Learning ning syst yst ems for dri driving ving instructors
Learning ning syst yst ems for dri driving ving instructors
The NZ Transport Agency (NZTA) acknowledges the assistance of the following organisations in the development of this manual: Tranzqual Tranzqual ITO Road oadtr train ain (NZ) Ltd.
This publication publication is copyright © NZ Transport Transport Agency. Agency. Material in it may be reproduced for personal or in-house use without formal permission or charge, provided suitable acknowledgement is made to this publication and the NZ Transport Agency as the source. Requests and enquiries about abo ut t he reproduction reproduction of material iin n this publication for any any other purpose pur pose should be made t o: M anag anager, er, Information Informat ion NZ Transport Agency Private Bag 6995 W ellington 6141 6141 The permission to reproduce material in this publication does
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Page ii
Automobile technology and handling characterist ics
7
The engine
7
The transmission (gearbox)
8
The differential and traction control
8
Drive wheel configuration
9
The braking system and ABS
10
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Establishing a climate for learning
27
Learning concepts
27
The sensory system
28
Visual
28
Auditory
28
Kinaesthetic
29
Perception
29
Memory
29
Remembering and forgetting
30
Summary of the learning process
30
The driver training learning process
31
Rote learning
31
Gestalt learning
32
The roles of rote and gestalt in driver training
32
Transfer of learning
32
Types of learning performances
33
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Driving assessment
49
Assessment route
49
The assessment report
50
Driving assessment form
51
Definition of terms
52
The seven driving manoeuvres
52
Skills assessed
52
Conducting the assessment
54
Making decisions and judgements
55
Marking the assessment sheet
55
Analysing the assessment sheet
59
Identifying patterns
59
Analysing fault patterns
61
Self-check exercise
61
Writing training objectives
63
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Specific instructions
77
Crisis management
77
Intervention and safety
77
Verbal intervention
78
Physical intervention
78
Driving school crashes
80
Evaluating competency
80
Criterion-referenced assessment
81
Principles of feedback
81
Summary of the learning process
82
The first driving lesson
83
Subsequent lessons
85
Drivers approaching driving test standard
86
Driving test standards
Perception
87
88
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1 Pre-driving checks
116
2 Cabin dril ls
122
3 Moving off and stopping – straight ahead
126
4 Steering
130
5 Moving off and stopping – at an angle
133
6 Signals
137
7 Basic gear changing
140
8 Automatic transmission
144
9 Hazards and the system of vehicle control
147
10 Intersection techniques
152
11 Cornering
160
12 Moving off – uphill and downhill
164
13 Negotiating steep grades
168
14 Overt aking and use of passing lanes
172
15 Town driving
177
16 Motorway driving
182
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This manual has been revised to provide a recognised national industry standard in support ing the NZQA-based driver educator qualifications, the NZ Transport Agency (NZTA) approved driving Instructor course and to assist both instructors and company driver trainers in the preparation and delivery of programmes designed to improve driving standards and reduce driving risk. The original document was written after consultation with many experienced driving instructors, both in New Zealand and overseas, who gave freely of t heir knowledge and expertise and this second edition has maintained the core information of that earlier publication but has been updated to reflect changes in technology and instructional practices, and to support the unit standard-based assessments that drive both road transport industry training and a large part of the driver licensing regime. Each section of the manual is complementary t o all the others. The first section, systems, and driving emergencies.
, discusses automobi le dynamics, light motor vehicle components and
The second section, , considers the learning process, factor s that influence the way people learn, teaching techniques and communication issues. The third section, , deals with analysing training needs to complement each individual trainees level of competency, conducting driving assessments and writing training objectives. The fourth
ction,
, covers the principles of delivering practical driving
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In addition to these, many companies utilise inhouse trainers to monitor and assess driver performance, particularly in the road transport industry, and this manual, we hope, will provide valuable information for t hese trainers. While much of the focus is on light vehicle driver instruction, most of the information also has relevance to heavy vehicle training. When providing heavy vehicle training, this manual should be read in conjunction with the supplementary manual Learning systems for driving instructors: heavy motor vehicle s, which is also available on the NZ Transport Agency website. For further information relating to heavy motor vehicle systems and components, dynamics and driving techniques, driving instructors and trainees should refer to the Tranzqual ITO publication Professional skills for driving trucks available from www.tranzqual.org.nz.
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Applicant 16 years of age or over
Pass class 1theory test
Class 1L license issued
Is 16½ years of age or over and has held class 1L licence for at least six months
Pass class 1restri cted licence test
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A motor vehicle (including a tractor but excluding a motorcycle) t hat has a gross laden weight of not more than 450 0kg, or a combination vehicle that has a gross combined weight of not more t han 450 0kg. A motorised mobile home or self propelled caravan that has a gross laden weight of not more than 6000kg, provided its on-road weight does not exceed 4500kg. A tradesperson’s vehicle that has a gross laden weight of not more than 6000kg, provided its on-road weight does not exceed 4500kg.
