Onward part three training

Onward Part Three Training

They will have made some choices as to the path they intend to follow and the methods they will use, e.g., the trainee licence.

This is where things will be very different from previous training. This training does not necessarily mean training one-to-one in the car if we are to apply coaching/client-centred methods. Experience and reflection are the most powerful learning tools that we possess as humans. The best way to help the coachee is for us to structure conversations that help them reflect on what they have done and what they might have done, what worked well and what did not. Then, considering what we have discovered, help the coachee to determine some new goals and a plan to experience and reflect upon it.

The role of the trainer in this regard is more akin to a life coach since we will be helping them to use a reflective cycle or coaching process to develop themselves as an individual. Each interaction becomes more of a coaching conversation. It is therefore vital that you have skills in this regard. Coaching is a delicate skill and takes time to develop. It is not possible to read a book or attend a course and become a coach overnight. These are skills that need to be developed over time.

This training could be via Skype or Zoom video conferencing software, in Costa Coffee (other coffee shops are available) or wherever serves your favourite non-alcoholic beverage, where you would help them review the previous day/week/month and explore their goals for the future.

This means that we can get creative about the way we deliver these sessions, and it lends itself to setting up group meetings and self-help groups within your coachee base.

Obviously, some of your coachees will elect to watch you work or have you watch them work. This can be useful, but we need to be ensuring that it is the needs of the coachee that are being identified and met. We have a great opportunity here to re-invent what we do and the way we do it. Think of it as being no longer in a world of teaching, but more in a world of learning.

I wish for Tutor/Coaches to become creative with this and help to develop systems that work effectively for the coachee. We need to be leading by example and practising what we preach all through the programme, beginning with our coaching skills at Part Two.

It is also important that the PDI has a broad range of experience, so it is not ideal to conduct all the training in one way. I would also encourage you as trainers to enlist the help of local ADI’s (perhaps those trained by you) to help with allowing PDIs to observe them work, it will be good practice for them in terms of standards check preparation, as they will become used to being observed.