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optimally. Adding even a simple activity diminishes the
comprehension and recall of both. Research shows that
multitasking is just a series of constant micro-interruptions
and “stop-go” decisions, all of which tend to reduce mental
and motor performance.
3-7
Environmental interference is caused by external physical
conditions. One example of this is the noise level found in
many light aircraft. Noise not only impairs the communication
process, but also can result in long-term damage to hearing.
One solution to this problem is the use of headphones and
an intercom system. If an intercom system is not available,
a good solution is the use of earplugs. It has been shown that
in addition to protecting hearing, use of earplugs actually
clarifies speaker output. Vibration is another possible
example of environmental interference, applicable to rotary
wing aircraft.
Psychological interference is a product of how the instructor
and student feel at the time the communication process is
occurring. If either instructor or student is not committed to
the communication process, communication is impaired. Fear
of the situation or mistrust between the instructor and student
could severely inhibit the flow of information.
Developing Communication Skills
Communication skills must be developed; they do not
occur automatically. The ability to effectively communicate
stems from experience. The experience of instructional
communication begins with role playing during the training
to be an instructor, continues during the actual instruction,
and is enhanced by additional training.
Role Playing
Role playing is a method of learning in which students perform
a particular role. In role playing, the learner is provided with a
general description of a situation and then applies a new skill
or knowledge to perform the role. Experience in instructional
communication comes from actually doing it and is learned
in the beginning by role playing during the instructor’s initial
training. For example, a flight instructor applicant can fly with
a CFI who assumes the role of a student pilot. In the role of
student pilot, the CFI can duplicate known student responses
and then critique the applicant’s role as instructor. A mentor
or supervisor can play the student AMT for a maintenance
instructor applicant.
It is essential for the flight instructor to develop good ground
instruction skills, as well as flight instruction skills to prepare
students for what is to transpire in the air. Likewise, the
maintenance instructor must develop skills in the classroom
to prepare the maintenance student for practical, hands-on
tasks. In both cases, effective communication is necessary
to reinforce the skills that have been attempted and to assess
or critique the results. This development continues as an
instructor progresses in experience. What worked early on
might be refined or replaced by some other technique as the
instructor gains more experience.
A new instructor is more likely to find a comfortable style of
communication in an environment that is not threatening. For
a prospective maintenance instructor, this might take the form
of conducting a class on welding while under the supervision
of a maintenance supervisor; the flight instructor applicant
usually flies with a CFI who role plays the student.
Current Federal Aviation Administration (FAA) training
emphasis has moved from a maneuvers-based training
standard to what is called scenario-based training (SBT).
SBT is a highly effective approach that allows students
to learn, then apply their knowledge as they participate in
realistic scenarios. This method of instruction and learning
allows students to move from theory to practical application
of skills during their training. Instructor applicants, flight
or maintenance, need to learn to think in terms of SBT
while they are students. Not only does it prepare them to
react appropriately in the situations they encounter in the
workplace, it also helps them as instructors when they are
responsible for creating scenarios for their students.
For example, James (the flight instructor applicant) designs
a scenario in which Ray (the CFI playing the role of student)
is learning to perform stalls to Practical Test Standards
(PTS). James briefs Ray on the maneuver before the flight,
demonstrates the stall, and then talks Ray through the
maneuver. Ray pretends to be an anxious student pilot,
replicating several reactions he himself has experienced
　
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