CBT Print Version[1]

July 2006

Workspace Trainer (WST) Program: Print Version of WST

Computer Based Training

Instructional Delivery Continuum Workspace Trainer

Table of Contents Lesson 1: Becoming a Qualified Workspace Trainer ............................................................. 1

Topic 1-1: What Is an IDC Apprentice? ................................................................................ 3 Topic 1-2: What Is Team Dimensional Training? ................................................................ 6 Topic 1-3: The Primary Trainer/Apprentice Relationship................................................. 10 Topic 1-4: What is Self-assessment? ................................................................................. 13 Topic 1-5: What is an Individual Development Plan (IDP)? ............................................ 15 Topic 1-6: What is Time Management?.............................................................................. 18 Topic 1-7: IDC Trainee Responsibilities ............................................................................. 21 Lesson Summary ................................................................................................................... 23

Lesson 2: Effective Communication ........................................................................................ 24 Topic 2-1: What Is Effective Communication? .................................................................. 25 Topic 2-2: Sending the Message ......................................................................................... 28 Topic 2-3: What Are Barriers to Communication? ............................................................ 32 Topic 2-4: What is Active Listening? ................................................................................... 34 Topic 2-5: What is Feedback? ............................................................................................. 36 Lesson Summary ................................................................................................................... 39

Lesson 3: The Learning Experience ....................................................................................... 40 Topic 3-1: How Do People Learn ........................................................................................ 42 Topic 3-2: What Are Barriers to Learning and Recall....................................................... 44 Topic 3-3: What is Fear of Learning?.................................................................................. 47 Topic 3-4: How to Learn More Effectively .......................................................................... 50 Topic 3-5: What Motivates Learners? ................................................................................. 53 Topic 3-6: Incidental Learning .............................................................................................. 56 Lesson Summary ................................................................................................................... 58

Lesson 4: Effective Questioning .............................................................................................. 59 Topic 4-1: Why Use Questions in OJT? ............................................................................. 60 Topic 4-2: Types of Oral Questions .................................................................................... 62 Topic 4-3: Constructing Oral Questions ............................................................................. 64 Topic 4-4: How to Use Oral Questions Effectively............................................................ 66 Lesson Summary ................................................................................................................... 70

Lesson 5: Conducting OJT ....................................................................................................... 71 Topic 5-1: What is On-the-Job Training (OJT)? ................................................................ 73 Topic 5-2: OJT Trainer Characteristics............................................................................... 75 Topic 5-3: Controlling the OJT Environment...................................................................... 78 Topic 5-4: How to Prepare for a Demonstration................................................................ 80 Topic 5-5: How to Conduct a Demonstration..................................................................... 82 Lesson Summary ................................................................................................................... 84

Lesson 6: Expectations of a Workspace Trainer .................................................................. 85 Topic 6-1: Roles of the Workspace Trainer ....................................................................... 87 Topic 6-2: Workspace Trainer Responsibilities and Guidelines ..................................... 89 Topic 6-3: Coaching Tips and Strategies ........................................................................... 93 Topic 6-4: Continuing Your Professional Development ................................................... 96 Lesson Summary ................................................................................................................... 98


Lesson 1: Becoming a Qualified Workspace Trainer Introduction The Instructional Delivery Continuum (IDC) is the keystone of the Navy's Revolution in Training. Situated on the Professional Development vector of the Navy's Five-Vector Model, the IDC enables Sailors to advance from apprentice to journeyman to master as they learn the concepts, principles, and procedures for delivering and managing effective instruction. The term Sailor includes ANY uniformed member of the United States Navy As an IDC apprentice trainee, you will learn the knowledge and skills necessary to qualify as a workspace trainer, the leader who provides on-the-job training (OJT) in the operational environment. Objective During this lesson, you will do the following:

• Establish a relationship with your primary trainer, who will guide your progress throughout apprentice training. The primary trainer is an experienced journeyman or master-level trainer who has been assigned to mentor you during this stage of the IDC. If you do not have a primary trainer, talk to your command’s training office.

• Assess your knowledge of OJT concepts and skills. • Begin an Individual Development Plan (IDP) to guide your personal and professional

development. • Learn how to manage your time and take responsibility for your own learning.

When you have completed the lesson, you will be able to employ strategies for enhancing your personal and professional development as a workspace trainer.

Prerequisite Before proceeding with this lesson, you should have a basic understanding of the following software:

• Microsoft (MS) Word If you have difficulty using MS Word, ask your primary trainer for assistance.

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Scenario Read the scenario below and consider how you would answer the question that follows it.

Connecting to the Real World

An inspection evaluating the command's personnel qualification standards (PQS) has just ended. During the debrief, the XO comments to his new training officer (TO), "The low number of PQS-qualified Sailors in the work centers is negatively impacting operations and readiness. I want this situation to do a 180 by the next inspection."

What can be done to meet the XO's request?

Record your answer on a piece of paper. After you have finished all the topics in Becoming a Qualified Workspace Trainer, read the lesson summary to see how your answer compares to the TO's decision.

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Topic 1-1: What Is an IDC Apprentice?

Introduction

The Instructional Delivery Continuum (IDC) is a revolution in Navy training. You have significant responsibilities as part of that revolution. You will be tasked with becoming a qualified workspace trainer at your command. Understanding your roles as an apprentice trainee and as a workspace trainer is an important step in your Navy IDC journey. After completing this topic, you will be able to differentiate between your roles and responsibilities as an apprentice and as a workspace trainer in the IDC. This includes common elements of training programs at the command, department, and division levels. Instructional Delivery Continuum The path to completion of IDC will be a unique, guided discovery approach. Throughout the continuum you will engage in situations (sometimes simulated and sometimes real) in which you create and implement a solution, experience the consequences of your choices, reflect on the results, and revise your approach to instruction. This approach will help you become an exceptional trainer. The IDC begins at the apprentice trainee level, which will lead to your qualification as a workspace trainer.

Apprentice Trainee Participants begin the continuum as an apprentice trainee. At this level you develop basic knowledge and skills related to conducting on-the-job training (OJT). You remain a trainee throughout the Apprentice Trainer course. Once you successfully complete the three performance examinations included in the course, you will be a qualified workspace trainer. Workspace Trainer On-the-job training (OJT) is the backbone of workspace training. A qualified workspace trainer conducts OJT of knowledge and skills at or near the command's work site. While qualifying as a workspace trainer, you will be guided through the OJT process to ensure that the training you deliver is consistent, efficient, and effective. The result? The Navy receives the top-notch training it has come to rely on and expect. You grow professionally, earn the respect of those you instruct, and gain the respect and confidence of the leaders in your chain of command. Experience and a recommendation from your command will move you toward the qualification process for journeyman trainer. Journeyman Trainer Participants recommended to continue to the journeyman trainer level will enhance their study of adult learning theory and instructor skills. Journeymen trainers will be the backbone of the Navy's IDC. Depending on their assignments, they will practice their instructional skills in a schoolhouse classroom/lab, team dimensional setting, command training team, mobile training team (MTT), or an Afloat Training Group (ATG) type setting.

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Individuals who wish to assist and instruct in specialized areas can expand their knowledge and skills by completing one or more of the available specialties that apply to the IDC program. Specialties are areas of training that require more in-depth knowledge and skill. Examples include participating as a subject matter expert on a curriculum development team or facilitating online instruction. Those with the desire and demonstrated skills may attempt the highest qualification of master trainer.

Master Trainer At the master level, participants gain experience in a variety of training environments and engage in study of curriculum design, such as the Instructional Systems Design (ISD) model, including a comprehensive study of cognitive strategies, development, and management issues. The participant must also have a strong working knowledge of all aspects of Navy training and schoolhouse management. The master trainer must satisfy the requirements for journeyman prior to attempting to qualify. It is this understanding of training management issues that makes a master trainer. The master trainer will maintain this status in the schoolhouse and at operational commands. The master trainer will be the cornerstone for the development of all future IDC participants and training processes in the Navy. Example After you complete the Apprentice Trainer course, your chief tasks you with being the assistant to the personnel qualification standard (PQS) coordinator for your division. From what you learned in the Apprentice Training course, you can see how training needs are assessed for your division. You will most likely be able to assist in determining watch manning deficiencies and identifying some processes that are working well. Having learned how to manage your own training needs, you can transfer that knowledge to assist in the management of the command's junior Sailors. Your task will be to help identify training needs and to determine a strategy for accomplishing them. You will plan, practice, and conduct the training. This is not a job for just one or two people. Plan to enlist help from other apprentice trainers to prepare and schedule training. Upon completion of training, you will assess its effectiveness by evaluating the skills and knowledge of your trainees. The results will be properly documented for future analysis. In this way, all the efforts of past trainers will benefit those who are or will be responsible for the Navy's training. This training cycle is repeated with each trainee for each and every PQS needed for watch and maintenance qualification. Analogy An individual who is knowledgeable and enthusiastic will make a good teacher/instructor/trainer. However, someone who has these same qualities and completes a formal, structured course that provides guidance and specific strategies will be even more effective at these tasks. Did you take Driver Education in high school? If so, the instructor might have drilled into your head the need to keep looking over your shoulder as you backed up, until the car came to a complete stop. He might have yelled at you if you forgot, until looking over your shoulder became an automatic part of backing up. If you didn't take Driver Education, you learned to drive anyway, but you might not have learned as many "tips and tricks."

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Review This topic identified the different roles in the Navy's IDC. Specifically, it identified and defined your role as an IDC apprentice trainee. It is up to you to take charge of your training and to learn as much as possible about the most effective methods to conduct OJT within the workspace. This is one of the first steps, and it is important that you head in the right direction. Assistance will be available all along the way, but it is up to you to succeed. Your success will be rewarded with the challenge and opportunity to directly affect the quality of training in the U.S. Navy. Good luck and get started!

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Topic 1-2: What Is Team Dimensional Training? Introduction Training in the Navy is more than the efforts of just one person. The ship doesn't automatically run, airplanes don't fly on their own, hospitals don't magically operate, and bases don't just appear. There is not just one person fixing a piece of machinery, plotting a course, or laying down effective gunfire. Training is not "just showing up for work." In the Navy, training is the coordinated, collective efforts of many people with different skills working together as a team to produce successful results. There are many teams in the Navy. Each one of them plays an integral part in the mission of the command. As a workspace trainer, it is likely that you will perform your primary job as a member of a team. Your ability to assess the effectiveness of your performance, and the performance of your team, is the concept behind the Navy's team dimensional training (TDT). Team members gather after a training exercise or actual team performance event to critique their teamwork processes, and to provide feedback and technical mentoring to one another. After completing this topic, you will be able to describe the TDT cycle.

Definition Team dimensional training (TDT) is:

• Teamwork: A systematic way of identifying and evaluating teamwork behaviors critical to

team performance • Structured: A process of preparing a structured debrief to support team learning • Self-correction: A method of guiding teams through a process of self-correction using

effective feedback skills FYI

Events such as the one involving the USS Stark, where the decision not to initiate countermeasures was the incorrect one, and the USS Vincennes, where the opposite decision was incorrect, focused attention on the human factor in making decisions during low- and mid-intensity conflicts.

Team dimensional training (TDT) is one effort aimed at improving the ability to make decisions. Studies conducted on tactical decision making under stress (TADMUS) by Naval Air Training Systems Division indicate that TDT may be a useful approach to teaching effective decision-making skills.

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USS Stark On March 17, 1987 the USS Stark, a Perry-class frigate on duty in Persian Gulf, was struck by two air-to-surface missiles fired by an Iraqi fighter jet. Thirty-seven U.S. Sailors lost their lives. The incident hinged on the mistake of not properly identifying and preparing for the threat. Radar operators picked up the aircraft at 200 miles. Despite two radio messages requesting identification, there was no reply. The Stark carried many varieties of defenses, including the Phalanx, which could unleash 3,000 rounds a minute at incoming missiles, as well as an electronic defense that produced false radar images to confuse attackers. Despite the possible threat, the assumption was made that the aircraft would veer off. The defenses were not prepared and the result was loss of lives and damage to a U.S. Naval vessel. TDT drills that involve real-world scenarios can assist in preparing leaders and crews for future emergencies

USS Vincennes On July 3, 1988 the USS Vincennes, an Aegis-class guided missile cruiser, misidentified and shot down an Iranian airliner, killing 290 civilians. This tragedy occurred under the combined stress factors of trying to identify an approaching aircraft in the politically tense Persian Gulf region while the Vincennes was actively engaged in a gun battle with small hostile watercraft. This fact is coupled with the reality that the highly advanced Aegis system provides almost overwhelming amounts of information to the Combat Information Center during emergencies. It is very possible that TDT drills may have conditioned the commander and crew to similar scenarios, leaving them better prepared to have avoided this tragic error.

Example

You are onboard a ship out of Pearl Harbor. Your ship has just begun the inter-deployment training cycle, and a group of trainers is onboard.

1. Seamanship training team: Your chief has just returned from a meeting with the seamanship

training team (STT). He approaches you and tells you to prepare for a drill that will be conducted shortly.

2. The drill: Within moments the drill is called away. You notice a group of trainers observing as you and your team react to the imposed drill. After the drill, the observers disappear. You wonder what is going on. How did we do? Are they going to talk to us?

3. Chief returns: Soon, your chief appears with one of the trainers. They start out by introducing themselves. One of them asks, "How do you think the drill went?" Knowing that you missed a couple of steps in a procedure, you answer, "We made these mistakes, but we survived." The trainer acknowledges your assessment, then adds his observations and gives you advice on how to handle the drill better in the future. He compliments you and leaves with your chief.

4. What happened?: You just experienced the TDT cycle.

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Pre-Brief

Observe

PerformanDebrief

Diagnose Performanc

Pre-Brief: Prior to the drill, your chief was at a meeting where the training team conducted the first part of the four-part process. The purpose of the pre-brief is to focus the observing team on the teamwork process they are about to evaluate. This is where the goals of the drill are discussed. The team also organizes and coordinates any "prompts," which are used to simulate casualties or impose certain conditions on the trainees. Critical procedures and a timeline of events are set and a checklist is created. When the observing team is ready, they impose the drill. Observe Performance: This step began when the drill was called away, and your chief and the other trainers began the observation of your performance. The observers allow errors to unfold naturally. They record detailed examples of actions of the team. Diagnose Performance: After the drill concluded and your team was storing gear, the training team was meeting and conducting the third part of the process. At this point they discuss the observations taken. The evaluating training team selects, categorizes (safety, procedure, etc.), and prioritizes examples for presentation to the trainees. The last part of this step is to conduct a self-evaluation of the training team itself. Did they plan the drill correctly? Was the timing realistic? What could have been done to improve the training experience for the trainees? Debrief: When your chief and the trainer came up and talked to you about the drill, this was the fourth, and probably the most important, step in the process. In the debrief, the trainers recap key events with the trainees. By using effective questioning and feedback techniques, the trainers guide the team in the self-critique process. They also help the trainees set their own goals for overcoming performance and safety issues.

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Review The TDT process is an effective way to evaluate fleet training. It takes a collaborative effort on the part of all the crew to successfully operate a ship or, for that matter, perform any task in the Navy. An understanding of the TDT process will allow you to gain a clearer understanding of how your actions contribute to overall command effectiveness. Awareness of the TDT concept and understanding its cycle allows you to better understand the command's training strategy. Observing the TDT process or serving as a team member, and the lessons learned through that experience, will enhance your performance as an IDC workspace trainer.

