Fiona Taylor ADI writes:
I was with a new learner driver a couple of days ago, and we were mischievously chuckling as we watched a small tractor unit with a leaf blower attached to it.
The reason we were giggling was because, as the driver chugged along, he was magnificently clearing the path of fallen leaves... which swirled in golden majesty up and behind him... only to fall as a perfectly even carpet on the path a few metres behind - just as they had been a few moments before!
It was mesmerising and comical all at the same time!
What has this got to do with a Leaf Blower?? ... Well...
We had stopped the car to discuss my pupil's upcoming test. Notably, she wanted to know what the Examiner would be expecting of her.
I find these types of discussions a massive challenge - not for the discussions themselves - but for the effect that it has on me as a Trainer....
I find I catapult myself back into my old training habits. Ones which I have worked hard to eliminate a far as I can. I prefer to be 'solution focused' as opposed to being a 'fault finder'!
(This is my preference, and it is not aimed at being a slur on anyone else)
I will explain a little more if you would like to follow:
My initiation into Driver Training 18 years ago was Fault Identification, Fault Analysis and Fault Remedy. To deliver training as 'this is wrong change it - I know why you are doing it - do what I say and change it - I am the expert'.
It worked... I don't deny that.
I do feel, though, like I was using a Leaf Blower with this method! For example: When a driver wasn't checking their mirrors I would identify that fault, give a full talk through and briefing on where, how and why they need to check them. Then give a full talk through, prompt and then be gleeful when (if) they were independent by the end of the session!
The following lesson?... yup!... no mirror work!! There was no permanent change to their behaviour because the learning had not come from within. The teaching was motivated by me. There was no commitment from the Driver for any long-lasting behavioural change.
The old method was similar to the leaf blower; moving the leaves (or mirror work) in a big flurry of activity as I went through the fault Identification, analysis and remedy! The very next lesson there were hardly any mirror checks because the Drivers were not invested in the learning. It was externally manufactured by me, so the swirl of leafy activity mirrored the Driver resorting to their old behaviours of rarely checking their mirrors in subsequent lessons... the leaves falling exactly where they had lain before, is the analogy.
This repetitive part of the job used to drive me nuts - and was the reason I decided to book on the next BTEC 4 Coaching Course! To me it is obvious that the Driver is the one who has all the power! They hold the key to long-lasting behavioural change. I needed a course that focused more on Behavioural Change techniques than the hierarchical exchange I find so ineffectual.
... and the BTEC 4 helped me gain the tools to engage Drivers to make their Learning more permanent.
Contrary to my former life... on the occasion with my Driver the other day, she read the reverse of the DL25 section 14 about use of mirrors....we chatted about her preferences so far... and she adapted a little last week... but had a much better idea of what was expected of her on test.
... and today.... without any mention, discussion or hinting from me at any point, she began narrating upon her timing and use of mirrors. She kept bringing it up when she missed opportunities!
It has been hard work for me to change my training approaches since 2011, yes - but thank goodness for that BTEC Level 4 in Coaching for Driver Development! Come and join Kev Field and me on the next BTEC 4 course starting on Thursday 5th December in Milton Keynes.
I got my love of the job back!!
Coaching Excellence - Presentation Skills
All of us, from time to time, fail to 'show up'. What we mean by 'show up' is to present ourselves in the confident way we would like to be. This can happen for a number of reasons, mainly to do with our nerves, resulting in us under-performing. Sometimes this happens around tests; in interviews; giving presentations or when meeting a new client - we just don't feel confident. How valuable would it be for you to be able to manage these situations and know that you're going to 'show up' with the best version of you?
Imagine the pleasure you would gain being able to switch on that 'show up' feeling when you are commanding the centre stage.
What often puts us off embracing new challenges is fear:
How about some of these:
The first step is knowing you need to be on this course.
Our Coaching Excellence - Presentation Skills course is designed not only to give you the ability to stand up and talk to people but also to enhance your confidence in many and varied ways. You can create that air of confidence anytime that you need it. It is a skill that can be learned and we have a wonderful course that will do just that for you.
