Unit 36: Partly Trained/Trained – Approach Junctions to turn right or left.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 7 – Approaching Junctions to turn either right or left/Pedestrian crossings and use of signals
PST 3 – Turn in the road/Approaching Junctions to turn either right or left
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that this subject should not need to include emerging from side roads/at T-junctions. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes.

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about junctions. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to approaching junctions. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to turning right across traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 seconds)
Phase 1:
To understand how to turn left and right at junctions, and to be able to perform these turns under guidance (specific, measurable and realistic). How do you feel about completing a few turns safely over the next 15 minutes? (agreed and timed)

Phase 2:
To enable independent turning at junctions (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes – Phase 1 only)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – crossing traffic for the first time can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and the dangers in both phases
Watching your customer like a hawk
Enforcing the MSM/PSL routine as firmly as possible

Unit 37: Partly Trained/Trained – Emerging at T-Junctions.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 8 – T-Junctions – Emerging/Meet, Cross and overtake, adequate clearance, anticipation
PST 4 – Reversing/T-Junctions – Emerging
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude to the subject. Be aware that although the route will necessarily include left and right turns off major roads, this is not the focus of the lesson. On phase 1 be on the move after 10 minutes, on phase 2, 5 minutes.

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about emerging. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to emerging. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to closed junctions and emerging right and left into heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 seconds)
Phase 1:
To understand how to emerge from minor roads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about being able to emerge safely from some junctions over the next 15 minutes? (agreed and timed)

Phase 2:
To enable independent emerging (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – emerging for the first time can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and dangers in both
Watching your customer like a hawk
Enforcing the MSM/PSL Routine
Avoiding the tuition car being rear ended

Unit 38: Partly Trained/Trained – Dealing with Crossroads.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Part 8
Lesson Presenter
PST sheets
PST 9 – Crossroads/Pedestrian Crossings and Signals
PST 1 – Controls/Crossroads
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. Be aware that there may be a necessity to deal with roundabouts during the crossroads lesson. If you are unsure of the route you are likely to take, ask your customer whether there are any roundabouts on route. On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about crossroads and priorities Remember that they will know a lot from lessons on turning and emerging. Keep an eye on their cockpit drill and safety checks.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to crossroads. With a phase 2 customer you will need to be prepared to deal with busier junctions paying particular attention to light controlled junctions and turning right across heavier traffic. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with crossroads, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some crossroads safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with crossroads independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Remember this is the first time they will have attempted this properly, so cover everything necessary.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – being stuck in the middle of a crossroads in heavy traffic can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
The differences in Phase 1 and Phase 2 customers
Potential hazards and dangers in both
Watching your customer like a hawk
Enforcing the MSM/PSL routine as firmly as possible
Ideal positioning when turning right at crossroads – hold back

Unit 39: Partly Trained/Trained – Meet, cross and overtake other traffic allowing adequate clearance for other road users and anticipation.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – Parts 7 & 10
Lesson Presenter
PST sheets
PST 10 – Meet, Cross and overtake/Progress, hesitancy – normal position
PST 2 – Moving off & Stopping/Meet, cross and overtake, adequate clearance & anticipation
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is a huge subject, and as such should never be taught all in one go – break it down sensibly into ‘anticipation‘ (necessary for all) and only 2 of the other subjects. If this is part of your part 3 examination, listen to the word picture carefully, as they will only mention 2 subjects plus anticipation – KNOW WHICH 2 YOU ARE EXPECTED TO TEACH! On phase 1 aim to be on the move within 10 minutes, on phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about the subjects. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with the subjects, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some the subjects safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with the subjects independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Whichever subjects you are teaching, the following will need to be covered – gear your tuition to the subjects in hand.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – meeting an oncoming taxi or van in a small gap can be stressful, and inertia often makes early learners want to continue when they shouldn‘t. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Listening to the word picture carefully
Encouraging early use of the LADA MSM/PSL routines
Willingness to hold back – priority cannot be taken, only given

