Becoming the best YOU can be

With the help of this course, and the guidance you will receive, I hope to help you develop the skills required to be an exceptionally good Tutor/Coach and ultimately achieve the best version of yourself it is possible to be, as well as to pass the ORDIT qualification should that be your goal.

The Client Centred Learning PTrain the Trainer programme has been developed to maximise the value of your coachees training time and prepare them for the real world of professional driver training as well as being ready to pass the ADI qualification exams. We do this by placing the coachee at the heart of everything we do.

Coachees should be encouraged to take ownership of the process from the day they sign up to the Training Course (or at least to be actively involved to a significant degree). They are eventually going to run a business on a self-employed basis, so it is vital that they learn as soon as possible to make decisions, take responsibility, and become self-reliant. Therefore, we might as well start this transition with the way we expect the training to be undertaken.

It is important when facilitating any kind of lesson that we have a structure and like any good training course it is best built up in small, easy-to-manage steps, moving from low-risk to high-risk, component to whole and simple to complex activities. It is important to develop the component pieces first, before combining them into the whole skill, by starting with the simple things and then working up to the more complex tasks. Part of your role as a coach is to help the coachee to set meaningful goals and develop effective plans in pursuit of them. This sometimes means giving reality checks because we work in a safety-critical environment. Therefore, we have limitations on using a pure coaching methodology, which would be to allow the coachee to do whatever they wanted and learn from the experience. We need to make sure that they do not bite off more than they can chew or needlessly put themselves or others into danger.

It is all about development of the individual and not following a prescribed/fixed methodology. There are, of course, externally moderated tests along the way that we need to pass, so we must be mindful of the standards being sought. However, training to a standard can limit us and the coachee, so it is better to be mindful of it rather than working towards it. Thinking this way means the mindset changes in a way that is beneficial to human development. It is all about the coachee becoming the best version of themselves whilst developing an ability to facilitate learning in others. We need them to look at their model of self (their idea of their own self efficacy levels), to recognise the beliefs that may be holding them back and forge new positive beliefs that will motivate them to move forward. To see the relationship between their values, traits, beliefs, behaviour, and their habits. To help them reach their full potential. Passing the test is just a by-product of this development.

Training courses often focus on telling people what to do and are conducted by individuals who believe it is impossible for people to work out how to do things without being told how. Sometimes coachees do need our expertise and guidance in this way, but it is rare, and generally it is a lack of the Tutor/Coach’s coaching skills that necessitates this. This is not to say that everyone is able to self-develop, as some people have issues that create barriers to learning or to being coached, which we need to help the coachee overcome. After all who taught them to walk or talk? So, at some point they were more than capable of teaching themselves!!

We must, as modern Tutor/Coaches, realise that just because coachees say they want you to tell them what to do, that this is most often not the case. It is simply that they fear judgement, ridicule or failure and would rather not take responsibility for potentially getting it wrong. It is the creation of the right environment and relationship that will ultimately break down such barriers and enable them to reconnect with their natural ability to learn.

We need to free ourselves from the “trainer knows best” mentality of the past and enable ourselves to facilitate learning, accepting that just because someone does it differently to the way we think it should be done does not necessarily make it wrong, less effective, or undesirable.

This equally applies to “instruction versus coaching”. There is nothing wrong with instruction; Therefore, you should encourage the coachee to set goals, to learn through the experience of doing and to reflect/self-evaluate with you helping them to perform these tasks. However, it is vital that the coachee sees it as their responsibility to perform these tasks and not yours. You must be able to assist without taking over or directing these tasks for them. If you cross the line to helping or instructing too much, they will become passive, relinquish responsibility and as a result learning will become much slower, shallower, and more dependent upon you directing their every move.

Before a coachee can attempt any lesson, they should become reasonably competent in the basic skills required to give a lesson safely. Once these skills are in place, they can be allowed to work unsupervised and develop their skills during their onward training. From this, you can see why it is so important for them to take ownership and responsibility for their own development, doing the tasks with you being in the background as a resource they can call upon just as they might with a book or video.

Similarly, our Tutor/Coach training programme will initially focus on the new skills and techniques you need to learn. Once you are reasonably competent in these new skills and techniques you will be ready to practice and develop through reflection and review in much the same way as you will, in turn, get your coachees to do.