Experts tend to stress the negative?
We’re just done teaching an MIT Aero/Astro course that covers the FAA ground school material and also a lot of the engineering that goes into the systems.
In re-architecting the course for this year I decided to heed some advice from the book iGen regarding today’s young people:
Overall, iGen is good news for managers: iGen’ers are more focused on work and more realistic about what that entails than the Millennials just before them. iGen’ers want good, stable jobs and are eager to prove themselves. Contrary to popular belief, they don’t want to be entrepreneurs—in fact, they are less likely than previous generations to want to own their own business or be self-employed. That means iGen talent is ripe for the picking for the right businesses.
Whereas Millennials needed praise, iGen’ers need reassurance. Given their slow upbringing, many are also less independent. Give them careful instructions for tasks, and expect that they will need more guidance. Managers who learned to be cheerleaders for Millennials will find they are more like therapists, life coaches, or parents for iGen’ers.
Use the word safety or refer to your “safe environment.” iGen’ers have been taught to value safety more than any generation before them, and these words are not just comforting but expected. They want to know that they will feel safe and protected—not just physically but socially and emotionally.
It is this last part that I considered relevant. Flying light aircraft has an ugly reputation and that is backed up by some ugly statistics. So I added slides that explained how to come closer to airline-style safety by flying in pairs and using checklists, by doing recurrent training at frequent intervals, and by developing and maintaining instrument proficiency. Where a slide from an earlier semester had said “If you do X then you will crash” I would change it to “You can keep safe by doing Y”.
All of my co-teachers were experts and, except for the military pilots, I was surprised at how they would naturally gravitate to the dark side when it was time to explain something. Sometimes they wouldn’t even finishing explaining what something was before beginning to list the pitfalls. Oftentimes they would leave students hanging because they’d listed a bunch of hazards, but hadn’t described any simple ways to avoid them.
This was true even when it came to non-technical material. For example, in a 10-minute presentations about aircraft rental versus ownership, the expert pilot and happy co-owner of a plane in partnership said that aircraft partnerships were like “a marriage” and fraught with perils (not really explained to the students). Afterwards I said “Is that fair? Half of American marriages end with one partner suing the other. Do you know any aircraft partnerships that ended with one partner suing the other?” (answer: no) It was working great for him. These were young people whom we’re trying to inspire to pursue their existing dreams of becoming pilots. Why mention the possibility of a failed partnership that, in any case, is easy to get out of? (you can sell your half of an aircraft without going to family court and without paying a lawyer most of the rest of your assets!) [See this Plane & Pilot article for a complete description of aircraft co-ownership.]
I’m wondering if talking about the hazards of an activity requiring expertise is a way to highlight one’s own superior skills. If I make something sound easy and then say that I’ve done it, people will hear “Philip did something easy”. If I make something sound challenging and risky, people will hear “Whoa. Philip is courageous and super capable.”
Readers: Have you had this experience too? When you ask experts to explain how to do something do they tend to overemphasize the negatives and pitfalls?
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