ADI Part 3 - Remedial Action

Remedial Action

Now we get to the part where we give our learner the pill to cure the problem. We've spotted the fault . . . well done. We've analysed the circumstances, to see why it happened . . . and now we want to fix it

The first point to make is that this is the area where a great many trainees fall down on the part 3 test. It is not good enough to see the error and point it out. You have to effectively teach the learner how to do it right next time, or even get really proactive and point out the error early enough so that they get it right this time

So many times, trainees say things like "You cut that corner Dave. Try not to do it again. Why is it unsafe to cut the corner ? . . . ok, lets go and do some more, and don't cut the corner this time"

They do this even after pulling the learner over for a chat about it

All well and good, but where's the remedy?

Does the learner know why they cut the corner in the first place? Do you know why the learner cut the corner in the first place? Have you put any form of corrective action in place to ensure that the problem is cured? Does the learner know exactly what to do next time, to avoid a repeat of the error?

Without giving your learner very specific and clear instructions on what to do, there is nothing to stop them from continuing to commit the same errors over and over

You can almost guarantee that the SE will. Yet so many trainees claim "The SE tricked me. No matter how often I told them they were doing it wrong, they just kept on doing it. It's just not fair . . ."

If you fail to give the correct remedial action, then you are not instructing and you are certainly not assisting your learner as much as you could. In fact, in many cases it could be worse than this. If you continue to point out errors, but do nothing to fix them, you could destroy your learners motivation and confidence and add nothing to their learning experience

You could be seen as nothing more than a bickering passenger, pointing out when things go wrong, and adding nothing constructive to the lesson

They could effectively be teaching themselves, analysing what went wrong and trying to put it right, despite your role as the instructor

As I've said before . . . be a driving instructor, not a driving passenger

How much better, in the above example, if the trainee pulled the learner over and said "Your driving is coming along great Dave, and you're clearly putting a lot of effort in. I just noticed on those last two junctions that you cut the corner. We always avoid that because of the dangers we've talked about before, do you remember? . . . what happened was that you started steering too early, before we'd reached the correct turning point (possibly point to diagram, if necessary). What we'll do is go and practice some more right turns, and get the car into the correct position for the right turn. I'll give you a reference point to show you exactly where to start turning. I'll prompt you through the first one, then we'll see if you can manage on your own. With a bit of practice we'll have this sorted out, and you'll be making these turns properly and safely every time"

So, you've pointed out the error. You've explained why it happened (in this case, we'll assume that it was obvious to you) and you've explained exactly what you're going to do and how you're going to do it. You've taken active control, and further, you've acted as an instructor. Not just a passenger

Always be very specific with your remedial action, and take great care with the words you use. In fact, always try to be specific in everything you say to a learner. More on this in the communication techniques section, where we'll discuss the differences between vague and specific language. This is a fascinating subject. Each has it's value, but vague language has no place in your part 3 remedial action

What you're trying to achieve is the learner knowing exactly what went wrong and exactly what to do about it, with your help, of course

So, to conclude, that's the core competencies in a nutshell. You must spot the fault, analyse why it happened, then give the correct remedial action to cure it. Be a driving doctor

Try to stay flexible. If your chosen remedy doesn't cure the fault, look for an alternative

At the same time, stay in control. No need to pull the pupil up every few seconds, if the matter can be dealt with quickly and easily on the move. However, be prepared to pull the SE over to deal with a serious matter that you can't deal with when driving at other hazards at high speeds. When you are searching for a reason for a recurring fault, 30mph can seem like a frighteningly fast speed. Take control

Hopefully, you'll have now gained a little insight into what the dreaded core competencies are all about. In reality, it's remarkably simple. Your ability to correct your learners errors dictates how good a driver they become. It's what makes the difference between a bickering passenger and a good instructor

The SE is not there to 'catch you out'. If you deal with faults effectively, you will almost certainly pass part 3

ADIT Team