No more death by PowerPoint

Extract from Air Law InforGraphic
Extract from Air Law InforGraphic

For the past few months, I have been working on a major project for a drone training company in the UK. The vision of the business owner was to develop a course that was as far removed from what appeared to be common the marketplace. Let me explain.

Some time ago I went through drone training to get my permission for commercial operations from the Civil Aviation Authority (CAA). There was about 25 of us in the classroom, just like being back at school; being talked at for a day and a half with the instructor reading from 200 or more PowerPoint slides. It was a good thing he was reading from the slides as the text was so small on some I could not from the back of the room. The two-day course included the exam in the afternoon of the second day so the material I had managed to memorise was still fresh enough in my short-term memory, and I managed to pass the exam. This was classic ‘death by PowerPoint’.

Within a few days much of what I had learnt (out of context) I had forgotten. This is a typical shortcoming of the traditional type of instructional course. Reviews of social media sites would suggest that there are still courses being run where candidates have remembered sufficient to pass an exam but then need to ask basic questions on topics such as air law because they too have forgotten, or were not instructed in the material.

An acquaintance who experienced the same training had a vision of setting up an NQE (National Qualified Entity) but one that would do things differently. They knew I came from a learning and development background and asked if it was possible to develop a course that fulfilled the requirements of the CAA but was different from and better than the rest. I made a few suggestions and earlier this year we started to develop the course that would use experiential and accelerated learning techniques.

The first big hurdle was to abandon the reliance on PowerPoint slides. In a conversation, I stressed the importance that the predominant vehicle for candidate learning must be through active engagement with the material and in some sort of context. The client had already devised the idea of a ‘Workflow’ covering all aspects of a project from client enquiry to post project administration. This provided a perfect platform upon which we started to create an experiential learning programme that was integrated across pre-course learning, ground school and operations manual development.

In August, the client had their NQE audit with the CAA where the Air Law module was trialled. The auditors were taken by surprise by the level of engagement and immediately recognised the power of the technique. They commented that this was the first time they had encountered this method and praised the client for their unique approach.

Cognitive bias

I have been writing a handbook to support a CAA approved NQE deliver their drone training course. Part of the remit has been to expand the theoretical and technical material into something more context based and easier to grasp. One topic which is a part of Human Factors (a syllabus requirement indicated in CAP 722) was the introduction of Cognitive Bias and how this might adversely affect the safety of an operation. After a little thought I came up with the following scenario:

On arriving at a site, the remote pilot identifies a good takeoff and landing area. They do not continue to identify other alternative sites. (Anchoring)
The observer on the team points out an alternative location but the remote pilot confirms with the observer that the initial choice is appropriate and dismisses the alternative. (Confirmation)
The remote pilot is experienced with and favours the aircraft of a particular maker and decides to use that aircraft despite it not being the most appropriate. (Halo)
Because the remote pilot is comfortable flying their chosen aircraft, they conduct the flight to showcase their skills rather than meeting the primary client objective. (Self serving)
As a result of selecting an aircraft not best suited to the role, the remote pilot indicates that they can undertake a task within the flight. On attempting that manoeuver the pilot gets into difficulty. (Dunning-Kruger)
The remote pilot has been shown an alternative landing site, more suitable than the primary site, but can’t decide on which to choose. The aircraft ran out of battery power and crashed between the two landing areas. (Cognitive dissonance)

Unrealistic expectations

Can you believe that some people really do expect the following list of topics to be introduced in a ONE DAY senior management course.

Senior Management Training Outline

This course will cover the following content:

Module 1: Communication Skills

Effective Interpersonal Communication

Understanding the Environment

Emotional Intelligence

Delivering and Receiving Feedback

Handling Difficult Conversations

Active Listening and presentations

Non-verbal and verbal Communication

Presentations

Written and Oral Communication

 

Module 2: Conflict

Interpersonal and Organisational Conflict Resolution

Mediation

 

Module 3: Creativity and Innovation

Creative Thinking

Customer service and support

 

Module 4: Employee Wellbeing

Assisting the employees

Safety and wellness of the employees

Stress Management

Violence Detection and Prevention

Work-life Balance

 

Module 5: Ethics

Social Responsibility

Inquiry and questions

Meeting Management

 

Module 6: Group Dynamics

Group Problem Solving and Decision Making

Learn to Lead Groups and Meetings

Online Groups

Questioning Techniques

 

Module 7: Leadership Training

Common Employment Laws

Crisis Management

Dealing with Ineffective Managers

Learn about effective Decision Making

Delegation

Demonstrating Integrity and Courage in employees

Employee Maintenance

Managing Absenteeism

Managing Day-to-Day Employee Performance

Managing High Potential talented Employees

Managing in Tough Times

Strategic Leadership and Thinking

Supervision and management

 

Module 8: Performance Management

Capacity Building

Disciplinary Action

Goal Setting and Feedback

Performance Development, Improvement, Measurement, and Planning

 

Module 9: Project Management Training

Benchmarking

Balanced Scorecard

Plan-Do-Study-Act Cycle for Continuous Improvement

Problem Solving & Lean Concepts

Systems Thinking

 

Module 10: Executive Training

Team Building

Employee Empowerment and Involvement

Team Building Activities

Self-directed Teams

Team Performance Management