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Building on Maslow’s hierarchy of needs, social psychologist Douglas McGregor set out two opposing assumptions about human nature and motivation in 1960. [Figure 1-3] Although McGregor’s famous X-Y Theory was designed for use in human resource management, it offers information about how people view human behavior at work and organizational life which makes it useful for aviation instructors. Theory X assumes that management’s role is to coerce and control employees because people need control and direction. Managers who think in Theory X terms believe people have an inherent dislike for work, avoid it whenever possible, and must be coerced, controlled, directed, or threatened with punishment in order to get them to achieve the objectives.
McGregor believed these assumptions were false, that the role of managers (or instructors) is to develop the potential in employees (students) and help them to release that potential
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Repression
DenialCompensationProjectionRationalizationReaction FormationFantasyDisplacementDEFENSE MECHANISMS
Figure 1-4. Several common defense mechanisms may apply to aviation students.
toward common goals. This view of humans he termed “Theory Y” and holds that:
• Work is as natural as play and rest. The average person does not inherently dislike work. Depending on conditions, work may be a source of satisfaction and, if so, it is performed voluntarily. On the other hand, when work is a form of punishment, it is avoided, if possible.
• People exercise self-direction if they are committed to the goals (they are not lazy).
• Commitment to goals relates directly to the rewards associated with their achievement.
• People learn to accept and seek responsibility. Shirking responsibility and lack of ambition are not inherent in human nature, but are usually the consequences of experience.
• Creativity, ingenuity, and imagination are widely distributed among the population. People are capable of using these abilities to solve problems.
• People have potential.
Since it is human nature to be motivated, the responsibility for discovering how to realize the potential of the student lies with the instructor. How to mold a solid, healthy, productive relationship with a student depends on the instructor’s knowledge of human behavior and needs. Being able to recognize factors that inhibit the learning process also helps the instructor in this process.
Human Factors That Inhibit LearningDefense Mechanisms
Defense mechanisms can be biological or psychological. The biological defense mechanism is a physiological response that protects or preserves organisms. For example, when humans experience a danger or a threat, the “fight or flight” response kicks in. Adrenaline and other chemicals are activated and physical symptoms such as rapid heart rate and increased blood pressure occur.
An example of this might occur when an anxious student pilot is learning to place the aircraft (helicopter) in an autorotative descent, which is used in the event of engine failure or tail rotor failure. Emergency procedure training is necessary to practice as the outcome of a true emergency is directly related to the pilot’s ability to react instantly and correctly, and in taking the proper corrective action since there may be limited time to analyze the problem. The anxiety that the student pilot may feel while practicing such maneuvers may resolve itself into a “fight or flight” response.
The instructor needs to recognize the student’s apprehension about performing the autorotation and help the student gain the necessary skill level to feel comfortable with the maneuver. In this case, the instructor could take the procedure apart and demonstrate each stage of an autorotation. Allowing the student to then practice the stages at various heights should instill the confidence needed to perform the autorotation. Sigmund Freud introduced the psychological concept of the ego defense mechanism in 1894. The ego defense mechanism is an unconscious mental process to protect oneself from anxiety, unpleasant emotions, or to provide a refuge from a situation with which the individual cannot currently cope. For example, someone who blots out the memory of being physically assaulted is using a defense mechanism. People use these defenses to prevent unacceptable ideas or impulses from entering the conscience. Defense mechanisms soften feelings of failure, alleviate feelings of guilt, help an individual cope with reality, and protect one’s self-image. [Figure 1-4]
When anxiety occurs, the mind tries to solve the problem or find an escape, but if these tactics do not work, defense mechanisms are triggered. Defense mechanisms share two common properties:
• They often appear unconsciously.
• They tend to distort, transform, or otherwise falsify reality.
Because reality is distorted, perception changes, which allows for a lessening of anxiety, with a corresponding reduction in tension. Repression and denial are two primary defense mechanisms. Repression
　
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