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On a higher level, communication through symbols is achieved by their interpretation through different perceptions, sometimes referred to as channels. While many theories have been proposed, one popular theory indicates that the symbols are perceived through one of three sensory channels: either visual, auditory, or kinethestic. As discussed in Chapter 2, visual learners rely on seeing, auditory prefers listening and speaking, while kinesthetic learners process and store information through physical experience 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. As an example, instead of telling a student to adjust the trim, the instructor can move the trim wheel while the student tries to maintain a given aircraft attitude. The student experiences by feel that the trim wheel affects the amount of control stick pressure needed to maintain the attitude. At the same time, the instructor can explain to the student that what is felt is forward or back pressure on the control stick. After that, the student begins to understand the correct meaning of control pressure and trim, and when told to adjust the trim to relieve control pressure, the student responds in the manner desired by the instructor. Most frequently, communicators select the channels of hearing and seeing. For motor skills, the sense of touch, or kinesthetic learning, is added as the student practices the skill.
The feedback an instructor is getting from a student needs to be constantly monitored in order to modify the symbols, as required, to optimize communication. [Figure 3-2] In addition to feedback received by the instructor from the students, students need feedback from the instructor on how they are doing. The feedback not only informs the students of their performance, but can also serve as a valuable source of motivation. An instructor’s praise builds the student’s self-confidence and reinforces favorable behavior. On the other hand, negative feedback must be used carefully. To avoid embarrassing a student, use negative feedback only in private. This information should be delivered as a description of actual performance and given in a nonjudgmental manner. For example, it would be appropriate to tell a maintenance student that a safety wire installation is not satisfactory. To refer to the work as careless would not be good and could do harm to the student’s feeling of self-worth.
The parts of the total idea should be analyzed to determine which are most suited to starting or ending the communication, and which are best for the purpose of explaining, clarifying, or emphasizing. All of these functions are required for effective transmission of ideas. The process finally culminates in the determination of the medium best suited for their transmission.
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Receiver
The receiver is the listener, reader, decoder, or student—the individual or individuals to whom the message is directed. Effective communicators 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.
In order to understand the process of communication, three characteristics of receivers must be understood: abilities, attitudes, and experiences.
First, an instructor needs to determine the abilities of the student in order to properly communicate. One factor that can have an effect on student ability is his or her background. For example, consider how familiar the student may be with aviation. Their familiarity may range from having grown up around aviation to absolutely no familiarity at all. Some students may have highly developed motor skills, and others have not had opportunities to develop these skills. These factors must be taken into consideration when presenting information to a student.
Instructors in aviation enjoy a unique advantage over other teachers, in that the aviation student, as an adult learner, usually exhibits a much more developed sense of motivation and self-concept. The aviation student generally wants to be in the learning environment, as opposed to a typical school student, and is willing to expend his or her own time and money to learn. Additionally, they usually come into the learning environment with a significant amount of prior knowledge, many life experiences, and have already developed a number of decision-making skills.
The instructor also must understand that the viewpoint and background of people may vary significantly because of cultural differences. However, this consciousness of the differences between people should not be overdone. The instructor should be aware of possible differences, but not overreact or assume certain values because of these differences. For example, just because a student is a college graduate does not guarantee rapid advancement in aviation training. Student education certainly affects the instructor’s style of presentation, but that style should be based on the evaluation of the student’s knowledge of the aviation subject being taught.
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Aviation Instructor’s Handbook上(49)
