December 2, 2020

Standards Check Training

These ten tips have been written to help you prepare for your Standards Check but actually many of them are just as valid for your lessons. These tips are all good points and worthwhile using when you reflect on your own performance from time to time rather than waiting for the Standards Check to arrive. 

1. Do not wait for the brown envelope before you decide to review your lessons against the DVSA National Standard for Driver and Rider training. Start now. You can find more about how to plan your lessons here.

 

2. Make sure you take someone that you have rapport with, other wise it will be hard work and you will put yourself under too much pressure.

 

3. Take some time to prepare by reading the Examiners Guidance notes

 

4. Read the National Standards – often referred to as Role 6 – and ask yourself two simple questions: Does my training match these Standards? Are there areas that I could develop?

 

5. Communication – a secret to success. Using non judgemental communication is in the Standards Check. Did the trainer maintain an appropriate non-discriminatory manner throughout the session?

 

6. The GOAL – it is all about the goal. We are the experts but we do need to ensure that the goal is about the learner’s previous experience and their needs and not just about the subject.

 

7. Use coaching and instructional techniques that you are comfortable with – your Standards Check is not the day you decide to experiment.

 

8. Change the goal if something happens that is more important then the original goal – do this in negotiation with your customer. The GROW model is a useful conversational tool to help you structure goal setting conversations.

 

9.Risk Management is all about sharing responsibility and making sure that you and your customer know what is about to happen when setting up a training exercise.

 

10. Ask for help if you need it in preparing your everyday lessons and Standards Check. Your lessons will be great already but seeking improvement is an essential part of any business. We have FREE Standards Check podcasts that we can send to you that you can play in your car rather than reading all this information.

 

In each tip I have put in a hyperlink to click on so you can find out more information about each tip. I hope it helps and finally if you want to find a trainer near you or want to go beyond Standards Check training then take on the challenge of our flagship course – if you haven’t done so yet – the BTEC Level 4 Professional Award in Coaching for Driver Development .

 

Mark Wardle recently said this about his course: ‘The Tri-coaching partners will go beyond helping you to achieve your completion. Don’t be daunted by the assignment dates – extensions are readily available. A very worthy course to enrol upon’

 

Kind regards

 

Graham

Graham Hooper ADI
Tri-Coaching Partnership Ltd
info@tri-coachingpartnership.co.uk

ADI Part 3 Core Competencies

Moving from unconscious incompetence to unconscious competence

Moving from unconscious incompetence to unconscious competence

Level 4 Goals for Driver Education by Susan McCormack

The information in the previous three articles and this one is taken from a research document: Peräaho, M; Keskinen, E; Hatakka, M. Driver Competence in a Hierarchical Perspective; Implications for Driver Education. University of Turku, Traffic Research. June, 2003. This link will take you to the page on our website where you can download the PDF document: http://www.tri-coachingpartnership.com/reports–research.html. The last article focused on Level 3 – Goals and Context of the Journey. This article looks at Level 4 of the Goals for Driver Education framework and also takes a brief look at Level 5.

  Knowledge & Skills Risk Increasing Factors Self-Evaluation
Level 4

The Person

 

 

 

 

Who am I? What goals & ambitions do I have? What skills do I have? What views and opinions do I hold? What do I enjoy most about driving? Why do I want to learn to drive? What type of personality do I have and what are the risk increasing factors of being a thrill seeker, or aggressive, or anxious & nervous? What are the risks for me when I’ve passed my test? How well do I manage myself? Am I able to reflect? Do I understand consequences to actions? How will I cope with driving once I’ve passed my test?

 

The GDE framework is based on the principle that individuals are active and goal-directed participants in and observers of their environment, e.g. traffic. The internal mental processes of an individual are emphasised as being the driving force behind all behaviour, and the observable behaviour is then just the end result of a long process. The reality we see and experience is not stored in our mind as an exact copy. On the contrary, what is stored is a personal reconstruction, an abstract mental representation of reality. There are two main dimensions in this process: Firstly, the already existing mental representations guide our search for information (e.g. what we see or what we read). Secondly, they serve as structures for interpreting this information. As a general rule, we tend to interpret reality so that it complies with our previous knowledge and expectations and we wish to dismiss conflicting information. In other words, the mental representations help us to guide and focus attention and perception, and facilitate interpretation and understanding of those perceptions. They also guide decision-making and action.

