This new backing adds greater stability to the cars during Driver Training Sessions.

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This is a response I gave on Facebook to an ADI who was making sure he was maintaining his skills and knowledge regarding an aspect of the Standards Check Form.

The section he was referring to was this:
“Did the trainer ensure that the pupil fully understood how the responsibility would be shared”.

My answer was:

“This area, in my opinion, is not about the use of dual controls and those basics solely at the beginning of the SC. What I think a good idea is to swap or replace the word “Risk” for our own word(s). Often people choose “hazards”, “Dangers”, “Problems” etc. Once an ADI begins to get to the nitty gritty of the principle behind the SC Competency in their own terms… it begins to make more sense to the individual ADI who can then begin to incorporate it in their lessons in their own way. 

This risk section, to me, is about how the role of each person (Learner and ADI) changes throughout any given driving lesson. For example – on an example lesson, the main topic for development may be a manoeuvre (recap on SC obviously). There are issues and tasks to allocate to each of us on the way to the practice area… eg pupil might say – “No I don’t know the way – can you give me directions” Or “I know the way, so I can plan my own route”. Technically one aspect of risk is covered. Other areas to be addressed are then about any other issues that the new driver might want help with on route (eg obsvations or talk through, or help with XYZ).

Once at the practice area, the roles and shared tasks might once again change – where the pupil might ask for more support while they practice the manoeuvre etc.

It may change once again while discussing the next topic or the drive back to TC or home etc OR if one of those ‘random’ things happen where you encounter the weird scenario that no one could plan for eg road closures of the normal route back.

Another aspect of Risk to be noted is the part where you might help in ‘odd ways’ eg – ADI uses the clutch  (with duals) to ‘help’ complete a manoeuvre while pupil’s responsibility is the steering and the safe observations. It needs to be clear to the learner who does what and why!

One principle is that when people know ‘which bit or bits’ they are responsible for there is less confusion and a clearer mental picture of what is expected of them (and the ADI) at any given time. That will change often throughout every driver training session.

I just realised you asked what I (we) do on a daily basis to monitor this section… my apologies for the lengthy reply that may not be hat you were looking for – but I wrote too much to delete!!! What I do is reflect upon where I got it right. Where the pupil and I knew who was doing what. And when I did not get it right where there was confusion. One time I got it wrong recently was when I assumed the pupil knew the route… not a massive issue but it did leave the pupil feeling like they made a mistake by not knowing. I feel the error was mine by not checking who was responsible for the route planning.”

Basically, the Risk section is about minimising potential dangers in the example above, and dealing with them efficiently when safety critical incidents occur… but that is another section on the SC1 Form.

I like this section of the Form, though it does throw up strong opinions and suggestions from ADIs; especially on Facebook. I believe the trick is to understand the SC1 Form in your own terms, and then make sure you apply your attention to making sure your examiner sees you doing well.

Some feedback that made my week!!! Thanks B!

” I had only ever achieved a grade 4 under the old check test and with my first standards check under the new marking scheme approaching I was very nervous. I attended a seminar that Fiona ran and did a few hours of 121 training with her. Right from the start Fiona was approachable and friendly and made me feel like we had been mates for ages. She is very knowledgeable with the standards check and coaching comes naturally to her. I had my standards check the other day and got a grade A. I have gone from being one of the lowest grade instructors there is to being one of the highest and it is all thanks to Fiona. I highly I highly recommend her training to anyone that needs help with coaching or standards check. Thank you Fiona !!!”

Standards Checks (formerly known as Check Tests) are a 4 yearly invitation for a Driving Instructor to show off their educational and teaching skills. The new grading and marking system has caused some concern to many ADIs who may not have been prepared for the changes, or who do not know how to make sure they adapt in preparation. The new Standards Check is much better for most ADIs as compared to the older style of Check Test – you may surprise yourself!

I believe the trick is to be prepared early.

Call me or write if you would like some more information about my Standards Check Training day workshops. Information is free and there is no commitment to sign up to a course.

Make sure you are prepared and feel confident to showcase your skills to the Senior Examiner who will grade you either an A or a B.

If you have been unsuccessful at your first attempt, please consider getting more information or support to ensure a better outcome on the second attempt.

 http://fionadrive.com/?page_id=61

To Book your place:

https://cx255.infusionsoft.com/app/storeFront/showSubCategoryPage?subcategoryId=134

A great article – I Think it is wonderful and clear. I will paste the link below:

We probably all know people, either at work or in our personal lives, who are really good listeners. No matter what kind of situation we’re in, they always seem to know just what to say – and how to say it – so that we’re not offended or upset. They’re caring and considerate, and even if we don’t find a solution to our problem, we usually leave feeling more hopeful and optimistic.

We probably also know people who are masters at managing their emotions. They don’t get angry in stressful situations. Instead, they have the ability to look at a problem and calmly find a solution. They’re excellent decision makers, and they know when to trust their intuition. Regardless of their strengths, however, they’re usually willing to look at themselves honestly. They take criticism well, and they know when to use it to improve their performance.

