Bye bye 2020

 

As we all take a collective huge sigh as 2020 leaves us, I just wanted to close by saying stay safe and stay happy.  I gather that more Covid tests and also vaccination jabs are the order of the day as we enter 2021.  Let's hope that things eventually get better even if it may mean more disruption with driving training and driving/theory tests for the first few months.

If you are monitoring this blog with an interest in joining the BIG TOM Franchise, then what an opportunity these forced breaks provide!  It may not be ideal in terms of the fact that we are off the road, but this is a superb time to reflect on your driving school and how you run your business.  The BIG TOM Franchise offers so many benefits; decreased exposure to Covid, no cancellations, increased pupil retention, advanced payments with no compromise on earnings potential.  But of course, the sooner you get in touch, the sooner we can introduce you to the systems we have in place that surprise and delight our customers.

It's been a tough year, but there is so much opportunity for BIG TOM Franchisees in 2021 - it is a fantastic opportunity to get much smarter about how you go about your business and start taking control of outcomes.

Stay safe everyone.

Customers who want more

 

Some driving instructors might struggle to retain pupils and it is easy to shrug off these customers and move on to the next.  With the BIG TOM Franchise, customers are either purchasing a 20 or 40-hour course, and that kind of loyalty must be fully respected.  It means the customer recognises the value that the franchise offers and understandably expects to receive the same.  

For customers who need it, they are offered the option of purchasing "bolt-on" sessions subsequent to their course; a very clear indication that they are pleased with the service being provided and happy to purchase more.  Why would this happen?  It can be for a variety of reasons.  Perhaps the pupil struggles with a particular aspect of driving and needs some more practice to increase confidence or competence.  Levels of aptitude vary between pupils and some just need a bit more practice.  It makes a great deal of sense for a pupil to continue with the same instructor and driving school car; changing these while learning to drive can be very distracting for some.

Safety is the number one priority of BIG TOM Driving School which is why we don't engage in these utterly pointless statistics that can be seen by other providers.  The key performance measure for us is the satisfaction level of the customer.  Happy customers who are confident and able is the goal.  Thrusting customers into driving tests when they are ill-prepared is not what we are about.

Running an efficient driving school

 

A common cause of stress for driving instructors centres around efficiency.  Most of us by nature like to be smart about the way we organise our lives.  Unfortunately, it is far too often the case that instructors find their plans being ruined simply due to circumstances beyond their control.  Late cancellations, long gaps between lessons, a lesson tagged on the end of a long day; all of these unwelcome aspects of daily work cause stress, fatigue and anxiety - hardly the ingredients that make for a pleasant work environment.

The BIG TOM Franchise is centred around making work more manageable and enjoyable.  It means that franchisees have the power to organise their schedule to be more efficient.  Why work with four pupils for an hour a time, with thirty minutes between each pupil, when it is far better to work with one pupil for four hours?  Less travel time, less possibility of cancellations, less exposure to Covid.

A BIG TOM Franchisee can book up twenty hours of driving training for just one pupil in a week.  That's just the one pupil to concentrate on and really get to know how they tick so that the training can be adapted to their needs.  The great thing is that there is no compromise on earning potential - none whatsoever.  The business support that a BIG TOM Franchisee receives means that there is no need for desperately long days working for £25/hour.  Our experience and knowledge enable you to build your business setting the terms on pricing, working hours and coverage to suit your circumstances.  We can plug any gaps in knowledge or business know-how to help you establish a driving school to be proud of, that pays bills and keeps you satisfied.

Administrative support

 

Driving instructors love their job; they enjoy all the benefits of working outside but without getting cold. More often than not, they have a deep desire to help others. They recognise the importance of their work and see that they add value to their local community.  

What they don't necessarily like is the other aspect of running a successful driving school; let's look in this blog at what some of them are, and how the BIG TOM Franchise helps.

Marketing effort - driving instructors can be great at facilitating learning but not always so good at telling others about the value they provide. The BIG TOM Franchise takes this pressure away from franchisees because it has tried and tested techniques to create your very own 'shop window'.

Technology - websites, SEO, blogs, social media, emails... the list goes on and on. The beauty of having the support of a centralised admin is activities that involve technology are done without our franchisees even knowing. 

Continued learning - franchisees are informed of new things that arise — things like GDPR, safeguarding, presenting at school safety talks, revised driving standards and DVSA procedures.

Pupil retention - some instructors struggle to retain pupils. The Franchise includes this very important topic in the induction training. 

Competition - there may be an abundance of work now, but it doesn't necessarily always remain that way. BIG TOM has the experience of trading in a variety of economic phases and can help you to stand out from the crowd.

All training is provided either online or in-person and reinforced in the BIG TOM Training Manual.  

Willing and able to help

 

The mark of an instructor is what happens when a pupil is struggling.  In any profession, someone can "look good" when all is well, but it is when there are challenging circumstances in our day to day work that the more skilled are still able to achieve good results.  In our Franchise induction training, we dedicate a day of in-car practical training on this subject.  

A pupil may struggle to make progress when learning to drive for a variety of reasons.  As such, it is a skilled instructor who can identify a loss or decline in learning, and create a constructive dialogue with pupils to achieve goals.  Often this will come down to the 'lens' in which the pupil perceives things; so having an instructor who only deals with his or her own perceptions is really not much help.  In addition to that, it is one thing identifying an obstacle to learning, quite another to remove it.