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Topic 1-3: The Primary Trainer/Apprentice Relationship

Introduction Remember your first day at your new command? You felt a bit uneasy, didn't you? You might have thought, "What should I do first? Where do I go now?" Someone took the time to guide you through the check-in process and helped you settle in to your new workspace; others ensured that you understood your job and that you received the training necessary to become an asset to the command. The Navy relies on senior Sailors to take junior Sailors under their wing and "show them the ropes." This trainer/apprentice relationship is an important part of the Instructional Delivery Continuum (IDC) and the Apprentice Trainer course. The experienced Sailor guides the inexperienced Sailor. Your growth as an apprentice trainer will come through the trainer/apprentice relationship. After completing this topic, you will be able to describe the primary trainer/apprentice relationship. Primary Trainer Primary trainers will be experienced trainers (journeyman or master, usually from outside your normal chain of command) who provide leadership, guidance, support, and feedback. The support and guidance of primary trainers in the IDC program is critical to your success. Apprentice Trainer An apprentice trainer is someone who has achieved qualification as a workspace trainer. As a student in the IDC Apprentice Trainer course, you will need guidance and coaching to help you successfully complete the qualification process. Apprentice Trainee Responsibility This course is designed to be learner-centric. This means that you are responsible for your own learning. Responsibility for completing the IDC apprentice program rests primarily on your shoulders. You will have the support and assistance of shipboard personnel, in particular that of your primary trainer, who will be assigned to help with specific skills or knowledge. Regardless of the help and support, you are expected to take a proactive stance and set your own course of action. You are encouraged to take the following initiatives:

• Become familiar with the IDC instructional elements. The IDC Apprentice Trainer course consists of a knowledge portion paired with activities and graded performance exercises. Take time to review these elements of the program prior to beginning. This review will allow you to conduct a self-assessment of your current knowledge base in training.

• Meet with your primary trainer. You will be assigned a primary trainer at your command. After an initial introduction, arrange for a meeting. At this meeting you should discuss your Individual Development Plan (IDP). The IDP is covered in depth in a follow-on lesson. The IDP is your plan for how you are going to accomplish the IDC apprentice program.

• Begin Apprentice Trainer course and track your progress. Using the Individual Development Plan (IDP), you will plan your approach to the IDC Apprentice Trainer course.

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Apprentice Trainee Expectations Once training begins, you are expected to do the following:

• Be resourceful. Attempt to resolve issues regarding your training on your own. If you require

additional help, you should communicate your training needs to your primary trainer or a designated person at your command.

• Seek out technical help when you need it. Initiate conversations with experienced personnel to benefit from them. Most are more than happy to share tips and provide assistance.

• Be prepared for all training exercises. Prior to an observation, shadowing, watch standing under instruction, etc., determine the goals of the exercise and how you will benefit from it. For example, when assigned to observe a training evolution, prepare by learning where and whom you should observe and on what to focus. This information is available in the training materials, although you should seek additional input from your assigned trainers.

• Adjust training to complement the schedule of your command. Depending on your command's operational schedule, you should plan opportunities for training.

• Periodically evaluate your professional development and progress. With use of your IDP, you should evaluate your progress regularly. Adjust your plan accordingly.

IDC Trainer Responsibilities Your primary trainer will assume a role as a mentor and role model who will provide guidance regarding your development in all areas. A mentor serves as a trusted counselor or teacher, especially in occupational settings. As a mentor, the primary trainer will help guide trainees through the IDC process. As a role model, the primary trainer will demonstrate for the trainees how to be an effective trainer in the various roles required of them as an apprentice trainer. The main purpose of having a trainer/apprentice relationship is to establish a process where the primary trainer will work closely with you throughout the course and will assist you during the IDP process.

Typically, you will have only one primary trainer; however, when learning new job skills you may have several assigned trainers at any one time. The functions of assigned trainers are teaching and coaching. The assigned trainer will vary according to the task or skill on which you are being trained. As a teacher, the trainer will provide technical instructional guidance to the trainees. As a coach, the assigned trainer will ensure that the trainees' skills and knowledge meet the required level of training to support a team, in order to accomplish a common goal or mission. The Initial Meeting During the initial meeting with your primary trainer, you will discuss your IDP to ensure that you understand your responsibilities. This review will also help establish a relationship with your trainer. You and your primary trainer should:

• Agree on an initial projected course timeline, as recorded in your IDP. • Verbalize any expectations you have about the course or your relationship with each other. • Establish ground rules, including how often to meet. • Schedule future meetings.

The Primary Trainer/Apprentice Relationship

The relationship between the primary trainer and the apprentice trainer is that of a mentor to a trainee. The genuine concern for success motivates the primary trainer to assist and develop the trainee. The apprentice seeks and heeds the offered advice, motivated by the desire to learn, to succeed, and to be a source of pride to the primary trainer and, ultimately, to the Navy.

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The common bond between the primary trainer and the apprentice should be pride in their accomplishments and confidence in their potential to provide better training to the Navy. In addition, both should take satisfaction in the knowledge that this combination of their efforts will help keep skilled personnel in positions critical to the Nation's security. Benefits of the Trainer/Apprentice Relationship

In the Navy, you would never consider allowing an unqualified Sailor to stand watch or operate a critical piece of equipment. Yet for years, it has been assumed that if you are senior enough and are a skilled expert technician or watchstander, you are qualified to be a trainer. Some—based on their natural abilities, experience, and desire—make very effective trainers. Many need help. The benefit of having the IDC Apprentice Trainer course, with its primary trainer component, is to allow those individuals who are not skilled in the art of instruction to have a qualified and competent instructor teach, guide, and coach them.

Review

The relationship between the primary trainer and the apprentice trainer is that of a mentor and trainee. To help get you started in the IDC Apprentice Trainer course, you will need to meet with your primary trainer. Go to Activity 1-1 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Topic 1-4: What is Self-assessment? Introduction The Instructional Delivery Continuum (IDC) is an all-encompassing journey about the art of instruction. As part of your role as an apprentice trainer, you must assess your own "current reality." This assessment will help you determine your personal knowledge base about instruction. This base will be used to determine a plan of action, a monitoring system, and a way of evaluating your progress through the IDC. The skills learned in assessing yourself in relation to the IDC can also be transferred to all other parts of your life, for example, career, family, finance, and education. After completing this topic, you will be able to perform a self-assessment.

Definition Self-assessment is the process of gathering information about yourself in order to make an informed decision. The Navy has chosen the Apprentice Trainer course as a goal for you to complete. Embracing the program is the first step. Conducting a self-assessment to determine your knowledge base in the art of instruction is the second. Personal mastery of the IDC Apprentice Trainer course involves two steps:

1. Determine goals. To do this you must estimate your skills and knowledge. Then ask yourself some basic questions:

• What do you intend to accomplish? • Is there a specific timeframe?

2. Analyze progress along the way.

As you work through the IDC Apprentice course, you should constantly reevaluate your progress. Ask yourself:

• Am I progressing as I had planned? • What steps do I need to take to get back on track? • Should I reevaluate my initial plan?

Self-assessment Process Personal mastery of the self-assessment process has four steps:

1. Determine current reality: Current reality is what you know, not what you think you know. Determining current reality involves a search for your knowledge level.

2. Plan actions: Planning allows you to develop your IDP to narrow the gap between what you

know and what you don't know. This is the area that needs to be filled in (or bridged) to complete your knowledge and skills in order to become an effective trainer.

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3. Monitor progress: Monitoring is as critical as determining your own current reality, if not more so. As you encounter new challenges along your journey, ask yourself the following:

• How am I doing? Am I on track? • What prior knowledge in this area can I use to help me learn this new information? • Have I done something wrong? This is a very important point. Only through your

recognition of error can you make adjustments to correct them. • Should I change directions? • Should I adjust the pace because of difficulties with scheduling, work demands, etc.? • What do I do if I don't understand something? Know when—and don't be afraid—to

ask for help.

4. Evaluate the process: Once you complete a section of the IDC Apprentice Trainer course, you should evaluate how well you assessed your knowledge prior to starting. This evaluation will assist you in planning for and monitoring the next section of the course. Your IDP should be adjusted as necessary before continuing through the process.

When evaluating, consider the following questions:

• What could I have done differently/better? • Did my initial assessment of current reality prepare me for determining the gap

between what I knew and what I didn’t know? • What do I need to restudy in order for me to be an effective apprentice trainer? • How might I apply the process of thinking about thinking to other problems at work,

home, etc.? No one step is more important than any other. One portion of the cycle leads to the next.

View the cycle as an upward spiral that allows you to use the same basic structure to continually make progress. Although you're performing the same steps more than once along the way, you continually reach a higher level on your journey.

When you go to the library to find information, several methods are available to do your research. The strategies you use are up to you. There is no absolute correct way to find what you seek, and the method that works best for you is the correct one. Much like your choice of research strategies, as you become proficient in self-assessment, you will be able to take control of your own learning and skill development. By discovering and using the strategies that work best for you, you will achieve your goals. Review The process of determining current reality, planning actions, monitoring progress, and evaluating the process is an ongoing cycle. Consider this process a tool that you can use every time you are faced with a problem. Once you are honest enough with yourself to recognize when you do not understand something, you can begin to assess your abilities and shortcomings accurately. When you have the ability to accurately assess yourself, you can plan how to bridge the gap. Remember to monitor your progress along the way, and periodically stop to evaluate your thinking process to ensure the most direct path to your goal.

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Topic 1-5: What is an Individual Development Plan (IDP)?

Introduction The Instructional Delivery Continuum (IDC) is based on a learner-centric training philosophy. This means you must take charge of and control your own learning. You will have assistance throughout the program, but ultimately, you are responsible for your own development. A critical part of your development is applying what you have learned about self-assessment in an Individual Development Plan (IDP). You will use your IDP to determine your course of action to complete the IDC program. After completing this topic, you will be able to use your IDP to manage your professional development.

Definition The Individual Development Plan (IDP) is the instrument that will assist you in assessing your professional and technical competencies throughout the IDC program. Your IDP should build on your self-assessment efforts. The IDP will allow you to plan how to narrow the gap between your current reality and your goals. The IDP should have long-term and short-term goals. You will develop these goals and have your primary trainer review them. Once you complete your IDP, you will have a roadmap that you can use to approach your training and career goals. You should constantly review your IDP and make adjustments as you progress through the course.

Use of the IDP The IDP is a roadmap to success. The path must be carefully set and faithfully followed. You should use the IDP to:

• Set specific goals. • Assess your strengths and weaknesses. • Track your progress and take action to meet your

goals. • Develop self-assessment skills. • Promote growth of your leadership skills. • Identify resources to further your development. • Provide input for meeting with your primary trainer.

IDP Tools You should begin your program of study with the IDP and should work with your primary trainer to establish a plan of action using the tools provided in it. These tools allow you to plan and track your progress while coordinating with your ship's training plan. They also provide a vehicle for communicating with your primary trainer.

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The IDP consists of two self-development tools:

• Projected course timeline: You create this with the help of your primary trainer to use as a plan of action for maneuvering through training. The timeline helps you estimate and track the time it takes you to progress through the program.

• Competency assessment form: The competency assessment form helps you track your progress in the development of your technical and professional competencies. It also helps you prepare for formal evaluation with your primary trainer during the program. The form helps you identify your strengths and weaknesses, set and achieve your goals, and assess your progress.

Projected Course Timeline The IDP projected course timeline describes the plan for completing the Apprentice Trainer knowledge portion and activities. The process for creating the timeline should be as follows: 1. Review your command training plan. 2. Plan training opportunities to take advantage of your command schedule. 3. Plot expected completion times for each module. Use expected completion as a reference for

assessing your progress throughout the course. Set realistic goals and use self-discipline to maintain a schedule to ensure successful and timely completion.

Assessing Development A major component of the IDP is the process of self-assessment. The competency assessment form consists of questions to help you set and achieve goals in the following three areas, as indicated on the actual form:

• Progress • Technical competencies • Professional competencies

Tracking Progress You should track completion of all elements of the IDC program. At a minimum—but do not settle on the minimums; minimum effort yields minimum results—you should do the following:

• Track your daily progress for each course element. • At regular intervals, identify activities you still need to complete. Set some milestones as

markers and adjust your progress as necessary. This is where you have to take responsibility for your own progress—success is the goal and you are in control.

Imagine your ship getting ready to leave on deployment and not having a plan for meeting the other ships in the battle group. You would leave port and travel for weeks on end, hoping to meet up with the other ships. Like a ship wandering around the ocean, if you don't have a plan for achieving the goals of the program, you, too, will wander and likely won't become an effective workspace trainer. The IDP will be your guiding chart for achieving success in the program.

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Review It is now time for you to fill out your IDP. Remember that the IDP will help you establish a plan of action and a projected course timeline. The competency assessment form can help you set goals, assess your personal strengths and weaknesses, and track your progress. In addition, the IDP is a useful tool to help develop other skills for accomplishing professional and personal goals. Go to Activity 1-2 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Topic 1-6: What is Time Management? Introduction Do you ever wonder how you will get everything done? You have many competing demands on your time: work, job-related personnel qualification standards (PQS), warfare qualifications, friends, home, relationships, entertainment, and on and on. The way you manage these competing demands will affect the degree to which you succeed in your professional and your personal life. How much time do you waste every day? A few minutes? A few hours? Are you working as efficiently as you think you can? Could you be more effective in your work? How do you balance the demands of work with your personal time? How stressed do you feel? Most people waste a lot of time every day; the key is realizing how you use time. Time management is not a skill you are born with; it is a learned skill that will help you deal with a demanding world. Time management is a skill few people master, but it is one that most people need. After completing this topic, you will be able to describe time management.

Definition Time management is the ability to manage yourself to get things done effectively in pursuit of a set of goals. Stephen Covey, author of The 7 Habits of Highly Effective People, put it this way: "...time management is really a misnomer—the challenge is not to manage time, but to manage ourselves." "Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Teresa, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein." —H. Jackson Brown, Jr., Life's Little Instruction Book, 1991. Procrastination "Procrastination is the thief of time." —Edward Young, Night Thoughts, 1742 Procrastination means to put off doing something, especially out of habitual carelessness or laziness. It is very easy and often tempting to put off those tasks that we view as boring or difficult. When you think about this statement, it is all the more reason to aggressively complete these types of tasks. After all, who wants to have a boring or difficult task awaiting them? If you put everything off to the last minute, will a minute be enough time to do everything? The answer is no, and you will let down your shipmates and yourself. Avoid procrastination by keeping track of your responsibilities and making a plan to get things done.

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Planning and setting priorities Without a plan, events and circumstances control you. It has been said that failing to plan is planning to fail. You can change your plan, but you must have a plan in the first place in order to change it. Usually, tasks are driven by deadlines. Your daily and weekly responsibilities must be set in some order. Prioritize your tasks and aggressively complete them ahead of schedule. This will give you time to ensure that the completion is correct. Besides, any job worth doing is a job worth doing right.

Time Management Strategies There are many time management strategies. You are probably familiar with the simple concept of keeping a journal and making "To Do" lists. Here are some additional strategies:

• Eliminate wasted opportunities: Opportunities come in many forms. For example, while you

wait for a bus at a ship yard, look at your PQS book or read an article that will help you complete a knowledge check.

• Be better prepared for training: Prior to going into class, review your course outline with your morning coffee.

• Monitor project progress: Just as you constantly review your IDP, you should constantly review your use of time. You need to consider such things as courses, PQS requirements, and job task proficiency. When you realize you are wasting time, rethink how you use those precious moments.

• Allocate appropriate to each task: Prioritize your tasks. Do the ones that have a short completion time first. Then, for the long-term goals, take a little time each day to work a small portion of it. Breaking up a long task into workable "chunks" will make it seem like a smaller task.

• Plan each day efficiently: Have a plan each day. Knowing what you need to do during the day will make it seem easy. Without this plan, you will be busy but will likely accomplish little.

• Plan each week efficiently: Just as you have a plan for the day, use the weekly plan to track your progress on your long-term goals. Review your weekly plan each day when you make your daily plan. Chip away at those "chunks."

Benefits The benefits of managing your time include increased efficiency and productivity. The command will enjoy these benefits, but what about you? Additional benefits include the following:

• Decreased frustration: Having a plan and executing it brings order to your life. Order has a

calming effect on you because you, not others, make the decisions about your future. • Increased sense of achievement: By effectively using your precious time, you create situations

where you are constantly achieving "chunks" of your goals. This equates to winning. We all feel better when we win.

