I was recently asked for an interview by GoRoadie, here is a copy of the interview, I hope you enjoy it.
Susan McCormack On Her Passion For Driver Safety and Client-Centred LearningSusan McCormack, co-managing director of Tri-Coaching Partnership, sits down with GoRoadie to talk industry, her passion for driver safety and client-centred learning.
Hi, Susan. Thanks for joining us. To kick us off, can you tell us a little about yourself?
I've been a driving instructor for over 30 years and have a passion for road safety, which has inspired me to focus my skills on helping driving instructors to develop themselves so that they can deliver client-centred learning techniques to their learner drivers, resulting in them hopefully making safer choices and decisions when they are out driving post-test.
Can you tell us a little more about what Tri-Coaching Partnership do?
We provide courses, training and development for driving instructors, trainee driving instructors and trainers of driving instructors.
As the company grows, we are able to identify top trainers to deliver our courses on our behalf. This gives a career path for driving instructors, who complete our courses and means they will continue to grow and develop in their own right.
“You can't take a paint-by-numbers approach to the Standards Check and expect to get Grade A.
Why did you feel the industry needed this level of qualification?
Many driving instructors have been trained just to pass the qualifying examination (Parts 1, 2 and 3). It is important that driving instructors are able to take this initial qualification a step further so that they can influence and persuade their young drivers to be more responsible on the roads when they have passed the L test.
The BTEC Level 4 Professional Award in Coaching for Driver Development helps driving instructors educate people in behavioural change so that they begin to take greater responsibility for the choices they make. Everything the ADI does on the BTEC Level 4 improves the delivery of driving lessons.
Is it fair to say, therefore, that part of your motivation for introducing the BTEC Level 4 was to encourage ADIs to take their professional development to the next level?Yes - There are no prerequisites to become a driving instructor and it is really challenging to pass all 3 parts. Because of this, many people think, once they've passed, they’ve done as much as they need to. They don't realise that they need to keep up-skilling themselves and continuing to professionally develop, especially because they are teaching in an ever-changing safety-critical environment.
The DVSA National Standard for Driver and Rider Training, Unit 5 is all about a requirement for driving instructors to continually develop. This came out of the EU reports, which said that, if instructors are going to take full responsibility for their part in improving road safety, then they need to continually develop themselves.
Do you think there's enough awareness of the importance of CPD for instructors?
There's not enough awareness out there, but the new Standards Check, introduced in 2014, in itself raises the awareness of the need to develop. You can't take a paint-by-numbers approach to the Standards Check and expect to get Grade A - you really need to self-develop either by talking to other top driving instructors, reading up on changes in the industry or attending courses.
The DVSA understand that they can't make CPD mandatory, because everyone is self-employed; they have to pay for their own CPD and when they choose to come on a course, they're giving up the earnings that they would otherwise make. What we've learned from our years of running the BTEC Level 4, however, is that there is a fantastic return on investment for every ADI. It represents self-development; raises confidence; gives them a unique selling point and helps them raise their prices resulting in a better work life balance. All of this raises standards and will hopefully have a knock-on effect on road safety.
We were lucky enough to hear you speak at the Instructors Network Seminar and one of the topics you discussed was Goal-focused training vs Test-focused training. It is a regular topic of conversation in our industry.
Can you summarise what you shared with us here today?
I was talking about the difference between goal-focused training and test-focused training and the importance of delivering the former to learner drivers, which, in turn, will better prepare them for the L-test, as well as equipping them for safe driving for life.
Fault-focused training means that the instructor is preparing the learner driver for the driving test because this is a fault-focused assessment - you pass or fail depending on the number of faults accrued and the weighting given to those faults.
From an educational point-of-view, however, we know that this is not how people learn best because they are not learning how to think for themselves and how to develop strategies that they can apply when they are out driving on their own that will help keep them safe. To make safe choices and decisions when driving, people need to understand their strengths and weaknesses and how their emotions affect their behaviour; and they need the skills to reflect and self-evaluate.
How can instructors be more client-centred in their tuition?
If driving instructors could aim for a goal-focus rather than a fault-focus that would be a huge leap in the right direction.
After a piece of driving, driving instructors would be more client-centred if they asked questions, such as:
Fault-focused training is more about highlighting what someone did wrong and telling them what they need to do in order to be better. In effect, they're saying "do it like this and you'll pass your test".
