Listening vs Doing

[Let'sgoflying!]

I fly a group of (young, 'quick') folks on a regular basis (we fly missions of 5-7 hours per day, multiple legs over a week at a time and know each other well).
I always give the required briefing before sun-up; they have always listened and seemed (or feigned) interest lol.

Yesterday I decided to do it differently and have them actively participate by doing instead of listening, and it was a bit eye opening to see that they did not have a full understanding of what I was telling them previously.
Our organization requires them to have knowledge of how to find and use the fire extinguisher, activate the ELT, activate the mic switch, turn fuel off, turn electrics off, and the usual how many doors, where, how to opening etc.

Despite multiple show and tells over previous flights, they stumbled a bit on a lot of these things and I found it a good idea to have them actually put fingers on things to simulate various activities, and actually remove the fire extinguisher, turn the master and fuel off, etc.
I think they really appreciated this and I discovered how a verbal briefing is not as helpful as one might think.

 

[Craig]

Dave: In training fellow mechanics on our computerized test system, I found a great way to get them to learn it. I walk them thru the test, with them simply observing the test cycle. The next time I talk them thru them doing the test procedure. The next time, I have them go thru the procedure with me watching, but not commenting unless a mistake is made or they don't understand something. Last time, I have them go thru the procedure with someone that doesn't know it and they have to be able to run it without error on their part, or me stepping in to make a correction or preventing a catastrophe. Found it works well and even the most computer afraid guys would master the task within a couple of evolutions and be able to mentor someone else.
Granted, some of these tests are long, convoluted and can have a hundred or more steps as well as wait times for processes to complete, or require controlling up to six other mechanics within the test, but it's worked well for the 20 years I've been doing it.

 

[Let'sgoflying!]

That's cool Craig. Interesting how the brain learns (and how it fails to learn).
One last step is, if they can properly teach someone else the lesson, right?

 

[AvNavCom]

Dave: In training fellow mechanics on our computerized test system, I found a great way to get them to learn it. I walk them thru the test, with them simply observing the test cycle. The next time I talk them thru them doing the test procedure. The next time, I have them go thru the procedure with me watching, but not commenting unless a mistake is made or they don't understand something. Last time, I have them go thru the procedure with someone that doesn't know it and they have to be able to run it without error on their part, or me stepping in to make a correction or preventing a catastrophe. Found it works well and even the most computer afraid guys would master the task within a couple of evolutions and be able to mentor someone else.

You've rediscovered the concept of "See one, do one, teach one", which has been a cornerstone in Medicine for a very long time!

 

[Daleandee]

Dave: In training fellow mechanics on our computerized test system, I found a great way to get them to learn it. I walk them thru the test, with them simply observing the test cycle. The next time I talk them thru them doing the test procedure. The next time, I have them go thru the procedure with me watching, but not commenting unless a mistake is made or they don't understand something. Last time, I have them go thru the procedure with someone that doesn't know it and they have to be able to run it without error on their part, or me stepping in to make a correction or preventing a catastrophe. Found it works well and even the most computer afraid guys would master the task within a couple of evolutions and be able to mentor someone else.

I learned this in the corporate world many years ago when training workers. Describe the task to them, show how the task is to be performed, let them tell you how it is to be correctly done, let them show you how it's done while describing the process, then let someone else test them. When I was doing ultralight flight instruction this method was used. Works very well although it may take a bit more time but in the end the old saying is true ... "slow down to go faster."

 

[Craig]

That's cool Craig. Interesting how the brain learns (and how it fails to learn).
One last step is, if they can properly teach someone else the lesson, right?

Didn't let them teach until they could run the test without operator induced errors at least a couple of times. Some of the tests were pretty simple....set a couple of switches and run an automated test routine. Others required significant setups and then coordination with multiple other mechanics running hydraulic mules, liquid cooling systems and cockpit operators and safety observers. As the test conductor, they have absolute control over everything going on during the test, as well as control of anyone in the hangar while it's in progress and they have to monitor all the data during the test. Nothing happens without their approval, other than emergency stops.

Hardest thing to teach was to not rely on running tests by memory....run them by the paperwork.

 

[Dana]

When teaching CAD (computer aided design) to engineers or engineering students, I would spend the first day going through the entire menu system, even the advanced functions that we wouldn't get to until the end of the class, if at all. I would tell them up front that it would be information overload and not to worry if they didn't grasp or remember much... but when we started on basic operations the next day they had a good sense of where they were within the overall program structure.

 

[billsgs126]

1. Listen to an explanation of the task. 2. Do the task. 3. Teach it to another.
Doctor Maria Tecla Artemisia Montessori (1870-1952)