Susan McCormack
"Here is the first in a series of articles I have written on the subject of driving instructor training, first published in The Intelligent Instructor magazine.
I hope you enjoy them."
Instructor training 1.
With the DVSA announcing that the Part 3 will be replaced with a Standards Check-style assessment, this series of articles will explore how we train people to be driving instructors and the knock-on effects of this training on teaching people to drive and, ultimately, on road safety.
Firstly, I want to explore the current situation with the Part 3 test and look at what the Part 3 assesses; and whether it is fit for purpose.
What does the Part 3 assess?
The Part 3 assesses the candidate’s readiness to enter the DVSA ADI Register. In doing so, the candidate would be able to charge money for their services as an Approved Driving Instructor. Therefore, the DVSA uses the Part 3 test to assess whether the candidate can deliver value for money by ensuring learning takes place and the car is kept safe.
The Part 3 is necessarily a snapshot assessment of the candidate’s scope and depth of knowledge, skills and understanding needed to join the DVSA register of Approved Driving Instructors. It is important to separate subject knowledge from the rest: the subject is just the means of carrying out the assessment. The instructional techniques and core competencies are standard on every pre-set test combination and must be demonstrated regardless of the subject. It is not about teaching the subject; it is all about teaching the skills; and, similarly, the Part 3 is not about assessing the subject; it is all about assessing how the candidate employs the skills they have learned; and how flexible and adaptable the candidate is at modifying those skills to suit the individual needs of the trainee driver, the Examiner is choosing to portray.
If the trainer focuses on the knowledge, skills and understanding of the trainee driving instructor (and not the pre-set test combinations), the trainee is far more likely to be successful when it comes to the Part 3 test.
The Part 3 assesses:
Core competencies of fault identification, analysis and remedial action;
plus, seven instructional techniques:
Planning
Communication
Q&A
Levels of instruction
Feedback and encouragement
Control of lesson
Instructor’s use of controls
And, one instructor characteristic: Attitude and Approach to the pupil.
Three top tips for Trainers:
· Focus on instructional techniques, characteristic and core competencies;
· Pick whatever subject is most suitable to develop the goal of the session – for example, to improve the use of feedback and encouragement;
· Avoid making the subject the goal – for example, Crossroads.
The conversation might go like this:
Trainer: Today, I would like to spend the first part of the session focusing on your use of feedback and encouragement. What do you think about your use of feedback?
Trainee: I think I focus on the negatives too much.
The trainer might then spend a couple of minutes exploring what the trainee means by ‘the negatives’, with the aim of developing a SMART (Specific, Measurable, Achievable, Realistic and Timely) goal with the trainee.
Further questions might include:
What would you like to achieve by the end of this session?
How long do you need this session to last?
How would you like to structure the session – i.e. which seat do you want me to sit in and do you want me to play a role?
Which subject do you want to use?
How will you know when you have achieved the goal?
Is the Part 3 fit for purpose?
Yes and no … As an assessment, the Part 3 is perfectly fit for purpose. However, the training is not. The training often focuses on the subject and not the skills needed to deliver that subject.
It’s similar to the ‘L’ test in this respect. It doesn’t matter which manoeuvre the candidate is expected to carry out, the test is actually assessing the candidate’s ability to control the car at slow speeds, make effective observations and be reasonably accurate.
These skills need to become the goals; and the subject is simply the means of achieving the goals.
For example, the conversation might go like this:
Instructor: What would you like to work on today?
Pupil: I am still really struggling with my clutch control.
The instructor might then spend a couple of moments exploring what the pupil means by ‘struggling’, with the aim of developing a SMART goal with the pupil.
Further questions might include:
What would you like to achieve by the end of this session?
How long do you need this session to last?
How do you want to do this? / What help do you need from me?
How will you know when you have achieved the goal?
The ADI might then suggest a topic and a suitable area or ask the pupil if they have preferences. In this way, the pupil achieves their goal of developing their clutch control whilst, for example, reversing around a corner; and the instructor keeps the car safe by doing the observations.
My next article will continue to look at the Part 3 test by focusing on the trainers, who are delivering Part 3 training; and why there is a need for change.

