6. The official register of driving instructor training (ORDIT)
How examiners inspect organisations to join the official register of driving instructor training (ORDIT).
The Driver and Vehicle Standards Agency (DVSA) published the National standard for driver and rider training (NSDRT) in 2011 setting out the skills, knowledge and understanding, you need to be an effective ORDIT trainer.
The aim of the ORDIT inspection is to allow the ADIE to assess the ORDIT trainers’ ability to deliver a client centred training session delivered appropriately to the needs of the potential driving instructor (PDI) or approved driving instructor (ADI) .
The ORDIT inspection will be conducted with an examiner observing the ORDIT trainer delivering a training session lasting approximately 1 hour.
All ORDIT trainers must agree to DVSA’s terms and conditions of registration.
All ORDIT trainers will have a mandatory engagement call prior to attending for their inspection.
The ORDIT trainer is responsible for the training session theme. They should make sure they have sound knowledge of the area around their chosen driving test centre (DTC) so they can:
- plan their training session
- change the original training plan should the need arise
- provide a trainee for a moving training theme. Stationary training sessions are not permitted for the purpose of ORDIT assessments
The ORDIT trainer can present a PDI who is embarking on the ADI qualifying route, an ADI who is preparing for a standards check with an appointment booked or an ADI who has been unsuccessful on a previous standards check in need of remedial training.
Only grade ‘A’ ADIs are eligible to apply for an ORDIT inspection. If eligible the ADI should consider training in preparation for the inspection.
An ORDIT trainer will apply for an inspection to the ORDIT Team in Nottingham when wishing to enter the Register for the first time. An ORDIT trainer already on the Register will get a letter asking them to pay for their inspection within 14 days.
Unsuccessful ORDIT inspections will be manually re-booked upon receipt of the relevant fee. Requests for inspections will be sent to the appropriate ADI Manager who will allocate them to a member of their team. Inspections will be arranged by the ADIE at a mutually convenient date and time, following checks with Deployment. Once the inspection date is agreed, confirmation should be sent by email to the trainer, copying in the ADI Manager, Deployment and the ORDIT Team.
On occasions, a trainer may have difficulty agreeing an appointment if no PDI is available. Where attempts made to arrange an inspection are unsuccessful, the ORDIT Team should be notified, copying in the ADI Manager. ADI Managers should monitor inspection requests and follow up on those not actioned within 10 working days.
The ORDIT trainer has options as to how to deliver training. The ORDIT trainer can accompany the PDI whilst they deliver a lesson to a pupil and provide regular guidance and feedback from the rear of the car. Alternatively, the ORDIT trainer can role-play a beginner, partly trained, fully trained or full licence holder (new or experienced), simulating faults for the PDI/ADI to correct.
For the purpose of the ORDIT assessment the trainer must role-play and the theme must be a moving lesson. Lesson themes include:
- prepare to train learner drivers
- design learning programmes
- enable safe and responsible driving
- deliver driver training programmes
- manage risk to instructor, learner and third parties
- evaluate and develop knowledge, understanding and skills in the driver training industry
- other themes as appropriate such as fuel efficient driving (FED)
Only instructional training will be inspected unless the ADI Registrar has requested otherwise. Driver training could be inspected if there are concerns over the quality of PDI being presented for ADI part 2 test. This would specifically requested by the ADI Registrar.
All ORDIT inspections must be conducted in English or Welsh.
Read more information about ORDIT.
The examiner will assess the ORDIT trainer’s ability to deliver a meaningful training session in line with the requirements in Role 6 of the National standard for driver and rider training.
ORDIT trainers training records will be requested in advance of the inspection. These can be electronic or hard copy. If this is a first inspection the trainer may only have a template or example of how they intend to record the progress of their PDI/ADI.
The ADIE should complete the relevant sections of the ORDIT 1 form before the inspection commences. This should include the location, date, name and PRN of the trainer, their organisation, if known, and whether it is a first inspection, re-inspection or re-registration.
When meeting the ORDIT trainer they should be made to feel welcome with a handshake and use of customer service skills to promote a friendly, relaxed atmosphere.
The examiner should also record the PRN of the PDI/ADI client on the assessment form and the registration number of the training vehicle. The examiner must view the trainer’s ADI certificate (or ORDIT certificate if already on the register) before the session begins.
The ORDIT trainer can be accompanied by the PDI/ADI to the waiting room at the DTC. If the PDI/ADI decides to wait in the car, the examiner should encourage the ORDIT trainer to introduce the PDI/ADI to them in a relaxed way and they should shake hands thanking them for allowing the examiner to accompany their training session.
The ORDIT trainer should tell their PDI/ADI to behave exactly as they would normally. Some find that it helps to put their PDI/ADI at ease if they explain:
- that the examiner is there to assess their ability to provide client centred training in order to become an ORDIT trainer or retain their ORDIT registration
- to make sure that the quality is in-line with national standards
The ORDIT trainer should prepare a training session, with their PDI/ADI, based on the student’s learning needs or agreed development strategy.
The training theme for the session may be one of those listed on the ORDIT assessment form, but it may be something else. In that case, the examiner should record what the theme was in the ‘other’ box.
Before the session starts, the examiner will ask the ORDIT trainer some questions about their PDI/ADI, this aspect will need to be managed and delivered in private.
They should be able to tell the examiner:
- what elements of NDRTS they have covered to date
- strengths and weaknesses of the student
- training theme for the forthcoming session
The ORDIT trainer may show the examiner their PDI/ADI training record before the start of the session (The record or example of will already have been seen). If this is a first inspection, the trainer must evidence how they intend to record progress.
The ORDIT trainer must provide a role-play training session. This should be delivered in micro sessions with regular interactive discussions.
The examiner can make notes during the session to help them identify locations that may not be familiar to them. The examiner should destroy the notes as soon as possible after the ORDIT inspection is complete. The only record of the ORDIT inspection will be the completed report form.
Examiners may be accompanied by a senior examiner to quality assure their conduct of the inspection. Whenever possible, the examiner will tell the ORDIT trainer in advance when this is going to happen. If they could not tell the ORDIT trainer before the inspection, 5 minutes will be allowed for the ORDIT trainer to explain to the PDI/ADI what is happening. The lesson can include (if the trainer wishes) driving to the nearest garage or tyre centre to inflate the car’s tyres to the recommended pressures for a heavier load.
The ORDIT trainer is permitted to have their trainer accompany the session and listen to the overall profile if at all possible.
When the ORDIT trainer arrives at the test centre, the examiner will confirm their identity and complete the necessary paperwork.
The ORDIT inspection requires the ADI to show their competence against all the criteria on the assessment form. There is no need to ask whether the ORDIT trainer understands the process because this should be their area of expertise. However, customer service is still very important so if examiners are asked a question and feel an answer would be appropriate, one should be provided.
The examiner should also take a few moments to view any CPD records the trainer may provide.
It should be explained that the ORDIT inspection should last for around one hour with approximately 10-15 minutes for the profiling and then a further 15 minutes for feedback.
When the ORDIT trainer has completed their reflection of the training session with the PDI/ADI, the examiner should explain that they will return to the office to complete the assessment. Afterwards the examiner will discuss/profile the session in private and deliver the overall result and feedback.
The examiner should not provide the profile with the PDI/ADI client present. However, the ORDIT trainer may request that a third-party, such as their mentor or trainer, is present for the feedback. This can also be accommodated via a mobile if at all possible. It should be noted the third-party may act as an observer but not take part in the discussion.
6.10. Completing the assessment
The assessment is made against 3 broad or ‘high’ areas of competence:
- trainer’s lesson planning
- trainer’s management of risk
- trainer’s teaching and learning strategies
The inspection-marking sheet is the ORDIT 1 assessment form. The 3 high areas of competence are broken down further into 17 lower level competences and a mark will be given for each of these lower level competences. These marks will be totalled to give an overall mark and they will provide a profile of the areas where the ORDIT trainer is strong and where they need to do some more development work.
