Standards Check Resources for ADIs

On this page, we have listed some helpful resources for you, which will help you prepare for your ADI Standards Check.


Standards Check Marking Sheet
ADI Standards Check marking sheet (SC1)

The marking form that is used in Approved Driving Instructor (ADI) Standards Checks.

A full breakdown of each competency listed on this form is provided in Chapter 4 of the ADI 1 document (below)

Click here to download the Standards Check marking form


DVSA ADI1 Guidance for Driving ExaminersGuidance for driving examiners carrying out instructor tests (ADI1)

The guidance that driving examiners follow when carrying out instructor tests in Great Britain.

See Chapter 4 for Standards Check guidance.

Click here to download the ADI 1 document


national-standard-for-driver-rider-trainingThe National Standard for Driver & Rider Training (NSDRT)

The NSDRT defines what you must be able to do and what you must know and understand to provide training to drivers and riders.

The Standard is the document on which the Standards Check is based, so it really is important that you know, understand and are able to provide training according to the Standard.

Click here to download the National Standard for Driver & Rider Training


2016-04-27_14-19-22HERMES Project – Report

Some of the most significant developments in the education of new drivers, and indeed in the changes to the ADI Standards Check, stemmed from the work of many projects co-financed by the European Commission. One of the most notable pieces of research was conducted via the HERMES (‘High Impact Approach for Enhancing Road Safety Through More Effective Communications Skills’) project.

The outcome of the HERMES project was a highly practical training package containing suggested scenarios which new and experienced driving instructors could follow. The main recommendations were based on the driver trainers adopting ‘coaching’ principles, rather than traditional ‘teaching’ methods.

The website you can find all the HERMES resources on is: www.alles-fuehrerschein.at/HERMES/ but you can download the main report by clicking the link below.

Click here to download the HERMES Final Report


HERMES coaching video

HERMES Project – Video

A video was also produced by the HERMES team.  This is a great watch and it will give you some good ideas of things you can integrate into your driving lessons.

Click here to download the HERMES Video


Please let us knowdownload of any other resources you think we should list here!

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Driving Instructor Franchise Tips – How to Expand Your Driving School

driving-instructor-franchiseIt’s great to hear that for many instructors, business is booming. I’ve certainly noticed a difference coming out of the recession over the last couple of years, and to be honest, it’s hard to fit new customers in when you’re so busy – what a fantastic problem to have!

An instructor recently asked for guidance on taking on another instructor and starting a driving instructor franchise. It’s a big decision. Here I’ll offer some advice and share what I’ve learnt and experienced as a franchisor over the last 13 years.

Is Starting a Driving Instructor Franchise Right For You?

The most difficult decision can be deciding to start a driving instructor franchise the first place. Yes, business is great and you may be turning people away. Is that enough reason to take on another instructor? It’s really hard to let go when you have such a great reputation, especially if your customers ring you from personal recommendations and want YOU to teach them. If this is the case, it’s going to be a challenge offering them lessons with another instructor rather than yourself.

If you do want to build a driving instructor franchise, how do you find the right instructor to join you? Can you offer them what they need and are they happy to agree to not only your terms but do they have a similar outlook and professionalism?

What Would a Driving Instructor Joining Your Driving School Need?

Everyone will have different needs but here are a few common denominators.

  • To cover a reasonable area without excessive travel
  • A minimum amount of hours
  • Some guarantee of the work you will provide
  • A reasonable price for driving lessons and ideally no silly offers
  • No lengthy contract periods
  • Help and guidance when needed on all aspects of the job

Of course there will be other needs on their wish list, and these will vary from instructor to instructor.

What Do YOU Want From a Driving Instructor?

checklistFinding the right instructor for your driving school isn’t always easy.. To find the right instructor, you need to know what you’re looking for. After all, they will be representing you and your company!

