Certificate IV in Driving Instruction

91000
Student Workbook Assignment Answers

Answers: Assignment 1

1. Describe the structure of the motor vehicle driving instruction industry and
types of employment;
Driving instructors are usually employed on a subcontract basis, being paid commission for each
lesson given. It is a small occupation and demand is seasonal, increasing during school summer
holidays. Driving instructors may work full time where demand allows. A large number are selfemployed. Where only part-time employment is available they may work outside the industry to
supplement their earnings

Sub contractors with their own vehicles and insurance

Proprietors
Managers/franchise operators
Employees
Part time

2. Describe the role of a driving instructor

To teach the correct, legal and safe methods and procedures to drive a range of vehicles, training
low risk drivers.

3. Describe the vocational and personal aptitudes that enhance suitability for
employment in the driving instruction industry
The ability to communicate effectively
Good interpersonal skills
Be able to show empathy
The ability to impart knowledge
Be even tempered
Have good literary skills

4. Describe the legal relationship between the instructor and a driving school, as
stated in the relevant legislation

Insurances, comprehensive vehicle cover, public liability and professional indemnity

Superannuation requirements

Be aware of legislation on alcohol and drugs in relation to instructors

Foster professional working relationships with other industry participants

5. Describe the insurance requirements of a driving instructor, as specified within

the relevant jurisdiction
Insurances,
comprehensive vehicle cover,
public liability and
professional indemnity

6. Describe how sexual harassment is defined and methods of safeguarding

against sexual harassment charges;
Sexual harassment is:
Unwelcome jokes of a sexual nature;
Sexually explicit emails screen-savers or posters;
Insults or taunts based on sex, including 'sleazy' comments or 'smutty' talk;
Staring or leering-such as obvious lingering looks, staring at breasts or groin, etc;
Unwanted sexual advances or requests for sexual favours-including suggestive offers or
invitations, or requests for meeting 'later' ignoring refusals or discomfort displayed by the
invitee, asking a person if they would like to have sex, or 'get closer', etc;
Intrusive questions or comments about a person's private life or body for example, asking about
their living arrangements or sexual relationships, asking when they last 'had sex' commenting
with leers on 'what they did last night' when someone arrives late;
Initiating conversations about your own private life-like telling others about your sex life,
fantasies and desires, whether about that person or someone else;
Unsolicited physical contact of a sexual nature-such as touching, brushing up against, kissing,
massaging shoulders;
Unwelcome remarks of a sexual nature-including inappropriate comments on clothing, telling a
person they look 'sexy' or when angry, saying 'all she/he needs a good time in the cot', or 'you're
not getting enough' and so on;
Stalking or loitering around someone's office, hanging over someone's desk, following a person
home from work or school;
Inappropriate behavior at work parties or 'outside' functions relating to employment/education
Offering of benefits or threats, implied or explicit, in return for sexual favors-including 'smutty',
harassing, or sexually threatening emails, letters, sms or conduct etc;

Unprofessional behavior such as ' marking up' students for granting sexual favors, denying
access to a person's career or scholastic advancement unless they comply with sexual
requests, preventing attendance at staff/school/club functions, etc unless you 'come across'
sexually

7. Describe the features of a driving instructor appointment diary

The diary should contain the following
Student name
Address
Contact details
Time of appointment
Pick-up point

8. What is the importance of maintaining instructor health and fitness?

A driving instructor works in a high stress high work load environment it is essential that the
instructor maintain a high level of fitness and health to ensure he or she will be able to
concentrate 100% on the task at hand. A lack of concentration on the part of the instructor can
lead to poor learning outcomes and the possibility of a road accident resulting in injury to not
only the instructor but the student also.

Answers: Assignment 2
1. When was Graduated Learning Scheme (GLS) first introduced? ( page 13)

1st July 2000

2. Who will be affected by GLS?

New drivers will be affected by the graduated driving scheme.
/3 Marks

3. What is the youngest age that a driver will be able to get a full licence? ( page 20)
20 years of age
/2 Marks

4.

a) What does this sign mean? (page 68)

School Zone: the area around a school with a speed limit of 40km/h. Between the 'SCHOOL ZONE'
and 'END SCHOOL ZONE' signs you must obey the school zone speed limit.

b) When does it apply?

