Author: Katherine Senko

Jump-Start Online Discussions with Alternative Prompts

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Discussion forums are ubiquitous in online education despite getting mixed reviews from students and teachers. Faculty complain of students giving only perfunctory responses, while students lament discussion questions only allow cursory answers.

The problem is the prompt is often written in language requesting a mini-academic paper or a yes-no answer rather than a real discussion. Crafting a good discussion question is tricky, but one option is to move beyond the traditional text prompt by using media such as images, videos, and podcasts. Media capture our attention in ways that text cannot. A short prompt with the accompanying video of the end of the space race can be depicted with a video clip of Neil Armstrong taking his first moonwalk. A discussion on economics can be driven with Dorothea Lange’s photo of a hungry mother with children during the Great Depression of 1936. Video and audio prompts can elicit ideas that might not have come to students with a text prompt. An instructor might also post multiple images on a topic to suggest different perspectives to get students thinking more broadly such as multiple depictions of civil rights protests by athletes throughout the 20th century.

Natural discussion happens over the last movie we saw, a new podcast we heard, or an interesting piece of news. Consider having these be the basis of online or in-class discussions too. The prompt can be a short video clip, a portion of an audio broadcast, a news story, a blog entry, an opinion piece, or even a picture. Design your discussion prompts to spark interest by having open-ended questions or ask for an interpretation of the piece.

These alternative types of prompts work best when you are trying to elicit conversation, engage students, and open broader understanding, not when you want a correct answer. Use these prompts to teach divergent thinking to encourage creativity. By the time students get to college, divergent thinking becomes secondary to getting the answer correct. But divergent thinking is key to maintaining and fostering creativity. And we all know that creativity sparks innovation. As Stacy Goodman (2015) writes, “Divergent thinking strategies offer the possibility of doing more than fostering a creative classroom environment—they can also help us better understand and appreciate difference in all areas of our students’ lives.” Alternative prompts may foster thinking from students who traditionally don’t answer the written discussion question.

Research has shown that students broaden their responses when expected to consider “multiple-perspectives, challenge assumptions, state their own predictions, and negotiate new understandings” (Williams et al., 2015). Using novel discussion prompts urge students to discuss almost any subject. But how you respond to the initial post matters too. Post your responses to further elicit deeper thought using second-level questions. That is, question your students’ initial posts to draw out further discussion. Model the type of behavior you expect in responses. Encourage others to question responses and offer differing opinions. If needed, stay with this topic before proceeding to new discussion posts.

Here are some fun examples to try in a variety of classes. Sometimes, the more obscure the prompt, the better the conversation.

  • In a history class, rather than ask, “How did protests evolve during the Vietnam War era?” post Mark Riboud’s iconic photo of Jan Rose Kasmir holding a flower in front of bayonetted guns. Have students talk about the photo’s message and whether it represented the mood of the US at the time. They could even post other photos from the era and explain how their messages differ from that of Riboud’s photo in terms of either protests or war.
  • In a computer class studying cybersecurity, rather than post “Why is it so difficult to prosecute international cybercriminals?” select an episode of a suspenseful podcast, such as Darknet Diaries or My Cyber Crime Story, and ask for ideas on how to stop this type of crime. Have students respond why it would or would not work. Podcasts, in general, are great sources. NPR posts podcasts on a variety of subjects. Ask students to listen and post comment on a pertinent subject.
  • Bring interest into discussion boards by allowing students to post meaningful photos or videos themselves. A variation on the theme is to have students post an example and describe what it means to them with audio or video answers. For a math class, it’s easy to find patterns and repetition in nature. Instead of prompting with a photo, ask them to post one and describe the pattern.
  • A trades class I work with posted a popular internet demonstration of a technique. Unfortunately, the demonstration was incorrect. Instead of pointing out the incorrect technique to the students, challenge them to find the errors and comment on how to fix them or extrapolate on the consequences.

To breed creativity in your classroom, be prepared to put in a few nontraditional discussion prompts. Expect answers to vary greatly and allow that there may not be an exact right or wrong answer. But teach the students to investigate and question why and what it means to them. Explore using audio and video for both prompts and feedback to prompts.