  • A likeable and friendly personality – your customers will want to learn with someone they like! How did they come across when you first spoke to them, do they smile, are they engaging? Did they use nicknames? – grrrrrrrr my pet hate!
  • Presentable – do they take care of themselves, present themselves well and do they keep their car clean and tidy? Do they smoke and is that an issue for you? Meet them at their car or walk them back when they turn up for your initial meeting so you can take a look at their vehicle.
  • What is their experience? Some instructors are brilliant but just poor at marketing themselves, they would prefer to let someone else do all that side of the business, and just be out teaching. Some newly qualified instructors will prefer to work for a school and be working straight away rather than setting up their own business. Find out their reasons for wanting to work for a driving school rather than setting up (or continuing with) their own driving school.
  • Good training – If they have been trained well, prior to qualifying, and they are committed to developing further, then great! If you’re not happy with the training they may have received, feel their teaching methods may be dated or they may have become lazy then it’s best to stay away. Observe them on a lesson, are you happy with their standard of teaching? If you feel there are weaknesses, are they happy to accept feedback and willing to improve?
  • How good an instructor are they? You must be a great instructor (and a great marketer too) to be in the position to take on another instructor. What is your pass rate and how many hours on average do your customers take before passing their test? Find out their pass rates and their average hours, watching body language and eye contact for any ‘exaggerations’. Use yourself as a blueprint and be wary of any figures that are much higher or lower than yours! Asking how many pupils they have had to test may explain a very high pass rate, 2 out of 2 passes since they qualified will give a 100% pass rate!
  • driving-instructor-bluetoothPhone use – Everyone will have different opinions on this. I personally do not tolerate phone use while driving and that includes hands free. I could quote many figures of how much more distracted a driver is when speaking on hands free, but for me it’s just common sense. I do not want any negative publicity, or liability claims, that could come with an instructor crashing while using hands free. If you have different opinions, then that’s fine, but if it is one of your no-no’s you need to make sure that the instructor has a similar outlook. Does the instructor take your call or ring you while driving? Or even worse, while they are teaching?!

What will you offer?

It helps me to see our instructors as our customers, they are paying for a service and we are there to provide what they need. Saying that, no one likes getting taken for a ride and it’s your company’s name at stake so you both need to know what you expect of each other.

  • Be realistic and honest – how much work can you provide, and how quickly? I always underestimate rather than over estimate. From about 2008 – 2011, I told instructors that it may take a month or two to get them to 35 hours a week. Lately, it’s taken just a couple of weeks to get instructors to the same amount of hours. If you’re taking on a newly qualified instructor with no customers, can you realistically get them the hours they want? Would an instructor with a half full diary, or one that only wants to work part time hours make it easier for you to meet their expectations?
  • A fair driving instructor franchise fee – If an instructor is paying you for a service, then you have to provide that service. It won’t do your reputation, or your ability to sleep at night, any good if you are accepting franchise fees and you are struggling to fulfil your end of the agreement. Look at offering a reduced franchise if you fail to meet your promises. We found early on that a lot of instructors left our driving school once they had a full diary, and they were getting recommendations themselves. For a number of years now, we have offered a variable franchise. If an instructor gets a lot of recommendations themselves and therefore takes less work from us, they pay a lower franchise fee, a bit like a top up service. It’s a win/win situation and now our instructor turnover is much lower. Benefits to instructors: Instructors do a great job = more recommendations = lower franchise fee!
  • driving-instructor-franchise-contractReasonable contract terms – We don’t agree with long contact periods, and yes this has backfired, but much less than it has been a benefit. We feel to get trust, you have to give it. If it’s abused, it’s better to find that out sooner rather than later. Do you really want someone you can’t trust representing your driving school? I personally lay my cards on the table from the outset. We have a 3 week notice period in the contract and I am clear that to fill a diary from scratch costs a lot. Providing 15 -30 customers in a short period is more costly than just keeping an instructor topped up. In return, I ask for their loyalty that this will not be abused by them leaving as soon as they have a full diary. We have a ‘per customer’ cost, worked out by calculating the total expenses of the driving school over the year divided by the amount of new customers in the same period. I use this to give them an idea of how long it takes to break-even with their franchise fees. I find once they understand this, they appreciate the need for loyalty.
  • latics-driving-instructor-oldhamTo treat them fairly and expect the same in return – Offer help, guidance and advice whenever they feel they need it. Whether it may be with their teaching, marketing, problem pupils, car troubles or with anything else they need help with. In return you want them to be open with you, come to you with any troubles or concerns, and respect your ‘rules’ as an ambassador for your business. Some of our ‘rules’ include; being punctual for driving lessons, being reliable, giving quality lessons, always driving correctly – including family members using the car too (all our cars are sign written and people love reporting bad driving, especially when they think it’s a driving instructor!), always displaying appropriate behaviour (respecting the pupil’s personal space, no use of pet names, no discrimination of any sort) no smoking in the car, not using the phone while the car is in motion, no piggybacking, and absolutely NO personal relationships with pupils. Phew, I think I’m a bit of a control freak!

What if the Driving Instructor Leaves My Franchise?

Over the last 13 years as a multi-car driving school, we have had 67 instructors come and go, 27 of them are still with us. That’s 40 that have left! Don’t be disappointed if an instructor leaves, it’s all part of being a franchisor. Apart from ones that have been ‘asked’ to leave because of their conduct (rules are rules and they need to be respected), I am still friendly with most of them. 16 of them have their own driving school and are in fact my healthy competition, 21 have left the industry, many after setting up their own driving school or ‘franchise hopping’, and 3 are currently with another driving instructor franchise.

