YOUR strategy for learning

Strategy to learning

It’s a regretful fact that the failure rate for learners and trainee driving instructors is really too high in the driving education industry.  That’s quite a bold statement and I’m sure would drive many people completely potty, as it is so sweeping in its nature that, it could be claimed to be meaningless.  Some might argue that by having such a failure rate you are ensuring standards are kept high.  Some might question what levels of failure becomes ‘too high’.

I’ll qualify it slightly.  Let’s look at the picture for learners first.

Nationally, on average, about 1 in every 2 learner tests result in a fail.  Now if you, like me, consider the standard of the learner test to be too low (as in not fit for purpose), then to have about 50% of tests resulting in a fail, one has to wonder what on earth is happening with the training that causes that figure to occur.  However, let me point out a few important facts:

                Learners can, and often do, set unrealistic timescales for going to test, and manage to ‘persuade’ their instructors to take them to test, against the instructors better judgement (the DSA and many other instructors may vehemently disapprove of that, but it is a fact)

                Learners can and do go to test having received no formal/professional training at all

                Learners who suffer with learning difficulties or excessive nerves can take several attempts to pass the test

                Learners (and their parents) can have extreme financial restrictions that limit the amount of professional training they can afford to receive

So the failure rate on learner tests should not be SOLELY laid at the driving instructors door.  But even taking into account the above, it is still far higher than it need be.  And with regret,  common ‘excuses’ given by driving instructors when a fail occurs include:

                “She just can’t handle the test day nerves, normally she drives wonderfully”

or            “Well, I did tell him not to go to test, but he wouldn’t listen”

or            “I have absolutely no idea why he did (cause for test fail), he’s NEVER done that before”

I’ve heard some instructors criticise the examiner, the test route, the traffic, the weather.  It’s pitiful really.  But it is my honestly held opinion that there needs to be some light shone on the actual strategy adopted to learn to drive.  Because, if the learner (and parents) have the attitude that it is the responsibility of the driving instructor to teach their child how to drive, as quickly as possible or, on a very tight budget, with no willingness to consider what else can be done to aid learning between lessons with the instructor, then that attitude can and very often does result in a test fail.

Where I believe driving instructors could actually HELP THEMSELVES, is by showing more desire to be accountable for their pass rates, refuse to take learners to test if they are not ready for example.  They could be very clear in their communications with learners and parents what the likely outcome of this kind of attitude to learning will be when it comes to test day.  Driving instructors, in an effort to stay in business (due to the sheer over supply of instructors) are bending over backwards to make promises just to get learners in the driving seat and some money in their pocket.  In the UK it’s a truly awful situation we find ourselves in.  I hear many talk of the simple law of ‘supply and demand’, many instructors who have been in the industry for decades, will say “it’s the way it has always been, and always will be”.

The final decision on the strategy to learn surely rests with the learner though does it not?  An instructor can advise but if the learner wants as least ‘pain’ as is possible to just scrape through the test, then even the most well-intentioned instructor is going to struggle in persuading them otherwise.  Considerations I’m thinking of include:

                How does the learner LIKE to learn, tell the instructor what your preferred learning styles are, so that they can adapt the training to make it meaningful and enjoyable

                How often do you want to train, and for how long – that suits your needs for effective learning

                What resources are available to you that you can utilise in between lessons with the driving instructor that will aid/reinforce/develop learning

                What is the most effective course of lessons (given the budget available) that is most likely to succeed in passing the test

                What is the overall goal; to pass the test, to be an efficient and safe driver for life, to be willing to discover and develop safe attitudes to driving as well as the necessary skills

                What is the scope of learning, to experience as many different driving conditions as is sensibly possible or to drive round test routes

                Who is responsible for the success of the goal, the learner or the instructor

                What is the best method of measuring what progress is being made, whose opinion matters more, the learner or the instructor 

               

It’s my opinion that the more a learner embraces the training, the more they will benefit.  This is a life skill that is being learnt, that is likely to be used every single day after passing the test... for life.  It’s not an academic qualification, whereby the content of the learning needs to be regurgitated just the once on exam day.  This is a skill, an attitude, a responsibility that is with you for as long as you want the freedom that the mobility provides you.  My advice is to consider your strategy for learning very carefully, then go find yourself an instructor who is best suited to that strategy.

The failure rate for trainee driving instructors is a completely different story, and worthy of a different blog.

Learner Course Reflections (Intro)

Part 1

Part 2

Training to become a Driving Instructor

BIG TOM Driving School is fundamentally customer orientated.  It runs at the very core of the business.

I realise that you simply can’t treat every PDI the same, I completely get that point.

A PDI who first makes contact with me, will receive an unbiased initial consultation that helps me to understand where they are in the path of qualifying and importantly, where they are AIMING to be.

Unless I completely understand from a PDI what they are AIMING to achieve, what chance do I have of meeting their expectations?  So let me offer some real examples that I have encountered:

“I have had 2 goes at part 3 and failed, these are my scores, I really really need help in that particular area so that I can pass this test”

“I’m interested in becoming a driving instructor, can you give me some guidance in what is involved and what is sensible research for me to do before hand?”

“I’ve been driving for a long time, but in Poland, and I know I’ve picked up bad habits.  I just need to know what the test standard is in this country.”

