Effictive Communation

Question 1

Effective communication (3 parts)

Answer 1

Basic elements of communication

Barriers of communication

Developing communication skills

Question 2

Basic elements of communication

Answer 2

Effective communication is an essential element of instruction. As aviation instructors may posses a high level of technical knowledge, but his or her need to cultivate the ability to communicate effectively in order to share this knowledge with students

Question 3

When does communication take place

Answer 3

Communication takes place when one person transmits ideas or feelings to another person or group of people
Source-sender,speaker,writer,encoder,transmitter, instructor
Symbol-used in composing and transmitting the message,words,signs,and models
Receiver- Listener,reader,decoder,or student

Question 4

3 elements of communcation

Answer 4

Source-sender,speaker,writer,encoder,transmitter, instructor

Symbol-used in composing and transmitting the message,words,signs,and models

Receiver- Listener,reader,decoder,or student

Question 5

Source

Answer 5

Sender, speaker, writer, encoder,transmitter,or instructor

Question 6

Symbols

Answer 6

Commutation is achieved through symbols, which are simple oral and visual codes. The words in the vocabulary constitutes a basic code. Common gestures and facial expressions from another, but words and gestures alone do not communicate ideas. Symbols are perceived through one of 3 sensory channels.

Visual learners rely on seeing, auditory prefers listing and speaking, while kinesthetic learners process and store information through physical experiences such as touching,manipulating,using,or doing. The instructor will be more successful in gaining and retaining the student’s attention by using a variety of channels

Question 7

Receiver

Answer 7

The receiver is the individual or individuals to whom the message is being directed effective communication should always keep in mind that communication succeeds only in relation to the reaction of their receivers. When the receiver reacts with understanding and changes his or her behavior according to the intent of the source; effective communication has taken place

Question 8

3 types of receivers

Answer 8

Abilities
Attitudes
Experiences

Question 9

Abilites

Answer 9

Instructors need to determine the abilities of the student to properly communicate. One factor that can have an effect on students abilities is his or her background. Consider how familiar the student may be with aviation. Their familiarity may range from having grown up around aviation to absolutely no familiarity

Question 10

Attitude

Answer 10

The attitude students exhibit may indicate resistance, wiliness, or passive neutrality. A varied communication approach works best in reaching most students since they have different attitudes

Question 11

Experiences

Answer 11

Student experiences background and educational level to determine the approach instructors takes. What the student knows, along with student abilities and attitude, guides the instructor in communicating. The instructor also needs to be aware of several barriers to communication that can inhabit learning

Question 12

4 barriers to effective communcation

Answer 12

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

Question 13

Lack of common experience

Answer 13

Lack of common experience between the communicator and the receiver is probably the greatest single barrier to effective communication. Communication can be effective only to the extent that the experience of the people concerned are similar

Question 14

Confusion between the symbol nd the symbolized object

Answer 14

Confusion between the symbol and the symbolized object results when a word is confused with what it is meant to represent. To communicate effectively speaks and writers should be aware of the differences. Words and symbols can then be chosen to represnt what he speaker or writer intends

Question 15

Overuse of abstrtactions

Answer 15

Abstractions are words that are general rather than specific. Concrete words or terms refer to objects people can relate directly to their own experiences. These words or terms specify an idea that can be perceived or a thing that can be visualized. Abstract words, other the other hand, stands for ideas that cannot be directly experienced things that do not call forth-mental images.
Example being the word airplane, one student may visualize a Piper cub another student may visualize and Boeing 787

Question 16

Interference

Answer 16

Interference or the prevention of a process or activity from being carriers out properly, is comprised of factors outside the control of the instructor there factors include physiological, environmental, and psychological

Question 17

3 types interferences

Answer 17

Physiological

Environmental

Psychological

Question 18

Physiological

Answer 18

Is any biological problem that may inhibit symbol reception, such as hearing loss, injury, or physical illness. These and other physiological factors can inhibit communication because the student is not comfortable

Question 19

Enviornmental interference

Answer 19

Is caused by external physical conditions one exapmle of this is the noise level found in many aircraft

Question 20

Psychological interference

Answer 20

Is a product of how the instructor and the student fell a the time the communication process is occurring. If either the instructor or student is not committed to the communication process, communication is impaired

Question 21

Delveloping communcation skills

Answer 21

Communication skills must be developed; they do not occur automatically. The ability to effectually communicate stems from experience. The experience of instructional communication begins with role playing during training to be an instructor, continues during the actual instruction and is enhanced by additional training

Question 22

Role playing

Answer 22

Role playing is a method of learning in which students perform a particular role. Experience in instruction communication comes from actually doing it and is learned in the beginning by role playing during the instruction’s initial training. For example, a flight instructor applicant can fly with a CFI who also plays the role of the student pilot. The CFI can duplicate known student responses and critiques the applicant

Question 23

Instructional communcation

Answer 23

Instruction has taken place when the instructor has expalined a particular procedure and subsequently determined that the desired student response has occurred. THe instructors is personal experiences makes instruction more valuable then reading a textbook with the same information

Communication has not occurred unless desired results of the communication have taken place. The instructor needs some way of determining results.In the case of flight training; the instructor can judge the actual performance of a maneuver

The aviation student should know how and why something should be done. Simply knowing the different airspeeds for takeoff and landing is not enough. It is essential to know the reason for different airspeeds in specific situations to fully understand the importance of proper airspeed control

Question 24

Listening

Answer 24

Instructors must know something about their students in order to communicate effectively. It is important to realize that in order to master the art of listening; an attitude of wanted to listenin must be developed.

Listening is more than hearing. When the student hears something being communicated he or she may or may not comprehend what is being transmitted

Question 25

Questioning (3 types)

Answer 25

Focused

Open-ended

Closed-ended

Question 26

Focused questioning

Answer 26

Focused questions allow the instructor to concentrated on desired areas

Question 27

Open-ended questions

Answer 27

Questions are designed to encourage full,meaningful answers using the students own knowledge and perceptions while closed-ended questions encourage a single word answer

Question 28

Closed-ended questions

Answer 28

Questions tend to evaluate the student’s understanding only at the rote level of learning “yes” or “no” can answer these type of questions

Question 29

Instructional enhancements

Answer 29

An instructor never stops learning. The more an instructor knows about a subject, the better the instructor is at conveying that information

If asked a question that exceeds the instructor’s knowledge, the instructor could research the answer and get back to the student. Additional knowledge and training bolsters confidence and gives the instructional presentation more depth