Out of the 27 remaining, 24 have been trained by myself or Ged, so relationships and trust have been built as they train. It also means we know how good our instructors are. We’re in the fortunate position of being able to take on instructors that we have trained personally, and we no longer take on anyone who hasn’t trained with us. If you’re thinking of expanding, this may not be possible for you and finding the right instructor can be a challenge.

Finding A Good Driving Instructor

I would suggest approaching the best ADI trainers in your area and nationally. Not all trainers offer driving instructor franchise options for their trainees. For example, we train people from all over the UK. Local ones are offered a place at our driving school. The ones that aren’t local who want to join a driving school are given help and guidance in choosing the right school. Asking trainers to let their trainees know that you’re looking for instructors could be a great way to find new instructors.

driving-school-franchisePut it out there. Let instructors know you would like someone to join your school. Have it displayed prominently on your car, on your website and utilise social media.

Talk to other instructors. In the test centre, let others know you are looking for an instructor. Hand out business cards in case they think of someone who may be interested (they won’t always admit they’re considering it in front of other ADIs!). Ask on forums and Facebook groups.

adi-franchiseFinally I would add, trust your gut instinct. If there’s something niggling at you, politely let them know that they’re not what you’re looking for. It’s much better to struggle on until you find the right instructor than to just take the first one that comes along just for the sake of it and regret it later.

Good luck! 

What do you have to add? Have you started a driving instructor franchise and has this worked well for you or not? Please comment below so others can benefit from your experiences.

Are you looking for an instructor to join your school or are you an instructor looking to join a driving school? We will help you if we can!

down arrowIf you are a trainer and want to help your trainees find a driving school to work for, or would like a local driving school to recommend your training services, get in touch. It would be great to build up a list of regional trainers and driving schools to help everyone establish collaborations!

Finally, if you liked this article, please share it with your colleagues by hitting one of the social media buttons below.

“I Want to Complain About a Driving Examiner”

complain-about-a-driving-examinerIt’s a question we occasionally get asked – “How do I complain about a driving examiner?” Thankfully, we are hearing of fewer and fewer instances of people having issues with examiners’ bad attitudes towards driving test candidates and driving instructors. We have personally found most examiners to be very friendly, professional and approachable. This is likely to be down to the DVSA’s increased emphasis on providing excellent customer service. In this article, we explain how driving examiners are trained and continually assessed. We also look at how you can express your concerns or even complain about a driving examiner, should the need arise.

Firstly, let me share a true story…

Whilst sat in a Driving Test Centre waiting room one day, several nervous driving test candidates awaited the arrival of their examiners. Increasingly loud footsteps prompted their arrival, one by one. Each called the name of their candidate, whilst each instructor anxiously hoped their pupil wouldn’t get… ‘John’. John was the examiner notorious for his extraordinary ability to transform a reasonably calm and confident pupil into a gibbering, nervous wreck within seconds of him meeting them.

John walked into the waiting room, standing tall and firmly holding his clipboard, with his air of authority and self-importance. Without even looking around the room to smile and pleasantly greet the instructors in the room, as all the other examiners did, John called the pupil’s name. “Ben Smith. Can I see your driving licence?” Ben promptly stood up from the seat next to his mum, who had gone with him to the test centre. Clutching a flimsy A4 plastic sleeve full of, mainly unnecessary, documentation such as; his car’s purchase receipt, MOT certificate, insurance policy, theory documents, Highway Code and other paperwork Ben nervously handed John a DL-sized transparent plastic wallet, which held his photo card and counterpart driving licence. In his nervous haste, he dropped the entire contents of the A4 plastic sleeve all over the waiting room floor. As Ben scrambled around the floor to pick up his paperwork, the examiner tossed the driving licence, still in its transparent wallet, onto the table in front of Ben, and said, “Take the licence out of that.” The examiner then turned to stare blankly out of the waiting room window, still clutching his clipboard. driving-test-anxietyAs the seconds passed, he glanced impatiently at his watch whilst Ben gathered his belongings. By this point, Ben was visibly shaken, sweat forming on his forehead, blushing, and rippling with fear. Hardly able to keep his hands steady as he did so, he removed the paper counterpart and plastic card from the DVLA stamped plastic wallet and handed it to John.

As soon as the door to the test centre closed behind the last examiner and test candidate, Ben’s mum looked over at all the instructors in the room and said, “Wow – what a horrible, horrible man. Is he always like that?” We all nodded in agreement – Ben had drawn the short straw.