*Note this article was first published in Magna The Teaching Professor in September of 2022.

References

Goodman, S. (2015, August 12). Fuel creativity in the classroom with divergent thinking. Edutopia. https://www.edutopia.org/blog/fueling-creativity-through-divergent-thinking-classroom-stacey-goodman

Williams, S. S., Jaramillo, A., & Pesko, J. C. (2015). Improving depth of thinking in online discussion boards. The Quarterly Review of Distance Education, 16(3), 45–66.

Most Effective Learning

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Space Learning, Don’t Cram

Katherine Senko, Ed.D. 2019

We probaby knew it all along – cramming doesn’t increase learning. Staying up all night and memorizing the information may get you through the next day but it doesn’t increase learning. Once time passes the information is lost. However, spacing the learning out does increase learning and it doesn’t take longer- just more planning. The actual time spent studying is similar but spaced repetively over many sessions.

Much research has focused on the best way to learn new material from the way one processes the information to how one retains and retrieves the information.  One easy technique that can be put into practice immediately is spacing the learning in regular intervals rather than cramming the learning events right before the assessment (Kornell & Bjork, 2008). Spacing refers to spreading out the learning over multiple sessions. “…We are better able to recall information and concepts if we learn them in multiple, spread-out sessions” (Farnam Street Learning Company, 2018). Spacing helps us process the material for the long-term.

Spacing not only allows for memorization of material but actually helps in other areas of learning as well. Studies have shown that spaced practice increases problem-solving and increases learning connections (Kang, 2016). Despite this evidence undergraduates often restrict their studying to repetitive reading and massed studying (Gagnon & Cormier, 2019), otherwise known as cramming. Better learning habits include spacing the material, self-testing, and understanding why information is important before retention and learning takes place (Kang, 2016). Spacing the material across time increases the memorization and forms connections in the brain. 

The arrangement of events also has an effect on retention. Interspersing different information into one’s study time and not clumping identical concepts together improves the recognition and learning of these items (Kornell & Bjork, 2008). This is called interleaving the concepts. For example, going back over material presented in earlier classes is one way to interleave material into your studying. When practicing vocabulary for a language course, include vocabulary from previous units. That repetition of slightly older material will help it stick in your brain longer.  

Although one would think that spacing takes more time, it actually reduces the overall time to learn information because the information is retained (Farnam Street Learning Company, 2018). Spacing does, however, require planning one’s schedule to handle the learning events. Planning study time into your schedule is imperative.

How to Space Learning

The first step in setting up effective spaced learning is sticking to a study schedule. Dedicate time each day to study material. You will also need a means of storing the information. Simply re-reading material is not enough. Quizzing oneself on the information is better (Butler, 2010). Connecting the material to other concepts is best. Integrating the material allows for setting up multiple connections in the brain. Flashcards with concepts clearly outlined seems to be a good technique to quiz oneself and the online programs available allow for easy management of material (Kornell, Optimising learning using flashcards: Spacing is more effective than cramming, 2009).

A metric for reinforcement and tracking is important. “Tracking progress gives us a sense of progression and improvement” (Farnam Street Learning Company, 2018). Again, online systems provide easy ways to track one’s progress. For example, using a flash-card system one can retain those areas needing more attention and increase the review interval on those items already mastered. The online systems build in positive reinforcement in the forms of points, badges or levels. 

Lastly, make sure you time your review sessions. Practice must be an adequate amount of time to get through the material in total but not so long as to tire the learner. Concentration wanes after long study sessions. An average recommended time is to spend 30 minutes focusing on a subject then taking a break of at least five minutes. Interleave the concepts in this study time. For example, don’t just focus on one type of problem in the study block but include examples of various problem types. Then come back and practice these problems again. 

In conclusion, plan your study time. Set a goal. Practice by quizzing yourself and interspersing material throughout. Relate the material to life experiences, if possible. Keep track of your progress. Study in predetermined time slots over time, spacing the learning, not cramming it altogether before a test. 