The school zone limit only applies on school days and during the times shown on the sign.
/ 2 Marks

5.

Where would you expect to find a sign like this? (page 87)
- At an intersection controlled by traffic lights.
- Turn left on a red light after stopping provided it is safe to do so.

6.

What does this sign indicate? (page 97)

No left turn is allowed.
/ 1 Mark

7.

Explain these three lanes shown on the sign.

1. Left lane must go straight ahead only
2. Middle lane straight ahead or right turn
3. Right lane right turn only.
/ 3 Marks

8.

Explain this sign (page 88)

This sign is usually attached to normal traffic lights. It is applicable to buses only. The B signal
lights up in a white light before the lights change to green, meaning the buses may proceed in any
direction (unless markings indicate otherwise) whilst all other vehicles must stay.
/ 2 Marks

9.

When would you treat this as a stop sign?

This sign would b positioned next to a set of traffic lights. It would be treated as a stop sign when
the traffic lights are not functioning or the yellow light is flashing.
/1 Mark

10.

a) What type of vehicle is this sign displayed on? (page 103)

Buses

b) Where would it be displayed?

On the right hand side of the rear of the bus.
/2 Marks

11.

a) What is the minimum number of passengers you must have in a private car to
legally travel in a transit lane? T3 Transit Lane: 2 passengers and 1 driver
b) What is the maximum distance in metres a vehicle with only one driver and no
passengers may travel n the transit lane?
c) And for what purpose? When entering or leaving the road at a driveway or intersection.
/3 Marks

12.

What do these two signs mean? (page 112)

You must give way to any vehicle travelling in the opposite direction on the bridge. You must not
over take any vehicle travelling in the same direction.
/ 2 Marks

13.

What does this mean?

End of speed limit sign area. Revert to general 100km/h if higher speeds are not indicated by other
signs.
/ 1 Mark

Answers: Assignment 3
1. Explain the community problems that are caused by road crash/trauma.
The cost to the community of road crash/trauma both in financial terms and loss of life and
disability.
The reduction of road crash/trauma is the responsibility of all road users

2. Explain the effects of risk-taking behaviour on driver safety.

The driver may be directly involved in a road crash or
Can cause road crash/trauma

3. Explain the effects of peer pressure, opinions and beliefs on young driver
behaviour.
Much research has shown that peer pressure has a much greater impact on adolescent behaviour
than any other factor. Think about it. Your teenager spends many more of his or her waking hours
with peers than with family members. The interaction is direct, and much more powerful than the
influence of teachers and other authority figures. Peer pressure tends to have more of an effect on
children with low self-esteem. If a child feels compelled to fit in, the teen may do things that go
against his or her beliefs simply to be part of the group.

4. Explain the reasons for road laws and regulations.

To improve both road safety and transport efficiency

5. Explain the effect of drugs, alcohol and fatigue on drivers.

-Effects judgement of time and distance
-Slows reaction time
-Give a feeling of confidence

Answers: Assignment 4 (Assessing learner drivers)

1. Describe the purpose of assessment as the process of collecting evidence in
order to make a judgement of performance;
Assessment is a multi-faceted process that has several aims. These include:
1. Providing a means by which students are graded, passed or failed
2. Licensing students to proceed or practice
3. Enabling students to obtain feedback on the quality of their learning
4. Enabling teachers to evaluate the effectiveness of their teaching
5. Maintaining academic standards of awards and award elements.
Assessment is the systematic and ongoing process of collecting, describing and analysing
information about student progress and achievement in relation to curriculum expectations and
the achievement chart. Assessment may be diagnostic, informative or summative.

