Instructor report: What we have here…

The instructor explains the importance of using a checklist to preflight the aircraft, and gives the student a checklist. The instructor watches while having a bagel and coffee. The student asks about checking fuel because it’s on the checklist; the instructor explains that this is the “foxtrot” version of this airplane, and it doesn’t have strut steps, and it is too time-consuming to check visually. “I filled it yesterday, we have enough fuel,” the CFI assures the student. In the cockpit, the student runs through the startup checklist and successfully starts the engine. Startup checklist completed, ready to taxi, the instructor now explains that the avionics switch needs to be moved to the On position, and also informs the student that the flaps need to be moved to the Up position since they were placed in the Down position during preflight. The student reviews the startup procedure checklist and doesn’t see anything about avionics or flaps. Upon taxiing to the run-up area, the instructor reinforces the importance of using checklists and how the one they are using is excellent.

The message is the importance of checklists and how to use them. But the instructor communicated complacency without words by paying more attention to breakfast; then further denied the importance of using checklists verbally by making excuses to skip a critical fuel check step. The final insult was to suggest that a flawed checklist was a viable one. How confused is this student?

I would like to say that this kind of communication error doesn’t happen often, but I know better. These errors happen to one degree or another across all professional and personal settings. They happen in hospitals, schools, marriages, and, yes, in cockpits of training airplanes across the country.

The message is the importance of checklists. But the instructor communicated complacency without even using words.In the history of mankind we have never had as many tools and devices for communication: iPhones, tablets, YouTube, texts, tweets, Snapchat, emails, and more. Unfortunately, they do not come with the skillset necessary to use them to effectively communicate; it seems we are barely able to hold a conversation.

The primary reason we have so many miscommunications is because, in general, we don’t understand and aren’t taught communications skills. The curriculum that a CFI student must complete is heavy on safety and being able to complete the maneuvers, but light on how to communicate. You’ve probably never heard of communication training, or a six-step communication model. Developing communication skills starts with understanding the communication model.

The six components to effective communication

1. The message. What do you want your student to learn and/or do when you stop talking or demonstrating? The message needs to be focused, concise, and precise. Too much input can be confusing; too little is ineffective. In demonstrating, what you say and what you do must match. In the preflight example, the message should be the importance of doing a preflight and the value of using a checklist. That message was not formulated well and even more poorly delivered.
2. The transmitter (instructor) must be focused, prepared, and possess good communication skills. A malfunctioning transmitter is not a useful tool. This is a basic concern with CFIs. They have little training in communications: how to craft a message and deliver it effectively. Often, it shows.
3. The method, or medium. How is the message getting from instructor to student? Most flight instruction is going to be one-on-one verbal/demonstration. Demonstrations must be clear. The verbiage the instructor uses must be understandable by the student. If the student only speaks French, you better learn French or find an interpreter. Speaking through headsets? Are they working?
4. The receiver (student). We all have our own personalities, experiences, and ways we learn best. The instructor has to figure that out so the message and delivery of that message can be crafted to the individual student.
5. Feedback. This is a two-way venture: The student needs feedback from the instructor, and just as importantly, the instructor needs feedback from the student. Feedback is how the instructor can “troubleshoot” the student, much like a mechanic tries to find out why something is not functioning properly. The instructor may have to back up and repackage the message so the student better understands it.
6. Follow up. Review components to verify both parties are on the same page.

This is the same model used in communications with ATC. We all know the importance of good tower communications; it is just as important in the training cockpit. An outstanding CFI crafts the message, delivers it in a way that the student can grasp quickly, utilizes feedback to make modifications, and does the follow-up. Effective communication is a skill set that will set you apart in everything you do and all your relationships—personal and professional.

Paul Smeltzer is a consultant and student pilot who resides in Louisiana.