Meet The Standards - ADI/pdi Standards Check & CCL Group

Meet The Standards - ADI/pdi Standards Check & CCL Group Meet The Standards ebook is designed for ADI/PDI’s to help you understand the 17 criteria and inde

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15/11/2022

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18/05/2021

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Our 8th Blog...Timely and Appropriate Verbal and Physical Intervention...If you fancy a bargain...All 3 editions of Meet...
02/05/2021

Our 8th Blog...Timely and Appropriate Verbal and Physical Intervention...

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🥇Meet The Standards TOP TIPS🥇 🚦No.8

▪️SC/Part 3 Risk Management

✅Was Any Verbal or Physical Intervention Timely and Appropriate✅

⛔️ The Hermes Project (2007-2010) states:-
If the learner feels the instructor is in control of the training, he will be encouraged to take a passive role in the training process. This feeling implies a hierarchy, with the instructor as ‘boss’ and the learner as obedient servant. Such a hierarchy can also create anxiety in the learner because he feels he is constantly being judged. This anxiety can lead to defensiveness and other forms of resistance to learning. If the instructor presents himself as an equal, and someone with whom the training can be tackled in partnership, the learner is likely to be more relaxed and more inclined to share his concerns and views with the instructor, This transition from a hierarchy to an equal relationship is recognised to be an important challenge for the HERMES project. Both are of the same value although the competencies of the coach and the coachee will vary. The attraction of telling (i.e. imposing a hierarchy) is that, besides being quick and easy, it provides the instructor with the feeling of being in control. And being in control can be one of the most attractive aspects of the role of a driving instructor.



In order to adopt a post-test approach that our clients benefit from as a driver in their own world we must allow them as much responsibility as they are capable of managing, keeping them in control and allow them to reflect on their performance.

⭐️ When considering how to deliver timely and appropriate interventions, the amount of time you have from recognising the developing hazard to dealing with the hazard, will determine how much responsibility you can allow the pupil, within their capabilities. The more time you have to support your pupil, the more responsibility you can give them, again within their capabilities to manage risk. The less time you have the more appropriate it might be for you to take more responsibility for risk by way of guided instruction or by way of physical intervention.
Generally speaking when dealing with potentially safety critical situations it is important to consider both the goal of the session and the area of risk. If the pupil is dealing with the risk appropriately and the risk situation is not relevant to the learning goal, then the most appropriate intervention would be for you to remain silent, allowing the pupil the responsibility for their actions and the focus to control the physical act of controlling the vehicle. Any diversion of their focus would be inappropriate in the moment since it could distract the learner from the task and the risk

⭐️ Physical intervention, generally speaking, should be used as a last resort. If the pupil has failed to respond to leading questions and command questions, or to the agreed level of support you have provided, and the situation is now one where it is unsafe to continue in this course, you must intervene by way of taking physical control over the safety of the vehicle, using the most appropriate method. Where possible gently steering away from the danger or if necessary by using dual controls.
Physical intervention should, generally, only be used as a first resort to manage risk, where the situation doesn’t allow time for any verbal intervention. For example the car rolling back on a hill, with vehicles close behind, or a situation where an immediate impact has to be avoided, which couldn’t have been anticipated in advance.

▪️ The DVSA ADI 1 States:-

Clearly the most important ‘interventions’ are those that manage risk in a moving car. We would expect an ADI to point out situations in which a risk or hazard might arise to their pupil. However direct intervention by the ADI, to prevent a situation escalating, may be needed. This criterion is primarily about the ADI’s response in those situations.


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🥇Meet The Standards TOP TIPS🥇 🚦No.7▪️SC/Part 3 Risk Management ✅Was The Trainer Aware Of The Surroundings and The Pupils...
20/03/2021

🥇Meet The Standards TOP TIPS🥇 🚦No.7

▪️SC/Part 3 Risk Management

✅Was The Trainer Aware Of The Surroundings and The Pupils Actions✅

⛔️ The Hermes Project (2007-2010) states:-
Building awareness and responsibility is the essence of good coaching (Whitmore, 2002). A high state of awareness is required for driving, both in terms of awareness of the outside world (what is happening around me?) and in terms of self-awareness (how do I feel, and what do I feel?). To be in control and therefore to be able to drive safely, you have to be aware of these inner and outer worlds. It follows therefore that anything you are unaware of controls you. “Building -awareness and responsibility is the essence of good coaching”. John Whitmore


In order to adopt a post-test approach that our clients benefit from as a driver in their own world we must raise their own awareness and most importantly self-awareness.

⭐️ Effective open questions focus on the thoughts and feelings of our clients and help both instructor and learner understand their strengths, limitations and barriers, what motivated that piece of driving at that time, was it their focus that enabled them to deal with the safety critical situation independently or was it perhaps their feelings of anxiety that prevented them from taking action?

“What were your thoughts once you’d noticed the cyclist?”
“How were you feeling as we approached that last bend?”
“What is it about speed that excites you?”
“Are there any risks involved?”

Using these open questions allows your client to explore their own strengths and weaknesses, their motivations and personality traits that will form the basis of their driving style, since the person that they are, and the beliefs that they hold about themselves and their views on the world won’t disappear when they sit in the driver’s seat of their own car. In fact research suggests that we express our personality traits more readily inside the protective shell of a car, than we would perhaps in a queue at our local shops.
These open questions provide the answers that only they have, since we have no way of knowing our clients inner beliefs, thoughts and feelings, our role is in helping them to assess any risk increasing factors they might have in their personality (eg. excitement, fatigue, focus) and to allow them to figure out strategies that they can use as a driver to stay safe, once they become aware of any changes to their normal behaviour or emotional state.