People like this have a high degree of emotional intelligence, or EI. They know themselves very well, and they’re also able to sense the emotional needs of others.

Would you like to be more like this?

As more and more people accept that EI is just as important to professional success as technical ability, organizations are increasingly using EI when they hire and promote.

For example, one large cosmetics company recently revised their hiring process for salespeople to choose candidates based on their EI. The result? People hired with the new system have sold, on average, $91,000 more than salespeople selected under the old system. There has also been significantly lower staff turnover among the group chosen for their EI.

So, what exactly is EI, and what can you do to improve yours?

What is Emotional Intelligence?

We all have different personalities, different wants and needs, and different ways of showing our emotions. Navigating through this all takes tact and cleverness – especially if we hope to succeed in life. This is where EI becomes important.

EI is the ability to recognize your emotions, understand what they’re telling you, and realize how your emotions affect people around you. It also involves your perception of others: when you understand how they feel, this allows you to manage relationships more effectively.

People with high EI are usually successful in most things they do. Why? Because they’re the ones that others want on their team. When people with high EI send an email, it gets answered. When they need help, they get it. Because they make others feel good, they go through life much more easily than people who are easily angered or upset.

Characteristics of Emotional Intelligence

Daniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence:

1. Self-Awareness – People with high EI are usually very self-aware . They understand their emotions, and because of this, they don’t let their feelings rule them. They’re confident – because they trust their intuition and don’t let their emotions get out of control.

   They’re also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of EI.

2. Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don’t allow themselves to become too angry or jealous, and they don’t make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity , and the ability to say no.
3. Motivation – People with a high degree of EI are usually motivated . They’re willing to defer immediate results for long-term success. They’re highly productive, love a challenge, and are very effective in whatever they do.
4. Empathy – This is perhaps the second-most important element of EI. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships , listening , and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way.
5. Social Skills – It’s usually easy to talk to and like people with good social skills, another sign of high EI. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and maintaining relationships.

As you’ve probably determined, EI can be a key to success in your life – especially in your career. The ability to manage people and relationships is very important in all leaders, so developing and using your EI can be a good way to show others the leader inside of you.

How to Improve Your Emotional Intelligence

The good news is that EI can be learned and developed. As well as working on your skills in the five areas above, use these strategies:

• Observe how you react to people. Do you rush to judgment before you know all of the facts? Do you stereotype? Look honestly at how you think and interact with other people. Try to put yourself in their place , and be more open and accepting of their perspectives and needs.
• Look at your work environment. Do you seek attention for your accomplishments? Humility can be a wonderful quality, and it doesn’t mean that you’re shy or lack self-confidence. When you practice humility, you say that you know what you did, and you can be quietly confident about it. Give others a chance to shine – put the focus on them, and don’t worry too much about getting praise for yourself.
• Do a self-evaluation. Try out our EI quiz . What are your weaknesses? Are you willing to accept that you’re not perfect and that you could work on some areas to make yourself a better person? Have the courage to look at yourself honestly – it can change your life.
• Examine how you react to stressful situations. Do you become upset every time there’s a delay or something doesn’t happen the way you want? Do you blame others or become angry at them, even when it’s not their fault? The ability to stay calm and in control in difficult situations is highly valued – in the business world and outside it. Keep your emotions under control when things go wrong.
• Take responsibility for your actions. If you hurt someone’s feelings, apologize directly – don’t ignore what you did or avoid the person. People are usually more willing to forgive and forget if you make an honest attempt to make things right.
• Examine how your actions will affect others – before you take those actions. If your decision will impact others, put yourself in their place. How will they feel if you do this? Would you want that experience? If you must take the action, how can you help others deal with the effects?
• See our article on Emotional Intelligence in Leadership for specific tips related to a leadership role.

https://www.mindtools.com/pages/article/newCDV_59.htm?utm_source=Twitter&utm_medium=social&utm_campaign=mtpage

I was at an ADI meeting last night, and a couple of ADIs were there representing their ‘franchise’ to us. This is a franchise with a specific ……… this is not intended as a vindictive or malicious post….. I think I should avoid specifying anything about them, and their professional preferences. There is a place for all of us after all 🙂

I feel I need to mention ONLY what it made me feel…. and I am not even sure I can manage to express it clearly…. maybe it will come with time and making a start.

…. it is more an observation of where my own professional priorities lie… It refreshed, for me the, key factors of why I chose to Coach rather than stay with the pure instruction I used to believe was the only and best way.

It reminded me of my Coaching ‘Eureka Moment’ of “***This is IT!!***”
“THIS is what has been missing from me and my tuition. This completes me”

Last night, I heard phrases like
“they only want to pass the test”,
“you tell them this, and they don’t listen”
“we do ‘this’ with everybody – and that is better so they all get the same”
“it is a fact that you have to practice manoeuvres over and over and over and THAT is the only way ‘they’ learn”

I couldn’t bear it. I honestly began to tremble – not with anger, or animosity but a pent up something that made my adrenaline surge. I had anticipated being of a ‘different perspective’, and I assumed I would find it easy to just keep quiet as I usually do. I just couldn’t do it.

