I don't know what I don't know

In this blog from Tom Ingram (Owner of BIG TOM Driving School) encourages PDI’s to pay attention to how their learner driver learns.

On a cold, wet evening I find myself scrolling through the latest comments on my driving video channel.  This is how the most recent currently look:

You, sir, are a philosopher :-)

And [sic] important point that isn't made often enough. Thank you!

really great info tom thanks

Great video! Really helpful. ThanksTom ! More Peterborough videos please. !

I really wish you were my instructor Tom. Speaking so much sense. Thanks for the great tips.

As flattering as this kind of feedback is (and by the way, not one of these comments is being made by a BIG TOM customer), it pays to think for a minute or two about what is happening.

“Learning” needs to be meaningful to the learner.  Clearly, the content on the videos relating to the comments above is meaningful enough to their authors that it stirred them to take the trouble to post their gratitude.  I can recall numerous occasions where I have digested some form of educational content online and been so appreciative to the provider for giving me that “lightbulb” moment, that I too, took a couple of minutes out to thank them.  Providing unconditional valued content is a trait of true humankind friendship offered in the hope of being able to assist. 

But it is delivered with no idea of how appropriate it will be for the particular receiver who is digesting it.  When I post up a driving video I don’t know beforehand who will be watching it, I have no prior connection to the viewer.  It pleases me that my content is being appreciated by some, but don’t be fooled, there will be many who struggle to find a connection with it.  This is a point that really does need to be remembered when we are providing 1:1 driving training to our pupils.  Just because something makes clear, logical, practical, moral sense to you, does not in itself mean that your pupil feels the same way..... not at all.  If you are talking “at” your pupil, expressing your views upon them and they are not reciprocating and engaging with you, it is because they are not connecting with what you are saying.  No amount of repeating, expanding and “making clearer” your point(s) is going to change that fact, your pupil is not in harmony with what you are saying.  It is your responsibility to change, not your pupils.

One way that I deal with this issue, is to share the responsibility of the learning process with my pupil.  When I talk with my pupil, I let them tell me what is on their mind for the session they are about to do.  They may be tired, they may actually be exhausted, perhaps they are on edge about something in their life, they may be feeling particularly isolated, vulnerable, confused.

Set a goal that is realistic, appropriate (think risk), able to be measured and INTERESTING.  Ask your pupil what are the different ways that this goal can be achieved, they may need a nudge to think of you as a resource, as well as how they can literally perform the task.  Give them the freedom to consider their strengths and weaknesses when choosing the option.  Invite them to visualise how they are going to achieve this goal.  At some point, mention about managing risk…. it is important that they understand the importance and responsibility of ensuring safety is maintained.  Let them experiment.  No criticism, no judgement, no telling off.  Be prepared to assist, maintaining safety is paramount.  Other failings are good, they will help learning, but safety really does not have to be compromised to aid learning.  Ask them to consider the consequences of their previous decision making *this is a vital step*. Invite them to assess how well they have performed the goal.  Have mistakes been made, why, and what caused them?  Making mistakes is not a problem, but not learning from them IS a problem.  Lastly, and it doesn’t necessarily need to be immediately, encourage them to reflect on the experience.

As logical as the above might appear, humans don’t operate on logic, they operate on emotion. 

Not all learner drivers know how to learn and not all will like the above or share your passion for a structured approach to assisting them to learn.   A teacher who is very proficient in academic learning as demonstrated by the degree qualification they have attained, is not necessarily proficient in progressing learning in an individual that does not share their learning style preference.  Driving instructors have a much shorter timescale to engage with their pupils, and this undoubtedly presents obstacles for establishing effective relationships built on respect with some pupils.

I mention in my ebook about the concept of “unconditional positive regard” for a pupil.  Driving instructors will have a variety of barriers to developing effective working relationships with pupils, but if there is one thing that a PDI could remember as you enter the profession it is to not allow your pre-conceived expectations to affect how you interact with your pupils.  We sometimes need to dig really deep to help our pupils who do not know what they do not know….. but it is a fabulous opportunity for us to learn about “learning”. 

