COMMUNICATIONS FOR THE PRACTICAL TEST

1. COMMUNICATIONS FOR THE PRACTICAL TEST DPE Recurrent Course Ken Pannell, ASI 2007

2. OBJECTIVE TO IMPROVE COMMUNICATIONS BETWEEN APPLICANTS AND EXAMINERS

3. TYPES OF COMMUNICATION • Written

9. 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...

10. 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!

11. TYPES OF COMMUNICATION • Verbal • Non-Verbal • Gestures • Voice Intonation • Written

12. PROCESS OF COMMUNICATION • Sender Conveys ideas or information to Applicant • Applicant hears or takes in information and provides feedback

13. EXAMINERS RESPONSIBILITY • Communicate in Appropriate Manner • Verbal versus Non-verbal • Convey Information Accurately and Concisely • Provide Information at Appropriate Time • Request Verification or Feedback

14. OPPORTUNITIES FOR COMMUNICATION • Pre-Test • Pre-Flight • Post-Flight

15. INTRODUCTION

17. QUESTIONING

19. IMPROPER QUESTIONS • LEADING QUESTIONS

21. IMPROPER QUESTIONS • LEADING QUESTIONS • CONFUSING QUESTIONS

23. IMPROPER QUESTIONS • LEADING QUESTIONS • CONFUSING QUESTIONS • OVERLOAD QUESTIONS

25. APPLICANTS RESPONSIBILITY • Actively Listens • Takes action as a result of Communication • Answer, or Respond, to Communications • Ask for Clarification of Unclear Communications

26. PERCEPTION VERSUS REALITY • View of Situation • Incoming information • Expectations and Biases • Incoming Information versus Expectations

27. 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.

28. CRITICISM There are ways to give criticism constructively to minimize possible negative reactions. Before you give criticism ask yourself the following:

29. 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?

30. CONSTRUCTIVE 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?

31. CONSTRUCTIVE CRITICISM • 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?

32. POST-FLIGHT: SATISFACTORY

34. POST-FLIGHT: UNSATISFACTORY

36. QUESTIONS