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Trainer Manual

www.ukroed.org.uk

Trainer Manual

Contents

1. What is this manual? ................................................................................................... 1

2. How to use this manual .............................................................................................. 2

3. Preparing to deliver a course ....................................................................................... 3

4. Client arrival & registration ............................................................................................ 6

5. Delivering a physical classroom course ........................................................................ 8

6. Delivering a virtual classroom course ........................................................................... 9

7. Facilitating group discussions & activities ................................................................... 12

8. Facilitating individual activities .................................................................................... 14

9. Working with a co-trainer ........................................................................................... 15

10. Finding your own voice .............................................................................................. 16

Reflect on the pros and cons .................................................................................... 16

Examine your motivation ........................................................................................... 16

Make the manual your own ....................................................................................... 16

Respond to the group you’re with – not the last group you taught! ............................ 17

Get your co-trainer to help you – before, during and after.......................................... 17

Help the monitors and assessors give you good feedback. ....................................... 17

11. Handling a client with attitude .................................................................................... 18

Recognise and manage your own emotions .............................................................. 18

Start with a low-key response, escalate only if necessary .......................................... 19

In physical classrooms, move the clients around the room as part of what

you do on EVERY course .......................................................................................... 22

Work with your co-trainer .......................................................................................... 22

12. Clients who do not complete ..................................................................................... 24

13. Appendix ................................................................................................................... 25

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1. What is this manual?The NDORS scheme provides courses for drivers and motorcycle riders in both virtual and physical classrooms. This manual is however designed to be a single reference point for generic information that applies to all courses. It includes topics such as preparation for course delivery, guidance on creating a supportive learning environment, how to manage groups, how to deal with difficult clients, and how to develop your own style of delivery. The manual provides advice for courses delivered in both virtual and physical classrooms.

In addition to this manual, each course has its own manual that details the course-specific content and how to deliver it. This generic driver trainer manual does not provide details of the content of any of the individual courses. The course manuals must still be read to prepare for delivering a specific course.

For matters relating to technical issues when delivering virtual courses, your provider will have produced an IT guide for trainers. This should be read in conjunction with the current manual.

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2. How to use this manualFor trainers who are new to delivering courses, this manual provides your starting point. It contains generic advice that will prepare you for delivering all virtual and physical classroom courses provided in the NDORS scheme.

For trainers who have experience of delivering one or more NDORS courses, this manual should be read as a refresher on generic advice for course delivery. Details of differences between courses delivered in both virtual and physical classrooms are also provided.

Once you have read this manual, you should have the basic knowledge you require to prepare and deliver a course except for knowledge of the specific course content. Additional information on specific topics can also be found in UKROEd policy documents. These documents are listed in the Appendix, along with guidance on how to find them on the UKROEd website.

The manual also acts as a reference document for any issues or queries that fall outside the specific course content. We advise that you keep a copy to hand for when such questions arise.

As with all manuals, this is a living document and it will evolve over time with your assistance. If you find an element in a course-specific manual that you think applies to all courses, but is not included in this manual, please let us know. Similarly, if you have a generic question for which you cannot find an answer (either within this manual or in the policy documents listed in the Appendix), please get in touch and we will endeavour to update this manual. Suggestions for additional manual content can be sent to Amanda.jewell@ukroed.org.uk.

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3. Preparing to deliver a course

Prerequisites for course delivery

To deliver an NDORS course:

• You must have a current NDORS licence for the appropriate course.

• You must maintain your registration under the terms and conditions of your licence.

• You must have had a recent DBS enhanced check or police vetting to HPPV Level 2 (for both physical and virtual courses). Please refer to NDORS 011 Safeguarding Policy (see Appendix).

Long-term preparations for course delivery

To deliver an NDORS course:

• You must read the Trainer’s manual, the course-specific manual, and IT guidance produced by your provider.

• For delivery in virtual classrooms, take time to familiarise yourself with your videoconferencing software and check that your IT equipment is set up to enable you to work comfortably (your provider should have given you guidance on setting up a workstation).

• You must ensure you are aware of and compliant with relevant UKROEd policies.

Short-term preparations for course delivery

There are several checks that need to be made prior to the delivery of a course:

• Remind yourself of course content.

• Ensure you are delivering the correct version of the course (e.g. courses delivered in Northern Ireland may require a different presentation to the rest of the UK).

• All courses include video and animations. Check that these work on the computer you are presenting from prior to delivering the course.

• For virtual delivery, check whether your videoconferencing software has been, or needs, updating. If the interface has changed, familiarise yourself with the controls to ensure smooth delivery in the session.

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Immediately prior to virtual classroom delivery 

Prior to delivering an online course, it’s important to check your technical equipment in your virtual classroom, just as you would for a real one. For example:

• Check that your audio is working and know whether your mic is live or muted when you enter the virtual classroom. If it’s live you need to be careful about what clients will hear when they start joining the classroom.

• Check that your video (webcam) is working and know whether it’s on or off when you start the session.

• Check that the lighting levels will enable clients to see you when you have your video turned on.

• Check that when your video is on, there are no distractions in the background; a blank wall is ideal. Blurred or superimposed backgrounds vary in their accuracy of masking the true background and can change and flicker with slight movements of the speaker. This will likely detract from the learning experience. (Note that clients are not allowed to have a blurred or virtual background).