Tom Ingram provides PDI training on a PAYG basis   0775 607 1464 

Time for a little perspective

In this blog Tom Ingram (Owner of BIG TOM Driving School) assists PDI’s in putting the job of driving training into perspective.

I have two sons and they attend different secondary schools in my home town.  Both schools are in the business of developing the mind, body and soul of our youngsters, igniting passions and nurturing their wellbeing.  The approach each takes to sickness of pupils could not be more contrasting.  It does beg the question why that would be the case?  Recently I have received communication from each school where one is advising parents to keep ill children at home and the other is encouraging ill children to go to school.  How can there be such a contrast in the running of two schools who both have the same goals?

The reason why I raise this issue is due to the parallels that occur in the driving training industry.  Parents could quite justifiably look at the way driving schools are conducting their day to day business, see contrasting “messages” and wonder why there is such a difference. 

One possible reason that I would like to propose is related to the culture of the organisation.  As a PDI, depending on your background, the exposure you have had to considering the culture of organisations may vary quite considerably.  Without wanting to trivialise (because wise people write books on this subject), ultimately the culture within an organisation affects how it ‘breathes’, it affects every single cog of the machinery, no matter the size of the cog, and it affects outcomes.  Whatever the “end product” of the organisation is….. the culture of the organisation will affect it.  The culture will affect the psyche of the individuals within it – if an individual finds themselves at odds with the culture, they inevitably leave for one reason or another, because they are unwilling to behave in the manner in which the culture encourages.

Due to the fact that I am referring to decision making, it stands to reason that I am suggesting it touches the working life of every single person in the organisation.  Culture has no regard for payscales and responsibilities.  Once you qualify as an ADI, depending on the path you take, there is every possibility that the very subject I am raising here will be truly on your shoulders.  Businesses live and die due to their culture.  Customers make purchasing decisions based on the culture of an organisation (whether that is conscious or not).

There are obstacles that crop up that create tension for the culture of an organisation.  The source of these conflicts can be internally or externally generated.  (Without wanting to demean the effort of hard working professionals I rather suspect that in one of my sons schools, the issue regarding sickness of pupils is internally generated).  But the message I want to raise in this blog is that it is vitally important to recognise the perspective in which we as professional driving trainers are working within.  Our “end product” is not edible or pleasing to the eye or a certificate with a grade on it, our “end product” has a strong desire to drive on public roads with all the potential dangers that presents.

That is a responsibility that you need to come to terms with if you want to sleep well at night.

If you are still reading this blog, then I take my hat off to you, as it is hardly an attractive subject for an aspiring PDI.  And my last piece of advice for you for staying the course is to offer you some light.  Whilst that is a responsibility, you need to be assured that you are not alone.  The reason why my blogs for PDI’s often refer to the DVSA Driving Standard is because that organisation is the “compass” that keeps us all on track. 

Tom Ingram provides training for PDI’s on a PAYG basis  0775 607 1464

Different types of learners

In this blog Tom Ingram (from BIG TOM Driving School) talks about the need to identify what type of learner you are dealing with, and why that is important.

Some learner drivers will get key concepts of road safety the first time you introduce them; they will be able to transfer those concepts into different scenarios, at different locations, and they have an ability to consider the situations from differing perspectives, appreciating how consequences affect others differently.  The amount of natural ability differs between learners, as does their willingness to take ownership for the learning process.  I have discovered over the years, the most challenging of pupils are those who have lesser natural ability, less appreciation of the need to take responsibility for the learning process, and have highly inflated expectations of what they can achieve.  Take care not to mis-interpret my message there though.  As I say in my ebook, I have found the most rewarding of experiences is with the more challenging pupils.  But this issue relating to lack of self-awareness of ability is potentially a killer.

