Core Competencies in Action

ADI Part 3

Fault Identification

It's easier than you may at first imagine to spot faults, you may be thinking 'but I have to look at the road and I could miss faults'

adi trainingOne of the ways to ensure your fault identification is good is to imagine yourself in the driving seat and look very far into the distance and back down to your car at all times that you are not watching the pupil

fault ID

Then for example you see a cyclist riding on the footpath in the distance and, as you get closer look at your pupil a few car lengths before YOU would begin your MSPSL, that way you can focus on fault ID and know EXACTLY what to look for

Another example, you spot a parked car on the left in the distance, then as you get closer take a look at your pupil to make certain they are checking the appropriate mirrors at the correct time

Fault Analysis

Take a very common fault, not checking the right hand mirror before signaling on approach to a right turn

Generally it's no good asking the pupil why they didn't check the mirror, they sometimes don't even realise that they didn't check it

You need firstly to let the pupil know that you noticed the error then find out if the pupil knows WHY we must check the mirrors before signaling, that's easy, just ask, if they know the answer tell them that missing checks as important as this can have serious consequencies for themselves and other road users

If they don't know the answer - simply tell them, making certain to emphasise the importance and the dangers of NOT checking it

Remedial Action

Once you know that the pupil is sure of the dangers then tell them to check it EVERY TIME from now on and that you will keep an eye on them to remind them, you could also tell them that the learning to drive process will be hindered if they don't remember to check it every time

I often hear from P.D.I's that the briefing MUST be VERY important on the ADI part 3 test

I say this, the briefing has an important place in driving instruction but is not a patch on the correct use of the core competencies, the level of instruction and the control of the driving lesson

Do you imagine that the S.E. is more concerned about your briefing than your control and instruction/guidance of the lesson while the vehicle is on the move?

Think about it, the S.E. and any sensible parent for example would be far more concerned that you get their young son or daughter back home safely and happy after a driving lesson during which they learned good and safe driving practices

Chill out a little as far as the briefings go, be yourself and explain to the pupil/S.E. what the lesson objectives are and try to get the main points of the subject across, if you miss something then cover it on the move

A good way to think about a briefing is 'how would i do this?' then simply pass on that knowledge to them, forget the word for word acting classes, remember you're a driving instructor not an actor :)