Presented to: By: Date: Federal Aviation Administration COMMUNICATIONS FOR THE PRACTICAL TEST DPE Recurrent Course Paul Maenza, ASI 2006

Federal Aviation Administration 2 DPE Recurrent Seminar 2006 OBJECTIVE TO IMPROVE COMMUNICATIONS BETWEEN APPLICANTS AND EXAMINERS

Federal Aviation Administration 3 DPE Recurrent Seminar 2006 TYPES OF COMMUNICATION Verbal Written Non-Verbal Gestures Voice Intonation

Federal Aviation Administration 4 DPE Recurrent Seminar 2006 PROCESS OF COMMUNICATION Sender Conveys ideas or information to Applicant Applicant hears or takes in information and provides feedback

Federal Aviation Administration 5 DPE Recurrent Seminar 2006 EXAMINERS RESPONSIBILITY Communicate in Appropriate Manner Verbal versus Non-verbal Convey Information Accurately and Concisely Provide Information at Appropriate Time Request Verification or Feedback

Federal Aviation Administration 6 DPE Recurrent Seminar 2006 OPPORTUNITIES FOR COMMUNICATION Pre-Test Questioning Post-Flight

Federal Aviation Administration 7 DPE Recurrent Seminar 2006 INTRODUCTION

Federal Aviation Administration 8 DPE Recurrent Seminar 2006

Federal Aviation Administration 9 DPE Recurrent Seminar 2006 QUESTIONING

Federal Aviation Administration 10 DPE Recurrent Seminar 2006

Federal Aviation Administration 11 DPE Recurrent Seminar 2006 IMPROPER QUESTIONS  LEADING QUESTIONS

Federal Aviation Administration 12 DPE Recurrent Seminar 2006

Federal Aviation Administration 13 DPE Recurrent Seminar 2006 IMPROPER QUESTIONS  LEADING QUESTIONS  CONFUSING QUESTIONS

Federal Aviation Administration 14 DPE Recurrent Seminar 2006

Federal Aviation Administration 15 DPE Recurrent Seminar 2006 IMPROPER QUESTIONS  LEADING QUESTIONS  CONFUSING QUESTIONS  OVERLOAD QUESTIONS

Federal Aviation Administration 16 DPE Recurrent Seminar 2006

Federal Aviation Administration 17 DPE Recurrent Seminar 2006 APPLICANTS RESPONSIBILITY Actively Listens Takes action as a result of Communication Answer, or Respond, to Communications Ask for Clarification of Unclear Communications

Federal Aviation Administration 18 DPE Recurrent Seminar 2006 PERCEPTION VERSUS REALITY View of Situation Incoming information Expectations and Biases Incoming Information versus Expectations

Federal Aviation Administration 19 DPE Recurrent Seminar 2006 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.

Federal Aviation Administration 20 DPE Recurrent Seminar 2006 CRITICISM There are ways to give criticism constructively to minimize possible negative reactions. Before you give criticism ask yourself the following:

Federal Aviation Administration 21 DPE Recurrent Seminar 2006 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?

Federal Aviation Administration 22 DPE Recurrent Seminar 2006 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?

Federal Aviation Administration 23 DPE Recurrent Seminar 2006 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?

Federal Aviation Administration 24 DPE Recurrent Seminar 2006 POST-FLIGHT: SATISFACTORY

Federal Aviation Administration 25 DPE Recurrent Seminar 2006

Federal Aviation Administration 26 DPE Recurrent Seminar 2006 POST-FLIGHT: UNSATISFACTORY

Federal Aviation Administration 27 DPE Recurrent Seminar 2006

Federal Aviation Administration 28 DPE Recurrent Seminar 2006 QUESTIONS