The trap that all PDI’s should be aware of is mis-reading the understanding of a pupil based on their behaviour that gives an impression of competence and ability but actually is brought about by familiarity only. 

For example, let’s look at a tricky right emerge from a minor road onto a dual carraigeway (like the one in the image above).

Whilst that junction layout may not be particularly common in any given training area, undoubtedly they exist; I have examples of this scenario in a few of the areas that my driving school operates in.  But they are not in abundance and seldom crop up in driving tests.  As such, it highlights the necessity to train for everyday driving as opposed to passing driving tests. 

A pupil has to identify what they are dealing with, the options to deal with it, the risks associated with it and then the actual doing.   But ultimately, we want our pupils to be able to do all the above actions independently.  So the challenge for us as instructors is to be able to see that the pupil is able to apply this skillset in any location, crucially NOT just where they have repeatedly practised it.  If you just go back to the same location, the pupil learns through repetition only… they are not learning the key skills of identification or options and risks associated.  The risk that poses from a learning process point of view is that a pupil would not be able to perceive this kind of junction elsewhere in the UK.  They may not appreciate what they need to do because they didn’t spot vital clues on the approach. 

Look what DES (Driving the Essential Skills) tells us that has to be done on these junctions when turning right:

You need to cross the first carriageway before you can join the carriageway you want.

·        Assess whether the central reservation is deep enough to protect the full length of the vehicle

·        If the central reservation is deep, cross the first carriageway when it’s safe and then wait for a gap in the traffic on the second carriageway

·        If the central reservation can’t contain the length of your vehicle, you mustn’t begin to cross until the dual carriageway is clear in both directions.

·        Don’t emerge unless you’re sure you won’t cause traffic on the major road to alter speed or course.  This is particularly important if you’re driving a longer vehicle, or towing a caravan or trailer.

Consider for a moment how this could go in driving sessions with a pupil.  The pupil has been introduced to one of these junctions.  It was agreed that full talk through would be given so that the pupil can be made aware of the necessary considerations of how to negotiate the hazard safely.  It goes well.  A review suggests that the pupil was comfortable with the experience.  It is agreed to try the same junction again (the next nearest junction like this is over an hour drive away).  The pupil attempts it again, this time with some prompts from you.  A review again shows that the pupil is happy.  The pupils record is updated accordingly.   On another day/time, whilst in the vicinity of the junction, you hold a de-brief with the pupil about the previous experience of it.  The pupil is happy to set the goal of driving across the junction independently and in order to ensure safety is not compromised, it is decided that the pupil is going to talk through their considerations and plan of action PRIOR to actually doing it.  In the review afterwards, the pupil is happy with the outcome.  The pupils record is updated to show that it has been achieved independently.

Many driving hours later, while on a pre-planned route which includes this junction, the pupil then negotiates this junction again, turning right, and does it efficiently, safely with no undue effects on other road users.  The pupil record is updated.

Is this pupil able to negotiate this junction independently because they are applying all the required skills of identification, risk assessment, options, driving actions and judgement for the subject of turning right on to dual carraigeways or is it because they are repeating what they have previously done and merely dealing with the “familiar”?  The reason why this is a significant question bears a few points:

·        The pupil may or may not get this junction on their test, as such, the training (above) is the only training that the pupil receives on how to turn right on dual carriageways before getting their full driving licence

·        The ability of any given pupil to transfer the skillset for dealing with this scenario anywhere else will differ between pupils

·        Repeating driving actions on familiar road junctions does not in itself mean that the pupil will be capable of performing the required actions on similar unfamiliar road junctions.

