what my customer desires. 

For all I know, my learner who is the subject of this blog may decide that she wants me to dictate what we do, when, where, how often and how.  Who knows, that may be the case.  But as has already been shown in the intro and lesson 1 blogs, this is a 'fluid' situation, and I am a firm believer in being 'alive' to that fact, and adapting accordingly. 

The point is, as trainers, we should provide choices, we give a range of tools, and our clients can pick and choose them to suit.  In other words, I ADAPT to the customer, the customer does not ADAPT to me. 

On the subject of self-evaluation, my learner has now been offered video recording of the training sessions for her to view at her leisure, she has been offered the 'recommended syllabus' for her to grade how she is progressing with, she has been directed to specific videos on my site that assist her in knowing what the actual test standard is, so she can compare her ability to it.  I have started giving her printed graphics/text/visuals for recapping what we have done so far, and I will email her after a couple more lessons so she has direct feedback from me of her progress to date.  This all takes time and effort, but in my opinion it cannot be stressed enough, how important it is for someone to know how they are doing, either independently or by someone else. 

She will already know from the 3.5hrs I have had with her, that making mistakes is no bad thing in my book.  She will be building up trust in me, that stalling, or inaccurate steering, or harsh braking is all ok, is all good, as it will be in a safe environment.  That way, she can effectively learn from that experience.  And a variety of experience is what it's all about.  (In a safe environment) I want her to sense that feeling of uneasiness, that feeling of loss of control, or frustration, anger even.  I need her to see right from the early days, that this is half a ton of machinery that demands respect and attention. 

I welcome any feedback or comments from anyone....... wishing you well.

Learner Course Reflections - Monitoring

                DRIVER NAME:
Date of lesson
                                                                 1 = INTRODUCED    2 = UNDER FULL INSTRUCTION    3 = PROMPTED    4 = SELDOM PROMPTED    5 = INDEPENDENT
COCKPIT CHECKS
SAFETY CHECKS
CONTROLS & INSTRUMENTS
MOVING AWAY & STOPPING
SAFE POSITIONING
MIRRORS - VISION & USE
SIGNALS
ANTICIPATION & PLANNING
USE OF SPEED
Commentary Drive
> meeting traffic
> crossing traffic
> overtaking
JUNCTIONS///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
>  approach to turn left
> approach to turn right
>emerge to right
> emerge to left
STEERING
PEDESTRIAN CROSSINGS
DUAL CARRIAGEWAYS
TURNING THE VEHICLE AROUND
REVERSING///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
> straight reverse
> left reverse
> right reverse
> parking in a bay
> parallel parking
EMERGENCY STOP
MED & LARGE ROUNDABOUTS
MINI ROUNDABOUTS
Independent drive
BLOCK CHANGING
CROSS-ROADS
RURAL DRIVE (day & night)
SHOW & TELL
MOCK TEST
REFUELLING
MULTI-STOREY CAR PARKS
Enjoyed session? 0 - 10
Met objectives?  0 - 10