Module 4.
Session 1. Common Errors
The DVSA have traditionally used the word ‘fault’ when talking about driver errors. A ‘fault’ is something that a test candidate can make, ‘faults’ contribute toward failure.
At Alert Drivers we believe that to refer to ‘errors’ during training, practice and development of a learner driver or trainee instructor can be less damaging to development.
I have no problem with the term ‘fault’ in the context of an examination – but in the context of training, people are not faulty! They just make mistakes which we work with them to rectify.
The work ‘fault’ is more likely to demotivate students than words like ‘error’ or ‘mistake’.
This guide outlines an easy exercise that helps you to identify common driving errors. It also allows an opportunity to practise the skills learned so far in the earlier modules.
REMEMBER: An error or mistake is a teaching and learning opportunity.
Identifying common mistakes
Now that you have a practiced watching the learner you can start to think about some some typical learner driver errors.
At this stage you should not be expected to correct the errors, although a discussion about causes will be helpful.
Typical errors a learner driver may display during their development can be as follows:
• Incorrect observation (including the use of mirrors)
• MSPSL problems and order
• Poor control
• Positioning faults both in normal driving and at junctions
• Incorrect use of speed (fast, slow, hesitant)
Take a little time to think about the types of errors above and how they may negatively effect a drivers performance, don't forget to write some notes in the spaces provided in your study booklets.
In addition to the physical errors displayed by a student also think about other factors can effect the learner driver and therefore result in driving errors. There are many factors that can contribute to driver errors, here are a few that are the responsibility of the driving instructor:
• Route planning. Effective and appropriate route planning can minimise errors and boost confidence.
• Ensuring a repeatable route suitable to the students levels of ability.
• Using a client-centred approach to ensure that the learner is fully engaged and involved in the planning/learning process.
• Using an agreed and appropriate level of instruction to minimise errors and reduce frustration.
• Highlighting errors as soon as they occur in order to reduce the risk of repetition, remembering that doing this through effective Q and A will keep the learner driver positively engaged.
• Using appropriate (positive) language when offering feedback or eliciting information about errors.
Keep in mind this is not a section on correcting errors, merely identifying them.
As most of the information required for making safe driving decisions is initially gathered through the eyes the driver needs to ‘look in the right places’; this is achieved by visual scanning. If a driver is not scanning effectively, the drive will be less than safe because decisions will be based on inaccurate or incomplete information.
Depending on your experience, it is quite possible that you may not fully appreciated or recognised the ‘observation’ mistakes discussed below. This information is rarely covered in ADI training.
Make sure that you are fully ‘up to speed’ with watching the learner. As you develop and move onto in car training and roll play and from there as a PDI real life learner driver training try to recognise how many errors have a root cause in any of the observation traits described below.
On dangerous ground here!!
A cheeky exercise:
If you have the opportunity to go out with a friend or family member think about areas they may make errors late braking or cutting corners at junctions etc. Watch the driver and try to think about what contributed to the error, think about how things could be done better. You can discuss any errors with the driver using and developing your Q and A skills BUT only if you have agreed this with them first. People tend to get upset with the "back seat driver" who starts to interfere and dictate what should and should not be done.
Remember learner drivers are not faulty – they are just making mistakes during the learning process.
The word ‘fault’ is OK in the context of testing but can demotivate when used in a learning environment.
The exercise described in this guide is designed solely to help you set a foundation for being able to successfully identify some common mistakes. Don't fall out with anyone who is kind enough to let you practice with them.
Every error or mistake is a training and development opportunity.