• Becoming a better leader: Leadership is about influence. You will set an example that others will follow. Your actions will influence others to be more efficient in their lives.

• Increased energy: When you have a goal, you strive to accomplish it. Your daily and weekly plans will give you those goals. With each "win" you become energized to accomplish the next "win."

• More quality time: By accomplishing all your goals at work, you don't bring them home with you. If you are satisfied at work, you will be more relaxed outside of work and will have more time to enjoy your personal activities.

• Taking control of your life: Is the tail wagging the dog or is it the other way around? By managing your time, you manage your life.

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Setting goals The term time management is really a misnomer. You can't slow it down or manufacture it. Give direction to your life and the way you spend your time by setting goals. Goals help you manage your actions when faced with what seem to be an overwhelming number of tasks. Set goals that are:

• Specific: Don't be vague. Ask yourself, "How much?" and "By when?" • Measurable: Develop a way of measuring progress. Use existing software or develop a paper-

based model that is based on your PQS program. The IDP that you have developed should be an excellent tool.

• Realistic: Are there enough resources available for you to achieve this goal? If not, your timeline may need an adjustment.

• Achievable: Goals should be a thing or state that can be reached. It shouldn't be so easy that there is no challenge.

• Timed: Each goal should have a specific time frame. If not, daily pressures will force you to put them off.

• Personal: Your goals should be your own. Yes, the Navy has chosen many of your tasks. But, you are the one who sets the goals for accomplishing them. Remember, how you approach each task makes it personal.

Review Time management is about how you manage yourself. There are only 168 hours in a week. The choices you make determine how those hours are used. With goals set, following the strategies you learned, you can accomplish the tasks required of you and still have time to pursue personal interests. The goal of personal time use is to reap the benefits of the process. Don't let time run your life, and don't let time run out! This means that you need to identify and take control of the unproductive portions of your day and put that time towards the accomplishment of your goals.

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Topic 1-7: IDC Trainee Responsibilities

Introduction To fully utilize the Instructional Delivery Continuum (IDC), you need to take charge of your own training. It is your responsibility to accomplish the goals of the program. This lesson outlines your responsibilities and provides guidance that will enable you to become a qualified workspace trainer. After completing this topic, you will be able to describe your responsibilities as an IDC apprentice trainee. Individual Development Plan The Individual Development Plan (IDP) is the tool that will be used to plan and guide you throughout the whole IDC process. The IDC is a comprehensive training course and will involve many levels of instruction, as well as a large number of individual trainers. At any given time, tens of thousands of Sailors will be enrolled in the course. The responsibility for completing the required lesson material, activities, and practical tests cannot fall on the shoulders of primary trainers, training coaches, or the command training structure. IDC Responsibility Guidelines for the Trainee The following guidelines for proceeding through the IDC will help ensure a smooth and rewarding learning experience.

• Take initiative for your own learning and qualification. You are responsible for the completion

of the IDC, achieving each level of qualification along the way; do not rely on your primary trainer (or anyone else) to do your work for you. They have already completed the program and are tasked with guiding you.

• Seek out and interact with assigned trainers and peers. Some of the most helpful tools to an apprentice are those that others have developed. You cannot learn what these tools are or how to use them effectively without interacting with others. Take the time to observe more experienced individuals as they practice their skills. Borrow every effective trait possible, then refine it as necessary and make it your own, with your own style.

• Utilize available tools and resources. Your command probably has very effective training tools available to you: instructor lesson guides, topic outlines, videos, or knowledge and techniques. Use them. Once you have some experience, improve these tools for the next learner. In an ever-evolving cycle, the tool shapes the user, who in turn re-shapes the tool. Likewise, you will benefit from those who have preceded you as trainers; those who follow you should benefit from your knowledge, skills, and experience. The IDC also has tools for you: the self-assessment form, the IDP you have created, etc. These tools have been developed for your use to help guide you through the process. Feel free to improve the forms for yourself. Everyone learns differently. Take charge and control your learning.

• Take advantage of learning opportunities. Having learned about your training organization by doing your activity sheets, you should have discovered how you can use the training organization at your command to help you with your learning experience. Look at the training schedule for your command. Talk to trainers and find out who is the best at each process in the art of training. When you see that they are going to train, show up, take notes, and implement the desirable traits you observe in your own presentations. Talk to your primary trainer and ask for recommendations of specific training or, if none is scheduled, request help in setting up training opportunities.

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• Strive to become technically proficient. Having the knowledge and the skills to train is only half of the recipe for being an effective trainer. You must also be technically proficient in the topic that you are training. You must be better at the task you are training than your trainees are. In order to achieve this, you must practice any related procedures until you are extremely proficient. If you are not skillful at the task you are instructing, you will lose credibility with your trainees. You will have been ineffective as a trainer, and trainees will neither learn nor become qualified.

Example You are a Chief Petty Officer who has just checked into a training command. You have been out of your rate for some time. During your indoctrination into a specific job task, you realize that some of the petty officers are much more proficient than you. As a Navy chief, you are expected to be the technical expert. You must take the initiative to regain the expertise that earned you the rank of CPO. It is not about overcoming the fear that your petty officers will outshine you; it is your responsibility to maintain your technical proficiency. Once you regain it, you will be an effective trainer. Your trainees will recognize you as the expert and will strive to emulate your success.

Review You are not alone in your quest to become a qualified IDC apprentice trainer. Numerous tools and personnel are available to assist you, but they will be useful only if you take the initiative to seek them out. It is your responsibility to push yourself through the course; it is not the command's job to pull you through. Becoming a qualified IDC apprentice trainer takes initiative, perseverance, and commitment. Through your accomplishments so far, you have proven to the Navy that you are capable. It is now up to you to learn, train, and pass on to your subordinates the proven training techniques.

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Lesson Summary

You are well on the road to becoming a qualified workspace trainer. In this lesson you did the following:

• Established a relationship with your primary trainer, who will guide your progress throughout apprentice training

• Assessed your knowledge of OJT concepts and skills • Began an Individual Development Plan (IDP) to guide your personal and professional

development • Learned how to manage your time and take responsibility for your own learning

In the lesson introduction, you read a scenario about a new training officer who was tasked by the XO to turn around the command's poor performance on a PQS inspection. An inspection evaluating the command's personnel qualification standards (PQS) has just ended. During the debrief, the XO comments to his new training officer (TO), "The low number of PQS-qualified Sailors in the work centers is negatively impacting operations and readiness. I want this situation to do a 180 by the next inspection." What can be done to meet the CO’s request? You were asked to record how the TO could meet the XO's request.

Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: The TO determined that the command needed more qualified workspace trainers, so he tasked all division officers, LCPOs, and LPOs with assigning personnel to complete the IDC Apprentice Trainer course. With more qualified trainers, the command was able to achieve the highest PQS completion rates on base.

Next Step The fleet expects you not only to learn your specific job skill, but to be able to train others as well. Someday, the training that you provide to new Sailors will be passed on to their replacements. To develop a plan to become a skilled workspace trainer, you must be able to assess your own strengths and weaknesses. It is recommended that you research the items listed below to gain a better understanding:

• Self-assessment • Metacognitive (thinking about thinking) skills and strategies • Trainer/Trainee relationships

Additional Resources The following resources are on Navy e-Learning (http://www.navylearning.navy.mil/tsonline/catalog):

• Basic PowerPoint • Basic Word • Basic Internet Explorer

This site was current as of December 2003. In addition, you will find the following resources on the Apprentice Trainer Resources page:

• Apprentice Trainer Course Outline • Skill Test Evaluation/Lesson Cross Reference • How To Manage Your Time Effectively

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Lesson 2: Effective Communication Introduction To train people, you must be able to communicate. Easy, right? You talk; they listen. The question is: Are they getting the message you want them to get? We've all experienced misunderstandings in communication. Misunderstandings during training can be dangerous. How do you prevent them? In this lesson, you will learn how to:

1. Send the message clearly. 2. Minimize barriers to communication. 3. Actively listen and watch for nonverbal feedback to determine if your message was

received correctly. Objective Effective communication is essential to every job in the Navy. It is especially critical in training. A trainee's failure to hear or understand crucial information could result in: 1. Equipment damage 2. Personnel injury 3. Mission failure

When you have completed the lesson, you will be ableanalyze a real-life or written scenario for use of effective communication during OJT.

There are no prerequisites for this lesson. Scenario Read the scenario and consider how you would answer the question that follows it. C onnecting to the Real

W ldAs you are instructing a young Sailor on maintenance of the ship's binoculars, a boatswain's mate starts chipping paint nearby. You continue, raising your voice to be heard over the noise. Noticing a puzzled look on the trainee's face, you ask if he has a question. He shouts back, "What did you say?"

What can you do to improve communication in order to complete your training mission?

Record your answer on a piece of paper. After you have finished all the topics in Effective Communication, read the lesson summary to see how your answer compares to the one provided.

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Topic 2-1: What Is Effective Communication? Introduction Communication among and between individuals, both verbal and nonverbal, occurs constantly. However, it isn't always easy. Sometimes people misunderstand what you are trying to say. Sometimes you might have to repeat yourself or restate what you are trying to communicate in a different way. Sometimes you don't know that they got the wrong message until much later. In on-the-job training (OJT), misunderstandings can result in equipment damage or personnel injury. How can you become more effective at communicating with other people? After completing this topic, you will be able to describe effective communication.

Definition of Communication

Communication is the exchange of thoughts, opinions, and information through signs, writing, speech, nonverbal cues, and images.

Communication involves three elements:

• Sender • Delivery vehicle • Receiver

Elements of Communication

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Example of Communication

Nonverbal Communication Although words are a powerful communication tool, we still rely on body language, or nonverbal signals, to express and communicate feelings, moods, and emotions. Body language includes facial expressions, nods of the head, shrugs, and other physical cues that send a message to the person who sees them. In addition, we use and understand an ever-increasing set of standardized signals in our daily lives. Standardized signals are gestures with culture-specific meanings. American examples include the “OK” symbol, the “thumbs-up” signal to signify “good” or “agree,” clutching the throat to indicate “choking,” and hands over ears to signal “too loud.” Be careful when using standardized signals around people from other cultures, as the meanings may vary considerably. For example, if you give the thumbs –up signal in a bar in Germany, you indicate your desire for a beer.

Definition of Effective Communication Effective communication occurs when the receiver successfully interprets and understands the intended message. The receiver must provide feedback so the sender knows the correct message has been received. Feedback tells the sender whether the intended message was received. It can be self-initiated or elicited by the sender through questioning. Although feedback can be nonverbal—made through eye contact, gestures, and attitude—verbal or written feedback is more effective. Example of Effective Communication The sender initiates intended message: Using a delivery device, the officer of the deck wants to communicate with the combat information center (CIC). “Combat, Bridge…what is the CPA of the contact bearing zero nine zero relative?” The receiver interprets the message: The watchstander in the CIC hears, “Combat, Bridge…what is the CPA of the contact bearing zero nine zero relative?” The receiver verifies message: The watchstander replies through the delivery device, “Combat, Aye, What is the CPA for contact bearing zero nine zero relative?”

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The sender confirms the intended message: Confirming that the intended message was received, the OOD hears, “Combat, Aye, What is the CPA for contact bearing zero nine zero relative?” It is the feedback that confirms that effective communication has occurred. Review

Now that you have completed this topic, do you know the difference between ordinary communication and effective communication? In the training environment, effective communication is critical to ensure trainees accurately understand the trainer's message. As a workspace trainer, you must be able to effectively communicate your knowledge, skills, and experiences in order to facilitate learning. This requires not only sending the message clearly but also getting feedback from the trainee to ensure that your message was correctly understood.

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Topic 2-2: Sending the Message Introduction "If the bugler blows an uncertain note, who will follow?" No one appreciates a poor presentation of material. If it is perceived that the trainer is nervous, distracted, boring, or overbearing, then communication—the basis of training and instruction—will fail. Lesson material is often challenging, and it is extremely important for the trainer to be able to successfully communicate the material to all trainees. Unlike a large group situation where the speaker cannot necessarily reach every member of the audience, in small group and one-on-one training, it is critically important that every trainee gets the message. After completing this topic, you will be able to describe effective techniques for sending the intended instructional message to the trainee.

Definition The "message" in communication is:

• Any notice, word, or communication—written, verbal, or nonverbal—sent from one person to another

• The substance of the communication; the point or points conveyed Guidelines for Sending the Message Effectively communicating a message requires knowledge of topic, confidence, and a positive attitude. Utilize the following guidelines when sending an instructional message:

1. Know the topic. 2. Control nervousness. 3. Use appropriate language and bearing. 4. Practice effective verbal skills. 5. Use nonverbal communication. 6. Keep a positive attitude.

Know the topic Knowledge of topic is a critical and obvious requirement for anyone in the position of a trainer. This knowledge is acquired though formal classes, OJT, job-related experiences, and self-study. In order to be able to instruct others, the topic must be very familiar to the trainers. To prepare for sharing your knowledge, consider outlining the topic. A valuable resource for additional information and insight on a specific topic is an individual’s mentor or perhaps a person the mentor recommends. Control Nervousness It is perfectly normal to feel nervous—just don’t show it! Control the nervousness and transform it into positive energy; convert it to an asset that can be applied toward enthusiastic presentation.

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Prepare thoroughly. Preparation and practice will create confidence and reduce nervousness.

• Write and outline. • Talk in front of a mirror. • Teach someone else you feel comfortable with. • Walk around the room or space you are going to be teaching in to make it feel more

comfortable. Concentrate on the message. Focus your attention and energy toward the message you are trying to get across.

• Review the content and write down the main message to make it clear in your own mind. • Expand the main message in an outline. • Before training starts, engage trainees in conversation. This helps you see them as people

and keeps your mind off of what is coming up. Realize that pauses in the instruction are okay. There is no need to fill the air with empty words or sounds, such as “um,” “so,” “OK,” and “you know.” It is acceptable to be silent for several seconds to allow the information to sink in, assemble your next thought, allow trainees to ask a question…or take a breath!

Use appropriate language and bearing Remain professional at all times in order to effectively deliver the instructional message.

Explain unfamiliar terms and acronyms. Every job has its special language, and people who are new to the job won’t understand your instruction if you use unfamiliar terms and acronyms.

Avoid profanity. There is no place for profanity in the instructional environment. Not only is it unprofessional, but it may also bother some people to the points that it distracts from what you are saying.

Avoid sarcasm. Sarcastic comments not only indicate a poor attitude on the part of the trainer, but also transfer that poor attitude to the trainees. In addition, sarcastic comments discourage participation. Maintain a professional bearing. In OJT, your trainee may be your best friend. No matter what your relationship is outside of the workspace, you need to maintain a level of professionalism when you train. An overly casual approach may give the impression that the training is not important or that you lack content knowledge.

Practice effective verbal skills In order for learning to take place, the instructional message must reach the trainees. The message must be audible, understandable, and interesting.

Use voice variety/inflection. Keep it interesting. Avoid monochrome speech: raise the pitch at important points throughout the lesson to prevent lulling the training group into boredom or drowsiness. Speak clearly and concisely. Articulate each word. Don’t ramble. Organize your thoughts so that your message is easy to understand.

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Use a moderate rate of speech. If you talk too quickly, trainees will miss some instruction. If you talk too slowly, they will lose interest and be bored. If you have a tendency toward either extreme, practice with a friend and get feedback. Use proper level of projection. Speak loudly enough to be heard; however, do not shout. Adjust voice volume to the training area and conditions. Erect posture leads to easier breathing and better voice projection.

Use nonverbal communication Use nonverbal communication to reinforce verbal communication. In a training environment, there is as much information passed between individuals though physical actions and postures as there is through words. Regardless of what words are used, if body language is sending a different message, the vocal message may be partially or totally disregarded. There are two basic types of nonverbal communication: eye contact and gestures.

