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Fundamentals of Instructing > Human Behavior and Effective Communication > Flashcards

Human Behavior and Effective Communication Flashcards

1
Q

What is Human Behavior

A

The study of human behavior is an attempt to explain how and why humans function the way they do.
Human behavior is also defined as the result of attempts to satisfy certain needs.

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2
Q

What is a way to determine a person’s personality type?

A

The Myers-Briggs Type Indicator (MBTI) test.

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3
Q

Why is it important to understand a person’s personality type?

A

Not only does personality type influence how one learns, it also influences how one teaches. Learning one’s personality type helps an instructor recognize how he or she instructs.

The match or mismatch between the way an instructor teaches and the way an individual learns contributes to instructional satisfaction or dissatisfaction.

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4
Q

What is Motivation?

A

Motivation is the reason one acts or behaves in a certain way and lies at the heart of goals.

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5
Q

Why is it important to understand motivations?

A

An important part of an aviation instructor’s job is to discover what motivates each learner and to use this information to encourage him or her to work hard.

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6
Q

What are some different types of motivation?

A

Positive and negative motivations.
Tangible or intangible.
Subtle or obvious.

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7
Q

What are positive motivations?

A

Positive motivation is provided by the promise or achievement of rewards. These rewards may be personal or social, they may involve financial gain, satisfaction of the self-concept, personal gain, or public recognition.

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8
Q

What are negative motivations?

A

Negative motivation may engender fear,
for example. While negative motivation may be useful in certain situations, characteristically it is not as effective in promoting efficient learning as positive motivation. Insecure and unpleasant training situations inhibit learning.

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9
Q

What are intangible motivations?

A

Learners seeking intangible rewards are motivated by the desires for personal comfort and security, group approval, and the achievement of a favorable self-image.

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10
Q

What is a way an instructor can gather information on a learner and their motivations.

A

A Learner Questionnaire.

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11
Q

What are some ways an instructor can provide positive feedback?

A

⦁ Praising incremental successes during training.
⦁ Relating daily accomplishments to lesson objectives.
⦁ Commenting favorably on learner progress and level ability.
When that same skill reaches an intermediate level, point out that the learner’s performance is almost consistent with the requirements of the Airman Certification Standards (ACS)

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12
Q

What is one way to Present new Challenges?

A

Instructors can add new problems or situations to create a learning scenario.
When a learner begins to perform a
skill consistently to ACS or PTS requirements, challenge him or her to continue to improve it such that the skill can be performed
under pressure or when distracted.

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13
Q

What are some ways to recognize a drop in motivation?

A

Learners may come to lessons unprepared or give

the general sense that aviation training is no longer a priority.

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14
Q

What are some things an instructor can do to ensure that learners continue to work hard?

A
  1. Ask new learners about their aviation training goals.
  2. Reward incremental successes in learning.
  3. Present new challenges.
  4. Occasionally remind learners about their own stated goals for aviation training.
  5. Assure learners that learning plateaus are normal and that improvement will resume with continued effort.
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15
Q

What are the human needs?

A

Psychological needs, safety and security, love and belongingness, self-esteem,
and self-actualization.

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16
Q

What does Maslow’s hierarchy state?

A

Each level has to be meet 100 percent before moving on to the next level of need. However, a person
can still achieve what they were “born to do” while still being hungry.

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17
Q

What are Physiological needs?

A

These are biological needs. They consist of the need for air, food, water, and maintenance of the human body. If a learner is unwell,
then little else matters. Unless the biological needs are met, a person cannot concentrate fully on learning, self-expression, or any
other tasks.

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18
Q

What can an instructor do to ensure Physiological needs are met?

A

Instructors should monitor their learners to make sure that their basic physical needs have been met. A hungry or tired
learner may not be able to perform as expected.

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19
Q

What are Security needs?

A

All humans have a need to feel safe. Security needs are about keeping oneself from harm. If a learner does not feel safe, he or she cannot concentrate.

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20
Q

What can an instructor do to ensure a learner feels secure?

A

The aviation instructor who stresses flight safety during training mitigates feelings of insecurity. A flight instructor should be aware of his learner’s fear of certain flight regions and ease them into those situations carefully.

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21
Q

What is the need of Belonging?

A

When individuals are physically comfortable and do not feel threatened, they seek to satisfy their social needs of belonging. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection, and the sense of belonging.

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22
Q

What can an instructor do to help a learner’s sense of belonging?

A

Introduce them to other students.
Instructors should make every effort to help new learners feel at ease and to reinforce
their decision to pursue a career or hobby in aviation.