Marks will be given as follows:
- no evidence of competence = 0
- competence demonstrated in a few elements = 1
- competence demonstrated in most elements = 2
- competence demonstrated in all elements = 3
The key thing to understand is that the lower level competences, on the form, can themselves be broken down into elements. The ORDIT trainer will have to use a range of skills to ensure each of these elements is in place.
For example, the first lower level competence, in the lesson planning section, is: ‘Did the trainer identify the trainee instructor’s learning goals and needs?’
To fully satisfy this requirement the ORDIT trainer must:
- actively recognise the need to understand the PDI/ADI experience and background
- ask suitable questions
- encourage the PDI/ADI to talk about their goals, concerns etc. and actively listen to what the PDI/ADI has to say
- understand the significance of what they say
- recognise other indications - for example, body language that the PDI/ADI is trying to express something but perhaps cannot find the right words
These are what we mean by the elements. Another way to express it would be to think of these as the building blocks, which go to make up the lower level competence, which is being assessed.
An ORDIT trainer who does not attempt to understand their needs would be demonstrating no evidence of competence and be marked 0.
An ORDIT trainer who makes an attempt, asks a few questions, but doesn’t really listen and then goes ahead and does what they intended to do regardless, would be demonstrating a few elements of competence and would be marked 1.
An ORDIT trainer who grasps the importance of understanding the PDI/ADI’s needs and makes a real effort to do so, but who finds it difficult to frame suitable questions, would be demonstrating competence in most elements and would be marked 2.
Another way to look at this is from a developmental point of view. If the examiner gives the ORDIT trainer a score of 3 - the examiner is effectively saying that this is an area where the trainer does not need to do any further work, apart from continuously reflecting on their performance.
If they give a score of 2 - they are saying that the ORDIT trainer’s performance is just acceptable but there are clear areas where they could improve and if this was to be repeated across a wide range of competencies would not give sufficient evidence of competence overall.
If they give a score of 1 - they are saying the ORDIT trainers performance is not acceptable and the trainer needs to do a lot more work, even though they give evidence of knowing what they are supposed to be doing.
It is important that any assessment demonstrates consistency across each area of competence.
The following is an example of inconsistent marking:
- did the trainer identify the trainee instructor’s learning goals and needs? = 0
- was the session structure suited for the trainee instructor’s level of ability? = 2 or 3
This is inconsistent because if there has been no meaningful attempt to identify the PDI/ADI learning goals, it is not possible for a lesson structure to be either agreed or appropriate.
An ORDIT trainer may have knowledge of a PDI/ADI learning goals from earlier training sessions. If this becomes clear during the session then, logically, it would also be wrong to give a 0 against the first competence. The maximum mark an ORDIT trainer can gain is 51 and the score achieved will dictate the final grade. Whatever their overall marks an ORDIT trainer will automatically fail if they:
- achieve a score of 7 or less on the management of risk section
- at any point in the lesson, behave in a way, which puts you, the PDI/ADI client or any third party in immediate danger, so that you have to stop the lesson
- score less than 43 (must achieve a grade A)
The examiner will note the grade the ORDIT trainer has achieved on the assessment form and give them the top copy at the end of the inspection. They will also offer feedback on the ORDIT trainer’s overall performance, using the profile of the marks given them as the basis. No other written report will be made, as performance and development needs are clearly identified on the assessment form.
ORDIT trainers can appeal to the ADI Registrar if they think that their inspection wasn’t conducted in accordance with the guidelines. However, they cannot appeal against the decision.
If an ORDIT trainer fails to attend (FTA) at the date and time booked by them the ORDIT programme and report form should be marked FTA.
Where an ORDIT trainer cancels their inspection, the appropriate reason code should be recorded (if known). The ‘reason for non-attendance’ codes are:
| Code | Description |
|---|---|
| OC1 | No PDI/ADI client |
| OC2 | ORDIT trainer sick (medical evidence required) |
| OC3 | ORDIT trainer domestic problems (evidence required) |
| OC4 | No acceptable reason (or any) given |
The ORDIT inspection should be recorded as an FTA unless the trainer provides adequate evidence to justify the cancellation.
Please notify ORDIT booking section ASAP of any FTA’s and copy in ADIE manager.
Before the ORDIT trainer arrives, the examiner should make sure they have prepared the ORDIT 1 form for the inspection. They should enter the ORDIT trainer’s details on the form from the ORDIT journal. Information should include:
- trainer’s name
- trainers Personal Reference Number (PRN)
- location of inspection
- date
- inspection type (new trainer, re-inspection, re-registration)
- establishment / training organisation
When the ORDIT trainer arrives, the examiner should introduce themselves courteously. They should wear their name badge. It should be remembered that shaking hands is not acceptable to everybody.
The examiner must check the identity of the person who has presented themselves for the inspection and ask to see their ADI registration certificate (badge) or ORDIT badge. If the PDI/ADI client is paying for the session, their ADI certificate (badge) must be displayed. If they are not paying, then the certificate need not be displayed. However, in either case, if the ORDIT trainer cannot produce either their ADI certificate or ORDIT badge the examiner should not proceed with the inspection.
It could be the ORDIT trainer or the PDI/ADI’s responsibility to make sure the vehicle provided has the correct insurance cover in place. Where there is any doubt about whether insurance is in place the inspection should not proceed.
The ORDIT trainer may supply training documents for the examiner to inspect however, these will have already been seen so not essential. If it is a first time inspection an overview of how the trainer intends to record progress is acceptable, this may include blank templates. Should the trainer not provide training records, but the practical session is satisfactory, the result of the inspection should be held until such time the trainee records have been viewed.
The vehicle used for an ORDIT inspection must meet minimum test requirements and, as far as it is possible to tell, be roadworthy and safe. Soft-top convertibles are not acceptable nor are ‘2+2’ vehicles where seating arrangements in the back are inadequate.
L-plates (or D plates in Wales) should be fitted. L-plates should also be used if the ORDIT trainer intends to role-play a learner. It should be a right-hand drive vehicle with rear seat belts in working order which must be fitted and must be used. If there is the facility for rear head restraints these must be fitted to ensure the examiner’s safety and suitable insurance must be in place. If there are any doubts about a car’s suitability, or if the ORDIT trainer proposes using a small vehicle which has limited passenger space in the rear, especially if a supervised test, the examiner may decide to decline. Failure to attend in a suitable car could result in the ORDIT trainer’s removal from the ORDIT Register.
The examiner should not wilfully place themselves, the ORDIT trainer, the PDI/ADI client, any pupil or other road users at risk at any time.
The examiner’s role is to assess the ORDIT trainer’s competence to deliver an effective training session. Training the PDI/ADI how to instruct. The ‘National standard for driver and rider training’ is expressed in terms of learning outcomes and there may be more than one-way for the trainer to achieve those outcomes. Of course if a trainer does, or says, something that is clearly wrong it is important that this is picked up, especially where it could lead to a safety issue. However, the overall approach should be focused on recognising achievement and promoting improvement and development - rather than purely identifying faults. The assessment must be holistic.
The trainer’s task is to provide an effective learning experience for their PDI/ADI. An effective learning experience is judged to be one in which the PDI/ADI is supported to take as much responsibility as possible for their training session.
The trainer should, where it is correct and safe to do so, feel free to introduce wider issues from the driving standard into the session, such as behaviour and attitude, assessing personal fitness to drive, the use of alcohol or drugs or dealing with aggression. If, for example during role-play, a pupil (trainer in role) offers an inappropriate comment about the use of alcohol it would be appropriate for the PDI/ADI to challenge this. Similarly, it would be appropriate for the PDI/ADI to encourage the pupil to think through what might happen, in particular situations, if the conditions were different.
If opportunities arise for discussion regarding the higher levels of the Goals for Driver Education (GDE) matrix these should be expected to take place and may occur while on the move. However, too many unnecessary instructions or words of guidance from the trainer can both de-motivate the PDI/ADI and create a real hazard.
