Marginal utility

In the world of economics, there is a term used: "marginal utility" which has a description of:

the benefit gained from consuming one additional unit of a product or service - 

"the law of marginal utility states that the first x is worth more than the second x (be it dollars, hours of free time, video games, pieces of food, etc.)"

I find myself wondering how this may relate to behaviours by pupils and driving instructors.  I have witnessed for years a perceived dip in performance midway through a BIG TOM intensive driving course. My pupils often think it is terminal, a definite end to their ambitions of gaining their driving licence.  "Sit tight," I reassure them, "all is not what it might at first appear".  Generally speaking, they make great initial gains, they are flying in progress.  Does a bit of complacency creep in?  Does the cause of the above "discretionary effort" creep into their mind?  "Wow, if I'm making this amount of progress over just 2 days, then I can relax a little, this is a done deal".  They recognise that they are now driving around without killing anyone, wow, they really are driving.  The driving instructor makes all efforts to put these early gains into context, but is the value of each passing hour decreasing in the eyes of the pupil?  Do the initial hours where pupils are fumbling around in their thoughts of helplessness and confusion hold more value in their mind because they have less ability?  

It could be explained as the perceived value of each hour of driving training, dwindling in value with the passing of time and increased ability.  One of the challenges for driving instructors is describing the path a pupil will take when learning to drive.  Attempting to describe the importance of invisible cognitive driving skills rather than motor skills needed to operate the car.  One tip I can offer BIG TOM driving instructors is to explain to pupils that a car is merely a machine - the operator of it is responsible for it's safe and effective operation.  If the machine is stopping suddenly, making strange noises, vibrating oddly, then they need to adapt how they are operating it.  However, by far the bigger challenge is to develop the necessary skills to then safely operate that machine in a wide variety of different driving conditions.  Pupils don't as a rule, consider operating the car in the dark, fog, country roads etc.  It is not necessarily obvious that a different environment creates challenges with regards to the ability to operate the car.  Consequently, at precisely the time when a pupil needs to stay focused, keep effort levels high, continue the rate of learning, in fact, their levels start to lessen.  

As it happens, in my experience of our intensive courses, this perceived "doom and gloom" is very short-lived.  It simply acts as a reminder to the pupil that they are in "consciously incompetent" mode - keep going.

But I also think there is something to be said of this "marginal utility" effect for driving instructors.  Complacency in the training environment is very unhelpful.  Individual pupils who present themselves to our service, deserve consistently high levels of performance by their BIG TOM driving instructor.  Remember, a unit of value is worth more to people who have less.  The pupil who sits beside you at the start of the flagship BIG TOM two week intensive driving course is owed as much first-class tutoring in that first hour as the last hour.  A busy BIG TOM driving instructor is running 2 or 3 intensive courses per week; pupils are coming fast.  It is incredibly important to not allow the safety and reliability of the BIG TOM brand to excuse lower standards of service.  Customers are forfeiting time and finance to attend a training course and they absolutely deserve the utmost standards of professional service for every single hour of that programme.