Unit 40: Partly Trained/Trained – Pedestrian crossings and signals.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills – All, inc. Pages 129-132
Lesson Presenter
PST sheets
PST 6 – Pedestrian crossings and the use of signals/Reverse parking
PST 9 – Crossroads/Pedestrian Crossings and Signals
Examiner’s Part 3 Guidelines

Be aware of the distinct differences of teaching this to someone for the first time (phase 1), and providing extra training to someone who has already received training in the subject, but needs help with their knowledge, skills or attitude. This is another 2 in 1 subject, but this time they can be sensibly combined. Usually by this stage, even with a phase 1 customer, their general driving will be pretty competent, so concentrate on the subject in hand. On Phase 1 aim to be on the move within 10 minutes, on Phase 2, 5 minutes

Recap:
Phase 1: (1-2 minutes)
Work out whether your customer can drive away from their pick up point. And try to discover as much as possible about what they already know about signalling and pedestrian crossings. Remember that they will know a lot from previous lessons which can be used. Keep an eye on their cockpit drill and safety checks and their initial driving ability.

Phase 2: (3-5 minutes)
Your customer will have tackled these before, but as the purpose of the lesson is to help develop their ability you must discover the extent of their knowledge, skill and attitude to the subject. With a phase 2 customer you will need to be prepared to deal with busier situations and faster roads. Use the main points from the phase 1 briefing as a starting point for your questions.

Objective: (30 Seconds)
Phase 1:
To understand how to deal with signalling a pedestrian crossings, and to be able to do this under guidance (specific, measurable and realistic). How do you feel about dealing with some different crossings and some signalling decisions safely over the next 15 minutes? (agreed and timed)

Phase 2:
To deal with the signalling and pedestrian crossings independently (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (5-8 Minutes)
Phase 1:
Use the knowledge of signalling which they already have from their training, and their knowledge of crossings as a pedestrian.

Signals timing: So as not to confuse.
Unnecessary signals: Passing parked cars/buses? Meeting situations. Could it be of any use to other road users? Could it be misleading to other road users? Setting off, and parking up.

Practise:
Phase 1:
Once explained and agreed – full talk through will be necessary, and you will need to be ready for strange reactions – once a crossing has been recognised it needs to be assessed, and signalling can be very confusing to get a grip on. Be ahead of the potential problems, positive instruction (ahead of the game) is essential at early stages to avoid danger and loss of confidence in your learner. Once things seem under control encourage your customer to start to take the initiative (move to prompted from guided).

Phase 2:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

On your part 3 examination, the phase 1 will usually over-run leaving little or no time for a summary. If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Common mistakes with signalling
Common mistakes with pedestrian crossings
Avoiding dangerous situations

Unit 41: Trained/Full Licence Holder – Progress, Hesitancy and Normal Road Position.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills
Lesson Presenter
The PST Sheets
PST 5 – Emergency stop – mirrors/Progress, hesitancy – normal position
Examiner’s Part 3 Guidelines

This is another subject which will only be done on part 3 with a phase 2 subject – someone who has been driving for a while, and is either in need of driver development, or is approaching their test. Think through all of the common problems you see with other road users with regards to the three subjects, and try to imagine where the problems and solutions lie. Aim to be on the move within 5 minutes

Recap & Main Points: (3-5 minutes)
Your customer has driven for a while, whether they are preparing for a test, (possibly an extended test due to disqualification) or having refresher lessons after a break from driving or after driving under different conditions for some time. Listen to your customer’s description of what they feel their problem is (or in the case of someone approaching their test, what their driving instructor has previously told them). From here start to work out a way to test the knowledge, skills and attitude to the areas that are to be worked on.

Objective: (30 Seconds)
To deal with the progress, hesitation and normal position independently, safely and with more confidence (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Practise:
Watch your customer carefully to determine the level of instruction to be used. Implement core competencies in the event of any faults, and use these to determine changes to the level of instruction.

