COMMUNICATIONS FOR THE PRACTICAL TEST

Presented to:

By:

Date:

Federal AviationAdministration

COMMUNICATIONS FOR THE PRACTICAL TEST

DPE Recurrent Course

Ken Pannell, ASI

2007


2DPE Recurrent Seminar2006

OBJECTIVE

TO IMPROVE TO IMPROVE COMMUNICATIONS COMMUNICATIONS

BETWEEN APPLICANTS BETWEEN APPLICANTS AND EXAMINERSAND EXAMINERS



TYPES OF COMMUNICATION

• Written



•Count every " F" in the following text:

•FINISHED FILES ARE THE RE

•SULT OF YEARS OF SCIENTI

•FIC STUDY COMBINED WITH

•THE EXPERIENCE OF YEARS...



•O lny srmat poelpe can raed tihs.

• cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The

•phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy,

•

•it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm.

•

•Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!



TYPES OF COMMUNICATION

• Verbal

• Non-Verbal

• Gestures

• Voice Intonation

• Written



PROCESS OF COMMUNICATION

• Sender Conveys ideas or information to Applicant

• Applicant hears or takes in information and provides feedback



EXAMINERS RESPONSIBILITY

• Communicate in Appropriate Manner

• Verbal versus Non-verbal

• Convey Information Accurately and Concisely

• Provide Information at Appropriate Time

• Request Verification or Feedback



OPPORTUNITIES FOR COMMUNICATION

• Pre-Test

• Pre-Flight

• Post-Flight



INTRODUCTION



QUESTIONING



IMPROPER QUESTIONS

LEADING QUESTIONS



IMPROPER QUESTIONS

LEADING QUESTIONS

CONFUSING QUESTIONS



IMPROPER QUESTIONS

LEADING QUESTIONS

CONFUSING QUESTIONS

OVERLOAD QUESTIONS



APPLICANTS RESPONSIBILITY

• Actively Listens

• Takes action as a result of Communication

• Answer, or Respond, to Communications

• Ask for Clarification of Unclear Communications



PERCEPTION VERSUS REALITY

• View of Situation

• Incoming information

• Expectations and Biases

• Incoming Information versus Expectations



CRITICISM OR DISCIPLINE

• Criticism – a form of feedback used for coaching and aimed at correcting mistakes or minor infractions.

• Discipline – a more serious step taken to change performance or behavior that could lead to termination of privileges if repeated.



CRITICISM

There are ways to give criticism constructively to minimize

possible negative reactions.

Before you give criticism ask yourself the following:



CONSTRUCTIVE CRITICISM

• Do you plan your criticism in advance?

• Do you time criticism carefully?

• Do you try as much as possible to protect the self-esteem of the one receiving the criticism?




• Do you focus on the improvement needed?

• Do you criticize the recipient for something outside his or her control?

• Do you communicate concern for the applicant?




• Do you belabor the point?

• Do you show the applicant how they will benefit from putting your suggestions to use?

• Are you specific when offering suggestions?



POST-FLIGHT:

SATISFACTORY



POST-FLIGHT:

UNSATISFACTORY



QUESTIONS

COMMUNICATIONS FOR THE PRACTICAL TEST

Documents

Transcript of COMMUNICATIONS FOR THE PRACTICAL TEST