But this is one of the areas where the BIG TOM Franchise really does help to support franchisees.  A successful driving school business relies on creating satisfied customers, and BIG TOM Driving School prides itself on being able to work with pupils who have a range of needs. So if you can demonstrate some of the skills that particularly help pupils who are struggling, then you are the kind of instructor that we are looking for.

How would you like to be treated on driving lessons?

 

I attended a webinar last week hosted by the DIA with guests from the ICO.  There were many interesting topics that cropped up specific to our work as driving instructors such as use of video recording devices inside and outside the car and handling of personal data of pupils.

What I found particularly interesting was the response that the ICO gave when a question was asked about the lawfulness of taking the temperature of pupils prior to a driving lesson.  After lockdown 1, I fully subscribed to the DIA Covid "Toolbox" and implemented a strategy using their guidance as a template.  The kinds of things that I did was keeping rear windows open, health screening questions prior to training, wearing facemasks, no heating air con, hourly disinfecting of the controls, no exchanging of items inside the car, storage of personal items in a clean plastic bag in the boot and yes, taking the temperature of pupils by using a contactless thermometer, regular deep clean of the car.  

Every single customer complied.  After a while, I started hearing about students in classrooms who were sitting shivering at their desk because the windows in schools also had to be open.  I also developed over a period of about a week of driving with windows partially open, a really stiff neck that was creating a great deal of pain because as an instructor we need to be turning our head around a lot in a training session, not relying on pupils observations.  My wearing a scarf to try and protect my neck had no effect as the damage had been done - I was in agony and hardly able to turn my head without triggering really sharp pain.  There were a few evenings when I found myself providing training, and I looked at my pupils who were doing their best at driving when the temperature in the car was actually very cold.  This all started to play on my mind.

I had prepared a set of 11 questions to ask pupils prior to training.  I used to send this off to them by email, the day before training and ask them if there were any differences to the answers that they initially provided.  It included things like the family circumstances at home regarding infection, shielding or isolation or test & trace.  It asked about travel in higher risk areas in the UK or abroad.  So when a customer had provided those answers initially, I would print it off and add it to the pupil record.  I have strict processes in place regarding storage and retention of personal data as I have been registered with the ICO for many years.

But something wasn't quite sitting comfortably with me.  I aired my concerns on a Facebook group for driving instructors.  No-one, not one single person publicly supported my reservations about what we were doing.  But I considered it too much.  I thought it wasn't a dignified way to treat another person.  The personal information being asked represented disclosing of medical facts which did not sit well with me, and on a more basic level, I didn't consider it proportionate to forcibly take someone's temperature - I'm a driving instructor, not a nurse!  I say that because that is what was being enforced here; it may be indirect, but the implication is that IN ORDER for a customer to get a driving lesson, they must allow me to take their temperature.  

So back to the ICO webinar, it was of no surprise to me that when asked about this very question of taking temperature, the reply did confirm that it was disproportionate and therefore illegal.  The host interviewer was naturally rather taken aback by this reply because it directly flew in the face of what the DIA had advised its 10,000+ members across the UK.  But even with some attempted justification by the host, the ICO were very clear, that there are less intrusive ways of vetting someone's health that does not involve the need for taking of temperature - it was a disproportionate action and illegal.

What can we all gain from this?  My stance on these things is to consider how I would personally like to be treated if I were the one looking for driving training.  If you are either a trainee instructor or already DVSA registered, I think this is not a bad idea to keep in mind while you offer your service.  Granted, I am referring in this blog to the disproportionate actions of requesting sensitive medical data and taking of temperature, but honestly, it is just as applicable to the way we conduct our work on a daily basis.   Last night I did a few hundred "ADI" theory questions online and included were the 'instructional techniques' questions.  It does no harm at all reminding ourselves about the core principles of instructional technique because it serves as a reminder about how we should be interacting with pupils in an effective manner that maintains dignity, respect and decency.

Revitalise your driving school in 2021

 

The BIG TOM Franchise will particularly appeal to ADI's who have established their driving school, love their work, but don't particularly enjoy the "business" side of things.  It can help driving schools across the UK with all of the essentials that are needed for a successful business.  It provides the opportunity of all the advantages of an established brand with reliable systems but without the fixed monthly fee.  

Right now, we are enjoying a market full of demand.  But any business person who has been around a while will know that market conditions can change.  With the BIG TOM Franchise, you only contribute to the franchise when you are working - there isn't a flat fee that has to be paid regardless of demand.  This is a significant improvement in the business model offered by other national driving school franchises because it means you stay in control of the finances and minimise your risks.

That's why you see in the strapline - less risk, more control.

If you aren't quite achieving the growth that you hoped for in your driving school financial returns, give us a call.  You lose nothing in understanding precisely how we can help to create a successful driving school.

Not a clue what he means

If you are new to driving training, here is a very helpful blog to inform you of some of the turdimology, [oops!], terminology that is commonly heard in the industry.  The following is just a few, but it might help you on your way!

Clutch control - one of the earlier practical skills we encourage our beginners to practice for smoothness as the gears engage.  By slowly raising or lowering the clutch pedal, it pulls or pushes the clutch plates apart - this affects whether the vehicle begins to move.  There is a 'biting point' range that it is good for a pupil to experiment with by very small adjustments with the clutch pedal.  [TOP TIP - the thickness of their shoe sole can make this hard work]

Limit point - A tricky one to describe in words alone but in essence it is technique used to judge the sharpness of a bend in the road.  This is useful to have in the armoury as the sharper the bend, the slower the approach (and lower the gear).  For maximum stability of the vehicle, we want pupils to have done braking and gear changes BEFORE entering the bend.

