6. The future of driver instructor training
This is the last in a series of articles that has taken an in-depth look at the way we train people to be driving instructors. The series has been critical of the relationship between the DVSA, trainer and trainee driving instructor; and also the relationship between the practical driving test, the Part 3 test and the training offered by providers. I am critical of these relationships because far too many people appear to want to pass the buck everywhere else rather than stopping and looking at themselves and considering where their personal responsibility lies in improving road safety. After all, cutting down the ridiculous number of fatalities and serious injuries on our roads has to be the number one consideration and underpinning motivator for change…. That said, we are all different and we each hold different opinions and priorities, which means that just because I believe this to be the most important reason for delivering safe training, doesn’t mean that the next person holds the same view. And therein lays the problem.
Let’s take a look at the Theory of Planned Behaviour, which was devised by Fischbein and Ajzen in 1984 as a development from the Theory of Reasoned Action. It is a useful model for understanding why people can have positive attitudes and intentions towards aspects of behaviour and yet do the opposite when it comes to actual behaviour. It would seem that the gap between behavioural intentions and actual behaviour is influenced by the individual’s perceived behavioural control. In other words, how easy or difficult is it to carry out a piece of behaviour. The greater the perceived control, the stronger is the person’s intention to perform the behaviour in question. Let’s say you have no intention of breaking the speed limit. Do you regulate your speed because there is a speed camera? Or do you regulate your speed based on your own perception of risk? Your perceived behavioural control is lower in the former instance and much greater in the latter instance. Another way to look at this is where the control over your behaviour sits – externally or internally. You have an external locus of control if a speed camera dictates your speed; and an internal locus of control if you use personal risk assessment to determine a safe speed.
Perceived behavioural control is closely linked to motivation. We will be more strongly motivated to do something if we perceive the personal control over our own behaviour to be high; if we have an internal locus of control; if we are doing it for ourselves.
So, what is the best way to train people to be driving instructors? Give them control of their learning. What is the best way to teach people to drive? Give them control of their learning. It really is as straightforward as this. Whether you are training someone to be a driving instructor or teaching someone to drive, the most confusing thing you can say to someone is, ‘The examiner wants to see you do it this way ….’ or words to that effect. This is like a speed camera suddenly appearing on the road and the driver becoming confused under the pressure of fearing getting caught for doing something wrong. Have you ever been in the right-hand lane of a dual carriageway when the driver in front of you slams their brakes on and slows right down because there is a speed camera? And you know that they don’t know the national speed limit on a dual carriageway because they slow down to 55mph? What produces that extreme and dangerous behaviour? Possibly, panic. They weren’t going excessively fast anyway but when they saw the speed camera they panicked and erred hugely on the side of caution in case they had got it wrong and the national speed limit had now become 60mph on all roads, so they slow to 55mph. Their response to the external control on their behaviour is out of character and dangerous.
This is what happens on the Part 3 test. So much of what is covered and delivered during the training simply does not make sense to the trainee driving instructor because the teaching methods used have not been adapted to suit individual learning preferences.
Here are four tips to bear in mind when planning a course to deliver to train people to be a driving instructor:
3. When you are delivering training make no assumptions about how that training will take place.
There is nothing to suggest that playing the role of the pupil whilst your customer, the trainee driving instructor, has a go at being a driving instructor is effective every time for every person. Vary the methods you use and encourage your customer to make suggestions about what would suit them best. Rely on their previous experience. Teaching someone to drive a car requires excellent communication skills. The majority of the population is excellent at communicating because that is how we all survive – by communicating our needs. Encourage your customer to draw on their natural strengths and to use these first, before giving any advice out about what you think they might need.
4. Ignore the Part 3 test (and the Part 2) during the majority of their instructor training.
They will need some examination techniques but can probably read up on these themselves and then hold a question and answer session with you to clarify any queries they might have. Focus all your training on the skills they will need to become a driving instructor.
It really does not matter whether the Part 3 test is changed or not. The responsibility lies with the individual trainers to adapt the way they teach to suit the way someone learns, whilst covering the whole of the syllabus that is needed to become a successful driving instructor and not just the elements needed to cope with the ten pre-set test combinations of the Part 3 test.
Back to the Theory of Planned Behaviour – by focusing on the skills needed to become a successful driving instructor you are increasing the perceived behavioural control that the individual has over their own learning, which grows their self-awareness and self-determination. This, in turn, is passed onto learner drivers, who learn not just to pass a driving test but how to drive safely for the rest of their lives. In terms of road safety, drivers who regulate their speed because of their personal assessment of risk are far less likely to be involved in a crash than drivers, who slow down when they see a speed camera for fear of getting caught.
This is the last in a series of articles that has taken an in-depth look at the way we train people to be driving instructors. The series has been critical of the relationship between the DVSA, trainer and trainee driving instructor; and also the relationship between the practical driving test, the Part 3 test and the training offered by providers. I am critical of these relationships because far too many people appear to want to pass the buck everywhere else rather than stopping and looking at themselves and considering where their personal responsibility lies in improving road safety. After all, cutting down the ridiculous number of fatalities and serious injuries on our roads has to be the number one consideration and underpinning motivator for change…. That said, we are all different and we each hold different opinions and priorities, which means that just because I believe this to be the most important reason for delivering safe training, doesn’t mean that the next person holds the same view. And therein lays the problem.