Works Cited

Butler, A. C. (2010). Repeated testing produces superior transfer of learning to relative to repeated studying. Journal of Experimental Psycholgy: Learning, Memory, and Cognition, 1118-1133.

Farnam Street Learning Company. (2018). The Spacing Effect: How to Improve Learning and Maximize Retention.Retrieved from Farnam Street: https://fs.blog/2018/12/spacing-effect/

Gagnon, M., & Cormier, S. (2019). Retrieval Practice and Distributed Practice: The Case of French Canadian Students. Canadian Journal of School Psychology, 83-97.

Kang, S. H. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Instructional Strategies, 12-19.

Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 1297-1317.

Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “Enemy of induction”?Retrieved from https:??doi.org/10.1111/j.1467-9280.2008.02127.x

Preparing the Teaching Assistant for the Job

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The Teaching Assistant [TA] job is typically filled by an upper-level university student or graduate student. There are several different roles that the TA must fulfill in their job. First and foremost, the TA is a student and must complete all responsibilities to maintain this status to the best of their abilities. Second, the TA has a responsibility to the hiring professor. To the professor, the TA is the assistant and must abide by the requirements set out by the professor. Third, the TA has a responsibility to the students in the class. The role here is the teacher, the tutor, and occasionally the advisor.

How does your school prepare the TA for each of these individual and important roles? Many schools simply run the TA through the hiring process and those whose grades in the subject area are high enough to qualify for the position. Ideally, the hiring body also prepares the TA for each role they will serve, as the student, as the assistant, and as the teacher. But in most cases, the professor is solely responsible for preparing the student to also become a competent TA.

It is important for both the TA and the professor to clearly understand all three roles. It helps if the professor sets ground rules early in the semester. As a professor, be sure to plainly communicate your expectations and be open to hearing any concerns of the TA. Remember, the TA is first a student, second an assistant and third a teacher.

The TA is most familiar with being a student and this role is the one they should take most seriously. It is the reason they are at the school after all. They should know study techniques and know the subject matter. Combining the student role with the TA responsibility adds new importance in time management. The student’s time is now occupied not only by his or her own studies, but additional requirements set out by the professor. Therefore, time management is paramount.

Setting priorities are the hallmark of time management. The priorities of one’s own courses and those that one is teaching must be balanced. If the balance becomes disrupted, then the TA must communicate this to the professor. Emphasize to the TA the importance of advanced communication. If the TA is falling behind in his or her own student work, the professor must know this. Arrangements can be made to relieve the TA if the professor knows about the difficulty ahead of time. Be sure the at the TA knows these responsibilities and facilitate an open line of communication.

The role of assistant deals largely with class preparation. Remember the TA probably has no formal teaching experience, so class preparation is new to them. As the professor’s assistant, the TA may be expected to deliver lecture material, formulate discussion questions, grade papers or other learning material, and maintain office hours. Each of these activities takes considerable planning. Sometimes a new TA underestimates the amount of time each activity requires. It is a good practice to collaborate with the TA at first until you and the TA are comfortable. Here, communication is again key. Clearly state your requirements and direct the TA on how to accomplish each task.

Preparing content for teaching is more than forming an outline. The professor should work with the TA to emphasize important points, fully prepare examples of difficult concepts, work through tough problems and even draw out schematics or concept maps. Discussion questions should be open-ended and initially developed with the professor’s guidance. Working directly with the TA on these matters ensures the focus of the lesson is appropriate. Standards for grading need to be clear and as objective as possible. Have the professor decide how much feedback to give the students. The TA should be prompt and attentive to all office hours.

Presenting to the class may be the most unfamiliar and daunting of the roles the TA will face. To prepare the TA the professor may have the TA practice before giving to students or observe a professor’s lecture. The style of the TA may be different, but the content should be the same. Presentation techniques include lecture, discussion questions, debates, interactive problem-solving, or case study analysis. The more interactive the content the more the students will retain. And the more a professor interacts with the TA the better the TA will know the emphasis of content material.