Why is it that the vast majority of driving examiners can be pleasant and able to put pupils at ease, whilst a very small number of others can turn the test candidate into a fearful mess before they even get into the car? How can it be fair? And as instructors, can we, and should we, do anything to complain about a driving examiner?

driving-examiner-bad-dayWe all have bad days

It’s true that we all have our bad days – we all have personal ‘stuff’ going on in our lives that can sometimes negatively impact our mood. I’m sure that being an examiner can be quite challenging at times. Some Approved Driving Instructors might say that it’s the same for us. In an ideal world, we would all keep our personal stuff hidden – ‘fake’ a good mood so that our personal baggage doesn’t impact on our work. But let’s face it, we’re all human and from time to time, others might notice our aura of discontentment.

But that is not what this article is about. We’re discussing those examiners that have a reputation for instilling fear in test candidates or those that show little respect towards driving instructors – those who could at times be described as negative, condescending, arrogant or even rude. Thankfully these examiners are few and far between, but we’ve received enough feedback about it to take some time to provide you with an insight into how examiners are trained and assessed in terms of providing a positive customer experience, and what you, or your pupil, can do about it if you feel particularly aggrieved by an examiner at your test centre.

“How are examiners initially assessed and trained in customer service?”

dvsa-training-academyDuring a recent visit to the DVSA’s Training & Development Centre in Cardington, Bedfordshire, we learned more about the examiner training process and we asked a senior trainer to what extent personality traits and attitudes are taken into account when examiners are trained. We also learned how the DVSA openly welcome feedback from driving instructors and driving test candidates, especially when someone feels the need to complain about a driving examiner due to their attitude or general manner.

We were pleased to learn that potential candidates for the position of driving examiner are assessed on their personality characteristics and customer service throughout the whole process, from the initial application form through to final test centre placement, and beyond.

All trainee examiners must undertake Situational Judgement Tests during training – some of these are scientifically designed to highlight any issues in respect to personal thought processes and responses. In addition, job-related role play assessments take place, in which professional actors are used in problem scenarios to see how the trainee examiner responds. This, again, highlights strengths and weaknesses in their ability to deal with members of the public.

Throughout their time at the Training & Development Centre, trainee examiners are continually assessed against 4 core competencies:

  1. Control of the test
  2. Assessment of the test
  3. Completion of paperwork
  4. Customer service

dvsa-customer-serviceThe ‘customer service’ element looks at how the trainee examiner relates to, and communicates with, everyone else during their 4-6 week training course. In life beyond the course, everyone that examiner could come into contact with in their working life is defined as the ‘customer’. This, of course, includes learner drivers and their instructors.

Trainees are closely observed on how they communicate with the test candidate during role play driving tests and to the trainers providing feedback and classroom training throughout the programme. Communication and behaviour during social gatherings, meal breaks, and even smoking breaks, is subtly scrutinised – this includes the trainee’s relationship with their fellow candidates, trainers and other staff members at Cardington, even extending to the cleaners, canteen and hotel staff. Nothing goes unnoticed.

In learning about customer service, trainee examiners are taught the need to be fully aware of, and adapt; their body language, the way they observe the candidate, their seating position, respect of the candidate’s personal space, suitable levels of eye contact, appropriate tone of voice, etc. A large part of customer service training is centred around how verbal and non-verbal communication can be interpreted, or misinterpreted. Therefore, all qualified examiners should be aware that it is how their verbal and non-verbal communication is interpreted by others that is important – more so than the intention behind that behaviour.

EXHIBITION-(1)When training and assessing candidates for driving examiner positions, senior training staff at Cardington are looking for people with specific personal characteristics and customer service skills. They need to have a calm confidence, especially when in confrontational situations. But they equally need to be reassuring when dealing with test candidates who have emotional outbursts.

“Yes, but what happens after placement at a driving test centre?”

It’s all well and good for a trainee examiner to be able to demonstrate good customer service skills whilst in the presence of senior trainers at the DVSA Training Centre, but what happens when they’re out there in the real world? Isn’t this when the problems start?

dvsa-cardingtonThe training team at the DVSA acknowledge the fact that no matter how many assessments, role plays and Check Tests are conducted during training and whilst out there on the job, trainee and qualified examiners are often able to ‘play the game’ when being assessed. Their actual conduct whilst out there on the job could be something entirely different. During a trainee examiner’s initial training programme, the environment at the Training Centre is very positive, and as such, the trainee examiners’ behaviours are positively influenced by those around them.

This same influence will affect them after they are placed at a driving test centre. They will continue to be influenced by their peers – if a more long-standing examiner, working closely alongside them, has poor attitudes, then the new examiner is much more likely to mimic their behaviour.

For the first 9 months, which includes the 4-6 week training period at Cardington, each new examiner is on probation. They are very closely supervised by either the LDTM (Local Driving Test Manager) or an experienced examiner at that particular test centre. During the first month, each new examiner has one day per week devoted to development – this takes the form of 4 supervised practical driving tests, 16 in total for the month, and time for discussion after each test. Assuming all goes well on those 16 supervised tests, each new examiner will continue to have one development day per month for the next 3 months, equating to a further 12 supervised tests.

