say We must be ready might seem like an
One may ask the question How does training
take place? Training experiences should take
place every day. Personnel should be learning
from daily operations.
Leading RPs need to answer the following
questions when formulating training plans:
What is the command mission, and what
actions are required of RPs to fulfill this mission?
What is the current experience and train-
ing level of assigned RPs, and how does this level
match up with requirements?
If training requirements and experience
and/or training levels are incompatible, what must
be done to correct the situationschooling of
assigned personnel, on-the-job training, a special
training emphasis, or repetition?
The training objectives of the command are
determined by recognizing the command mission
as part of the Navy mission. Commanders tailor
the training objectives to fit unique situations at
the local command level, but, more importantly,
to meet mission goals.
Readiness training is measured and categorized
by commanders on a continual basis. Every
effort is made to attain and maintain readiness
level C-1 (the highest level of readiness). This
status generally means that all requirements are
met or exceeded in the areas of manpower,
training, and material and that the unit stands
ready to perform its mission.
THE RP AS TEACHER
To effectively instruct subordinates, senior
RPs must be role models. The effective teacher
is one who is thoroughly familiar with all duties
he or she is instructing subordinates to perform
and who is able to pass on this information. The
effective supervisor should also set a good
example for the members being supervised.
The following are some helpful hints for both
the student and teacher which have been adapted
from another training manual. Senior RPs can use
these ideas in formal instruction situations if
local training requirements dictate. Nearly every
teaching technique involves lecturing by the
instructor talking to the student. First of all,
the instructor should present the objectives of the
lesson: why the instruction is necessary, how it
relates to the assignment at hand, and in what way
the student will benefit from the instruction.
Each training session conducted must be as
interesting and meaningful as possible. The
instructor should try to motivate students to want
to learn and ensure that each one understands the
lesson. The following techniques will help guide
the instructor through the oral presentation of a
1. A high degree of enthusiasm should be
maintained by the instructor. Lack of enthusiasm
on the part of the instructor would most likely
lead to disinterest by students.
2. Instructors should speak in a normal, con-
versational voice. Words should be enunciated
clearly and spoken audibly. Important points
should be emphasized by the use of gestures,
repetition, and variation in voice inflection.
3. Maintaining good eye contact is important.
The instructor can accomplish this by making eye
contact with different members of the group in
separate parts of the room from time to time. This
also may indicate to the instructor whether the
students are following the instructions or are
confused or disinterested. If they are confused or
disinterested, the instructor should try to give the
instructions in greater detail, more slowly, and
should try to make the training session as
interesting as possible. Instructors should try to
make all students feel that attention is being
divided equally among all members of the class.
4. Senior RPs should ensure that instruction
is tailored to the level of ability and expertise of
the group. Students who are subjected to a
presentation or explanation containing big words,
complex phrases, or technical terms beyond their
level of comprehension will usually lose interest
very quickly. Technical words or new expressions
should be explained as they are presented.
5. Throughout the presentation the instruc-
tor should try to determine whether or not the
students are understanding the subject matter.
Since facial expressions may not always be true
indicators of student comprehension of the
subject matter, the instructor should frequently
ask questions, both of a general and a specific
nature. Questions from students should be
encouraged as well. The best time to clear up