Eye contact: This is the most influential component of nonverbal communication. It is important to establish and maintain eye contact with the trainees in order to keep all involved in the training session. This is something that you can work on in your day-to-day interaction. Generally people “listen” with their eyes, but have a hard time talking, even one-on-one, while maintaining eye contact.

Benefits of eye contact

• Establishes credibility: Looking someone in the eyes has always been a mark of a truthful and sincere individual. In the case of a trainer, avoiding eye contact portrays a lack of confidence on the part of the trainer.

• Engages trainee: Eye contact with each trainee throughout the training session will pull the person into the lesson. Additionally, it will usually reinforce their understanding of their responsibility to learn the material.

• Allows observation of student reactions: A slow “eyeball to eyeball” survey of the trainees will allow for a quick assessment of the group’s understanding of certain critical material.

• Communicates feelings: Certain brief, emphasized looks can express either approval or disapproval in response to the actions or answers of individuals (or the group as whole) without having to interrupt the flow of the lesson material.

• Take care to avoid intimidation: Do not stare or glare at the trainees; an environment of fear is not a positive learning environment.

Gestures: Gestures are body movements that also convey messages to others. It is how this body language is perceived that is of concern to the trainer. Awareness and calculated use of movements and gestures will enhance the instructional message. Use the following strategies to increase the effectiveness of your training session.

Stay animated. Staying animated lets the trainees know that the instructor is enthusiastic about the topic sand keeps the group motivation high. Act natural. Although you should use formal language to avoid misunderstanding, do not be stiff and robotic. Also, do not adopt a false enthusiasm. Any attempt at a false personally will erode trainees’ confidence and trust. Where appreciate, true emotions and humor are outstanding methods to raise the level of trainee involvement.

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Use movement for emphasis. Examples include: • Pointing to materials • Using hands to emphasize numbers or to reinforce relative size • Moving closer to the trainee to stress importance

Avoid inappropriate gestures. Don’t put hands in pockets and jangle change and keys. Avoid folding your arms across your chest when a trainee is voicing an opinion or making a request. This may be interpreted as unwillingness to accept a different opinion. Avoid distracting mannerisms, such as scratching arms, pulling on ears, touching hair, rubbing hands together, etc.

Keep a positive attitude Keeping a positive attitude is perhaps the most important guideline for sending an instructional message. As a trainer, you must be aware that you are being observed every moment during the instructional period. Trainees quickly pick up on a positive or negative attitude. Display an attitude that conveys enthusiasm, fairness, confidence, and approachability. For example, avoid making statements like, “Bear with me, but we have to get through this.”

Example of Sending the Message Effectively Assigned the task of training a new replacement in the duties of the phone watch, PO2 Dillon prepares by reviewing the watchstander orders. During the training session, she frequently makes eye contact with the trainee. She uses simple terms to cover the responsibilities of the post and is careful to explain acronyms and base-specific jargon that a new watchstander may encounter in a phone call. For instance, PMO (Provost Marshal's Office, which is the military police) and "E Club" or "Rats Nest" (jargon for the Enlisted Club). She remains formal in her explanation and uses the full titles of the chain of command and all functional areas. Her attitude is one of encouragement as she impresses upon the trainee the importance of the post.

Review This topic focused on guidelines and strategies for effectively sending the instructional message. As a trainer, it is up to you to use these guidelines to sharpen your presentation skills during training. Go to Activity 2-1 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Topic 2-3: What Are Barriers to Communication? Introduction Have you ever realized that the talking has stopped and you have no idea what was said? Were you preoccupied by feelings of physical discomfort? Were you distracted by something happening nearby? Were you thinking of a "comeback" to something that was said earlier? Were you confused by an unfamiliar term that was used? If so, a barrier to communication was present. After completing this topic, you will be able to identify communication barriers. Effective Communication Effective communication occurs when the receiver has clearly understood the intended message from the sender. However, no matter how good the trainer, sometimes there are misunderstandings and the message doesn’t get through. What causes this to happen? Communication Barriers A number of things can act as barriers to effective communication. As a trainer, learning to recognize and overcome these barriers is crucial to ensuring that trainees hear and understand the message. After completing this topic, you will be able to identify communication barriers.

Language/Speech Difference: During OJT, language differences may present a barrier to communication when the trainee is unable to comprehend the message being sent. A trainer must take steps to ensure understanding by explaining acronyms, words with double meanings, or jargon that may be unfamiliar to a new Sailor. A strong regional accent or a speech problem, such as stuttering, can also be a barrier to understanding. Physical Discomfort: Physical discomfort occurs when a trainee is exposed to conditions that interfere with concentration and learning. The training environment must provide an atmosphere that promotes the communication necessary for learning. Excessive heat or cold can be a barrier to communication if the trainee is too uncomfortable to concentrate. If you must train where it is very hot or cold—firefighting, for example—make sure there are no other barriers to communication. Distractions: Distractions are events occurring in the training environment that may interrupt communication and cause the trainee to turn away from the original focus of attention or interest. For example, equipment/aircraft noises, close-by activity, and wandering thoughts are all distractions. Distractions are like static from a telephone line. They may prevent someone from hearing or understanding the message that you are trying to deliver.

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Review This topic focused on physical discomfort, distractions, and language differences as barriers to communication. When conducting training in the workspace environment, it is critical to eliminate any barriers to communication that may interfere with comprehension of the new material. Go to Activity 2-2 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Topic 2-4: What is Active Listening?

Introduction One of the most important attributes of an effective workspace trainer is the ability to listen. If you cannot listen well, effective two-way communication is impossible. Listening is difficult. A typical speaker says about 125 words per minute. The typical listener can receive 400 to 600 words per minute. As a result, about 75 percent of listening time is free time. This free time allows the listener time to become aware of distractions, which then become barriers to effective communication. As a workspace trainer, you not only send messages but also receive them. To enhance effective communication during training, you must become an active listener. After completing this topic, you will be able to apply active listening techniques. Definition of Active Listening Active listening is different from hearing. Hearing is the passive act of perceiving audible sounds with the ear. Active listening, on the other hand, involves a conscious effort to remain focused in order to understand what is being communicated. Active listening is a process that demands concentration and attention. As a workspace trainer, it also includes observing your trainees' nonverbal communication. Active listening sends the message to your trainees that they are important enough to have your undivided attention. Active Listening Guidelines Active listening is necessary for effective communication and successful training to occur.

Be sure to utilize the active listening guidelines when conducting or receiving OJT.

Concentrate on the speaker: Ignore disturbances that could present barriers to communication. Focus on what the speaker is saying. Pay attention to nonverbal cues such as posture, energy, expressions, and tone to help you completely understand the message. Don’t pre-formulate or reply. Wait until the speaker has finished before you think about your response. You may become so concerned about formulating a reply that you don’t hear everything the speaker has to say! Encourage the speaker: Ask questions and nod aggrement when appropriate. Demonstrate interest and alertness. Listen with patience. Do not act rushed or pressed for time. Maintain a positive attitude; do not make negative comments. Avoid interrupting: Allow the speaker to finish talking. Restrain any urge to interrupt or respond. Control any emotional responses; avoid judging the speaker. Provide clear feedback: Acknowledge valid points. Rephrase what the speaker has said to ensure that you have understood it correctly. Ask questions if the message is unclear. Keep feedback professional and focused on the topic. As a trainer, confirm questions and answer; this helps to preserve trust. Face the speaker and maintain eye contact: Be prepared to listen to the speaker. Look the speaker straight in the eye. Don’t turn your back to the speaker or look away.

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Active Listening Example A trainee approaches you nervously about a qualification he has been struggling with. While he's talking, you become distracted by some background noise and glance away. The Sailor hesitates in his explanation, and you look back. Remembering the active listening guidelines, you refocus, initiating eye contact and concentrating on every word he says. Your attention encourages him to continue. You find yourself thinking about feedback you want to give, so you concentrate even harder. The trainee responds to your attention: his nervousness gone. When the trainee finishes, you pause and formulate your response, concentrating on making your feedback very clear and precise. Your concentration and effort produced an active listening event that promoted effective communication.

Review Becoming an active listener is crucial to your development as an effective workspace trainer. Practicing and mastering the active listening guidelines will make a significant difference in how you approach each and every communication event. Go to Activity 2-3 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Topic 2-5: What is Feedback?

Introduction

As you will recall, feedback is essential for effective communication. Feedback creates the two-way flow that lets the sender of a message know if it has been correctly received and understood. The feedback you receive from your trainees lets you know if they understand the message you are trying to communicate. In OJT, trainees' feedback often takes the form of an answer to a question or the performance of a skill. As the receiver of this message, you in turn provide feedback to trainees on the accuracy of their response. This ongoing cycle of communication is essential to OJT and is therefore critical to the success of the training mission. After completing this topic, you will be able to distinguish between appropriate and inappropriate feedback. Definition of Feedback Simply stated, feedback is a response to a message. When provided by the trainee, it indicates to the trainer whether the instructional message was received as intended. When provided by the trainer, feedback provides evaluative information regarding the trainee's understanding of the instruction or performance of a skill. Feedback

There are two types of feedback, depending on the training situation.

• Direct: Feedback may be verbal or nonverbal. Examples of verbal feedback are "Aye, aye" or an

answer to a question. Examples of nonverbal feedback can include a "thumbs-up" sign or other standardized gesture. A more subtle form of nonverbal feedback is the trainee's performance. How the job task is performed will indicate if the instructional message was understood.

• Indirect: Indirect feedback is an unsolicited verbal or nonverbal response to communication. A stony stare, a puzzled look, a nod, failure to ask questions after complicated instructions have been given, or a "Huh?" are examples of indirect feedback. Indirect feedback is usually more difficult to interpret than direct feedback.

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Appropriate Feedback

Trainer Trainee

Provide feedback promptly. Don’t save it until the end of the training.

Ask for clarification when the message is unclear. Don’t wait until the end of training. Well-timed

Don’t generalize when giving feedback. Specify what is right or wrong so that the trainee knows exactly what to change.

Don’t just say, “I don’t get it.” Try to tell the trainer what part of the instruction you don’t understand. Specific

Provide feedback that is practical and relates to the training. Relevant feedback is always directed toward helping the trainee’s performance

Provide the trainer feedback that directly improves the instruction—for instance, pointing out something that needs to be clarified.

Relevant

Focus your feedback on the topic, not the person

Put aside any negative personal feelings toward the trainer or the training topic. These feelings will show in your attitude during training and will become a barrier to communication.

Non-judgmental

Just as when sending the message, you must remain professional at all times. Always show due respect. Avoid use of sarcasm. Do not embarrass trainees. Keep your feedback positive.

When asking questions or requesting clarification, be respectful and maintain a professional attitude. Don’t take correction personally. Accept them as a challenge to improve yourself.

Professional

Example During a small-group demonstration, a trainer questions one of the trainees about the reason for performing a particular safety procedure. When the trainee replies with a partially correct answer, the trainer responds, "You are partially correct; however, there’s another important point to consider.” Remember, relevant feedback is directed toward helping the trainee’s performance. By giving partial credit for the answer, the trainee(s) will feel safe enough to attempt an answer again. “Think about the personal protective equipment necessary for this task.” Seaman Jones, taking the hint, raises his hand and, when called on, provides the rest of the answer. This specific feedback provides a hint as to why the answer or procedure is incorrect. “Right! Good teamwork!” Part of being professional is providing positive reinforcement. This lets trainee know that you appreciate their efforts. This example demonstrates appropriate trainer-to-trainee feedback. By affirming trainees' answers and providing trainees the opportunity to understand what, if anything, is incorrect with their response, the trainer has promoted a positive training atmosphere.

Inappropriate Feedback

Inappropriate feedback will affect the training negatively and will create a barrier to communication.

• “That is wrong. You have been getting this point wrong all week.” This is belittling and ill-

timed. Recognize that when communication fails, it is generally the fault of both people. The trainee might not have asked enough questions, and the trainer should have corrected the mistakes as they occurred.

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• “That reminds me about a funny thing that happened to me at my last duty station.” This statement is irrelevant to the trainer and presents an interruption that will add to the instruction time.

• “Wrong! Aren’t you paying attention?” Being judgmental can lead a trainer to make incorrect assumptions. Perhaps the person was paying attention but just didn’t understand the instruction. Losing your temper over an incorrect answer is communication. It not only discourages trainee participation but may also prevent them from even hearing what you have to say.

• “This isn’t part of my job. I don’t see why I have to learn this anyway.” Trainees should reserve judgment about the need of the training. Training takes time away from operations and will not be given unless it is necessary to meet mission objectives or the need of the Navy.

• “Correct, and didn’t I tell you to get a haircut?” Do not mix irrelevant issues into the training feedback. If a reprimand is in order, do so prior to or after the training session.

Review

Because of the cyclical nature of communication, both the trainer and the trainee are constantly sending messages and receiving them. Providing feedback sends a message that starts the cycle again. Whether you are a trainer or a trainee, applying the guidelines for appropriate feedback will enhance communication and promote a positive training environment. As a workspace trainer, it is up to you to use these guidelines to sharpen your presentation skills during training. Go to Activity 2-4 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.

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Lesson Summary For effective communication to occur during OJT, the trainee must be able to receive and understand the message you are sending. In this lesson you learned how to:

• Send the message clearly. • Minimize barriers to communication. • Actively listen and watch for nonverbal feedback to determine if your message was received

correctly. In the lesson introduction, you read a scenario in which a boatswain's mate started chipping paint nearby while you were providing OJT. As you are instructing a young Sailor on maintenance of the ship's binoculars, a boatswain's mate starts chipping paint nearby. You continue, raising your voice to be heard over the noise. Noticing a puzzled look on the trainee's face, you ask if he has a question. He shouts back, "What did you say?" What can you do to improve communication in order to complete your training mission? You were asked to record how you would handle the situation. Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: The noise is a barrier to communication. To overcome this barrier and ensure effective communication, you could continue the training later or ask the nearby worker to stop for the short period necessary to complete the training. Next Steps To develop your communication skills, practice them every day.

• If you have to repeat something you said, ask yourself why. • Look for feedback to find out if your message has been correctly received and interpreted.

Remember—effective communication is the first step toward effective on-the-job training. Go to Activity 2-5 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff. Additional Resources The following resources are on Navy e-Learning (http://www.navylearning.navy.mil/tsonline/catalog):

• The Mechanics of Effective Communication • Effective Listening Skills • Communication Curriculum

This site was current as of December 2003. In addition, you will find the following resources on the Apprentice Trainer Resources page:

• How To Communicate Effectively • How To Provide Effective Feedback

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http://www.navylearning.navy.mil/tsonline/catalog


Lesson 3: The Learning Experience Introduction You've been learning all your life—and not just in school! Your everyday experiences have taught you much about life and people.

This lesson will introduce you to the information-processing model, which will help you gain an understanding of the basic learning process. Objective This lesson will enable you to do the following:

• Understand how people learn. • Recognize and reduce barriers to learning and recall. • Examine and improve your own learning process. • Motivate others to learn. • Recognize the benefits and dangers of incidental learning.

Prerequisite Before proceeding with this lesson, you should have a basic understanding of the following subject:

• Effective Communication

Effective communication and learning are closely interrelated. Knowledge of the principles of effective communication will help you recognize factors that affect learning.

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Instructional Delivery Continuum Workspace Trainer Scenario Read the scenario and consider how you would answer the question that follows it.

Record your answer on a piece of paper. After you have finished all the topics in The Learning Experience, read the lesson summary to see how your answer compares to the one provided.

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Topic 3-1: How Do People Learn?

