Qualifying to Become an ADI

To become a driving instructor, authorised by the Driving Standards Agency, the DSA, it is necessary to acquire an ADI qualification, or as it is known within the trade, the green badge. This is a process that has to be completed in three parts.

Part–1 is a theory exam, which also includes a hazard perception test, all of which is carried out by means of a visual and interactive process from a computer screen, whilst in attendance at a DSA centre. Questions about the Highway Code and DSA driving manual are to be answered by a touch screen system, or in the case of the hazard perception test, developing hazards are identified by the click of mouse button.

The theory exam provides four possible answers to each question, only one of which is the right answer. It’s a bit like playing, Who Wants to be a Millionaire, except this game has no lifelines and no cash prizes.

The hazard perception test requires the candidate to view a series of video clips and to click a computer mouse button when identifying a developing hazard. It is the same hazard perception test as that completed by learner drivers, but for the aspiring ADI, the pass mark is set at a higher level.

Re–Taking the Driving Test

Part–2 of the ADI process is that of re–taking a DSA driving test, but again with fewer errors being tolerated. However, for this driving test the trainee ADI is set the additional task of being observed whilst driving on a motorway, which of course a provisional licence holder is prohibited from doing.

So, apart from the motorway drive, which can only take place if there is a motorway near to hand, the standard of driving exhibited by the trainee ADI is not being tested against a higher rated driving system, but against a standard system, but with a tougher pass mark. It’s a bit like playing a computer game with the difficulty mode turned up a few notches.

Being Assessed on Ability to Deliver a Driving Lesson

For part–3 the trainee ADI is assessed according to his or her instructional ability and for this section the examiner plays the role as the student. The test lasts for an hour and covers two training scenarios, each taking half an hour to complete.

For the first simulated lesson the examiner plays the part of a complete novice driver and there are various scenarios he or she can choose from. For the second lesson the examiner plays the part of a learner who is at a stage ready to take the driving test, and again the examiner can choose from a number of topic options.

Finding The Right Level

It is fair to say that I had a bit of a problem going through the ADI qualifying process, but very much in a different way to those who start their route to becoming a driving instructor from the ordinary walks of life. It is also difficult to write this piece without it coming across as me being conceited, which I don’t think I am.

However, suffice to say, with my police class–one advanced certification, the level of training I received was about as good as it gets – and that was the problem. For a start the DSA do not appreciate the Roadcraft driving system, so after only ever using The System for what had been 25–years by then, it was as if that was the only way in which I knew how to drive.

There were so many things I had to put a lid on, which didn’t involve speed by the way. I knew that during my part–2 module that if I straight–lined a roundabout junction I would fail, even though in the circumstance in which I was used to doing this actually made it safer. I also knew that if I crossed the road centre to set the car up for a left–handed bend that would not be understood either.

No early line of approach to nearside hazards, no use of available road space to improve vision and no use of the car to control other traffic and therefore build safety margins. All this had to be cut out of my delivery, the difference being much like that between reading one of the great literary works, such as Charles Dickens or Tolkien, compared to a Janet and John book.

This is just a handful of things I could have been pulled up for, as there are others I could mention. As it was, and whilst on test, I got criticised for using good defensive tactics outside a junior school, to give one example of a few.

Hazard Management in the Interest of Safety

It was just after 3.00pm in the afternoon and the kids were piling out of the school to meet mums and dads waiting in cars on the road. I was not taking this test in my home area and was therefore previously not aware of the school. There were cars parked on both sides of the road, this being in the middle of a 1960’s housing estate. You can imagine the scene I expect, that of kids swarming all over the place, getting into vehicles as well as parents getting out, all combining to create mayhem.

The road outside, relative to the direction I was driving, narrowed in width and with the school buildings, set back from the road, to my nearside. Looking into this ‘funnel’ lined with parked cars it was plain to see that whilst it was wide enough for two cars to pass each other at my end, the other end, some 50–metres away, it was too narrow.

Looking beyond the other end there was a Ford Transit panel van approaching, followed by a couple of cars, and with the van driver already committing himself to entering the affected area. I slowed and stopped, positioning my car so as to discourage the drivers behind from going around me, prior to reaching the affected area. I wanted to allow the oncoming vehicles to pass through and clear the school frontage before moving into the danger area.

Failing to Make Progress

My examiner criticised me, saying that I should have gone into the hazard area (lines of parked cars) as far as the available width would allow and then waited in there for the oncoming vehicle to clear. As it was I had apparently failed to make progress.

The choice I made was to leave space in the hazard area for the safety of the young kids and their parents, as had I taken my car in there, and been surely followed by the others behind, this would not have only clogged up the road. The presence, therefore, of all these vehicles would have restricted vision for others, partially hiding the young pedestrians. The logic in my planning was completely lost on my examiner it seems.

2.5–Miles of Motorway Driving Assessment

As said earlier, apart from this ‘driving test’ being measured against a more critical scoring system, it still used the rubbish DSA driving methods. The only difference was being required to drive on a motorway.

My motorway assessment happened between junctions 24 and 23 of the M25, a distance all of 2.5–miles. As traffic on the day was fairly heavy, I just remained in lane–1 to the next exit and left the motorway whilst wondering what that exercised actually proved. Had I later applied to become a Pass Plus provider, this visit to the motorway was all I needed to then deliver motor driving lessons!