Here are ten tips that you might like to consider when training:1. Start with the customer and never lose focus on them
2. Your training should apply to the cognitive (thinking), the affective (emotional) and the psychomotor (physical) processes
3. Invent training activities that are fun
4. Keep it simple whenever possible
5. Have great resources - the more the merrier
6. Stay in touch after training - use technology to keep connected
7. Know your facts and be able to dispel the myths
8. Telling is not training - learn to educate the person
9. Learning is the goal - reflect to evaluate your own performance
10. Work to the mantra 'Learner-centred - Performance-based'
The whole purpose of training, instruction and education is to help people learn.
The BTEC Level 4 Professional Award in Coaching for Driver Development will help you develop the skills to implement these top ten tips. Here's what your fellow ADIs are already saying about the BTEC Level 4 Professional Award in Coaching for Driver Development.
Kevin Graham from Carlisle'So why choose to do the BTEC Level 4 in coaching with Tri-Coaching? Isn't that a good question? I mean why would you spend your precious time and money doing some CPD when you could be out there doing something less boring instead?
BECAUSE YOU CAN'T AFFORD NOT TO!! Since completing my BTEC 4 in coaching just over three years' ago my training skills and business have grown beyond all my expectations.
I am now charging £32 per hour which is £5 more than my local competition. My pass rate has risen to an all time high of 90% and my reputation within the Carlisle area is out there on Google for all to see (try searching for 'Driving Lessons Carlisle')
Oh ... and I smashed the Standards Check with a Grade A too. I believe that all that I have achieved in the last three years would not have been possible without the professional help and support that Graham Hooper and Susan McCormack have given me during my studies and continue to do so as I plan to invest again in the 'Train The Trainer' course.
Call Graham or Susan today and invest in your skills and future today.'
Stephen Philipson from Carlisle'Ok, I'll admit it! I was probably the most sceptical person I knew about coaching in driver education. However after first being curious, I booked the BTEC level 3 mainly due to great recommendations about the trainer in our area. After that I could see the benefits but couldn't fit it in with what I was doing. So, convinced this was the right way to go I booked the BTEC 4. Graham and Susan are great! Very helpful but you do have to work. I'm now sold! My training is changing for the better. Don't leave it too late! Don't wait for the letter from DVSA. Book it now! It will change everything.'
Rob Sefton from York'I successfully completed my BTEC Level 4 in Coaching for Driver Development between 2012 - 2013 and found the course was extremely interesting and motivating with fantastic support from Susan and Graham at all times.
In 2016 I did the TCIT Train the Trainer course and although I have previously worked in driving instructor training it was well worth doing. On this course I got a lot of new knowledge and again support and I am pleased to be part of their instructor training team as I fully believe in their products. Susan and Graham are excellent trainers who have real passion for their subjects and create a fun, friendly learning environment at all times.'
Lee Jowett from Manchester 'I've completed both BTEC Level 4 and the Train the Trainer courses. Both of these courses have been delivered at an exceptionally high standard. Both of these courses have been fun and enjoyable but most importantly both of these courses have added value to my company. Fantastic value for money, helping me grow my business for the future.'
The question is, are you ready to develop yourself and your business and add that extra value that only self-development can bring?
Please click here for further information about the BTEC level 4 in Coaching for Driver Development.
Here are our next BTEC Level 4 courses:
Newport Pagnell 14th September
Nottingham 10th October
Gatwick 30th October

Charging the right price for your driving lessons to strike the balance between giving your customers value for money, and feeling adequately rewarded for the job that you do, is a challenge to many driving instructors but, inevitably, closely linked to your reputation. So here are some tips to grow and improve your reputation.

1. Credibility - people need to believe in you. This is a two-way process. Believe in your pupils: their strengths and abilities; focus on their learning needs; treat them with respect; see their failings as development opportunites; and celebrate their achievements - and your pupils, in turn, will believe in you.
2. Self-belief - believe in yourself. You have worked hard to become a driving instructor in the first place and you understand the need for continual professional development. You know you are good at what you do because you keep improving your understanding of how people learn, client-centred learning techniques and the risk-increasing factors surrounding newly qualified drivers.
3. Diary and time management - being busy is a great way to show people that you are good at what you do. Block off your diary for the times you do not wish to work and stick to this. Saying 'No' lets people know you are busy.
4. Unique selling points - set yourself apart from the rest and promote the benefits to your customers.
5. Website - have a good website that justifies why you are the best. Make use of social media, like Facebook and Instagram. This is where your customers are at and therefore it is where your business is.
6. Reviews and referrals - your business and reputation depend on these. You will reap the benefits from the time invested to encourage your customers to recommend you to their friends and family, and also to write reviews about you that you can put on your website, use to promote yourself on social media and send out in emails.
7. Self-development - this is the key to growing your reputation and therefore being able to charge a lesson price that both gives value for money and makes you feel adequately rewarded. Decide:

• Where am I now?
• Where do I need to be?
• How am I going to get there?

Tri-Coaching Partnership can help you develop. Our BTEC Level 4 Professional Award in Coaching for Driver Development has helped improve and grow the reputation of hundreds of ADIs. Why don't you come and join in the journey and have some fun, meeting other like-minded colleagues?
Follow this link for information on the BTEC Level 4.
Follow this link for dates, costs, locations and purchase of the BTEC Level 4.
Follow this link to read some of our customer reviews.