Core Competencies for Part 3 ADI Training

This bonus article in the Top Ten Tips series is about the core competencies, which are achieved alongside the instructional techniques already mentioned in the earlier emails. If you wish to sign up for these please visit this page http://www.drivinginstructortrainingcourse.co.uk/10-tips.html
 
Our training at Tri-Coaching Partnership goes beyond the Parts 1, 2 and 3 tests and develops you to become an Approved Driving Instructor. 
 
With Tri-Coaching working alongside you, you will become a competent and professional driving instructor, who is well versed in today's teaching/coaching methods and has a full understanding of client-centred learning.
 
I would like to personally wish you good luck and hope you have enjoyed these articles from Tri-Coaching Partnership.
 
For a free consultation to see if this is for you, please call 0800 058 8009 now.Core CompetenciesThe assessment by the Examiner is of all faults over the whole lesson and not just individual faults.  For example, some explanations may be correct, some incorrect.  The mark given depends on the balance of correct to incorrect.  A mark will be awarded on the scale from 1 to 6 for each of the two phases of the Part 3 test.
Fault IdentificationThis covers the ability of the instructor to clearly identify all the important faults committed by the driver that require correction as part of an effective instructional process.  This ability is expected to cover all aspects of control of the car and procedure on the road at all times.
 

• Consider possible faults that may occur for each exercise and contemplate how you could anticipate these faults occurring. 
• Watch the Examiner because you must pay attention to what they are doing.  By watching them you will become accustomed to anticipating what they may do next and, if it is wrong, you will be able to correct the potential error before it occurs. 
• Compare the Examiner's driving to your own. If you would have started the MSM routine then check that they have started and are acting safely and sensibly on what is happening. 
• A 'real' driver’s character has an effect on their reactions to what is going on around them, often their attitude has been set before they arrive for their first lesson.  Remember they have had years of watching other people drive, this could include their friends and relatives.  Some of these attitudes will have been passed on to them, these can be good as well as bad.  Know your driver - find out how they view road safety. 

Fault AnalysisThis covers the ability, having identified a fault, to accurately assess the cause and offer an analysis as appropriate.  It covers inaccurate, incomplete or omitted fault analysis.
 
What caused the fault? The driver may have approached a junction to turn left and was travelling too fast.  This could result in entering the junction too wide and coming into conflict with other road users waiting to emerge.  You are aware that the speed of the vehicle was too fast.  The simple answer is to slow down more on approach, but were there other factors to consider?  Such as, did  the driver identify where the junction was, did they start the MSM routine too late, are they applying the brake correctly, did the clutch go down early, was it downhill?  As you can see there are many possible outcomes. We looked at this in our article about feedback and encouragement.
 
If you are sure of the cause of the fault then tell the driver immediately.  If it is not too complex you can explain whilst on the move.  Be prepared for the driver to repeat the mistake again, this will enable you to anticipate and not allow the fault to be repeated.  If you need to investigate further then ask the driver to pull over and park at a safe and convenient place.  If this is not possible ask the driver to remember the incident and tell them that you will pull over as soon as it is safe and discuss the incident.  When you discuss it, ask the driver what happened and get their opinion, if they can identify the problem then you are halfway to fixing it. 
Remedial ActionRemedial action relates to offering constructive and appropriate action/advice to remedy a fault/error that has been identified and analysed. 
 
The fault assessment need not be immediate if this would be inappropriate at the time, but it should be given at the earliest opportunity.  It is safe to say that if you did not identify the fault you will not reach this stage. 
 
Correcting the fault can often mean that you have to go back some stages in the learning process.  Imagine that you are emerging from a junction that has a slight uphill gradient and you are encouraging your driver to creep and peep forward, and they either roll backwards or move forward too quickly.
 
The reasons are numerous, it may be that they cannot use clutch control correctly on a hill, it could well be that they are not confident enough to use clutch control and that they are scared of rolling backwards.
 
Find somewhere safe and convenient to stop - even if it is downhill you can practice in reverse.
 

• Firstly, allow your driver to do a hill start and then stop.
• Secondly, ask them to creep forward as slowly as they can and then stop.
• Thirdly, ask them to creep forward and then balance the car still.

 
Pick a spot, say the beginning of a driveway, and ask them to creep forward and hold the car still using clutch control, repeat this exercise until the driver is confident.  Before moving away explain that the next time they are on an uphill gradient emerging from a junction you will expect them to use this new skill before deciding if the handbrake is necessary.  Reassure them that you will not allow them to roll backwards, remind them that it is your car, tell them it is OK if they do not succeed at first and that the only way they will learn is to keep trying.
 
If you do not have enough time on that lesson to practise further, make a note to work on it at the next lesson.
 
A lot of faults can be corrected instantly and should be whenever possible on the exam.  Once you have corrected the fault be prepared for the fault to be repeated.  Identify early a situation where the fault could be repeated, it may be that the driver has not checked the interior mirror well before slowing down - look for pedestrian crossings, traffic lights etc. and ask the driver what they should do before the next hazard and then ask why.  
 
The core competencies are often the only thing some ADIs remember about their training because your final pass mark is given in this section. It is fundamental to your development that the instructional techniques are well developed because without these the core competencies can become a minefield.
 
At Tri-Coaching Partnership our specially designed driving instructor training course allows you the time to develop your skills so that you don't become bogged down in the pre-set tests to become an ADI. Your job as an ADI is to ensure that learning takes place, value for money is given and the car and other road users are kept safe and these skills are the keystone of our training.
 
Remember, give us a call and take advantage of our free of charge consultation with a trainer local to you. This will give you the opportunity to discuss your goals and needs and determine whether Tri-Coaching is the right way for you. Call us now on: 0800 058 8009.