• Make sure you are sat at a good distance and angle from the camera so that clients can see you clearly (see Figure 1). If using a laptop, you may need to raise it up on a few books to ensure the camera is just below your eye-level.

• If you are using multiple screens, ensure that clients’ faces appear on the screen with your web camera. This ensures that when you are speaking to them, they will feel that you are looking at them.

• Ensure you only share the relevant window that you wish to display rather than your full screen.

• Turn your mobile off or onto silent.

• Ensure that there won’t be any disturbances for the duration of the course.

• Check the register for any clients with additional requirements. If there are any, make a note to ask the client how you can help without drawing unnecessary attention to them. This can be done whilst you are checking the ID in a private virtual room.

• Enter the virtual classroom 15 minutes before the course is due to start to allow time to ensure that everything is working as expected, and be present to admit clients.

Figure 1. Ensure that your head and shoulders are completely in frame, and that the web camera does not record you at a distorted angle.

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Immediately prior to the physical classroom delivery

Prior to delivering a physical classroom course, you should:

• Arrive at the venue with enough time before the course is due to start to prepare for delivery.

• Ensure that the room is laid out in cabaret style to facilitate group discussion.

• Make sure all seats have views of the screen.

• Make sure that there is a chair for you to sit at, so that you can present when seated, should you wish. This creates a more relaxed environment and means you’re not standing for the entire course.

• There should also be space in the room for any assessors or monitors to sit.

• Some clients will turn up early. Ideally, your provider will have ensured that there is space in the venue for clients to sit and wait before registration starts. If there is nothing directly outside of the room, then talk to the venue staff to identify where clients will wait.

• Check the register for any clients with additional requirements. If there are any, make a note to ask the client how you can help without drawing unnecessary attention to them. This can be done whilst you are checking individual client IDs.

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4. Client arrival and registration

• At the start of each course, time is provided for client arrival and registration. For virtual classroom courses you have 20 minutes (to include checking ID in a private lobby or virtual room). For physical classroom courses delivered inperson, you have 15 minutes.

• When clients arrive in either the virtual or physical classroom, welcome them, and introduce yourself. Make sure you know what your provider’s registration requirements are. This is your first opportunity to set the tone for the course. A warm but professional approach provides a good first impression.

• Tell clients they can use their preferred name during the course – they don’t need to use the name on their driving licence.

• Some clients can find the experience intimidating and can feel anxious that they may fail the course through accidental non-compliance. Watch out for such clients and seek to alleviate their fears.

• Speak to any clients with additional requirements privately regarding any ways in which you can help. In virtual courses this can be done during the private licence check in the virtual lobby or private virtual room. be done during the private licence check in the virtual lobby or private virtual room. For physical classroom courses you should take the client to one side to discuss any potential issues.

• Some clients may wear partial or full-face coverings for religious or personal reasons. They will have been informed by your provider that they will need to show their face to allow their ID to be checked. This should be done in private by a person of the same gender. The covering should not be removed if it is possible to verify the client’s identity through a temporary adjustment to the garment. For more details please refer to NDORS 001 ID Requirements for Clients wearing garments covering the face (see Appendix).

• If a client arrives who is intoxicated or wearing clothes likely to embarrass or offend, you can refuse admission to the course. For physical classroom courses, a client’s level of personal hygiene can also be a factor in refusing entry (though be careful not to discriminate against clients with anxiety-related perspiration). Report such issues to your provider at the first opportunity. For further details please refer to NDORS 009 Personal Standards for Course Attendees Policy (see Appendix).

• If an observer is present at a physical classroom course, a seat should be made available for them at the back of the room, so they do not disrupt the client experience. During introductions you should acknowledge the observer’s presence and allow them to introduce themselves. Make it clear to clients that they are observing the training, rather than the clients themselves, and that this is a standard part of our quality control procedures. For observers attending virtual classroom courses for quality and regulation checks (QRC), they should put their web camera on to be introduced. After they should shut off their camera to allow client faces to have primary access to the screen. They should also remain muted throughout the virtual course. Assessors who are present to undertake a full licence assessment will ask the trainer for their preference as to whether they should turn off their webcam.

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• If an interpreter is present, discuss with them where best to seat them. It’s likely that an interpreter and client will be best seated close to the front of the room but off to one side. For other special circumstances (e.g. breast-feeding) please see NDORS 008 [008a] Clients Attending NDORS Physical [Virtual] Classroom course with Additional Requirements (see Appendix).

• Physical classroom courses will include a welcome activity to break the ice and get clients talking among themselves. Each specific welcome activity is detailed in the relevant course manual. When clients arrive, show them into the room, register them, and introduce them to the activity. Encourage trios to work together on the welcome activity. These activities are designed to be run in parallel with other registration activities. This ensures that clients are occupied while you engage with individuals for licence checks or additional requirements.

• Virtual courses require further information to be provided to clients (see Delivering a Virtual Classroom Course).

• Clients should be asked during registration to turn their mobile phone off or set to ‘Do Not Disturb’. Even a vibrating phone can disrupt the learning of other clients. Trainers should obtain mutual agreement of this requirement from clients before continuing with the course. For exceptions to the use of mobile phones (e.g. expecting an emergency call, use as a a learning aid) please refer to NDORS 007A Use of mobile devices on NDORS virtual courses (see Appendix).

