Aviation Instructor's Handbook (FAA-H-8083-9)
Chapter 2: Human Behavior
Introduction
Derek’s learner, Jason, is very smart and able to retain a lot of information, but has a tendency to rush through the less exciting
material and shows interest and attentiveness only when performing tasks that he finds to be interesting. This concerns Derek because
he is worried that Jason will overlook many important details and rush through procedures. For a homework assignment Jason wa s
told to take a very thorough look at Preflight Procedures and that for his next flight lesson they would discuss each step in detail. As
Derek predicted, Jason found this assignment to be boring and was not prepared. Derek knows that Jason is a “thrill seeker” as he
talks about his business, which is a wilderness adventure company. Derek wants to find a way to keep Jason focused and help him
find excitement in all areas of learning so that he will understand the complex art of flying and aircraft safety.
Learning is the acquisition of knowledge or understanding of a subject or skill through education, experience, practice, or study. This
chapter discusses behavior and how it affects the learning process. An instructor seeks to understand why people act the way they do
and how people learn. An effective instructor uses knowledge of human behavior, basic human needs, the defense mechanisms
humans use that prevent learning, and how adults learn in order to organize and conduct productive learning activities.
Definitions of Human Behavior
The study of human behavior is an attempt to explain how and why humans function the way they do. A complex topic, human
behavior is a product both of innate human nature and of individual experience and environment. Definitions of human behavior
abound, depending on the field of study. In the scientific world, human behavior is seen as the product of factors that cause people to
act in predictable ways.
For example, speaking in public is very high on the list of fears many people have. While no two people react the same to any given
fear, fear itself does trigger certain innate responses such as an increase in breathing rate. How a person handles that fear is a product
of individual experiences. The person who has never spoken in public may be unable to fulfill the obligation. Another person,
knowing his or her job requires public speaking, may choose to take a class on public speaking to learn how to cope with the fear.
Human behavior is also defined as the result of attempts to satisfy certain needs. These needs may be simple to understand and easy
to identify, such as the need for food and water. They also may be complex, such as the need for respect and acceptance. A w orking
knowledge of human behavior can help an instructor better understand a learner. It is also helpful to remember that to a large extent
thoughts, feelings, and behavior are shared by all men or women, despite seemingly large cultural differences. For example, fear
causes humans to either fight or flee. In the public speaking example above, one person may “flee” by not fulfilling the obligation.
The other person may “fight” by learning techniques to deal with fear.
Another definition of human behavior focuses on the typical life course of humans. This approach emphasizes human development or
the successive phases of growth in which human behavior is characterized by a distinct set of physical, physiological, and behavioral
features. The thoughts, feelings, and behavior of an infant differ radically from those of a teen. Research shows that as an individual
matures, his or her mode of action moves from dependency to self-direction. Therefore, the age of the learner impacts how the
instructor designs the curriculum. Since the average age of a learner can vary, the instructor needs to offer a curriculum that addresses
the varying learner tendency to self-direct. [Figure 2-1]
By observing human behavior, an instructor can gain th e knowledge needed to better understand him or herself as an instructor as
well as the learning needs of learners. Understanding human behavior leads to successful instruction.
Instructor and Learner Relationship
How does personality type testing affect instructors and learners? Research has led many educational psychologists to feel that based
on personality type, everyone also has an individual style of learning. In this theory, working with that style, rather than against it,
benefits both instructor and learner. Although controversy often swirls around the educational benefits of teaching learners according
to personality types, it has gained a large following and been implemented at many levels of education. Today’s learner can visit any
number of websites, take a personality test, and discover what type of learner he or she is and how best to study.
In a continuing quest to figure out why humans do what they do, the mother-daughter team of Katharine Cook Briggs and Isabel
Briggs Myers pioneered the Myers-Briggs Type Indicator (MBTI) test in 1962. The MBTI was based on Jungian theory, previous
research into personality traits, and lengthy personal observations of human behavior by Myers and Briggs. They believed that much
seemingly random variation in human behavior is actually quite orderly and consistent, being due to basic differences in the ways
individuals prefer to use their perception and judgment.
They distilled human behavior into sixteen distinct personality types. Inspired by their research, clinical psychologist and author, Dr.
David Keirsey condensed their sixteen types into four groups he calls Guardian, Artisan, Rational, and Idealist. Others have either
contributed or continued to expand personality research and its influence on human behavior. Personality type testing now runs the
gamut from helping people make career choices to helping people choose marriage partners.
