say  “We  must  be  ready”  might  seem  like  an understatement. 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  situation—schooling  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. INSTRUCTING 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. Oral  Presentation 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 training session. 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 6-8