In normal circumstances the examiner should record their assessment, on the ORDIT 1 assessment form, immediately after the inspection has been completed, taking into account the guidance given above. They should record the main training theme of the training session and what level of experience the PDI/ADI is dealing with, for example, FLH for a full licence holder.
If, in the unlikely event during the training session the ORDIT trainer behaves in a way which puts the examiner, the PDI/ADI client or any third party in immediate danger the examiner should stop the session. They should put a tick in the appropriate ‘Yes’ box in the review section and mark the form as a Fail.
If the ORDIT trainer scores 7 or less in the section marked management of risk, the examiner should put a tick in the appropriate ‘Yes’ box and mark the form as a Fail. The trainer can still be given a score, determined by the scores they achieve against the other criteria but, in any case, the outcome cannot be assessed as satisfactory.
If in the unlikely event, the examiner has to stop the training session and record a Fail, this outcome must be referred to the ADI Registrar.
Assuming the examiner does not have reason to award an automatic fail, the marks given should then be totalled to determine the grade achieved.
At the end of the ORDIT inspection, the outcome box on the form should be marked with the grade achieved: ’A’ or ‘Fail’ are the only options.
The top copy of the completed ORDIT 1 form should be handed to the trainer following the verbal feedback. The third copy is for the examiner to retain and the second copy should be posted to:
ORDIT Section
Driver and Vehicle Standards Agency
Unity Square
Nottingham
NG2 1AY
When a second ORDIT inspection is unsatisfactory (a re-inspection), the ORDIT team should be contacted via email notifying them of the result and score, informing them that the ADI may now require a standards check to remain entry on the ADI Register.
The ORDIT journal should be completed with the result and the score (this may be needed when determining the priority in seeing the ADI for a standards check). The journal should then be emailed to the ORDIT Team, copying in the ADI manager.
When the examiner has finished filling in the assessment form they should inform the ORDIT trainer of the result they have achieved. Only a grade ‘A’ is acceptable as a pass. If they have been assessed as a Fail they must be told clearly that their training methods are not at an acceptable level.
Depending on the reasons for the unsatisfactory assessment the ORDIT trainer should be told they would need to have a further ORDIT inspection, within 3 months, and they should apply to the ORDIT section for another appointment.
The examiner can then give feedback that is more detailed but, if they do this, they must make sure that it relates to the competences against which the ORDIT trainer has been assessed:
- trainer’s lesson planning
- trainer’s management of risk
- trainer’s teaching and learning strategies.
The purpose of feedback is to help the ORDIT trainer understand where they failed to demonstrate full competence and where they need to focus their efforts when undertaking further development in preparation for their second attempt. The examiner should not leave the ORDIT trainer in any doubt as to why the session was unsatisfactory and provide them with the evidence.
With the ORDIT 1 form, the examiner will be able to show the ORDT trainer’s ‘profile’ of their performance, against the individual competences, very clearly. This should help them to see where they have given a strong performance as well as where they need development. However, it is important to remember that it is not part of the examiner’s role to tell the ORDIT trainer what they should have done; hopefully self-reflection will provide those answers.
In the box marked ’feedback offered to trainer’, the examiner should note the specific examples of the areas of competence not met.
If the ORDIT trainer has ‘failed’ their inspection, the examiner must advise them to seek further development or guidance via an ORDIT trainer and record that this has been done by marking the “Yes” box provided on the report form. In some circumstances a “No” may be recorded in this box i.e., if the ORDIT trainer has failed the second attempt. However, because the next attempt will be a standards check, the examiner may still decide to encourage additional development. Any “No” recorded should have the reason noted in the debrief notes box.
At the end of the working day, the examiner should complete the ORDIT journal to inform staff at Newcastle/Nottingham of any inspections that were completed and the including the outcome.
Examiners should specifically highlight any inspections where they had to stop the lesson or the ORDIT trainer scores 7 or less in the section marked management of risk. This should be done on the day.
It is extremely important that ORDIT results are recorded correctly.
Your journal entry should read:
| Result | Format | Example |
|---|---|---|
| Pass | Grade/Score | A/49 |
| Automatic fail | Grade/Risk 7 or less/Attempt | Fail/Auto/1 |
| Risk to public safety | Grade/Termination/Attempt | Fail/Terminated/2 |
| Overall fail | Grade/Score/Attempt | Fail/38/1 |
A performance that might be graded ‘B’ on a standards check is an ORDIT fail overall.
Examiners must highlight the recorded result on all second attempt fails that are entered on the ORDIT journal.
Following 2 ORDIT inspection fails, a standards check may be required to ensure continuation on the ADI Register. The examiner must ensure the unsuccessful ORDIT trainer has been re-booked. This can be done by contacting the standards check booking team in Newcastle via email copying in the ADI Manager.
Following a subsequent standards check failure result, examiners should forward a copy of the SC1 standards check form, at the earliest opportunity, marked ‘Third attempt’ to:
ADI Decisions Team
Driver and Vehicle Standards Agency
Unity Square
Nottingham
NG2 1AY
Examiners must file all ORDIT inspection reports in a safe and secure location. Confidentiality and security are essential.
An ADIE, conducting all aspects of ADI activities should be in regular contact with the booking team to help ensure they are as productive as possible. The booking team allocate slots into the programme and book ADI tests 18 weeks in advance. Examiners must notify the team at the earliest opportunity via the ADI Manager regarding any unavailability.
If after an ADI test, whether that be a Part 2 or 3, standards check or ORDIT inspection the PDI/ADI/trainer asks the ADIE a question, which they cannot answer, the examiner should contact their ADI Manager.
It is essential that any questions raised by the ADI are answered as quickly as possible. Examiners must work closely with the Driver Training Policy Team and ADI Section to make sure that any advice, which the ADIE gives about driving technique, instructional techniques or training accurately reflects the views of the Driver and Vehicle Standards Agency and NDRTS.
It must be understood that the ORDIT trainer will be role-playing the part of someone who is
- a beginner
- partly trained
- an experienced learner
- a new full licence holder
The role of the trainer is to equip the PDI/ADI with the lesson planning skills, how to manage risk and how to select the appropriate teaching strategy for the learning style of their pupil.
Preparing to train a learner driver requires a degree of planning as per role 6 of the NDRTS and should:
- create a climate that promotes learning (element 6.3.1)
- explain and demonstrate skills and techniques (element 6.3.2)
- transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it (element 6.3.3)
ORDIT trainers should be working to understand where the PDI/ADI is having difficulties and how they can help them develop sound basic teaching/coaching skills. If the PDI/ADI is not making the effort to understand and the ORDIT trainer is not responding, they are not demonstrating competence.
The ORDIT trainer in the first instance should be assessing whether the PDI/ADI has identified the pupil’s learning goals and needs. If this does not happen or the PDI/ADI training style was not suited to the pupil’s current ability, the ORDIT trainer has not demonstrated competence.
The ORDIT trainer should prioritise on teaching the PDI/ADI ‘how’ to teach using a client centred approach. ADI/PDIs do not all learn in the same way. Consequently, there is no single, correct, way to train.
It is important to understand that, at this level, a PDI will not always ‘get it right’ as soon as the ORDIT trainer gives them some guidance or coaches them as to how to teach. They should understand the issue, at least in principle, and what they need to do in theory. An ADI should be more confident.
ORDIT trainers should use a variety of tools to encourage the PDI/ADI to analyse their own performance and to find solutions to problems. The trainer should be supportive and give suitable feedback, which may also include a demonstration. Technical information must be correct.
Role-playing as an experienced pupil – about ready to take their practical driving test
At this stage, the key objective of the National standard for driver and rider training is to work with the PDI/ADI to agree when they are ready to undertake formal assessment their ability to deliver a client centred lesson lasting approximately one hour. (Element 6.3.3 - Enable safe and responsible driving).