Safe space - This is attempting to develop a safety margin of space between the vehicle being driven and anything else.  It applies to the front, back and sides of the vehicle.  A good notion to get in the mind of our pupil early on, as it helps to keep everyone safe.

Defensive driving - A big subject in itself.  This is all about reducing danger/risk by heightening our pupil's awareness of what is happening around them or in the not too distant future.  It's a fundamental mindset of safe driving because it incorporates many different (invisible) skills such as awareness, control of emotions and the vehicle, planning, anticipating.  This is an interesting subject because it raises many topics that could otherwise be overlooked as it goes into far more detail than just physically driving.

Full lock - the full extent of steering that can be applied to the steering wheel.  It doesn't do any harm showing pupils how much steering actually affects the front wheels in either direction.

Less vision, less speed - instructors probably mumble this one in their sleep.  It sounds so obvious, but should be expanded upon initially, as it is a vital concept for maintaining long-term safe driving.  This is an example of when an instructor can say something to a pupil, but if it is not properly understood, simply repeating the phrase adds very little benefit to the learning.

Blindspot - there are many of these for a driver when in the driver's seat.  With engine off, get out the vehicle, walk around, bend down, just hide in various places and demonstrate to the pupil in the driver's seat, just how little they can see!

You me me you - a little ditty that some pupils will find very useful to remind them which way to turn the steering wheel on a reverse parallel park

Progressive braking - a good braking technique with many benefits. It describes the intensity of braking at three stages of normal braking.

Q & A November 2020

 

Here is a list of some of the more common questions that we are receiving.  We are always very happy to answer any questions that prospective BIG TOM franchisees may have, but you might just find that someone has asked it already and the answer is below!

TERRITORY - AUTO vs MANUAL

The aim is for us to ensure that there is coverage for auto and manuals across the territories as they won't conflict with each other.  Clearly, there are always going to be more prime locations than others, and we are expecting there to be more demand for hotspot territory as we roll into 2021.  It will naturally be available on a first come, first served basis.

PROJECTED TURNOVER - FORECASTING 

We have many years experience of providing these courses across many towns and cities.  The Franchisor will be in a position to give prospective franchisees full support in projecting turnover, in a realistic and ethical manner.  It is in no-ones interest to be making over-inflated projections in the first year of trading.

KNOW HOW

This is one of the most common questions asked from prospective franchisees who are not currently driving instructors.  It is a valid concern because no-one would want to feel ill-equipped to maintain standards of the Franchisor's established brand.  The induction training that is provided is thorough and provided without any pressure and backed up with reference materials so that you don't feel that you are cramming everything in at one time.  Be assured that your Franchisor will be delivering first class support from the beginning and it will continue as you progress in building your business. We would stress from the outset that it is best NOT to expect the working methodology to be comparable with driving instructors who provide standard 'pay as you go' driving training.  There are high standards of training and that will inevitably involve professional, personalised training with our franchisees; this shouldn't be perceived as any kind of threat, it is simply the way in which BIG TOM creates working relationships with franchisees and customers.  The results of the training methods are superb!

DRIVING SCHOOL CAR

This old chestnut always crops up.  You are able to use an existing vehicle you have, subject to certain conditions which the Franchisor can expand on for those who need to know.  There is perhaps a surprisingly large amount of freedom on this topic and all vehicle branding is done at the cost of the Franchisor.  That said, if you are wanting guidance on any aspect of selecting a suitable vehicle, you only need to ask.

COMMITMENT

The BIG TOM Franchise Agreement specifies a limited initial contract period as it gives franchisees the opportunity to get settled in.  The recruitment process does however look for applications that demonstrate a keen interest in long-term development of their business with us.

COVID

It is quite understandable why this subject comes up in our conversations.  The Franchisor takes the responsibility of safety for franchisees and pupils seriously.  The BIG TOM Covid-19 Driving Training Strategy has proved effective to date but be assured that there is no complacency and our business model by its very nature involves you being exposed to LESS pupils per day than most other driving training schools in the industry.

A very exciting year ahead

 If you were to take a look at our > customer reviews < you might be wondering what is it that they do, for customers to be that happy with the service?  Surely, all they actually do is driving lessons?  No, we do much, much more than that.

The truth of the matter is that it has taken many years and a great deal of hard work to get to where we are today.  Much of our success can be attributed to our customer feedback processes where we have proven how important it is to keep on chipping away, making minor improvements to the processes.  It has created a Business Model that gets results and makes happy customers.  The goal is to keep going with that hard work, by continuing to make incremental improvements. We are ensuring the service provided remains sharp and focussed for tomorrow's customer.

Rest assured, that when you join us and start your business working within the BIG TOM Driving School Franchise, you are protected within the same environment of continuous improvement.  We develop your skills by allowing you access to the BIG TOM Driving Success Programme ©   It is our attention to detail in ensuring franchisees provide the best standard of learning experience that will drive us forward to more success in 2021.  It is a very exciting time, full of opportunity.  And you can be part of that success story next year. 

Mental health in the workplace

 

In this blog, I want to touch on how important it is as a driving instructor to appreciate how pressure affects pupils and us.  The reason I include this as standard in BIG TOM driving instructor training is that it is a "silent killer" that occurs in the background, often out of the consciousness of pupil or instructor.  But first, let me explain why this even crops up.

