1-13 REVIEW 4 QUESTIONS Q1. When charting an individual’s progress in PQS, what  publication  should  you  use  for  proper tracking instructions? Q2.    Why should supervisors and managers monitor the work process? Q3.    Why must we include improvements in standard procedures? Q4.    What function does the Leadership Continuum provide? Q5.    What  are  the  four  themes  of  all  leadership continuum courses? TRAINING SUBORDINATES Learning Objectives: Recognize the importance of training subordinates. Recall instructional methods and techniques. Recall the procedures for using training aids. Training is one of the most important challenges we face as petty officers. We can expect top performance from our Navy personnel only when their knowledge and skills are up to the requirements of their billets. The better trained our sailors are, the more productive they will be. Informal training is continuous, such as on-the- job  training  (OJT),  PQS,  and  counseling  sessions. Additionally we enhance our subordinates knowledge and skills through more formal training programs. This section covers basic features and requirements of training and instructional methods and techniques. Training is the process of imparting knowledge to people so that they become capable of performing their assigned duties in an acceptable manner. Training also is used to qualify people to perform in positions of greater difficulty and responsibility. Have you ever asked yourself, “What is the best and most effective way to train my people?” Well, a good way to start is to review the guidelines and training policies stated in OPNAVINST 3120.32, Standard Organization  and  Regulations  of  the  U.S.  Navy, chapter 8. INSTRUCTIONAL METHODS AND TECHNIQUES All methods of instruction can be classified as telling, lecturing, or discussing; showing or demon- strating; or any combination of these. Often the best way of teaching combines the various methods. You must decide which methods to combine and the emphasis to place on each unless the curriculum itself dictates the combination needed. In making that decision, consider (1) the nature of the trainees, (2) the subject matter, and (3) the time limitations. Lecture Method The lecture is still the most frequently used method of instruction. However, presenting a lecture without pausing for interaction with trainees can be ineffective regardless of your skill as a speaker. The use of pauses during the lecture for direct oral questioning creates interaction between instructor and trainee. Unfortunately, when classes are large, the instructor cannot possibly interact with all trainees on each point. The learning effectiveness of the lecture method has been questioned because of the lack of interaction; but its use continues as a means of reaching a large group at one time with a condensed, organized body of information. Providing trainees with lesson objectives before the lecture will enable them to listen more effectively. It will help them to take concise, brief notes concerning the objectives, rather than writing feverishly throughout the lecture. The lecture method will be presented first because the techniques involved serve as the basis for other methods of training. Those techniques apply not only to lectures but also to many other kinds of presentations in which oral explanations play a secondary, but important, role. Every method depends on oral instruction to give information, to arouse attention and interest, and to develop receptive attitudes on the part of the trainees. Therefore,   as   an   instructor,   organize   your   oral presentations with the following techniques in mind: 1. Maintain good eye contact. As you speak, shift your gaze about the class, pausing momentarily to meet the gaze of each trainee. Make the trainees feel that what you have to say is directed to each of them personally. Your eyes, as well as your voice, communicate to them; and  their  eyes,  facial  expressions,  and  reactions communicate to you. Watch for indications of doubt,