Bear in mind that the main points in this area often contradict each other – once you have solved their speed problem you may find that they dawdle! Or if they drive too wide, beware of shaving as you attempt to fix this – make them aware that there is an optimum speed and position for every point during a journey, and ask them to question whether they feel they are attaining it.

Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Progress problems – get there, but do it safely – flexibility
Hazard awareness & over awareness
Positioning for yourself and others

Unit 42: Trained/Full Licence Holder – Reverse Parking.

Research Material:
The Driving Instructor’s Handbook – Chapter 5
Driving: The Essential Skills
Lesson Presenter
The PST Sheets
PST 6 – Pedestrian crossings and the use of signals/Reverse parking
Examiner’s Part 3 Guidelines

This is another subject which will only be done on part 3 with a phase 2 subject – someone who has been driving for a while, and is either in need of driver development, or is approaching their test. Think through all of the common problems you see with other road users with regards to reverse parking either on the road or into a car park bay, and try to imagine where the problems and solutions lie. Timings will depend on whether this is a new subject to the customer.

Recap: (1-2 minutes)
This is a slightly odd PST for the part 3, as it will only ever be covered on the 2nd phase with a trained driver or full licence holder, but it may well be the first time the person has ever attempted to reverse park. Be aware of this possibility and question for knowledge, skills and attitude as always.

Objective: (30 Seconds)
To be able to reverse park, safely and as independently as possible (specific, measurable and realistic). How do you feel about aiming for that over the next 20 minutes? (agreed & timed).

Main Points: (3-5 Minutes)
If a customer has attempted to reverse park before, it will be worth asking them to talk through how they do it – and use this as a basis (remember to always teach from the known to the unknown).

Practise:
This subject will often require guided instruction at first (though listen for any indication to the contrary). Pitch your instruction carefully, and while you are aiming for this to work first time, you want to avoid over instructing and taking the responsibility away from your customer. Once something is being done correctly, attempt to transfer responsibility to an independent driver.

Summary:
Feedback at this point is hugely important – carefully question your customer for their knowledge and attitude. Be enthusiastic about how it all went, but ensure that you put into place an action plan to deal with any problems with control or observations which you couldn’t fix during the time you had in the lesson. Remember to acknowledge any mistakes, but to keep very positive about both your ability and your customer’s. Give your customer ownership of what they have done by asking them where their weak and strong points are. Fill out their track record.

If possible on phase 2 you should aim to call a halt a couple of minutes before the end in order to summarise.

Discussion Points:
Bay or Parallel
Skill problems – control, or spatial awareness?
Awareness of, and dealing with other road users

Unit 43: The Part 3 Examination – Mock & PST Sheets.

These Pre-set Test sheets have been taken from the official part 3 examination sheets, and show everything in the same order and combinations. You will recognise the layout from the individual subject sheets included after each subject we have covered. We have re-set them to make printing and use easier during your training.

When your examiner comes out at the test centre and asks you to sign the declaration for your part 3 – this will be the PST which you will required to do – so it’s always worth having a look at the sheet itself.

Through your training we have avoided teaching simply to the PSTs, because this can lead to a very narrow view of the part 3 exam, and the job itself. Hopefully you will start to really get to grips with what you know, and the skills you have developed, and you will now be able to apply this to your preparation for the part 3 exam.

Look carefully through each sheet, and try to fulfil every requirement – you know what your examiner is looking for – give it to them.

There is often a myth in driving instructor circles that the part 3 is completely different to a ‘real’ lesson – don’t be taken in by this. Yes, the part 3 feels slightly false, and it is an engineered situation, but if you treat the examiner as your customer, and give good value for money (imagining they have paid you sometimes helps!) you are half way there. The PST sheet is simply a way of evaluating whether you are capable of giving value for money.

Don’t change what you do on the day – your training will have covered about 90% of eventualities, and should be the basis for what you do. The other 10% will rely on your interaction with your ‘customer’, and how well you help your customer overcome their difficulties. As the instructor you must keep control of the lesson, and if things feel wrong to you, you need to keep on top of them. Be flexible – your ‘customer’ will give you the answer to why they are doing things wrong – but it is up to you, your flexibility and ingenuity to draw it out and make them understand what is happening, why it is happening and how to fix it.