Anyway, I passed part–2, with some moans and groans about this and that and so I then had part–3 to look forward to. This would be the module of the ADI process during which I would be assessed for my instructional ability.

Completing Part–3 of the ADI Qualification

This was the only section for which I paid out for some training, having been advised that only 6% of ADI candidates pass the part–3 test at their first attempt – and many never pass it at all. I sought out a diamond of a guy who operates in Leicester, called Colin Scott.

As I had to travel a fair way to get there, I completed my sessions in 4–hour blocks. This actually worked well as I could really get into the training over that period. Colin used to be an examiner of people taking their ADI tests and therefore knew every stunt and trick in the examiners book. Having pulled everyone of them out of the bag whilst with me, by the time I went for test there was nothing that was going to surprise me.

Thanks to my trainer I passed first time, even though I submitted to the test in an unfamiliar environment.

I was Now a Qualified ADI, but There Were More Tests

Within 3–months of my passing the ADI qualification I was required to submit to what is called a check test. This is an interim test of ability a little further down the time line and supposedly after having delivered a few real–life driving lessons.

The daft thing about it is you have to choose between two scenario options according to what kind of driving lesson it is you are going to deliver. These choices are that of a learner driving lesson, or a fleet driver training lesson.

As neither applied to me I telephoned the DSA office and asked if I could be assessed for my ability to conduct an advanced driver training session delivering to the Roadcraft system. I knew this wasn’t going to be easy when the member of staff who answered my call had to ask me to repeat the name Roadcraft twice and then ask for me to explain what it was.

Having gone off to ask someone else what I was on about she eventually came back on the line and suggested that I go along to the test centre and explain to the examiner what I was going to do. This didn’t, however, assist me to complete the application form. I was getting nowhere, so I plumped for a learner lesson option and decided to argue the toss when I got to the check test.

The Day of the Interim ADI Check Test

Come the day of the check test I used the services of a friend of mine to be my student. He was not an advanced trained driver and I told the examiner I was dealing with a full licence holder who wanted to advance his skills on rural roads. I also pointed out that I don’t do learners. At this the examiner promptly marked the ‘lesson’ down as being Pass Plus.

You can just tell by a person’s demeanour sometimes that it will be fruitless to argue, and as this was one of those moments, I didn’t. We just all got into my mates VW Polo and off we went.

Whilst I toned down the training to quite some extent, bearing in mind who I had assessing me and the background of that assessor, there were complaints aplenty from him. Inappropriate positioning of the car at the approach to bends, allowing the candidate to drive too fast (even though it was less than the limit for the road and one on which in a police vehicle I could safely have driven at 90mph on a good day) and not using fifth gear often enough. Thankfully, I was allowed to keep my green badge all the same.

I have been through other check tests since and have now realised how to play the game. Once you cotton on to what they are looking for it is fairly easy to put on a stage show for the examiner. It’s all a charade, a nonsense, but having put a lot of money into getting the green badge, it would be wasteful not to maintain it now.

Conclusion of the ADI Qualification Process

I have to say that I went into the process of qualifying to become an Approved Driving Instructor (ADI) with some pretty negative thoughts towards the DSA. However, I did think to myself that if I was going to complete this process I would try as far as possible to maintain an open mind and evaluate it in as much of a positive manner as I could. Afterall, you can’t criticise a process whilst maintaining credibility unless you have actual experience of that process.

Having now become an ADI, and therefore seen what it entails, as well as having endured the renewals and check tests that have followed, it is difficult to understand how this qualification has relevance to the kind of work I am involved in. I was never going to train learners and I was sure as hell is hot never going to advise and train people to the DSA driving system.

My company works to the Roadcraft driving system, and since the DSA seem not recognise that system, nothing I did to get my green badge had anything to do with Roadcraft. The ADI process has not given me any additional skills to those I already had, and quite frankly, it demonstrated most vividly what an acutely inferior driving process the DSA system is.

The ineptitude of all that is the learner training culture was to be brought home to me most vividly later and when I had to recruit some ADI’s to help build a young driver safety programme for a local authority. That is a story of excruciating pain and stress, for which there is not enough room to write about here.

Regulation of Training is a Good Thing, as Long as it is Relevant

I am all in favour of regulation, if it is put in place in the interest of preserving quality and good standards. The ADI process does that to some degree for the learner driver training industry, albeit a poor common standard. However, in subject matter alone, the ADI process has no relevance to those who train to the Roadcraft, and in my view, has no business being offered as a way of regulating driver training to that system.

How can a regulating body assess something they have not the first idea about how it works, and what’s more, seemingly refuse to acknowledge? This is despite the fact it is a driving system used to train the most highly skilled of drivers in the UK from within the emergency services.

At my most recent check test the examiner asked me what training scenario he was to assess. When I said that I normally train to the Roadcraft system, but appreciated I had to demonstrate DSA methods for the purpose of the exercise, his response was that of, "No you can’t use Roadcraft as we don’t accept that method. That is something used by the IAM."

You Are Here » Home » Blogs Menu » Becoming an ADI

This page was last updated
Saturday, 29-Jan-2011

Qualifying to Become an ADI