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Are You A Victim of Age Chauvinism?
I recently received an email from an ambitious young woman who was facing age chauvinism in her office. Here is what she said, "Colleagues at the office have determined that I'm much younger than they expected. Due to this, I've been experiencing minor jabs here and there, particularly from one of my VP's who consistently alludes to the fact that I 'wouldn't know XYZ because' I 'wasn't born yet.' I'm not sure if this "Ageism" is common but how does one handle a situation like this?"
Sigh! I remember those days. When I started in the fertilizer business in the early 1980's, it was the original "old boys" club. It was hard being different than the group and there was lots of subtle discrimination, especially because I was young AND a woman. It seemed silly to complain about small slights but they added up.
Catrice Jackson, a corporate coach, says each of these slights is like a paper cut. Individually that small little slit of skin may be annoying - it may sting or burn - but can you imagine the pain of getting 9 or 10 of them a day, everyday, all week? Receiving 70 paper cuts in one week will slice and dice your spirit.
What my protégé was experiencing was chauvinism - the belief that something makes you better than others. There are some who have egos that need constant "pumping up," creating an addictive need to point out their differences and re-inflate their image. Age can be a point of discrimination as the old look down on the young believing their experience makes them superior.
The sad part is that mentoring research shows we can all learn from each other (protégés from mentors and vice versa). Teams benefit from diversity and what is the value of having my protégé at the table if she has no voice? She is facing a hierarchical model that uses "time on the job" as a measure of accomplishment. How about using creative input and good ideas instead?
My best advice to her was:
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Don't make the cut bigger by complaining to the CEO or making a fuss. You can do it much more subtly by pointing out where your age is an advantage (e.g., you understand the latest in the technology market because you participate in it regularly).
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Don't accept his stereotype of you - it will only reinforce his point, making him right. Be sure your behavior contradicts his premise by proving that maturity and wisdom don't necessarily come with age. Speak up confidently and show him that you have ideas worth listening to, even if you weren't born yet.
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Use Humor to say what your gut is asking you not to ignore (e.g., tell him you were wise even in the womb - guys understand banter).
It is no fun being a victim of age chauvinism and there is no shame in being young. Heal the cuts by making your age your advantage, by taking the high road and by having a good laugh. Have you ever experienced this?
About the Author
After a highly successful career in business, including 26 years with PotashCorp where she was Senior Vice-President, Betty-Ann retired in 2007, the same year that she was named to Canada‘s Most Powerful Women: Top 100 Hall of Fame™. She now works as a speaker, author and mentor and is committed to using her personal and professional experiences to inspire and empower other women. A firm believer in the value women bring to organizations, Betty-Ann explores changing perceptions of male and female roles including candid observations about what she calls "Good Gender Physics" on her blog at www.stillettochick.com. She helps both men and women understand the primary energy of their gender but also accept and appreciate the strengths of their opposite.
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Learning To Fly: Circuit Work,Part 11,Theory & Practice Inseparable By.Johan Lottering
Circuit trainings most significant benefit is integrating all previous practical exercises to that point during the Private Pilots License (PPL) course. Bluish rings around the eyes from late night studies normally begin to show on dedicated students at this stage.
Taking a breather is not an option. Maintaining continuity is vital. Not unlike athletes, student pilots are working towards a performance peak to be sent solo flying."Flying in big circles around the runway" invariably proves to be more tiresome than anticipated by most students.
Pressure on the student should therefore start at a minimum and gradually be increased. Many instructors let their protégés take too much of the initiative to begin with. Many students cope surprisingly well at first, but falter later on when no clear cut frame of reference has been created.
Students need a datum for what is supposed to be the perfect and ideal flying behavior. At first it may sound like stating the obvious, but students presented for remedial training often have no clear idea of what they are trying to achieve.