Introduction To understand how people learn, you must first understand what learning is. Learning and memory are closely related. We know we have learned something if we can remember it. We are bombarded by information every day, from television and radio, from the people around us, from books, magazines, and newspapers. Some of it we retain; most of it we don't. What causes us to remember some things and not others? To understand this, you first need to know how we process information. After completing this topic, you will be able to describe how people learn. Definition

Simply stated, learning is gaining knowledge, understanding, or a skill through study, instruction, or experience. When we gain knowledge, understanding, or the ability to perform a skill, the information is stored in our brains. When we access this stored information, we say we are remembering it. We can compare learning to using a file cabinet. We select information that is important enough to be saved, then we file the new information with related information so that we can find it when we need it again. Information Processing Learning involves processing information, then storing it in an easily accessible location. This model illustrates how we process information in the brain. Once something has gained our attention—or someone has brought our attention to it—we begin processing the information.

Attention: The first step in information processing is attention. Something must first capture our attention in order for us to learn it. Example: PO2 Kestler shows Seaman Turner some corrosion on a hatch. “See this corrosion, Turner? Today you're going to learn how to get rid of it.” Although Turner had not noticed the corrosion before, this statement grabs Turner's attention. Perception: Once we have focused our attention on something, perception comes into play. Perception is the stage at which we determine whether the information is of value to us. If we perceive that it has no value, we ignore the information. How we perceive information is colored by a number of factors, including our expectations, previous knowledge, life experiences, and personality attributes. Example: Turner perceives that this is something he needs to learn because he will get in trouble if he doesn't.

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Short-term Memory: Think of short-term memory as temporary storage, or "working" memory. Theorists believe the duration of information in short-term memory is somewhere between 5 and 20 seconds. If we want to retain the information, we begin to encode it for storage in long-term memory. Encoding often involves trying to make sense of the new information by relating it to what we already know. If we do not continue processing the information, it will fade away and be replaced with new information. Example: They don protective gear, and Kestler picks up an odd-looking tube, saying, "This is a needle gun." Because Turner has perceived that this is important information, this term goes into Turner's short-term memory. Long-term Memory: Long-term memory provides permanent storage of learned information. We seem to have an unlimited capacity to store information. However, retrieving it from long-term memory so that we can use it is sometimes a problem.

The ease with which we access information in long-term memory depends very much on how it was stored. Consider the filing cabinet. If you file by just throwing all your papers randomly in a drawer, you will have a hard time finding them later. If you file papers with related ones, you can find them more easily. Example: Kestler asks, "Have you ever seen someone using a jackhammer?" Turner nods affirmatively. "Well, the needle gun works in much the same way." Kestler then demonstrates. Kestler's comparison enables Turner to make a mental connection between the needle gun, which is unfamiliar, and jackhammers, which are familiar. This association will help him store the information in long-term memory in such a way that he can easily remember it. Review In this topic you discovered that learning involves the active processing of information. First, something must focus your attention on the incoming information. Your perception of the value of that information will determine whether you decide to ignore it or process it further in short-term memory. In short-term memory, you encode the information for storage in long-term memory. Go to Activity 3-1 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.


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Topic 3-2: What Are Barriers to Learning and Recall

Introduction Have you ever had trouble learning something? Why is it easy to learn some things and difficult to learn others? Have you ever thought you knew something but couldn’t recall it when you needed to? Problems with learning and recall often result from a barrier that causes a breakdown in information processing. After completing this topic, you will be able to correct barriers to learning and recall. Definitions

A barrier is something that blocks passage: an obstruction. A barrier to learning is something that blocks information processing so it cannot continue. A barrier to recall is something that blocks the retrieval of information from long-term memory. Barriers to Learning and Recall A barrier to learning and recall can occur anywhere within information processing. Attention/Perception: It goes without saying that if you are unaware of information to be learned, you will not learn it. However, attention does not guarantee learning will occur. If you perceive that the new information has no value, your perception will act as a barrier that will stop any further information processing. Short-Term Memory: If something or someone else grabs your attention during information processing, the information in short-term memory will become unavailable in a matter of seconds. Long-Term Memory: Barriers to recall will prevent you from recalling information stored in long-term memory. Barriers to Attention Sometimes new information will catch your attention without any outside assistance. For instance, a sudden motion or sound may cause you to focus on something yrou never noticed before. However, if there is nothing to capture your attention, information processing will be blocked before it even gets started! In this case, something or someone must draw your attention to the new information. Barriers During Perception If you perceive that the new information you are receiving is not important, you will discard it. A number of factors can act as barriers during this phase of information processing:

• Perceived Irrelevance: If you perceive that the new information has no application to your job or your interests, you will likely ignore it.

• Repeated or Contradictory Information: If new information appears to repeat or contradict what you believe to be true, you may reject the new information without further consideration.

• Overriding Physical Discomfort: Have you ever been so tired that all you could think about was getting some time in the rack? Being too hot or too cold, having a severe headache, or feeling sick may cause you to ignore new information because you are more concerned with your immediate feelings of discomfort.

• Emotional Reaction: A strong emotional reaction to the source of the information may cause you to ignore the information you receive from that source.

Instructional Delivery Continuum Workspace Trainer Example of Perceived Irrelevance AE2 Mixon was working on a receiver/transmitter when the LCPO walked into the workspace and called over a junior petty officer who had recently transferred from another ship. Mixon stopped momentarily to listen but soon realized that they were discussing some kind of testing equipment that the other petty officer had used at his previous station, so she turned her attention back to her work, ignoring the conversation. A few minutes later, the LCPO came over and said, "Did you get any of that, Mixon? We got one of those testers in, and I want us to start using it." Barriers In Short-term Memory Actively processing information in short-term memory prepares it for storage in long-term memory. Without this process of encoding and storing information, short-term memory can be lost very quickly. Have you ever lost a thought when something distracted you? Interruptions are the primary barrier at this stage of information processing. The longer the interruption, the greater the chance that the information will be lost from memory. Interruptions can take several forms—someone coming in the room, an unexpected noise, a sudden, unrelated thought. Getting too much information too quickly is another type of interruption. Anything that stops us from processing information has the potential to disrupt learning. Another type of barrier is prior knowledge that contradicts what you are trying to learn. Prior knowledge is usually helpful during information processing because you can use it to make sense out of new information. However, it can be a barrier to learning if it differs greatly from what you are trying to learn. For instance, imagine that you are a pilot and a new system has been installed in the cockpit of your aircraft. The sequence of steps for using this system is quite different from what you are used to. In this case, your knowledge of how to operate the old system will interfere with your learning how to operate the new one. This barrier will cause you to have difficulty remembering the correct procedure. Barriers to Recall from Long-term Memory What makes us forget information? Do we lose memory over time? Science still does not know the answer to this question; although it is suspected that instead of losing the information, we lose our ability to access it. Our ability to access information depends a great deal on how it was processed in short-term memory for storage. Have you ever tried to remember something by repeating it over and over to yourself? Repetition is one process we use to store information in long-term memory. However, a more effective way to process information is to draw connections between it to previously learned information. Normally, we do this unconsciously as we try to make sense of new information by considering it in light of what we already know. Many experiments have shown that related ideas can be recalled more quickly than unrelated concepts. The two key barriers to recall information are disuse and improperly stored information.

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Information that has been memorized through repetition with no attempt to make associations with other information will "decay" very quickly when not used. Think of this in terms of finding a missing person. It would be very difficult to find someone if all that is known is the person's name. We locate people through their associations with friends and family, with organizations, and with certain known activities or habits. The more associations, the easier the person is to find. Overcoming Barriers to Learning and Recall During Training Knowing the barriers to learning and recall will help you understand why learning can sometimes be difficult. As a workspace trainer, you can use various strategies to help your trainees overcome barriers in each of the following:

Attention: When you are training, you have to gain and retain your trainees' attention. Emphasize the important points that you want them to learn. Use eye contact and observe body language to ensure that you are retaining their attention throughout the training session. Ask questions if you feel that their attention is wavering. Perception: Overcoming your trainees' barriers to perception is more difficult because of the personal factors involved. However, you can do what is possible to ensure your trainee's comfort. Avoid inflammatory remarks or language. Most importantly, ensure that trainees know the relevance of the training to their jobs. Short-term memory: During training, minimize distractions that can interrupt information processing. Long-term memory: Help trainees link new material to what they already know. The more links, the more associations that they will be able to use later to recall the information.

Review Several things can disrupt the learning and recall process. Although you may not be able to control the occurrence of these barriers, you can do much to help overcome them. Understanding the barriers to learning and recall and knowing how to overcome them will help you to become not only a better learner yourself but also a better workspace trainer.


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Topic 3-3: What is Fear of Learning?

Introduction Everyone experiences some degree of fear of learning. Why? Because learning involves two things that most people try to avoid: change and risk. Whenever you enter a learning situation, you are opening yourself up to the possibility that you might have to change how you think about something or how you do something. You are also risking failure. What if you can't learn what you are supposed to learn? What if you fail the test? Most people accept that a certain amount of discomfort is inevitable when learning. However, learning does not have to be painful. After completing this topic, you will be able to recognize attitudes that can cause a fear of learning. Fear of Learning All people have preconceived attitudes toward learning that may cause them to fear learning. People who fear learning can neither concentrate fully nor do their best in a learning situation. Fear of learning can result in lost opportunities, poor job performance, and a lack of promotion. In order to overcome any fear, it is necessary to recognize that it exists, uncover the reason for it, and then dispel it. Definition A fear is a strong, negative emotional response to a situation. It is a natural part of our instinct for self-defense. When something happens to us that causes physical or emotional pain, we automatically attach a strong negative emotion to it. When we sense a similar situation occurring, that emotion serves as a warning device to keep us safe from repeating the pain we suffered before. Many of our fears are healthy reactions to life-threatening circumstances, but sometimes we develop fears that do more to hurt us than help us. Overcoming Fears About Learning There are several common misconceptions that can trigger fear of learning.

• Tests are a good measure of what people know. In formal education, tests are commonly used to determine if learning has taken place. Sometimes tests are viewed as scorecards that show if you are a winner or a loser. The fear of "losing" or failing on a test can discourage people from entering formal learning settings. Tests have a valid purpose. They are composed of questions that have right and wrong answers, but we do not live in such a black-and-white world. In the workspace, knowledge and experience combine to provide better information about your abilities than any test.

• People should learn continuously. In today's world with volumes of information readily available at the click of a button, it is widely believed that people should be constantly seeking to learn new things. Some people even suggest that anyone who isn't learning continuously is falling behind. It can be upsetting to think about getting behind on important information. However, something will grab your interest, and you will seek to understand it. You will learn what you need to know when you need to know it. You will draw out information from your long-term memory to make connections between what you already know and this new information. In that awesome moment, learning occurs!


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• It is important to be able to answer questions correctly. Sometimes people are afraid to

answer questions because they don't always know the right answers; and yes, it is important to be able to answer test and job-related questions correctly. However, learning occurs when you get answers to your questions; so, don't be afraid to ask questions, to get answers, and to learn.

• People learn best in a carefully planned instructional event. Many people think that learning occurs only when instructional material is well planned out. Actually, it is important in training settings, such as OJT, that you achieve your instructional goals. However, sometimes people become dependent on others to teach them what they need to know. This "tour group" approach to learning is very comfortable because someone else decides what you need to know and then gives you the information. The most effective learning experiences, however, occur when you begin to take charge of your own learning by allowing your curiosity to discover new opportunities.

• The more facts I know, the smarter I will be. Have you ever watched JEOPARDY! or played Trivial Pursuit? The winner of the game is the person who answers the most questions correctly. Their ability to recall so many facts is considered a sign of intelligence. Because of this, some people who have trouble remembering facts may fear that they are not smart enough to learn. Keep in mind, however, that the definition of "trivia" is "something of little importance." Facts by themselves are trivial or not important. It is only when you combine facts with related experience that the facts become meaningful.

• More education guarantees greater success in life. Education is not always a predictor of success. Everyone has heard stories of people who had very little education but enjoyed tremendous success in life. There are also highly educated people who have ended up in homeless shelters. It is important to realize that learning is not confined to a classroom, and knowledge is not confined to what we learned in school.

• Failure is bad. Our culture conditions us to believe that failure is bad. In school, it's bad if you fail a test. In sports, it's bad if you miss a pass or fail to score. In your career, it's bad if you fail to be promoted. It's bad if you try to do anything—and fail. Fear of failure is the single greatest fear that keeps people from success. Many people who fear learning are afraid that they will fail. However, every invention, every discovery, every truth discovered by mankind came at the cost of countless failures. Understand and use failure for what it is, a stepping stone on the way to success. Pause, get your balance, then leap forward to the next step!

Example PO2 Harrison is the resident expert in the shop. If something goes wrong, he knows how to fix it. If you have difficulty troubleshooting a piece of equipment, Harrison can point you in the right direction. Harrison's expertise is legendary. Even people from other shops come to him when they run into a technical problem they can't resolve. The department head feels that Harrison would make a great shop supervisor. However, Harrison refuses to study for the advancement exam. When asked, he always smiles and says, "Sorry, Sir, but that's just not my thing. All I want to do is work on this equipment. That's what I do best." You probably have met people like Harrison. There may be any number of factors involved in his refusal to study for the advancement exam. However, one possibility is that because he is so successful at his current level, he is afraid of the change that learning may bring.


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Review Because learning involves change and risk, everyone fears learning to some degree. Recognizing when fear is preventing you from living up to your full potential is one of the most important lessons you will ever learn. Remember this old Yiddish proverb: He who lies on the ground cannot fall. Go to Activity 3-2. Remember that you must submit the completed activity to your trainer for signoff.


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Topic 3-4: How to Learn More Effectively Introduction

You learn new things constantly—new names, new procedures, new concepts. Do you consider yourself a fast learner? If so, what do you do that helps you to learn new information? If not, is there anything you can do to help the learning process so that you can learn faster and more efficiently? In this lesson, you will explore different ways to help yourself—and your trainees—learn new information more efficiently. After completing this topic, you will be able to apply effective learning strategies. Principle Statement

Learning involves processing new information so that it can be stored in long-term memory. In order to learn more efficiently, it is necessary to process and store new information in such a way that it can be retrieved from long-term memory when needed. Learning Strategies: Repetition You have probably used a variety of learning strategies in the past without even realizing what you were doing. For instance, you may have repeated something over and over in your mind until it "stuck." Repetition is one way to transfer information from short-term memory to long-term memory. Repetition can be enhanced by saying the information aloud or writing it. The more senses used in imprinting the information in long-term memory, the more likely you will be able to recall it later. Review is another form of repetition. Without review, most information would be lost from memory very quickly. Learning Strategies: Memory Aids Another common learning strategy is the use of memory aids. Devise "tricks" to help you remember a particular piece of information. For instance, when trying to remember whether to turn a valve handle clockwise or counter-clockwise to shut off the valve, many people will use a memory aid they learned in childhood: righty-tighty, lefty-loosey. Example Acronyms can be used as memory aids. Acronyms are words consisting of the first letter of a group of words. For example, SCUBA is the acronym for Self-Contained Underwater Breathing Apparatus. In the Navy, acronyms are almost a second language. However, you can make your own acronyms to help you memorize a list of terms. Consider the four stages of information processing: attention, perception, short-term memory, and long-term memory. You can use the first letter of each stage to form an acronym: APSL. Perhaps you will find it easier to remember the acronym if you rearrange the letters to form a word that has meaning for you, for instance, ALPS.


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Memorizing vs. Understanding Although memory aids can be helpful when trying to memorize a list of terms or steps, they do have some disadvantages. For instance, some lists do not easily lend themselves to making acronyms or sentences. Also, if you can't remember the acronym or sentence, you won't be able to remember the list. The biggest problem with memory aids is that they aid memorization but do not promote understanding. Seeking understanding is the most effective way to learn new information. Effective Learning Strategies Effective learning strategies always promote understanding of the information to be learned.

