PERSONAL INTERESTS. –You should ask questions to find out the personal interests of the member. This could include questions about leisure time activities, sports in which the member has participated, the level of achievement in each sport, any talents for public entertainment, and positions of leadership held. The latter usually refers to office or committee jobs in organizations to which the person has belonged. These activities, being largely voluntary, sometimes present a truer picture of the person’s interests than the educa- tion or work experience. In any case, they add to a complete picture of the person. OCCUPATIONAL INFORMATION. –You should obtain a brief record of the person’s experience on jobs held since entering the Navy and before entering the Navy, length of time held, interests in each job, and success in each job. Care must be exercised both in recording work experience and interpreting it. With experience, as with education, you should not assume that an occupation is suitable for a member merely because some background in it has been shown. The member’s interest and success in an occupa- tion must be considered before you decide whether to assign similar work to the person. GIVE THE PERSON HONEST ANSWERS. – Remember that it is your responsibility to guide and assist the person as much as possible. At times you may be tempted to evade or give indefinite answers because you expect the person to react unfavorably to what you have to say. Keep in mind, however, that even though working out a solution to a member’s problems means a lot of hard work, it is your job. Look at the situation from the member’s point of view. Few situations are more discouraging than attempting to get information and receiving evasive answers or no help from the person who should be helping you. In other words, if you are supposed to be a counselor, tackle the problem and try to do something to help. Tell the person when you do not know the answers, but try to help find them. EMPHASIZE THE PERSON’S ABILITY. – You will be most effective as a counselor and an interviewer if you take a positive approach, putting emphasis on the abilities of personnel and the kinds of jobs in which they can best be put to use. The more you learn about the various types of Navy duty, the greater respect you are likely to acquire for all the various jobs. They differ as to kinds of ability, but they all require a considerable amount of ability. Do not close the door to training on the member because the cutting scores required for a school have not been achieved. If a member is genuinely interested in a type of work, the member will probably be able to get on-the-job training. This process, which is quite likely to be available to a member as a striker aboard ship, may be within the member’s capabilities even though the member could not keep up the speed required in a school. CLOSING THE lNTERVIEW. –Before closing the  interview,  you  should  summarize  the member’s qualifications and inform the member of his or her assignment. Show the member all the advantages that can be gained from the assign- ment. It is part of your duty to help the member see all the ways in which the assignment can be used in furthering long-range ambitions. You should make certain that the member understands all the duties and responsibilities of the assign- ment and that the person has been given helpful information. You should help the member develop a positive attitude toward the new assign- ment; this will promote the person’s effectiveness in the immediate job and his or her own best interest in the future. Some Final Thoughts for the Interviewer As a brief review, here are dations to keep in mind for viewing: — Get a mental picture person, not just one side. some  recommen- successful inter- of the WHOLE — Be alert for the possibility that the person may be suffering from some physical or mental illness. Navy people are generally fine physical specimens and well adjusted mentally, but your job may put you in contact with exceptional cases. These belong to the professional specialist—the medical officer. — Be more concerned with the causes than wit h surface symptoms. Do not assume that all members OUGHT TO BEHAVE in a certain way, and do not condemn the nonconformists. Try to find out what makes a member behave in a certain way. 4-31