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5. Delivering a physical classroom courseWhen delivering a physical classroom course, please bear the following in mind:

• If there is an interpreter in the room, periodically look in their direction to check that they appear comfortable in their role communicating with the client. Always remember the special requirements of any clients during the course. Please refer to NDORS 017 – Use of Interpreters on NDORS Physical and Virtual Courses (see Appendix).

• The people that clients sit with influence their experience of the course. It’s important to consider where clients sit and how this affects the course dynamic. Small-group discussions can be between 2-6 clients talking about points raised in the course, or their own experiences. These groups can be determined by the seating arrangement, though if the cabaret arrangement results in larger groups, these can be split for small group discussion (e.g. if a cabaret table contains 6 clients, you might ask them to form two groups of three). Clients with different life experiences are more likely to have different views, and so try to have a range of ages and genders in each small group.

• If clients don’t “gel” with people sat at their table they may disengage, and so before this happens it’s useful to move clients around (if this is appropriate and allowed). It’s more discrete to move several clients, rather than just the ones that don’t seem to be interacting well. Sometimes courses can lack energy and it can be useful to ask clients to move around the room and change seats. Use your judgement about whether clients are interacting and participating effectively and if a change would help the course dynamics. A useful technique is to allocate all clients a number between 1 and 4 and get all number 1s to sit on one table, all number 2s on another, etc.

• Clients are required to participate in the course, which involves them engaging with individual and group activities. Trainers should recognise, however, that different clients engage in different ways (e.g. active listening, note taking) and some may not be comfortable taking a leading role or talking in front of the group. Rather, trainers should encourage clients to participate in ways that best meet their individual needs.

• In physical classrooms, some clients may struggle to hear you, or struggle to see the slides. They may not want to draw attention to this, so if a trainer suspects a client may be struggling, then they can explore this sensitively with them and change the seating accordingly.

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6. Delivering a virtual classroom courseWhen delivering a virtual classroom course, please bear the following in mind:

• Clients will have varying levels of experience of using videoconference software. Reassure people and be patient with those who might be struggling. Provide help if it’s needed. During the course introduction, you should explain the virtual classroom etiquette (see Box 1).

Box 1. Client advice for virtual classroom etiquette.

• Please ensure that your web camera is always turned on, except during the break. This is a required condition for your successful completion of the course.

• Do not take screenshots or record any of the course. Do not take a picture of the screen with any device. These rules are important to protect the privacy of everyone on this course.

• Please read verbatim: “To protect everyone’s privacy, you must not take any screen shots, photographs or recordings of the course today. UKROEd actively monitor all social media channels and if a data breach is discovered this will be fully investigated. This will lead to your course attendance being void and you will be referred back to the Police for their consideration” (Policy Ref: NDORS 007A, see Appendix).

• Videoconferencing software can demand a lot of processing power from your computer. It’s therefore best to turn off all other applications, such as email and unnecessary browser pages. It also limits your chances of distraction. Your attention to the course is a required condition for your successful completion, so please resist other on-screen or off-screen temptations. Also remember to turn off your phone to avoid disruptions.

• If I ask a yes/no question, you can answer just by making a “thumbs up”/“thumbs down” hand signal that is visible on your webcam. For instance, if I ask if everyone’s video and audio are working, or whether I am going too fast, a quick show of thumbs will provide the quickest answer.

• Try to hold your questions until “pause points” when I will invite questions and answer them all together – this makes the course flow more smoothly. When you want to ask a question, you can raise your hand so that it is visible on the webcam, or raise a virtual hand using the hand button. I will then call on you by name to ask your question. This helps to stop the problem of people talking over each other.

• Sometimes however, a question just can’t wait. For instance, your audio may drop out for a few seconds, and you need me to repeat the last few points. If that is the case, please raise your hand and I will invite you to ask your question at the first opportunity.

• There will be points in which we’re going to share our views in a group discussion. I may ask specific people what they think, and then open the discussion up to everybody. No need to raise a hand during a discussion but try to let other people finish what they are saying before you speak.

• Speak slowly and clearly and let’s all be patient – everybody has technical problems at some point, and I’ll do what I can to help you out.

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• When welcoming clients, it’s fine to ask individuals “what part of the country” they come from, but do not ask for anything more specific.

• It’s useful to regularly check that clients can see and hear you as you progress through the course, or that you have explained something clearly. You can ask them to give a “thumbs up” if everything is ok.

• There are no small-group activities with different groups of clients as happens on physical classroom courses. Instead you ask clients questions and facilitate whole-group discussions. It’s more difficult for clients to discuss things in a virtual classroom so they will need a bit of help (see Facilitating Group Discussions).

• Clients do not need a printed logbook to complete the course but they will need paper and a pen or pencil so that they can make notes. At times, they should hold up what they have done to the camera. Make sure clients know you will ask them to show what they have drawn or written before they begin.

• Some course slides have icons that show the logbook. Do not point this out to clients: the icons simply remind you to encourage clients to make a note of things they find interesting.

• Some clients may also require an interpreter for a virtual course (for foreign language translation or British Sign Language). Please refer to NDORS 017 – Use if Interpreters on NDORS Physical and Virtual Courses (see Appendix).

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Some of the main dos and don’ts regarding virtual course delivery are detailed below:

DO DON’T 

• Do explain video conferencing etiquette and gently remind clients of it when appropriate. Remember to use this etiquette yourself.

• Don’t check emails or do other tasks when in the virtual classroom

• Do be patient with clients who are struggling with the technology.

