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or instructor)
• Symbols used in composing and transmitting the
message (words or signs (model prop/desk lamp in
Figure 3-1))
• Receiver (listener, reader, decoder, or student)
The three elements are dynamically interrelated since
each element is dependent on the others for effective
communication to take place. The relationship between
the source and the receiver is also dynamic and depends on
the two-way flow of symbols between the source and the
receiver. The source depends on feedback from the receiver
to properly tailor the communication to the situation. The
source also provides feedback to the receiver to reinforce
the desired receiver responses.
Source
As indicated, the source in communication is the sender,
speaker, writer, encoder, transmitter, or instructor. The
effectiveness of persons acting in the role of communicators
is related to at least three basic factors.
First, their ability to select and use language is essential for
transmitting symbols that are meaningful to listeners and
readers. It is the responsibility of the speaker or writer, as the
source of communication, to realize that the effectiveness of the
communication is dependent on the receiver’s understanding
of the symbols or words being used. For example, if an
aviation maintenance instructor were to use aviation acronyms
like ADs, TCDS or STCs or a flight instructor were to use
aviation acronyms like ILS, TCAS, or TAWS with a new
maintenance student or student pilot respectively, effective
communication would be difficult if not impossible. Use of
aviation acronyms or technical language is necessary, but
the student must be taught the language first. Conversely, a
speaker or writer may rely on highly technical or professional
background with its associated vocabulary while addressing
a receiver with a similar background.
Second, communicators consciously or unconsciously reveal
attitudes toward themselves as a communicator, toward the
ideas being communicated, and toward the receivers. These
attitudes must be positive while delivering the message
if they are to communicate effectively. Communicators
must be confident; they should illustrate that the message
is important and that the receiver has a need to know the
ideas presented.
Third, communicators are more likely to be successful when
they speak or write from accurate, up-to-date, and stimulating
material. Communicators must constantly strive to have the
most current and interesting information possible. In this way,
the receiver’s interest can be held. Out-of-date information
causes the instructor to lose credibility in the eyes of the
receiver. Use of monotonous or uninteresting information
runs the risk of losing the receiver’s attention.
Symbols
At its basic level, communication is achieved through
symbols, which are simple oral and visual codes. The words
in the vocabulary constitute a basic code. Common gestures
and facial expressions form another, but words and gestures
alone do not communicate ideas. Ideas are communicated
only when symbols are combined in meaningful wholes, as
3-3
Figure 3-2. The instructor realizes from the response of the student that “stall”has been interpreted by the student to have something
to do with the engine quitting. Recognizing that the student has misunderstood, the instructor is able to clarify the information and help
the student to obtain the desired outcome.
Sender
Receiver
Receiver
Sender
This is not related to the engine. It is a
demonstration of aerodynamic principles. If the engine stalls, will it restart?
Stalls? Today, we will practice stalls.
Channel(
s)
Message
Channel(
s)
Encodes Decodes
Encodes
Channel(
s)
Message
Channel(
s)
Decodes
in ideas, sentences, paragraphs, speeches, or chapters that
mean something to the receiver. When symbols are combined
into these units, each portion becomes important to effective
communication.
On a higher level, communication through symbols is
achieved by their interpretation through different perceptions,
sometimes referred to as channels. While many theories have
been proposed, one popular theory indicates that the symbols
are perceived through one of three sensory channels: either
visual, auditory, or kinethestic. As discussed in Chapter 2,
visual learners rely on seeing, auditory prefers listening
and speaking, while kinesthetic learners process and store
information through physical experience such as touching,
　
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