Figure 2-1. The average age of a learner pilot is 34, while the average age of a maintenance learner is 25.
Not only does personality type influence how one learns, it also influences how one teaches. Learning one’s personality type helps an
instructor recognize how he or she instructs. Why is it important to recognize personal instruction style? The match or mismatch
between the way an instructor teaches and the way an individual learns contributes to instructional satisfaction or dissatisfaction.
Learners whose styles are compatible with the teaching styles of an instructor tend to retain information longer, apply it more
effectively, learn more, and have a more positive attitude toward the course in general. Although an instructor cannot change his or
her preferred style of teaching to match a learning style, steps can be taken to actively bridge the differences.
Consider the Derek’s dilemma with Jason described at the beginning of this chapter. Derek knows he is the type of instructor who
provides a clear, precise syllabus and has a tendency to explain with step- by-step procedures. His teaching style relies on traditional
techniques and he often finds himself teaching as he was taught. Observation leads Derek to believe Jason is the type of person who
needs the action, excitement, and variation reflected in his career choice. In an effort to focus Jason on the need to learn all aspects of
flight, Derek sets up a scenario for the day that features how to scout locations for future adventure tours.
By adjusting the flight scenario, Derek pushes himself out of his lock-step approach to teaching. He has also added an element of
variation to the lesson that not only interests Jason, but is one of the reasons he wants to learn to fly.
Motivation
Motivation is the reason one acts or behaves in a certain way and lies at the heart of goals. A goal is the object of a perso n’s effort.
Motivation prompts learners to engage in hard work and affects learner success. Being smart or coordinated seldom guarantees
success, but motivation routinely propels learners to the top. An important part of an aviation instructor’s job is to discover what
motivates each learner and to use this information to encourage him or her to work hard.
Motivation is probably the dominant force that governs the learner’s progress and ability to understand and can be used to the
advantage of the instructor. Motivation comes in many guises. It may be negative or positive. Negative motivation may engender fear,
for example. While negative motivation may be useful in certain situations, characteristically it is not as effective in promoting
efficient learning as positive motivation. [Figure 2-2] Positive motivation is provided by the promise or achievement of rewards.
These rewards may be personal or social, they may involve financial gain, satisfaction of the self-concept, personal gain, or public
recognition.
Figure 2-2. Insecure and unpleasant training situations inhibit learning.
Motivation may be tangible or intangible. Learners seeking intangible rewards are motivated by the desires for personal comfort and
security, group approval, and the achievement of a favorable self-image. The desire for personal comfort and security is a form of
motivation which instructors often forget. All learners want secure, pleasant conditions and a safe environment. If they recognize that
what they are learning may promote these objectives, their attention is easier to attract and hold. Insecure and unpleasant training
situations inhibit learning. Learners also want a tangible return for their efforts. For motivation to be effective on this level, learners
know that their efforts are suitably rewarded. These rewards need to be constantly apparent to the learner during instruction, whether
they are to be financial, self-esteem, or public recognition.
The tangible rewards of aviation are not always obvious during training. Traditional syllabi often contain lessons with objectives that
are not immediately obvious to the learner.
These lessons may pay dividends during later instruction, a fact the learner may not appreciate and may result in less knowledge
transfer than if the learner could relate all objectives to an operational need (law of readiness). The instructor should ensure that the
learner is aware of those applications not immediately apparent. To reduce this issue, the instructor should develop appropriate
scenarios that contain the elements to be practiced.
Everyone wants to avoid pain and injury. Learners normally are eager to identify operations or procedures that help prevent injury or
loss of life. This is especially true when the learner knows that the ability to make timely decisions, or to act correctly in an
emergency, is based on sound principles.
The attractive features of the activity to be learned also can be a strong motivational factor. Learners are anxious to gain skills that
may be used to their advantage. If they understand that each task is useful in preparing for future activities, they are more willing to
pursue it.
Another strong motivating force is group approval. Every person wants the approval of peers and superiors. Interest can be stimulated
and maintained by building on this natural desire. Most learners enjoy the feeling of belonging to a group and are interested in
accomplishment, which gives them prestige among their peers.
Every person seeks to establish a favorable self-image. In certain instances, this self-image may be submerged in feelings of insecurity
or despondency. Fortunately, most people engaged in a task believe that success is possible under the right combination of
circumstances and good fortune. This belief can be a powerful motivating force for learners. An instructor can effectively foster this
motivation by the introduction of perceptions that are solidly based on previously learned factual information easily recognized. Each
additional block of learning should help formulate insight, contributing to the ultimate training goals and promoting confidence in the
overall training program. At the same time, it helps the learner develop a favorable self-image. As this confirmation progresses and
confidence increases, advancement is more rapid and motivation is strengthened.