• Don’t keep any sensitive files on your desktop that clients might see when you share your screen.

• Be aware of your own tone of voice and use it to engage and motivate clients.

• Don’t sit too close or too far away from your webcam, or have the camera at an odd angle, as this will create a distorted image

• Do speak slowly and clearly and encourage clients to do so too. Clients could be joining from anywhere and so may be unfamiliar with your accent.

• Don’t forget that you are always visible. Subtle expressions that would otherwise be missed in the classroom are magnified through video conferencing. A brief look of disdain towards a client may easily be picked up.

• Do exaggerate your body language (e.g. nod your head and smile to show encouragement) so that it’s easier for clients to see.

• Don’t fidget or scratch if possible. Clients may take this as a sign of inattention.

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7. Facilitating group discussions & activitiesLarge-group discussions are a useful technique to relate learning points to clients’ experiences, identify client misconceptions of the taught material, and encourage engagement with the learning process. These are facilitated by the trainer and should aim to engage with all clients. Large-group discussions are different to small-group discussions or activities which involve 2-6 clients discussing a relevant topic.

Specific courses sometimes provide a key phrase to start large group discussions. In less-specified cases it’s recommended that group discussions begin with the trainer stating the intended direction of the discussion: “So let’s get your thoughts on X”. This ensures that all clients are thinking about the same concepts, and is useful even if you have just spent the last 5 minutes talking about X. There may be immediate silence following your initial question. You can let the silence drag on a little while they think. It also raises social pressure for someone to speak up. If the silence is too long however, you may have passed the point where anyone feels confident enough to speak. Rephrasing the general question at this point, or asking for input from a specific table, should remove any awkwardness and allow a client to speak up.

Unless specified otherwise in the relevant course manual, it may be useful to ask a few individual clients what they think before inviting everyone else to share their views. This technique provides a ‘jump start’ for group discussions, as a few questions directed at individuals will lower the social barriers for others to join in.

Try to avoid asking knowledge-based questions, as some clients may feel embarrassed if they don’t know the answer. Asking for opinions and experiences ensures that no-one can give an incorrect answer.

If you ask a client directly and they cannot think of anything to say, do not move immediately to someone else, as the client may feel a sense of failure. It may be appropriate to support their response by briefly prompting them with a real-world example that they are likely to have witnessed while driving (but keep it quick and to the point). This may help elicit a response.

Keep a tally of how many questions you have asked each client so that you balance out the opportunities for clients to speak to the group. If one client begins to dominate the discussion, subtly intervene to regain control and then pass it to another client. One strategy is to wait until a dominant client pauses for breath and then jump in with a positive reinforcer “A very good point, Barry!” before passing the conversation onto another client, “Has that ever happened to you John?”

At the end of a discussion it may be useful to summarise the key points that people have made.

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Some of the main dos and don’ts regarding group discussion are detailed below:

DO DON’T

• Do state the aim of the discussion before starting.

• Don’t forget that some clients may suffer from social anxiety in group settings. If a client looks like they may become distressed by further questioning, move on.

• Do ask clients questions directly to start the discussion rolling.

• Don’t let one dominant voice monopolise the discussion.

• Do respond positively or constructively to client’s points.

• Don’t allow discussions to deviate too much from the topic. It’s ok for clients to go off on a bit of a tangent but be ready to nudge them back on topic if the conversation has become irrelevant.

• Do ensure that everyone has an opportunity to speak if they want to.

• Don’t ask every client what they think: it works best to ask two or three clients then ask if anybody wants to add anything.

• Do exaggerate your body language when facilitating virtual classroom discussions (e.g. nod your head and smile to show encouragement) so that it’s easier for clients to see.

• Don’t insist that all clients contribute equally. Some clients can be supported to contribute, but others may suffer from social anxiety or have other issues that may impact on their engagement. Use your judgement to assess clients on an individual basis. Remember that clients can still be engaged in the discussion without actively contributing.

• Do encourage clients to share their views openly and honestly.

• Don’t respond negatively to any point raised by a client (e.g. with dismissal or disdain – this includes ‘humorous’ remarks, which can often be misread).

• Do monitor the contributions that different clients are making and discreetly help or challenge where appropriate.

• Don’t jump in too quickly to challenge a client’s view – try to allow the other clients to do this first. Use follow-up questions and counterexamples to allow the client to reassess their initial thoughts.

• Do try to make the discussions engaging. Clients should feel they are enjoying sharing their views rather than being grilled by an examiner.

• Don’t allow clients’ questions to disrupt the course flow. If appropriate, remind them to hold their questions to “pause points”.

• Do summarise the key points at the end of discussions where appropriate.

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8. Facilitating individual activitiesDuring both virtual and physical classroom courses, there will be times when clients will undertake activities individually, such as writing down thoughts or ideas on paper (virtual courses) or in the logbook (physical classroom courses).

During virtual courses, clients are sometimes asked to hold what they’ve put up to the camera. Ensure that clients know this before they begin writing or drawing. During this activity, you can ask some of the clients what they’ve put. They don’t need to hold their paper up to the camera while they explain: they may feel embarrassed about their handwriting or their sketch if all the clients are looking at what they’ve put.

The dos and don’ts of facilitating individual activities:

DO DON’T

• Do pay attention to levels of engagement.

• Do encourage clients to write in their own language, draw pictures, or whatever works best for them.

• Do make yourself available for people to ask questions, even in the virtual classroom.