Managing the class is also important. Taking role, controlling distracted students, entering grades are all jobs that are now the responsibility of the TA. Walk the TA through various scenarios and techniques. For example, what procedure do you prefer the TA uses for attendance? Should the TA call out the role or use a sign-in sheet? Is the classroom set up for easy access to converse with students or is set up for lectures? Can the TA easily reach out to students who may be distracted? Direct the TA in how the papers should be graded. Do you want to focus on content yet still comment on technique and grammar? How much feedback are the TAs capable of giving? Are you comfortable with the TA giving advice to students?  These questions should be answered early before the start of the job.

Hiring a TA can be a relief for the administrative duties of the classroom if you properly prepare. Clearly set your requirements out early. Guide the TA on how to prepare a lesson. Show the TA what you are looking for in your grading techniques. Emphasize the key points throughout the semester. Communicate openly and frequently. Make TA training part of your own preparation and the process should flow smoothly.

Time Change

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It’s that season where the clocks change, the skies are dark, and the wind grows cold. With the change of clocks and the change of season I examined what needed changed in my own life.

I went to a time management talk this week. It was a very good reminder of what to do when things get off track.

While I knew the steps to take to manage my own time, I let things slip. I fell into old habits. I wasn’t planning my time. I was working on auto-pilot, thinking I had done this for so long I could do it without a plan. Slowly distractions crept into my day without me taking notice of them. I wasn’t being efficient, and my free time was slipping into my work time without me recognizing the problem until I stepped back and examined my day, hour by hour.

I recommend that everyone take a time reset and examine their own activities in an objective manner. The talk was a reminder, a refresher course on planning and commitment. It was a reminder to take back control and be proactive on distractions, decisions, and activities. With a simple reset of my own time clock I am back to prioritizing, finishing my projects and actually having more free time to boot.

Are you planning your day, setting aside distractions? Are you procrastinating on anything? What things do you need to set time aside for and what things do you need to set a time limit to? Focus your time and it will focus your goals. A simple reset of one’s own clock can reset one’s life goals.

Going for the APTD!

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As a lifelong learner I’m constantly in search of new courses and opportunities to increase my current knowledge. After a small hiatus from teaching I decided to refresh my knowledge and go for an Associate Professional in Talent Development [APTD] certification. The APTD certification includes three main areas of expertise, instructional design, training delivery, and learning technologies.

To start the journey to getting certified I took a study course. It was like doing a needs analysis on myself. I now know where my knowledge gaps are and where to focus my most intense studies. While I have a good grasp on instructional design I will have to focus on specific learning technologies.

The exam is set up as case studies of real world situations. The practice exams were difficult, lifelike and required deep analysis. Of course, this is to be expected from an exam designed by learning experts. I felt that when I answered questions correctly I fully understood and could apply the knowledge.

Taking this course I realized that it will not only refresh my skills. I’ll continue to fill more knowledge gaps and improve myself. The APTD is not just another learning course for me. It is proof that I am a learning expert.

Polyphenols in Wine

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Polyphenols in Wine

Polyphenols are naturally occurring chemical compounds found in plants. Recent research has found that there are many health benefits to polyphenols. All polyphenols are natural antioxidants. Certain polyphenols have also been found to protect against cancer, while others aid in development against diabetes, osteoporosis, and some have been found to provide cardiovascular benefits. A diet rich in polyphenols is recommended to receive the health benefits.

Polyphenols are found in a variety of dark skinned fruits, coffee, legumes and even chocolate. One of the best ways to get the health benefits of polyphenols is red wine. Both red and white wine contain polyphenols but red contains a higher level. The higher level is due to red wine being made with both the grape and the skin and seeds, where the majority of polyphenols are located. According to the American Journal of Clinical Nutrition (2004) the red wine process produces 10 times the polyphenols of white wine. Both red and white wine contain polyphenols but red contains a higher level. The higher level is due to red wine being made with both the grape and the skin and seeds, where the majority of polyphenols are located. A glass of red wine contains about 100 mg of polyphenols. But certain red wines contain a much higher level and therefore are more beneficial to health. These are high altitude red wines.

