Fundamentals of Instruction: Task A

Human Behavior and Effective Communication

1.1 Human Behavior

Human behavior is an attempt to explain how and why humans function the way they do.

Abraham Maslow

1908-1970

The father of humanistic psychology and creator of Maslow's Hierarchy of Needs.

1.1 Human Needs & Motivation

Defense Mechanisms

Defense mechanisms are subconscious ego-protecting reactions to unpleasant situations.

1.3

Typical Defense Mechanisms

  • Repression - (Denial) "It's too painful to think about." Really not fun stuff.

  • Compensation - "I didn't do well on this question, why didn't you ask one of the questions I knew?? I'm an expert at XYZ!"

  • Projection - "I failed this check-ride because my CFI was too distracted with his other students."

  • Rationalization - After having a pilot medical rejected, the reaction is  "I didn't even want to learn to fly anyway."

  • Reaction formation -  "Acting like you hate someone, you have a crush on."

  • Displacement  - "Get in trouble at work, go home and take it out on your spouse."

Student Emotional Reactions

1.4

Typical Reactions include

  • Anxiety
  • Impatience
  • Worry or Lack of Interest
  • Apathy Due to Inadequate Instruction
  • Physical Discomfort, Illness, Fatigue, and Dehydration

Normal Stress

Responds rapidly and exactly within the limits of their experience and training; the individual thinks rationally, acts rapidly, and is extremely sensitive to all aspects of their surroundings.

Abnormal Stress

The response to anxiety or stress may be completely absent or at least inadequate; response may be random or illogical or may be more than is called for by the situation.

Flight Instructor Actions Regarding Seriously Abnormal Learners

If ever in doubt, get a second opinion.

Listen to your gut.

Basic Elements of Coimmunication

1.5

  1. Source
  2. Symbols
  3. Receiver

Barriers to Effective Communication

1.6

C onfusion between the symbol (word) and the symbolized object.  This results when a word is confused with what it is meant to represent. (ex: Stall = Engine Stops)

O veruse of abstractions - Abstractions are words that are general rather than specific. The word “aircraft” is an abstract word that might mean an airplane, a helicopter, an airship, etc.

I nterference — The prevention of a process or activity from being carried out properly; composed of factors outside the control of the instructor. (Noise, technical issues, environment)

L ack of common experience — between the instructor and the student; this is the greatest single barrier to effective communication.

C O I L 

Developing Communication Skills

1.7

Role Playing

Instructional communication experience comes from actually doing it and is learned by role playing during the instructor’s initial training. 

For example, an instructor applicant can fly with a CFI who assumes the role of a student pilot.

Instructional Communication

Instructors must always determine whether the student has actually received and retained the knowledge.

Use examples of past experiences to illustrate particular points.

Communication has not occurred unless the desired results of the communication have taken place. 

Listening

Do not interrupt

Do not judge

Think before answering

Be close enough to hear

Watch non-verbal behavior

Beware of biases

Look for underlying feelings

Concentrate

Avoid rehearsing answers while listening

Do not insist on the last word

Questioning

Good questioning can determine how well the student understands what is being taught.

 

It also shows the student that the instructor is paying attention and is interested in the student’s response.

Questions?

Human Behavior and Effective Communication - 1.A

By Mark Berry

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Human Behavior and Effective Communication - 1.A

The study of human behavior is an attempt to explain how and why humans function the way they do.

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