2. Describe the principals of competency based assessment, as involving a

formal process for judging an individuals performance against a specified
competency standard

What is Competency Based Assessment? Competency based assessment is different from other
types of assessment which have traditionally been used in education and training. In competencybased assessment, skills and knowledge are assessed against specific criteria as set out in
competency standards.
Differences between competency based assessment and traditional forms of assessment are:
Competency based assessment is criterion referenced.
Learners are not assessed against each other, but against standard criteria.
Competency based assessment is evidence based.
Decisions about whether a person is competent are based upon evidence provided by the
candidate. The evidence may be demonstrated or produced by the candidate or gathered
by the assessor.
Competency based assessment is participatory.
Candidates are involved in the process of assessment.
Assessment links together the three elements leading to effective workplace performance
competency standards, training and practice.
Assessment is the process of gathering evidence and making judgements about whether the
standards specified have been met and whether the evidence is sufficient to indicate competence.

3. Explain the strategies used to carry out a competency based assessment, as

involving the practical display of competency, as well as opportunities to check
underpinning knowledge and understanding;
What Types Of Assessment Exist?
There are four different types of assessment:
Formative assessment
Formative assessment takes place over a period of learning or practice. It assists and
supports the learner by advising them about the quality of their performance and their
rate of progress towards the achievement of the performance criteria as stated in the
competency standard.
Diagnostic assessment
Diagnostic assessment is used to determine education and training needs.
Summative assessment
Summative assessment occurs at the end of a period of learning or practice. It
determines whether a unit of competency or performance criteria has been met for the
purpose of formal recognition.
Recognition of learning

Recognition of learning is the process of recognising the competencies obtained by an

individual through previous or current training, work experience and / or life experience.
A great deal of learning occurs outside classrooms, training schools and formal courses. A
competency based system recognises this and provides the opportunity for individuals to gain
recognition for these existing competencies.

4. Describe the evidence required for assessment purposes;

When collecting evidence regarding a candidates competency you must ensure that the evidence
you obtain is valid, sufficient, current and authentic.
Valid Evidence
Evidence of competence must cover the broad range of knowledge, skills required to
demonstrate competence. Assessors need to ensure that the evidence meets the specified
criteria of the standards. Evidence should also match or reflect the type of performance,
which is being assessed.
Sufficient Evidence
This relates to the amount of evidence. Assessors must collect enough evidence to satisfy
that the candidate is competent across all elements according to the performance criteria,
taking into account the Range of Variables.
Current Evidence
An assessor needs to determine the recency of the evidence of competence. The focus is on
whether the person being assessed has current competencies in assessment and/or
training.

Authentic Evidence
Assessors need to be sure that the evidence gathered is the candidates own work. To
determine authenticity, validation of the evidence by a third party may be necessary.

5. Identify the assessment methods appropriate to the competencies being

assessed and the needs of the learner driver;
What is an Assessment Method?
An assessment method is a way of collecting evidence that will demonstrate competency. Below
is a table, which lists a number of assessment methods.
Description

Examples

Assessment Method

Observation of Actual
Performance

Observing
the
candidate
performing
work
requirements or a specific

Observing a product made

Observing a workplace
procedure

task
Use a range of different
question types. Candidate
may be required to attend
exam room or complete a take
home exam.

Short answer
Essays
Multiple choice
Sentence completion

Assesses the candidates

ability to listen, interpret and
communicate ideas about
information

Series of open or closed

questions

Simulation / role-play /
case study

A situation is created which

imitates
workplace
arrangements

Flight simulator
Role-play interaction with
customer

Portfolio / Production
of Item

The candidate presents a

variety of evidence which
addresses
performance
criteria

Providing qualifications, job

descriptions, third party
reports and work samples.

Written Tests

Oral
tests
questioning

6. Describe the assessment arrangements and requirements that need to be

confirmed before assessment is undertaken;
Does The Candidate Understand the Assessment Process?
It is important that the candidate understands clearly all the steps and requirements of the
assessment procedure including:
Purpose of the assessment
Conditions under which the assessment will be carried out
Appeals/reviews processes
Details of arrangements such as time, place and any materials needed.
It is good practice to contact the candidate prior to the assessment to ensure they understand all
procedures and clarify any questions. If you feel unsure about whether they have understood
everything you can get them to explain to you what they think is involved.

