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Effective Communication
Chapter 3
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Figure 3-1. An aviation instructor communicates with her student using model airplanes to ensure the student’s understanding of the principles discussed.Effective communication is an essential element of instruction. An aviation instructor may possess a high level of technical knowledge, but he or she needs to cultivate the ability to communicate effectively in order to share this knowledge with students. While communication is a complex process, aviation instructors need to develop a comfortable style of communication that meets the goal of passing on desired information to students. The elements of effective communication, the barriers to communication, and the development of communication skills are discussed in this chapter. It is also important to recognize that communication is a two-way process. Basic Elements of Communication
Communication takes place when one person transmits ideas or feelings to another person or group of people. The effectiveness of the communication is measured by the similarity between the idea transmitted and the idea received. The process of communication is composed of three elements:
• Source (sender, speaker, writer, encoder, transmitter, or instructor)
• Symbols used in composing and transmitting the message (words or signs (model prop/desk lamp in Figure 3-1))
• Receiver (listener, reader, decoder, or student)
The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. The relationship between the source and the receiver is also dynamic and depends on the two-way flow of symbols between the source and the receiver. The source depends on feedback from the receiver to properly tailor the communication to the situation. The source also provides feedback to the receiver to reinforce the desired receiver responses.Source
As indicated, the source in communication is the sender, speaker, writer, encoder, transmitter, or instructor. The effectiveness of persons acting in the role of communicators is related to at least three basic factors.
First, their ability to select and use language is essential for transmitting symbols that are meaningful to listeners and readers. It is the responsibility of the speaker or writer, as the source of communication, to realize that the effectiveness of the communication is dependent on the receiver’s understanding of the symbols or words being used. For example, if an aviation maintenance instructor were to use aviation acronyms like ADs, TCDS or STCs or a flight instructor were to use aviation acronyms like ILS, TCAS, or TAWS with a new maintenance student or student pilot respectively, effective communication would be difficult if not impossible. Use of aviation acronyms or technical language is necessary, but the student must be taught the language first. Conversely, a speaker or writer may rely on highly technical or professional background with its associated vocabulary while addressing a receiver with a similar background.
Second, communicators consciously or unconsciously reveal attitudes toward themselves as a communicator, toward the ideas being communicated, and toward the receivers. These attitudes must be positive while delivering the message if they are to communicate effectively. Communicators must be confident; they should illustrate that the message is important and that the receiver has a need to know the ideas presented.
Third, communicators are more likely to be successful when they speak or write from accurate, up-to-date, and stimulating material. Communicators must constantly strive to have the most current and interesting information possible. In this way, the receiver’s interest can be held. Out-of-date information causes the instructor to lose credibility in the eyes of the receiver. Use of monotonous or uninteresting information runs the risk of losing the receiver’s attention. Symbols
At its basic level, communication is achieved through symbols, which are simple oral and visual codes. The words in the vocabulary constitute a basic code. Common gestures and facial expressions form another, but words and gestures alone do not communicate ideas. Ideas are communicated only when symbols are combined in meaningful wholes, as
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Figure 3-2. The instructor realizes from the response of the student that “stall” has been interpreted by the student to have something to do with the engine quitting. Recognizing that the student has misunderstood, the instructor is able to clarify the information and help the student to obtain the desired outcome.
Sender
ReceiverReceiverSenderThis is not related to the engine. It is a demonstration of aerodynamic principles.If the engine stalls, will it restart?Stalls?Today, we will practice stalls.Channel(s)MessageChannel(s)EncodesDecodesEncodesChannel(s)MessageChannel(s)Decodes
in ideas, sentences, paragraphs, speeches, or chapters that mean something to the receiver. When symbols are combined into these units, each portion becomes important to effective communication.
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本文链接地址：
Aviation Instructor’s Handbook上(48)
