just learnt. (E.g. in passenger profiling training, allocate ample time for role- plays or practical sessions with the goal of transforming theories into practical skills). Adult learners are primarily driven to learn by internal motivators e.g. self- esteem, growth, etc. So try to ensure that your coaching tone is ‘strengths- based’ to encourage motivation and increase self-esteem. Give clear, specific, feedback that highlights the areas where participants are performing well and encourage them to look for ways to play to their strengths and perform ‘even better’ (as opposed to the old-school approach of highlighting negatives or weaknesses that need ‘fixing’). In addition to adult learning theory, an
effective trainer understands the differing learning styles or ‘modalities’ we all have. In general, people learn in three main ways, or through three ‘channels’; through seeing (visual), hearing (auditory), and learning-by-doing (kinaesthetic). We use all of our senses to take in information; however each of us may have developed one preferred learning style or modality over the other modalities. Visual learners love diagrams and pictures and would quite happily sit through an engaging PowerPoint presentation. Auditory learners may prefer taking notes and
listening to a lecture or presentation (provided that the trainer articulates clearly). Kinaesthetic learners soak in learning when told stories and analogies and when given a chance to practice the lessons learned (through discussions, role-plays, practical sessions etc.). A problem we may face, as trainers, is that we, too, have a preferred learning style and there is a possibility of delivering programmes with a bias towards our own preferred learning style. Highly visual trainers may run programmes that use mostly PowerPoint slides. Auditory trainers may lecture without the support of visual aids and exercises to engage visual and kinaesthetic learners. The kinaesthetic trainer may develop an over- reliance on story-telling and exercises. So, how do we run high impact training that meets the needs of all three learning styles? We need to ensure that our training topics incorporate a variety of appropriate training methods to cater to all learning styles (case studies, discussions, demonstrations, audio and video presentations etc.). Participants need to ‘Hear it, See it, and Do it’. So, can anyone be an engaging and
effective trainer, capable of consistently delivering high quality training programmes? I believe the answer is
yes… if they have been equipped with the right tools for developing content, with the right skills for engaging delivery, and an understanding of how to create and maintain a powerful adult learning environment. If key players in aviation security ensure that these principles are learned and practised by more and more trainers, combined with a commitment to using participant feedback to achieve continuous improvement, we can all be proud of having contributed to improved standards in aviation security.
Katharine Ng is the Managing Director of OneCrew (www.
onecrew.biz), a Hong Kong based training company specialis ing in the design and delivery
of
aviation non-technical safety and aviation security training programmes including Human Factors, Crew Resource Management, Threat & Error Management, Managing DisPax, Verbal De-escalation Skills, Inflight Security and Train-the-Trainer programmes.
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April 2012 Aviationsecurityinternational
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