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23
Q

What are Cognitive and Aesthetic needs?

A

Cognitive (need to know and understand)
Aesthetic (the emotional need of the artist)
Humans have a deep need to understand what is going on around them.

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24
Q

What is true of Aesthetic needs?

A

When someone
likes another person, a house, a painting, or a song, the reasons are not examined—he or she simply likes it.
If an instructor does not “like” a learner, this subtle feeling may affect the instructor’s ability to
teach.

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25
Q

What is Self-Actualization?

A

A person’s need to be and do that which the person was “born to do.”

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26
Q

What are self-actualized people are characterized by?

A

⦁ Being problem-focused.
⦁ Incorporating an ongoing freshness of appreciation of life.
⦁ A concern about personal growth.
⦁ The ability to have peak experiences.

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27
Q

What are Defense Mechanisms?

A

A biological or psychological response to an outside source of stress, fear, anxiety or perceived danger.
⦁ They often appear unconsciously.
⦁ They tend to distort, transform, or otherwise falsify reality.

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28
Q

What is Repression?

A

Pushing unwanted thoughts into subconscious

Wanting to forget a bad experience

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29
Q

What is Denial?

A

Refusal to accept reality because it is too threatening

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30
Q

What is Compensation?

A

Disguise undesirable quality by emphasizing a more positive one.

31
Q

What is Projection?

A

Relegate the blame for their shortcomings to others.

32
Q

What is Rationalization?

A

The student cannot accept the real reason for their behavior.
They choose false reasons to blame for what they did.

33
Q

What is Reaction Formation?

A

Person fakes a belief opposite to the true belief because the true belief causes anxiety.

34
Q

What is Fantasy?

A

Students escape frustrating situations by taking physical or mental flight.

35
Q

What is Displacement?

A

If the student cannot deal with their frustrations, they may vent their frustration on a neutral object of person.

36
Q

What is Resignation?

A

Students become frustrated & give up
Usually caused when they complete some initial stage of training without mastering a fundamental & then become lost in advanced stages.

37
Q

What are Learner Emotional Reactions?

A

Anxiety
Impatience
Worry or Lack of Interest
Physical Discomfort, Illness, Fatigue, and Hydration

38
Q

What is Anxiety?

A

Anxiety is probably the most significant psychological factor affecting flight instruction.
Anxiety is a feeling of worry, nervousness, or unease, often about something that is going to happen, typically something with an uncertain outcome.

39
Q

What are normal reactions to Anxiety?

A

Appropriate reaction but more rapid response to situation,

40
Q

What are abnormal reactions to Anxiety?

A

Freezing
Unable to do anything correctly in response to situation
Doing something with no rational thought or reason

41
Q

How can an instructor help reduce Anxiety?

A

Introduce certain types of flight operations and maneuvers with care. Carefully describe what is to be expected.
Reinforcement learner’s enjoyment of flying
Treat their fear as a normal reaction. Don’t ignore it. Teach them to cope with it.

42
Q

What can cause Impatience in a learner?

A

Failure to understand why we must learn the basics before moving on to their goal, being taught at to slow a pace for their learning style, or if too much drill and practice is used on something mastered.

43
Q

How can Impatience be countered with a learner?

A

Present the basics with clear, concise goals and standards that must be mastered to meet that step.
Once mastered move on and review to keep proficiency.

44
Q

What will result from Worry or Lack of Interest in a learner?

A

Learners who are worried or emotionally upset are not ready to learn and derive little benefit from instruction.

45
Q

What can cause Worry or Lack of Interest in a learner?

A

Concerns about progress in training
Personal problems
Emotional problems
Dislike for the instructor and/or training program

46
Q

How can an instructor mitigate Worry or Lack of Interest in a learner?

A

Prevention.
The instructor should be alert and ensure the learners understand the objectives of each step of their training, and that they know at the completion of each lesson exactly how well they have progressed and what deficiencies are apparent.

47
Q

What is Acute Fatigue?

A

Acute fatigue, a normal occurrence of everyday living, is the tiredness felt after long periods of physical and mental strain, including strenuous muscular effort, immobility, heavy mental workload, strong emotional pressure, monotony, or lack of sleep.

48
Q

How can Acute Fatigue be recognized?

A 
⦁ Inattention
⦁ Distractibility
⦁ Errors in timing
⦁ Neglect of secondary tasks
⦁ Loss of accuracy and control
⦁ Lack of awareness of error accumulation
⦁ Irritability
49
Q

What is Chronic fatigue?

