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Providing compliments on aspects of the skill that were
performed correctly help keep the evaluation positive.
Allowing the student to critique his or her performance
enhances student-centered training.
Instructors should note students can develop deviations
from the intended method of performance at any stage of
skill acquisition.
Overlearning of Knowledge
Overlearning is the continued study of a skill after initial
proficiency has been achieved. Practice proceeds beyond the
point at which the act can be performed with the required
degree of excellence. The phenomenon of overlearning
sometimes occurs when knowledge used frequently begins
to take on the properties of a skill. For example, a student’s
everyday knowledge about weight-and-balance concepts
tends to center on the routine use of familiar charts found
in the aircraft. Eventually, the student’s performance is
characterized less by an understanding of weight-and-balance
concepts, and more by an automatic process in which rows
and columns of familiar charts give desired numbers.
In some cases, the overlearning of knowledge has the
advantage of making application of knowledge more
streamlined and efficient. In other cases, the development
of automated routines can lead to problems. For example,
a verbal checklist procedure becomes so automatic that a
streamlined recitation of checklist items becomes decoupled
from the thoughts and actions the checklist items are intended
to trigger. In this case, the pilot or mechanic may not stop
to consider each item.
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The development of automated skills can impede further
learning or lead to forgetting general knowledge. In one
study, student pilots and flight instructors were asked to
solve weight-and-balance problems using charts taken from
two different aircraft: (1) a small single-engine airplane
they flew on a daily basis and (2) a different small singleengine airplane in which they had no experience. Test scores
were surprisingly low when the charts for the unfamiliar
airplane were used, and this was as true for instructors as it
was for students. The results suggest pilots had focused on
developing streamlined, automatic procedures tuned to the
details of the familiar aircraft charts while their ability to use
their understanding of overall weight-and-balance concepts
seemed to have diminished.
Instructors must remain aware of skills students develop as
a result of overlearning and help make sure that their actions
continue to be accompanied by a use of their underlying
knowledge. As a student progresses, the key difference
between knowledge and skill becomes apparent. Memorized
facts about a topic that once supported the beginner’s
awkward performance of the skill tend to develop into
deeper understanding. Skill acquisition involves learning
many individual steps that eventually meld into a seemingly
continuous automated process, at which point the student has
entered the procedural knowledge realm, and may no longer
be consciously aware of the individual steps.
Application of Skill
The final and critical question is “Can the student use what
has been learned?” It is not uncommon to find that students
devote weeks and months in school learning new abilities,
and then fail to apply these abilities on the job. To solve this
problem, two conditions must be present. First, the student
must learn the skill so well that it becomes easy, even
habitual. Second, the student must recognize the types of
situations where it is appropriate to use the skill. This second
condition involves the question of transfer of learning, which
is discussed later in this chapter.
Summary of Instructor Actions
To help students acquire skills, the instructor should:
• Explain that the key to acquiring and improving any
skill is continued practice.
• Monitor student practice of skills and provide
immediate feedback.
• Avoid conversation and other distractions when
students are practicing individual skills.
• Explain that learning plateaus are common and that
continued practice leads to continued improvement.
Putting It All Together
Many skills are learned before a student can fly an airplane
or a maintenance student can rebuild an aircraft engine.
Just as practicing scales is a fundamental part of learning to
play the piano, the student does not “make music” until the
ability to combine the notes in a variety of ways is acquired.
For the student pilot or technician, practicing specific skills
　
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