The second step is booking your place.
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For more details of the 3 new course dates and payment options, follow this link.
It could be the best decision you make this year.
See below for some of the thoughts from people who have attended the course.
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Thanks Susan McCormack and Sara Everett-Skinner"
"Another fantastic course by Tri-coaching! Just completed a two day Presentation Business Skills workshop, not only does it focus on business it is also personal to my own development. I have realised my appearance is important to me, my voice is better than I thought and people who put me down or try to piss on my bonfire are really just afraid of my skills. Learning comes from within, I learnt it's ok to be myself and I don't need to work too hard to make a good impression as I am good enough as me! Power-posing and power Ballard's are all I need to be who I truly am the rest is my natural personality."
Book now follow this link
First a swear word alert! (apologies if you are offended by those kinds of words)
I am one of those people that struggle to remember acronyms or mnemonics... I am timid to say I avoid giving them to new drivers.That is probably because I struggle so much with them; though I am sadly conscious of the fact that I might hamper their progress because of my preference.The reason for my post is twofold (I can't believe I used an antiquated term like 'twofold'!! - must be an age thing!)
1 - Because I (and the driver I write about) hate mnemonics and acronyms [eg MSPSL, IPSGA MSM etc] because we can't remember what the letters stand for though know the principles involved!
2 - Because we used an acronym and had such a ball with it for the past two sessions! So, M (my New Driver) and I are allergic to words, acronyms, IQ, mnemonics and using clever words etc. I pretend to myself that I am being 'client centred' by mirroring and matching the language patterns that M uses... it is true, though, that it has helped us with rapport over the weeks!
Last session, I noticed once again how M has a 'pattern' that hinders him. I strive to help people to conquer their 'barriers' to learning - and this barrier has been a little more of a challenge than most! M will be extremely conscious of what he views as 'mistakes' or 'faults'; and I am happy to report that I can sometimes prevent the distracting obsessiveness that creeps in afterwards. But often not - especially now that he is in that awkward 'Conscious Incompetence' phase of driving where he knows what he 'wants' to do; and knows that he didn't achieve it! He tends to berate himself and uses swear words to put himself down.
So I asked him to pull up. I did not ask him to recall his drive - I asked for the solution.. as is often the case, he reverted quickly to fault finding. I hate to admit to how easy it is to slip back into that - so I will gloss over my thoughts on this [or am I 'fault finding' of myself?] To quit the lengthy explanation and cut to the chase - I asked him to use a swear word as a mnemonic or acronym to devise HIS plan on approach to roundabouts! The swear word was "Sh*t" It stood for: Steady Handling Improves Thinking.
It is HIS, it made no sense to me, so I took a photo of it and we drove off to act on his plan. We had an absolute ball, what a laugh! It TOTALLY changed the dark place he goes to, into a fun filled joy fest. The mnemonic worked a treat mostly because we could both be so childish about it.
The phrases were similar to:"I am going to make this roundabout proper Sh*t.... I Sh*t that one right up....Remember you're Sh*t.... They didn't have their Sh*t together did they?....That was even Sh*tier than the last one!....
It was a very bubbly M that left his session and it was the principle not the mnemonic that worked... I can prove that because the next session highlighted similar issues with other junction types and meeting situations. I remembered the fun and laughter that changed the outcome of his session last time. I remembered the Sh*t mnemonic......... but what the heck did it stand for? ... I asked M and he couldn't remember either!
As usual we had the 'word' but what the letters stood for? No idea! Luckily I had my photo so we had a look at it and we were pleasantly surprised at how good M had made it! ... and then laughed at how Sh*t we are at remembering Sh*t! So we re-used the idea to develop meeting situations and that quirky right turn... M also linked in how it is the same thing for any potential 'new' issue that might throw him in future e.g. if he is confused by a junction or what is happening on the road ahead!
It amuses me that we used something that neither of us like to a great benefit... and we didn't even remember what it was though the longer term effects are still so evident!
Learning can be fun too!
Thank you for this enlightening blog written by Fiona Taylor ADI