How many times does a driving action need to be performed on the same location before it becomes “familiar”?  Some pupils will be able to identify junctions they have done previously, others not so well.  What length of time needs to elapse before the ‘learning’ gained at a particular familiar junction begins to fade?  In effect what I am asking is “How well has our pupil learnt the key skillset to deal with this kind of junction in familiar and unfamiliar locations?”  You wont know the answer to that question until you plan in driving those junctions into the learning programme.  This is fundamentally why it is so incredibly dangerous to only coach pupils to pass driving tests by repeatedly driving on test routes.  It is also why Unit 6.3.3 is essential to us as professionals.  “Transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it”.  If a learner cares not how well they learn turning right on to a dual carriageway, they don’t have the desire, time, patience, money or even see the need to practise it on familiar and unfamiliar junctions then there is a problem with who is owning responsibility for the learning process.  If pupils are not paying attention to the frequency, duration or effectiveness of driving training sessions and that affects their ability to develop skillsets to handle situations like the one described in this blog, then ultimately the buck stops with us.  Someone at some point has to be responsible for outcomes, and if that means there is a need for some pretty plain speaking, then speak on….. because fail to address this issue and you are doing no more than feeding the liability that newly qualified drivers present post-test.  Not only is the safety of driving examiners, the pupil and anyone who happens to be nearby put at risk on a driving test, but post-test it may even include the nearest and dearest of the pupil who are passengers at the time.

Tom Ingram provides PAYG training for PDI’s – 0775 607 1464

Smart Learning

In this blog Tom Ingram (Owner of BIG TOM Driving School) expands on the subject raised in his new ebook about customer expectations.  This is an important aspect for any PDI to be aware of as it potentially impacts on customer satisfaction.

Anyone born around 1984 is termed as a "Millennial" and are significant for their approach to expectations.  However, concerns are being raised in the workplace about the unrealistic expectations of this current young adult generation regarding terms of employment and aspirations.  It is a difficult issue because as Simon Sinek raises in this informative video, the root cause for this situation is being laid at the door of the parents.

It is a contentious subject and seemingly fuelled by the apparent unwillingness by many to even contemplate the prospect of being blameworthy or criticised in any manner (google the term "Snowflake Generation" for more on that one).

Why am I mentioning this here in this blog?  Well, in my experience of dealing with young adults, I would have to agree that there certainly is often an unrealistic expectation regarding the earning of a full driving licence.  Young adults can often come in to learning to drive with an inability to either learn, or manage the obstacles of learning.  Why that is the case will undoubtedly be complex.  I rather suspect it will have much to do with home life and schooling.  What this means to us driving instructors is that often we will have a pupil sat next to us with an unhelpful combination of high expectations and low ability to learn.

I do emphasise (as I do in my ebook), the fault of this situation is not with the pupil, the fault most certainly is with the causes that create this attitude.  But it is real, it is out there, there is no benefit to any PDI in not mentioning this subject through fear of causing ill feeling to the reader.

I personally find that very clear, thorough communication of expectations of how the training is conducted is time well spent.  Unit 6.3.1 of our Driving Standard is very helpful in this regard.  Fail to deal with this issue and you potentially have a ticking time bomb due to unrealistic expectations and failure to take responsibility for personalised, effective learning.

Taking the amateurish option of simply telling a pupil how to drive so as to bypass this problem, and you further exacerbate this problem, not to mention work outside of the DVSA Driving Standard. 

Tom Ingram provides PDI training on a PAYG basis 0775 607 1464

Pile 'em up an' shoot 'em down

In this blog, Tom Ingram from BIG TOM Driving School discusses the issue of accountability in the driving training industry.

At some point, driving instructors do have to take some responsibility for outcomes.  Rhys who qualified a couple of days ago had the following choice for insuring his VW Polo 1.2L ‘07’ plate:  install the black box telematics and pay £1200 per year, or pay £4000 per year.  As professionals in the training of drivers we should collectively hold our heads in shame.  No matter what the root cause, seeing as he can only get his car insurance to £100/month by having his driving behaviour constantly monitored is a sad state of affairs.

