Part 3 Advice

This test is not as difficult as many trainees assume, and there is no reason not to expect to pass part 3 at your first attempt

Traditionally, trainees have been asked to deliver PST after PST, with no training in the skills of instruction and no idea of how to deliver a great driving lesson. The trainer then quite often produces a written report which indicates how poorly the trainee has performed!

No wonder so many people struggle with part 3! Failure based training such as this is usually very unsuccessful, and those that do manage to pass quite often have no idea how they managed to do it!

The simple truth about Part 3 is that the examiner is assessing your ability to instruct, not your ability to follow a routine by rote, hoping to 'scrape through'

The SE ADI is looking at your interaction with the ‘pupil’... your communication, your instructional techniques, your attitude towards the ‘pupil’, your part in the learning process, your fault finding ability and many other skill areas

Learning the pre set tests ‘off by heart’ is almost entirely pointless. I will go further and say that if your training is based on pre set tests and very little else, then you stand little chance of developing the skills you need to see you through this test

Why?

Because the pre set tests are almost insignificant. The pre set tests are absolutely nothing more than the means by which the SE ADI can assess your instructional performance.

Think about this . . . an ADI Part 3 test based on the Turn in the Road lesson during the morning could be a totally and completely different experience to a test taken the same day in the afternoon, at the same test centre, with the same examiner using the same PST

This is because the examiner can role play many different characters, and can simulate an amazing array of errors. Even the prevailing traffic conditions can play a part. No two tests are ever exactly the same

For these reasons, trying to learn the PST's like a script is almost always doomed to failure. The pass rates for ADI training are not high, and this method of training is certainly one of the main causes

Ask yourself this... when a learner driver takes a driving test the examiner can take them around any one of many test routes. Whichever test route the examiner chooses is completely irrelevant. There is no high mark to be gained for driving a particular route very well. Wherever the learner drives the examiner is marking them on the same skill areas such as control, road safety, reversing, junctions, ms-psl etc. etc

So, why should the ADI PST’s be any different?

Try to think of the pre set tests as being absolutely nothing but a ‘test route’ for an ADI instructional test

Whichever ‘route’ (PST) the examiner gives you, you will be marked on the same skill areas such as lesson delivery, planning, control of the lesson, communication, the core competencies etc. This test is just like a normal, everyday driving lesson. All you need to do is show that you have the skills to plan, control and deliver a good, effective lesson and that learning takes place. If you can develop these skills and use them on your test you have a very good chance of success

This test is what being a driving instructor is all about.

You have proved that you know the theory and can drive to the high standard required at part 2. Now you have to show that you have the skills to instruct and pass your knowledge on to someone else. Even with effective training being an ADI is certainly not for everyone.

Advice on the Core Competencies and Instructional Techniques

The first thing to mention about the Core Competencies is the importance of the terminology used . . .

The DSA did not think of the term 'core competencies' by accident!

They decided to call these skills 'core' because they are at the very centre of all the skills needed of an ADI. They are without question the most important skills to develop, and yet in much ADI training they are almost completely ignored

We'll also mention the other Instructional Techniques required for success below

The Core Competencies are actually a set of three skill areas . . . Fault Identification, Fault Analysis and Remedial Action

Each of these skills need to be practiced and developed before you present yourself for your Part 3 test

Fault Identification

This covers the ability of the instructor to clearly identify all the important faults committed by the pupil 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

It is not enough for you to see the fault. You have to correctly identify it to the examiner and you have to decide when is the most appropriate time to do this

Much of your ADI training should be aimed towards honing your skills of fault identification. Any weakness in this area will have a dramatic effect on the outcome of your test

Fault Analysis

This covers the ability, having identified the fault, to accurately analyse the cause and offer the appropriate analysis. It covers inaccurate, incomplete or omitted fault analysis

Many trainees become very confused about fault analysis, but the process is really quite simple . . . a fault has occurred and your task is to find out why

Fault analysis is very important because you can't remedy a fault unless you know what caused it

For instance, your 'learner' coasts around a corner - a typical part 3 error - but what is the cause?

It could be

• approaching the junction too fast
• lack of co-ordination of the pedals
• not realising that coasting is an error
• fear of stalling the car
• the list could go on and on . . . and on . . .

The way you try to correct the fault will depend upon your analysis. You need to get to the root cause of the error, so that your learner can eradicate it

Remedial Action

This relates to offering constructive and appropriate action to remedy the faults displayed by your learner

You should offer help and encouragement and strive to make your instruction positive and friendly. The remedy you offer should be easy to understand and should help your learner to develop their ability to drive

These key areas, the Core Competencies, are the skills that separate a highly trained, highly competent, professional driving instructor from any other member of the public

Now we'll take a look at the other skills you need to develop for Part 3 success

Instructional techniques

Level of Instruction relates to the match (or lack of it) between the level of instruction and the level of ability of the pupil. This is an area that causes a great deal of confusion in ADI training generally. Our training courses will give you all the skills you need for success. In a nutshell, your instruction should be matched to the pupil. Never try to match the pupil to your instruction!

In educational circles, learning is considered to be most effective when it is 'learner centred', and that is how you should pitch your instruction

Planning covers the planned and actual sequence of instruction and activity on the lesson, together with the effectiveness of teaching methods used by the instructor

Control of the lesson deals with the overall control of the lesson and the learner by the instructor. It includes the allocation of time between training activities and briefing periods used to teach driving theory

Above all, is the instructor keeping everyone safe?

Communication is concerned with pupil's understanding of the instruction offered, and the use of any technical jargon, with or without explanation. Also consider your ability to adapt and to use language and terminology likely to be familiar to the learner and not to overload them with technical and complex explanations

Question and answer technique is a vital skill in adult education. at appropriate points during the lesson the trainee should ask questions that contribute towards realising the objectives of the lesson. Ideally the questions should be simply worded, well defined, reasonable and relevant. There is a need for questions that are thought provoking and challenging as well as ones that simply test a pupil's memory. In addition the PDI should encourage the pupil to ask questions at appropriate times

Feedback and encouragement is a skill which is sadly lacking in traditional ADI training. The learner needs to know when they have done something right, as well as when they have done something wrong

Have you ever experienced your ADI trainer telling you how poorly you did in any given situation? How did it feel?

If all we do is point out faults and never praise the good points, our learners progress will be slow and often difficult. Ironically, this is also one of the skills sadly lacking in many ADI trainers

Instructors use of the controls includes use of the steering, indicators, brakes and any other controls of the vehicle

The controls should only be used when necessary and the pupil should be told when and why they have been used

Attitude and approach to the pupil is concerned with the skills used by the PDI to create a relaxed, but supportive learning environment. It is not to be used as a measure of the personality characteristics of the PDI, but as a measure of how effective he is in establishing and maintaining rapport and creating the right atmosphere for learning to take place. Any unnecessary physical contact with the pupil will be reflected in the marking

I hope that this brief discussion of the Core Competencies and Instructional Techniques has proved to be helpful


For your information pack and to register as a Trainee Instructor, you should contact:

The ADI Register, Driving Standards Agency, Stanley House, 56 Talbot street, Nottingham, NG1 5GU

or Tel 0115 901 2515