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Train the Trainer, (ORDIT) online recourses
Last reviewed: 02/07/2018

You have been directed to this page as a result of your training, this means you didn’t quite meet the criteria in 1 or more subjects.
Please revise areas from the list:

1. Instructors Roll
2. Route Directions
3. Lesson Planning
4. Watching the Learner
5. Talking & Prompting
6. Using Diagrams
7. Giving Feedback
8. Q&A Techniques
9. Fault Identification
10/11. Remedial Action/Job Sharing
12. Giving Demonstrations
13. Control of Lesson
14. Dual Controls
15Lesson Structure
16.  Route Planning 

1. The Instructors Roll
The Instructors Work-place and Notes.
As an instructor you’ll be passionate about teaching new skills and transferring these on to others.  To do this, it will require some degree of determination and motivation to achieve your goals.

To achieve all goals, you will need to be a mentor, a good listener and be able to adapt to different levels when giving instruction and or coaching.  

When you are at the working environment (car), an important part of your roll is to enable students to settle down and feel at ease in the “instructor’s seat".  

2. Route Directions
This should not take long for most to pick up, the idea of this is to give trainees a chance to give directions as they will in real life situations and also it encourages trainees to feel like there already an instructor, also the other benefits is that this gives them a chance to work on there terminology as clarity and concise direct prompts is an important task of the driving instructors roll.

The benefits of the encouragement to provide a trainee with the tools below is to make them feel in control:
For a success and practical of key skills
To develop verbal skills
Introduction to simple roll-play as a training  aid
To teach route directions in a variety of ways

3. Lesson Planning
The purpose of every lesson is to develop the pupil’s skills, knowledge and understanding in relation to the contents of the National Standard for Driver Training.  Research indicates that it is best achieved by placing the client at the centre of the learning process. In this context, the assessment criteria will be interpreted as follows.

Did the trainer identify the pupils learning goals and needs?
Usually the trainer must clarify this at the very beginning of a lesson.  
If you have not worked with a pupil before who is new to driving with you, it is recommended to explore further to their past learning.   It may also be a good idea to do an assessment drive to see what competency they are at.   This could lead to a discussion during the feedback I’m which the trainer will have an idea to where to start the lesson at.

4. Watching the Learner

This guide offers a useful exercise that can be used to overcome one if the most common problems experienced by ADI students and experienced and ADIs alike – the real problem is failing to recognise errors, equally failing to recognise good driving practices.

It is important to watch your pupil closely, if you don’t they’ll feel a sense of not being watched and could lack deprivation.   An important part for a trainer to recognise errors are through watching the system of vehicle control knowing as MSPSL routine which gives access to an individual’s movements.  This will be looked at in your training and development.

5. Talking and Promoting
This guide describes the initial development of talk-through (guide practice) skills.
Basic talk through
Introduction/talk through skills
Revise and build

It’s important to revise the previous exercises and build upon them by introducing fresh material.
Transfer the new skills to another subject

When the pupils is improving their talk through skill, that you can introduce a new topic and help them develop/discover their own skills.
As we see in out last topic regarding giving route directions is a good and practical way to build some one s verbal skills.  Another way which is also practical are to talk about complex junctions, pedestrian crossings as this could build commentary driving skills also which is highly used as a trainer or ADI alike.

6. Using Diagrams
This guide explains the use of diagrams and other teaching aids in your possession.
For your training, you will need some diagrams to show to a pupil if you will need to demonstrate certain aspects through visual aids.   

When using diagrams it is important to understand the benefits, the use of and how to be used in conjunction with a subject you maybe delivering.    Also diagrams have some limitation and some input will be from the ADI verbally if not shown visually.    To fully prepare for part 3 or a Standards Check, you will only need to spend up to 5 minutes to transfer any information to a pupil.   This is only a guideline.   

7. Giving Feedback
It is important to emphasise that feedback is not simply related I’m any way to just the negative points, it is also to highlight the strong points.
Feedback should be honest, positive, specific, personal and limited. 
It’s important for feedback to be honest, it isn’t at all helpful if a pupil is given false feedback which can create a false sense of their own ability.     An example of bad feedback would be, or rather than say... “Tom, there was a weakness in your use of mirrors taking that left turn",

Instead a trainer should be using, “Tom I noticed you missed the nearside mirror there which I believe you may need some development on this.”    Using words... like poor, negative, bad, but, however we should as professional trainers avoid these worlds at all costs!

8. Q&A Technique Explained
The subject of Q&A is vast and goes beyond ADI training.  Here we will look at examples and ideas of basic Q&A methods etc.
Q&A is used in many ways and in many rolls, for example if it was to be used in driver training It can be used at the start to clarify learning and goals on the move to agree actions of others, and at the end of training during the feedback part which in most cases should be given throughout training where it’s necessary.      

There are 2 days of asking questions, these are often referred to either open or closed questions, for example, a closed question does not require much of a response from the pupil, for example if you had asked your pupil if they had checked their mirror before they change speed they may reply with a “yes", this answer does not lead to any discussions and in the driver training industry it is not recommended to use closed questions.     Let’s look at an open question, rather than ask the pupil...  “Did you check your mirror before changing speed, why not ask, what did you see and what could be a cause of concern when you last checked your mirror”?   This will give you a clearer indication that the pupil is checking and it leads to a follow-up answer.