Typically, dark skinned plants like pomegranates and red berries are high in these chemicals. And this is true with wine grapes too. The darker berries contain more polyphenols. A dark grape such as tannat will have more of the compound than a chardonnay. There are other factors at work too, the environment plays an important role in how much polyphenols are in the grape.

Lab tests have shown that high altitude wines are more effective in heart benefits than those grown at lower altitudes. Studies of a group of centenarians in Sardinia contributed their diet to the long life. A key ingredient to the diet was wine grown at a high altitude. Similar findings were posted the journal Nature where cardiovascular benefits were found in those who consumed wine from high altitudes in Mendoza.

A group of centenarians in Georgia also consume wine from very high altitudes.

What is it about high altitude that produces wine with higher health benefits?

First the higher elevation exposes the grape to more UV light.  UV light stimulates the synthesis of polyphenols. A higher polyphenol count is also found in coffee beans gown at high altitude. More concentration of the compound in the grape equal more compound in the wine.

Second the highest concentration of polyphenol is found in the skin. High altitude grapes develop very thick skins to withstand the harsh conditions and atmosphere of their growing region. This thick skin holds more of the compound. Again, more polyphenols in the grape equals more polyphenols in the wine.

Just what altitude is considered high enough for a grape to be considered a high-altitude wine? This varies across continents but in general grapes grown over 3000 feet are considered high altitude. Research done at Mendoza, Argentina Cantena Vineyards has found that the higher the altitude the more concentrated the compounds and therefore the healthier. The highest vineyards in the world are located in Argentina’s Salta province.

Several wineries in Salta boast altitudes in the 8000 – 9000 ft region. Several wineries produce grapes from 5000 ft. and above. A high-altitude research is ongoing to discover just how beneficial these wines can be. Other countries are also growing high-altitude wines. Armenia has vineyards reaching 5250 feet.  While the US boasts wineries in the 2000-3000 foot range while New Zealand has several wineries at 3000 feet.

These altitudes not only produce wines with higher health benefits but more intensity in taste as well. Wines produced at higher altitudes tend to have more tannins and more intensity of flavors. The harsh conditions produce less but a more concentrated grape. This makes the high-altitude wines good for aging.

In order to choose the best wines for one’s health a dark high-altitude wine will provide the most polyphenols. This provides the most cardiovascular benefits, anti-oxidizing attributes and better insulin regulation.

References:

Corder,R., Douthwaite, J.A., Lees, D.M., Noorafza, K.Q., Viseu dos Santos, A.C., Wood, E. G., & Carrier, M.J. (2001). Health: Endothelis-1 sythesis reduced by red wine, Nature, 414, pp. 863-864. Electronically downloaded March 27, 2018 from Ebsco database.

Lin, X., Wu, X., Liu, X. (2016). Phenolic Characteristics and antioxidant activity of merlot and cabernet sauvignon wines increase with vineyard altitude in a high-altitude region. Electronically retrieved March 27, 2018 from https://www.sasev.org/

Pandey, K.B., Rizvi, S. I., (2009). Plant polyphenols as dietary antioxidants in human health and disease. Oxidative Medicine and Cellular Longevity, Nov-Dec, 2(5): 270-278.

Waddington, E., Puddey, I. B., & Croft, K.D. (2004). Red wine polyphenolic compounds inhibit atherosclerosis in apolipoprotein E-deficient mice independently of effects on lipid peroxidation. The American Journal of Clinical Nutrition, Volume 79, Issue 1, 1 January 2004, Pages 54–61. Electronically retrieved March 27, 2018 from Ebscohost database.

https://www.livestrong.com/article/422207-wines-with-high-levels-of-polyphenols/

https://www.fitday.com/fitness-articles/nutrition/healthy-eating/which-wine-has-the-most-antioxidants.html

https://www.jancisrobinson.com/articles/do-high-altitude-vineyards-hold-the-key-to-a-longer-life

https://transforming-science.com/introducing-polyphenols-colorful-healthy-compounds/

https://transforming-science.com/introducing-polyphenols-colorful-healthy-compounds/

https://www.wine-searcher.com/m/2017/02/what-s-the-big-deal-about-high-altitude-wines

