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Supervisors must be able to provide individualized training as well as group training. To do that, they must be accessible to the member and be willing to take the time to help the member when needed. They will quickly realize the compensation for this greater emphasis on training in the reduction of time they spend supervising. They need no outstanding ability or special training for this phase of supervision, but they must develop the following skills: Listening patiently. Quite often supervisors may feel that the person is taking too much time explaining, so they stop listening. Thus, they may miss the main reason for the member’s communication with them. Refraining  from  hasty  condemnation  or conclusion. Supervisors must get the whole story before making decisions. Refraining  from  arguing.  Arguing  with  a subordinate does not solve problems, and it may well lead to additional ones. One of the responsibilities of supervisors is the exercise of authority. After observing the  two  points  above,  a  supervisor  who  reaches  a decision and feels there is no justifiable alternative should stick with that decision. Argument will only intensify  the  member’s  reluctance  to  accept  that decision. Paying attention not only to the content of the remarks but to the overtones and body language. What the  member  feels  but  does  not  say  may  be  more important than what is actually being said. Listening for what the person may be reluctant to say or cannot say without assistance. Learning is best accomplished when the instruction sets a pattern of primacy. That is, it moves from known to unknown, simple to complex, and complex to simple; or it is organized by performance steps. In other words, the trainee should learn how to follow a recipe and operate an oven before attempting to bake a cake. If instruction is arranged properly, the trainee can refer back to what was previously learned to better understand what is being presently taught. When this method is applied, the member learns more, learns it faster, and remembers it longer. The  use  of  training  sessions  can  achieve  the following results: Stimulate trainees to perform self-evaluation. Develop trainees’ awareness of their knowledge level. Provide trainees with needed instruction. Encourage  trainees  to  exchange  ideas knowledge. As the leader of an informal training session, must keep the group headed in the right direction. and you You should direct discussion sessions toward a stated or an agreed-upon goal. Training sessions provide excellent opportunities for frank, open discussions of mechanical problems as well as problems with work flow, time allocation, future work loads, and special jobs. The leader  of  informal  training  must  be  vigilant  in preventing the session from losing focus. No one wants to listen to someone’s gripes during a training session. Role  playing  can  be  an  effective  means  of developing   face-to-face   skills   and   of   stimulating discussions about problems faced by certain ratings. When properly introduced to the participants, it has several possible uses in the training program. Since participants may be self-conscious at first, your first efforts in using role playing may not get off the ground. However, when participants realize they are not playing games, they will gradually assume their roles. Then role playing will achieve the desired results of training. With an experienced member playing the role of the customer and the inexperienced members serving as the contact point representatives, you can provide real life experiences  for  members  to  solve.  Select  training problems that are not intended to overwhelm the trainees but to acquaint them with typical problems. Make sure each situation has a specific training objective. DEVELOPING THE “WE” CONCEPT People who are “loners” are determined to get to a destination without owing anyone for anything. They refuse  to  help  others,  belittle  everyone  else’s accomplishments, and avidly point out others’ mistakes. These people have great difficulty working as a member of a team. Teamwork  improves  only  when  all  members overcome this problem by learning to view themselves as part of the team. To help them do that, encourage them to begin thinking in terms of we: We members of the contact point. . . We members of the ship or station. . . We members of the Navy . . . Help them to see that being a member of a team doesn’t take away from their importance. Help them to 4-10

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