• Practice active learning: Learning should be an active process. Pay attention to what you are trying to learn. Do not let your thoughts drift to other things. Paying attention, however, is only the first step. You must also think about what you are learning. Try to make sense out of the information. Look for relationships, such as categories, similarities and differences, or cause and effect.

• Study in chunks: We tend to remember first things and last things best and forget the information in the middle. To take advantage of this tendency, study in 20- to 50-minute chunks of time centered around a single idea or group of related ideas. Analyzing the information you have to learn for the purpose of chunking it also helps you to understand it better. Take at least a 10-minute break before studying the next chunk of information. This strategy allows you to have more beginning and ending points in your learning, taking advantage of your natural learning tendencies.

• Relate new information to prior knowledge: Don't just try to memorize new information. Make sense out of it by considering it in light of what you already know. When you relate information, you are creating a web of memories that lead to each other. The more ways there are to access information in long-term memory, the more likely we will be able to recall it when necessary.

• Use the “puzzle” approach: Have you ever put together a jigsaw puzzle? Generally, people will

start the puzzle by finding and fitting together the outside pieces so that they have a frame of reference for the rest of the puzzle. When learning something new, first learn the general concept before trying to learn the details. This strategy will help you to understand the details later as you consider how they fit within your framework of understanding.

• Test your understanding: A good practice when learning new information is to put the information in your own words. If you can't, then you don't understand it. If possible, ask someone more knowledgeable to listen to your interpretation of the information and assess your level of understanding. Another method is to create a mental picture of the information. Often, a picture is easier to recall than words.

• Apply the information: The old maxim "use it or lose it" applies just as much to information stored in long-term memory as it does to physical fitness. How easily we recall information depends a great deal on how frequently we use the information.


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That is why application and practice are so important. When you learn new information, find opportunities to use it. Not only does frequent use help with retention, but also every time you use the information, you are forming more associations to it within your memory that will help you remember the information later. These associations, in turn, increase your understanding of the information as you see its applicability to a variety of situations.

Review There are several effective learning strategies. Not every strategy is applicable to every learning situation. Through practice, you will find the ones that work best for you in any given situation. Whenever you are in a new learning situation, become conscious of what you are doing to process the information for storage and retrieval. Become an active learner. Remain focused and work to find meaning and understanding in what you are studying.


Topic 3-5: What Motivates Learners?

Introduction You’ve just been told that you are expected to muster at 1430 for OJT on safety. You roll your eyes. Not again. You’ve been through this drill so many times you that can even predict at which part PO Hansen will scratch his nose. It certainly won’t help that backlog of work you’re trying to get through either. It’s 1440. Everyone is standing around waiting for Hansen to show. Suddenly he breezes in, saying, “Cobb isn’t going to make it for the training today. There was a little mishap, and Cobb’s on her way to the hospital with a concussion because she slid in some hydraulic fluid that someone forgot to clean up. So let’s get started...the topic for today is ‘keeping your workspace clean.’ “ You’re stunned. Cobb is your best friend. All at once, safety OJT has taken on a new significance. You lacked motivation before; now you listen intently. Why? After completing this topic, you will be able to describe the factors that motivate learners. Definition You know what motivation is. It’s whatever makes you want to do something. Motivation is often a highly personal thing. What motivates one person may not motivate another. Our degree of motivation is frequently influenced by the culture in which we live or work, our beliefs and values, our life experiences, our current emotional or physical s

tate, and even those around us.

otivation and Learning

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M

otivation is critical to learning. If two trainees—one motivated

far

onsider how motivation can affect information processing:

• Attention/Perception: Motivation will cause trainees to

• ory: Motivation will also cause people pend more time working with information in short-

• Long-term Memory: The greater the level of understanding, the greater the likelihood that the

an a Workspace Trainer Motivate People To Learn?

Mand one unmotivated—are given identical training under identical conditions, the one who is motivated to learn willsurpass the unmotivated one in performance. C

pay attention. Motivation will positively affect perception.

Short-term Memto sterm memory. The more the person works with the information, the more meaningful connections are made and the greater the level of understanding achieved.

information will be stored in long-term memory in such a way that it can be easily recalled at a later time.

C

ecause motivation is so important to learning, a great deal of study has gone into finding what motivates

hat are these conditions? What can you, as a workspace trainer, do to create them when you are

Blearners. In spite of varying levels of personal motivation, most people will respond to certain conditions with increased motivation to learn. Wconducting training?


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It’s All About Me The most important thing to remember is that people are motivated by what affects them personally. If you want to motivate people to learn, you need to connect who they are with what you want them to learn. If trainees feel that you have the desire and the ability to help them achieve their personal and professional goals, they will be motivated to learn. Motivating People to Learn Motivating people to learn does not require a magnetic personality. It does require knowing how to satisfy a trainee’s desire to know “what’s in it for me.”

1. This trainer can teach me something. 2. This trainer understands my concerns. 3. This training is interesting. 4. This training is valuable. 5. This training makes sense. 6. This trainer respects me.

This trainer can teach me something. If trainees see you as someone who knows more than they do about something that will benefit them in their job or in their position within the unit, they will be more motivated to pay attention to your training.

What you can do:

• Know your subject well. • When you introduce yourself, tell trainees about your experience. • Demonstrate good military bearing at all times during training. • Show your self-confidence. If a trainee asks you something you can't answer, don't apologize.

Just tell the trainee that you will get back to him or her with the answer and then do it! This trainer understands my concerns. Understand trainees' needs and expectations for training. If they come in expecting one thing and get another, motivation decreases.

What you can do:

• Before you begin training, ask questions to determine your trainees' level of experience and expectations. Then adapt your training accordingly.

• During training, actively listen to trainees' comments and questions to ensure that you understand their concerns.

• After training, ensure that you have answered all questions and concerns. • People are naturally concerned about their personal safety. As much as possible, create a safe

learning environment. This training is interesting. It has been said that learning is the process of remembering what you are interested in. Remember the first step of information processing? Gaining attention. People naturally pay attention to what interests them. What you can do:

• Before and during training, use questions to arouse curiosity, not just to check comprehension and recall. For instance, when teaching a safety procedure, you might ask the trainee what might happen if you did not follow the procedure.


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This training is valuable. If trainees perceive that what you are teaching is worth knowing, they will be motivated to learn. What you can do:

• Show your enthusiasm for the subject. Enthusiasm is "catching." It shows that you value what you teach. If trainees perceive that you value something, then they may think it is worth knowing.

• Ensure that trainees understand why the training is important. Point out its relevance to their job or to advancement.

• When teaching a procedure, point out the consequences of error so that trainees recognize the importance of learning how to perform it correctly.

This training makes sense. Learning involves processing information to create meaning. If trainees find the training confusing or hard to follow, they will quickly lose any motivation to learn. What you can do:

• Describe beforehand what you will be doing. This provides a frame of reference to help trainees understand each step as it relates to the overall procedure.

• Present information in a logical sequence. Your method of organization will provide trainees a means of recognizing relationships between pieces of information that will enhance understanding.

• Relate new information to previous knowledge. This will provide a context for understanding that trainees can use to learn new concepts and procedures.

Review In this lesson, you learned that motivation always comes from within the learner. Because it is internal, motivation is affected by a number of factors that are beyond a trainer’s control. However, a good workplace trainer can do a number of things to stimulate a trainee’s motivation to learn. Always keep in mind that the people you are training are constantly evaluating you and what you are saying in light of themselves and their needs. If they perceive that you don’t know what you’re talking about, that you have no respect or concern for them, or that the training you are presenting has no personal relevance, they will not be motivated to learn. On the other hand, if they feel that you have the ability and the desire to help them achieve personal or professional goals through training, they will be motivated to learn.


Topic 3-6: Incidental Learning

Introduction Take a moment and consider all that you learned before you ever stepped into a school. You learned how to speak. You learned that fire is hot and ice is cold. You learned that candy tastes good and mud doesn’t. Much of what we learn throughout our lives is unintended, or incidental, learning. We learn, not because someone is teaching us, but because we are constantly trying to make sense of the world around us. After completing this topic, you will be able to recognize incidental learning in the workspace. Incidental Learning vs. OJT Incidental learning is unplanned learning. Although it constantly occurs on the job, it differs from OJT. Whereas OJT is a planned training event with specific objectives and a structured approach to ensure achievement of the training objectives, incidental learning can happen anytime, anywhere. OJT is actually a very small part of the learning that occurs on the job. Most learning is incidental. Examples of Incidental Learning

Incidental learning is a natural offshoot of your work.

• You observe someone performing a task, and you learn how to do it.

• You make a mistake, and you learn from it. • You listen to others talking about what they are doing

or how they resolved a work-related problem, and you learn from them.

• When you do something that doesn’t work, you try something else until you find a solution—and you learn from it.

Incidental learning is the most natural way of learning. It results when you actively work to understand and remember, in a meaningful way, what you experience.

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Instructional Delivery Continuum Workspace Trainer Value of Incidental Learning When you learn something that increases your competence, it doesn’t matter where or how you learned it. It would be impossible to develop training to teach you all you need to know about your job. Incidental learning fills in the gaps and often provides the background understanding and knowledge that you need before receiving OJT. Dangers of Incidental Learning Because incidental learning is unplanned, there are two inherent dangers in it:

• “Hit or miss” learning: Unlike planned training, in which everyone receives the same information, incidental learning is very individual. It depends on what you personally experience as well as your desire and ability to make sense of the experience.

• Learning the wrong thing: During planned instruction, the trainer ensures that the training is correct and complete. However, there are no safeguards for incidental learning. This can be especially dangerous if the incidental learning involves a safety violation.

Example In a work center one day, PO3 Mixon signals to PO1 Hargrave to come over. Mixon is excited about having finally isolated the problem on a piece of equipment. PO3 Koss and SA Nast are working nearby. PO3 Koss, who tried unsuccessfully to help Mixon earlier in the day, immediately stops work and goes over to find out what’s going on. This person is likely to benefit the most from this incidental learning experience. Because he had background experience with the problem, he is interested in the solution and likely realizes that this new information will help him in the future. He is most likely to learn from this impromptu discussion. SA Nast glances up; but since she is trying to make sense out of the description of a maintenance procedure in a pub, she ignores the conversation. This person, while exposed to the same opportunity for learning, ignores it because it is not relevant to what she is doing. This is an example of the “hit or miss” nature of incidental learning. PO2 Perry, who is on the phone, sees Mixon explaining something to Hargrave and Koss. He tries to listen in, but it is hard to hear what Mixon is saying and carry on a phone conversation at the same time. This person’s attention is divided between the phone conversation and the troubleshooting discussion. There is a chance that he will misunderstand or miss an important part of what’s being said and learn something incorrect. Review Incidental learning is a large part of the learning that takes place in the workspace. It results from people trying to make sense of what they see, hear, and experience in light of the work they are doing. However, incidental learning does have problems. Not everyone has the same learning experiences. Without planned, structured OJT, they may not learn critical job information. Moreover, people may learn the wrong thing. This can be especially dangerous if they learn unsafe working procedures. Go to Activity 3-3 in your handbook. Remember that you must submit the completed activity to your trainer for signoff.

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Lesson Summary Learning involves processing information and storing it so that it can be easily accessed when needed. In this lesson you learned how to:

• Recognize and reduce barriers to learning and recall. • Examine and improve your own learning process. • Motivate others to learn. • Recognize the benefits and dangers of incidental learning.

In the lesson introduction, you read a scenario in which PO1 Halverson expressed concern about people’s receptiveness to more training on sexual harassment prevention. Following an incident of sexual harassment aboard ship, the skipper directed every department to conduct training on sexual harassment prevention. When assigned to deliver the training, PO1 Halverson replied, “What am I going to say? They’ve all heard this stuff—over and over!” What advice would you give PO1 Halverson? You were asked to record how you would advise him. Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: PO1 Halverson correctly identified repetitious information as a barrier to learning. However, he could overcome this barrier by using the following strategies:

• Gain trainees’ attention by relating the incident. • Motivate them by making the lesson relevant—for example, describing the impact of a sexual

harassment charge on a person’s career.

Next Steps Now that you know how people learn, will you approach a learning situation any differently? When learning:

• Practice the strategies for effective learning. • Identify any learning barriers and try to overcome them.

When training someone else:

• Remember the four stages of information processing. • Plan ways to address each stage in order to facilitate learning and recall.

Practicing and encouraging active learning will help you become a far more effective workspace trainer. Additional Resources The following resources are available on the Apprentice Trainer Resources page:

• How We Learn and Why We Sometimes Don’t • How To Learn More Effectively • How To Motivate Trainees To Learn

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Lesson 4: Effective Questioning Introduction Effective questioning is a critical skill for any trainer. It is one way to find out if your message was correctly understood. Even more important, it is a way to encourage trainees to think about the concept or procedure you are teaching. In this lesson you will learn:

• Why you use questions during OJT • The different types of oral questions • How to construct oral questions • How to use oral questions effectively

Objective

Before proceeding with this lesson, you should have a basic understanding of the following subjects:

• Effective Communication • The Learning Experience

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Scenario Read the scenario and consider how you would answer the question that follows it.

Record your answer on a piece of paper. After you have finished all the topics in Effective Questioning, read the lesson summary to see how your answer compares to the one provided.


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Topic 4-1: Why Use Questions in OJT?

Introduction You've been a student for a good part of your life—first in school and now in the military. You know that if you find yourself in a training situation, you can expect to have to answer questions. Have you ever considered why? What do questions do? How do they help in a training situation? Take a moment and consider why you would use questions when conducting OJT. After completing this topic, you will be able to describe the purpose of using questions during OJT. Importance of Questions As a workspace trainer, you have three major responsibilities when conducting OJT:

• Find out how much trainees already know about the subject so that you can provide the proper explanation.

• Ensure that trainees understand what you are teaching. • Ensure that trainees have learned what you taught them.

In this lesson, you'll learn that questions are a valuable tool in meeting these responsibilities

What Is a Question? At the most basic level, a question is a means of requesting information. Have you ever considered all the ways we ask questions? Workspace trainers will try to word a request in such a way that the trainee will clearly understand what is being asked. For instance, a workspace trainer may ask, "What is the recommended maintenance cycle for the radar motor assembly?" However, a question can be as simple as an incomplete statement (Example: The four basic lifesaving steps are….), which the trainee is expected to finish, or even a gesture. (Example: After failing to get an answer from one trainee, a trainer turns her palm up and looks to the other trainees, signaling that the question is now open to anyone who can provide the answer.) The main point is to be perfectly clear that a question is being put forth and that an answer is expected. Purposes for Using Questions During OJT Keep trainee focused: Questions help keep the trainee focused and attentive during training. If trainees know that they will be asked questions, then they will be more likely to concentrate on the training being provided. If you see that a trainee's attention has wandered, asking for an opinion or other input will help to draw the trainee back into the training. Assess trainees’ readiness: Ask questions to find out the level of background knowledge and adjust instruction accordingly. Link to previous knowledge: Linking what you are teaching to what trainees already know provides a contextual background that helps them process new information. Ask a few questions at the beginning of the training session to stimulate trainee recall of background knowledge or related experiences.

