There is a huge difference between saying “we train to a standard,” or “we measure student performance,” and actually doing one, the other, or both.
Just saying those catch phrases doesn’t make it so – actually doing these things requires collecting verifiable, relevant data (and lots of it), understanding precisely what the data means, translating it into useful information that will guide student improvement, communicating that information in a way the student can easily comprehend…and being able to do that in a way that enhances as opposed to impedes the learning process.
In driver training, the Friction Circle is just one example of a litany of tools and that sets those who establish and adhere to standards and are committed to accurately measuring performance in meaningful ways from those who simply talk about training standards and measuring performance. While it is just one tool (albeit it a vital one), that provides just one set of data (albeit a critical one), the experienced, knowledgeable instructor not only understands its value and application but is adept at integrating it into their training process.
When it comes to designing, developing and implementing objective training standards and measuring student performance to identify areas for improvement and ensuring that those standards are met, those who have actually done it can easily recognize those who simply say they do – or are engaged in “training theater and theatrics.” Those that have actually been trained to an objective standard and had their performance measured and analyzed intuitively know the difference between the two.
So, the next time a training provider talks about “training to a standard” and “measuring performance” you may want to ask them three simple questions – where is the standard derived from, what metrics are used to measure performance, and how do they apply to actually performing the tasks being trained on in the real world? The answers will go a long way to revealing whether they are what they say they are, or just another thespian.
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Good stuff Joe. Asking those three questions will expose the fiction.
Nicely done, very good information.
I now see the difference and it didn’t strike my mind until when it was explained to me by Mr. Glen Edmunds from Kenya. It made me search more and that when I came across this thanks so much Joe and thanks Glenedmunds advance driving (Kenya).
This is a wonderful exposure and reflects the conflicts of interest that many fail to recognise; typically a trainer/instructor clearly has a vested interest in the student(s) achieving a certain standard whereas an assessor should be committed to accurately measuring performance in meaningful ways, as you say against a recognisable standard using proven metrics for measuring performance that actually apply to the real world in which we live and work.
Great article Joe, never thought about it this way.