The PDI/ADI will be teaching someone who is confident and feels that they are at the stage of refining their competence around ‘what they need to do to pass the test’. The trainer may simulate a pupil who may:
- have developed bad habits, especially if they have been taught by a relative or friend
- have an inflated opinion of their competence
- have a poor understanding of risk
- have not developed the skills of scanning and planning that will help them to cope when they drive independently
- have not developed the skills of reflection that will help them to be life-long learners
- have a poor attitude towards other road users and road safety in general (Differing levels of GDE Matrix)
The trainer needs to equip the PDI/ADI with the skills to challenge poor attitude etc. The trainer could simulate a pupil who is impatient and resistant to correction if they do demonstrate ‘bad habits’. Simulation may also include the pupil having forgotten a lot of what they learnt when they did their theory test. This is where the trainer should be encouraging the PDI/ADI to link the ‘known’ with the ‘unknown’, practice and theory link.
During this aspect the ORDIT trainer will be explaining the importance of a ‘lifetime of safe driving’ and how best to sell the benefits to a pupil. Ideally, this aspect should be consolidated by practice.
New full licence holder (FLH)
The PDI/ADI will be teaching a pupil who has recently passed their driving test. Again, poor attitude may be an area to develop. However, the obvious reasons why an individual might come to an ADI (possibly a PDI on a trainee licence as well, although no motorway tuition is permissible) at this stage include:
- wanting to refresh their skills if they haven’t driven since they took their test
- moving on to a bigger or technologically different vehicle
- starting to drive for work
- starting a family and wanting to improve their skills
- moving from an urban to a rural environment, or vice versa
- starting to use motorways
- a simple desire to become a better developed driver
The PDI/ADI will be expected to be able to deliver a client centred lesson across the full range of driving environments and to support and reinforce a commitment to life-long learning around driving. This should include the key principles of FED driving and the benefits they provide. The ORDIT trainer may elect to role-play some key risks for the PDI/ADI to provide the appropriate teaching strategy. There should be examples of how to be supportive but not over-instruct and how to give suitable and technically correct instructions or demonstrations where necessary.
The ORDIT trainer should develop the skills of the PDI/ADI in being able to find out what their pupil wants from the lesson and be able to put together a plan to deliver that. The PDI/ADI must, of course, identify and deal with bad habits that might have been acquired and should be made aware that if all they do is go over what the pupil should have learnt prior to their test they are unlikely to reinforce the commitment to life-long learning.
Experienced full licence holder
At this stage, the PDI/ADI will be dealing with a pupil who should be more confident and competent than they were immediately after passing their test. They should have gained experience across all or most of the possible classes of roads, at night and in bad weather. They may already be driving for work and are likely to regard themselves as capable drivers, even though their application of safety routines and forward planning skills may show they are not quite as competent as they think.
Reasons why an individual might come to a PDI/ADI at this stage include.
- being required by employers to undertake additional training to keep insurance costs down
- wanting to drive more economically to reduce business costs
- having had an accident or near miss that has shaken their confidence
- returning to driving after a period of ill-health or loss of licence
- recognising that their driving skills are deteriorating through age or ill-health
This FLH may be an overseas driver who has significant experience but, having been in the UK beyond the statutory period, is now required to take the tests to qualify for a UK licence.
Depending on their reasons for undertaking training these pupils could be enthusiastic or very nervous, willing or very resistant. Older pupils may find it harder to learn new skills or to get out of bad habits. They may have developed unsafe habits such as not leaving large enough separation distances and failing to carry out systematic observation routines.
In assessment, the key thing is that the PDI/ADI must demonstrate they can find out exactly what it is the pupil wants from the lesson and put together a plan to deliver that. The ORDIT trainer should facilitate this process and use appropriate methods to help the trainee.
They must, of course, identify key risks and deal with bad habits that might have been acquired. However, the PDI/ADI must deliver a lesson that will take the pupil forward in their learning. If the lesson does not deliver what the pupil needs the ORDIT trainer should provide the necessary support either within or outside the use of role-play.
The PDI/ADI should be encouraged to reflect on their personal performance and document the strong aspects along with particular areas in need of further improvement. ORDIT trainers should also keep a reflective log of their training delivery.
The purpose of all instructor training is to assess and develop the PDI/ADI’s skill, knowledge and understanding in relation to the contents of the NSDRT. Research indicates that is best achieved by placing the client at the centre of learning process. In this context, the assessment criteria should be interpreted as follows.
Did the trainer identify the trainee instructor’s learning goals and needs?
Usually this process will take place at the beginning of the training session. The trainee’s workbook should also be referred to as part of a recap. However, when an ADI is on a remedial standards check training session, the SC1 from their standards check should be used.
The PDI/ADI should be fully engaged in deciding the format and content of the training session. If the ORDIT trainer has not worked with the PDI/ADI previously they may decide to do an assessment of their ability to deliver a client centred lesson. They also may lead by example and demonstrate the basic structure of a lesson/training session.
It is also important to remember that a better understanding of the PDI/ADI’s needs may emerge as the training session progresses. It follows that this criteria cannot be ‘ticked-off’ at the beginning of the training session and then forgotten. There is a close link between all seventeen sub-competencies and that is why it is so important that the evidence recorded impacts on other aspects of the ORDIT trainer’s performance.
As the examiner observes the training session, they should be looking for evidence that the elements, which go to make up the low-level competence, are being demonstrated. In this case, the sorts of things that would give an indication of competence include the ORDIT trainer:
- encouraging the PDI/ADI to say what they want from the training session
- asking the PDI/ADI questions to ensure/confirm understanding
- checking understanding as the training session progresses
- listening to what the PDI/ADI is saying and responding when necessary
- taking note of body language or unacceptable behaviour
The ORDIT trainer is likely to get a 3 if they:
- encourage the PDI/ADI to say what they want from the training session
- ask questions to check understanding at the beginning and as the training progresses
- listen to what they are saying
- pick up on any uncertainty, body language and unacceptable behaviour
If, on the other hand, the ORDIT trainer does all the listening elements but fails to spot the PDI/ADI getting very tense and nervous in a particular situation, they would probably get a 2. They would have demonstrated their understanding of the need to listen, but have not yet developed their ability to spot non-verbal clues. Indications of a lack of competence could include:
- making assumptions about the PDI/ADI’s understanding or experience
- failing to note negative or concerned comments/unacceptable behaviour or body language that shows discomfort
- undermining the PDI/ADI’s confidence by continually asking questions clearly beyond their knowledge or understanding
- pushing the PDI/ADI to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue
Was the session structure suited for the trainee instructor’s level of ability?
The training session structure should allow the PDI/ADI to progress at a manageable rate; stretching them without overwhelming them. For example, a pupil (possibly role played by the ORDIT trainer) who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless the PDI/ADI identifies a potential risk issue that they want to check out first. If the risk is not identified by the PDI/ADI, the ORDIT trainer should provide the necessary support and confirm learning has taken place by asking some suitable questions. If this does not occur, the examiner will have evidence of lack of competence.
Indications that all the elements of competence are in place could include:
- the ORDIT trainer ensures that the PDI/ADI understands what they plan to do and agrees with that plan. They are aware of how the original plan may need to be changed depending on the performance of the pupil
- a session that develops the PDI/ADI’s skills to reflect on the information given by the pupil (or the ORDIT trainer in role-play), and the learning goals they want to tackle
- building in opportunities for the PDI/ADI to check the statements made by the pupil (or the ORDIT trainer in role-play), before moving to more challenging situations. The ORDIT trainer should make best use of learning opportunities that arise during the session to challenge the PDI/ADI
- the ORDIT trainer checking the PDI/ADI’s theoretical understanding
Indications of lack of competence include the ORDIT trainer:
- delivering a pre-planned, standard training session that doesn’t take into account the PDI/ADI’s expressed needs or concerns
- failing to build in a suitable balance of practice and theory
- failing to change the original plan to challenge the PDI/ADI
Did the trainer choose suitable practice areas and did the trainee instructor develop those skills?
