Why bother understanding Observable Behaviours?

Stuart Beech, Founder & CEO

When delivering Instructor Evaluator (IE) facilitation training, very experienced instructors often ask me, “Why do we need to undertand/be familiar with the 73 Observable Behaviours (OBs) that constitute the nine pilot competencies?”

Sometimes I need to pause and demonstrate OB 8.1 - exercising self-control - before replying, even though my first thought is, "Because CBTA and EBT are based on them!"

But then I realise that this gap isn’t intentional. It’s often the result of tradition. For years, instructor training has tended to move straight into tell and assess mode. CBTA and EBT give us the opportunity to reverse engineer that thinking.

Once the startle response has passed, I transition into facilitation mode. Instructor and Evaluator Competencies IEC iOB 3.4: applies instructional methods as appropriate (explanation, demonstration, learning by discovery, facilitation). iOB 4.2: shows patience and empathy by actively listening, reading non-verbal cues and encouraging dialogue.

Then I ask a simple question: How do we define a competency?

Usually, the group arrives at something close to the definition from the IATA EBT Implementation Guide (2nd edition):

A dimension of human performance used to reliably predict successful job performance. A competency is manifested and observed through behaviours that mobilise the relevant knowledge, skills and attitudes to perform tasks under specified conditions.

So, we start dissecting the definition together: Competencies are manifested and observed through behaviours.

Then I ask the group what are those behaviours? Observable Behaviours.

And those behaviours mobilise what? Knowledge, skills and attitudes.

Now we reverse engineer it. If competencies are demonstrated through behaviours, and behaviours mobilise knowledge, skills and attitudes, what must happen before someone can observe, demonstrate, and facilitate the development of those behaviours effectively?

There is usually a short pause, then someone says it: “We need to understand how to observe and perform the behaviours OBs effectively first.”

Exactly!

To demonstrate a behaviour effectively, a pilot must first understand the behaviour by increasing knowledge, develop the skill to perform it, and apply the correct attitude in an operational context.

In other words, behavioural mastery must precede behavioural assessment.

So, I ask the question again. If you are delivering or facilitating CBTA or EBT, do you need mastery of the Observable Behaviours?

I’ll leave that one with you...