Page 190 - DMGT402_MANAGEMENT_PRACTICES_AND_ORGANIZATIONAL_BEHAVIOUR

Unit 9: Learning, Attitudes and Values

2. Exercise: The principle of exercise states that those things most often repeated are best Notes
remembered. It is the basis of drill and practice. The human memory is fallible. The mind
can rarely retain, evaluate, and apply new concepts or practices after a single exposure.
Students do not learn to weld during one shop period or to perform crosswise landings
during one instructional flight. They learn by applying what they have been told and
shown. Every time practice occurs, learning continues. The instructor must provide
opportunities for students to practice and, at the same time, make sure that this process is
directed toward a goal.
3. Effect: The principle of effect is based on the emotional reaction of the student. It states that
learning is strengthened when accompanied by a pleasant or satisfying feeling, and that
learning is weakened when associated with an unpleasant feeling. Experiences that produce
feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student.
If, for example, an instructor attempts to teach landings during the first flight, the student
is likely to feel inferior and be frustrated.
Instructors should be cautious. Impressing students with the difficulty of an aircraft
maintenance problem, flight maneuver or flight crew duty can make the teaching task
difficult. Usually it is better to tell students that a problem or maneuver, although difficult,
is within their capability to understand or perform. Whatever the learning situation, it
should contain elements that affect the students positively and give them a feeling of
satisfaction.
4. Primacy: Primacy, the state of being first, often creates a strong, almost unshakable,
impression. For the instructor, this means that what is taught must be right the first time.
For the student, it means that learning must be right. Unteaching is more difficult than
teaching. If, for example, a maintenance student learns a faulty riveting technique, the
instructor will have a difficult task correcting bad habits and reteaching correct ones.
Every student should be started right. The first experience should be positive, functional,
and lay the foundation for all that is to follow.
5. Intensity: A vivid, dramatic, or exciting learning experience teaches more than a routine
or boring experience. A student is likely to gain greater understanding of slow flight and
stalls by performing them rather than merely reading about them. The principle of intensity
implies that a student will learn more from the real thing than from a substitute. In
contrast to flight instruction and shop instruction, the classroom imposes limitations on
the amount of realism that can be brought into teaching. The aviation instructor should
use imagination in approaching reality as closely as possible. Today, classroom instruction
can benefit from a wide variety of instructional aids to improve realism, motivate learning,
and challenge students.

6. Recency: The principle of recency states that things most recently learned are best
remembered. Conversely, the further a student is removed time-wise from a new fact or
understanding, the more difficult it is to remember. It is easy, for example, for a student to
recall a torque value used a few minutes earlier, but it is usually impossible to remember
an unfamiliar one used a week earlier. Instructors recognize the principle of recency when
they carefully plan a summary for a ground school lesson, a shop period, or a postflight
critique. The instructor repeats, restates, or reemphasizes important points at the end of a
lesson to help the student remember them. The principle of recency often determines the
sequence of lectures within a course of instruction.

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