The ORDIT trainer should use an area or route that allows the PDI/ADI to practise their ability to instruct safely and helps them achieve their goals. The area should provide some stretch and challenge, but without taking the PDI/ADI out of their competence zone. Has the PDI/ADI assisted in planning the appropriate area? If not why not?
Indications that all the elements of competence are in place could include choosing a practice area or route that provides:
- a range of opportunities to address the agreed learning objectives
- challenges that are realistic in terms of the PDI/ADI’s capabilities and confidence
Indications of lack of competence include the ORDIT trainer allowing the PDI/ADI to take the pupil, or ORDIT trainer in role-play, into an area that:
- takes the pupil outside of their competence zone - so that they spend all their time ‘surviving’ and have no space left to look at learning issues
- exposes the pupil to risks they cannot manage
The ORDIT trainer would be expected to take control of such a situation and develop those skills in need of development. Why did the PDI/ADI choose that particular area? What do they intend to do now they have identified the pupil is struggling?
Was the training plan adapted to help the trainee instructor work towards their learning goals?
The ORDIT trainer should be willing and able to adapt if the PDI/ADI:
- appears to be uncomfortable or unable to deal with the learning experience that the ORDIT trainer has set up
- suggests that it is not providing what they were looking for
If the PDI/ADI’s inability is creating a possible risk situation, the ORDIT trainer must adapt quickly. This might require a few extra questions to clarify what is out of line. It may be that the problem is because of the teaching and learning style being used by the ORDIT trainer rather than because the overall plan is wrong. Whatever the reason for adapting the plan, the ORDIT trainer must make sure the PDI/ADI understands what they are doing and why.
The ORDIT trainer’s training session plan is one plan however, if the PDI/ADI’s plan is also inappropriate the ORDIT trainer should use this as a learning opportunity.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- comparing the actual performance of the PDI/ADI with their claims and clarifying any differences
- responding to any faults or weaknesses that undermine the original plan for the session
- responding to any concerns or issues raised by the PDI/ADI
- picking up on non-verbal signs of discomfort or confusion
Indications of lack of competence include the ORDIT trainer:
- persisting with a plan despite the PDI/ADI being clearly out of their depth
- persisting with a plan despite the PDI/ADI demonstrating faults or weaknesses that should lead to a rethink of the plan
- changing the plan without reason
- failing to explain to the PDI/ADI why the plan has been changed or needs to be changed based on ORDIT trainers fault simulation
Trainer’s management of risk
It is vital that all parties in any on-road training situation understand, and are clear about, where the responsibility lies for the safety of themselves, others in the vehicle and other road users.
There are 2 aspects to the management of risk in any training situation.
At all times the ORDIT trainer is responsible for their safety, the safety of the PDI/ADI and the safety of other road users. In particular circumstances this can extend to taking physical control of the vehicle to manage a safety critical incident. If the ORDIT trainer fails in this basic responsibility, at any time, they will fail the ORDIT inspection.
From a training point of view, the ORDIT trainer is also responsible for developing the PDI/ADI’s awareness of and their ability to manage risk (and to ensure they understand that as the driver, the pupil also has responsibilities). This is the objective that is being assessed in this section.
Where a PDI/ADI fails to deal with a developing situation the ORDIT trainer should at the earliest opportunity encourage the PDI/ADI to pull up on the left. Once safely parked a discussion should take place as to how the situation should have been managed, along with suggested suitable questions. This should then be consolidated in practice.
If this does not occur, the examiner will have evidence of a lack of competence.
Did the trainer discuss the responsibility for risk and develop the trainee instructor in sharing this?
The ‘balance of responsibility’, between the PDI/ADI and the ORDIT trainer, will inevitably vary in different circumstances. For example, compare the following 2 scenarios:
Scenario 1: ORDIT trainer in role, role playing a pupil in very early stages of their training, in a car fitted with dual controls.
In this situation, it might be reasonable for a PDI/ADI to start a lesson by saying something like:
At all times I expect you to drive as carefully and responsibly as possible. I will expect you to be aware of other road users and to control the car. However, I do have the ability to take control of the car in an emergency. I will only use these controls when I feel that you are not dealing with the situation yourself. If that happens we will take some time to talk about what happened so that you understand for next time.
Scenario 2: ORDIT trainer in role, role playing a pupil who has passed their driving test but has asked the PDI/ADI to give them some additional training in their own car, which is much bigger and more technically advanced than the one they learnt in.
In this situation, a PDI/ADI might say something like:
You have passed your test and I will therefore assume that you are taking full responsibility for our safety. I will be talking to you from time to time, but I will try to keep that to a minimum so that I do not distract you. If I am quiet do not worry; that just means I am comfortable with what you are doing. I will, of course, let you know if I see any risk that you appear to have missed.
If neither of this type of statement is used it does not automatically mean the examiner has evidence of a lack of competence. All depends on the history of the PDI/ADI’s training. This aspect may have already been covered?
However, such opening statements are not all that is involved in meeting this criterion. The ORDIT trainer should be managing this process throughout the session. So, for example, if whilst in role as the pupil they make some sort of mistake carrying out a manoeuvre the PDI/ADI should, ideally, find an opportunity to analyse that mistake with the pupil. Having achieved an understanding of what went wrong they might then ask the pupil to try the manoeuvre again. At that point, they should provide the pupil with clear information about what is required of them. The ORDIT trainer should ensure that the PDI/ADI understands the risks and the options for sharing responsibility and controlling it. So, for example, they might discuss how a PDI/ADI could help the pupil such as full talk through or the occasional prompt.
Examples they might use:
Let’s try that manoeuvre again. I will not say anything. Just try to remember what we have just been talking about.
On the other hand, the PDI/ADI may want to take back a bit of control and they might say:
Let’s try that again. I will talk you through it this time. Just follow my instructions.
The ORDIT trainer should discuss with the PDI/ADI how they should work with the pupil to decide the best way of tackling the problem and that might mean a temporary change in the ‘balance of responsibility’. The important thing is that the PDI/ADI knows what is expected of them. Bearing in mind the ORDIT trainer must be training ‘how’ to instruct.
Again should this not happen the ORDIT trainer must provide solutions to allow the PDI/ADI to manage risk. This can be done using a variety of training techniques.
To ensure a ‘lifetime of safe driving’ the ORDIT trainer must equip the PDI/ADI with the tools to manage risk whilst providing instruction. Even if the PDI/ ADI, or ORDIT trainer in role, have had discussions about risk before the observed training session, the PDI/ADI and ORDIT trainer must show that they are actively managing all aspects of risk.
Indications that all the elements of competence are in place could include:
- ORDIT trainer asking the PDI/ADI what is meant by risk
- ORDIT trainer encouraging the PDI/ADI to ask the pupil what sorts of issues create risk, such as the use of alcohol or drugs
- the PDI/ADI explaining clearly what is expected of the pupil and what the PDI/ADI can reasonably expect of the ORDIT trainer
- ORDIT trainer confirming the PDI/ADI understands what is required of them when there is a change of plan or they are asked to repeat an exercise
Indications of lack of competence include the ORDIT trainer:
- failing to address the management of risk
- giving incorrect guidance about where responsibility lies for management of risk
- failing to explain how and when the dual controls should be used or when verbal intervention may be more appropriate
- undermining the PDI/ADI’s commitment to being safe and responsible - for example, by agreeing with risky attitudes, behaviours or to alcohol use
- asking the PDI/ADI to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role is expected of them
- not promoting a shared responsibility to risk
Did the trainer ensure safe practices whilst in role, managing the balance of risk and fault simulation?
Any input from the ORDIT trainer must be sufficient, timely and appropriate. It is important that they discuss with the PDI/ADI to take account of the ability of the pupil when giving directions and instructions. Directions given late, or in a confusing or misleading way, do not allow the PDI/ADI to respond and can make weaknesses worse.