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835915/

 

Blended Learning: Production

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Blended learning is the process of incorporating digital technology and tools into traditional learning environments. It would be truly unusual for anyone to use anything other than digital for documents; the new position is to easily create digital documents with more than one author. Collaboration is an important skill for all to learn (check out previous post) but can be difficult to manage. The change tracking, the actual authors vs. those who simply comment, the editors… How can all of this sharing be done with ease? Luckily, there are many tools to aid with this.

MS Word does offer tracking solutions, but too often if more than one author is working on the document simultaneously a version is lost. Version control becomes a nightmare. A better solution is GoogleDocs (https://www.google.com/docs/about/) where authors can work on the same piece at the same time and changes are kept.

Another great tool is using a Wikispaces (https://www.wikispaces.com). Wikispaces allows students to collaborate with writing and has a nice social network feed. It also allows for easy student progress checks and a classroom tool for teachers.

The previously mentioned tools are great for documents but a blended learning classroom often allows for different media. Moxtra (http://www.moxtra.com) allows multiple binders to be kept on a project and neatly organizes who does what and when. Binders are shareable and searchable. Prezi (https://prezi.com) allows multiple users to work on a presentation. Group presentations become unified with one theme on one giant canvas. Simply zoom to your portion. Presentation can include links to other sites as well as video and audio clips too.

Search the net for free shareable projects. Thousands of solutions are out there waiting for your class to explore. Even make it an assignment for different groups to evaluate different products. What is more real world learning than that?

Blended Learning: Collaboration

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Focused students analysing dna on digital interface in university library
Focused students analysing dna on digital interface in university library

Blended learning, adding digital content to a traditional lecture type lesson is not new, but the types of digital content is always changing and the best lessons make use of the new tools. This article will cover using digital tools to have students collaborate and produce content. Collaboration, cooperation, group-think, shared learning – it goes by many names and has been taking place in the classroom for years. What has changed is the tools and the types of sharing.

It is important to have the learner write his or her own material, but an equally important work skill is working with others. And workers will collaborate on papers, presentations, and ideas. Learning to collaborate after being told to share can be difficult. It is a skill of dividing up the work, assuring all are equally present and each person is working on there own strengths while learning how to improve weaknesses.

Here are some tools and ideas to start with collaboration in a digitally friendly classroom and ultimately end with a digital product. First, let’s use some tools to brainstorm and share ideas. This can be done in groups within the class or across the digital divide using a tool such as Padlet or Tricider. Padlet (https://padlet.com) is simple- it is like sticky notes posted on a board. Anyone with an idea can post. And the ideas can be words, sounds, videos, or drawings. Once posted, simply take the most popular and build from there.

A tool to help narrow down ideas is Tricider (https://www.tricider.com). This allows users to comment on several ideas and add their own all while collecting up votes on which is best. It provides a beautiful and digital way to gather feedback on each specific idea.

So with these two simple apps you have allowed students to share ideas across platforms and vote on which they like best and why. And as the facilitator you can easily see who has contributed. There are many other free apps on the market (Simplemind, Mindomo) these are simply two I have used successfully. Simply search for free brainstorming apps and try one.

Once the ideas are narrowed down, it’s time to produce the product. There are so many free and accessible tools such as Wiki’s, Google docs, Prezi. I’ll cover more on these in my next post. Until then start sharing ideas!

Adding Audio and Visual to Training

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Elearning Online Education Button
E-learning online education concept with sign and word on a computer key for blog, website and online business.

If you aren’t using blended learning, why not?

Blended learning is the process of incorporating digital technology and tools into traditional learning environments. In most cases your students are already familiar with the digital tools and may even expect the course to be filled with them. Videos, audio-casts, notes and social media sharing allow students to interact with the lesson like never before. Here I’ll present some examples and some tools to easily incorporate audio and video into your current training program.

