Michaela Klasner

Director Inflight Service, GoJet Airlines

Michaela Klasner began her aviation career in 1991 with Trans States Airlines as a flight attendant after receiving a Bachelor of Science degree in Psychology and Speech Communication from Southern Illinois University Edwardville. She was a flight attendant for eight years, and later became an Inflight Supervisor, a position she held for five years. In 2000, Michaela received a Master of Arts degree from Lindenwood University in Professional Counseling and broadened into a career as a licensed therapist, working with high conflict families.In 2005, with the start-up of GoJet Airlines, Michaela transitioned to GoJet in the role of Manager Inflight Service. These responsibilities included development of policy and procedure, manual writing and construction, and successfully meeting the requirements of the certification process as an air carrier. In 2010, Michaela was promoted to Director Inflight Service and is responsible for both Inflight Training and Line Operations.


ABSTRACT
Training to Proficiency, Common Sense, the “Why” and a “Back to Basics” Approach

Training programs are very regulatory driven and in this process, rote memorization and crossing T’s and dotting I’s can overshadow the meaning behind what is taught. In addition, as instructors who deliver training every day, a realistic assessment to student performance can diminish as a result of expecting a student to perform as well as an instructor who does training and scenarios on a daily basis. Developing tools and strategies to assist students in understanding the “why” behind what is being taught has proven to benefit students not only in a successful completion of training, but also gaining more confidence in their abilities. For instructors, teaching the “why” provides a more common sense approach to training and has demonstrated the strength of proficiency in performance vs the correct answer through memorization. Expecting perfection is diminished as the symbiotic relationship of understanding and sharing of knowledge, between instructor and student, allows for a realistic evaluation of proficiency.