In addition to the above, each new examiner will shadow another more experienced examiner from time to time, and be routinely assessed by a member of the QUAT (Quality Assurance Team) to ensure the new examiner is continuing to demonstrate the 4 core competency skills.

Outside the above 4 month period, all examiners will have a minimum of 6 check tests per year, assessed by their LDTM, plus further QUAT assessments. In total, most examiners will have approximately 12-15 check tests / assessments per year. And to think – we ADIs often moan about having 1 or 2 in every 4 year period!

“How do I complain about a driving examiner’s poor attitude and customer service?”

An examiner may appear to come across, intentionally or otherwise, as; negative, condescending, ignorant, rude, malicious, intimidating or bullying. Most of these examiners may be totally unaware of it. Their fellow colleagues may feel that they are not in a position to challenge it for fear of reprisals. Nevertheless – it still needs addressing. Do not be afraid to be the one to complain about a driving examiner to the DVSA – if nobody says anything, nothing will change.

dvsa-call-ldtmIf you or your pupil have an issue with an examiner’s customer service skills, the first point of contact should be with your LDTM. If you are unsure who that is, check on the local notice board in your driving test centre. If it is not there, you could either ask another examiner for the contact name and number of the LDTM, or call the DVSA on 0300 200 1122 and ask the advisor for the information.

Once you have your LDTM’s contact details, either have a telephone conversation with the LDTM or arrange a meeting with them to discuss how you, or your pupil, perceived the examiner’s behaviour. Express your concerns honestly and respectfully, remembering that the examiner concerned may not be intending to come across in that way. It’s important that your issues are conveyed in the right manner and for the right reasons. Remain calm and professional.

Listen to what the LDTM has to say – they should follow up your discussion by speaking directly to the examiner concerned about how their behaviour is coming across. If after having done so, you still experience issues with that particular examiner, put your complaint in writing. Written complaints MUST be followed up by senior management, so rest assured that your issue will definitely be addressed.

Remember – unless ADIs and/or customers express their concerns about such examiners, nothing can be done.

We do find that instructors often avoid complaining about a driving examiner’s conduct for fear of retribution from that examiner. We know this has happened on some occasions but thankfully, such problems are very rare. If an examiner does have an undesirable attitude, there’s likely to be little change unless the DVSA are made aware of it.

happy-driving-examiner-dvsaThankfully, Claire and I have personally found examiners’ customer service skills to be excellent, on the whole. On the rare occasion that we have encountered issues, we have never been afraid to confront this issue, either directly with the examiner themselves or by contacting a more senior member staff at the DVSA. Incidentally, we have never defined the reason for our contact as being a ‘complaint’ – instead we discuss our ‘concerns’ or ‘observations’. Each time we have done so, the senior examiner has been very grateful for our feedback and has followed up on our concerns. In each and every case, we have found noticeable improvements, with no open detriment to that examiner’s attitude towards us.

down arrowHow do you find customer service at your local test centre?
Do you have an examiner with a notorious reputation for his or her attitude?
Have you, or one of your pupils, ever felt the need to complain about a driving examiner?
If so, how have you dealt with it?
Might you handle things differently in the future as a result?

Please share your thoughts below – we love hearing from you and learning from your experiences! And remember, if you can think of someone that would benefit from this article, please hit one of the buttons below and SHARE it!

 

*Please note that the names within the story above have been changed to protect their real identities.

A Simple Guide to Using Reflective Logs

Untitled design

“I have been reading various things on Facebook about reflective logs being needed for the ADI Standards Check, but I’m not really sure what they’re for and why the DVSA is forcing us to use them. From what I can make out, it’s something that the pupil fills in at the end of the lesson about what they have learned. Can you explain more about what a reflective log is and convince me why I have to use them?”

Thanks for your great question!  Let’s first start by reassuring you that nobody is forcing you to use anything that you (or your pupils) don’t want to use. The DVSA’s Standards Check is intended to assess your ability to instruct and whether that instruction helps your pupil to learn in an effective way. A reflective log is simply one ‘tool’ you can use to encourage your pupil to reflect on their own learning and progress, and plan for their way forward.

So what exactly is a ‘reflective log’?

Essentially, a reflective log is a record of the pupil’s learning experiences, thoughts, feelings and reflections. It should be thought of as a critical assessment of how the pupil is progressing. In using the word ‘critical’, this should not be thought of as a negative assessment – quite the contrary. It should be seen as an honest and positively-framed appraisal of what things are going well, where improvements can be made and a plan for moving forward (the next steps).