One thing to remember when you are learning to drive (I think I can still just about remember) is what an opportunity it represents.  The freedom it offers, it gives independence, a sense of pride, maturity, and it opens up avenues in employment, further education, social standing, lifestyle choices that otherwise would not be present.  As such, when we as driving instructors work with our pupils, we very often appreciate just how big a deal it is for the pupil to get a full driving licence.  We can see that they know it, and we can sense, even without being reminded, that the pupil is driven, enthused by this incredible opportunity that has entered their life.  Who on earth would want to extinguish hope in the mind of another person?  There is this unspoken force of selflessness that intertwines into our psyche as a driving instructor.  We quite naturally want to do everything that is in our power, to assist our pupil in achieving their goal.  

So it is in that climate that I speak of pressure in this blog.  It is an invisible power that can influence outcomes in training; I particularly refer in my training to the negative influences it can create.  The conflict of maintaining standards while appreciating timescale goals would be one such example.  If you are new to this blog, having never worked with people in a training capacity, I would suggest that it is quite unbelievable how pupils AND instructors can get completely mind blocked to the point of helpless seizure due to the invisible influence of pressure.  

This topic is vital for new BIG TOM instructors to recognise.  Incorporated in our systems of work are what I refer to as "pressure valves" that are designed to detect and release this most unhelpful obstacle to learning.  This is beneficial to pupils and instructors alike.  BIG TOM values paying attention to managing mental health while at work.

Assessments for driving instructors

 

We like to keep communication clear at BIG TOM.  Pupils need clear in-car verbals and digital resources and so do franchisees.  There have been updates to the assessment procedures which I'd like to expand on in this blog.  I'm attempting to do two things in this blog; firstly, given that my audience is mainly people who are considering a career change to become a driving instructor, I will raise their awareness of the different types of assessments for driving instructors in training and when qualified.  But also, while I'm on the subject, I will include the Covid-19 amendments to the DVSA Standard Operating Procedure.  Readers should always be mindful that this information is correct as at the time of writing.  Anyone coming on board with the franchise will have the latest documentation in their training manual.  The sources used for the information contained here are The Driving Instructor's Handbook, GOV.UK and National Associations Strategic Partnership.

Once the DVSA accepts the driving instructor application (£300) a PDI (trainee) can book up the Part 1 Theory test and hazard perception (£81).  This test is in two parts and in total lasts 1hr 30mins.  Firstly, the 100 multiple choice questions, 25 questions in four categories:

road procedure

traffic signs and signals, car control, pedestrians and mechanical knowledge

driving test, disabilities and the law

publications and instruction techniques

Trainees use the same test centres doing their theory test as learners.  At the time of writing, all test centres are closed due to lockdown 2.0  The overall pass mark is 85%, and you must achieve at least 80% in each of the above 'bands'.

On completion of that part, you can have a 3-minute break before starting the second part, which is the hazard perception test using video clips.  There are 14 video clips, 13 of which have a developing hazard shown which you have to click on the mouse to show you have recognised the escalation in risk.  One clip has two developing hazards.  The timing of the mouse clicks is critical as there is a pre-set window of scoring which is fixed; clicking prior or after that window results in no points.  

Passing this hazard perception requires a score 57+ out of a possible 75 (each scoring window ranges from 1-5 dependent on precisely when you click).  You will notice it is possible to score zero on some of the clips and still pass the test.

The Part 2 test is assessing driving ability.  It can be booked only when Part 1 is passed.  It normally lasts about an hour and costs £111.  There has been no formal notification at the time of writing about the length of this assessment being reduced.  It comprises of the following:

an eyesight check (26.5 metres)

3 "tell me" questions before setting off, and 2 "show me" questions while driving (unsuccessfully dealing with all 5 results in a fail)

general driving (possibly with emergency stop included)

2 of the following reversing manoeuvres - parallel park, reversing into a bay and driving out, driving into a bay and reversing out, pulling up on the right with a short reverse and then rejoining traffic.

independent drive for 20 minutes either following signs or using sat nav

It is possible to take this test in your own car (saloon, hatchback or estate - but not convertible), but you are welcome to use the BIG TOM driving school car.  If you have a manual driving licence, you can take this test in an automatic and when passed still teach manual and auto.  

These used to start at fixed times pre-covid, but now there is more flexibility, and they still start/end at the driving test centre.  There are a list of covid precautions that need to be adhered to and you will be specifically advised on these as part of your training with BIG TOM.  To pass the test you must commit no 'serious' or 'dangerous' driving faults (the same criteria as the learner test), and no more than 6 driving faults (a group of the same fault can become a 'serious').  Training for this assessment does not necessarily involve several hours of in-car training.  Be wary of organisations who INSIST on a pre-fixed number of in-car hours. Depending on experience and aptitude, it is possible to make effective use of remote learning with BIG TOM and private practice using technology to assist.

If you fail this test three times, then you must wait for the two year period of passing your part 1 to elapse before you re-apply to retake Part 1 test.

This leaves the third and final qualifying assessment, instructional ability.  This is a rather misleading title in and of itself, because ultimately, what is being assessed is how you demonstrate that you are able to help someone learn in an effective way.  If you've been reading my recent blogs on the subject of learning, you will be aware that the rapport and working relationship that is developed between instructor and pupil is key to effective learning outcomes.  Therefore there is this rather artificial notion that an independent examiner can step into your driving school car at any given time and witness all the hard work that has gone on previously to create a successful working relationship.  You can have worked hard in previous training sessions in order to get where you are, and then, an examiner wants to see you artificially evidencing those same competencies.  It is a great shame because in order to satisfy that criterion, it inevitably involves eroding some of the trust that has been created in the working relationship.  