The mental representations are not permanent or unchangeable. They are constantly checked against new experiences, perceptions and interpretations of the outer world in an ongoing process, and modified accordingly if necessary. The process might be described as continuous interaction between the desired goal, the actions aiming towards that goal, and the feedback from these actions. These new experiences can change the existing mental representations so that they correspond better to the new reality. They may on the other hand strengthen the old inner models. In other words, these processes influence what is taken in and how things are understood for example in a learning situation. This can be for good or bad. An example of positive change (from a safety point of view) might be when a young driver realises that it is far better to avoid dangerous situations instead of trying to use the acquired skills to the limit and try to master the situations as and when they occur. An example of negative strengthening might be skid training that fails to convey a message of danger and instead strengthens a self-belief that great skill in manoeuvring is the key to survival.

Goals and actions aimed at achieving these goals would not be useful if there were no feedback. And, if there were no goals, feedback and awareness of one’s actions and behaviour would be useless. This process of goals, actions and feedback is relevant in all behaviour. When doing something we compare our actions with the desired goal. That comparison gives us feedback (which, of course, can come also from outside ourselves, e.g. from other people) which can modify our actions accordingly.

The four hierarchical levels of the GDE should be looked upon in light of what was said above about the interaction between a desired goal, the actions aiming towards that goal, and the feedback from these actions. Although the levels are qualitatively different from each other and separated in the model, no single level is independent from the other levels. They are all present in a driving situation, and together they encompass the different components that are present in a driving task. A basic assumption in the model is that a higher level controls and guides behaviour on a lower level. However, this control is not a simple top-down process as it is constantly checked against the feedback received from the action itself. The levels are to some degree interdependent so that change at one level by necessity brings about change at other levels too, downwards as well as upwards. But interdependence does not imply equality. The cognitive structures that we call the “highest level” (level 4 in the model) provide the basis for a person’s way of life, in general as well as in the specific traffic context. They are therefore more stable and fundamental compared to the other three levels, which in turn are more domain-specific and subordinate. Abilities (skills) that are used, and the inner models that are applied (choices that are made) at the lower levels are therefore under guidance of higher level preconditions (including higher-level skills for coping in life) and demands (including goals and motives). This is the essence of the distinction between what the driver can do, and what the driver is willing to do. The factors and inner models that are located on the highest level are therefore the ones that are most important from a safety point of view. No matter what amount of safety-related knowledge a driver may have, the effect of this knowledge is ultimately dependent upon if and how the driver uses it.

In Level 4: Goals for life and skills for living – we are looking at the personal motives, behavioural style and abilities, and the social relations of a driver in a broader sense – these are the main ingredients in the highest level in the hierarchy. These include personality factors such as self-control, but also life-style, social background, attitudes, gender, age, group affiliation, importance of cars and driving as parts of one’s self-image, and other preconditions that research has shown to have influence on choices and behaviour as a driver.

It goes without saying, perhaps, that these factors are closely connected to the society and the culture in which the driver lives. Important sources for the formation of internal models on this level are therefore family, friends, and other role models such as racing car drivers. As was already pointed out, this level has overriding authority over the other levels in the hierarchy. The cognitive structures and preconditions on this level set the stage for the choices that are made and the inner models that are applied by a driver during a trip. For example, a person’s general attitude towards alcohol and driving, and his or her personal use of alcohol in general are phenomena that belong to this level. This level also includes factors such as a driver’s physical and mental abilities, which the individual driver, or driver education for that matter, can do very little about other than taking them into consideration as something which limits the choices available. However, awareness of such personal limitations serves to lessen their negative effect. A positive influence (e.g. a discussion at the side of the road on a driving lesson) will produce a positive result only if the higher level preconditions are equally positive. Or, a negative influence (e.g. social pressure) will lose its power if the higher level preconditions provide a positive counter-force. The goals and motives of a driver may either increase or decrease the level of risk. In order to be safe, a driver should therefore not only be skilled but also aware of potential risk factors and his/her own abilities and motives as a driver.