Keep researching, reading, thinking, planning and observing – there is no such thing as too much planning!

Unit 44: Covering the syllabus – using a track record

Resources:
The official guide to learning to drive (Driving Skills) – DSA
The DL25 (test sheet)
The DT1 Examiner’s guidelines for marking the driving test

“The official guide to learning to drive (Driving Skills)” from the DSA is the official syllabus. You will need to cover the whole syllabus with your customers before they are ready for their test.

However, this book does not cover how to do everything. For this I think that anyone would advise that you work mainly from The Essential Skills. Working through this book should mean that the syllabus has been covered, but using a comprehensive track record will ensure that your customer has completed the course.

You can design your own track record, you could use the one the DSA offer to all driving instructors, or you could simply use a copy of the DL25 as a check list.

Whichever way you decide to work, do not let anyone go to test until you are sure that they are capable of driving on all roads (excluding motorways – though this should be covered in theory), and are safe in their execution of all manoeuvres.

Easily missed details include:

Eyesight and Licence checks (you’d be surprised)
Moving off into traffic streams
Overtaking (bicycles on narrow roads often cause problems)
Road works
Stop Junctions
Dealing with the unexpected (bin trucks, driving at different times of day etc)

Deciding when to put a candidate in for their test is simple – only put them in when you feel that they drive safely. Small technical mistakes are not a problem but safety issues must be sorted out before a test is taken. There must be an emphasis on safety throughout their training and explanations given for all major problems. For example, many customers do not realise how dangerous hitting a kerb on a manoeuvre can be.

When approaching test, many candidates will try to change their style of driving, which causes problems. Remember that your core competencies are ideally suited to problem solving – Identify the problem (for example driving too fast towards hazards), Analyse it (“because my mate failed for going too slow”), and offer Remedial Action (remind them that they should not drive too slowly when the road is clear but when there are hazards they need to be in full control, and this usually means approaching them more slowly in order to assess them).

Discussion Points:
The track record, and how to use it

Unit 45: Pass Plus, refresher and beyond

There is much more to driving than passing the test and throughout their training your customers may be aware of their lack of experience. As a driving instructor we are often simply there to get customers through their test as quickly as possible. We must not take short cuts on this, but it is often impossible (due to customers’ time and budget constraints) to be as thorough as we would like.

Making sure that your customers are aware of the advantages of ongoing training will encourage them to return to you for Pass Plus, or at least motorway driving training once they have passed. To become Pass Plus registered you must have passed your part 3 (trainees cannot do Pass Plus training). This is an excellent course for all, and if customers have had a chance to drive alone a few times before taking it they often find it extremely useful. Remember that they will know their local areas – this is the chance to take them out of their comfort zone. This will make them aware of how much they may have been relying on their memory of roads to make decisions. Reading roads of different types, and understanding how different conditions will affect their decision making process, will turn them from capable drivers in their own areas to capable drivers when faced with new roads and challenging conditions.

You may find that you are asked to provide refresher lessons. Your approach to these should be the same as your approach to the Full Licence Holder situations you worked through in training. Some drivers have some serious knowledge, skills and attitude problems which may seem hard to deal with at first, but remember that you have the skills: Levels of instruction (which must not be patronising – these people often do not have to take lessons, they choose to) and the Core Competencies. Encourage anyone who takes refresher training – goodness knows there are enough drivers out there who should, but only a few actually do. If you can make sure that they enjoy their sessions with you while becoming safer and more confident drivers you will guarantee yourself repeat custom and recommendations.

From here, you can start to decide where you want your career to go. You will usually need to take more training and often exams to offer further training (we will come to CPD later), though you may want to consider:

Fleet Training
Specialist vehicle training (LGV, HGV, 4×4, Motorbike)
Emergency response training
Instructor training and CPD provision

You can probably start to put together a list of objectives for your own career path already!

Discussion Points:
Pass Plus
Refresher Lessons
Where next?