When I pulled up to a different driving test centre the next day with a pupil taking their test, in front of us was a franchised driving school car with “10 lessons for £99” displayed all over it.  To be paid as professionals, we really do have to act like professionals.  When I pointed it out to my pupil he said “Well I guess it’s the only way they can get them in”; referring to the method the driving school was using to attract custom.  Pile ‘em up an’ shoot ‘em down.

To gain the respect of customers so that they are willing to pay a professional driving instructor a decent wage for a decent service will require a step change in behaviour from franchise owners.  But it has to be said that if franchise owners with these business models did not attract franchisees they would HAVE to change.

One of the big problems in the training of PDI’s is the lack of connection to the DVSA Standard.  Training of PDI’s all too often resorts to training to pass the Part 2 and Part 3 tests, and unfortunately, that has proven to be wholly inadequate for the newly qualified ADI.  The result?  All the emphasis is then on how to survive the DVSA Standards Check.  It becomes a continuous cycle of training for survival.  There is this notion that if an ADI spends £300 for a couple of days training in passing the Standards Check, bags the “A” grade, then that means they are top notch, all singing and dancing, the best of the best.  This deceit has been embroiled in the driving training industry for years and years.  It does not serve the ADI or their pupils.  Training providers for established ADI’s have a thankless task on their hands trying to teach old dogs new tricks, and this situation all stems from the limitations of the initial training of PDI’s because it is centred around dealing with negative outcomes of driving behaviour i.e. driving faults.

There is good reason to look to the future with optimism with the proposed changes in assessment of PDI’s.  But my over-riding message for anyone coming into this industry is aim high; get yourself well versed in the Driving Standard, you WILL pass the qualifying tests.   If you want to be treated like a professional once you qualify, immerse yourself in the circlesof people in the industry who act like professionals.  You really don’t need to be providing your service for £9, £12, £16 per hour.  It is demeaning to you and to your industry.

Tom Ingram provides PAYG training for PDI’s 0775 607 1464

This is not a test, I repeat, not a test

Tom Ingram (Owner of BIG TOM Driving School) discusses how learning in order to pass tests restricts learning.

It sounds odd, but we are in a time where the motivation of improving test results is actually limiting the learning process.  We are in a culture which is test grade oriented from the very start.  When students in secondary schools are not engaged with the teacher, they are placed in detentions, dropped sets and placed in the ‘awkward’ category.  No-one is asking WHY is the student not engaged.  We have no time or desire to understand the reason why a student is engaged in certain subjects and not others.  Making education fun and compelling to all is not the goal. 

The obsession with tests goes beyond schools though.  We see it in our industry.  Recently when discussing the reasoning for a certain driving behaviour with a pupil of mine, it transpired that there was a lack of knowledge of the rules of the road, which in itself is not a crime of course.  When we then expanded on the effect of not having that knowledge it was instantly pointed out that the issue being discussed had not been in the recent theory test.  The implication being that if it’s not in the test, what relevance does it have on anything?

It is this attitude to tests that professional driving instructors are constantly having to deal with on a daily basis.  It’s a serious issue because it most certainly affects attitudes of learning to drive. 

But we really do have to be strong.  Rather than spoon feeding an ‘awkward’ pupil in a driving lesson, we would do better to spend time looking at their motivation to learn to drive.  Spend time considering their experience of an effective learning environment, guide them as to what that means, how it feels.  Do not talk about the driving test.  Driving instructors can be obsessed with talking about the driving test.  Instead, ask yourself the question, “Am I dominating the responsibility of the learning process taking place here?”.  If you simply resort to a glorified version of driving instruction as per “Mum & Dad Driving School” –  you are taking on the parental role on their behalf, stop what you are doing, because it will be ineffective. 

Concentrate on your pupil’s mind, not on how they are driving.  It is the mind that will affect the driving, no amount of verbal instruction directed at a pupil to drive how you want them to, will assist their cause.  Instead think about discovering what is frustrating learning, it very often has to do with beliefs held by the pupil that you simply can’t second guess.  If you can pay attention to the relationship you have with the pupil, they will be more inclined to open up channels of communication.  Previous in-car experiences, influence of family members, frustrations in learning, peer pressure – there can be many causes that affect attitudes to learning.

