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
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