Chief flying instructors (CFI) should always look out for negative trends. As a former CFI 1 used to observe students levels of participation and performance curiously tending to begin at highs to gradually deteriorating to lows in subsequent circuits. Logic would suggest the opposite, namely: that performance should gradually improve as experience and proficiency increase.
The phenomenon of deteriorating performance during circuit training can be perhaps explained by initially clearing the hurdles while setting the pace too fast in a long distance obstacle race. Another factor may be the growing apprehension about the first solo flight.
In my experience the best solution and approach is to be old fashioned and play it by the book by first setting a near perfect example. By gradually introducing variations and adding task-complexity, the natural peaks and slumps in performance can be anticipated and managed.
I consider it best to only send a student on the first solo after a few slumps and recoveries. Slumps and lows can be manipulated by increasing and decreasing pressure, while following prescribed exercises like recovery from "ballooned" landing, coping with glide approaches and or cross-winds.
Unless the approach of gradually and consistently increasing demand and complexity is followed, some students tend to end up in a rut. This would manifest in a variety of ways, for example: the same mistakes being repeated by, for instance, not are prolonging the hold-off phase during landings. Misunderstandings about theory should also begin to show up in the circuit. The tendency to raise the nose on short final thereby depriving the aircraft of controllability and lifting energy, is merely one symptom of a lack of understanding of the theoretical concepts like the lift-speed relationship.
Other "inexplicable" faults may tend to develop as a result of misunderstanding theory. Some of these include attempting to correct yawing moments by applying controls in the rolling plane, or vice versa. The interrelationships between primary controls and their secondary effects are often misinterpreted. Invariably such misconceptions can be traced to basics.
I simply cannot fathom how some prestigious flying schools would need proper three week PPL theory courses, while others do not. The gaps in the theory and practice initially show up in circuit training.
The unwriting student is often powerless to rectify an entire system. The various text books and recommended material are in the SA CATS. The material is indeed very practical and informative, although questions are often formulated in a very frustrating and ambiguous manner. If one really takes a closer look at the block quizzes, the impression is that of "someone" is trying to be clever.
I may get some flack for this, but students struggling to make sense of PPL theory could do well to acquire the FAA styled "Test Prep for the Commercial Pilot" from Aviation Supplies & Academics.
The FAA questions are supported with answers and explanations written under supervision of curriculum director, Jackie Spanitz.This approach makes candidates think, but without having to first try and decipher"ieroglyphics" in terms of semantic ranges. The questions, therefore, all add depth and value to pilots understanding in general.
South African students have 18 month from passing the first PPL subject until credits expire. It is probably a very good idea to plan study objectives to complete Principles of Flying and Air Law by the time circuit flying is started. Another good option would be to attempt Aircraft Technical and General which includes Instruments at this stage.
Most schools suggest that Flight Planning, Navigation and Meteorology should be completed by the time navigation exercises begin. Human Performance can be left for last as one of the easier subjects.
Students should, however, remember that the sooner the theoretical subjects are dealt with, the bigger is the frame of reference available from which the instructor can gain leverage to enhance their performance.
First Solo
By gradually and consistently increasing pressure and complexity, the first solo flight therefore invariably arrives as an anti-climax and confidence consolidating exercise, rather than an attempt to artificially boost or create confidence which may have been lacking in the first place. If extra hours are needed in terms of aptitude, the circuit is the most appropriate place to accomplish that extra finishing off.
Students tend to be very sensitive to criticism at this stage, not only due to the added performance demands, but due to other aspects explained below. For example: the sense of self as both pilot and individual beginning to form and/or being re-evaluated .Even hardened businesspeople are soft as clay in these circumstances and an instructor should be aware of this.
The mark of true leadership is raising leaders. Few positions require good leadership skills more than the "pilot in command" seat. Circuit training brings this to the fore.
Meanwhile, a "thorn in the side" has to be dealt with. Many students tend to allay taking to the books. In the circuit, theory and practice are beginning to merge and any aspects that have not been properly dealt with will show up as faults in handling etc.The ones who have, for instance, not understood the theory behind level turning and the correlation between increasing bank angle and load factor, will struggle with transitions between downwind and base leg turns, etc.