I feel so strongly —- but what is more I do not want to offend or hurt these colleagues of mine. I want them to ‘see what I see’, as I see them and see their passion and conviction. But I want to share the joy of watching someone unravel a task and solve it by themselves….. and ‘OWN IT’!

I really find it sad that our parts 1,2 and 3 fail our profession so badly (not the trainers – the set up!)

I am not sure I have been clear – I do not want to criticise – but I do want to share how joyful our job can be.

Fiona

I posted this on Facebook:

“Has anyone tried using ‘Siri’ or Google translate etc during sessions with people whose first language is not English?

I have not tried yet – but I miss the deep questioning that I can do when communication is ‘easier’. The ‘learning’ just does not seem as efficient”

and then I asked one of my ladies……….

UPDATE to Siri or Google Translate post:

As I said I would – I asked the very next Client if she thinks she would benefit (at any point) in using a translation device.

Sometimes the best things come from a conversation starting point. So here is a bullet point account….

She said “To be honest I don’t know how I feel or how to overcome my worries no matter WHAT language I use!! It makes no difference!” To which we both had a massive laugh!!! It was a very bonding moment somehow.

I paused, and she went on talking a bit about how she is scared to do 30 in a 30 (I never urge or force her to do this – I know It will come when she is able!) we just slug along the roads at her pace, with the wind of passers by in our hair… those pesky overtaking cyclists!! hahahha! [joke]

Anyway – back to today. She explained about being scared to do 30 and she didn’t know why and also – more importantly it turned out, scared to stop AT the give way line —- always quite far back from any line… even though spacial judgement not the issue.

…. then……” there was a really loud….
“… OH!!!…”
I know what it is!!! When I was ‘back home’ (country of birth) I had finished a long shift at the hospital (Doctor) and I was very tired and I had my friend on the back of my motorbike. In ******** [her home country] you just pay and bribe yourself a licence – no test! and no one knows or drives using the rules! It is scary and dangerous. It never worried me then…

until…..

… the car in front of us stopped so suddenly, and I couldn’t stop and I hit it! Our crash helmets flew off and the car was a bit dented but no-one hurt, thank goodness….. but I think I am scared of T-junctions because of that, and of driving at the normal speed — just in case…..”

we spoke a bit longer and I said I know you had the plan of more roundabouts for today, but may I make a suggestion? She said yes, and I asked how she felt about learning ‘E-Stop’ for a few minutes first?

We went to a quiet road. I asked he to just experiment with stopping quickly. With clutch – without clutch – same time etc. Then I asked her to REALLY stop!!!!! Which she did (more laughs) [I have not mentioned or included test standard or expectations today – that is for later!!]

She was quite animated about how good it was to ‘understand’ the brake more and how it works! I asked how good is the car at stopping quite soon? She knew her speed and said – “yes – very good to stop and I was doing just more than 30! [Big smiles!]. I like this!”

During the next hour she sped TWICE to my knowledge in a 30 limit!! 😀

Funny how asking a disconnected question about using Google or Siri can produce a result of feeling confident to stop right AT a give way line AND do 30 in a 30 without me suggesting, struggling or mentioning anything!

She even brought up that I COULD ‘push her’ to do more, and then we laughed when I said – “yes, and my Dad was hit with a stick at school to make him learn”…. she certainly got the point!

As I said earlier – I know that the speed issue will resolve itself when she is ready to address it!!!! Today she became ready… 🙂

[smug mode disabled!]

May I introduce ‘Ruby’ and her preference for learning how to do a manoeuvre………..

… yes it took a while for her to write out how she would ‘Reverse around a Corner’, but boy! did she nail that first attempt afterwards!!

In her words “it was ok, but I will stay closer to the kerb next time”. She never wavered afterwards.

The great ‘briefing debate’ continues…..

I think that over the years, you guys (the ‘Learners’) have proven to me time after time that you can work out how to do all of the things needed in your own ways… and I have the skills to bring the best out of YOU!

Trust yourselves now and after the Driving Test to solve

and evaluate your own driving techniques!

Fiona

Yesterday – we shared the load – it all just seemed too much for F to manage all together… all at once …

It was overwhelming!

• I coped with the pedals

• She coped with steering into the bay

Boom!! Sorted perfectly in the lines!

What F realised was that she CAN do both aspects separately. She can do each thing on its own. She just needs to practice doing them together!

• She can steer into a bay

• She can use clutch control to move ultra slowly

•  – Just not at the same time!

And Today???? She did it all — on her own — Clutch and steering — and in the bay independently! 

It is amazing what a good night’s sleep, acknowledging what you CAN do, and deciding that you want another go can do! It was a pleasure to see her achieve her goal!

Fiona