Too many unnecessary instructions from the ORDIT trainer can both de-motivate the PDI/ADI and create a real hazard. The level and timing of instructions and directions should be clear to the PDI/ADI. Remember it is an offence to use a mobile phone whilst driving because this is known to create a level of risk equivalent to or, in some cases, greater than driving whilst drunk. It cannot therefore be good practice to constantly bombard the PDI/ADI with unnecessary questions.
The level of fault simulation must be realistic and appropriate to the level of pupil and not put the ORDIT trainer, the PDI/ADI or any third party at risk at any time. Dangerous or potentially dangerous faults should be avoided. However, certain weighty faults can be ‘sold’ by the actions of the ORDIT trainer without actually carrying out the fault. There must be a clear link between the simulated fault and the learning goals of the PDI/ADI.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- explaining how to deliver clear, concise directions
- ensuring the PDI/ADI understands what they plan to do and agrees with that plan
- giving directions at a suitable time so the PDI/ADI can respond and repeat if necessary
- role-playing consistently and appropriately
- simulating faults at a suitable location and level to help achieve learning goals
Indications of lack of competence include the ORDIT trainer:
- giving directions too late
- giving unnecessary directions
- failing to recognise when their input is causing overload or confusion
- is inconsistent or unrealistic in role-play or fault simulation
- simulates faults in a way that needlessly increases risk
Was the trainer aware of the surroundings and the trainee instructor’s actions?
This question lies at the heart of the ORDIT trainer’s professional skill. They should be able to:
- take in all that is occurring around the vehicle
- observe the actions of the PDI/ADI, including comments and body language
- judge whether those actions are suitable in any given situation
- feedback on the behaviour of the PDI/ADI in the car
- respond accordingly
Any serious lapses in this area are likely to lead to a 0 marking.
Did the trainer encourage the trainee instructor to use verbal or physical intervention appropriately?
The overall approach should be client-centred. Remember that there is a fine balance between giving enough input and giving too much.
The ORDIT trainer should provide a bespoke training session on the use of verbal or physical action. However, the ORDIT trainer may elect to ‘test’ the PDI/ADI’s ability to control a developing situation during any training session.
When stationary it would be expected that inputs and interventions would take the form of a dialogue with the PDI/ADI. In the moving-car environment an ORDIT trainer remaining silent and signalling their confidence in the PDI/ADI, through their body language, is just as much a coaching input as asking a stream of questions. The ORDIT trainer should ensure the PDI/ADI understands when this may be appropriate.
Clearly the most important ‘interventions’ are those that manage risk in a moving car. We would expect an ORDIT trainer to point out situations in which a risk or hazard might arise to the PDI/ADI. However direct intervention by the PDI/ADI, to prevent a situation escalating, may be needed, this very much depends on the simulated fault/s from the ORDIT trainer. This criterion is primarily about the ORDIT trainer’s response in those situations.
If the response to risk from the PDI/ADI is disproportionate or none the ORDIT trainer is expected to provide the necessary input /support. After all that is their primary role, to train the PDI/ADI ‘how’ to instruct and control the risk.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- intervening in a way that actively supports the PDI/ADI’s learning process and safety during the training session
- allowing the PDI/ADI to deal with situations appropriately
- giving examples on how and when to safely intervene
- taking control of situation when the PDI/ADI is clearly out of their depth
Indications of lack of competence include the ORDIT trainer:
- ignoring a developing situation and leaving the PDI/ADI to flounder
- taking control of a situation the PDI/ADI is clearly dealing with appropriately
- constantly intervening when unnecessarily
- intervening inappropriately and creating distractions
- undermining the PDI/ADI’s confidence
- reinforcing the ORDIT trainer as the person who is in sole control of the lesson
Was accurate feedback used to help the trainee instructor develop safe practices?
If a safety critical, or potentially critical, incident does occur it is vital that the PDI/ADI fully understands what happened and how they could have avoided or dealt with it better. Ideally, the PDI/ADI should be supported to analyse the situation for themselves. However, it may be necessary for the ORDIT trainer to provide feedback if, for example, the PDI/ADI simply did not see a problem. That feedback should be given as soon as is practical after the incident and should consist of an interactive discussion.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- encouraging the PDI/ADI to select a safe place to stop to self-analyse the critical incident
- allowing the PDI/ADI time to express any fears or concerns the incident might have caused
- supporting the PDI/ADI to reflect clearly about what happened
- providing input to clarify aspects of the incident that the PDI/ADI does not understand
- supporting the PDI/ADI to identify teaching strategies for future situations
- providing input where the PDI/ADI does not understand what they should do differently
- checking the PDI/ADI feels able to put the teaching strategy in practice
- agreeing ways of developing that competence if the PDI/ADI feels the need
Indications of lack of competence include the ORDIT trainer:
- failing to examine the incident
- taking too long to address issues generated by an incident
- not allowing the PDI/ADI to explore their own understanding
- telling the PDI/ADI what the solution is and not checking their understanding
- failing to check the PDI/ADI’s ability to put in place the agreed teaching strategy, and not adjusting the training session to accommodate this need
Trainer’s teaching and learning strategies
The important thing to remember when considering teaching and learning styles is that it is not just about coaching. It is about client-centred learning. Our judgement should be about whether the ORDIT trainer can help the PDI/ADI to learn in an active way. Also, remember instruction based around the core competences used currently is good and still relevant. We must not throw that away. We are trying to increase the options available to an ORDIT trainer and instructors holistically. Coaching is a powerful extension of the range of options. It is not an automatic replacement for any of the existing ones.
There will be many times when it is useful to use a coaching technique. The principle that underpins coaching is that an engaged PDI/ADI is likely to achieve a higher level of understanding and that self-directed solutions will seem far more relevant. This applies in every situation, including instruction. Direct instruction from the ORDIT trainer is useful in helping a PDI/ADI in the early stages cope with new situations or supporting a PDI/ADI who is clearly struggling in a certain situation. Good coaching will use the correct technique at the correct time, matching the pupil’s needs. In some cases, the ORDIT trainer may need to give direct instruction through a particularly difficult situation. That instruction forms part of a coaching process if the ORDIT trainer then encourages the PDI/ADI to analyse the problem and take responsibility for learning from it. A good ORDIT trainer will take every opportunity to reinforce learning.
The ORDIT trainer will take into account the learning style of the PDI/ADI and use the appropriate method. They may also use and develop other client centred techniques such as scaling, mind mapping or spiral learning. Whatever the technique it must suit the needs of the PDI/ADI and be technically correct.
Was the training style suited to the learning style of the trainee instructor and their current ability?
The ORDIT trainer should take into account all that they understand about the PDI/ADI. Ideally, they should review the PDI/ADI reflective log, personal record of achievement, or SC1 Standards Check assessment form.
They should recognise that different PDI/ADI’s will have different preferred approaches to learning, although these may only emerge fully over several sessions. Some PDI/ADI’s may be very willing to learn actively, and others may want opportunities to reflect before they make the next step in their learning. The ORDIT trainer should at least be able to give evidence of their sensitivity to these issues. In a one-off session, this will probably be best demonstrated by offering a range of options. The ORDIT trainer should be able to adjust their approach if evidence emerges of a different preferred style.
It is impossible to force learning on a PDI/ADI. Progress is always determined by what the PDI/ADI is comfortable with. The skill is recognising when the PDI/ADI has plateaued and stops learning. The pace of a session should be set by the PDI/ADI. On the other hand, a PDI/ADI should not be talked out of experimenting if this is within safe bounds. The ORDIT trainer should confirm learning has taken place by passing more responsibility to the PDI/ADI or breaking the training sessions down to micro sessions.