Positive motivation is essential to true learning. Negative motivation should be avoided with all but the most overconfident and
impulsive learners. Slumps in learning are often due to declining motivation. Motivation does not remain at a uniformly high level. It
may be affected by outside influences, such as physical or mental disturbances or inadequate instruction.
The instructor should strive to maintain motivation at the highest possible level. In addition, the instructor should be alert to detect
and counter any lapses in motivation.
Where Does the Motivation to Learn Come From?
Motivation to learn can come from many sources. Some learners have a fundamental interest in aviation and experience sheer
fascination with aircraft or with the experience of flight. Other learners may decide that aviation provides an opportunity to develop a
wide variety of technical, physical, communication, and problem-solving abilities. Some see aviation as a way to boost their self-
image or ego. Other learners are motivated by tradition and wish to follow in the footsteps of a relative or close friend. Some learners
are motivated to pursue aviation training because it offers a promising career. To others, aviation offers prestige or acceptance within
social groups. Some may think that aviation offers fun and excitement or simply a more convenient form of transportation. All of
these sources of motivation have one thing in common: they all offer some type of reward in exchange for performing the hard work.
Aviation instructors should keep in mind that adult learners who are motivated to seek out an educational experience do so primarily
because they have a use for the knowledge or skill being sought. Learning is a means to an end, not an end in itself. Based on this, it is
important instructors determine why a learner enrolled in the course. Based on preference and/or class size, an instructor can conduct
a brief personal interview with the learner or have them complete an information form. Asking questions such as “Why are you taking
this course?” or “How do you plan to use the information you learn in this course?” may be all that is necessary.
Learner Questionnaire
A short questionnaire can be helpful in gathering additional background information. For example, it is helpful to know a lea rner’s
familiarity with the subject matter. Questions such as “Have you ever taken a course in aircraft maintenance?” or “Have you ever
flown a small airplane?” or “Have you had any on-the-job training in avionics?” should garner the type of information needed.
A short questionnaire also offers an instructor the chance to discover how different learning styles may improve knowledge transfer
(small groups, independent study, etc.). Another possible way to gather information about a learner is to have him or her write a brief
autobiography which includes any experience with the subjects being taught. However an instructor gathers information about
learners, the information helps the instructor allow for not only personal learning goals for the course, but also the goals and
motivations of the learners, their background in aviation training, as well as their preferences. An instructor armed with this
information can make the experience beneficial to all involved.
Maintaining Motivation
Motivation is generally not something that can be transferred from one person to another. Instructors should become skillful at
recognizing problems with motivation and at encouraging learners to continue to do their best.
Rewarding Success
Positive feedback encourages learners. Practice positive feedback frequently by:
⦁ Praising incremental successes during training.
⦁ Relating daily accomplishments to lesson objectives.
⦁ Commenting favorably on learner progress and level ability.
For example, as the learner progresses through training, remark on the milestones. When a learner first performs a task alone ,
congratulate him or her on having learned it.
When that same skill reaches an intermediate level, point out that the learner’s performance is almost consistent with the requirements
of the Airman Certification Standards (ACS), the set of standards detailing the knowledge and skills an airman needs to possess and
demonstrate to obtain a pilot certificate. When performance is equal to the ACS requirements, comment favorably on the skill
acquisition. When learner performance exceeds ACS requirements, point out what a benefit this will be when the learner performs
under pressure during a practical test or on the job.
Presenting New Challenges
With each declaration of success, be sure to present learners with the next challenge. For example, when a learner begins to perform a
skill consistently to ACS or PTS requirements, challenge him or her to continue to improve it such that the skill can be performed
under pressure or when distracted. Instructors can also add new problems or situations to create a learning scenario.
Drops in Motivation
Instructors should be prepared to deal with a number of circumstances in which motivation levels drop. It is natural for motivation to
wane somewhat after the initial excitement of the learner’s first days of training, or between major training events such as solo,
evaluations, or practical tests. Drops in motivation appear in several different ways. Learners may come to lessons unprepared or give
the general sense that aviation training is no longer a priority. During these times, it is often helpful to remind learners of their own
stated goals for seeking aviation training.
Learning plateaus are a common source of frustration, discouragement, and decreased learner motivation. A first line of defense
against this situation is to explain that learning seldom proceeds at a constant pace —no one climbs the ladder of success by exactly
one rung per day. Learners should be encouraged to continue to work hard and be reassured that results will follow.