As was stated earlier, factors in Level 4 are closely connected to the society and the culture in which the driver lives. The same researchers, who developed the framework in the first place, extrapolated a fifth level from the fourth level that has a specific focus on the driver’s social culture and considers the influences that this culture has on the driver’s personal pre-conditions, expectations and goals.

This is known as GDE-5 SOC:

Level 5 – focus on the driver’s social environment, culture, social networks, group goals and motives

where as

Level 4 – focus on individual goals, motives, characteristics and competences

 

In order to address all the goals in driver education it is sufficient to consider four levels of the hierarchy. However, it is helpful in certain discussions – for example, when working with fleet drivers – to specifically recognise the cultural and societal influences on the individual as a result of driving for work because this can bring with it a whole range of factors that affect the driver’s ability to make safe decisions. It might, therefore, be helpful to recognise that this is also known as Level 5 but is an integral part of the goals in level 4. Ultimately, it should be remembered that all the levels overlap and that the highest levels determine the choices and decisions that are made on the lower levels.

Parents are you responsible enough for keeping your kids driving safe?

Parents are you responsible enough ? Being the parent of 2 novice drivers I am often concerned for my childrens welfare on the roads, especially when I see supposedly mature and experienced drivers acting like kids. As parents should we not lead at least by example, I am sure many do but a collective effort would help. This also stems to school teachers. My son recently told me a story of one of his old teachers burning him off at the lights.

This is though the real problem, drivers who are aged 17-19 years old make up around 1.5% of the driving population but are involved in around 12% of all fatal and serious road crashes, many as passengers of inexperienced drivers. I myself worry about the pressures my children are under when they drive and have they got the life skills to be able to stay safe. I firmly believe it is not the skill alone of the driver that keeps them safe and probably the more skilful will be expose themselves to more risk. So what are the solutions to solve this age old problem. I have a belief that taking training with an approved driving instructor who has the skills to help young people recognise their emotions and their thinking will help those inexperienced drivers develop strategies that once they have passed a test they will be able to put those strategies in place on the road or they just might go on to act as their parents have done.

Tri-Coaching Partnership has developed courses and qualifications that help driving instructors develop those soft skills that are so important for enhancing those communication skills so as realistic feedback sessions are used when learning to drive.

Learning how to self evaluate is a life skill and not all driver training is geared towards developing those skills but most are geared towards passing a test. So as parents start to investigate the driving instructor of your choice and ask them about the Goals for Driver Education and the Coaching/Client Centred Learning training it will show that they have taken the time to invest in themselves. So choose wisely who you will invest your money with to help your child stay safe on our roads.

Improve your self confidence

Gaining self confidence is important to us all because from time to time we all get ours dented, which is why I have put together a simple strategy for building your self confidence – just follow these steps below:

  • Remind yourself of previous successes.

Have a think about when you last did something well or were sucessful and take some time to think about the strengths and the skills you used. By doing this exercise it will give you an opportunity to praise yourself. Write down a positive statement that supports your strengths and skills.

 

For example, I am great at communicating because I smile and I always have a positive frame of mind towards all of my clients. Start telling yourself this affirmation of your good qualities at least 3 times daily until you firmly believe in your qualities.

 

  • Picture a successful future for yourself.

When you set future goals it is important that you visualise what your success will be like. To do this you should build into your vision as many of your senses as possible because the richer the vision the more likely success will be achieved. Think about how success smells – ‘the sweet smell of success’, or how it tastes – ‘taste the victory’, or how it feels – ‘you feel your victory’, or sounds – ‘I can hear the applause ringing in my ears’, and how does it look – ‘I can see my great achievements clearly’. You could also paint this in your mind in full colour or draw a mind map or create a picture on a piece of paper. This will be your future goal so design it the way that suits you best.

