In most cases, a shorthand or abbreviated system of the learner’s choosing should be encouraged. Notetaking is merely a method of allowing the learner to recreate the lecture so that it can be studied. The same notetaking skills can be used outside the classroom any time information needs to be retained. For example, copying an instrument clearance word for word is very difficult. By knowing the format of a typical clearance, learner instrument pilots can develop their own system of abbreviations. This allows them to copy the clearance in a useful form for read back and for flying the clearance. By incorporating all or some of these techniques, learners retain more information. Instructors can vastly improve retention of information by making certain their learners have the best possible listening skills.

Good questioning can determine how well the learner understands what is being taught. It also shows the learner that the instructor is paying attention and that the instructor is interested in the learner’s response. An instructor should ask focused, open-ended questions and avoid closed-ended questions.

Focused questions allow the instructor to concentrate on desired areas. An instructor may ask for additional details, examples, and impressions from the learner. This allows the instructor to ask further questions if necessary. The presentation can then be modified to fit the understanding of the learner.

Open-ended questions are designed to encourage full, meaningful answers using the learner’s own knowledge and perceptions while closed-ended questions encourage a short or single-word answer. Open-ended questions, which typically begin with words such as “why” and “how” tend to be more objective and less leading than closed-ended questions. Often open-ended questions are not technically questions, but statements that implicitly ask for completion. An instructor’s ability to ask open-ended questions is an important skill to develop.

In contrast, closed-ended questions tend to evaluate the learner’s understanding only at the rote level of learning. Closed-ended questions can be answered by “yes” or “no.” When used in a multiple choice scenario, closed-ended questions have a finite set of answers from which the respondent chooses. One of the choices may be “other.” It is a good idea to allow respondents to write in an optional response if they choose “other” because developing the learner response may lead to insights into the learning process.

One benefit of closed-ended questions is that they are relatively easy to standardize and the data gathered easily lend themselves to statistical analysis. The down side to closed-ended questions is that they are more difficult to write than open-ended questions, generally lead the learner towards the desired answer, and may under certain circumstances direct the conversation toward the instructor’s own agenda.

To be effective, questions, regardless of the type, are adapted to the ability, experience, and stage of training of the learner. Effective questions and, therefore, effective communications center on only one idea. A single question should be limited to who, what, when, where, why, or how and not a combination of these. Effective questioning presents a challenge to the learner. Questions of suitable difficulty serve to stimulate learning.

Two ways of confirming that the learner and instructor understand things in the same way are the use of paraphrasing and perception checking. The instructor can use paraphrasing to show what the learner’s statement meant to the instructor. In this way, the learner can then make any corrections or expansions on the statement in order to clarify. Perception checking gets to the feelings of the learner, again by stating what perceptions the instructor has of the behavior that the learner can then clarify as necessary.

Since it is important that the instructor understand as much as possible about the learners, instructors can be much more effective by using improved listening skills and effective questions to help in putting themselves in the place of the learners. Questions should be phrased to focus the learner on the decision-making process and the exercise of good judgment.

Knowledge of the subject material and skill at instructional communication are necessary to be an instructor. Increasing the depth of knowledge in either area makes the instructor more effective.

An instructor never stops learning. While professional development is discussed in greater detail in Chapter 8, the more an instructor knows about a subject, the better the instructor is at conveying that information. For example, a maintenance instructor teaching basic electricity might be able to teach at a minimally satisfactory level if the instructor had only the same training level as that being taught. If asked a question that exceeded the instructor’s knowledge, the instructor could research the answer and get back to the learner. It would be much better if the instructor, through experience or additional training, was prepared to answer the question initially. Additional knowledge and training would also bolster the instructor’s confidence and give the instructional presentation more depth. Technically qualified instructors, however, consider the level of the learner and present relevant information to enhance understanding or to stimulate the interest of the learner.

An awareness of the basic elements of the communicative process (source, symbols, and receiver) is the foundation for a successful communicator. Recognizing the various barriers to communication further enhances the flow of ideas between an instructor and the learner. Instructors develop communications skills in order to convey desired information to the learners. They also recognize that communication is a two-way process. In the end, successful communication has taken place if the desired results have been achieved.