In summary.  Less 'directing' in the name of progress.  More relationship building to nurture understanding between you both.  You know the saying about “Whatever you do, don’t mention the war”?  Well, whatever YOU do, don’t mention the test!   Get smart in the "training" phase, and leave "assessment" until your pupil is ready. 

Tom Ingram offers PAYG PDI training 0775 607 1464

Do You Attract Inactive Learners?

In this blog Tom Ingram (Owner of BIG TOM Driving School) encourages PDI’s to have the willingness to reflect deeply on their working effectiveness.

When helping to develop safe drivers it is all too easy to consider the passing of driving tests as being the key measure of your success.  There will be driving schools up and down the UK, large and small who have a culture built on this approach.  It does a deep disservice to the industry and has a profound influence on the expectations of future pupils.

“Makes it very easy”

“He’ll get you through”

“Very reliable no nonsense”

“Guaranteed to pass”

“Doesn’t rip you off”

“All her customers get through first time”

These kind of remarks from previous pupils are a symptom of the problem.  It demeans the work that professional driving instructors do.  It limits learning and although I cannot substantiate this remark, I rather suspect that it contributes negatively to road safety statistics.

In order to facilitate safe and responsible driving, our guiding Driving Standard states:

“…. learners who are not engaged by the training, just receive information, are less well equipped to deal with the wide range of challenges they will meet, when they drive independently, than those who are supported to be active learners”.

It is the level of engagement of our pupils that ultimately dictates the effectiveness of the learning experience [teachers would at this point I’m sure take a deep sigh].  A pupil who is relying on your continued prompting to remember observations, or to drive within the law is simply not engaged.  They are choosing not to own the learning process.  An inactive learner has no intention of modifying their behaviour.  It matters not how many hours you spend with an inactive learner, they are not “learning”, there is no behavioural change due to a lack of desire to drive responsibly. 

It is imperative to spend time at the start putting a frame around the expectations of the learning environment.  Pupils need to sense boundaries, visualise targets and in the interest of an effective working relationship, there needs to be clarity and understanding between pupil and instructor. 

If a pupil has little understanding or experience with the concept of self-awareness for example, then you will be doing them a great service in developing it in a non-judgemental but structured manner.  A pupil who is ‘unconsciously incompetent’ and therefore has an attitude that is limiting their active learning is a challenge, there is no doubt about it.  I would not like to pretend to you that this is always going to be plain sailing; I can think of plenty of examples over the years where the attitude of a pupil has limited their ability to develop into safe, independent drivers.

But my fundamental message in this blog is to start with a bit of self-awareness of our own contribution in the process.  It is unrealistic to expect our pupils to reflect on their thoughts and feelings when driving if we are incapable of doing it when we are working.  Fail to have any regard to the effectiveness you are having on your pupils and you are failing them in your duty.  As a PDI with aspirations of becoming an ADI you are signing up to delivering a quality of training to your pupils that will be meaningful, long lasting and effective for them.  Are you capable of assessing whether you are achieving that before you start placing too high expectations on your pupils?  Pupils will naturally draw opinions of your authenticity based on your ability, experience and understanding of what you are relaying to them.

Active learners don’t magically turn up in the car because they have shown a willingness to pay for your time.  This relationship needs careful attention, it requires 2 way investment of honesty, understanding, respect and fortitude. 

Before you start your next session with a pupil, visualise the pupil and ask yourself “Am I working with an active learner here?”  If the honest answer to that question is in the negative, then DO SOMETHING ABOUT IT which goes beyond repeatedly telling the pupil how you want them to drive.   

Tom Ingram offers PDI training on a pay as you go basis 0775 607 1464