What we want is for people to be continually thinking about how they are going to drive and make safe choices and decisions, according to their personality, once they pass their driving test. They could consider what kind of driving they’re going to be doing once they pass their driving test. Using what-if scenarios, the driving instructor could discuss how they would make a journey (to work, or on holiday, or to a festival with their friends in the car), thinking through what problems they could face and what strategies they could put in place to deal with these problems. This is helping to develop life skills and is far more effective than the traditional fault-focused approach.
“The test does not make someone a great driver; it only ensures the learner is safe and responsible enough to go out on the road and continue to self-develop.
In effect, you're giving learners the skills they need in order to analyse what went wrong if they make a mistake?
Yes, that is very true.
When someone passes their driving test, their confidence is naturally sky high, but their competence is at exactly the same level as before they passed the test. They need to recalibrate to bring confidence and competence in-line with each other by gathering experience in local areas and getting miles under their belt on short trips; and then applying the self-evaluation skills they learned during their driving lessons to help keep them safe.
A really important part of the whole process is reflection, so that when they've been out driving post-test, they come home, sit down and think, "Okay, what went well? I was really pleased with my speed most of the time, however, there was one time I was doing 35 in a 30". It's this kind of acknowledgement, that turns them into thinking drivers, rather than ones that just ‘do’.
Do you think anything needs to change in regards to the driving test?
No, I think the driving test is absolutely fine as it is. What needs to change is driving instructors' understanding of what the test is for.
The test does not make someone a great driver; it only ensures the learner is safe and responsible enough to go out on the road and continue to self-develop.
Can you elaborate on the importance of a learner knowing their strengths and weaknesses?
This can be generally, or it can be how they think they'll feel about driving. Knowing "I'm a very confident person" or "I'm a nervous person" or "I get angry quickly" or "I love life!" gives learners an insight into what motivates their behaviour and how they might, therefore, respond when under stress or pressure whilst driving.
It is about taking a character/personality trait and considering how it can be turned into a strength. If they're nervous, for example, this can be a strength because it could mean they will be more circumspect when driving and will like to think things through before making a decision. If you're cautious you're careful.
It is important that the driving instructor helps the learner turn what they might think is a negative into a positive.
What three things do you want learner drivers to understand about themselves whilst taking driving lessons?
What do you think the biggest change to the industry has been in the last five years?
The introduction of the Standards Check. It's given a common entrance point onto the DVSA Register of Approved Driving Instructors.
It is drawn from the DVSA National Driver and Rider Training Standard and is goal-focused and client-centred. It has flipped on its head all that has traditionally been done, which is old-fashioned and out-of-date.
The Standards Check led on to the introduction of the new Part 3, which came out in December 2017 and they line up exactly, meaning the same 17 competences are being assessed in both and these competences are goal-focused and client-centred. The Standards Check (and the Part 3) encourages the recognition of individual-differences and the importance of adapting the training to meet those differences.
More recently, the ORDIT assessment—the Official Register of Driving Instructor Trainers—has also been updated to be in line with the Standards Check.
What do you see being the biggest change in the next five years?
ORDIT may become compulsory. It's always about the cascade, so if the people who train people to become driving instructors are top quality, then the knock-on effect is that learner drivers will qualify and become safer drivers when they go out on the road.
What are the top 5 traits of an ADI (best qualities they could have)?
What's your advice for new PDIs?
Look for a course that is fully integrated. It shouldn't focus on "do Part 1", "do Part 2" then "do Part 3", but instead focus on the whole goal of being a driving instructor. From day one with us, as a new PDI, you will be exploring the theoretical, practical and instructional aspects of being a driving instructor when you're out in the car and when you're studying.
Understand the standard that you need to display and demonstrate in your own driving, by relating it to your pupils’ needs. With a fully-integrated approach, your learning will actually be accelerated because you have the big picture.
That's the approach we offer at Tri-Coaching in our instructor training programme.
Thank you so much for giving your time to speak with us today. Where can people learn more about Tri-Coaching?
They can come to the website www.tri-coachingpartnership.com. There's a sign-up box on each page so that they can receive further information from us about our programmes, what opportunities are available and how they can further develop themselves.