 

  • Reframe past mistakes

‘If at first you don’t succeed try and try again’. As a friend or a parent you would tell someone else to pick themselves up and have another go. As one door closes another one opens. Starting to look at past failures as critical learning means that every failure leads towards your final success. What would you do differently, how would you improve what you have done before, what areas of development are needed?

 

  • Creating self-confidence by using goals

SMART goals will help you achieve. SMART stands for Specific, Measurable, Achievable, Realistic, Timed.

Achieving goals is a powerful tool to boost your confidence. Firstly, set your future goals – the life goals – the ones that you described in detail and are linked to your positive statement. Then set some short term goals that complement your life goals. When you achieve these short term goals it will make you feel good. By feeling good you will become more confident and then be able to set more goals and so a positive reinforcement of your strengths is set in place.

 

You have now put in place four steps to help you build your confidence – you have focused on your strengths, you have reminded yourself of these by building positive statements about yourself, you have looked at past mistakes and reframed them so that they become learning opportunities and finally you have some goals to achieve that will build your self esteem and confidence.

 

So walk tall, feel proud and smile.

 

If you want to know more about goal setting and what a useful tool this is – for both yourself as an ADI and your client – then come along on our next BTEC 4 course in Newport Pagnell on September 17th.

 

Enrol now by clicking on the link below or copy and paste into your browser

http://www.tri-coachingpartnership.com/btec-41.html

 

When you sign up on our course we will give you a copy of Practical Teaching Skills and a £100 discount.

 

 

Graham Hooper ADI
Tri-Coaching Partnership Ltd
info@tri-coachingpartnership.co.uk

#developingadis

‘I think its OK to do 35mph in a 30pmh speed limit

‘I think its OK to do 35mph in a 30pmh speed limit’How can coaching help overcome this common problem?

An essential coaching ingredient is the ability to develop rapport and trust so that your client can be honest with you without the fear of being judged and told you must not do that. If a client says, ‘I think its OK to do 35mph in a 30mph speed limit’

 

If you immediately say, ‘That’s against the law, you shouldn’t do that!’ the likely outcome is they won’t do it again while they are with you or on any type of driving test. The problem is what will they do once they have left you. Giving people the opportunity to explore their behaviour in a safe learning environment will help give drivers the ability to self-evaluate and develop a level of emotional control To be able to do this they must be allowed to think freely and work out safe and sensible solutions so they can develop themselves in a post-test environment.

 

Coaching though isn’t easy – not if you want to do it well. You may have experienced a common answer when rapport has not been successfully established – you know the one ‘I dunno’

 

However, coaching someone successfully can be a profoundly rewarding and inspiring experience, especially when you see the benefits for yourself and your clients.

 

I have some questions for you to ponder on below:

 

– What makes a great coach?

 

– What skills and attributes do you already have?

 

– Which ones do you need to develop?

 

Coaches have a number of important skills, including:

  • Listening
  • Communicating
  • Questioning
  • Feedback
  • Emotional intelligence and intuition

Developing these skills helps to develop trust. To be a great coach it is essential to develop self-awareness by developing our own emotional intelligence.

 

Emotional intelligence is made up of five elements:

 

1. Self-Awareness – This is being able to look inward, think deeply about your behavior, and consider how it aligns with your moral standards and values.

 

2. Self-Regulation – This determines how far you can control your emotions, feelings and impulses.

 

3. Motivation – People with high emotional intelligence know how to delay immediate gratification in exchange for long-term success. By focusing on building this skill, you can coach others to do the same.

 

4. Empathy – Empathy is putting yourself in other people’s shoes, and understanding their perspectives better. This trait is incredibly important in coaching.

 

5. Social Skills – People with high emotional intelligence know how to build and maintain good relationships.

 

If you are interested in developing your essential coaching skills then the BTEC Level 4 Professional Award in Coaching for Driver Development is just for you.