• Do actively check in with individuals who appear disengaged or confused, although be aware that it’s harder to do this subtly in a virtual classroom.

• Do respect that clients may i) have difficulties writing or ii) decide that some modules are just less personally relevant.

• Do coach individuals who are not engaging to think about ways in which the content just covered could be relevant to them. If doing this in a virtual classroom try to broaden the advice to the widest possible audience as all clients will hear what you say.

• Don’t use the time during individual activities in the physical classroom to write e-mails or do paperwork, chat, or leave the room. During virtual individual activities however, it’s more appropriate to be looking away from the web camera during the activity. Some clients may feel observer anxiety if they feel you are looking directly at them.

• Don’t insist that clients write down lots of information during the activities.

• Don’t make those with difficulties writing feel put on the spot.

• Don’t stop everyone from doing the activity as soon as the quickest/most impatient client has finished.

• Don’t make the entire group wait for the slowest/most reflective client to finish writing the activity.

• Don’t take responsibility for finding solutions for clients.

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9. Working with a co-trainerNDORS courses with more than 12 clients are delivered by two trainers. If you are required to deliver a physical classroom course with a co-trainer please consider the following:

• Agree in advance who will be Trainer 1 and who will be Trainer 2. A symbol in the bottom right-hand corner of the slides (two arrows forming a circle) will remind you when it’s time to hand over. The changeover points for co-delivered courses are not flexible, so if your co-trainer suggests a different way of dividing up the course, you should decline. Both trainers need to be actively involved in the course at all times, regardless of which one is leading on delivery.

• Agree on any signals you will use to communicate discretely, such as to indicate that we are over-running and need to move things along, or when you would like help from your co-trainer to explain a point or activity, or handle questions from clients. However, both trainers are there to support one another so if you think your co-trainer is struggling or has missed out a key point then be ready to step in to help them out.

• It’s important to remember that you also have responsibilities when you are not the lead trainer, especially when clients are working in groups or individually.

The dos and don’ts of what to do when your co-trainer is presenting

DO DON’T

• Do demonstrate good attention to your colleague.

• Do observe the group, keep an eye out for individuals who are struggling or disengaging, and discreetly help/challenge them if appropriate.

• Don’t use the time to write e-mails or do paperwork.

• Do support your colleague in pre-agreed ways, e.g. by scribing, managing handouts, or adding key points that have been forgotten.

• Don’t leave the room, unless it is to help your colleague by dealing with an individual client or logistical issue.

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10. Finding your own voiceTrainers sometimes ask how to strike the right balance between the instructions and suggested script in the manual and their own personal voice and examples. We asked Instructors to consider this question at the NDORS Instructor Update Day 2019. The following is a summary of the advice they came up with.

Reflect on the pros and cons

It’s worth first reminding yourself what actually makes the balance the right one.

• Speaking in your own voice is a good thing in so far as it makes you relatable, and shows personality, passion and understanding. It can be especially valuable if it’s a positive, direct reaction to something a client has said.

• But there are risks if you go too far. For example, adding in your own content can take up too much time, break the flow of the course, and create problems for a cotrainer. Clients may get confused, angry or disengaged if they feel a trainer is showing off, going into too much detail, or wasting time on irrelevant points.

Examine your motivation

Ask yourself – why do I want to say things in this way? Watch out for moments when you’re motivated by:

• A desire to look knowledgeable – in front of clients or co-trainers. You may be tempted to add your own examples to explain points on the course slides, but this should be avoided.

• A fear of ‘failing’ – for example, when you have a monitor or assessor in the room

Make the manual your own

It’s always worth going back to the course manual, to check what you are supposed to be covering in any given course. It’s a good idea to make your own notes when reading the course manual to use when you are delivering the course. You should be able to fit all the notes you need for a module on a single page:

• Go through the course manual and pull out the key points. Highlight key learning outcomes, activities and messages.

• Adapt the language to suit your own way of talking. Reword key messages so that they are in a language you personally would use, and that the clients you work with will understand and respond to. Use the ‘suggested script’ as just that: a suggestion to inspire you. Just make sure that, however you say it, you are still covering the same key points at the right point in the course.

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• Check through your notes with someone else – a co-trainer, an instructor, a monitor. Have you covered the key things? Are your ways of saying things in line with the intended key messages? Are your examples and stories relevant?

Respond to the group you’re with – not the last group you taught!

The best personal content is often in direct response to something a client says.

For example, in response to a discussion in the group, you introduce a personal example that really helps the group make sense of that issue.

But there’s a potential trap here. After the course, you think: “That worked really well. I must do that again.” The next time you deliver the course, you introduce the same example – even though this time the group has not raised the issue you were responding to.

What works really well in one situation may be less relevant to another.

Get your co-trainer to help you – before, during and after

If you are co-delivering a course, co-trainers can do a lot to help each other strike the right balance in delivering the course: :

• After the course, you can give each other feedback. For example, you could give each other feedback on how relevant and concise any examples you used were, and on whether you missed or confusingly represented any of the key messages.

• During the course, you can help each other out in those parts of the course where there are important messages to deliver. For example, the lead trainer can ask their co-trainer to help by reading out relevant statistics.

• Before the course, you need to set yourselves up to do the above. Agree how you’ll help each other during the course, and what feedback you’ll give each other at the end.

Help the monitors and assessors to give you good feedback.

