Self-awareness & empathy
‘Independent Driving’ was included in the practical driving test from 4th October 2010 and provided an excellent opportunity to ADIs to coach our learner drivers, thereby encouraging them to develop self responsibility, raise their self awareness and build skills that involve making judgements and taking decisions. As ADIs we can either rise to this challenge by taking a pupil-centred approach to the way we train people to pass the test and continue driving safely for life; or, we can continue teaching people the bare basics they need to get through the test.
When one in five newly qualified drivers is involved in a serious collision within the first three months of passing their driving test, isn’t it obvious that we driving instructors should be doing something different to empower these new drivers with the self determination they need to make the decisions that will keep them safe? Part of the reason for the unacceptably high crash involvement is down to the fact that new drivers haven’t learned to take ownership of their driving and accept that they are in control; possibly a direct result of not having the opportunity to be in charge during the learning to drive process. Surely it makes sense to coach our pupils from day one, so that it is natural for them to take control of the route for short periods of time during every one of their lessons. The result of taking ownership of their driving lessons is that pupils become aware of their strengths and weaknesses, their motivations, their risk-taking propensity, their goals for life and their skills for living (Level 4 GDE); and they recognise how all these aspects of their personality impact on the way they handle the vehicle (Level 1 GDE).
However, there is one major stumbling block to such an enlightened approach to learning to drive. How can we, as driving instructors, develop self evaluation skills in our learner drivers, encouraging them to be self aware and take responsibility if we are not ourselves self aware? Coaching involves a three-way partnership where personal self awareness leads to awareness of others; and each of these empowers us to manage and modify our own behaviour in social situations, in other words, when interacting with our pupils.
If you listen to your customers / pupils during a conversation; ask them how they feel about situations; consider how your actions might affect them; are aware of their learning style; and can admit when you are wrong and apologise; then you are probably self aware as a driving instructor. Whereas, if you tend to do a lot of the talking; make assumptions about your customers’ feelings based on your own feelings; are confident that they are fine with how you handle situations; mostly focus on your own learning style; and tend to think things go wrong because of your customers; then you probably could afford to tune into their behaviour more and reflect on the impact you might have on them.
Being self aware means we have empathy and, as such, can see things from other people’s perspectives and relate to their situation or their feelings; we are able to admit when we are wrong, which makes it easier to empathise; we know our faults and can make positive changes to improve; we are more tolerant of others’ flaws and find it easier to accept them; we have humility because we understand we are not perfect; and having the ability to see other people’s viewpoints, to be open and flexible, and acknowledge that we are not the only person who has the answer, enables us to get on well with our pupils.
Here’s an example: Jasmine is coming along really well with her driving lessons but has not yet taken her theory test. I have explained to her and her mother the necessity to get this hurdle out of the way so that we can concentrate on the next goal, that of passing her practical test. One lesson recently I was reflecting on this issue and realised I hadn’t actually had a conversation with her about it. So I asked her whether there was a reason why it was taking so long to book her theory test. At first she came out with the same excuses I had already heard: the internet was down, she had no money, etc. I asked her whether there was anything else that was preventing her from booking. She said she didn’t think she could pass. Some of her friends had failed their driving tests and she thought that if they could pass their theory test and then fail their practical test, she stood no chance of passing either test.
I had made the huge mistake of assuming that the excuses Jasmine was putting forwards for not booking her theory test were the whole truth. I had not been able to empathise with how Jasmine was feeling because I hadn’t asked her the right questions. The questions I asked her in the first place were ones where I already knew the answer and I hadn’t been ready to ask further and listen closer to her responses.
This is what coaching is all about. If our customers are going to take responsibility for their driving we have to be self aware in order to raise that awareness in them. Traditional driving instruction focuses only on the actions of the driver. Coaching focuses on the thoughts and feelings that motivate those actions and empowers the pupil to make changes to risky actions by modifying how they think or feel about them. The outcome is that they have a better chance of being crash free once they pass their driving test. Independent driving is a massive step in the right direction, provided we acknowledge it as such and coach our pupils from day one.