Reflective LogsReflective logs (or journals) are nothing new – they have been used very successfully for many years in other educational establishments, including some primary and secondary schools. Therefore, it’s quite possible that your pupils will be very familiar with the process, even if it might feel alien to you.

Why is it a good idea for us to use them with our learners?

Some ADIs will advocate using a reflective log as an additional resource for their pupils to complete and keep. For others, the reflective log can be used in place of a lesson record. From starting out as an ADI in the late 1990’s, I have always kept lesson records in A4 landscape format. They looked like this (I could fit 13 lesson records to a double-sided A4 sheet):

lesson recordThis enabled me to keep a track of not just what we covered and when, but specifically how well my pupils carried out those tasks and where they needed to improve. Together, we would then plan what to cover next lesson (although admittedly I frequently ‘led’ the pupil with this decision).

I later replaced this ‘Lesson Record’ with a ‘Reflective Log’ (see below). It’s essentially the same format but now phrased with more client-oriented wordings, and with space for the pupil to add in what steps they can take to improve between this session and the next. This may be something as simple as reading a handout or a section of the Highway Code, watching a particular training video or observing another driver’s handling of a skill (such as dealing with roundabouts). Or they may record detail on what specifically they will focus on during private practise with a friend or relative. The new reflective log also enables the pupil (or me) to note down anything else of relevance, e.g. ‘advised to put test back a couple of weeks’ or ‘block booking payment due next week’.

reflective log

From a learning perspective, keeping a reflective log will help your learner take more responsibility for the direction and content of lessons. It can also improve ‘flow’ throughout their course of lessons. As they become accustomed to using a log, you may find they progress quicker as they practise the skill of self-reflection. As a bonus, you get to better understand your learners’ thought processes – giving you a valuable insight into their view of the world.

When should it be filled in, and by whom?

Ideally it should be completed by the pupil at the end of a driving lesson. We say ‘ideally’ because sometimes the pupil won’t want to do it, and instead would rather the instructor took the notes. If an instructor is being truly client-centred, they will leave it up to the pupil to decide who writes it.

reflectivelogIt is most beneficial for the pupil to write the log themselves so that they don’t censor their thoughts and feelings. However, as long as the record is a true and honest reflection of the pupil’s thoughts and feelings, it shouldn’t matter too much who does the writing. Personally, I have found that most clients prefer me to take the notes whilst they are reflecting on the progress and expressing their thoughts verbally. I then summarise what they’ve said and enter it onto the log. This also saves lots of time.

If I am doing the writing, I will still write the log in the first person, e.g, expressing the comments as “I”. I will also be careful not to alter the pupil’s terminology or wording. To make the biggest impact, it’s important that what is written on the log comes from them, with very little input from me, as their instructor.

It is best if the reflective log is completed in-car, as you can ensure that it is completely thoroughly. Expecting a learner driver to go into their home, school, college or work and complete it usually results in them conveniently ‘forgetting’!

Doesn’t it take too long to complete? Pupils want to be driving, not writing!

I think it’s fair to say that most conscientious ADIs have been completing some form of lesson record at the end of each lesson for some time anyway, whether that be giving a score for each particular skill on the training record, or writing some notes on progress during that particular lesson.

Yes it’s true that some ADIs choose to complete lesson records after the lesson is over and the pupil has gone, but for me personally, the end of session debrief is such an important and integral part of the lesson that ADIs shouldn’t feel obliged to exclude record completion from the lesson time.

5minutesMake it a normal part of your lesson and your pupils will accept it. In every educational setting, lessons have a start (recap), middle (learning) and an end (recap/debrief), so why should driving lessons be any different?

Completion of a reflective log will probably take no more than 5 minutes.

My pupil is always itching to get out of the car at the end of the lesson. How can I maintain their attention?

We’ve all been there – as soon as the pupil pulls up at their house, their hand is on the car door handle and they’re readying themselves to jump out! Their attention is on the missed text messages or phone calls on their mobile phone. They are mentally ‘elsewhere’ – certainly not in the right frame of mind to complete any paperwork.

Fortunately, there’s a really easy solution to this problem.

Pull up a couple of streets away from their drop-off point and complete the reflective log there. Their full attention is still likely to be on the lesson, as there’s still more driving to do! Therefore, you’re less likely to see them ‘switch off’. Once the log is complete, they can practise a bit of independent driving to their final destination.

Where can I get one of these reflective logs?

There are various options you could choose from.

1Some instructors supply each of their pupils with a ‘Starter Pack’ when they start lessons (which might include a branded pen, terms and conditions, Highway Code, referral vouchers, etc). Adding an inexpensive blank notepad to this pack, labelled ‘Reflective Learning Record’ is one idea. Who keeps the learning record is entirely up to you, although in my experience 17 year olds can be quite forgetful. If you intend to leave the learning record with your pupil, you’ll need a plan in place for when they forget it, or it gets ‘eaten by the dog’.