Internal monitors and assessors may sometimes give you feedback that you did not deliver a particular message as required. In these situations, it can feel like you are being prevented from making the messages your own.

Remember that monitors and assessors are there to provide feedback to help and support you, rather than to criticise you. Help them give you better feedback by asking constructively for more detail on what it was that you said and how that led to the intended message being lost. Be open about any concerns you have about using the words that are in the course manual. Discuss alternative ways of delivering the message that would work for you but still get the key point across.

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11. Handling a client with an attitudeHow can you prevent a client with ‘an attitude’ spoiling the course for others? We asked Instructors to consider this question at the NDORS Instructor Update Day 2019. The following advice includes strategies that instructors have found to work.

Use the welcome and registration sessions to get ahead of potential issues

There’s a lot you may be able to do to get off to a good start during welcome and registration.

• Identify clients arriving with a negative attitude. Look out for clients who fail to respond or make eye contact; who throw their ID at you; whose body language is aggressive or emotional; or who are not engaging with others at their table.

• Engage with them early. If you pick up on negative attitudes, you may be able to address them early. For example, can you start to break down pre-conceived ideas (such as the assumption you’re there to tell them off)? Can you show that you’re willing to listen and empathise, without it putting you on the defensive?

• Think about where people sit. Depending on how you bring clients into the room, you may have a chance to place people strategically at this point – e.g. directing two people with negative attitudes to different tables.

• Model positive attitudes. Remember that your own behaviour at this time is critical in setting the tone for the course. If clients with negative attitudes see you engaging in a friendly and non-defensive way with other clients, this may help to bring them on board. If they see you being impatient or defensive, this may confirm their negative attitudes. First impressions really count!

Recognise and manage your own emotions

Clients with ‘an attitude’ provoke emotional responses in us. We’re only human, after all. If someone behaves unreasonably towards us, we naturally feel attacked or angry.

Letting those emotions shape how we respond, however, only makes things worse. A basic rule of conflict management is to recognise your own emotions so that you can stop them taking control of your behaviour.

This means that you need to give yourself a few moments to think. Take a breath; accept what you FEEL, and then THINK before you DO.

For example, suppose a client is repeatedly being aggressive and argumentative. This may make you feel attacked, or angry that they are taking things out on you. It may make you feel like you have to ‘win’ the argument.

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• What happens if you move straight from FEEL to DO, and just act on these emotions? Your body language and voice may show how you are feeling. You may come across as defensive and unsympathetic. You may wind the client up even more and get dragged into a back-and-forth argument no-one can win. You may alienate other clients too.

• What happens if instead you give yourself a few moments to think? You still FEEL the same way. But then you THINK “This person is very angry, and it’s stirring up my emotions. But they’re not angry with me personally: they’re angry with their situation, perhaps with themselves. I don’t need to react to their emotion, win the argument or make my own point. So what response from me is most likely to help all of the clients in the room get the most out of their time here?” You’re now in a much better place to decide what to DO.

Start with a low-key response, escalate only if necessary

Even if you’ve taken time to think, it’s hard to judge how to respond to a client with ‘an attitude’. The situation is complex, there’s lots you don’t know, and you’re only human. Your first response may not work as you hoped.

But here’s the critical thing:

• If your first response was an under-reaction, and the client carries on being difficult, you can always escalate if needed.

• If your first response was an over-reaction, there is no way to scale back to a less confrontational response.

There are lots of different ways you can respond, some gentler, some much more confrontational. Watching or talking with co-trainers is a great way to pick up new techniques.

Here are some suggestions from the NDORS Instructors, arranged roughly in order from the least confrontational to the most.

• Let them vent. Sometimes you don’t need to respond at all. Just let the person say what they want to say.

You may even be able to lighten the mood afterwards – though be careful about how you use humour, as if someone is still angry it can misfire badly..

• Postpone responding. Sometimes you can postpone having to respond until later – especially if what the client is saying relates to a later part of the course.

For example, you could say: “Is it ok if we come back to the points you are making a bit later?” You haven’t actually solved the issue, but at least you’ve won some time to think, and maybe confer with your co-trainer.

If you do this, though, you MUST remember to come back to them as promised. And remember some clients may be unable to postpone, and carry on being angry in the meantime.

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• Acknowledge how they feel and think. Sometimes you can defuse a situation just by acknowledging how another person feels and thinks. You don’t have to agree with them: just show you’ve heard what they are saying. For example, suppose a client keeps arguing the rules of the road are “just about making money”. Rather than arguing with them, try saying: “So your view is that the rules of the road are just about making money, is that right?” The mere fact you’ve acknowledged and repeated their point of view may help calm them down. You could then go on to say that you have a different view, but that you’re unlikely to settle the argument either way today.

Remember clients may be upset for reasons that have nothing to do with the course. Maybe something bad happened on the way in, or something stressful is happening later. They may even feel ashamed of their own behaviour if they’re given a chance to calm down.

• Separate the ‘what’ from the ‘how’. Sometimes it helps to focus your response on what clients have said, rather than how they have said it.

Clients are emotional too, and may not be very good at managing those emotions. You can help them with this by looking past the emotion (how they say it) and focusing on what’s good in what they are saying.

For example, it’s positive that they are expressing their views, rather than staying silent: we want clients to participate, after all. Chances are, there are other positives about what they’ve said too. Have they highlighted an interesting argument, or a good objection, or a widespread source of frustration? Even if you can’t agree with anything they’ve said, can you commend any of it as interesting or thoughtprovoking? If nothing else, can you commend their honesty?

