Abstract
The issue of coaching as a potential learning methodology has been highlighted by a European Union task force (HERMES, 2010) and has been the subject of a number of research papers over the past two years. This paper reports the results from a RCT study of coaching with fleet drivers based on a sample of 327 participants, and drawing on results from insurance claims, company fleet car records on mileage and driving convictions. The results indicate there was no statistically significant difference between the intervention (coaching) group and the control (instruction) group. The paper considers why this may be the case and contrasts the results with other papers where statistically significant results are reported in coaching and driving research.
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