7. Explain the procedures for gathering evidence for assessment purposes;

The most common method of assessing knowledge is by questioning. Your aim in questioning is
to gather information, which will provide evidence of the candidates competence. The way
questions are phrased and asked can determine the amount and quality of the information
received. Questions should either be decided on before the assessment or arise during it. They
should be clear and designed to draw out information about the topic being assessed.
Questioning a person does not mean interrogating them. Skilful questions invite discussion.

When questioning candidates:

Involve the candidate as much as possible and encourage them to participate in the
discussion.
Avoid ambiguous and unclear questions, which may make the candidates feel unsure of
themselves or confused.
Avoid asking too many questions within the same sentence as this can also make the
candidate feel confused and uncomfortable.
Avoid leading questions that may influence the candidates response and make the
assessment invalid.
Plan the structure and order of questions before the assessment.

Use follow up questions to identify the range and depth of experience of the candidate.

There are a number of different types of questions. These include:

Closed questions. Are structured to be answered by a simple, brief response. These are
often answered with a yes or no. For example, do you know how to use a computer?
Open questions. Are designed to draw out more complex explanations or opinions. They
allow for a variety of responses and enable the candidate to take whichever direction they
like to demonstrate their knowledge. For example, what does this computer program do?
Probing. Designed to stimulate a further response to a question already asked. For
example, after the candidate has responded to a question by saying I would do it like this,
you may need to probe further by asking them to explain why they would do it that way.

Leading questions. A leading question directs the response from the other person and may
influence the candidates response. It may include information that is required in the answer.
For example, you wouldnt use a ball pin hammer for that job would you?

In assessment there are two ways in which questioning may be used. These are identified by the
way the questions are asked. They are:

Structured questions. All candidates get the same questions in the same order.
Unstructured questions. General questions that are usually used to provide supplementary
evidence only.

Written Tests

These are often used to assess complex or critical concepts or facts. These may include:

Short answer
Essay
Multiple choice
True/false

Presentations

Presentations allow candidates to display their knowledge and understanding in a particular area
of competence. As an assessor you will need to be careful that you assess candidates on their
knowledge and understanding and not on their presentation skills unless that is what you are
assessing.

Documenting the Assessment

The assessment tools that you develop will form a large part of the documentation kept for the
assessment. Keeping accurate documents and records is increasingly important in the process of
assessment, as the documents are used as part of a personnel file, for salary and promotion, for
performance reviews and even as legal evidence.
It is essential that the evidence collected also be documented appropriately. Reasons for this
include:
To ensure that the requirements of the training organisation, such as record keeping for
purposes of career progression, are met.
To enable appropriate feedback to be given to candidates, especially in the event of an
appeal against assessment.
To use for other purposes, such as assessment of competencies for other occupations or
courses. This may be likely where evidence supports generic skills, such as management
or communication skills.
If you have used a performance checklist this can be kept as documentation. You will need to
document the kinds of evidence used and how you came to judge the candidate competent or not
yet competent.
An excellent example of assessment documentation can be found in the ACT Learner Driver
Logbook, produced by the Department of Urban Services Road User Services in Canberra. This
is a short book that the learner keeps as they progress through their driving instruction and are
assessed on the twenty-two competency standards required to achieve a provisional license.
Below is one page of the logbook that you can look at as an example of documenting the
assessment. If you want a copy of the whole logbook, contact the Department of Urban Services,
Road User Services, Canberra.

COMPETENCY 5 GEAR CHANGING

PERFORMANCE
Demonstrate smooth, efficient gear changing and gear selection according to road and traffic
conditions, speed and vehicle requirements.
CONDITION

Road and traffic conditions allowing speeds up to posted speed limit

Intersections requiring stopping, slowing and turning.

REQUIREMENTS
The driver will successfully complete all required gear changes throughout the entire lesson
unaided.
RANGE OF VARIABLES
The instructor will:
Continually check students gear change is smooth and efficient.
Continually check that student is in the appropriate gear.
Continually check that student does not coast in neutral or in gear (i.e. with the clutch
depressed.)

C
ontinually check that students foot does not rest on the clutch pedal
between gear changes (i.e. student to use foot bracing point when not using clutch).