Adding audio and video to your lessons brings them to life. In addition to enlivening- it creates a standard. Rather than having the instructor repeat and possibly miss or change a lecture, a video or audio recording ensures all students receive the same material. But best of all, the students get the message on their time and on their own device. The lesson is not limited to the classroom, but the classroom is where the students choses to learn.

Aside from adding life to your lesson audio and video also make the material accessible to those with disabilities. Audio lectures can be replayed, the pace slowed or sped up, and with sub-titles can be a life saver for those with learning disability. Video functions in a similar fashion but also adds pictures to those hard to describe processes and procedures.

Audio Programs such as Audacity and Audiobook Cutter allow for creating or clipping small sections of audio. Adaptive Multimedia Information System (AMIS) is a software program that reads specially formatted books for the visually impaired. Other reader programs include Dspeech and Balabolka. And there are more options.

Consider using some of these features in your next training program. Make your learning interesting and accessible to all. In my next post I’ll cover more on the benefits of building collaboration and production into your training.

Leadership Skills for the Airline Captain

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plane cockpit and cloudy sky
plane cockpit and cloudy sky

Command training for airline captains is possibly, the least regulated aspect of pilot training. At a time when airlines are reassessing their progams, there are also signs that a more formal mandate to train might be on the horizon. As part of a doctorat program I completed interviews with a sample of airline captains, all recommended by management as being exemplary leaders. As a result of my interviews, I was able to construct a list of 5 core leadership areas necessary for all aircraft commanders. Specific skills were further identified in the 5 core leadership areas of: (a) communication, (b) teamwork, (c) application of knowledge, (d) self-awareness, and (e) mentorship.

Before the research project I expected communication and teamwork to be strong areas of leadership as these skills are taught in most advanced flight courses throughout the industry. One normally considers that all pilots have superior knowledge of the flight rules and of their specific aircraft, however, it was not simply knowledge that makes a captain a leader but the ability to apply that knowledge to specific situations. The most surprising findings from the research were the very large mention of self-awareness and teaching as leadership qualities. While self-awareness is mentioned in many business leadership publications, I was surprised it surfaced in the interviews with pilots. Nearly all mentioned that one must be cognizant not only of the environment but one’s own interaction with others throughout the flight. Teaching was a surprise as it first seemed to be an added burden on the captain, yet the leaders saw it their duty to train the up and comers. The commanders considered mentorship a natural part of the duty; imparting knowledge was not an afterthought.

An In-Depth Look at the Skills

Communication

Specific communication skills included ensuring clear and precise information is given and active listening is practiced. Verbal communication included asking for and receiving feedback. Communication features including tone, standard wording and style were all mentioned as important for the leader to practice. Communication gaps can exist between flight attendants and mechanics, or gate agents and pilots. While the captain is not directly involved in each discussion, the leader must assure that the groups are communicating and must set priorities if necessary. The effective leader incorporates all aspects of communication including altering tone and style, and initiating conversations between appropriate parties when necessary.

Teamwork

Repeatedly mentioned were “people skills” including willingness to accept information, having a non-judgmental outlook and openness to both information and critique. While these social skills facilitate a sense of ease and belonging to a team, heavy emphasis was placed on creating a team early in the flight process. The effective leader ensures the entire flight crew shared a common goal and had the ability and tools to complete that goal. The captains stated it is the commander’s duty to set goals and communicate during the pre-flight briefing so all have a shared vision rather than allowing each crew to carry on their duties independently.