When coaching, the ORDIT trainer should ensure that the tools used are suitable. If a question-and-answer technique is used this should match the PDI/ADI’s level of ability and encourage them to use a higher level of thinking to give a response. If the ORDIT trainer is asking closed questions of the PDI/ADI who is demonstrating a high level of ability, unless this is to check knowledge, it is of little use. Asking open questions to a PDI/ADI of limited ability who is finding it difficult to achieve the task they have set for themselves may be very confusing. These are not hard and fast rules. The effectiveness of any question must be assessed given the circumstances at the time; this is why ORDIT trainer performance reflection is key.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- actively working to understand how they can best support the PDI/ADI’s learning process (they might not achieve a full understanding in the session – it is the attempt that demonstrates competence)
- modifying training style when or if they realise there is a need to do so
- providing accurate and technically correct demonstrations, instruction or information - giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety critical situation
- using practical examples and other similar tools to provide different ways of looking at a particular subject. Mind mapping, was it executed correctly? Who took the lead?
- linking learning in theory to learning in practice
- encouraging and helping the PDI/ADI to take ownership of the learning process
- responding to faults not dealt with by the PDI/ADI in a timely manner
- providing enough uninterrupted time to practice new skills
- providing the PDI/ADI with clear guidance about how they might practice outside the training session
Indications of lack of competence include the ORDIT trainer:
- adopting a teaching style clearly at odds with the PDI/ADI learning style
- failing to check with the PDI/ADI whether the approach they are taking is acceptable
- failing to explore other ways of addressing a particular learning point
- concentrating on delivering teaching tools rather than looking for learning outcomes
- ignoring safety issues missed by the PDI/ADI
Was the trainee instructor encouraged to analyse problems and take responsibility for their learning?
A key part of the client-centred approach is development of active problem solving. This means that the ORDIT trainer has to provide time for this to happen and has to stop talking for long enough for the PDI/ADI to do the work. The key thing to remember, however, is that different PDI/ADI’s will respond to this invitation in different ways. Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be pointed at readings or other inputs to help them get a handle on the issue. Pushing a PDI/ADI to come up with answers on the spot may be unproductive for some.
The ORDIT trainer may also decide to switch roles and provide an example as to how they would analyse and provide feedback. This could take several forms. Firstly, the analysis. What happened? Why? What are the potential consequences? In addition, how could the situation have been dealt with differently?
The ORDIT trainer may decide to ask the PDI/ADI to consolidate by taking responsibility. The use of the word ‘may’ is important because, as stated earlier, there is no hard and fast rule.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- providing time, in a suitable location, to explore any problems or issues that arose during the session or that were raised by the PDI/ADI
- providing timely opportunities for analysis; promptly in the case of risk critical incidents
- taking time and using suitable techniques to understand any problems the PDI/ADI had with understanding an issue
- suggesting suitable strategies to help the PDI/ADI develop their understanding, such as using practical examples or pointing them at further reading
- giving clear and accurate information to fill gaps in the PDI/ADI’s knowledge or understanding
- leaving the PDI/ADI feeling that they had responsibility for their learning in the situation
Indications of lack of competence include the ORDIT trainer:
- leaving the PDI/ADI feeling that the ORDIT trainer was in control of the teaching process
- failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
- providing unsuitable or incorrect inputs
Were opportunities used to develop the trainee instructor’s skills in clarifying learning outcomes?
While training in technique is core to the learning process, it is important to reinforce this input and to link it with theory. The best way to do this is to use real-world situations during the training session. The use of practical examples and scenarios during a session gives the PDI/ADI a better understanding of when, how and why to use a particular technique. This can be done, for example, by asking the PDI/ADI to think about why certain subject areas are so important and what is the best technique to develop their pupil’s skills in these areas?
The ORDIT trainer may decide to demonstrate the use of a variety of client centred tools but may do so incorrectly or not encourage interaction to assess the ability of the PDI/ADI. Opportunities to use the presence or behaviour of other road users should be explored.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- using examples identified on a training session in a suitable way and at a suitable time to confirm or reinforce understanding
- exploring different ways to use examples to respond to differences in preferred learning style
- using examples that are within the PDI/ADI’s range of experience and ability to understand
- recognising that some PDI/ADI’s will be able to respond instantly while others will want to think about the issue
Indications of lack of competence include:
- using examples the PDI/ADI cannot really understand through lack of experience
- using complex examples that the PDI/ADI doesn’t have the ability to respond to
- failing to give the PDI/ADI l time to think through the issues and come to their own conclusion
- imposing an interpretation without substance
Was the technical information given comprehensive, appropriate and accurate?
As noted above giving incorrect or insufficient information, with the result that a safety critical situation might occur, will result in an automatic fail.
Remember that good information is:
- accurate
- relevant
- timely
Failure to meet any one of these criteria makes the others redundant. Evidence of a lack of competence in the ORDIT trainer’s ability to train has an impact on one or more sub competencies.
Most sessions will require some technical input from the ORDIT trainer to help the PDI/ADI solve instructional problems or to fill a gap in their instructional knowledge. This input must be accurate and appropriate.
Information given must be comprehensive and linked to the NDRTS. Simply telling the PDI/ADI that they have done something wrong is unlikely to help them overcome the problem. Telling them they have done something wrong and saying, “please read role 6 element 3.1 ref create a climate that promotes learning” is far better. This should also be documented on the PDIADI’s workbook or CPD log.
Any practical demonstration of instructional technique must be correct and suitable. The PDI/ADI should be engaged and given the opportunity to explore their understanding of what they are being shown by the ORDIT trainer.
Information given unnecessarily may not be helpful, for example continually telling the PDI/ADI what they should say or do and not allowing the PDI/ADI an opportunity to take responsibility for their level of instruction. Unclear or misleading instruction should also be avoided. If a PDI/ADI uses phrases such as ‘you’re a bit close to these parked cars’ or ‘move out slightly’ the ORDIT trainer should correct using the appropriate coaching style. How close is ’a bit’ and is it significant?
Indications that all the elements of competence are in place could include the ORDIT trainer:
- giving clear, timely and technically accurate demonstrations or explanations
- checking understanding and, if necessary, repeating the demonstration or explanation
- finding a different way to demonstrate or explain if the PDI/ADI still does not understand
Indications of lack of competence include the ORDIT trainer:
- providing inaccurate or unclear information, too late or too early in the learning process
- failing to check understanding, which is so important
- failing to explore alternative ways of presenting information where the pupil does not understand the first offering
Was the trainee instructor given timely and appropriate feedback and developed to deliver feedback?
Feedback is an essential part of learning, but the process must be balanced. A PDI/ADI needs to have a clear picture of how they are doing, against their personal training goals, throughout the session. They should be encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words, however technically accurate, given by the ORDIT trainer at an unsuitable time may be de-motivating or actually dangerous. The ORDIT trainer sitting quietly and saying nothing can also be a very powerful form of feedback in some situations.
The PDI/ADI’s ability to deliver feedback to the ORDIT trainer during role-play is an important instructional skill and should be developed constantly during training. The ORDIT trainer should provide scenarios to facilitate this happening and conversely provide their feedback on how well or not so well the PDI/ADI did. Consolidation is the key.
All feedback should be relevant, positive and honest. It is not helpful if the PDI/ADI or ORDIT trainer is giving unrealistic feedback which creates a false sense of ability. Where possible, feedback should not be negative. Rather than saying the PDI/ADI has a weakness, consider expressing it as a learning opportunity. However, if they need to be told something is wrong or dangerous there is no point in waffling. The PDI/ADI should have a realistic sense of their own performance so should the ORDIT trainer. Role 5 of the NDRTS refers to constant reflection. All parties should be applying the ‘standard’ in practice and be regularly referring to it.
Feedback is a two-way street. The ORDIT trainer should ideally, prompt it with the PDI/ADI responding to the pupil’s questions or comments. The PDI/ADI should understand that the pupil’s feedback should never be overlooked or disregarded.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- providing feedback in response to questions from the PDI/ADI
- seeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
- providing feedback about failure to achieve learning objectives that helps the PDI/ADI achieve an understanding of what they need to do to improve
- providing feedback that the PDI/ADI can understand
- providing consistent feedback that is reinforced by body language
Indications of lack of competence include the ORDIT trainer:
- providing feedback a long time after an incident so that the PDI/ADI cannot link the feedback to what happened
- providing feedback that overlooks a safety critical incident
- continuously providing feedback when this may be distracting the PDI/ADI
- failing to check the PDI/ADI’s understanding of feedback
- providing feedback that is irrelevant to the PDI/ADI’s learning objectives, for example commenting on their personal appearance
- refusing to hear reasonable feedback about their own performance
Was the trainee instructor encouraged to ask questions and were queries followed up and answered?