STAMP

Student Signature ______________________ Marked Competent, Date

ADI Signature _________________________ _______/________/________
AUTO/MANUAL
NOTE Areas not yet competent

8. Describe the methods of recording assessment evidence;

Each organisation should have procedures in place for recording assessment results. The
assessor should also keep records of their own to give feedback and assist in clarifying any
queries or appeals which may arise.

Sometimes legislation, for example a licensing requirement, will require detailed recording of
assessments. Legally your organisation may have to keep records for a specific amount of time.
You may want to keep on record the following information:
Name of candidate
The date and time of the assessment
The location of the assessment
The unit you will be assessing
The evidence required
The methods used to assess competence
The results of the assessment
Comments and feedback
The name of the assessor
Any appeals/review procedures
Workplaces and organisations may also have restrictions on who has access to assessment
results. Each organisation should have a policy, which outlines the procedures for access, which
comply with the requirements of federal and state privacy legislation.
As a general rule any access or use of a candidates records should be authorised in writing by
the candidate

9. Describe the process for making a valid assessment decision;

What are the Technical Principles of Assessment?
Competency based assessment is the process of collecting evidence and making judgements on
whether or not competence has been achieved. All assessment systems and RTOs are required to
demonstrate compliance with the 4 technical principles of assessment.
Validity

A valid assessment assesses what it claims to assess; evidence collected is relevant to the
activity and demonstrates that the performance criteria have been met.
The validity of assessments can be improved by:
Ensuring the assessment focuses on the appropriate areas of competence and skills.
Sampling a sufficient range of skills and performance.
Ensuring that assessment tasks resemble those encountered in the workplace.
Using multiple approaches to assessment.
Reliability
Reliability refers to consistency or reproductive ability of the assessment. A reliable
assessment shows consistent results from one assessment event to the next.
The reliability of assessments can be improved by:

Comparing assessment results of two or more assessors.

Collecting evidence across different locations and times
Collecting evidence by a number of different assessment methods
Specifying clearly the competencies to be attained.
Flexibility

Flexibility in assessment allows for assessment either on or off-the-job and at mutually

convenient times and situations. Assessment procedures should cover both on and off-thejob components of the Assessment and Workplace Training Competency Standards.
To be flexible assessment should:
Provide for the recognition of competencies no matter how, where or when they were
acquired.
Draw on a range of methods and be appropriate to the context, task and person.
Be made accessible to the candidate so that they can proceed readily from one competency
standard to another.
Fairness

A fair assessment will not disadvantage any person and will take into account the
characteristics of the person being assessed.
To be fair an assessment should:
Help the candidate understand clearly what is expected and what form the assessment will
take
Be equitable to all groups of people being assessed
Have criteria for judging performance that are clear to all those seeking assessment
Provide opportunities for review and an appeal of the assessment decision

10. Describe the methods of assisting the learner driver to further develop safe
driving competency, as described in the assessment;
Having compiled the assessment results and determined the weaknesses in the learner drivers
abilities. The trainer can now plan further training and strategies in the areas lacking in the
learners safe driving competency standards.

11. Describe the methods for evaluating the assessment procedure;

Why Review Assessment?
Reviewing your assessments is an essential part of the assessment process. Assessors should
always review their assessments on a regular basis to ensure that their assessments remain valid,
reliable, flexible and fair.
Competency based assessment is designed to be a dynamic system. By reviewing assessments
you are ensuring that your procedures and methods remain flexible, fair and able to meet the
needs of all individuals.
Reviewing your assessments provides the opportunity to go over your procedures and methods
and make any changes that need to be made. It may identify minor modifications, which need to
be made such as clarifying questions you initially thought were clear, but the candidate
misunderstood. If there has been an appeal against your decision, the review process gives you

opportunity to reflect on and discuss what happened during the assessment.