Having passed the Part 2 test, you have a choice ahead of you.  You could immediately train with us here at BIG TOM, where you will definitely be prepared with the above in mind, which will also pass this Part 3 test.  Or, if you prefer, you can apply for a trainee licence (£140), where you can get to practice more for a maximum of six months with the assistance of a sponsoring ADI.  Prior to applying, you must have had 40+ hours training with an ADI previously.  There are a couple of ways in which this can be conducted depending if you are utilising real pupils or incorporating remote learning which I can go through with you should you like the idea of this trainee licence.

This test can be conducted in your own car, like the Part 2 test.  It used to last about an hour, but the Covid conditions have reduced that to 45 minutes to limit exposure.  The examiner now contacts the PDI prior to the day of the test for the timing and location of pick up to be agreed.  

You used to be able to use pupils at any stage of learning, from beginner to qualified.  Covid conditions stipulate now that beginners should not be used, the lesson should be a 'moving' lesson (for increased ventilation), with no long pauses at the side of the road with dialogue.  Even the goals and risk management that is talked through at the start should be no more than 3 minutes long (there is nothing to stop you from chatting through this prior to the test).  Likewise, the period at the end for the pupil to reflect on the session should be no more than 3 minutes.  So, there is no option any longer to do a manoeuvres lesson, for example, where there is little movement of the car (ventilation).

The assessment criteria for the Part 3 test is an interesting mix of criteria broadly spread over three headings (see the attached image).  As your session progresses, the examiner is looking for evidence of the competencies listed - the degree they are covered affects the column on the right.  There is a pass/fail grade and suffice to say that as with this type of assessment, there are plenty of people who are very keen for you to part with your money so they can impart their pearls of wisdom as to the art of maximising scores. What fuels the fear is the appallingly low pass rate of this test that consistently stands at 30-40% nationally.   We have all observed over this year just how powerful and influential it is to generate fear in human behaviour.  It is a strong emotion to conjure up, and a great deal of money is spent in the industry stoking up the scaremongering.  It is very regrettable because it sets entirely the wrong notion of what meaningful learning is to newly qualifying driving instructors.  If you will allow me to demonstrate to you, fear does not need to come into the proceedings.  As we've seen with Covid, fear affects how people think, act and perceive things, and it is no different with this assessment.  If your training is solely skewed towards worrying about grades then for sure, you can expect to get unpredictable behaviour, just like we have all seen recently in how people and even organisations are acting in fear.

At BIG TOM, in the same vein as the blogs preceding this one, if you interact with your pupil in a professional, courteous manner where you pay attention to creating value, then you will pass this test without the need for rote learning where instructors behave artificially for the assessment.  Remember that if you train to pass a test only, then you are highly likely to discard any of the content of the training once the objective has been achieved.  

There is a whole range of Covid conditions that now have to be complied with, and I will happily go through with you these details at the time.

When you pass this test, you can apply for your ADI (green) badge (£300) and start earning.

Periodically, there is an assessment of instructors called a Standards Check.  It is conducted in a similar way to the above for the Part 3, the scoring sheet is given below.

  

  

Taking control of your diary

I'm being asked to explain how it works from a timing point of view, and I'm guessing that might be on other people's mind too so here is some guidance.  The ultimate answer is that you, the franchisee are in control of how many courses you run and the timing of them.  But let me give the above example just as a sample.  

You'll see that in the month of December you might choose to run three BIG TOM intensive courses.  There is a weekend course for Amy running 10am - 2pm, and two x weekday courses: a daytime morning one for Sue (that's nice because it gives you the afternoon and evenings all to yourself), and lastly an afternoon/evening one for John running 4-8pm.  You will have been paid £700 for each course, three weeks prior to the start of them, so in this case, in November.

So in the month of December, you are off more days than you are working.  You are only working with three different customers all month (limits the risk to Covid exposure).  When you are working it fits perfectly in line with your own commitments.  Even when you take into account the taking of driving tests (at 2 hours per test), this means that the total hours worked is 66 = £31.82/hr. Remember, you don't have to pay for test fees or even book them, that is all done for you by BIG TOM Admin. And look at all the days off you have around Christmas!

There is no need to work weekends if you don't want to.  You might work three courses in a month, perhaps more, maybe less.  You are managing outcomes here; less risk, more control. 

Why we do what we do

 

There are three components of BIG TOM driving training that are key performance indicators: safety, enjoyment and positivity.  It is the presence of these elements in our methodology that makes the training matter.

The first thing to appreciate is that our pupils do not necessarily recognise all three. However, you would like to think that they could immediately tell you whether a session was enjoyable.

If you are considering a career change and like the idea of being a BIG TOM driving instructor, then perhaps the issue of safety is paramount in your mind.  It does need to be; you have a large portion of the responsibility for maintaining safety throughout training sessions.  As our pupils develop, they are more able to own some of that responsibility, but for sure, if a driving instructor has a history of accidents while training, they simply aren't keeping things safe for their customers (or anyone!).