Integrity is a behaviour-based virtue we can cultivate over time by setting a goal to show more integrity in everyday life; and we can reach that goal by practising certain behaviours. When we live our lives with integrity, it means that we are always honest and we let our actions speak for who we are and what we believe in. Integrity is a choice we make and it is a choice we must keep making every moment of our lives.
There are three steps to acting with integrity:
"You are not listening to ME!"
Communicating effectively and having developed listening skills is crucially important in a Client Centred Learning relationship. In fact, listening is just as important as speaking.
So why is listening so important?
No one likes to think they are being ignored or misunderstood, right? Being a good active listener makes your pupil feel involved; that they have a valid contribution to the discussion; that you value their feedback and are happy to hear their views, opinions and comments.
So how does listening help?
Effective listening helps you catch everything being communicated. It helps you better understand and solve problems your pupil has. It also helps you develop a stronger rapport. Effective listening means fewer misunderstandings between you and your pupil, less wasted time, less frustration and a faster learning experience.
"Effective listening is like panning for gold. If you are not intensely focused on everything being said you can miss a shiny, single nugget of information that makes all the difference."
So, if you are not completely 'tuned in' to your pupil, you can easily miss something that would have taken you down a more appropriate, completely different and unexpected learning path.
Catching what's being said, (and the importance of what's being said) means better opportunities to understand a pupil's thoughts, how they feel and what they believe. Something crucially important for a Client Centred Learning relationship.
“I see what you are saying!”
Sometimes it's not what is being 'said' that communicates a message. A pupil's body language and how they are reacting can give away a wealth of information that you would not want to miss.
Effective communication is not just about listening with our ears. It's also about listening with our eyes. What we see from our pupil's actions and reactions can be a valuable insight into what a pupil might be thinking, feeling and what emotional state they are in at that moment.
Consider how you look when you are angry, sad, relaxed, nervous, feeling ill or frustrated? Or, when you are happy or just thinking about something? Can you recognise your own body language?
What messages good or bad might this be giving off to your pupil?
Can you recognise your pupil's body language? Are you sensitive to it? What might this be telling you?
Here are five ways to improve your communication skills:
1) Face the pupil and give them your attention.
It is difficult to talk to someone who is constantly looking around. Make sure to face the pupil, maintain eye contact, and give them your undivided attention.
In Western cultures, eye contact is necessary for effective communication. Although shyness, uncertainty, living with autism or cultural taboos may inhibit eye contact, try your best to make sure the pupil knows that they have your full attention. Be considerate to pupils who may feel threatened by eye contact. You may have to find other ways of letting them know you are listening.
2) Keep an open mind.
Do not judge or mentally criticise what the pupil is telling you while they are speaking. Doing so can compromise your ability to take in what is being said. Never judge behaviour, as it compromises your effectiveness as a listener. You can evaluate what was said after the pupil is finished talking, but don’t do so while you are still listening to them.
3) Be patient.
Let the pupil finish what they are saying and don’t be a sentence-grabber. Interrupting a pupil or stopping them from finishing what they are saying can indicate disrespect to the pupil. Often, interrupting the pupil mid-sentence interrupts their train of thought and can easily destroy a productive conversation.
4) Active listening.
Active listening shows the pupil that you’re interested and is an important Coaching skill. Using active listening techniques helps to ensure that you correctly understand what is said. Your Q&A is important to check your understanding so as not to misinterpret what the pupil is saying.
Some ways of doing that include:• Paraphrasing back to the pupil what was said, to show understanding. • Non-verbal cues that you are listening like nodding, eye contact, etc.• Verbal responses to what's being said (“I understand,” “I know,” “Thank you,” etc.)• Demonstrating concern and establishing rapport.
5) Just listen!
Listen to keywords and phrases and do not rehearse what you are going to say after the pupil is done talking. Think about what the pupil is saying rather than what you are going to respond with. It is difficult to think of what you are going to say while also listening to the pupil. Be attentive and relaxed – don’t get distracted by your own thoughts and feelings.
Effective communication including speaking and listening skills are essential in building a Client Centred relationship. By being an attentive, active listener, you can understand more and be better able to deliver effective training around the DVSA Driver and Rider Training Standard.
The BTEC Level 4 Professional Award in Coaching for Driver Development helps you to develop and improve your communication and listening skills.