Reviewing assessments enables the assessor and the workplace to ensure that they are
maintaining quality assessment practices. Discussing and reviewing assessments with other
assessors provides the opportunity to have your procedures and methods analysed and verified.
It may also provide valuable information regarding the organizations assessment system.
Through your evaluation and review of procedures and methods you may identify a problem with
the organisational procedures. As a result, you can offer suggestions, which will ensure that the
system is effective, and that quality assurance is maintained.
There are a number of ways in which you can review your assessments.
Feedback from candidates
This can be very valuable, as candidates will be able to offer feedback on the types of
questions you asked, tasks that they needed to perform and instructions that were given.
Part of the assessment documentation can be an evaluation sheet for the candidate, which
contains questions or rating scales concerning parts of the assessment, and they can
comment on various aspects of the process.
Reflecting on your assessment
As an assessor you should think back over your assessment and identify any areas that
didnt quite turn out as you expected. Ask yourself what went well and why? What went
wrong or not as expected? Why? Where you prepared for everything that happened during
the assessment? Is there anything you would do differently next time?
Feedback from others
In assessment it is always a good idea to discuss your procedures and methods with a
supervisor or other assessors. Similarly, it is worthwhile discussing your results. Your
supervisor or colleague may be able to offer suggestions on how to rectify any problems
that occurred during assessment, strengthen and add to good parts of the assessment, or
simply to ensure that the assessment was carried out effectively and efficiently.
Moderation sessions

Moderation is the process where assessors can compare and evaluate their assessment
methods and procedures. It is an important process and helps to maintain quality standards
for assessors.
Getting together with other assessors provides the opportunity to:
Identify whether they are using the same criteria to assess the same areas
Evaluate their assessment methods and tools
Discuss any issues that may arise including difficulties with candidates or management
Suggest any methods for improvement

Answers: Assignment Five (Driver Training Strategies)

1. Describe the reasons for undertaking a task analysis;
Task analysis is a systematic breakdown of a task into its elements, specifically including a
detailed task description of both manual and mental activities, task and element durations, task
frequency, task allocation, task complexity, environmental conditions, necessary clothing and
equipment, and any other unique factors involved in or required for one or more humans to
perform a given task.
Example of task analysis
Safetly Negotiate Round Abouts
Approaching - How to approach a multilane Round About
- Choose left lane to go straight ahead or turn left
- Choose Right lane to go straight ahead or turn right
- Apply systematic vehicle control
- Problems: Estimate wrong distance an gap
Giving Way - when?
- Enter R.A. only when there is an adequate gap in traffic
- Apply the required give way procedures
Driving on the round about
- 1. Make your move safetly
2. Do not overtake or change lanes
- All traffic must drive in a clockwise direction
Signalling
- 1. When turning left or right
2. Exit signal before leaving RA
- Apply Systematic Vehicle Control

2. Describe the strengths and weaknesses of different methods of task analysis;

Job-oriented Task Analysis
Considered a traditional method, driving task analysis is a systematic process for collecting
information about the highly specific and distinct tasks required to perform a specific driving task.
The driving-related task analysis relies on learner drivers/trainers who can explicitly state the
step-by-step sequence of a driving task.

Cognitive Task Analysis

Cognitive task analysis attempts to determine the thought processes trainees follow to perform
the tasks and identify the knowledge needed to perform the tasks at various levels, e.g., beginner
and the more experienced. It is a process used to gather information on trainee behaviour in
problem-solving situations that highlights the interactive and constructive nature of everyday
knowledge. Cognitive task analysis relies on the techniques of observation and interview.
Model Based Analysis
This method is often used for professional tasks as the steps for performing certain tasks can be
extremely vague to define. Although performance is based on methodologies, there might not be
any clear and cut guidelines for performing the task.

3. Analyse a driving task;

The driving-related task should be analysed into a step by step step-by-step sequence.
Eg; Hill Start.
Position of vehicle: correctly parked on an incline with the engine switched off.
Manual:
1. Parking brake is on, clutch in, Neutral gear selected.
2. Start engine and select first gear, clutch to the 'friction point' and hold.
3. Release parking brake, check blind spots, signal intention.
4. Increase acceleration, slightly raise clutch and the vehicle will move forward. (On
steep hills more acceleration is needed)
Automatic:
1. Start motor (in park or neutral)
2. With the footbrake on, select drive.
3. Apply sufficient acceleration to eliminate rollback and indicate
4. Release hand/park brake (vehicle to remain stationary) and check blind spots.
5. Increase acceleration and move forward.

