Following many requests from ADIs, this and my next couple of articles should help remove a little of the mystery, dispel some myths and help you to better prepare for future check-tests.

I think it would be fair to say that there are many ADIs who consider the check-test to be, at best, an inconvenience and, at worst, a downright imposition. After all, it can't be right for people (SEADIs) who might have never given a driving lesson in their lives, to make decisions that could ultimately take away your livelihood. Can it?

If we lived in an ideal world instructors would welcome the check-test as 'just another lesson' and be glad of the opportunity to get useful feedback from an objective observer; so why do many instructors consider that it is something to be feared?

The reasons for nervousness about check-tests are probably many and varied. However, given that there are three parties involved - the instructor, the examiner and the pupil - it's reasonable to assume that gaining a better understanding of the roles played by all parties will help go some way towards resolving the problem; this is my starting point. In the following issues I'll explore the practicalities of the check-test appointment and the examiners marking system.

The Instructor's role

Despite the best efforts of instructor organisations and others, there is little or no culture of self-development within the driving instructor community. Competitive lesson pricing means that many - possibly the majority - of instructors fail to allow for the cost of 'development training' when setting lesson prices; as a result they fail to invest sufficiently in the improvement of their own skills after qualification.

This lack of continued instructor development is compounded by the fact that many training organisations seem happy with a mediocre standard of initial training, a high drop-out rate and an extremely low national average pass rate for part-three of the ADI qualifying exam. My experience suggests that a high percentage of those who do manage to qualify only attain a score of 4-4, a level that the DSA has described as a "Moderate performance with some shortcomings which require attention". After having spent all of their savings on training which is often (at best) mediocre, few new instructors invest in further training.

It's hardly surprising then, that this shaky foundation coupled with a lack of investment in further training leads to loss of sleep as the dreaded check-test looms ever closer with the risk that the unattended 'shortcomings' will be exposed.

There is, of course, a school of thought amongst some instructors that considers the attainment of a high check-test score, or acquisition of further qualifications, to be a waste of time and effort. After all, the only thing the public are interested in is a low lesson price! They are not aware of the grading system or the 'Diploma in Driving Instruction' etc. so why bother?

Instructors subscribing to this 'why bother?' viewpoint might do well to ask themselves why not all of their business is recommendation; why they are not able (or confident enough) to charge the highest lesson rates in their area; why their pass rate is only at, or below, average; and why they sometimes see past pupils taking lessons with other instructors. Self-development is about gaining skills, not labels! It's true that your pupils might not know about the various qualifications you hold, but they will notice and appreciate the difference in your instruction ­ and they'll tell their friends about it!

So what's the answer? Where do you start if you want your next check-test to be a breeze? Well for a start you could consider how much you are prepared to invest in your own future. Little more than an hour's study each week could help you to gain the Diploma in Driving Instruction. As little as £250 would buy a day's re-training and a few books; or you might choose to invest in a course leading to an adult training certificate. Many instructors who have already followed these paths have found that their investment has been repaid as their 'more confident' approach has led to higher prices.

The instructor's role during the check-test is no different from his/her role on any other lesson, i.e. to give maximum value for money and promote optimum learning.

The Supervising Examiner's role

Some Supervising Examiners are ex-driving instructors, or have had an instructional role within the DSA, but many have not. This lack of instructional experience leads to the complaint that they can't possibly assess a driving lesson properly. The truth is, however, that the average SE has had more training than most instructors!

Supervising Examiners are trained in assessment. This training enables them to judge the interaction between the instructor and pupil and gauge the effectiveness of the training. This coupled with an expert knowledge of driving makes them suitably qualified to assess driving lessons. Assessment is a skill in itself ­ in many situations a rudimentary knowledge of the subject being assessed (in this case, teaching) is all that is required.

Problems can arise when the SE offers remedial advice. Some instructors grumble that the SE's feedback is vague and does not help them enough, but they are missing the point. The SE is not there to offer training, but simply to carry out an assessment. I'm not suggesting that you ignore your examiner's advice. However, if you are unsure about it, or disagree, seek clarification from an expert trainer.

I accept that the system is not perfect and, unfortunately, examiner's advice about training is not always as useful as it might be. An example that comes directly to mind is a colleague who was told that he should have given his pupil a 'good boll***ing' after messing up a roundabout. If the SE had been a trainer he might have offered advice about the suitability of the training route!

Ultimately, whatever you think about Supervising Examiners, if your skills are suitably developed your customers will be learning well and enjoying their lessons. The examiner's role is simply to record the degree to which you assist and promote that learning.

The Learner

The learner plays a fairly passive role in the check-test process (but an active role in the lesson). The learner's job is simply to turn up and respond to your training. Given this fact, how do you account for instructors who make the claim: "My pupil let me down on the check-test"? After all, if the learner turns up and keeps breathing for an hour, their job is done!

It's important to remember that many learners will skip back two or three lessons with a 'Superior Examiner' in the back of the car. They will forget the most basic things that they were able to do perfectly last week, or even yesterday. But this should not be a surprise. If your training is 'pupil centred' you will respond appropriately, offering help, instruction and advice in line with their needs. The only way your pupil can let you down is by not turning up!

When choosing a pupil for the test it is probably best to avoid your 'favourite' or 'best' pupil. They will often feel something like: "I mustn't let my instructor down". This can make the lesson very stressful for them and certainly not do you any favours. Choose whoever is available and simply give whichever lesson is due; if their standard is not up to scratch on the day, simply change your plan.

And finally, a word of warning. I recently heard a story about an instructor who had rehearsed the turn-in-the-road lesson with a pupil in preparation for the check-test. The instructor explained to the examiner that the manoeuvre was being introduced to this pupil for the first time. The briefing was given and all went well until the instructor said "Now make sure that it's clear behind before starting to reverse" to which the pupil replied "Oh yes the same as when we did it last week". I'm not sure what was said in the examiner's de-brief, but I can hazard a guess!

You can contact John Farlam by:
email: John@smartdriving.co.uk
and/or get free driving, training and business advice by visiting:
www.smartdriving.co.uk