It might surprise you, but pupils do not necessarily appreciate a near miss, it is one of our responsibilities to help them to recognise increased risk and possible consequences.  This skill is demonstrably lacking on our roads where full licence holders behave in a manner that proves they have little self-evaluation.  In BIG TOM driving training, trainee instructors are shown how to develop this vital skill.

The second key ingredient of BIG TOM driving training is how enjoyable the session is.  We must take care of this one as a pupil may have a delightful time driving in blissful ignorance of how safe they are or indeed if they are actually learning anything.  Our role is one of facilitating learning as opposed to providing an opportunity to entertain.  How a pupil engages with our training is complex and emotional, while we want our pupil to enjoy the training, it must have meaning (which I will come on to in a minute).  But in my experience, the pupils that we need to think of when considering enjoyment levels are the ones who might be overwhelmed, confused or frantically trying with little reward for their efforts.  The reason why I emphasise the point is that an instructor may well be keeping training safe, they may also be contributing to learning, but in the process, our poor pupil is really suffering; and that could be downright cruel if we don't identify it is happening.  There are effective techniques to incorporate into driving training that will help you appreciate the enjoyment levels of our pupils.  We must all remember that with deep learning, come moments of frustration.  Our goal here at BIG TOM is to look beyond the assessment criteria of the driving test, and deep learning is effortful.  It is easy to superficially teach pupils in order to pass driving tests, but that is not our objective in this driving school. 

Lastly, I mention the need for positivity.  When customers pay for our service, they expect an experience that is long-lasting.  When instructors train pupils to pass the driving test, is it really any wonder that once that goal is achieved, the content of the training is no longer retained in mind?  It stands to reason that if you set up your programme with that limited objective, the extent of your input is likewise constrained.  So our training must have a long-lasting, positive effect on our pupils; it must have relevance.  We should not confuse the casual or calm air of the training environment with this aspect of relevance.  Remember that our job is to create effective learning, and that will inevitably result in encouraging pupils to dig deep; this kind of learning is effortful.  That very point is the first sentence that our customers read in one of our key resources.  It is for this precise reason that I find little favour with addressing the DVSA Standards Check criteria by rote.  This superficial learning is not adequate - yes, it will pass your test with an A grade, but that will be entirely meaningless because your training lacks relevance.  One of the main advantages of joining this franchise is that you can rest assured that we truly understand the difference between these approaches to learning.  This is why we remain successful despite the recent threats to the business and economy from Brexit and Covid.  Our customers understand what we provide for them, and now, having read this blog, so do you.

To summarise, the experience that our customers have with BIG TOM matters.  Keeping training safe, enjoyable and positive is not some theoretically fanciful notion; it is the bedrock of our training.  And because we are all human with our flaws and strengths, when you look at the image above, the circles will be skewed accordingly.  What I am attempting to ensure, though, is a balance.  BIG TOM driving instructors need to be able to perform with all three factors in mind.  I perfectly understand and accept that it would be unreasonable to expect any instructor, myself included, to have the perfect equal proportions of all of them, but it is important to recognise that it is our duty to serve our pupil rather than our pupil serve our expectations.

    

Effectively using feedback

 

The topic of "feedback" is a very interesting component of the BIG TOM driving instructor training. It occurs by a variety of methods, should be two way (between pupil and instructor) and must be accurate and timely.

There is nothing more frustrating for pupils than being provided delayed feedback. Likewise, knowing how our pupils feel is also important to know in a timely manner so we can manage risk.  

Let's say that you feel there is a need to use the dual controls for a particular event in the session. Your pupil needs to know:

1.  You have used the dual controls (they may not actually realise)
2. Why you felt it was necessary (what you prevented from occurring)
3.  How is it best to proceed to prevent a re-occurrence (reflection is a powerful learning tool)

At BIG TOM we have systems in place to deal with managing 'safety critical incidents'. When you come on board, you are taught about these processes that have served us well and are proven to be effective.

The reason why this is important is that it impacts on your ability to manage risk. Risk factors increase & sometimes decrease within seconds in a driving training session, and in the early days, our responsibility is to keep things safe while this crucial skill is developed in our pupils. The balance of that responsibility eventually transfers increasingly over to our pupils.

We can go through typical scenarios with you either in-car or if you prefer online, remotely. This topic is a good example of how it is possible to train without the need for expensive 'in-car' sessions. We will cover interesting points relating to:

effective communication

timely intervention (verbal and physical)

developing self-evaluation in our pupils

anticipating risk

how feelings affect behaviours

analysing the rules of the road

double-checking for understanding

reviewing goals

By developing your instructional ability in this way, we are modelling how it is best to address issues with our pupils. This methodology is not likely to come across as a personal attack; there is no need for raised voices. We show our pupils that it is possible to learn by mistakes and we are keeping the learning environment calm and constructive. We are helping to provide context to situations, without such help, some pupils might be confused, frustrated or unaware of the risk.

 

You have needs too

 

No doubt you will have noticed the bias in the way BIG TOM trains people and how it puts the pupil very much at the centre of the process.   But all of us have needs, as Maslow neatly describes.  It would be short-sighted to expect all instructors to be able to accommodate all of their pupils' needs when they might sense being lost or isolated in their own personal lives.  Driving instruction is a uniquely lonely working environment.  Sat in a vehicle all week, having little interaction with others apart from our pupils is for sure going to wear anyone down after a time.  

Being part of the BIG TOM franchise means that you are not alone.  There will be plenty of time to meet in a relaxed environment and invest in some conversations outside of our pupil's mindset.  