 

To enrol now just click on the link below or copy and paste into your browser

http://www.tri-coachingpartnership.com/btec-41.html –

we have an easy payment plan that starts from as little as £25 per week. If you book now we will include Practical Teaching Skills for ADIs, co-authored by our co-Managing Director Susan McCormack. Book now to get this special offer which is available for our next course in Newport Pagnell on Thursday 14th September.

 

 

Graham Hooper ADI
Tri-Coaching Partnership Ltd
graham@tri-coachingpartnership.co.uk

Learning Styles

Hi I found this today when we were discussing learning styles. We were discussing VARK, Visual, Audio, Realistic, Kinaesthetic and TRAP, Theorist, Refelctor, Activist and Pragmatist which we may all be familiar with from when we did our part 1 ADI qualifying exams.

LEARNING STYLES AND STRATEGIES
Richard M. Felder
Hoechst Celanese Professor of Chemical Engineering
North Carolina State University

Barbara A. Soloman
Coordinator of Advising, First Year College
North Carolina State University

ACTIVE AND REFLECTIVE LEARNERS

  • Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
  • “Let’s try it out and see how it works” is an active learner’s phrase; “Let’s think it through first” is the reflective learner’s response.
  • Active learners tend to like group work more than reflective learners, who prefer working alone.
  • Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.

How can active learners help themselves?

If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.

How can reflective learners help themselves?

If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don’t simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.

SENSING AND INTUITIVE LEARNERS

  • Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
  • Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.
  • Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.
  • Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.
  • Sensors don’t like courses that have no apparent connection to the real world; intuitors don’t like “plug-and-chug” courses that involve a lot of memorization and routine calculations.

Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.

How can sensing learners help themselves?

Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.

How can intuitive learners help themselves?

Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don’t like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results

VISUAL AND VERBAL LEARNERS

Visual learners remember best what they see–pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words–written and spoken explanations. Everyone learns more when information is presented both visually and verbally.

In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.

How can visual learners help themselves?

If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.

How can verbal learners help themselves?

Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates’ explanations and you learn even more when you do the explaining.

SEQUENTIAL AND GLOBAL LEARNERS

  • Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly “getting it.”
  • Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.

How can sequential learners help themselves?

Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.

How can global learners help themselves?

If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don’t lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.

An ADI Success story

An ADI Success Story

Kev Field qualified as an ADI in June 2008 passing first time and in February 2011 he passed his Fleet Instructor’s test and joined the Fleet register, which enabled him to offer coaching and assessments to fully qualified drivers in a corporate environment.

In July 2011 he attended a driving / coaching conference at the University of East London, which updated him on recent and upcoming changes in driving education.

Inspired by this conference he decided to study for theBTEC Level 4 Professional Award in Coaching for Driver Development with Tri-Coaching Partnership, completing it in September 2012 – the date he remembers as being the start of his journey to success. Even though he had entered onto the Fleet Register Kev had not had the opportunity to use his new found skills. However, by becoming a Tri-Coaching trainer Kev now finds himself delivering workshops and practical in-car sessions to Fleet drivers because he developed his skills through our own ADI CPD courses and now delivers standards check training days and a BTEC level 3 qualification to Approved Driving Instructors.

We offer great opportunities for your development – as well as the option of delivering Fleet driver training, you can opt to become a trainer and deliver our brand new driving instructor training course.

become an aCCeLerate trainer and deliver ADI CPD to qualified driving instructors.

To be able to take advantage of these opportunities and join our fantastic band of trainers you will need to have completed the BTEC Level 4 Professional Award in Coaching for Driver Development. It was this qualification that opened the doors for Kev. He now charges more for his learner driver lessons because the demand for his style of training grew; moreover, his weeks are packed full of different types of training from teaching learners, to delivering courses on the new Standards Check, to theaCCeLerate course (with optional BTEC Level 3 in Coaching for Driver Development), to Fleet work and instructor training.
They say variety is the spice of life.