“I have had 2 other trainers in the past but I just don’t feel that I’m understanding what the requirements are for the part 3.  I’ve been on a pink licence and could do with some advice about how to proceed”.

“In my previous career, I had to drive to a high standard, so I’m not expecting any problems with my driving, but I realise that I need help in knowing how to teach, and also how to run a business”

Different backgrounds, different standards of driving, different approaches, and different attitudes.  I see it as my responsibility to ensure my customers enter into the driving instructor world in full knowledge of the expectations of the Driving Standards Agency and their customers, and prepared for business.   I don’t see it as my responsibility to coerce you into training that is simply test orientated, lacking in depth, and unenjoyable.

I do the above by providing a comprehensive training syllabus.  Here it is:

Core skills of a driving instructor – direct/indirect

How are learners tested – test content, score sheet, how conducted

How are PDI’s tested – test content, score sheet, how conducted

The instructor’s role in the learners practical test

The examiners role in the learners practical test

How you like to learn – styles, preferences

Scope of learning for a PDI, ADI and beyond – starting point onwards

DSA tests once qualified - checktests

Driving training – part 2

Instructor training – part 3

Strategy of your learning – how you intend to learn, what resources

Strategy once qualified – franchise, indy, headboard

Theory training – test content, how scored, how conducted, resources

How you will teach – traditional v client centred learning

When a customer chooses one of my 40/50/60 hour training packages they receive a Starter Pack that gives them crucial information on the options available to them for running their driving instructor business.  Discovering this information AT THE START is absolutely critical, because it gives them the time it takes them to train for qualification, to also be ‘sowing the seeds’ for how they intend to run their business.

This is so much more than the approach of driving instructor training to simply ‘pass the test’.  This is training that encompasses the goal of setting you up for business and then developing you further.   

Top 3 wish list

1.  Name good trainers. 

The DSA currently measure an instructors ability to 'teach' by giving them a grade on their check test.  It is debateable how important that grade is to our customers, because they either don't know about the grading system or they hold it in little regard. 
Until recently, I imagined the OFSTED grading of schools in the same light.  However, with the benefit of our children now going to an 'outstanding' school, it has become incredibly obvious to us what the difference is between the grades.  So the DSA could do more perhaps to 'enlighten' our customers as to who the best graded instructors are. 
But more of a general observation is that there are no measures on performance that the DSA provide as a neutral, independent body to assist customers to know who provides quality training.  It is important to discover what IS important to our customers, because only by doing so, can you begin to identify how the DSA might be able to assist them. 
The market is flooded, completely flooded with driving instructors, and so as to provide customers with choice, there should be more transparency of who provides a good service.  At the moment, the sheer quantity of instructors means that more and more are resorting to lower and lower prices which inevitably has to resort in lower standards of training just to make it viable as a business.


2.  'Ready for test'.  

As professionals, driving instructors should be more accountable for their work. 
Currently, learners can go to test and fail many times, and this does not reflect on the driving instructor at all.  If a learner has had driving lessons from a professional, then why shouldn't that same professional be prepared to put his/her name to that test.  So if a driving instuctor takes 200 candidates to test after his training in a year, and only 40 pass first time, then that instructor has potentially, financially benefitted by taking them to test too soon; so why not make that statistic available to the customer. 
It encourages transparency, accountability and it exposes 'shoddy' workmanship.


3.  Improve the test standards.  

The driving test standard for learners and PDI's is too low.   The insurance premiums, and rate of collisions for newly qualified drivers expose that fact. 
It is not fit for purpose. 
In order for the test to actually test if a learner is set up to drive safely 'for life', then it must be improved. 
Starting points would be to add a Q&A option for examiners, so they can proactively question candidates while on the test.  Currently, they can only grade driving based on what actually occurs, but how much more demanding and a more accurate assessment if they could ask 'What if' and 'Why' questions to the candidate. 
Another option to consider is to increase the length of the test so that it more deeply tests the candidates ability.  An extra 20 minutes to the current length of around 40 minutes would enable a more thorough assessment to be made. 
Another option is to raise the pass mark standard.  Why is up to 15 driving faults considered acceptable?  10 would be a nightmare test, so 7 or less would be good for learners, and 4 or less for PDI's.

Coming soon to my Blog....

Observations before actions.

Welcome to my blog

Hello, and welcome to my blog.

My intention is to record my experiences as a driving instructor and trainer.  There should be information here of interest to Potential Driving Instructors, Learners (and their parents), fellow ADI's and Trainers.

I have lots of ideas in mind and hope that some may appeal, they include (in no particular order):

Video records of my experiences teaching a PDI and Learner from scratch, all the way through.  I am considering two for Learners, one regarding an intensive course, and the other on a standard course.  Apart from the benefit to myself for going through the process of reflection to create the videos, I hope they may be of interest to anyone already in the driving education industry or considering to enter the industry.  In order for me to benefit from this blog too, I would be very grateful for any comments regarding anything that is seen; criticisms, praise, questions.... literally anything is welcome, good or bad.

Articles.  I do already have a few on my website, but I'd really like to make it more inclusive by asking you to comment on anything you read. 

Snippets of information.  I wont flood the blog with this, my Twitter and Facebook have regular updates that hopefully serve that purpose, but I will put up important changes.



Well that is the plan.... .and you know what they say about plans!

Let's see how I get on.