Summary of Instructor Actions
To ensure that learners continue to work hard, the instructor should:
1. Ask new learners about their aviation training goals.
2. Reward incremental successes in learning.
3. Present new challenges.
4. Occasionally remind learners about their own stated goals for aviation training.
5. Assure learners that learning plateaus are normal and that improvement will resume with continued effort.
Human Needs and Motivation
Human needs are things all humans require for normal growth and development. These needs have been studied by psychologists and
categorized in a number of ways. Henry A. Murray, one of the founders of personality psychology who was active in developing a
theory of motivation, identified a list of core psychological needs in 1938. He described these needs as being either primary (based on
biological needs, such as the need for food) or secondary (generally psychological, such as the need for independence). Murra y
believed the interplay of these needs produce distinct personality types and are internal influences on behavior.
Murray’s research underpins the work of psychologist Abraham Maslow who also studied human needs, motivation, and personality.
While working with monkeys during his early years of research, he noticed that some needs take precedence over others. For
example, thirst is relieved before hunger because the need for water is a stronger need than the need for food. In 1954, Maslow
published what has become known as Maslow’s Hierarchy of Needs. [Figure 2-3] According to Maslow, human needs go beyond the
obvious physical needs of food and shelter to include psychological needs, safety and security, love and belongingness, self-esteem,
and self-actualization to achieve one’s goals. Human needs are satisfied in order of importance. Once a need is satisfied, humans
work to satisfy the next level of need. Need satisfaction is an ongoing behavior that determines everyday actions.
Since Maslow's findings, multiple psychological studies have proven that humans can experience higher levels of motivation while
not having lower basic needs met. In a study from 2011, researchers at the University of Illinois found that Maslow’s hierarchy was
not universal and the order in which these needs were met did not have much impact on the satisfaction or happiness of an individual.
Maslow’s theory has little to no empirical data to support his findings on the five-need hierarchy (Whaba and Bridgewell, 1976).
Maslow’s hierarchy states that each level has to be meet 100 percent before moving on to the next level of need. However, a person
can still achieve what they were “born to do” while still being hungry.
What was apparent in multiple studies, however, was that humans have needs that affect their ability to focus on the task at hand.
Learners tend to show little to no motivation or attention if most of their needs are not met. If a learner is hungry (physiological), their
focus of perceptions (attention) will not be on the instructor and the subject being presented. Rather, it will be on satisfying the
physiological need as soon as possible. The same can be said about an anxious learner attempting a fully-developed stall for the first
time. If the learner feels unsafe (safety and security), their focus of perception is on their “flee” response and not the skill that the
learner it trying to acquire. However, what is important here is the focus of perceptions, and the ability of the instructor to concentrate
the learner’s senses on the subject being presented.
Figure 2-3. Maslow’s Hierarchy of Needs.
Many learners are able to complete a maneuver or demonstrate knowledge while being hungry or thirsty, which means that for th e
most part, the entire need does not have to be fulfilled to 100 percent. What needs to be addressed is whether parts of each level have
been met, which allows the focus of perception to be concentrated on the instruction given. It does not matter which order the needs
are met, the order has little to no effect on the learner’s learning ability. What matters is that the instructor verifies that most of the
needs has been met (law of readiness) and is then able to focus the learner’s senses (perception) on the lesson.
One of the main responsibilities of an aviation instructor is to help learners learn, which encompasses the law of readiness. To satisfy
the law of readiness, an instructor can verify that a learner’s needs have been met by conducting a thorough pre-assessment prior to
beginning the lesson. The pre-assessment should verify whether the learner is physically and mentally ready to learn.
Meeting Human Needs to Encourage Learning
Physiological
These are biological needs. They consist of the need for air, food, water, and maintenance of the human body. If a learner is unwell,
then little else matters. Unless the biological needs are met, a person cannot concentrate fully on learning, self-expression, or any
other tasks. Instructors should monitor their learners to make sure that their basic physical needs have been met. A hungry or tired
learner may not be able to perform as expected.
Security
Once the physiological needs are met, the need for security becomes active. All humans have a need to feel safe. Security needs are
about keeping oneself from harm. If a learner does not feel safe, he or she cannot concentrate. The aviation instructor who
stresses flight safety during training mitigates feelings of insecurity. A flight instructor should be aware of his learner’s fear of certain
flight regions and ease them into those situations carefully.