A4.B.4 Behaviour
Why behaviour is a load-bearing topic
Behaviour is for reference. It is a significant module in the instructor-training programme, and the key lesson is operational: by behaving assertively the instructor enables trainees to perform at their best. The behaviour types catalogued below are not just a vocabulary for diagnosing a difficult trainee; they are the vocabulary the instructor uses to monitor and adjust their own conduct in the briefing, the simulator session, and the debrief.
The four behaviour types
The four behaviour patterns the EBT instructor recognises in self and trainee. Each is a cluster of observable indicators.
Direct aggression
Loud. Forceful. Anger. Posture. Invading space. Shouting. Abusive. Violent. Glaring. Finger-pointing.
Indirect aggression
Sarcasm. Condescending. Belittling. Spreading rumour. Gossip. Hides behind humour. Dishonest. Confusing. Manipulative. Sulking.
Submissive
Quiet. Avoid eye contact. Apologetic. Nervous. Timid. Agrees with everything. Does not express opinion. Does not argue. Never says no. Does not make decisions. Does not ask questions.
Assertive behaviour
Friendly and relaxed. Confident. Open and honest. Expresses feelings and opinions. Has empathy. Listens to understand questions. Clear and concise. Gives criticism and praise. Manages and reads body language. Comfortable eye contact. Asks for what they want. Says no. Willing to compromise.
Short-term gains, long-term effects
This reference contrasts what each register gains in the moment against what it costs over time. The asymmetry is the operational case for assertive behaviour.
Short-term gains
| Register | What it gets you in the moment |
|---|---|
| Direct aggression | Get your way, keep control, get respect, save time, get results, stop protests, get your message across |
| Indirect aggression | Get your way, have fun, gain support of others, self satisfaction |
| Submissive | Quiet life, to be liked, no pressure, avoid conflict, not blamed |
Long-term effects
| Register | What it costs you over time |
|---|---|
| Direct aggression | Lack of respect, avoided, doesn't get information, personal stress, loses credibility, creates fear, no initiative from others, no support, disliked |
| Indirect aggression | No trust, no respect, revenge, avoided, no progress, conflict |
| Submissive | Doesn't get anything, treated badly, depressed, ignored |
Your rights
The assertive register rests on a clear statement of personal rights. These are the rights the instructor claims, and the rights the instructor must extend to the trainee:
- I have the right to be treated with respect.
- I have the right to ask for what I want or need.
- I have the right to my own personal feelings, and to express them.
- I have the right to state my values, opinions and ideas.
- I have the right to make mistakes, be unaware or unskilled.
- I have the right to change my mind.
- I have the right to refuse a request and say "NO", without feeling guilty.
- I have the right to ask for more information when I don't understand.
- I have the right to decline responsibility for other people's problems.
- I have the right to say and do the things that are more important to me.
- I have the right to decide not to assert myself.
Reading behaviour in the simulator and debrief
Connections
- A4.B.3 Human Factors Model. The Performance-Influences thinking aid that pairs with this behavioural vocabulary; the Managing-Individual face includes Behaviour as a managing factor.
- A4.B.5 Learning Theory. The assertive-instructor norm is what enables the listed "what helps people to learn" conditions (honest feedback, encouragement, support).
- A4.B.6 Listening. The LISTEN mnemonic; assertive listening is the discipline that turns the rights statement into operational technique.
- A4.B.8 Giving Criticism. The five-stage criticism protocol; assertive delivery is the load-bearing register for stages 2 and 3.
- 7.2 Role of an Instructor. The instructor-as-trainer-not-judge framing this behavioural vocabulary equips.
- A1.4 Facilitation Techniques. The facilitation toolkit whose effective application depends on the assertive register.
- CRM. The historical precedent for assertiveness training in pilot development.