The GDE Matrix With Caledonian Learner Driver Training Saturday 3rd May 2014 

Agenda • Introductions • Aims of the day • Background to The GDE Matrix • The GDE Matrix • Educational Shifts (Coaching & CCL) • ADI Development • Q&A 

Aims • “What is The GDE Matrix?” • “Why is the Standards Check being introduced?” • “What should I do?” 

Gadget (1999) • Guarding Automobile Drivers through Guidance, Education and Technology • Research based on risk factors gleaned from novice driver accidents • The first report to identify Operational, Tactical and Strategic levels to driver behaviour (Engineering / Educate / Enforcement) • This research culminated in the development of the Goals for Driver Education (GDE) • Benchmarking highlights that most countries’ licencing systems only address the lower levels of the GDE 

The GDE Matrix 

MERIT (2005) • Minimum European Requirements for driver Instructor Training • “The goal of the MERIT project was to elaborate minimum European requirements for instructor training and testing” • “The GDE matrix (Goals for Driver Education) has been used as a basis for MERIT’s undertakings” • “The better qualified driving instructors are the more they can influence the later driving behaviour of their learner drivers.” • MERIT’s recommendations include training for driving instructors on the higher levels of the GDE matrix, and on a range of teaching methods, including coaching, to improve the effectiveness of driving tuition. 

Hermes (2010) • To create a short course for ADIs to allow them to develop their coaching skills Hermes builds on previous studies which recognise the need for • Less reliance on short term instructional methods • More focus on preparing drivers for life after test • More focus on the higher levels of the GDE 

The extent to which you perceive you have control over the world. E.g. do you moderate your speed because there is a speed camera there and you have a fear of being caught; or, based on your assessment of risk? Slide re-produced with kind permission of Tri-Coaching Partnership. For more information ask about the BTEC Professional (Level 4) Award in Coaching for Driver Development Theory of Planned Behaviour By Ajzen and Fischbein Reflection – thinking about consequences Shared belief about right and wrong Behavioural Intentions Behaviour Perceived Behavioural Control Moral Climate Anticipated Regret 

Slide re-produced with kind permission of Tri-Coaching Partnership. For more information ask about the BTEC Professional (Level 4) Award in Coaching for Driver Development Theory of Planned Behaviour By Ajzen and Fischbein Attitude is a state of mind that is reinforced by experience. Attitudes may change based on experience and will be in accordance with beliefs. Attitude Subjective Norms Behavioural Intentions Behaviour Subjective norms are the results of social / cultural norms, which are an implicit set of rules by which we are expected to behave. These are the result of stereotypes and expectations which influence our behaviour. 

Level 4 (Lifestyle / Personality) • Goals for life and skills for living • Attitudes (EG to alcohol and driving, or personal use) • Beliefs and Feelings (Speed limits, car safety systems) • Importance of cars and driving to self image • Life style and social background • Theory of Planned Behaviour 

Level 3 (Strategic) • Goals and context of driving • Trip related goals • Why, where, when, with whom • Planning of driving route and driving time • Choice of driving state and driving company • These goals and considerations can depend on Level 4 preconditions • “Thoughts, feelings or behaviour of • individuals are influenced by the actual, imagined or implied presence of others". Allport (1985) 

Level 2 (Tactical) • Mastery of traffic situations • Knowledge of how to drive in certain traffic situations • Anticipate changes in traffic and adjust accordingly • Knowledge of rules • Hazard perception • Interaction with other road users • Choices here depend on Level 3 and 4 preconditions 

Level 1 (Operational) • Vehicle Manoeuvering • Driving • Braking • Mirrors • Appropriate gears • Seat belts • Other controls 

• Higher level goals and motives always override skills & considerations on lower levels! • Self assessment / reflection 

All Change • “The big challenge of coaching is to “lead the student out of the role of passive consumer and into the role of active producer” (Bartl).