Instructional Delivery Continuum Workspace Trainer Organize instruction: Use questions to break up instruction into meaningful chunks of information. This helps the trainee see how the information is organized, which in turn promotes understanding. Using questions in this way also provides trainees another opportunity to consciously process the information so that it can "sink in," or transfer to long-term memory. Increase motivation: Sometimes a question can spark interest and act as a motivator to training. Using questions to encourage trainees to participate will give them a sense of ownership in the lesson. If you sense that trainees want to comment on a procedure or ask a question, asking for their input or question will diffuse any frustration. Provide reinforcement: Questions concerning key points not only provide a way of restating them but also add emphasis, alerting the trainees to critical information that must be learned. Check understanding/retention: When trainees are asked to recall specific information, their responses will act as feedback that indicates their understanding and retention of the training objectives. Periodic questions during OJT help to identify misunderstandings. The workspace trainer can then adjust the instruction to the level of the trainees' understanding or provide related instruction to clarify the point. Primary Purpose of Questions The primary purpose of using questions during training is to stimulate the trainees to think about the information being presented. Consider the stages of information processing that occur during learning. Questions help to gain and hold trainees' attention. By increasing motivation, they influence trainees to perceive the training in a more positive light. By helping students organize the information and link it to previously learned information, questions aid in the processing of the information in short-term memory so that it can be efficiently stored in long-term memory. By encouraging trainees to actively process what you are teaching them, questions can significantly enhance the learning process. Example After introducing himself and the topic, Petty Officer Bishop asks, "Does anyone have any previous hydraulics training?" Two of the five trainees raise their hands. When asked, one Sailor answers that he graduated from a civilian technical school for hydraulics and completed a year of work in the field before enlisting in the Navy. Nodding in approval, Bishop then asks the other trainee, "Your experience in this field is...." The trainee replies that she worked summer jobs with her uncle, who repairs hydraulic lifts. Upon hearing this answer, another trainee raises his hand. Bishop acknowledges the trainee, who states that he, too, had worked as a helper to a hydraulic repairman. These effective questions accomplished a great deal. The questions provided a means to assess the trainees' level of background knowledge. Petty Officer Bishop now knows that three of the five have had some direct experience. He also knows that two may need a little more explanation but that the individual who had formal training would be a very likely assistant. Review This topic focused on the use of questions during OJT. During training, questions may serve many purposes. However, the primary purpose of questioning is to stimulate trainees to think about the information being presented. By encouraging trainees to think about the training at hand, the use of questions will promote the learning process.

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Topic 4-2: Types of Oral Questions

Introduction In an OJT environment, oral questions will be the most common type. Using the most effective type of oral question for the OJT situation will enhance the communication process. Effective oral questions will be powerful, thought provoking, and involve active listening. After completing this topic, you will be able to categorize types of oral questions. Open and Closed Questions

• Open: Open questions are ones that cannot be answered by a single word or phrase. They invite discussion and can be used to prompt your trainee to volunteer new information. An open question will have several acceptable answers. As the trainer, you will not have anticipated most of the answers. An open question may be, "What is an example of a safety procedure?" In order for this question to be answered correctly, the trainee must name any safety procedure. Even if you don't anticipate the answer, there will be some criteria for deciding if an answer is acceptable. If the answer given is completely irrelevant, you can judge it as incorrect.

• Closed: Typically, a closed question can be answered by one word or phrase. As a trainer, you will be able to anticipate most of the acceptable answers. Closed questions do not stimulate lengthy discussions and should be used for quick assessment of particular knowledge. An example of a closed question is, "What is the definition of safety?" This question requires an answer that provides some characteristic or purpose of safety. Even though your trainee may phrase the answer in his or her own words, you will be able to easily judge correct answers.

Types of Closed Questions

• Direct/Factual: A direct question is one that requires a specific answer. This type of question requires the trainee to have prior knowledge of the subject area. A direct question may consist of multiple parts, as long as all parts of the question require a specific answer. A direct question is a very good tool for evaluating knowledge gained in either current or previous training. An additional benefit of direct questioning is that it can aid in the memorization of a specific topic. Example: When is it permissible to leave your assigned watch area?

• Yes/No: A yes/no question usually begins with a verb, such as "are," "is," "could," "would," "does," "do," "can," and "was." As the type indicates, only a yes or no response is required to answer the question.

Yes/no questions do not stimulate discussion or engage the trainee but may be improved if followed with a "why" or "how" question. This will help you determine whether the trainee actually knows the material or is just guessing.

These types of questions can have a negative effect on training if overused. Your other trainees may not understand why an answer is simply "yes" or "no" and will not benefit from the interaction.

Example: Is it a requirement to record the vital signs of all walk-in sick-bay patients?


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• Leading: A leading question is one that suggests its own answer. You may choose this type of

question to bring slower trainees into the lesson. Leading questions should not be used often, as they may seem insulting to your trainees. In such a case, a trainee may begin to view the training as overly simplistic and lose interest. Example: Before attempting to transmit, the ON/OFF selector must be switched to what position?

Types of Open Questions

• Open-ended: The open-ended question is also sometimes referred to as a "multiple answer" question and is phrased to extract whatever information, in whatever form, the trainer feels is appropriate. Open-ended questions encourage information transfer and reduce the risk of interference. The answer will allow the trainer to determine the trainee's knowledge. Example: Why is safety important?

• Canvassing: Canvassing questions are used to determine who is familiar with a specific topic. They are directed toward the whole group and are answered by a show of hands. Avoid frequent use of the canvassing question. It is possible that if the trainees are asked too many questions in this manner that some may not respond, and the information that the trainer was hoping to obtain will not be accurate. Example: How many in this group have some previous military experience?

• Overhead: Overhead questions are usually posed in the form of a short scenario that requires some thought and judgment to answer. These are generally used to encourage original thought and develop judgment and decision-making skills. Overhead questions are ideal for arousing interest and can also aid in initially motivating the trainees. Example: When servicing the mobile ambulances at 1630, you discover that three of the five appear to be running at a slightly higher temperature than normal. There is a mass evacuation drill scheduled at 0400 tomorrow. What, if any, action is needed?

Review There are many ways to ask a question, and some ways are better than others. Thinking about the types of questions that could be asked or even preparing specific questions prior to conducting OJT will often lead to more effective communication and training events.


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Topic 4-3: Constructing Oral Questions

Introduction By asking a well-constructed question, you can help your trainee focus on the most important portions of the material being presented. If questions are well constructed and meaningful, they can enhance the thinking process of the trainee. In addition, using properly constructed questions enables you to determine the effectiveness of the instruction and may also challenge your trainees to ask questions of their own. After completing this topic, you will be able to develop properly constructed oral questions. Guidelines for Constructing Oral Questions Use words familiar to trainee: It is very important that your trainee have a fair chance at answering the question. If unfamiliar words are introduced through a question, the trainee will either not volunteer to answer or, if called upon, will fail to provide the correct answer. This can negatively impact training by frustrating your trainee and giving you false indications of the knowledge being absorbed. Provide immediate indication that a question is being asked: Using interrogatives, such as "who," "what," "when," "where," "how," and "why," will make it clear to your trainee that a question is being asked. Phrase in clearly understandable terms: Trainees must understand the question, whether or not they know the answer. A well-constructed question must be completely clear in its meaning. A vague or rambling question is not only difficult for the trainee being asked, it can cause confusion among the other trainees who may have interpreted the question differently. If a trainee does not understand the question, then almost any answer, regardless of whether it is right or wrong, will also add to the confusion. Relate to the training objectives: It is very important to stick to the topic when asking questions during a training event. While it is acceptable to include extra details during the training session in order to make it more interesting, do not construct questions using this additional information. Questions that do not pertain to the training at hand may detract from the important points of the lesson. Also, do not use "catch" or "trick" questions. These are generally considered undesirable and can be a source of embarrassment for the unlucky trainee. "Trick" questions may discourage less confident trainees to voluntarily respond. Identify the depth of coverage required for a correct answer: As a professional courtesy, create and phrase your questions precisely enough so that the expectations are clear. It can be frustrating to a trainee, who knows the correct answer, to be told that the answer is only partly correct when, in fact, they were unaware that more information was required. Again, other trainees witnessing such a scene may also consider the question, as stated, to have been answered correctly and mentally note that you are "nit-picking" or "too critical" when it comes to the responses of the questions.


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Example Chief Forrest has been assigned to conduct a cardiopulmonary resuscitation (CPR) refresher training session. He focuses on the topic and carefully phrases each question so that all trainees understand his intent. To make sure that everyone knows a question is coming, he begins each question with either "who," "what," "where," "when," or "why." For example, he asks a trainee, "When performing CPR, what is the ratio of chest compressions to assisted breaths for an adult victim?" This type of question follows the guidelines by providing the trainees the opportunity to grasp the meaning and full extent of the question. Review When conducting OJT, you should always construct questions that use familiar language, are clearly defined, and relate to the training objective. Remember to apply the guidelines for constructing oral questions during your training in order to enhance the learning process and promote effective communication. Go to Activity 4-1 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.


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Topic 4-4: How to Use Oral Questions Effectively

Introduction The command will expect each of your training sessions to result in personnel having acquired new skills and knowledge. As a workspace trainer, one of the many tools available to you is the effective use of oral questions. Effective oral questions allow you to stir up interest in the topic and provide a means of controlling the flow of information. Since a number of responsibilities will eventually be given to the people you train, it is important to ensure that they understand and benefit from the training you provide. The effective use of oral questions is one method for determining the trainees' knowledge. After completing this topic, you will be able to use oral questions effectively in the OJT environment. Guidelines for Using Oral Questions Effectively Asking effective questions is a skill that must be developed through practice. Use the guidelines for using oral questions effectively to help you develop your questioning abilities and techniques.

1. Plan key questions When preparing your lesson material, be sure to include a plan to ask specific questions. The

questions should be delivered in a logical sequence that will maximize their effectiveness. Whereas spontaneous questions that emerge are fine, planned questions will help to provide structure and direction to the lesson. It is a good idea to begin the training session with questions that relate to the life experiences of the group. This is a way to encourage participation. This strategy will also work in a one-on-one OJT session. Remember, individual trainees will differ. Likewise, no two groups of trainees will be alike or at the same level, so prepare and plan the delivery of your questions accordingly.

2. Use proper technique

Since questions pose a certain level of anxiety in most individuals, it is important to give your trainee every advantage to understand the question and be given a fair opportunity to deliver a correct reply. Always phrase the questions clearly and specifically, avoid vague and ambiguous questions, ask only one question at a time, and follow the "APPLE" technique.

• Ask: Be sure to ask the question to the whole group. Do not call someone by name, and then ask the question, or stare at a particular trainee while asking the question. This will create anxiety in most individuals and may cause great discomfort. If the trainees do not know who is going to be called upon to answer the question, it tends to keep everyone attentive and involved. Restate the question if the trainees aren't able to answer it. If the question is rephrased, it may prompt an answer

• Pause: When asking a question, allow 3 to 5 seconds for a response. This will allow trainees to absorb the intent of the question and also begin to formulate a response.

• Pick: After pausing, pick a trainee to answer. Maintain proper military courtesy by using proper rate/rank and name.

• Listen: After picking a trainee to answer the question, be sure to listen carefully to the answer. Respectfully acknowledge every attempt at answering a question. You will want to give your trainee a moment to formulate a response. Do not immediately provide the answer. While listening, you should maintain eye contact with the trainee.

• Emphasize: After listening to the response, you will want to emphasize the critical part of the response as it relates to the training objective. You should also repeat the response as necessary to ensure the entire group hears during small-group training.


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3. Vary question types A very good use of a yes/no question is when polling in a small-group setting. Effective questioning practices involve requiring more than a "yes" or "no" answer. Yes/no

questions may encourage trainees to respond without fully understanding or thinking through the issue.

When yes/no questions are used, they should be followed by other questions to enhance the

thinking process of the trainee.

• Use factual questions for drill and to aid in memorization. These straightforward, right or wrong types of questions are perhaps the most beneficial for assessing the amount of information being retained by the trainees.

• Use leading questions to bring slower trainees into discussion. Since leading questions suggest their own answer, they should be used sparingly. Overuse will lead the majority of the trainees to view the questions as too simplistic, and their interest will diminish.

• Use open-ended questions to extend thinking. Response to this type of question will reveal how an individual is processing the information being presented. If appropriate to the training situation, the instructor can use open-ended questions as springboards to a group discussion. For example, “What could you do to prevent that?”

4. Involve every trainee Select trainees at random to answer questions, as it tends to keep everyone attentive and

involved. Be sure to rotate selection among the group. Select both volunteers and non-volunteers to answer questions. This makes everyone accountable for the material.

5. Follow up responses

Often a trainee's response will be very brief or perhaps incomplete. In such cases you will want to draw out a more meaningful response to your question. You can encourage the trainee to elaborate, ask a follow-up question that might draw out a more accurate response, or invite other trainees to comment on the question.

It is important not to give the impression that incorrect responses will be criticized, as this could lead to hesitation among the trainees to willingly participate. If the response is worded poorly, attempt to seek clarification by asking the trainee to specify, give an example, or rephrase the answer. If your trainee seems to be at a loss for the answer, you might rephrase the question or use hints to lead the trainee toward the answer.

A lack of response to several questions during a training session is valuable nonverbal feedback. It is important to determine the reason. Are they tired or bored? Did they understand the material? Did they understand the question? Are communication barriers present? You may need to call on a non-volunteer. Once you have determined why, adjust your instruction accordingly, ensuring attainment of the training objective.

6. Answer trainee questions

Always give your trainees the opportunity to ask their own questions.

It is important to remember that the trainees are always watching, as well as listening to you. By answering trainee questions in a polite and straightforward manner, not only will you provide the answer requested, but also you will be modeling desired behavior.

Sometimes trainee questions can be used to your advantage. Instead of answering the question yourself, redirect the question to the group. A redirected question is one in which you have a trainee answer another trainee's question. For example, "Airman Smith has asked about corrosive effects of salt air on the cables. What are the main points to consider when inspecting for corrosion?


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On occasion, trainees will ask questions that you feel they may be able to answer for themselves. In this case, reverse the question. A reverse question is one in which a trainee is coaxed or encouraged to answer his/her own question. For example, a trainee asks a question regarding a judgment call in the event of an equipment failure emergency. The trainer replies, "That is a good question. I know what I would do, but if it happens on your watch, I won't be there. What do you believe is a sound course of action?"

It is critical that you be honest when answering questions. If there is an answer you cannot provide, do not try to bluff. Remember your core values! Simply tell the trainees that you are unsure and you will get back to them with the correct answer as soon as possible.

Analogy Although several principles have been defined, the use of effective oral questions is more of an art form than a mechanical procedure. A fair analogy is the difference between pedaling a stationary exercise bicycle and operating a bicycle on actual terrain. When using the stationary bicycle, the motion is basically limited to the legs. There is not much need for arm or head movement—concentration is optional; in fact, you do not even have to open your eyes! Using effective questions is more like maneuvering a bicycle outdoors. There are several ways to approach your objective. You have to choose the one that enables you to avoid obstacles and maintain balance. Your effective questioning skills will help keep you on course and maintain the balance in the training. The feedback received will determine the ever-changing routes that are necessary to take in order to achieve your objective. Non-example The following scenario demonstrates some of the common errors that occur with inexperienced trainers. After conducting some workspace training on an air filtration system, Seaman Jarvis is ready to ask the trainees a question. "Seaman Apprentice Bell, what is the SOP for connecting the MA-147 line in a MOPP-3 condition? When does an emergency procedure take precedence over the MRC deck?" The proper questioning technique was not followed in this scenario.

• A trainee was selected prior to the question being asked. By doing this, the rest of the trainees were "let off the hook." Remember to use the APPLE technique. Ask the question before picking on a trainee to answer.

• More than one question was asked at the same time. This not only creates confusion for the student asked but the rest of the group as well.

• Although the background knowledge of the trainee is unknown, it is good practice to avoid too many acronyms in one question. It is better to use the full title in a complex question, as this enables the trainee to concentrate on the actual question instead of trying to "decode" all of the acronyms.

Instructional Delivery Continuum Workspace Trainer Review This topic covered information regarding effective use of questions in the OJT environment. Remember to plan some key questions, and use them to guide the training session. During the lesson, use a variety of question types and always respectfully acknowledge each trainees' attempt at addressing or asking a question. The effective use of well-defined questions is a combination of knowledge and practical skill. You have been provided with the guidelines for using oral questions effectively; it is now up to you to put these guidelines into practice.

