It was a privilege to serve as commander of the 435th
“Deadly Black Eagles” over the past two years.
During that time we sought out techniques and principles to
improve as instructors and leaders. Our improvement efforts were captured in a
program called “Next Level Instruction,” or NLI.
In January, nine of our reserve and active duty instructors
briefed NLI to the Secretary of the Air Force and the incoming Chief of Staff
of the Air Force as a method of improving productivity, climate and culture.
NLI is founded on three principles that serve as pillars for
the development of our Airmen. The first pillar was creating an environment
where our wingmen were thrivers verses survivors.
To understand if our wingmen were survivors or thrivers, our
instructors were asked to think critically about what the student’s mental
state was: “Is this student thriving or surviving?”
The thriving student is comfortable in the learning
environment, excited about the training and motivated to take on the next
challenge.
Conversely, the surviving student feels like an outsider to
the organization, is just trying to pass the next event, and fails to recognize
the value of the training. The survivor’s only objective is to pass the ride.
Our wingmen arrive at the 435th Fighter Training Squadron
excited about their future as fighter pilots.
Over the course of the training program, short-term setbacks
can be devastating to their mental state. Our instructors recognize the impact
they have on each student’s ‘thriver’ or ‘survivor’ status. No matter what the
setback, our instructors continue to convey they are bought-in to the students
and their training.
This buy-in leads to confidence that helps overcome setbacks
and builds thrivers.
Our students must know how confident we are in their ability
to learn and perform in our challenging training environment. In turn, students become open to instruction,
and give instructors permission to identify their weaknesses. This permission is a vulnerability that must
be treated with dignity and respect. When students see their vulnerability
handled with respect, they are more open to instruction.
The second pillar of NLI is feedback. Feedback compels
personal improvement for everyone in the squadron, students and instructors. We
went outside the Air Force to understand feedback by studying the works of
Harvard professor Dr. Sheila Heen, a world-renowned feedback expert. Although
challenging, Heen suggests leaders must be the most open to feedback to ensure
organizational improvement. When the leaders of an organization are able to
receive and incorporate feedback, the entire organization will benefit from
improved feedback channels and emulate the leader’s behavior.
Feedback is comprised of two diametrically opposed concepts:
the desire to improve, and the desire to be accepted in your current state.
With these conflicting human desires, opening the discussion for honest and
productive feedback is a challenge. To overcome this challenge we asked our
instructors to end debriefs with a two-part question “What was most beneficial
about my instruction and what part of my instruction was least
beneficial?”
As these young Airmen recognized how our instructors were
willing to accept feedback, they emulated that behavior.
With feedback channels open, the squadron saw better
instruction and improved student performance. We also revealed more of our own
faults and areas for improvement. This
unanticipated benefit led us to the development of the third pillar of
NLI.
The third pillar of NLI was an instructional shift from a
squadron of evaluators to a squadron of coaches.
Once again, we looked outside the Air Force to glean lessons
learned on coaching and evaluation. In an interview with leadership expert Bill
Hybels, we were surprised to find we were mixing two types of feedback:
coaching and evaluation.
Hybels explained to us that combining coaching and
evaluation is a poor method for productive feedback. He described evaluation as
the most “emotionally loud” type of feedback that drowns out the
improvement-driven feedback – coaching.
By creating a demarcation between evaluations and coaching,
we realized we were a squadron great at evaluation and needed work on coaching.
Our mind-shift brought about improved student performance in our course and in
their follow-on training.
As leaders, we are obligated to identify “survivor” wingmen
and buy in so they become “thrivers.” We must lead by example and accept
feedback as instructors to create a more receptive environment for feedback.
Identifying when to coach and evaluate and separating the
two types of feedback creates a climate and culture of self-improvement and act
as an impetus for positive change.
The three principles of NLI can be applied to any
environment involving the training and leading of Airmen. In terms of resources, NLI is free. In terms
of results, NLI works. We invigorated a culture of excellence and mutual
respect. Best of all, our students graduated with more excitement, confidence
and ability to excel as fighter pilots in today’s Air Force. I’m so proud of
those rascals!