Let’s take a look at the Theory of Planned Behaviour, which was devised by Fischbein and Ajzen in 1984 as a development from the Theory of Reasoned Action. It is a useful model for understanding why people can have positive attitudes and intentions towards aspects of behaviour and yet do the opposite when it comes to actual behaviour. It would seem that the gap between behavioural intentions and actual behaviour is influenced by the individual’s perceived behavioural control. In other words, how easy or difficult is it to carry out a piece of behaviour. The greater the perceived control, the stronger is the person’s intention to perform the behaviour in question. Let’s say you have no intention of breaking the speed limit. Do you regulate your speed because there is a speed camera? Or do you regulate your speed based on your own perception of risk? Your perceived behavioural control is lower in the former instance and much greater in the latter instance. Another way to look at this is where the control over your behaviour sits – externally or internally. You have an external locus of control if a speed camera dictates your speed; and an internal locus of control if you use personal risk assessment to determine a safe speed.
Perceived behavioural control is closely linked to motivation. We will be more strongly motivated to do something if we perceive the personal control over our own behaviour to be high; if we have an internal locus of control; if we are doing it for ourselves.
So, what is the best way to train people to be driving instructors? Give them control of their learning. What is the best way to teach people to drive? Give them control of their learning. It really is as straightforward as this. Whether you are training someone to be a driving instructor or teaching someone to drive, the most confusing thing you can say to someone is, ‘The examiner wants to see you do it this way ….’ or words to that effect. This is like a speed camera suddenly appearing on the road and the driver becoming confused under the pressure of fearing getting caught for doing something wrong. Have you ever been in the right-hand lane of a dual carriageway when the driver in front of you slams their brakes on and slows right down because there is a speed camera? And you know that they don’t know the national speed limit on a dual carriageway because they slow down to 55mph? What produces that extreme and dangerous behaviour? Possibly, panic. They weren’t going excessively fast anyway but when they saw the speed camera they panicked and erred hugely on the side of caution in case they had got it wrong and the national speed limit had now become 60mph on all roads, so they slow to 55mph. Their response to the external control on their behaviour is out of character and dangerous.
This is what happens on the Part 3 test. So much of what is covered and delivered during the training simply does not make sense to the trainee driving instructor because the teaching methods used have not been adapted to suit individual learning preferences.
Here are four tips to bear in mind when planning a course to deliver to train people to be a driving instructor:
- Hold a conversation with the applicant to enable you both to consider how well suited you will be.
Find out what motivates them and what their Goals are. Discuss the Reality and their current situation – what skills do they have; what will get in the way of them achieving their goal. Consider the Options that are available to them in order to help them achieve their goal and gain a commitment in terms of motivation, time management and the Way forward.
You may have noticed that I have used the GROW model to structure this initial conversation. It is a good way to remain client-centred and to keep the responsibility for learning with the customer.
- There are three DVSA National Standards documents that you need to follow.
- The national standard for driving cars and light vans – this sets out what learner drivers need to know and be able to do in order to drive the car safely.
- The national standard for developed driving competence – this sets out what you must be able to do and what you must know and understand in order to demonstrate developed driving competence.
- The national standard for driver and rider training – this standard sets out what you must be able to do and what you must know and understand in order to provide training to drivers.
3. When you are delivering training make no assumptions about how that training will take place.
There is nothing to suggest that playing the role of the pupil whilst your customer, the trainee driving instructor, has a go at being a driving instructor is effective every time for every person. Vary the methods you use and encourage your customer to make suggestions about what would suit them best. Rely on their previous experience. Teaching someone to drive a car requires excellent communication skills. The majority of the population is excellent at communicating because that is how we all survive – by communicating our needs. Encourage your customer to draw on their natural strengths and to use these first, before giving any advice out about what you think they might need.
4. Ignore the Part 3 test (and the Part 2) during the majority of their instructor training.
They will need some examination techniques but can probably read up on these themselves and then hold a question and answer session with you to clarify any queries they might have. Focus all your training on the skills they will need to become a driving instructor.
It really does not matter whether the Part 3 test is changed or not. The responsibility lies with the individual trainers to adapt the way they teach to suit the way someone learns, whilst covering the whole of the syllabus that is needed to become a successful driving instructor and not just the elements needed to cope with the ten pre-set test combinations of the Part 3 test.
Back to the Theory of Planned Behaviour – by focusing on the skills needed to become a successful driving instructor you are increasing the perceived behavioural control that the individual has over their own learning, which grows their self-awareness and self-determination. This, in turn, is passed onto learner drivers, who learn not just to pass a driving test but how to drive safely for the rest of their lives. In terms of road safety, drivers who regulate their speed because of their personal assessment of risk are far less likely to be involved in a crash than drivers, who slow down when they see a speed camera for fear of getting caught.
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