John Harvey Thanks for your help. The few hours spent with you really helped, not just for the check test but for the whole of my teaching. Will recommend you to anyone wanting extra training. John got straight 6′s on his check test.

Duty of Care – Lagging Indicators

Duty of Care – are you lagging behind? Still one of the biggest decisions facing employers is, ‘who should be assessed and what type of training should follow?’ As it stands, factors such as annual mileage, claims history and penalty points are most commonly used to determine an individual’s risk level. However, these factors all share one thing in common – they are lagging indicators. They show what has happened in the past in the hope of predicting future behaviour. They assume that someone who drives 50,000 miles per year and has 6 penalty points, is higher risk than someone who drives just 3,000 miles per year with a clean licence. Specialist driver assessment and eLearning company, a2om, believe that this is a dangerous assumption to make, especially in the absence of accurate data on an employee’s current knowledge, skill and attitude towards driving.

We believe that this that doc (duty of care) diagnostics, will help employers improve their audit trail by providing both assessment and remedial education in the same package. doc diagnostics is priced from just £7.50 per head to encourage employers to assess all staff who drive in the course of their work – both fleet drivers and those claiming P11D mileage. Included with the package (and the price) are up to 19 targeted eLearning modules. These are available immediately once the assessment is completed, thus removing the critical time between identification of need and provision of remediation.

For more information about doc diagnostics and a free demonstration, please contact Graham Hooper on 07889194011 or e-mail grahamhooperadi@hotmail.com

Hi Everyone

 You can download a document from here which I believe really helps explain the GDE matrix. Goals for Driver Education had originally 4 Levels and 3 subject heading within those levels. Level 1 is Vehicle Manoeuvring, Level 2 Mastering Traffic Situations, Level 3 Goals and context of driving, Level 4Goals for life and skills for living. Each level is split into 3 categories the 3 categories are Knowledge and Skills, Risk increasing Factors and Self Evaluation. In driver training there is an over emphasis of Vehicle Maneuvering and Mastering Traffic Situations which is quite obvious really as do these two things and you are likely to pass your test. When teaching level 1 and 2 we also will look at mainly knowledge and skills plus some risk increasing factors but the risk increasing factors tend to focus on the behaviour, for example you are getting too close to the car in front but may not deal with the under lying belief that they think this is safe because Mum and Dad drive like that every day. So they change their behaviour to pass the test but then revert back to what they think is safe. The GDE matrix helps you as a driver trainer work on self evaluation skills and level 3 and 4 of the GDE matrix where it is possible to challenge these under lying beliefs and using coaching methods is in my opinion the best way to unlock these skills that they will need. Anyway please read the attached document as I think it really explains the GDE matrix. Click on GDE Matrix

http://www.tri-coachingpartnership.co.uk/Articles_free/Jan_20th_2012_learning_styles.php

http://www.tri-coachingpartnership.co.uk/Articles_free/Jan_11th_2012.php

http://www.tri-coachingpartnership.co.uk/Articles_free/New_Year_2012.php

Hi,

You might have heard a instructors discussing client-centred training (or coaching) recently – online, at association meetings and in test centres. The ‘debate’ was revived when the DSA stated ,in their recent ‘Training Standards’ document, that it ‘assumes’ instructors will use this method in their teaching.

Despite the DSA’s move towards coaching, lots of people will tell you that coaching can’t replace instruction – and they are absolutely correct!

Coaching is not a replacement for anything that you are already doing – a good driving coach will use anymethod that’s appropriate to help promote learning. The key difference between a client-centred approach and more traditional training is that the teaching method is determined by the person who is doing the learning. This doesn’t mean that your clients will tell you how to do your job – it means that skilled instructors recognise the learning and thinking styles of each individual pupil and adapt their training to fit.

The ability to identify how your customers learn is the key that can help you challenge their beliefs, understandings and views of the world as a whole, benefitting them and benefitting your business.

Whatever your target market (L drivers, fleet, track, etc.) coaching allows you to investigate how best to help your client by, for example, not always taking their first answer but digging deeper into their thoughts and feelings. Without this skill you are only addressing the behavioural side of driving and in effect only teaching them to pass a driving test or follow a set of rules – regardless of your best intentions to do otherwise.

During the DSA driving test, an examiner observes the driver’s behaviour for forty minutes but the driver’s thoughts and feelings are not challenged. If they show the required behaviour throughout and demonstrate a safe drive, the candidate will pass regardless of what they really think or feel. Given that one in five new drivers will go onto crash within their first year of driving and over 3000 drivers under 25 are killed or injured each year, is behavioural training enough?

At Tri-Coaching we believe that ADI’s really want to help reduce carnage on our roads but that they may need help in developing the skills needed to unlock their own and their client’s potential – our course and support gives you the tools you need. But the Professional Level course does much more than that… Our clients are giving us great feedback on how much more enjoyable their day-to-day work is for them and how their businesses are improving because they are able to offer a different customer experience.

Our job at Tri-Coaching is helping you to improve your training methods and business and we do this for less than £20 a week over a twelve month period. This is an opportunity that we promise you will not regret.

By booking now you will avoid the increase to our prices that VAT will bring – our latest course starts on March 15th.

Call me now on 07889 194011 for full details.

Best regards

Graham Hooper

PS. I hope that you found the recent Tri-Coaching articles (sent by John Farlam) both interesting and useful – there will be more on the way soon. If you missed the links, here they are again:

• Why New Year Resolutions fail – Are you keeping to your business resolutions? http://goo.gl/sYH4J
• What do your potential customers want? Understanding this will help you to build your business. http://goo.gl/ppp3k
• What are learning styles and why are they important? http://goo.gl/behLL

Ask for a brochure at www.tri-coachingpartnership.co.uk by filling out the ‘find out more’ section on our website or alternatively give Graham a ring on 07889194011 and take a step to becoming more professional today with a Professional Award in Coaching for Driver Development. Call: 07889 194011 now for full details.

If you would prefer not to receive further messages from Tri-Coaching Partnership please send an e-mail with ‘unsubscribe’ in the subject line to: info@tri-coachingpartnership.co.uk

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Registered Office: Stourside Place, Station Road, Ashford Kent, TN23 1PP

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Why is a complex questioning word because it also can bring a little bit of accusation with it. For example why did you not buy me a valentines card? Maybe this could make you feel uncomfortable so a list of why’s to avoid:

why don’t you …., why havent you ….., why wouldnt you ….., why cant you ….., why shouldnt you ……, why couldnt you ……., why arent you ……. all these have negative overtones but why can be used in a more positive way for example:

why might you ……., why would it be good for you to ……., why could it work for you to ……., why might it benefit you to ……, why might you want to ….., why might you devide to ……, why might you even think about ……..,

Next time you use why to help you in maybe your analysis or feedback be aware of how you might use the why question.