Knowledge

Captains were in agreement that flight skills and systems were adequately covered in training and felt that all pilots were knowledge in the technical aspects of flight operations. Application of the knowledge seemed to be needed in some new pilots. When does one apply the knowledge to differing situations? The pilots generally agreed that company goals and visions were not adequately trained. Because company goals were not clearly defined the captains’ felt burdened by making decisions for the company that may counter the overarching company vision. For example, one captain used the situation of a disabled aircraft being ferried without proper paperwork. While the incident did not involve safety of passengers or crew it directly challenged the pilot’s duty and responsibility. Without clear company goals there was undue burden put on his decision to hold for proper paperwork or take off with inaccurate paperwork. The knowledge and application of regulations guided the pilot’s decision over-ruling advice from company supervisors. The incident still causes the pilot to question the company’s true vision and commitment to its claim to a safety policy

Self-Awareness

The most surprising finding in my research was that each captain mentioned the need for self-awareness, or emotional intelligence. Emotional Intelligence (EI) is ones’ awareness of his or her own behaviour and the effect it has on others. Interestingly, self-awareness in the airline captain is probably one of the most misunderstood or least acknowledged, yet was something all the captains interviewed mentioned. In addition to being aware of one’s demeanor, other EI attributes mentioned include confidence, having a “presence”, enthusiasm, energetic, visionary and continuously focused on improvement. The ability to know how one’s own attitude is affecting the crew and to be able to change leadership tactics to improve if needed was described as an important skill on the flight deck. Even now, five years after the study, training both in EI and a variety of leadership styles is still absent from command development programs throughout the industry.

Mentorship

Finally, every captain interviewed mentioned the importance to teach others while on the job. The art of piloting the aircraft is passed along through the captain. According to one captain “take what you like about me and discard the rest; build yourself on the best of those around you”. Mentorship was something the captains took seriously and recognized as missing from the airline training. Several captains cautioned that leadership behaviors were not taught in the classroom but only on the flight line. This statement highlights the need for mentorship programs in the airlines. One must be careful to design these programs as a true mentorship not additional workload lopped onto an already busy and stressful position.

New Directions and Applications of Leadership on the Flight Deck

All leadership publications mention vision as a must have trait among leaders. What does this mean for the airline captain? Is it simply a safe and efficient flight? Is it comfort and service to the passengers? Adhering to the company goals without flexibility? The company must clearly state what it expects just as the airline captain must state just what he or she expects during the pre-brief. The vision must be shared and the tools to accomplish must be discussed. If the flight attendant has the vision to provide safe comfort and efficient service to passengers and crew then all seats should be properly functioning. However, priority must be made for safety and judgment must be used in determining priorities. A broken seat should not take precedence over a mechanical engine problem especially on a short haul flight; however, try to sit upright on an 18-hour flight and one realizes how important the seat becomes. Leaders recognize the priorities of all team-members and provide the tools necessary or open the pathways for each member to reach their personal best.

Leaders need to set the boundaries both within the team and for themselves. This characteristic is important for allowing others to take the lead when appropriate yet reclaiming the lead when necessary. Traditional CRM deals with boundary setting in an appropriate way but may have let the pendulum swing too far. The captain is the legal authority. It is appropriate to allow others to take the lead when they have more information, ability, and knowledge, but ultimately the responsibility to delegate these roles is the captains.

While the leader must clearly state the vision and goal for each flight, he or she must also bridge the communication between the various working groups.

Training the Captain as Leader

Each of the skills mentioned above is teachable. Leaders are not born, they are taught. While every leadership development course should contain lessons the five core leadership traits: a) communication, b) teamwork, c) application of knowledge, d) self-awareness, e) mentorship. Each course should also focus on perceptions of oneself and one’s won leadership style. The course must also clearly spell out the company’s take on leadership. Does the company value service more than efficiency? If so decisions to delay to passenger comfort can be effected. Leadership development requires practice and each upcoming leader should have a mentor to assist and discuss situations as they occur; upcoming captains may have a sort of personal debriefer.

In the highly competitive field of commercial aviation it is paramount there is strong leadership within the airline and within each cockpit and every flight. Identifying what is needed on the line and training those skills is the most efficient way to develop the leadership your airline requires. Train the skills necessary; communicate across the various working groups, build an empowered team, practice knowledge application in real situations, recognize oneself and alter the styles used in different situations, mentor the future captains. Each airline has already hired their leaders, they need to groom them into the position.

Katherine Senko, Ed. D.