4. Explain adult learning principals with regard to analysis;

Adult Learning Principles
One of the most dramatic changes in the training of adults in recent years has been the
rediscovery of how adults learn. Those unfamiliar with the training industry may wonder why it
took so long for the industry to wake up to the fact that they were dealing with adults and not with
unruly school children.
Be that as it may, most trainers will now readily express the view that adult training programs
have to be based on adult effectiveness of chalk and talk.
The problem is that this commitment does not always translate into action. A commitment to adult
learning is not really much help if the content and process of the training courses has not
changed from the days of teacher-directed instruction.
The manager therefore has a responsibility to look beyond the commitment to action: what is
actually happening in the training room?
If there is one thing that the manager can verify, even on a casual visit to the training room, it is
whether the focus of attention is on the presenter or on the learners. If all the activity centres

around the presenter; if all activities are closely directed by the presenter; then it is unlikely that
there is much learning going on. On the other hand, if the participants are actively running the
show then there is a good chance that there is learning going on.
But whether checking the design of a training program or actually observing the training in
progress, there are a number of principles which should be evident:

1. Adults learn by doing

Adults retain both knowledge and skills better if they have the opportunity to act on what
they have learned. Skills should be practised and knowledge used for some intelligent
purpose such as problem solving. Learning activities should be structured to help this
rather than to hinder it. This means that as knowledge and/or skills are gained, there should
be immediate opportunity for application. After each application, the learning should be
reviewed before learning more. This cycle of learning followed by application is the hallmark
of a sound training program.

2. Adults learn when they have a need to learn

Adults like learning things which slot into their current needs. They want to learn what is
relevant to them, not what is relevant to someone else such as the presenter. This means
that the trainer has to make considerable effort to find out what the students want to learn.
This learner-directed model of training is very different from what most inexperienced
trainers feel comfortable with. Their preference is often for a teacher-directed program
because it gives them a feeling of control and security. Unfortunately, this approach is least
likely to engage the learners and makes learning a rather haphazard affair. Any training
experience where the trainer is in careful control is suspect: learner-driven learning is by its
very nature chaotic and seemingly unplanned.
3. Adults learn by solving problems
Training is about improving the capacity to do work and the most challenging part of any job
is its problem-solving aspects. So most training is about improving the learners capacity to
solve problems. It is logical then that adults actually enjoy solving problems, particularly
those that derive directly from their personal experience. Training should reflect this desire
and provide constant opportunity for the learners to apply their learning to real life problems
in preference, say, to the abstract demonstration of knowledge by passing examinations.
4. Different adults learn in different ways
Not everyone learns in exactly the same way. There are differences in learning styles and
trainers need to take account of these differences. For example, some people learn best by
actively doing; others prefer a more reflective approach. Some people are most effective
when dealing with concrete experience; others approach learning through a process of
abstract conceptualisation. Trainers need to be sensitive to these differences so that all the
types represented in a learning group will have the opportunity to integrate their learning in
the most effective way. This takes time and care, and calls for am amazing degree of
flexibility on the part of the trainers.
5. Adults like variety in learning activities
Adults have a low tolerance for monotony; they also have a habit of voting with their feet
and simply not attending boring lectures. This means more interesting and more effective
training techniques have to be employed by the presenter. As well as lectures (keep them
short), use group discussion, syndicate exercises, role plays, field trips, case studies, diary
writing, reading, reflection periods, analytical instruments, simulations, project work,
practice sessions, instructional games, experiments, problem-solving exercises, computerbased training, and anything else that helps learning.

5. What effective questioning techniques could be used to establish the

competency level of a learner driver?
Ask: What previous driving experience the learner may have
What areas they think they may be lacking
Have they have had any accidents
What tests have they passed so far?
How long have they been driving?
Have they had any professional training?
Have they been previously licensed?
Do they have any disabilities?
Can they operate all of the car controls and do they know how to use all the car controls

Assignment 6

Develop an 8 lesson plan (for in car training)

V6. (13/4/07)