Click the link below to come and join Sally Kaur and myself on the start of a fantastic journey of personal development that will make your training stand out.
Ray Seagrave ADI, Tri-Coaching BTEC 4 Trainer
To Book For Telford CLICK HERE
For all other locations and dates CLICK HERE & remember that during July there are huge discounts available when you click the 'add to cart' button after you have selected your payment option of weekly, monthly or in full.
Discounts change daily and range from 5% up to a huge 20%
The Tri-Coaching Team
Click here for all BTEC 4 dates, locations and purchase Also available from Tri-Coaching Partnership
ROUTE 51 Pass your Standards Check
Route 51 can help you achieve top marks on your Standards Check.
It consists of:
The online materials will be delivered to your email address via a series of emails with links to pre-recorded video webinars. The online webinars are also divided into the same six sections as the Course Book and can be watched alongside. With wifi access, you will be able to watch or just listen to the webinars on your mobile phone, for example, whenever or wherever you wish.
This course is ideal for you if:
Click Here to purchase ROUTE 51
ADI Train the Trainer Course
Are you interested in growing your driving school or expanding outside of your area; and would you love to have a ready-made training course that gives the trainee everything they need to become a great driving instructor?
Tri-Coaching Partnership has a complete driving instructor training package with 12 in-car sessions and a Course Book, which you can use to deliver your driving instructor training. Here are some great reasons why you might want to come on our two-day training course:
What happens on the course:
The first day will be spent in the classroom and the second day will be out in the car. The course looks at lesson planning, risk management, teaching and learning strategies and role play and focuses on training people to become driving instructors, rather than just getting them ready to pass a test. There are limited places available on each course so book early.
The course costs £600 including VAT (monthly payment is £200 x 3 or weekly payment of £50 x 12)
Click here for Train the Trainer dates, locations and booking
52 Weekly Webinars
A new webinar is sent to you every week for a year. The information in the webinars covers all aspects of driver training from the Goals for Driver Education to the differences between coaching and instruction to the use of essential coaching skills of questioning, listening, feedback, intuition and rapport plus much, much more. Every week you will receive an email from us with a link to the webinar.You can download the webinar and save to your PC or SMART phone for viewing again whenever you want.
You can choose to pay for all 52 webinars with one payment of £60 or you can subscribe to the webinars and pay £6 a month for one year - a total of £72. All prices include VAT.
Purchase 52 Weekly Webinars
One to One Training
An individual half day training session with a Tri-Coaching Approved Trainer on various topics including
Standards Check, ORDIT, Cardington, Coaching and more...
£150 per session
'TRAIN THE TRAINER'
A few of your questions answered.
'M' became quite frustrated when he stalled trying to join a fast-moving roundabout. He mentioned that he would really want to sort that out during his next session, so we discussed his options. This is what we came up with...M had found his own way to move off which did not include the gas pedal in conjunction with the use of clutch. Most of the time it was not a problem of course. M had noticed the issue occasionally during the sessions, though he had not perceived it as an issue until now. As we know; ‘Learning Comes from Within’ so I am conscious of ‘task overload’ and aim for sessions to be challenging but not overwhelming. M is very focused on the actions and behaviours of other road users around him. He has a strong desire to “get it right!” as he calls it, so his focus upon others affects his thoughts and actions at the wheel. That outward focus on other road users results in overload and he is thrown into survival mode, so cannot think straight to drive safely and in control. Hence the plan for the ‘Bank Robbery Starts’! Of course, the discussion took a few minutes; I must say it was hilarious as M dove into the role play idea with his usual gusty enthusiasm! He came up with the idea of the masks and I said I would bring them next time. (a quick trip to eBay and the preparation was done) Having a Kinaesthetic preference to learning, M is always one to have a 'go'! and work out ‘how’ to do it!
So to this weeks session.
The practice area was a very quiet industrial area on a Saturday afternoon. We discussed the risks and who was going to keep us safe while he focused on the task at hand (his Goal). He knew the plan was to move the car from stationary as efficiently as possible whilst (tongue in cheek) being the ‘Get Away Driver’ of a bank heist! “I just want to be able to go fast and not stall or make the car ‘do that thing’” he said.
M had his first attempt at a ‘Bank Robbery Start’:
Robbery number 1: "Oh! That was rubbish - it nearly stalled and it was so slow! We'd have been nicked!"