A special type vehicle that is a forklift or runs on rollers or self-laying tracks and has a gross laden weight of not more t han 18,00 0kg. A special-t ype vehicle that runs on wheels and has a gross laden weight of: i.
not more than 4500kg, or
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Clause 22 of the Land Transport (Driver Licensing) Rule 1999 requires the following persons to hold a driving instructor endorsement on their driver licence – ‘A person who, for financial or commercial gain, provides instruction on a road in driving a motor vehicle must hold a driving instructor endorsement for those classes of licence that relate to the motor vehicles for which the person intends to provide instruction.’ The driving instructor endorsement is specific to the class of vehicle in which you may provide instruction. The full range of driving instructor endorsements are I1, I 2, I3, I4, I5, I6. For example if you wish to teach in a class 4 vehicle you must hold a current I4 endorsement on your driver licence. Once you have obtained a driving instructor endorsement it will be valid for either one or five years (depending on the period of time you applied for). The expiry date of the ‘I’ endorsement will appear on the back of your driver licence. You must also ensure that your base licence is current at all times (expiry date of your base licence is the date shown under 4b on the front of your driver licence). Note that the expiry date of the ‘I’ endorsement will be different from the expiry date of your base licence. If t he address details provided to the NZTA are correct ( current), you will be sent a reminder notice before your driving instructor endorsement is due to expire. The renewal process can be completed at any approved NZTA driver licensing agent. You may elect whether you wish to renew your endorsement for either one or five years. When renewing please remember that you may not provide instruction unless you have a current endorse driver licence, so please allow at least eight w ks for t he process to be completed and
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instructor is required to t ake control of the vehicle to preserve safety and the resulting contact was unavoidable ·
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be sensitive to issues relating to culture, gender, sexual orientation, religion etc apply discretion in relation to information pertaining to trainees and understand the effects and provisions of the Privacy Act ensure that the safety and well-being of your trainees and the general public is paramount at all times display professionalism in all aspects of driver training and assessment project an image that reflects positively upon the driver training industry have a culture of continuous quality improvement. This includes having systems of regular course and instructional evaluation provide trainees with a safe and positive learning environment that is free from unnecessary distractions. This includes turning off any cell phones for t he duration of practical driving instruction continue to meet NZTA requirements in being a fit and proper person to hold approval as a driving instructor (I endorsement). Any substantiated complaints, traffic or criminal offending may result in a review (and possible revocation) of this approval retain records of any driving instruction provided for at least 12 months ensure that any practical driving instruction is carried out in a vehicle that meets all relevant legal requirements and is maintained to warrant of fitness standard at all t imes (or certificate of fitness if
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th
The predecessors of the modern car were the horse-drawn carriage and the bicycle. It is doubtful that the 19 century pioneers of the car could have envisaged that their invention would lead to the highly sophisticated, efficient, high speed vehicles of today. The car developed from a whimsical plaything for the rich into an essential element of everyday life. It represents independence and mobility and it has reshaped society worldwide in a relatively short space of time. While automotive technology races ahead in leaps and bounds, the basics of t hose first cars haven’t changed much at all. A car still has a body, four wheels, a suspension system, an engine and a transmission. While most of the components on a modern car are much more advanced, more reliable and more efficient than they once were, the driver’s abilit y to work on the vehicle and affect repairs has diminished somewhat with the introduction of electronic control systems. The basic principles and purposes of t hose components, however, haven’t changed much at all. The following information is quite basic and serves as an introduction to the major components and systems of a motor vehicle and, more importantly, their effects on vehicle handling and performance, something that driving instructors must consider and include into training. Readers are encouraged to keep themselves up to date with current technology and to refer to ot her publications and to t he internet for more detailed explanations. Websites like www.howstuffworks.com offer a wide range of information that can be used to support driver
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Attached to the engine are the fuel, electrical, cooling and exhaust systems, all of which influence engine performance. The addition of electronic fuel management systems, turbochargers and intercoolers, for example, will boost engine performance noticeably. Common fuel options include petrol, diesel and LPG with electric and hybrid vehicles becoming much more common, especially in metropolitan areas. Most modern vehicles use fuel injection systems where the amount of fuel delivered to the engine and the timing of those deliveries, is controlled electronically and far more efficiently.
The purpose of the transmission is to: ·
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provide a range of gears to suit all road and load conditions provide a neutral gear position provide a means of reversing the vehicle allow the engine to operate at an efficient speed increase the torque delivered by the engine.
The majority of modern light vehicles use automatic transmissions which require less driver skill to operate, provide better control of power and acceleration and afford better observation responses from the driver as a