• Bring in other clients. Sometimes it helps to broaden the conversation to involve the other clients in the room. Rather than respond yourself, say: “What do other people think about this?”

Doing this gives you time to manage your emotions and think. It helps you avoid getting drawn into a back-and-forth argument. Other clients may make the points you wanted to make – and those points will have much more weight coming from another client than coming from you. If nothing else, you’ll show those other clients that you care what they think as well.

• Discuss the behaviour privately. Sometimes you may decide you need to have a quiet word with a client during an activity or a break. This can apply to virtual classrooms too, though you may want to take the client into a virtual private room. Alternatively, you could privately message them through the chat function on the video conferencing software. Take a few moments to plan how you will make this conversation as constructive as possible. The language you use can make a big difference to how the conversation goes.

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• You might find it useful to use the Situation Behaviour Impact (SBI) format for feedback. Describe the situation, the behaviour you saw, and the impact that had. For example, say: “[Situation] In the discussion on X, I saw that [Behaviour] you were shaking your head a lot, and that made me think [Impact] you didn’t really agree with what I was saying.”

SBI can help you avoid using evaluative language. For example, instead of saying “You were being disruptive”, you say “I saw you talking a lot to the people either side of you, and my concern is that that may be preventing them from concentrating”.

Remember, clients may be upset for reasons that have nothing to do with the course. Maybe something bad happened on the way in, or something stressful is happening later. If you stick to describing what you see, rather than making guesses about why it’s happening, clients have an opportunity to tell you about the problem.

• Take an unscheduled break. If things get very heated, then you always have the option of taking a quick unscheduled break. This could also be an opportunity to move people around in a physical classroom (see below). Taking a break gives you time to stop and think, and manage your own emotions. It also, critically, gives clients the same opportunity. They too may calm down given a moment to stop and think. Taking a break gives you time to stop and think, and to manage your own emotions. It also, critically, gives the clients the same opportunity. They too may calm down when given a moment to stop and think. A quick break also gives you a chance to discuss the issue privately. BUT you may not want to do that immediately. If you go straight over to the client with ‘an attitude’, then i) neither of you will have had time to calm down and ii) you’ll be making it obvious you’ve only added in a break to deal with this issue. Let a minute pass, talk to your co-trainer, and then consider talking to the client.

• Give the client a choice. In extreme cases, where you have tried a number of the approaches above and a client continues to behave in ways that are negative for other clients in the room, then you may have to ask them to choose. Do they want to carry on behaving as they are, in which case they will be asked to leave and not complete the course? Or do they want to calm down and let other clients get on with the course? At this point, it’s up to them.

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In physical classrooms, move clients around the room - as part of what you do on EVERY course

Moving people around the room is a great way of getting them to take a fresh look at things, providing that current public health rules permit this and it’s safe to do. It also means people will be sitting with new people – which can be very helpful if you have a few clients at one table who are feeding each others’ negativity.

Just as important, it’s good for the clients who are stuck with a negative or difficult partner. In fact, even if all the clients in the room are positive and engaged, moving round will benefit them – because they’ll be exposed to a wider range of perspectives and ideas.

Why not make moving clients something you do in every course? You can even tell people at the beginning of the course: “Don’t get too comfortable, as I’m afraid we’ll be moving you around later”. Then, when it’s time to move, number clients off and ask them to move to a new table based on the number you’ve given them.

If you only move clients when you have a client with ‘an attitude’ in the room, then it can feel like a big deal when you have to do it. But if moving is something you do every time, then it will be much easier. For example, you can just choose to move people a bit earlier than usual, or to do so twice instead of once.

Work with your co-trainer

When you are co-delivering a course, co-trainers can do a lot to help deal with clients with ‘an attitude’. Here are some ideas you might want to discuss with your co-trainers.

• Talk in advance about how you’ll handle tricky situations. What will you do if you see each other handling a situation in a way that is making things worse, not better? How will you give and receive rapid feedback as you go? How will you ask each other for help when needed?

You can use the list of ideas below as a starting point for this conversation. Most of these ideas work best if you’ve agreed in advance how to put them into practice.

• Get your co-trainer to stand behind the client. Not directly behind them, looming over them or staring at them! But in the area of the room the client can’t see, quite close, where they could be watching if they wanted to. This can help to manage clients who are being disruptive in group discussions, or who are having side conversations with the people next to them while you are presenting to the whole group. Just being aware that someone could be watching them may be enough to prompt them to regulate their behaviour.

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• Ask for help on the spot. If you’re the lead trainer and you need help, ask for it. For example, if a client is being very aggressive and you don’t know how to respond, you could make eye contact with your co-trainer, check that they are willing to intervene if needed, and if they are say: “[Co-trainer], what’s your take on this topic?” But be careful not to drop your co-trainer in it! You need to check they are willing to intervene. All of this is much easier if you’ve discussed in advance how to manage situations like this.

• Consult at the next opportunity. While participants are engaged in group activities, take the opportunity to discuss how to handle any difficult situations. If you urgently need a chance to consult, you can always create such an opportunity. For example, add in an unscheduled discussion in pairs of a relevant question, and use this time to talk to your co-trainer. If you urgently need a chance to consult, you can always create such an opportunity. For example, add in an unscheduled discussion in pairs of a relevant question, and use this time to talk to your co-trainer.

