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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,
