FOI - A (Human Behavior and Effective Communication)

Question 1

What are “Self-esteem” needs?

Answer 1

Humans have a need for a stable, firmly based, high level of self-respect and respect from others. High self-esteem results in self-confidence, independence, achievement, competence, and knowledge.

Question 2

What are “Aesthetic” needs?

Answer 2

Needs connect directly with human emotions. When someone likes another person or an object, the reasons are not examined — he or she simply likes it. This need can factor into the student-instructor relationship.

Question 3

What are “Belonging” needs?

Answer 3

Students are usually out of their normal surroundings during training, and their need for association and belonging is more pronounced.

Question 4

Define “Fantasy”

Answer 4

A student engages in daydreaming about how things should be rather than doing anything about how things are.

Question 5

What are “Security” needs?

Answer 5

If a student does not feel safe, they cannot concentrate on learning.

Question 6

How can flight instructors develop their instructional communication skills?

Answer 6

Role Playing

Instructional Communication

Listening

Questioning

Instructional Enhancement

Question 7

What are the eight common defense mechanisms?

Answer 7

1. Repression
2. Denial
3. Compensation
4. Projection
5. Rationalization
6. Reaction Formation
7. Fantasy
8. Displacement

Question 8

What are the three basic elements of communication?

Answer 8

Source – speaker, writer, or instructor

Symbols – words or signs

Receiver – listener, reader, or student

Question 9

What is the definition of human behavior? (FAA-H-8083-9)

Answer 9

The product of factors that cause people to act in predictable ways. It can also be defined as the result of a person’s attempt to satisfy certain needs. A working knowledge of human behavior can help an instructor better understand students.

Question 10

How can an instructor help students counter their anxieties?

Answer 10

by reinforcing the student’s enjoyment of flying and by teaching them to cope with their fears. An effective technique is to treat fears as a normal reaction, rather than ignoring them. Instructors should introduce certain types of operations and maneuvers (e.g., stalls) with care, so that students know what to expect and how to react.

Question 11

Define “Compensation”

Answer 11

Students often attempt to disguise the presence of a weak or undesirable quality by emphasizing a more positive one.

Question 12

What is the definition of anxiety and why is a student’s anxiety of concern to an instructor?

Answer 12

a feeling of worry, nervousness, or unease, often about something that is going to happen — typically something with an uncertain outcome. It results from the fear of anything, real or imagined, that threatens the person who experiences it, and may have a potent effect on actions and the ability to learn from perceptions.

Question 13

Define “Denial”

Answer 13

A refusal to accept external reality because it is too threatening. Denial is the refusal to acknowledge what has happened, is happening, or will happen.

Question 14

Explain the three characteristics that instructors must understand about their students before effective communication can take place.

Answer 14

a. Abilities — An instructor needs to determine the abilities of the student in order to properly communicate.

b. Attitudes — The attitudes that students exhibit may indicate resistance, willingness, or passive neutrality.

c. Experiences — Student experience, background, and educational level determine the approach an instructor takes.

Question 15

Define “Reaction Formation”

Answer 15

Faking a belief opposite to the true belief because the true belief causes anxiety.

Question 16

Name several techniques instructors can use to become better at listening to their students.

Answer 16

1. Do not interrupt.
2. Do not judge.
3. Think before answering.
4. Be close enough to hear.
5. Watch non-verbal behavior.
6. Beware of biases.
7. Look for underlying feelings.
8. Concentrate.
9. Avoid rehearsing answers while listening.
10. Do not insist on the last word.

Question 17

What are “Self-actualization” needs?

Answer 17

A person’s need to be and do that which the person was “born to do.” Helping a student achieve his or her individual potential in aviation offers the greatest challenge as well as reward to the instructor.

Question 18

Define “Displacement”

Answer 18

An unconscious shift of emotion, affect, or desire from the original object to a more acceptable, less-threatening substitute. It avoids the risk associated with feeling unpleasant emotions by transferring them toward someone or something unthreatening.

Question 19

What are “Cognitive” needs?

Answer 19

Humans have a deep need to understand what is going on around them. When a person understands what is going on, he or she can either control the situation or make an informed choice about what steps might be taken next.

Question 20

What are defense mechanisms?

Answer 20

subconscious ego-protecting reactions to unpleasant situations. They soften feelings of failure, alleviate feelings of guilt, help an individual cope with reality, and protect one’s self-image.

Question 21

What are “Physiological needs”?

Answer 21

The need for air, food, water; unless these biological needs are met, a person cannot concentrate fully on learning.

Question 22

What are some examples of a students abnormal reactions to stress?

Answer 22

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.

Question 23

Control of human behavior involves understanding human needs. What are these basic needs?

Answer 23

1. Physiological
2. Security
3. Belonging
4. Self-esteem
5. Cognitive
6. Aesthetic
7. Self-actualization

Question 24

What are the barriers to effective communications?

Answer 24

Confusion between the symbol and the symbolized object

Overuse of abstractions

Interference

Lack of common experience

Question 25

Define “Rationalization”

Answer 25

Justifying actions that otherwise would be unacceptable; the substitution of excuses for reasons.

Question 26

What are some examples of a student’s normal reactions to stress?

Answer 26

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

Question 27

Define “Repression”

Answer 27

A person places uncomfortable thoughts into inaccessible areas of the unconscious mind. Thoughts or information a person is unable to cope with are pushed away, to be dealt with at another time, or never.