• Share how you feel. Using opportunities like this just to tell your co-trainer how the situation is making you feel is an excellent way of managing those feelings. Just saying “I am feeling angry” can help you step outside that anger and act more rationally. Be careful, though. The value of naming emotions is to set them to one side. Don’t let sharing how you feel turn into a mutual whinge! This will make you feel worse, not better.

• Intervene only if you really need to, and only with permission. If your co-trainer is handling a situation in a way that is making things worse, then often your feedback can wait – either until the next break or group activity, or even until the end of the course.

If you really think something needs to be addressed more quickly, then you will need to signal as much to your co-trainer, and let them decide whether or not they want to respond to this signal. This will be much easier if you’ve agreed in advance how to handle situations like this.

• Avoid ‘ganging up’. If you are asked to intervene in a situation by your co-trainer, then you will only add value if you do something different to what your co-trainer is already doing. For example, suppose your co-trainer has got into a back-and-forth argument with a client. Adding yet another argument for your co-trainer’s position is unlikely to be helpful. Instead, think how you can help your co-trainer escape from this unproductive argument – for example, by acknowledging what the client thinks, by separating the ‘what’ from the ‘how’, or by bringing in other clients.

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12. Clients who do not completeShould a client be unable to complete the course (e.g. due to illness, a personal emergency, or IT failure) then you can inform them that they may be offered an opportunity to re-attend the course at a future date.

Clients may also fail to complete a course if they are so disruptive that they are having an adverse effect on other clients. Trainers should first attempt to diffuse the situation with techniques described in the Dealing with Disruptive Clients section. As a last resort, the trainer can require the client to leave the course. If the course is virtual, the trainer can easily remove the client. For physical classroom courses, disruptive clients should be asked to leave. Refer to the Section on Dealing with Disrupting Clients for advice on the removal of disruption clients from physical classroom courses. Any client who does not complete due to disruption should be referred back to the police for prosecution, as per the UKROEd policy.

Where clients undertake an on-road element of a course, and are found to be a danger to the public, the practical element of that part of the course should be terminated immediately. They should be recorded as “attended – did not complete”. For further details see NDORS 002 Police for Non-Improved Driver on NDORS Course (see Appendix).

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13. AppendixTo access the UKROEd policies, please visit www.ukroed.org.uk and login to the members area using your username (or email address) and password. Click on ‘Documents’ to the right of the top banner (Figure 2). This will take you to the UKROEd document library.

Figure 2. The top banner of the members’ dashboard on the UKROEd website. The link to the Documents Library is circled in red.

This will take you to the UKROEd instructor document library. From here, you can select the ‘Policy’ section (Figure 3).

Figure 3. The top level of the UKROEd Instructor Document Library. The link to UKROEd polices is circled in red.

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The policies stored in the Documents Library are listed here:

PSU 003 – Confidential Disclosure Policy

How any course provider, course provider personnel, licenced trainer or instructor, or UK road staff may make a confidential disclosure of suspected wrongdoing or danger in relation to our activities

NDORS 001- ID Requirements for Clients Wearing Garments Covering the Face

This policy lays out the guidance for the verification of the identity of clients attending NDORS courses wearing garments covering the face for religious or cultural reasons.

NDORS 002 – Policy for Non-Improved Driver on NDORS Course

Details the actions expected of the coach, course provider, and police forces, where an offender attending a Safe and Considerate Driving course demonstrates driving ability which is deemed by the coach/course provider to present a danger to the public.

NDORS 003 – Eyesight Testing when Attending a Safe and Considerate Driving Course

This policy lays out the rules and guidance around eyesight testing when attending a Safe and Considerate Driving course.

NDORS 007 – Use of Mobile Devices on NDORS Physical Classroom Courses

To state the acceptable/unacceptable use of mobile devices by clients attending NDORS physical classroom courses.

NDORS 007A – Use of Mobile Devices on NDORS Virtual Courses

To state the acceptable/unacceptable use of mobile devices by clients attending NDORS virtual courses.

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NDORS 008 – Clients Attending NDORS Physical Classroom Courses with Additional Requirements

This policy gives guidance for providers in dealing with additional requirements for clients attending NDORS courses (including breastfeeding).

NDORS 008 – Clients Attending NDORS Physical Classroom Courses with Additional Requirements

This policy gives guidance for providers in dealing with additional requirements for clients attending NDORS courses (including breastfeeding).

NDORS 009 – Personal Standards for Course Attendees

This policy lays out guidance and rules for personal standards for course attendees.

NDORS 010 - Requests to Attend and View NDORS Courses V3

How and when observers will be permitted to observe live NDORS courses.

NDORS 017 – Use of Interpreters on NDORS Physical & Virtual Courses

Arrangements required to include interpreters for clients attending indoors physical and virtual classroom courses.

NDORS 011 Safeguarding Policy (persons under 18 attending NDORS courses)

Requirements and obligations under the current UKROEd framework for providers to ensure trainers and instructors delivering UKROEd courses to persons under the age of 18 comply with the Safeguarding Vulnerable Groups Act 2006.

NDORS 018 – Course Provider Change Requests

Policy in relation to course provider change requests. This policy provides a list of key considerations for all NDORs course providers before implementing a change to any content or process that impacts on UKROEd or the Scheme.

28 Trainer Manualwww.ukroed.org.ukUKROEd

UK Road Offender Education