Flows, drills, vital actions and checks introduced before now have to be both applied and consolidated. Much of the theory underlying individual air exercises is seen in its practical application and not just theoretical demonstrative role.
The style of instruction is also subtly changing, taking many students by surprise. The student is slowly being cultivated to take as much of the responsibility as possible. The student will have to start showing how much of previous exercises can be remembered.
The instructor would now have built up a reference frame in the preceding exercises. To get certain aspects across similarities are found and comparisons made. For example: The principles underlying slow flying and approaching he aerodynamics stall would be needed to explain the initial round-out, hold-off and touch-downs during the landing sequence.
Active participation now becomes more of a prerequisite and invariably any tracks will start showing as pressure mounts up on the student. To crown it all, the responsibility of radio-telephony procedures is being trans-ferred to the student. The initial circuits and landings hence come as a shock to the system.
Deeper Meaning
Instructors will do well to bear in mind that one of the fundamentals in developing skills and management ability is any task is to be done or delegated, however insignificant ,it must be worth doing. The intention in this series is not to duplicate the CATS or theory, but to help instructors and students see a deeper meaning to what is happening.
During circuits and landings students are essentially confronted with the need to apply and integrate actions and importantly to prioritize. Those who fail to grasp the all-important concept in flying, invariably tie them in a knot. As responsibility is gradually transferred, judgement is also being cultivated.
On another level, but at the same time, the very direct correlation between seeing the inputs of ones labour and the fruits thereof is developing. Unless one looks for this and sees it, it would be very difficult to understand how some students can be so devastated by botched landings,etc.that are bound to occur.
To the young instructor: Do not be perturbed. Pilots are mostly competitive and individualistic.(That's perhaps why CRM had to be invented in the first place) .Remember ,to the student the outcomes of their actions are in fact doing no less than "defining "them.
Both students and instructors should be very aware that a sense of "self" as a future pilot is being developed .Criticism and even self-criticism should be constructive and encouraging at this point. Instructors should be made aware of the "superman effect" of their words and that of air traffic controllers on young student pilots.
Many difficult situations are bound to develop during circuit training that will leave ample room for sarcasm. My advice for the best long term results is to err on the side of hum our .We are all acutely aware of the risks at this stage, so tension relieving remarks enhance "self-worth" and performance .Students ,on the other hand, should basically develop a thick skin, and to absorb remarks and not to be flippant or blasé.
The scope and quality of material for the SA PPL is very stimulating and worthwhile. But, instructors often encounter some resistance in keeping theoretical progress on par with practical lessons. South Africans do not like flying to be hampered by theory. Business-people often want theory summarized in as few words possible.
"Professional students" all seem to need a way around it. Sometimes the time and effort spent trying to decipher examination enigmas may see candidates pass on merit.
The South African culture, seems to be one of "do not try to be clever" Without trying to damage the reputation of the South African PPL, a closer look at quizzes and mock examinations suggests the theory being too theoretical .Many multiple choice questions have too many options.Really, many correct answer options require a specific knowledge of the examiners paradigm and perspective, often found lacking.
The "reward" of gaining certain insights is insignificant in terms of practical value and future applications.Ironically, the only answer is to read as widely as possible and to consult various text books. Finding the guts and the time to do so depends on you and what kind of pilot you want to be.
About the Author
Anthony Juma is the Editor and Senior Aviation Director at Wings Over Africa Aviation.
This is an Air Charter Company that specializes on Consultancy For Pilot Training Course In Kenya| Uganda| South Africa United States of America For PPL,CPL , Multi-IR & Flight Instructor Rating. The website has guided thousands of travelers to achieve their dream holiday. For more information and guidance, visit the site at http:// / www.wingsoverafrica-aviation.com/index.php/services/consultancy.html
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