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When the first three classes of needs are satisfied, the need for esteem can become dominant. Humans have a need for a stable, firmly based, high level of self-respect and respect from others. Esteem is about feeling good about one’s self. Humans get esteem in two ways: internally or externally. Internally, a person judges himself or herself worthy by personally defined standards. High self-esteem results in self-confidence, independence, achievement, competence, and knowledge.
Most people, however, seek external esteem through social approval and esteem from other people, judging themselves by what others think of them. External self-esteem relates to one’s reputation, such as status, recognition, appreciation, and respect of associates.
When esteem needs are satisfied, a person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless, and worthless. Esteem needs not only have a strong influence on the instructor-student relationship, but also may be the main reason for a student’s interest in aviation training.
Cognitive and Aesthetic
In later years, Maslow added cognitive (need to know and understand) and aesthetic (the emotional need of the artist) needs to the pyramid. He realized humans have a deep need to understand what is going on around them. If a person understands what is going on, he or she can either control the situation or make informed choices about what steps might be taken next. The brain even reinforces this need by giving humans a rush of dopamine whenever something is learned, which accounts for that satisfying “eureka!” moment. For example, a flight student usually experiences a major “eureka!” moment upon completing the first solo flight.
Aesthetic needs connect directly with human emotions, which makes it a subtle factor in the domain of persuasion. When someone likes another person, a house, a painting, or a song, the reasons are not examined—he or she simply likes it. This need can factor into the student-instructor relationship. If an instructor does not “like” a student, this subtle feeling may affect the instructor’s ability to teach that student.Self-Actualization
When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person’s need to be and do that which the person was “born to do.” To paraphrase an old Army recruiting slogan, self-actualization is to “be all you can be.”
Self-actualized people are characterized by:
• Being problem-focused.
• Incorporating an ongoing freshness of appreciation of life.
• A concern about personal growth.
• The ability to have peak experiences.
Helping a student achieve his or her individual potential in aviation training offers the greatest challenge as well as reward to the instructor.
Instructors should help students satisfy their human needs in a manner that creates a healthy learning environment. In this type of environment, students experience fewer frustrations and, therefore, can devote more attention to their studies. Fulfillment of needs can be a powerful motivation in complex learning situations.
1-5
Theor
y X: People have an inherent dislike for work and will avoid it whenever possible. People must be coerced, controlled, directed, or threatened with punishment in order to get them to achieve the organizational objectives. People prefer to be directed, do not want responsibility, and have little or no ambition. People seek security above all else.Theory Y: Work is as natural as play and rest. People will exercise self-direction if they are committed to the objectives (they are NOT lazy). Commitment to objectives is a function of the rewards associated with their achievement. People learn to accept and seek responsibility. Creativity, ingenuity, and imagination are widely distributed among the population. People are capable of using these abilities to solve an organizational problem. People have potential.
Figure 1-3. Douglas McGregor developed a philosophical view of humankind with his Theory X and Theory Y in 1960. These are two opposing perceptions about how people view human behavior at work and organizational life.Human Nature and Motivation
Human nature refers to the general psychological characteristics, feelings, and behavioral traits shared by all humans. Motivation (discussed more fully in Chapter 2, The Learning Process) is the reason one acts or behaves in a certain way and lies at the heart of goals. A goal is the object of a person’s effort.
Consider Jason, who came to aviation because he wanted to participate more actively in another realm of his business. Derek needs to capitalize on this motivation to keep Jason interested in the step-by-step procedures that must be learned in order to fly safely. There is a gap between Jason and his goal of earning a pilot certificate. It is Derek’s job to close the gap. The successful instructor channels student motivation and guides the student toward the goal of learning aviation skills through education, experience, practice, and study.
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Aviation Instructor’s Handbook上(11)