Robbery Number 2: M said: "Oh That wasn't screechy enough!" Me: - "Oh? Can you explain that a little more please...?" M said: "In the films it is more noisy… " Me "That’s interesting.... what would you say they are they doing then?" M said: "Ohhhhh! They are revving the car so much more than me!!!”
For Robbery number 3: M said: "Sweet!"
The learning had come from within! M found a solution to the problem and because he ‘found it’ the learning will be more permanent.M is constantly developing his Self Reflection techniques during our sessions, helping him to become consciously adept at problem solving.
These skills mean that any ‘near-misses’ that he might have once he passes his test will be processed; and an action plan made to prevent them happening again.
Fiona Taylor ADI BTEC 4 Trainer
You can join Fiona on the BTEC 4 in Milton Keynes in September, and remember, throughout July we are offering some amazing discounts on all our 'BTEC Level 4 Professional Award in Coaching for Driver Development' courses.
These discounts will be available on ALL listed courses and will apply to ALL payment options.They will vary during the month from 5% / 10% / 15% or a massive 20% discount. So,
*Offer only valid for bookings made during July 2019
BTEC 4 Maidstone
11th July 2019The dates for Maidstone are:
Module 1 – Thursday 11th July 2019
Module 2 – Friday 11th October 2019
Module 3 – Thursday 16th January 2020
Module 4 – Monday 20th April 2020
In-car – Sunday 19th April 2020
Follow this link to book for Maidstone then just Click Payment Option and 'add to cart' for your discountBTEC 4 Milton Keynes 12th September 2019The dates for Milton Keynes are:
Module 1 - 12th September 2019
Module 2 - 4th December 2019
Module 3 - 3rd March 2020
Module 4 - 8th June 2020
In-Car - 7th June 2020
Follow this link to book for Milton Keynes then just Click Payment Option and 'add to cart' for your discountBTEC 4 Larkhall nr Glasgow
26th September 2019The dates for Glasgow are:
Module 1 – Thursday 26th September 2019
Module 2 – Tuesday 14th January 2020
Module 3 – Monday 6th April 2020
Module 4 – Monday 6th July 2020
In-car – Sunday 5th July 2020
Follow this link to book for Glasgow then just Click Payment Option and 'add to cart' for your discountBTEC 4 Nottingham/Derby
25th September 2019The dates for Nottingham/Derby are:
Module 1 – Wednesday 25th September
Module 2 – Thursday 9th January 2020
Module 3 – Monday 6th April 2020
Module 4 – Monday 6th July 2020
In-car Sunday 5th July
Follow this link to book for Nottingham/Derby then just Click Payment Option and 'add to cart' for your discountBTEC 4 Huddersfield
5th November 2019Dates for Huddersfield are:
Module 1 – 5th November 2019
Module 2 –5th February 2020
Module 3 – 6th May 2020
Module 4 –10th August 2020
In-car – 9th August 2020
Follow this link to book for Huddersfield then just Click Payment Option and 'add to cart' for your discount
BTEC 4 Telford
18th November 2019The dates for Telford are:
Module 1 – 18th November 2019
Module 2 – 17th February 2020
Module 3 – 18th May 2020
Module 4 – 17th August 2020
In-car – 16th August 2020
***** 23 hours ago
The aCCeLerate training course with Terry was fantastic. The two days covered lots of new areas which I can now implement into my driving lessons, and give them much more focus for my pupils. The atmosphere was relaxed and fun and conducive to a great learning environment. Cant recommended this course enough. Thanks again Terry.
"The benefits of Building In-car Rapport and it's importance in Client Centred Learning."
Given that Client-Centred Learning is an approach to learning that takes into account how the learner prefers to learn. How will you know what a pupil thinks unless you are getting responses to the questions you are asking?
We know that when people learn in a Client Centred way they are more likely to retain information and skills. Pupils are also more likely to keep learning if they are encouraged to take responsibility for their learning at an early stage – this is the second aim of client-centred learning.
Working with a pupil in a Client Centred way requires Q&A, listening skills and effective feedback from the pupil (and the instructor) to establish what a pupil thinks, feels and believes. This helps them understand, find and develop their own solutions to a problem from what they currently know, or seek answers to what they don't know.