The ORDIT trainer should deal with direct questions or queries from the PDI/ADI as soon as possible. The response may involve providing information or directing the PDI/ADI to a suitable source. Remember that, wherever possible, the PDI/ADI should be encouraged to discover answers for themselves. However, if the ORDIT trainer does need to provide information they must ensure that the PDI/ADI completely understands the information given.
This goes back to what was stated earlier about confirming understanding. The question may also be linked to a particular method of client centred instruction, for example, the PDI/ADI may ask, “How would you mind map the appropriate response to an emergency vehicle?” At which point you would expect the ORDIT trainer to demonstrate and at some point pass the responsibility to the PDI/ADI to enable consolidation.
PDI/ADI’s may not always have the confidence to ask direct questions. The ORDIT trainer should be able to pick up comments or body language that indicates uncertainty or confusion and use suitable techniques to explore possible issues. They should create a learning environment within the vehicle that encourages questions to be asked.
Remember that there are 2 aspects relating to asking questions:
- if the PDI/ADI is unsure about any aspect of the training, they should be encouraged to ask the ORDIT trainer for clarification
- the use of appropriate questions to deal with a developing hazard or to confirm what the pupil is planning at a given time
Indications that all the elements of competence are in place could include the ORDIT trainer:
- responding openly and readily to queries
- providing helpful answers or directing the pupil to suitable sources of information
- actively checking with pupils if their comments or body language suggest they may have a question
- periodically encouraging questions from the PDI/ADI
- encouraging the pupil to explore possible solutions for themselves
Indications of lack of competence include the ORDIT trainer:
- ignoring or refusing to respond to queries
- providing inaccurate or incomplete information in response to queries
- avoiding the question or denying responsibility for answering it
Did the trainer maintain an appropriate, non-discriminatory manner throughout the session?
The ORDIT trainer should maintain an atmosphere in which the PDI/ADI feels comfortable to express their opinions. They should create an open, friendly environment for learning, regardless of the PDI/ADI’s age, gender, sexual orientation, ethnic background, religion, physical abilities or any other irrelevant factor. This implies active respect for the PDI/ADI, their values and what constitutes appropriate behaviour in their culture.
The ORDIT trainer must not display inappropriate attitudes or behaviours towards other road users or industry professionals and should challenge their PDI/ADI if they display these behaviours.
This may occur when an ADI is receiving remedial standards check training. The ADI may actively disagree with the ADIEs assessment and profile. At this point, the ORDIT trainer should take control and explain the importance of receiving feedback and how that information enables the recipient to reflect on the specific performance areas in need of improvement.
Mutual respect is also important and should be promoted. Negative attitudes towards DVSA staff even in test centre waiting rooms is unacceptable and must be discouraged. The ORDIT trainer has a big task in selling the ‘standard’ in a positive light.
Quality is of the utmost importance as opposed to quantity. Therefore the ORDIT trainer must provide value for money and a quality training session.
Indications that all the elements of competence are in place could include the ORDIT trainer:
- providing a quality training session which benefits the needs of their PDI/ADI
- keeping a respectful distance and not invading the PDI/ADI’s personal space
- asking the PDI/ADI how they wish to be addressed
- demonstrating how to ask a disabled driver to explain what the PDI/ADI needs to know about their condition
- demonstrating how to adopt an appropriate position in the car
- using language about other road users and industry professionals that is not derogatory and that does not invite the PDI/ADI to collude with any discriminatory attitude
Indications of lack of competence include the ORDIT trainer:
- providing a poor or unacceptable training session
- invading somebody’s physical space or allowing the PDI/ADI to invade their pupil’s space whilst in role
- touching the PDI/ADI or the PDI/ADI making contact with their pupil while in role unless it is necessary for safety reasons (ORDIT trainer not training best practice)
- using somebody’s first name unless they have said that this is acceptable
- commenting on the PDI/ADI appearance or any other personal attribute unless it has a direct impact on their ability to provide a client centred lesson, such as wearing shoes that make it difficult for them to operate the vehicle’s pedals in the case of an emergency
End of the session - was the trainee instructor encouraged to reflect on their own performance?
At the end of the session the ORDIT trainer should encourage the PDI/ADI to reflect on their performance and discuss their feelings. The ORDIT trainer should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the PDI/ADI has not recognised them. Once development areas have been identified the PDI/ADI should be encouraged to make them part of future development.
The ORDIT trainer should facilitate the reflection and must ensure that there is a balance between what the PDI/ADI did well or not so well as the case maybe.
The PDI/ADI workbook should be annotated by the ORDIT trainer to document the discussions. Ideally, there should be a narrative outlining the ‘good’ aspects and the ‘areas in need of further development’, which, will assist in future training session planning.
In all situations, the ORDIT trainer will maintain their awareness of what is going on around them, give reasonably clear and timely guidance/instruction and intervene in an appropriate and timely way to ensure that no safety-critical incidents occur. Their training techniques must be safe.
In the unlikely event of an ORDIT trainer losing control of a training session resulting in safety critical situations being allowed to occur. The ADIE should apply the same guidelines as that for a standards check or ADI part 3 examination.
In these circumstances, the examiner would be entitled to stop the lesson and mark it as an immediate Fail.
The PDI workbook in particular is an important document. The ORDIT trainer should have a record themselves of all their PDI/ADI’s progress. This can be electronic or hard copy and must be stored safely to protect personal data. The PDI workbook documents and evidences the PDI’s learning journey and their compliance with the NDRTS.
This must be assessed as satisfactory and will have been scrutinised before the day of the assessment. If on the day the ORDIT trainer has training records available or record of their own CPD, please take time to review.
The ADIE should take time to review and discuss the workbook with the ORDIT trainer. Bear in mind the document may not be what the ADI examiner would use themselves if they were the trainer. The assessment should be whether the document evidences training in-line with the NDRTS and include:
- date of training
- training theme
- length of session
- PDI/ADI name
- signatures of trainer and trainee
- comments/reflection of trainer and trainee
The training records also protect the ORDIT trainer in the unlikely event of a PDI/ADI complaining to the ADI Registrar. Their records should include the record of any initial suitability for training interview, costs and agreement of the PDI to sign the DVSA ADI Code of conduct and to publicise their performance data.
Any guidance for further ORDIT trainer development should also be documented on the ORDIT 1 assessment form. The examiner should give specific examples rather than quote one of the 3 main competencies. When graded as an ‘A’ (‘which is the requirement to enter/remain on the ORDIT Register) there should be little or nothing for the ADIE to recommend apart from self-reflection.
The ADIE must check the accuracy of the completed ORDIT 1 form before handing the top copy to the ORDIT trainer.
The second copy of ORDIT 1 form should be sent to ORDIT Section, Nottingham. The third copy should be retained by the examiner for their records for a period of 2 years. Any notes taken during the inspection must be destroyed.
Following the inspection, the result should be annotated on the ORDIT journal and sent electronically to the ORDIT section in Nottingham:
ORDIT
ORDIT@dvsa.gov.uk
This should include the score as well as the grade and attempt number.
Any travel and expense claims for ORDIT inspections should be made against the cost code reference - 704215
If the result is a first inspection fail
The ORDIT trainer should be encouraged to seek further development and apply for another inspection. This application should be received by DVSA within 2 months.
If the result is a second inspection fail
The ORDIT trainer should be encouraged to seek further development and be told that a standards check will be booked for them, if the Registrar deems it appropriate. Their name will not remain or go on to the ORDIT Register from this point. The ADIE should also notify the standards check team at Newcastle of the potential need for a standards check appointment.