Effective questions to help your client form strategies could include:-

“How will you recognise the next time you feel this way?”
“How will you cope with these feelings as a driver?”
“What impact could those beliefs have on your driving?”
“Is there anything you could do to make it safer?”
“What are the benefits to you of staying safe?”

More questions that you could use to raise awareness in your clients and to raise your own awareness of your client, could be as follows:-

what do you see, what can you hear, how do you feel, what do you feel?

These questions allow you to receive a broad field of feedback from your pupil around the environment, from the body, your pupils actions and from the car they are driving.

It’s essential as an ADI that we are constantly switching focus from the external risks, to the internal risks, both inside the car and also the thoughts and feelings of the person who’s controlling it. Being aware of both the surroundings and your pupil’s actions helps you to understand the focus of your learner and be more aware of when your input is necessary and when remaining silent will help them to achieve the goal as well as being responsible for their own safety, building their own sense of responsibility and achievement.
It also enables you to take appropriate and timely intervention in the event that your pupil fails to recognise or respond to an upcoming hazard.

It is essential that we raise awareness in our pupils of the needs to focus on the external hazards they will face as a driver and the internal risks they face as a person.

▪️ The DVSA ADI 1 States:-

This question lies at the heart of the ADI’s professional skill. They should be able to:

• take in the outside world

• observe the actions of the pupil, including comments and body language

• judge whether those actions are suitable in any given situation

• respond accordingly


📘📘📘Meet The Standards ebook (Lesson Planning/Risk Management/T&L Strats) are available to download now :-

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🥇Meet The Standards TOP TIPS🥇 🚦No.6▪️SC/Part 3 Risk Management ✅Were directions and instructions given to the pupil clea...
04/03/2021

🥇Meet The Standards TOP TIPS🥇 🚦No.6

▪️SC/Part 3 Risk Management

✅Were directions and instructions given to the pupil clear and given in good time✅

⛔️ The DVSA ADI 1 states:-
Any input from the ADI must be sufficient, timely and appropriate. It is important that ADIs take account of the ability of their pupils when giving directions. Directions given late, or in a confusing or misleading way, do not allow the pupil to respond and can make weaknesses worse. Too many unnecessary instructions from the ADI can both de-motivate the pupil and create a real hazard.


In order to manage risk efficiently, so that our pupils can achieve their goals, we must ensure that we provide in the following three elements:-

⭐️ 1️⃣.Give directions that are clear and timely.
If you are directing your client along the route, then ensure you give them well timed and clear directions. For example “take the next road on the left” may leave the client asking “So not this left? The next one?”
A better approach would be to change the wording from ‘next’ to ‘first’ (or second) and wherever possible add a reference point. For example “take the first road on the left, it’s just after the blue parked car.” In this way your pupil has a clear instruction and a visual focal point.

Make sure you give the direction timely, so that once they have processed the direction they have time to manage their approach, a late direction can be detrimental to your clients development as it could lead to a safety critical situation, since your pupil won’t have time to process the manoeuvre.

Consider the human factors of your particular client, left-right confusion as an example, where it’s common for a person to confuse lefts and rights whilst performing other tasks, affects around 20% of the population and is believed to be more common in left handed people and in females.

⭐️2️⃣.Silence.
Silence is a tool which can be hugely beneficial, to both the instructor and the learner. Think about how you learn and reflect best, is it with a clutter of external distractions or in situations where the only focal point is the task at hand? Where conversation and questioning can cause the brain to overload and lead the learner into making mistakes, becoming extremely detrimental to the learning process....Silence can be Golden! Depending on the competency of your pupil, their knowledge and learning style, it’s extremely likely that they will perform the task better in silence, since their focus will not be divided between achieving the goal and listening to their instructor.

⭐️3️⃣. Aside from directions, limit any other input to the goal of the session, or to manage risk.
Before asking any questions on the move, consider two things:-

A. Is this question going to benefit my pupils learning around the goal of the session?

B. Is the purpose of this question to keep the car safe?

If the answer to both of those question is ‘No’ then don’t ask the question. It is better for you to let your pupil focus on the goal of the session and their responsibilities for managing risk, than diverting their focus to non-essential factors. Remember the DVSA ask us to limit our input and remind us of the dangers of mobile phone use while driving, in comparison to continual questioning on the move.

▪️ Time your directions to ensure your pupil has adequate time to perform the manoeuvre, keep your directions clear and concise and consider giving the responsibility for the route to the learner. Limit any additional input to learning around the goal of the session, if it doesn’t benefit the learning goal, it’s not important to the session, unless its purpose is to manage safety critical situations, in which case, wherever possible use leading questions to keep the responsibilities for decisions with the pupil. As often as possible help your pupil to develop by staying silent therefore limiting the amount of channels the brain is using to process information and accelerate learning from short term memory to long term memory. Particularly whilst they practise or reflect.

Ensure that your pupil is not overloaded with input that is poorly timed or misleading....

🥅So that they can achieve their goal🥅


📘📘📘Meet The Standards ebook (Lesson Planning) is available to download now :-

https://www.newdriverprogramme.com/store/product/meet-the-standards-ebook-by-lee-jowett/?ref=113

Look out for great deals, and for useful hints tips and blogs, by joining our page

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