It might be tempting to overlook this point.  Naturally, most of us don't like to consider our needs for social interaction outside the job.  But having an opportunity to de-stress, vent any frustration or even just talk about something entirely unrelated to driving can be a very welcome release.

The rapport that we develop with our pupils is a crucial part of our work.  It is a fine balance between being personal enough for our pupil to sense trust and honesty (otherwise they are very unlikely to describe their emotions while training), but it must stay within tight boundaries of professionalism and decency. 

Take a group of 12-15 driving instructors and put them in a room.  Have them do some training for a day, in each others company.  There you will witness diversity; people think, behave and interact in a variety of ways.  The only reason why it might not be quite so apparent to instructors on any given day is that most of us train on a 1:1 basis.  But a person's beliefs and feelings aren't diluted because we work 1:1—quite the contrary.  In a group environment such as these CPD days I refer to, I know I have certainly refrained from giving my thoughts because I'm in that group dynamic; I imagine many would concur.  When we work individually with pupils, there is a superb opportunity to tap into how they really feel.  It is a deeply regrettable fact that many instructors are not seizing this wonderful opportunity to create a very effective working relationship that can help mould long-term driving behaviours.

I don't pretend this is easy.  I've been doing this a while now, and we get invested in these working relationships.  It won't always be sweetness and light, because all of us are complex souls, and some of the barriers to learning run pretty deep within us.  But it is massively rewarding.  Driving tests come and go, but the need for the safety of our pupil when driving on their own lasts forever.

The pupil knows best

When I reflect on the mindset I had when I was training to be a driving instructor, I realise now, just how much I didn't know about learning.  The temptation is to think that it's just a case of relaying information so that the pupil complies.  With time, the pupil must start to pick up patterns; that was genuinely how I felt.  Undoubtedly, there is a grain of truth in that; but it does limit the learning.

The reason why my school is unashamedly an advocate of pupil-centred learning (see video 2) is that the driving training industry knows that having a learning environment that promotes learning is in the best interests of the pupil.  The pupil discovers far more about the subject than if they are repeatedly force-fed driving instructions.  Instructors can spoon-feed instructions for passing a driving test very easily, but the smart instructor takes a different approach.

Imagine that when an instructor is working with a pupil in the driving school car, there is a meter running.  The meter is displayed on the roof for all the public to see.   It is measuring the amount of learning going on inside the car.  Sometimes the meter is whizzing around in the positive, happy days; that pupil is getting value for money.  Other times, the meter is only slowly turning; perhaps our pupil doesn't want to be doing what they are working on, perhaps there are too many distractions.  Alternatively, perhaps the instructor is talking too much (over-instructing), and the poor pupil is very frustrated.  Maybe, the meter is turning the wrong way as our pupil is overwhelmed with practising in the wrong location; they aren't learning, they are barely surviving.

Now you have that in your mind, take a look at that meter.  Take a look at the instructor and take a look at the pupil.  Who inside that car has an idea of what that meter is doing above their heads?  It's the pupil; the pupil has an excellent idea of how much they are learning.  The more that the instructor can gain an insight into their mind while training, the better.  There may be a sound reason why that meter is turning slowly to do with the personal circumstances the pupil is feeling, perhaps entirely unrelated to the topic of driving.  

Instructor-led training can pass driving tests, but it doesn't prepare pupils for life after the test.  It ignores how willing or able the pupil is to continue learning post-test.  These pupils are also not used to analysing what is happening or why; they haven't needed to, because their instructor did it for them.  

Instead, when you come on board with the BIG TOM franchise, you'll learn how important it is to pay attention to the working relationship with your pupils.  A great deal of communication can occur without a word being spoken, and that meter above will be whizzing around for all to see.

The problem is, of course; there is no meter.  The public doesn't get to see the rate of learning.  Lazy instruction goes undetected, and yet it still manages to pass driving tests.  Do you see the dilemma?  

At BIG TOM, we don't trouble ourselves with meaningless instructor grades from the DVSA that can have absolutely no connection to how an instructor works with pupils.  What we concern ourselves with is the value our service provides.  I want my instructors to know what that meter is doing on the roof - not think they know, actually know.  And if it isn't turning around, I like the BIG TOM instructor to understand why.  

This blog is an example of the type of training you can reasonably expect to receive when you train to be a driving instructor with BIG TOM.  I'm not interested in fake "Grade A" virtue signalling, but I'm passionate about high-quality tuition and that includes paying attention to the rate and depth of learning.

Feel free to chat with me about joining my franchise, no obligation, just clear, concise communication.  Be brave and call now on 0749 836 4211

How we can help our pupils deal with pressure

 

A key skill of a BIG TOM driving instructor is to be able to appreciate the pressures that pupils sometimes suffer.  How could I know?  Asking is undoubtedly an idea, although we must be mindful how that may trigger an emotional response.  Perhaps explaining in more general terms that pressures come to pupils in different forms is a more diplomatic way of doing things.  If I were to say "Do you feel like you are under pressure learning to drive?", that manner of straight-talking might appeal to some but not others.  Some pupils may not quite know how to relate to that question - let's face it, sometimes all of us are under pressure and yet we hardly would know it.

If I pay attention to the detail, I could pick up clues.  The demeanour of my pupil.  Can I see any signs in body language, facial expression, a movement that would tend to suggest anxiety or stress?  

Some pupils may look tired, be yawning, frequently arrive late and look harried.  