2The DVSA have conveniently supplied a sample reflective log in their ‘ADI1 Standard Operating Procedure’ (see page 77). You could print that off and maybe even develop your own, based around the headings used on the DVSA version.

3You could click here to download our version. As I mentioned earlier, our reflective log is based on our previous ‘Student Lesson Record’ which has been publicly available for download on our www.activedrivingsolutions.com website for some time. It is double-sided and A4-sized to fit conveniently in a binder or plastic wallet, and you can record up to 6 driving lessons on each sheet. Simply print them out as you need them.

4reflectiveIf you have access to an iPad, check out the ‘Robosoul Reflective Logs app’ designed by Neil Snow. It’s currently available for £2.49 on the iTunes App Store.

Using the app has the added benefit of you being able to directly email completed logs to your students from within the app, keeping them up to date and enabling them to build a personal record of their progress. It can definitely be useful for you both to have a copy of the log.

Will the examiner want to see my pupil’s reflective log on my Standards Check?

Not necessarily. This is what is written in the ADI1 Standard Operating Procedure (page 69):

If the ADI offers to supply training documents (such as the reflective log) you should discuss the content with them but if they do not bring such papers this will not invalidate the standards check.

If you and your pupils do use reflective logs successfully, we would definitely recommend taking your pupil’s log into the test centre to show the examiner before the lesson commences. If you’ve read our industry contributions in the past, you’ll know how much emphasis we place on making a great first impression – it can definitely make a big difference to the examiner’s initial perception of your skills before they even get into the car. If you want to do well on your Standards Check, your aim should be to set a fantastic impression from the outset.

Do you use reflective logs with your pupils? What format have you found works best? Do you complete it, or do you encourage your pupil to do so?

If you haven’t used reflective logs in the past, might you consider it? What other questions do you have that we haven’t answered?

down arrowPlease share your thoughts, questions and reflections in the comments below. And remember, if you can think of someone that would benefit from this article on using reflective logs, please hit one of the buttons below and SHARE it!

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6 Step Driving School Marketing Plan for Facebook

Driving School Marketing Plan - facebook-for-driving-instructors

6 Step Guide – Driving School Marketing Plan for Facebook

Is Facebook a part of your business marketing strategy? Love it or hate it, you would be wise to invest some time in Facebook, as that’s where many of your potential customers are spending their time! Furthermore, many of your competitors are undoubtedly reaping the rewards of Facebook marketing – and if you’re not, you are losing out.

Are you stuck using the ‘old skool’ way of advertising and marketing your driving school, e.g. leaflet drops, advertising in shop windows, local newspaper and magazine adverts, Yellow Pages, Thomson Local? This type of marketing has its pitfalls – it can be very expensive to advertise in local media and directories and very time-consuming to traipse around your town delivering leaflets and postcards. Let’s face it, leaflets are generally perceived as more of a nuisance than a help to homeowners, so they might actually do more harm than good!

If you are using these strategies and you are seeing a good return on investment – great! Keep doing it. But if you’re looking to further increase your client-base and pupil numbers, definitely take a look at Facebook. It’s easy, accessible from your computer or mobile devices, and (for the most part) FREE!

Facebook can help significantly boost your profile

Most ADIs will admit that the best form of marketing is through word-of-mouth recommendation. So there is no better way to spread recommendation than through social media channels, where hundreds, if not thousands of potential clients in your area can hear all about you and your business. Furthermore, when you get to learn more about Facebook, you can actually target specific types of people, from their age, interests and home town, right down to the college they attend and other Facebook pages they may like. You can even legitimately target Facebook ads at people who ‘like’ your competitors’ Facebook pages! But we’ll save that for a later blog article…

We’ve found that having a Facebook page for our driving school is one of the most significant factors in boosting our online presence within our target market. It has been a huge factor in us building a highly successful driving school with 23 instructors, all of whom have full diaries.

So what can you do and where can you get started with Facebook?

Having a Facebook business page is a great way of marketing but it isn’t just about marketing you and your brand. It’s about building trust, engaging with present and future customers and positioning you as a respected and successful instructor or driving school.

When using Facebook, your aim should be to educate, inspire, share stories and post valuable, relevant content. Then every now and again, promote yourself – post a special offer, post photos of pupils that have recently passed with you or your driving school.

Many driving instructors use their own personal profile as a marketing tool instead of having a separate business page. That can work quite well, but you need to understand the pitfalls of doing so, especially if you have not correctly set up your privacy settings to control which groups of your friends can see your content.

