Task A Human Behavior and Effective Communication Flashcards
Define Human Behavior
An attempt to explain how and why humans function the way they do. It is defined as the result of attempts to satisfy certain needs. They can be simple needs or complex.
Human needs and motivation:
To achieve one’s goal these needs need to be satisfied to encourage learning once one need is satisfied humans work to satisfy the next level. Abe Maslow studied Human needs, motivation and personality.
Human needs and motivation: Physiological
Food, Shelter. Flight
* Flight Student: Not sick, tired or hungry
Human needs and motivation: Security
All humans have a need to feel safe
* As a CFI: Stress Safety
Human needs and motivation: Belonging
Love, affection, sense of belonging
* Instructors should help students feel as ease and reinforce goals.
Human needs and motivation: Esteem
Feel good about self
* Students: Need self respect and from others. High self esteem results in self confidence and achievement
Human needs and motivation: Cognitive
Understand what is going on around yourself
* Students: Need be able to control/choose what steps to take next when confronted with a situation.
Human needs and motivation: Aesthetic
Needs connected with emotions.
* Student: When they like something or someone
Human needs and motivation: Self Actualization
Be and do what you were born to do.
* Instructor: Helps student achieve their potential, offer challenges and rewards.
Maslow’s Hierarchy (PS BECAS)
Physiological: Food, Shelter.
Security: All humans have a need to feel safe
Belonging: Love, affection, sense of belonging
Esteem: Feel good about self
Cognitive: Understand what is going on around yourself
Aesthetic: Needs connected with emotions.
Self Actualization: Be and do what you were born to do.
Defense Mechanisms: (CPR DR FAR)
Subconscious ego-protecting reactions to unpleasant situations. Compensation Projection Repression Denial Rationalization Fantasy Anger/Displacement Reaction Formation
Defense Mechanisms: Compensation
Emphasis strengths oppress weak areas.
* Example: Poor performance on lazy 8’s but compensates by emphasizing good landing in tricky conditions.
Defense Mechanisms: Projection
Pass blame to someone or something else.
* Example: Student slams aircraft onto the ground while landing blames the instructor for never teaching to flare.
Defense Mechanisms: Repression
Place uncomfortable/Painful thoughts aside (consciously)
* Example: Student was doing stalls and accidentally got into a spin and doesn’t want to deal with it.
Defense Mechanisms: Denial
Refusal to accept reality because it’s too painful.
* Example: Steep turns were not to PTS but student argues that they in fact were.
Defense Mechanisms: Rationalization
Justification of otherwise unacceptable actions.
* Example: Student busts restricted airspace but feels its ok because they had not learned about restricted airspace areas.
Defense Mechanisms: Fantasy
Day dreaming about how things should be.
* Example: Student is looking at the beach during maneuvers thinking about what student could be doing instead of flying the airplane.
Defense Mechanisms: Anger/Displacement
Shift of emotion from original to less threatening substitute.
* Example: Mad at instructor but can’t yell at the instructor so you go home and yell at the dog because the dog cannot yell back.
Defense Mechanisms: Reaction Formation
Faking a belief opposite of True beliefs because the true belief causes anxiety.
* Example: Student scared of stalls , but is enthusiastic about them to peers to cover up fears.
Student Emotional Reactions: 3 kinds: (ANA)
Anxiety
Normal Reaction
Abnormal Reactions
Basic Elements of Communication: 3 Elements (SSR)
Source
Symbol
Receiver
Basic Elements of Communication: Source
Speaker/Instructor
Basic Elements of Communication: Symbol
Words or Signs
Basic Elements of Communication: Receiver
Listener/Student
Barriers to Effective Communication: 4 Barriers(COIL)
Lack of Common Experience
Overuse of Abstractions
Confusion between the Symbol and the Symbolized
Interference
Barriers to Effective Communication: Overuse of Abstractions
Using words that are general. Example: Take some power out Pitch up a little bit Add some bank
Barriers to Effective Communication: Confusion between the Symbol and the Symbolized
Example: When talking about stalls in an airplane student might be thinking about Stall in a car.
Barriers to Effective Communication: Interference
Example: During demonstration of maneuver ATC interrupts the instructor.
Developing Communication Skills:(LIIQR)
Listening Instructional Communication Instructional Enhancements Questioning Role Play
Developing Communication Skills:Listening
Instructors should know something about their students listening to the way a student describes a maneuver. Instructor can better critique maneuver using language student understands.
Developing Communication Skills:Instructional Communication
Use past experience to illustrate a point. A student is really good with systems but not airspace, in order to relax student instructor encourages student to talk about systems before talking about airspace.
Developing Communication Skills:Instructional Enhancements
The more the instructor knows about a subject, the better the instructor is at relaying the information.
Developing Communication Skills:Questioning
Good clear questions can determine how well the student understands what is being taught.
Open ended questions: Explain the landing gear system,
Closed ended questions:What is Vy in the C-172RG?
Developing Communication Skills:Role Play
Instructor pretends to be an air traffic controller in an attempt to teach radio communication to a student.
Student Emotional Reactions: 3 kinds: Anxiety
Feeling of worry, unease about something that is going to happen.
Student Emotional Reactions: 3 kinds: Normal Reaction
Responds rapidly within limits of experience thinks rationally.
Student Emotional Reactions: 3 kinds: Abnormal Reactions
Response to anxiety or stress may be completely absent. Response may be random.
* Example of abnormal: Singing or laughing