And we should pay attention to the mood of our pupil.  When people are under pressure, it might affect their social skills, for example.  They may show signs of wanting to "cut to the chase".  They have little time for explanation or learning in-depth, the timescale pressures they feel mean they get into your car with a bunch of issues that they want to address - all at once.   

In your training with us, we would explore this important topic.  

This is necessary because the thoughts and feelings of our pupils will affect their driving behaviours.  Investing the time to explore any pressures that a pupil feels can be time very well spent as it can be an obstacle to learning.

The good news is that we have systems and resources in place that help you as an instructor to facilitate these kinds of discussions.  I cannot emphasise enough to you how important it is to be armed with practical tools and techniques while you go through our day to day work.  It is the difference between fighting a battle with appropriate armoury and munitions, or not.  That may sound rather dramatic, but I do mean it.  

It is this level of support that is needed to deliver better training, and with BIG TOM, that comes with your franchise.

And finally...

 

One of the things that I would say to anyone considering coming on board is to come into it with an open mind.  Try not to get too bogged down with preconceived ideas of how easy or hard the job is.  

The fact is that all of us have our strengths and weaknesses that we discover (or not) in our day to day lives at home and work.  So if you got in touch with me about becoming a BIG TOM driving instructor, have no fears about me judging you in any way.  I would no more judge you as I would a customer of ours.  It's an essential point because it sets up the basis of our working relationship (see video 2).  

I have deliberately left this blog running for many years; I'm in no doubt that my weaknesses will be exposed for all to see.  But the reason why I leave them in plain view for all is that I don't pretend to be flawless.   

Fundamentally, this driving school of mine is all about helping customers to achieve their goal as opposed to finding reasons why they can't.  It is sporadic for a pupil not to have a formative learning experience with us; but one thing a pupil definitely does not need is to have the seed of doubt planted in their mind.  Learning to drive is a complex process for some, we are dealing with human emotions here, and no driving instructor of mine should forget that point.  And as such, it should be no surprise that I feel precisely the same way with you as a trainee driving instructor.  You will be supported, guided, encouraged, challenged and given every bit of help that can be given to facilitate you achieving your goal.

  Of that, you have my word.   

[This is the last blog in this mini-series.  Any questions?  Email: recruit@BIGTOM.org.uk  Tel: 0749 836 4211   Twitter: @driving_big  Facebook: bigtomfranchise]

Video 3 What's in it for you?

 

Ideal learning conditions

 

Intensive courses offer the opportunity to the pupil to turn things around quicker than the normal pay as you go (payg) driving lessons.  That's not to say that with this quicker method, corners are cut; not here at BIG TOM.  A common myth of intensive courses is that pupils are dropped into this funnel of a fixed time programme, regardless of any of the factors I talked about in Video 2 Know your Customer.  What you hear is that these pupils go to test when they haven't been appropriately trained, not so at BIG TOM.  Our customers are given the choice of either 20 or 40-hour intensive driving courses, depending on the circumstances of the customer.  But even when that is being arranged, it is made very clear that if a customer is not ready to go to test after that time, then they will be provided with accurate feedback to methodically work on.  That further work does not have to be with BIG TOM, but often is, and is paid for separately.  So, the myth that pupils are presented to test when they are really not ready doesn't wash with BIG TOM.

Of course, if pupils (or their parents) don't agree with our feedback, then they are free to take a test in a private car or perhaps ask for the opinion of another instructor.  So, disregard any comments you may hear of intensive courses being in some way reckless - not so here at BIG TOM.  

The DVSA tell us that the average time pupils take to pass a driving test is 7 months.  So what our intensive courses provide is the opportunity to reduce that period of time.  But the crucial thing is, not all pupils will appreciate learning on an accelerated learning programme.  Some will like slowly, lots of reflection between sessions, and it happens when it happens.  And that is of course, perfectly understandable.  But it must also be said that some pupils love faster progress.   What isn't ideal is when you have a pupil who naturally likes one method which is training in the other.  I have to say though, having spoken at length to people about this subject prior to them choosing their method, people can still make the wrong choice (in both situations).  A phenomenal number of customers on our intensive courses are sick to death of payg driving lessons; they come to us desperate for an alternative.  With payg lessons, I tend to think of it as plodding along on a long walk rather than a run.  Some people would prefer a walk to a run, but many wouldn't.  

The advantage of long breaks in between for reflection is valid but the interval can also lead to loss of momentum and even forgetting key learning.  Having provided both, I can also say with certainty that there are far more cancellations with payg than there are with intensive courses.  

So you see it is complex.  All I can say having provided both types of training for roughly 12 years now, is that it is quite incredible what can be achieved on an accelerated learning programme.  I think payg lessons will come to a conclusion at some point, and the question is whether the pupil has the patience to hold out.  But honestly, it is so rewarding to see how you have assisted someone when it is turned around faster.  Talk about job satisfaction!  

The average age of a BIG TOM customer will be in the mid to late twenties.  They might have started lessons at 17, but for many possible reasons, it stopped.  Or, what is quite common, they just haven't got around to it, but right now, they really need to get their licence.  So BIG TOM customers tend to be very focussed, motivated, they engage in our resources because they know it helps to get results.

In conclusion, my intention isn't to try and persuade my reader that one way is better than the other.  It is just to say that ideally, we want to be working with a pupil who suits that style, and as an instructor, give some serious thought as to how you would prefer to work.