The human element in airline training - Royal Aeronautical Society

16
The human element in airline training
THE TRAINEE PILOT
Long loyal service alone is worth investing in, both financially and
in other terms. The reciprocal human investment of both parties
must remain important and must never simply be discounted.
79. Consideration of the layered cake principle as a teaching
method can be of practical value with some slower thinkers, the
late developer or an older pilot who is slowing down. If the end
product is in view, it is worth aiming for if only in the name of wise,
considerate and caring training precepts handed down by
enlightened management. In the event, it may well be that certain
problem areas could be cleared during the line-flying phase of
conversion training. The additional costs connotation would
therefore not apply. In the end however, it is accepted that the
criterion on whether to go on with the person's training or not,
must be the answer to the simple question: Has the student got the
OVERALL CAPACITY to complete the course successfully, or not?
80. It is recognised that termination of training is the only
solution in certain cases. If one looks back however, noting past
demonstrated ability to which is usually added that normal
human trait termed loyalty, it becomes clear that decisions based
on purely monetary grounds need to be tempered with humanity.
The loyalty of a long time servant needs some recognition. Where
additional training on new equipment is clearly pointless, an
acceptable compromise without shame can usually be worked out
in most cases, to the mutual benefit of all parties involved. What
becomes of the pilot concerned who could continue to be
productive on his previous fleet, safely flying an aircraft that he
knows well, becomes a management problem. Though seldom
encountered, this situation occurs and needs to be considered.
5.5 Breakdown by recognisable type of student
81. Some of the types of student discussed may need similar
handling by the instructor. Guidance on how to deal with each
case should be prepared and similar learner types grouped
together so that closely related handling needs can clearly be
seen as belonging to a particular group. A scale of student
handling techniques could be produced to help instructor
dealings with the quiet introvert, the normal personality, the
bouncing extrovert who too may hide a problem, or the
unfriendly and aggressive trainee. Note that the approach
suggested at a different ‘level’ can also be useful.
82. The student types as listed, have been loosely grouped
according to their character image. This list is by no means
exhaustive or comprehensive. A number of additional
recognisable types could probably be identified and included in
any further exercise of trainee type classification.
5.5.1 Group 1
Student Type How to handle
1. The generally anxious & sensitive * See 5.4.1
2. Shy and retiring * Direct questions at him
* Ensure that he is
‘brought out’ and in all
conversations
* Praise occasionally
before others
3. Meek and apologetic * Needs encouragement
* Give situations that
develop confidence
4. Extremely worried, or * Find reasons tactfully and
generally nervous * Develop his confidence
5. Quiet and passive * May be lacking in
confidence
6. Silent and churlish * May have a ‘chip on his
shoulder’ (see type 16)
Aircraft of Oxford Aviation Training.
* Find reasons
7. Preoccupied * Find reason by tactful
questioning
8. The “Yes I understand”, who * May feel insecure, and
unable to admit he did not really * Could need the ‘layered
understand cake principle’ to
demonstrate each point
well
5.5.2 Group 2
Student Type How to handle
9. The jokes artist * Useful to have around as
Or is he the ROGUE one … a safety valve
… who knowingly disguises that * Rein-in so that he does
he is mischievous, troublesome, not take-over using his
unruly and falls short of the entertainer’s mantle,
required standard? instead of allowing the
lesson to continue
* Be aware that he may be
hiding a sense of
insecurity or some
inadequacy under a bluff
exterior. Treat
accordingly
10. The AVERAGE PILOT * HE is one of the
MAJORITY of people
around
* Accept gratefully
* Enjoy training him !
11. Active and self confident * Merely an extension of
‘Mr Average’
* Encourage, but provide
object lessons to deter
overconfidence
5.5.3 Group 3
Student Type How to handle
12. The ‘Questions’ man. (Dissects * Try object lesson to bring
a pump instead of learning how home the need for
to use it) application of relevant
knowledge. (Line
Oriented Flight Training
principles may be useful)