A

Chronic fatigue occurs when there is not enough time for a full recovery from repeated episodes of
acute fatigue. Chronic fatigue’s underlying cause is generally not “rest-related” and may have deeper points of origin. Therefore, rest alone may not resolve chronic fatigue.

50
Q

What is Apathy?

A

Apathy Due to Inadequate Instruction
Learners can become apathetic when they recognize that the instructor has made inadequate preparations for the instruction being given, or when the instruction appears to be deficient, contradictory, or insincere.

51
Q

How can an instructor prevent apathy in a learner?

A

Instructors should provide well-planned, appropriate, and accurate instruction. Nothing destroys a learner’s interest as quickly as a poorly organized period of instruction.
Be prepared, use manners, be professional.

52
Q

What is the difference between Stress and Anxiety?

A

Everyone experiences stress and anxiety at one time or another. The difference between them is that stress is a response to a threat in a situation. Anxiety is a reaction to the stress.

53
Q

What is a normal reaction to stress?

A

Rapid response within the limits of experience and training

54
Q

What are abnormal reactions to stress?

A 
Extreme over-cooperation
Painstaking self-control
Inappropriate laughing or singing
Rapid emotional change
Sever anger that is directed outward. (At you, ATC, line personal)
55
Q

What is communication?

A

Communication occurs when one person transmits an idea or feeling to another person or group.

56
Q

How can we measure effectiveness of communication?

A

Effectiveness is measured by the similarity between the idea sent and the idea received.

57
Q

What are the elements of communication?

A

Source
Symbol(s)
Receiver

58
Q

How can the source communicate effectively?

A

Select and use language for transmitting symbols that is meaningful to the receiver.
Consciously or unconsciously we reveal info about ourselves as the speaker. -Be confident
Use accurate, up-to-date, and stimulating material

59
Q

What are three characteristics of a receiver?

A

Abilities
Attitudes
Experiences

60
Q

What are die difference perceptions (channels)?

A

Visual
Auditory
Kinesthetic

61
Q

What are symbols?

A

All basic communication is achieved through symbols.
Words in a vocabulary form a basic code
Common gestures and facial expressions form another.

62
Q

When does communication occur?

A

Communication occurs when the symbols are combined into meaningful wholes.

63
Q

How should an instructor give a student feedback?

A

Inform them of their progress.
Positive feedback builds self-confidence and reinforces favorable behavior.
Negative feedback should be done in private and used carefully.

64
Q

What are barriers to communication?

A

Confusion between the symbol and the symbolized object
Overuse of abstractions
Interference
Lack of common experience

External Factors

65
Q

What is an example of Confusion between the symbol and the symbolized object?

A

If I say mechanic what do you think of? What would someone with no experience in aviation think of?

66
Q

What is an example of Lack of Common Experience

A

A student’s past experiences determines how they respond, and what they will/will not understand.

Students will be unfamiliar with technical jargon associated with aviation.

67
Q

What is an abstraction?

A

A word that is general in meaning.
A word that stands for an idea that cannot be directly experienced or bring an exact mental image in the mind of the student.
“Hold the nose up a bit.”
“Take some power out.”

68
Q

What is interference, and how can it be mitigated?

A

When the message gets disrupted, truncated, or added to somewhere in the communication sequence.
Additional feedback and confirmation can help reduce the chance of interference from causing harmful effects.

69
Q

How are ways that Communication Skills can be developed?

A

Questioning
Listening
Role-Playing
Instructional Enhancement

70
Q

Why is being a good listener important as an instructor?

A

You as an instructor should know something about your student in order to communicate effectively. A good way to do this is to be a good listener.
A good instructor works to master listening ability and frequently self-evaluate this skill.

71
Q

What is true of a good question?

A

Good questioning can determine how well the learner understands what is being taught.
Shows the student is paying attention and you have their attention.

72
Q

What type of questions should an instructor ask?

A

Open-ended questions should be asked.
Designed to encourage full, meaningful answers using your student’s knowledge and perceptions.
Typically begin with “why” or “how”.
Asking this type of question is an important skill for the CFI.

73
Q

What is a close ended question?

A

Avoid closed-ended questions.
These encourage short or single word answers. “yes” or “no”
Only evaluate the student’s rote level of learning.

74
Q

What is Instructional Enhancement?

A

An instructor never stops learning.
The more an instructor knows about a subject, the better you will at conveying that information.
Additional knowledge and training will bolster your confidence and give your instructional presentation more depth.

Fundamentals of Instructing (3 decks)

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