When faced with a pupil that is 'shrugging shoulders' when you ask your most thought provoking, information seeking question this can be hard to understand. It may be that they don't know the answer to the question and that this is their normal response. However, this might not be the case.You might be thinking.. What's wrong with them? Why are they not pouring all this valuable information out non stop when you ask them a question?
Faced with an unresponsive pupil. It would be quite easy to assume that 'CCL' "isn't for everyone" or "CCL just doesn't work." I see these sorts of comments occasionally in some Driving Instructor Facebook groups.
However, being able to communicate effectively is crucial to developing a positive in-car learning relationship.
The problem here is not that you have a 'shoulder shrugger' that is unresponsive and it's them that's the issue. The actual problem is one of poor or undeveloped levels of 'Rapport' between you and the pupil.
It's only when you have developed confidence and trust through developed Rapport that a pupil will start to tell you their opinion. Until this trust develops they may fear a 'backlash'. This may have been their prior experience when telling others what they think, feel or believe. Perhaps in a home setting, how they were parented or how a peer group reacts to them.
No one likes negative feedback right!
So, the pupil may be 'actively' guarding their views to protect themselves from that actual or assumed 'negative' feedback from others, including thinking they are going to get it from YOU!
What! I hear you say! But you're an instructor. You don't shout! You are kind and considerate. You are there to help them. You want them to succeed. You care about them and their goals! You're a nice person, they have nothing to fear. You won't criticise or ridicule them. You may even be upset to think that they think those things might be true of you.
Simply put, they just don't know you or trust you yet. They may also feel you don't know them either.
So, what's the answer...?
...it's about building great Rapport!
People are more receptive towards others who are similar to them or have similar backgrounds to them. You may be from another planet in their view. A different age. Different background. You like 'Bach' instead of 'Stormzy' You might speak differently 'innit'. Live in a 'posh' house wiv a garage not a high rise council flat. You have different friends to them. Move in different social circles. They watch Youtube, you watch the 'BBC'.
When you don't have these similarities, your job is find a connection that will help you build a strong rapport and trust.
Once you have Rapport with someone, there is a mutual liking and trust. This can cross all social and experience boundaries. Trust is crucial
Having a strong rapport with someone will mean that they will be much more likely to want to share information, tell you what they think, how they feel and what they believe. All the things crucial to developing a client centred learning relationship.
Once a pupil understands that you 'value' their opinion, that they are not going to be told (as they may think) they are wrong or stupid, be ridiculed or laughed at. The relationship now changes.
This person is now more likely to support your ideas and recommend you to others.
You've turned your 'shoulder shrugger' who is blocking you, into a person happy to share what they think.
Ray Seagrave talking about his journey as an ADI and his thoughts about the benefits of CPD
Tri-Coaching Partnership's Coaching Excellence in Business Programme is proud to offer its two-day course in Presentation Skills. The course takes place on the 30th & 31st October 2019
We can only offer 12 places on this course so please book early
Over the two days, you will acquire a voice of confidence that will enable you to speak out and inspire any audience - whether on a one to one basis, via video screen, in small groups, in a classroom, or on stage. Learn how to become a compelling speaker with high impact presentation skills by focusing on delivering a clear message, using a natural style so that you can relax and get on with your talk.
We look at the three areas of:
and focus on 'Showing up' to create a great first impression with a powerful style of delivery and brilliant content. We also look at audience engagement and the use of 'props' with power point presentations, use of flipcharts and handouts.
To improve and grow your business and market
To gain in confidence
To engage with your niche market and customers
To learn techniques in engagement and group management
You will receive a certificate of completion at the end of the two days; and a certificate of accreditation on completion of the assignment which must be submitted within four weeks of the course being completed.
You must have a Facebook account
You must have a Smartphone or similar, capable of filming videos
You must bring a laptop, tablet or ipad to the course with Power Point
Kents Hill Park,
Early Bird Booking - 20% Discount - Normal Price £750
Order between 30/5/2019 and 14/6/2019
Just click 'add to cart' and the discount will be applied
Follow this link to book
The Tri-Coaching Team
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TCP Office: 0800 058 8009
Tri-Coaching Partnership Ltd 6 Pearmain Way Ashford, Kent TN235JL United Kingdom 0800 058 8009