So if you are ready to take on new challenges as Kev did – just go to our website

http://www.tri-coachingpartnership.com/btec-41.html

or give us a call on 0800 058 8009

Graham Hooper

Managing Director
Tri-Coaching Partnership

course, which focuses on the most up to date training and education; or, you could

BTEC 4 Course Content –

The course is split into 4 modules, each with a one-day classroom session which is backed up by a self-development project or assignment.
There is also a fifth day which is delivered in the car…….more   

 

To contact us –

Call –
0800 058 8009

Mobile Call or Text –
07740 174 893

Email –
info@tri-coachingpartnership.co.uk

ADIs Our Greatest Challenge

 

 
Our Greatest Challenge as ADIs When the national pass rate for the practical ‘L’ test is consistently well below 50%; and one in five newly qualified drivers is involved in a crash within the first six months of passing their test; and insurance companies hit new licence holders hard for the privilege of passing a driving test, what can we ADIs do? How can we ADIs face up to these challenges when many of them are ignored and unseen by the general public; and governmental bodies and agencies sometimes seem to lack the will to enforce any kind of change?
Coaching has become far more acceptable amongst the ADI population in the last 5 years, especially with the focus on Client-Centred Learning and the advent of the New Standards Check – a necessary pain for us all to stay on the ADI register.
However, coaching is about far more than applying a few techniques to pass a Standards Check. It gives us all a unique opportunity to help raise awareness in the novice driver so that they can find solutions to their behaviour in a post-test environment. It also raises our own self-awareness and empowers us to work with our clients on their own agendas.
As ADIs we are the experts in road safety, however, telling young people how to behave has never worked; and enforcing behaviour with punishment and sanctions seems to have little effect. Coaching gives us the ability to communicate with our clients on their level and not as a preacher giving a sermon. Creating a non-judgemental relationship allows our clients to express their own views. With coaching we can create the triggers that will give our clients the wherewithal to consider their choices and options. This is so important when we know that our pupils are eager to give us the answer they think we want to hear. We may bang the drum about drink and drug driving for example and I am sure our clients will agree with us at the time – but what will they do once they pass their test and how can we influence this?
ADIs, who come on our courses often discover a new problem: they become extremely busy and are forced to put up their prices as a means of reducing their business levels. Some have gone on to develop themselves as trainers with Tri-Coaching and now deliver ADI CPD courses such as Standards Check training days and Tri-Coaching’s aCCeLerate and BTEC Level 3 Advanced Award in Coaching for Driver Development.
Are you prepared to stretch yourself and investigate how coaching can work for you? If yes, then all you need to do is book your course on the BTEC Level 4 Professional Award in Coaching for Driver Development. We have made it easy because you can pay over 12 months. The £100 deposit secures your place and then 12 monthly instalments of £100 spread the cost to as little as around £2.75 a day making it easily affordable for all ADIs.
So go on, take the plunge now you won’t regret it – just ask Woody http://www.tri-coachingpartnership.com/keith-woodward.html one of our trainers, who undertook this process and has never looked back.
So don’t delay, it’s easy to book – just go to our website
http://www.tri-coachingpartnership.com/btec-41.html
or give us a call on 0800 058 8009
Graham Hooper
Managing Director Tri-Coaching Partnership
BTEC 4 Course Content –
The course is split into 4 modules, each with a one-day classroom session which is backed up by a self-development project or assignment.
There is also a fifth day which is delivered in the car…….more   
 

BTEC Level 4
Now at 4 Locations

Next Course Dates – Newport Pagnell – Starting 18th June 2015… Map
Glasgow – Starting 13th August 2015…Map
NEW – Bristol – Starting 11th August 2015… Map
NEW -Sheffield- Starting 5th October 2015…Map

There are limited spaces so please Click Here if you would like to secure your place

To contact us –
Call –  0800 058 8009 Mobile Call or Text –  07740 174 893
Email –  info@tri-coachingpartnership.co.uk