8. Fault Identification
This guide will explain about errors and how to spot them and make a pupil understand the causes
Identifying common errors isn't easy if you're not focused.   As a trainee or ADI it is important that you keep your mind on the driving tasks even if you're in the instructors seating position.

9. Identifying Common Mistakes
When practicing this element with a trainee, remember that it isn't about fixing the fault, it mainly on how to recognise errors.   

Here... your task is to simulate errors of a learner driver, errors should include some of the following:

Incorrect positioning including poor control
Incorrect use of speed
Inadequate observation (fast, slow, hesitant)
If in roll play:

Your trainer will start gradually making errors if simulating a roll-play scenario and as the trainee ADI becomes more confident, he/she will start to make more errors.

Once an error has been occurred either in a roll-play exercise or a real-life learner, it is important to understand the cause.    Many ADI's have given the wrong information regarding the cause of the error through poor or ineffective observations when the pupil has allowed an error to occur.

Your trainer will take you through this guide during practical in-car training.

10. And 11. Remedial Action and Job Sharing
This guide explains how job sharing should be within an in-car learning session and how to use remedial action.

Job sharing is a very modern way to coaching, this is done by making a mutual agreement between you and your pupil who has responsibility for what, this is all about managing risk to trainee, pupil and other road users within an environment. 

For example, if a pupil explains that their previous lesson went very well but the only issues that were raised were the use of mirrors and speed for someone who may have had already on average of 28 hours, it may be a good idea to explore further as to what these issues were exactly and then extend this by asking what input the pupil may want from you.   If the pupil asks for prompting these 2 areas within their drive, then this is what has been agreed, however it is an essential part for a trainer to explain that your satisfied for the pupil to do everything else independently however if you feel that there is any cause for concern that you will either verbally or physically intervene as you have duty of care as a trainer to ensure everyone is kept safe in the environment. 

Finding a fix to avoid a pupil making the same mistakes can be achieved through many way, below are just a few:

Q&A to raise awareness (depending on level and ability)
Discuss the potential and actual risks
Go back over where the error took place but with an agreed coaching plan

12.  Giving Demonstrations
This guide gives information on how to give practical and meaningful demonstrations.

Teaching demonstration skills is one of the best or valuable teaching methods widely used today, most people learn from visual, and many other ways which a demonstration can be given, this has reached from visual learning, audible and practical skills.    Finding which one works for your pupil is a core part of good training skills or the ADI.     Never assume everyone are the same and you should be able to vary your training skills to suit each and every individual.

13. Control of Lesson
It's important for all trainers to keep in full control of the lesson, trainers will have passed part 2 (practical ability) test and therefore would have mastered the key driving routines, I.e. MSPSL, or MSM/PSL., trainers need to know that this foundation of the system is used widely within in-car training and is to be used in all lessons.

The next phase explains that ADI trainees are to be in control of every lesson and therefore should take control if necessary, I.e. use the dual-peddles or grab the steering wheel if required such as danger has been caused.

If action is reactive from an ADI trainee this could be because of a lack of observations, not feeling comfortable at the time or didn't feel there was any potential danger until danger suddenly occurs causing late but reactive methods or either.

14.  Dual Controls
This area explains the safety of having to use the dual controls however this should not be through choice, but a matter of last resort.

Operating the controls from the instructor's seat very different to that of the driver's seat.
Although a trainee should never have to use the dual controls it is an important task to get them familiar with the duals and the handling from the instructor's seat.   One of the reasons for using the duals late in any situation is that, the instructor is not used to using a brake and clutch from the passenger seat hence the reason why it is commonly known as the instructor seat.

Dual peddles are not to be used because of poor planning, substandard teaching or even because the driving instructor isn't able to give early and clear instruction as this may result in having to use the controls which in turn can demoralise a student's confidents.

15. Lesson Structure
In this guide we'll briefly explain how a simple lesson structure can be tailored to suit a pupil needs and what expected of the ADI.

A lesson should always have a start, middle and an end.   Lessons' may vary depending on the pupils needs however if a lesson is conducted correctly it will be planned, productive and structured to suit the pupils needs.    A poor structured lesson can result in poor risk management and knock the confidence of a pupil which will keep them from not moving forwards with their lesson plan.   A structured lesson is to be counter-productive with Q&A to establish knowledge and experiences, previous learning if any, demonstrations and examples shown to clarify learning outcomes where possible and to give positive feedback with sailing from the pupil to help their next learning goals.

16.  Route Planning
In this section we will explore the concepts to good route planning.

Route planning shouldn’t be out of anyone's reach for their current abilities, not only can this knock confidence but the pupil will walk away with a sense of no success!!

A key part of vital route planning is to establish a route which fits right for the candidate's level, skill and ability, for example if you had a pupil who had 10 hours of lessons previously which consisted of moving off, approaching and emerging but you had established that his approaching skill's needed some development then you should avoid bringing the pupil to roads which he would only be stuck in meeting situations, and pedestrian crossing and roundabouts, as for bad route planning this will also get you marked in the "risk management" section quite badly!

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National Standards for Drivers and Riders