Smart Driving Member Tariq I Musaji returns! In the first instalment of his latest article, Tariq discusses “Non–directive coaching” and in upcoming newsletter editions, he will be comparing it with other coaching models being used in the driver training industry: This is his critical guide for ADIs. Introduction.
In this article I will seek to illustrate the key components of non-directive coaching and critically compare other coaching approaches such as solutions based, GROW model, scaling, mind-mapping, cognitive-behavioural & NLP (
Non – directive coaching
This school of coaching emanates from Carl Rogers (1902-1987) who is regarded as the father of the Humanistic Approach. This method allows the client to be fully empowered and to lead the way in forming his or her own conclusions. The coach needs to have very good listening skills and questioning skills to facilitate inner growth. With this method, the coach does not need any form of expert knowledge on the specific issues being coached in order to be successful. The coach simply needs to remain non-judgemental, open minded with effective and active listening skills. The other benefit of Rogerian humanistic coaching is the coachee takes ownership of the entire process by acting on issues and this is usually
Carl Rogers’ core conditions making this process successful relies upon the coach’s attitude of showing “acceptance” to the coachee and valuing them as a worthy human being.
The coach needs to stay focused when exploring and trying to understand their coachee’s thoughts and feelings.
When the coach is being neutral and remaining professional with the coachee at all times. The coach’s congruence helps the coachee to defeat any negative views which may have been ingrained in the past.
Unconditional Positive Regard (UPR)
This is where the coach is non-judgemental. UPR allows the coachee to open up and speak about their difficulties without the fear of being judged or criticised by their coach.
This study reflected that teacher expectations influence student performance: positive expectations influence performance positively and negative expectations influence performance negatively. Therefore, if a coach or instructor has a low sense of self-efficacy and believes that a certain group or race of pupils are slow to learn, then new students might subconsciously accept the same level of low self-efficacy/expectations (McLeod S, 1995) For example, there are some Driving Instructors who tend to generalise when saying “Hardly anyone passes their driving test first time.” An effective coach needs to create a positive
A safe environment needs to be created and not just in a physical sense. As a
A coach who is non-judgmental needs to promote a climate for conversation where the coachee talks freely and openly and where no judgements are passed on the discussions whether they regard it as “good or bad” (Fine A, 2015)
Next time, Tariq discusses solutions focused approaches.