I personally use both my personal profile and my business pages for work. But the friends on my personal profile are allocated to specific groups, so I can control who sees what. When I post content or photos relating to something personal about holidays, nights out or my children, for example, ‘Family’ and ‘Close Friends’ see everything I post. ‘ADIs and PDIs I know’ see a little less. ‘Other ADIs and PDIs’ see less still. Those listed under ‘Restricted’ and ‘Limited Profile’ see very little at all. And last but not least, those listed under my ‘Weirdos’ category won’t see any of my non-public content at all!

Facebook FailThere are also many advantages of using a Facebook business page – insights, customer star ratings, reviews and advertising being just a few. For a list of 14 benefits of a Facebook Business Page over a Personal Profile, take a look at this excellent article by Jon Loomer.

With more and more people accessing Facebook on their mobile, and especially our target market of 17-25 year olds, can you really afford not to put your face on the book?

Here’s your simple 6-step guide to setting up a Facebook business page

(This guide assumes you are using the Facebook website directly rather than via a mobile app):

1createpageIn the Facebook header bar, click on the drop down arrow on the far right and click ‘Create Page’. It’s probably best to opt for a ‘Local Business or Place’ as you will be wanting to let people know where you are based. Although your address will show on your page, you don’t have to add your house number if your work address is the same as your home address. On the category dropdown list, just opt for ‘Local Business’ for now. Complete all your details and click ‘Get Started’.

setup2On the next page, you will be prompted to provide some more details about your business. You can now select ‘Driving School’ from the category section, complete the ‘about section’ and add in your website address. Also on this page, you can choose a unique Facebook web address to make it easier for people to find your Page. Make sure your URL has your driving school name, not just the default Facebook generated URL. Your Facebook address should be formatted in the following way: www.facebook.com/yourdrivingschoolname. This will make it easier for your customers to find you on Facebook and it will help with your search engine optimisation (SEO) as Google ranks Facebook highly. For this reason, don’t be surprised if your Facebook business page appears above your main website in searches. This is great news if your actual website doesn’t rank highly just yet!
(If you already have an active Facebook business page and want to change your Facebook URL, go onto your business page and click ‘Edit Page’ at the top, then ‘Update page info’ and then click on ‘edit’ next to ‘Facebook Web Address’.  Note that you can only change your Facebook URL once!)

3killer-driving-instructorChoose an appealing profile picture. A smiley picture of you in your car will appeal to potential customers. People buy from people so make your page as personable as possible. Using your company logo isn’t usually a good idea – your potential clients aren’t interested in a logo – they want to see who they are going to be buying from. If you’re photo-shy or perhaps feel your photo might turn potential customers away, then perhaps use a photograph of a happy pupil, smiling broadly with their driving test pass certificate. Please don’t be tempted to rip a photo from Google images or use a stock photo – your profile image is your first point of contact from which your potential customers will glean their first impression. Make sure it’s a good one!

4Once your business page is set up, make sure you link your personal profile page to your business page. Then if people find you using your name, they can easily click through to your business page. To do this, go to your Facebook personal profile, click on ‘About’ and add your new page to ‘Work and Education’. Then on your personal profile, your business will be displayed in your about section and people can click straight through to your business page from your personal page.

5Make sure you also utilise the ‘About’ section on your business page. Let potential customers know that you can offer what they want. The about section also lets you add hours of opening, a contact number and links to other social media sites that you may use (Twitter, Pinterest, Google+, Instagram, etc). Make sure you include links to your company website.

6Use your cover photo wisely. Again choose an appealing photo for your cover but then add words including a clear call to action. For example, below you can see the cover photo we used this Spring on our Facebook business page – ‘Call us now and pass for Summer! 0161 345 3452’. Also make sure you add a description so when people click on the cover image there are more details and further calls to action, e.g. ‘Start learning now and take advantage of our great deals! Call us: 01234 567 890, Visit our website: www.drivingschool.com, Follow us on Twitter: @drivingschool’

10245280_10152368875946410_7455435207466623764_nSo that’s how to set up your Facebook page in 6 easy steps. Easy, wasn’t it?!

The next step is to start using your Facebook page to grow a fan base (‘fans’ being people who ‘like’ your page). Don’t worry if your ‘likes’ don’t grow overnight. It’s more about QUALITY than QUANTITY. The key is to grow a fan base of people in your coverage area who match your target market. This won’t happen by itself and you will need to invest some time into growing your business page. Look out for our upcoming article on how to build ‘likes’ and use your new Facebook business page effectively.

There’s so much you can do with Facebook. We haven’t even touched on insights, apps and Facebook Ads yet!

down arrowWhat have been your experiences with Facebook? Have you been using it actively and what results have you got? Please post your comments below so that others can benefit.

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