‘Independent Driving’ was included in the practical driving test from 4th October 2010 and provided an excellent opportunity to ADIs to coach our learner drivers, thereby encouraging them to develop self responsibility, raise their self awareness and build skills that involve making judgements and taking decisions. As ADIs we can either rise to this challenge by taking a pupil-centred approach to the way we train people to pass the test and continue driving safely for life; or, we can continue teaching people the bare basics they need to get through the test.
When one in five newly qualified drivers is involved in a serious collision within the first three months of passing their driving test, isn’t it obvious that we driving instructors should be doing something different to empower these new drivers with the self determination they need to make the decisions that will keep them safe? Part of the reason for the unacceptably high crash involvement is down to the fact that new drivers haven’t learned to take ownership of their driving and accept that they are in control; possibly a direct result of not having the opportunity to be in charge during the learning to drive process. Surely it makes sense to coach our pupils from day one, so that it is natural for them to take control of the route for short periods of time during every one of their lessons. The result of taking ownership of their driving lessons is that pupils become aware of their strengths and weaknesses, their motivations, their risk-taking propensity, their goals for life and their skills for living (Level 4 GDE); and they recognise how all these aspects of their personality impact on the way they handle the vehicle (Level 1 GDE).
However, there is one major stumbling block to such an enlightened approach to learning to drive. How can we, as driving instructors, develop self evaluation skills in our learner drivers, encouraging them to be self aware and take responsibility if we are not ourselves self aware? Coaching involves a three-way partnership where personal self awareness leads to awareness of others; and each of these empowers us to manage and modify our own behaviour in social situations, in other words, when interacting with our pupils.
If you listen to your customers / pupils during a conversation; ask them how they feel about situations; consider how your actions might affect them; are aware of their learning style; and can admit when you are wrong and apologise; then you are probably self aware as a driving instructor. Whereas, if you tend to do a lot of the talking; make assumptions about your customers’ feelings based on your own feelings; are confident that they are fine with how you handle situations; mostly focus on your own learning style; and tend to think things go wrong because of your customers; then you probably could afford to tune into their behaviour more and reflect on the impact you might have on them.
Being self aware means we have empathy and, as such, can see things from other people’s perspectives and relate to their situation or their feelings; we are able to admit when we are wrong, which makes it easier to empathise; we know our faults and can make positive changes to improve; we are more tolerant of others’ flaws and find it easier to accept them; we have humility because we understand we are not perfect; and having the ability to see other people’s viewpoints, to be open and flexible, and acknowledge that we are not the only person who has the answer, enables us to get on well with our pupils.
Here’s an example: Jasmine is coming along really well with her driving lessons but has not yet taken her theory test. I have explained to her and her mother the necessity to get this hurdle out of the way so that we can concentrate on the next goal, that of passing her practical test. One lesson recently I was reflecting on this issue and realised I hadn’t actually had a conversation with her about it. So I asked her whether there was a reason why it was taking so long to book her theory test. At first she came out with the same excuses I had already heard: the internet was down, she had no money, etc. I asked her whether there was anything else that was preventing her from booking. She said she didn’t think she could pass. Some of her friends had failed their driving tests and she thought that if they could pass their theory test and then fail their practical test, she stood no chance of passing either test.
I had made the huge mistake of assuming that the excuses Jasmine was putting forwards for not booking her theory test were the whole truth. I had not been able to empathise with how Jasmine was feeling because I hadn’t asked her the right questions. The questions I asked her in the first place were ones where I already knew the answer and I hadn’t been ready to ask further and listen closer to her responses.
This is what coaching is all about. If our customers are going to take responsibility for their driving we have to be self aware in order to raise that awareness in them. Traditional driving instruction focuses only on the actions of the driver. Coaching focuses on the thoughts and feelings that motivate those actions and empowers the pupil to make changes to risky actions by modifying how they think or feel about them. The outcome is that they have a better chance of being crash free once they pass their driving test. Independent driving is a massive step in the right direction, provided we acknowledge it as such and coach our pupils from day one.
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Call 0800 058 8009
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