6-570x321 - CopyIn traditionally taught driving lessons, the instructor starts the session by setting the aims and objectives – the student remains passive; is told what they have to do and has no opportunity to take ownership of their learning, which they have paid for.

The students’ motivation is purely to pass a DVSA Driving Test and the Driving Instructor helps them to achieve this. The student learns because they have to.

In coaching however, a more Client-Centric approach, the student is encouraged to set their own goals for their lessons. This empowers them to take ownership of their progress and their learning. Their motivation now is to achieve goals set by them, because they have an interest in doing so.

Goal setting is a process that should be inclusive of the student. However, it is more than asking ‘So, what do you want to do today?’ and then accepting it, assuming they have the capability and capacity, by responding with ‘OK, let’s go and do it then’.

Assuming the student has asked to try a Turn in the Road, for example, it needs to be established first what skills they already have and those they need in order to complete the manoeuvre.

Having done so, which is most important to achieve first? How will they use them? What, in particular, do they want to focus on during the task – controlling the car?; completing the turn in a set number of stages?; being aware of their surroundings?

Now we have an appreciation of the specific needs of our students, it is possible to agree the goals for the lesson, which could be several, especially on a longer session.

In taking the time to set properly thought-out and agreed goals, your student will progress and achieve because they want to, not because you tell them to.

 

‘When I want to, I perform better than when I have to. I want to for me; I have to for you. Self-motivation is a matter of choice’ Sir John Whitmore – Coaching for Performance