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Too Much, Too Soon & Psychological Strategies

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During primary training, most learners want to get to landings way too soon. Similarly, during IFR training, pilots push to begin working on approaches before they have mastered basic IFR control (“Gotta get to my Airbus dude.”) In both cases, a CFI can get lured into this error of “teaching final form” before the basics are mastered.”Too much, too soon” reveals a failure to manage the pace of instruction; the most common instructional error.

Many CFIs rationalize this error as “motivating the learner.” But “too much, too soon” leads to dangerous excursions, and learner frustration (CFI burnout). Accelerating the training pace beyond learner comprehension and mastery prevents real learning. The secret to managing a pushy learner is to set challenging, but realistic, sub-goals that must be mastered before the next step is taken. “6X learning” occurs in this “struggle zone” where the educator provides “optimal challenge.” “Too much, too soon” leads to “flailing.” Read “incremental mastery” for a more detailed explanation of this process. One of the critical skills for every successful CFI is  pushing back with “pushy learners!” (That command authority thing…)

The other side of the instructional pacing problem is overly slow exposure of new challenges. This comes from insisting on perfection in every maneuver before moving further. Studies have shown that “interleaving” and variety of exposure “before ultimate success” leads to faster and more enduring learning. Remember, though perfection is a worthy goal that should always be kept in sight, “perfectionism” is a psychological problem! Initial pre-solo standards should have some grace as mastery is built. FIrst, get all the darts on the dartboard and then tighten the grouping. With “incremental mastery,” a learner’s personal standards will tighten up the tolerances with practice. Furthermore, the pursuit of excellence has to be internally embraced by your learner. Perfection enforced by the CFI in a draconian external manner is demotivating and counterproductive (yes, I spent some time in Catholic school)

Focus Forward!

Flight tests are often ruined by the self-sabotage of focusing on past errors. As soon as something does not go perfectly, a pilot can melt into a pool of self-doubt and pity. Though all good pilots strive for excellence, errors will happen; keep flying! Self-doubt and recrimination prevent effective performance and jeopardize safety. Savvy, well-trained pilots “Focus Forward” on the next challenge (positive mindset). Developing a forward focus brings your full energy and talent to the operation. This is true of both evaluations and high-workload flight situations. There is plenty of time after a flight for reflective analysis and resolutions for future improvement.

A critical part of a forward focus is a realistic evaluation of the current situation. The military calls a “sitrep: Situation Report ” This tool accurately calibrates resources: “What do we have and what is our current unbiased (non-emotional) status.” This is the “reality check” that lives in the real world, not where we wish we were or what might have happened. Here we are, and decision-making must be based on an accurate and realistic assessment of the current situation. At that point, the best path forward, given the current situation, has to be decided in a clear-eyed fashion. “The perfect” can again be the enemy, since we live in the real world, not Barbie Land.

“Satisficing”

This is a word coined by Dr. Herbert Simon, the original AI researcher, and a savvy psychological economist. As humans, we seldom choose the best but rather select “good enough” for real world survival. “Satisficing” is the psychological state of being able to accept “less than perfect,” in the interest of “the good” and forward motion. Perfectionism can often stop necessary action in its tracks. Satisficing is a choice or pathway that contains all the necessary elements to move forward and achieve success without the delay of waiting for “the perfect.”

Aligned with the “current situation”and “best available” solution (the first level of situational awareness) is a clear view of the “critical path” forward (level two). “Critical Path Analysis” is an engineering viewpoint that decides all the necessary elements on the path forward toward a successful outcome. It necessarily eliminates many “nice to have” elements to streamline a process for efficiency. In a high-consequence, time-critical world like flying, time and resources are always scarce. The “best choice” is not the “perfect choice” but satisfactory. Aeronautical decision-making starts with what we actually have on hand and makes “the best” choices.

SAFE @ Sun ‘N Fun (50th) in 2024

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6 responses to “Too Much, Too Soon & Psychological Strategies”

  1. Paul Beaulieu Avatar

    I love this! It is important to attend to basics before chipping away at final product items such as landing practice. That said, I endorse scenario based training for the value it has in creating the total pilot from the beginning. There can be a real danger of malpractice in this approach though and I see it referenced in this great article. I don’t want to confuse SBT with jumping ahead to the final product, or glossing over performance standards en route. While there will be 2 landings in each round-trip lesson, early initial training isn’t the time for traffic pattern repeat landings, for example.

    I also endorse a philosophy of teaching through positive reinforcement of positive outcomes at all times. My caveat, though, is always: this doesn’t mean everyone gets a trophy and a pat on the back for showing up today. It just means that the task and objective(s) for the day should be appropriate and targeted toward a successful outcome.

    Thank you for this excellent article!

  2. […] We are so far down this road of “automation dependency” that most instrument CFIs currently teaching do not even know how to properly teach basic attitude instrument flying (BAIF) skills anymore. (Patterns A & B were removed from the FAA Instrument Flying Handbook). Consequently, most accelerated IFR training courses introduce instrument approaches way to early – before a learner has fully mastered aircraft control. This illustrates again the educational fallacy of “teaching final form” – analogous to beginning VFR training with landings (too much/too soon). […]

  3. […] “challenge and adventure” are the primary motivators for learning to fly, too much of either quickly becomes poisonous to learning and motivation. It is, unfortunately, not uncommon for […]

  4. […] the most important skill for a CFI is calibrating the level of challenge to the unique learner. Too much too soon is meaningless and potentially terrifying (see “teaching the total skill“). It is critical know and […]

  5. […] and master the basic rudimentary skills before attempting the more complex dependent skill. Early Landing is a typical example with learners in the pattern attempting to land (with their co-conspiritor […]

  6. […] aviation education is mastering safe take-offs and landings. Quite often, landings are introduced too early, before the basics are mastered and adequate control is acquired. Consequently, both CFI and […]

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