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Lesson Summary Effective oral questioning can provide considerable information about a trainee's knowledge about the subject before and after training, and can keep the trainee engaged during training. In this lesson, you learned:

• Why you use questions during OJT • The different types of oral questions • How to construct oral questions • How to use oral questions effectively

In the lesson introduction, you read a scenario in which a training session left trainees confused and unable to complete the practice exercise without considerable assistance. You were asked to record how effective use of oral questions could have created a more successful training evolution. During a break, a petty officer conducting training in hazardous materials documentation overheard some trainees complaining that they already knew everything that had been taught so far. He decided to shorten the training by quickly reviewing key points and providing detailed explanations only when asked. Later, during the practical exercise, several trainees required considerable assistance to complete the exercise. In what way could a few well-directed questions have created a more successful training evolution? Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: Asking a canvassing question regarding trainees' experience with the topic would have provided information regarding the appropriate depth of instruction. Open-ended and overhead questions would have engaged the trainees and helped them process the information for better retention. Closed questions would have shown if trainees understood the instruction. Additional Resources The following resources are available on the Apprentice Trainer Resources page: • When To Use Questions During OJT • How To Construct a Good Oral Question • How To Use Questions Effectively

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Lesson 5: Conducting OJT Introduction On-the-job training (OJT) is one of the oldest forms of training. People learn best by observing a "master" perform a job, and then performing the job themselves while the master observes them, providing guidance and feedback as necessary. In this lesson, you will learn how to provide effective OJT, including how to:

• Conduct yourself professionally during training. • Manage the learning environment. • Prepare for and conduct an OJT demonstration.

Objective

Effective OJT is essential to every job in the Navy. New equipment, varied command tasking, and changing personnel qualification standards (PQS) all require OJT to ensure command safety and efficiency.

Prerequisites Before proceeding with this lesson, you should have a basic understanding of the following subjects:

• Effective Communication • The Learning Experience • Effective Questioning

It is essential for a workspace trainer to know how to communicate effectively. A competent trainer should also know factors that affect learning and how to address them during training to maximize the learning experience for trainees.

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Scenario Read the scenario and consider how you would answer the question that follows it.

Record your answer on a piece of paper. After you have finished all the topics in Conducting OJT, read the lesson summary to see how your answer compares to the one provided.

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Topic 5-1: What is On-the-Job Training (OJT)?

Introduction In the Navy, when people are not working, they are generally training. Training is a fundamental part of today's Navy—from classes taken at a training center to online instruction to OJT. Of all these types of training, OJT is the most common and often the most effective. In this topic, you will learn the definition and types of OJT, its purpose, and the roles and responsibilities of the participants. After completing this topic, you will be able to describe OJT.

Definition

On-the-job training (OJT) is defined as the planned process of developing and delivering task-level expertise by having an experienced Sailor train a novice Sailor at or near the actual worksite or watch station.

There are two basic types of OJT:

• One-on-one • Small group

FYI The U.S. Navy is a very large, very successful organization with a vital purpose—defense of the Nation. Like its civilian counterparts, in order to remain the best, the Navy places continuous, effective OJT among its top priorities.

Facts:

• OJT accounts for up to 90% of a trainee’s skill development. • OJT is better received by adults than formal classroom training. • OJT reveals basic skill deficiencies better than other training methods. • OJT promotes decreased error rates, higher productivity, and increased training efficiency.

Purpose Navy life is characterized by change. Personnel continuously come and go. It sometimes seems that just when you become proficient on one piece of equipment, something new and better comes along, and new equipment often entails new procedures. All of this change creates a constant demand for training to ensure that the command can continue to meet its mission. On-the-job training enables the Navy to meet these demands. OJT Roles and Responsibilities OJT is used to enhance unit strength through cross-training. By definition, OJT involves an experienced, or qualified, senior Sailor and an unqualified junior Sailor who needs training in a given task to meet personnel qualifications standards (PQS). Each has a specific role and responsibilities with regard to OJT. The senior Sailor is the trainer and, as such, is responsible for evaluating the training needs of inexperienced Sailors and planning any necessary OJT events. The trainer prepares for the training and presents it, using a planned, structured approach and providing practice and feedback to the trainee as needed. During practice, the trainer is responsible for ensuring proper supervision to avoid mishaps.


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When satisfied with the trainee's performance, the trainer either recommends for signature or signs the trainee's personnel qualification standards (PQS). The junior Sailor, as trainee, is responsible for learning the skills necessary for qualification. If training is not scheduled for a specific task that is in the trainee's qualification path, it is up to the trainee to inquire into setting up training with a trainer. The trainee is then responsible for preparing for OJT by reading about equipment specifications, operational limits, specific procedures, processes, etc. Example of the OJT Process A medical emergency while at sea left the deck department in need of another qualified forklift driver. BM3 Johnson stated her desire to qualify for the position. The LPO arranged for BM1 Hobart to give her OJT. First, Hobart explained characteristics of the forklift and safety requirements, ensuring that Johnson fully understood her responsibility for the safety of both equipment and personnel. Next, Hobart demonstrated how to drive and operate the forklift, carefully explaining each step. Then, in a very controlled environment, Hobart allowed Johnson to take over. Hobart provided guidance as Johnson practiced with the controls. Finally, with Hobart watching and providing feedback, Johnson demonstrated her ability to run the forklift by herself. To complete her qualification, Johnson passed a written exam and then demonstrated her proficiency behind the wheel to a qualifying officer. She then became a licensed forklift driver through the OJT process. Review Because change is a constant factor in the Navy, naval personnel must be qualified constantly to perform new jobs to meet the needs of the command. The OJT process is a vital link to Sailor qualifications, whether onboard a ship or submarine, at an aviation squadron, at a hospital, or in a Seabee unit. Having qualified workspace trainers will improve the qualification process, the quality of training, and the efficiency of the command. Remember: Not only are you responsible for meeting your PQS requirements, but also you are responsible for passing on your knowledge to your replacement.


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Topic 5-2: OJT Trainer Characteristics

Introduction Traditionally, the Navy has looked to experienced Sailors as the source for OJT trainers. Because of the Revolution in Training, this is even more true today than it has been in the past. However, being an "expert" at a specific task does not, in itself, make you a perfect candidate for an OJT trainer. In this topic, you will learn the characteristics of an effective OJT trainer. After completing this topic, you will be able to describe the characteristics of an effective OJT trainer.

Definition

Characteristics are the learned behaviors that are exhibited by a trainer during the OJT event. These characteristics guide and influence the interactions between the trainer and the trainee during the OJT event. OJT trainer characteristics include:

• Subject matter expertise • Core values • Effective communication skills • Positive attitude • Professionalism • Leadership

Subject Matter Experts

Obviously, an OJT trainer must have experience performing the task before he can train others. On the other hand, expertise can sometimes create problems when working with a novice.

Sometimes an expert knows the subject too well! After performing a task for some time, you may forget what it was like to know nothing and assume that trainees have a level of base knowledge that they don’t. As a result, you may neglect to give them basic information crucial to learning the task.

Take care to explain things at an appropriate level and do not assume your trainees have pre-existing knowledge. As you plan your demonstration, make certain that you do not skip important points or employ shortcuts that you have learned over time. Ensure that your trainees receive the foundation they need to fully understand the procedure.

Subject Matter Expertise Example Have you ever been frustrated by someone showing you how to use a computer program? Frequently, an expert will do a quick "click review" and then walk away saying, "Just play around with it for a while and pretty soon you'll get the hang of it." After the person leaves, you may try to do some of the things demonstrated and get frustrated because you can't remember how. In the end, all you've learned is that the program is frustrating, and you don't want to open it ever again. Don't let your OJT event happen like this


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Core Values

You are the trainer and are expected to have the answers. What do you do if a trainee asks you a question that you can't answer?

You may try to bluff your way through the answer. However, if trainees sense that you are unsure or find out later that you lied to cover up your lack of knowledge, you will lose your credibility. Even worse, your misinformation could lead to serious injury or damage to equipment.

To prevent this situation from occurring, study the equipment and procedures prior to the event. If in spite of your preparation a question comes up that you can’t answer, have the courage to admit, “I can’t give you an answer right now, but I will find out and get back to you.” Then honor your commitment and make sure you follow up. The trainee will be waiting for an answer.

Effective Communication Skills

FN3 Evers was tasked with providing OJT on watch standing. This was his first time to perform OJT and in addition to being somewhat shy, he was nervous. What could he do to help ensure that the training would go well?

You have a message to send-the training you are providing. If trainees don’t receive that message because of your inability to communicate it effectively, then the training is worthless. Moreover, if they misunderstand an important safety point, the result could be disastrous. As you learned in the effective communications topic, you need to practice to perfect your communications skills. Being able to convey your message clearly, identify and overcome any communication barriers, and provide appropriate feedback is essential to providing effective OJT and meeting the learner’s training needs.

Positive Attitude Reflect back on your experiences in the Navy. How does a positive attitude, or the lack of one, affect training?

Have you ever experienced training in which the trainer was obviously just going through the paces? As the learner, you probably sensed this negative attitude toward training fairly quickly. How successful was the training event? Did the trainer’s attitude hinder your ability to learn? The single most important characteristic of an effective OJT trainer is maintaining a positive attitude. You cannot motivate your trainees to learn unless you approach training with a positive attitude. You must have a desire to be a trainer and to help others to learn. Being a motivated trainer will make the learning environment a dynamic experience for both the trainer and the trainee. Professionalism When providing OJT, it is essential that you remain professional. What does that entail? Have you ever been in a training situation in which the trainer was less than professional? Some people will try to make a joke out of everything just to be “cool.” Others may make sarcastic remarks about the equipment or the command, or they may make fun of a trainee who fails to perform correctly after being shown what to do. How did their lack of professionalism affect training? Respect for your trainee and the importance of the training demonstrates your professionalism. This characteristic will enhance your credibility as a trainer and will motivate your trainee to approach training professionally as well. Recognize that you are in a position to make a difference in your trainee’s career.


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Leadership Leadership is the characteristic that ties all of the others together. OJT is a laboratory for leadership development. The skills you develop will not only contribute to the effectiveness of your command but will also enhance your career opportunities within and beyond the Navy. If your peers do not respect you, it will be difficult to be a credible trainer. This may be the hardest hurdle to overcome in your quest to become a qualified trainer for your work center or command. What causes a lack of respect? A disregard for others, unwillingness to pull your own weight, and unwillingness to accept your own shortcoming are certainly contributing factors. A leader makes a commitment to unit and command goals, remains aware of trainee needs, and acts responsibly in her personal and professional life. Leaders decide that they want to make a difference, choosing to expand their skills and using their knowledge and expertise to inspire and teach others. Review To increase your effectiveness as an OJT trainer, you must be keenly aware of the behavioral characteristics that you display during the event. Evaluate your strengths and weaknesses. Build on your strengths and develop a plan to improve any characteristic that is less than effective. Increase your knowledge of your job, practice your communication skills, work on maintaining a positive attitude, and show professionalism in all that you do. In so doing, you will also be developing your leadership potential. Then, when you are tasked to provide OJT again, you will be well prepared to conduct an effective OJT event. Go to Activity 5-1 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.


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Topic 5-3: Controlling the OJT Environment

Introduction One of the most important considerations in planning your OJT event is the environment in which you intend to conduct training. In Effective Communication and The Learning Experience, you learned about barriers that can affect communication and prevent learning. Your choice of the training site will determine, to a great extent, the success or failure of the event. Take time to consider all your options to enhance the learning experience. After completing this topic, you will be able to select the optimal site and timing for an OJT event. Principle Statement During OJT, a number of environmental factors can affect how well trainees learn. When training in the operational environment, not all environmental factors can be controlled. However, an effective workspace trainer will consider these factors when planning OJT to ensure the best possible learning environment. Safety The first and foremost consideration when preparing for a training event is the safety of all concerned. As a trainer, you are responsible for the trainees' safety. Moreover, if your trainees do not feel safe, they will be distracted by whatever is threatening them and may not pay attention to what you are trying to teach them. When this happens, learning does not occur and the training event is a failure. Example You want to train two seamen on maintenance of the mast antennas. After they run the Man Aloft chit and gather the materials, you all muster at the mast ladder on the signal bridge. You ensure that the safety harnesses work properly and supervise the donning of the harnesses. Noticing that one of the trainees is sweating and glancing up repeatedly, you ask, "Are you OK?" The seaman hesitates and then says, "I can't go up there." You explain that he'll be OK, that the harness and other safety features on the mast will prevent any chance of his falling. Then you coax him to the ladder and attach the safety lanyard with the sliding bar to the mast ladder. The seaman grabs the ladder, takes one step, and stops. You notice him shaking and decide this individual should not go aloft. Operational Environment By definition, OJT should take place at or near the actual worksite or watch station. If you cannot conduct training at the worksite, you must strive to select a training site that closely approximates the one in which the trainee will be required to perform the skill. The closer the training site is to the operational environment, the easier it will be for trainees to see the connection between the lesson and their job. Within the operational environment, there are several other factors that you must consider when selecting a training site.


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1. Size: When planning an OJT event, consider how the size of the training area may impact the

training. Some spaces aboard ship are tight. Ensure that there is enough space for everyone to see. If establishing a clear line of sight is difficult, adjust your training to compensate.

• Provide more explanation: Provide more explanation prior to and during the demonstration.

• Train fewer people: Train one or two people at a time. • Simulate the task elsewhere: Simulate the task in a larger area; after trainees learn in

that situation, have individuals perform on the actual equipment while you observe and provide feedback.

2. Light: Very low light can make visibility so difficult that trainees can't see what you are doing.

Bright sunlight—whether it is direct or reflected—can temporarily blind people. Either way, if trainees can't see what you are doing, they will not learn.

3. Temperature: Uncomfortable temperature is one of the most overlooked environmental distractions, and many Navy tasks involve working either outside or near hot equipment. Therefore, it is critical to choose the appropriate training time to minimize temperature effects. For instance, if training has to be conducted in the engine room, consider doing the training when the ship is in a cold iron status if possible. If a cold environment is the issue, consider training when the sun is on that side of the ship. The bottom line is that decreasing learners' discomfort increases training effectiveness.

4. Noise: You learned in Effective Communication that noise can be a barrier to communication. A trainee who can't hear what you are saying during a demonstration is getting only part of the message. For most tasks, just seeing a task demonstrated without the verbal explanation is not enough. Choose a time for your OJT event to avoid noisy activities and operations.

Coordination A final consideration for OJT site selection is coordination with other departments. If you share spaces with others, first check for site availability. Next, check to see what they have on their schedule. For instance, if you need to conduct training in the aft section of the hanger bay on a carrier, you would probably want to find out if the aviation department is going to be conducting engine tests. You can control many environmental distractions by coordinating your training in this way. Review In this lesson, you learned about various factors that you should consider when selecting a training site. As a workspace trainer, you are responsible for controlling the OJT environment to enhance the effectiveness of the event. The trainee deserves the best chance for learning. With proper planning, coordination, and timing, you can control distracters, increasing the effectiveness of your OJT event.


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Topic 5-4: How to Prepare for a Demonstration

Introduction Preparing properly for an OJT demonstration is a critical part of creating an effective learning event. Being unprepared shows a lack of professionalism and will hurt your credibility, making it more difficult to ensure the trainees will learn the task at hand. Don't take for granted that you will know what to do without proper preparation. Upon completion of this topic, you will be able to prepare for a one-on-one or small-group OJT demonstration. Seven-Step Process for Planning an OJT Demonstration

1. Collect information: Upon being informed or assigned that you are to conduct OJT, get as much information as possible. Use the basic "5Ws"—who, what, when, where, and why.

Who is to be trained? How many trainees will be involved? If possible, get information on their experience level.

What is the topic of the training? When and where is the training to be held? You may be given a specific time and place or you may be given some general tasking, such as "this month." Why is the training required? Find out what the trainees will be expected to do upon completion of training.

2. Review/Research the topic: Review the task procedures and related safety measures, ensuring

that what you teach is at the current revision and/or change level. Read any fleet messages concerning your topic for "lessons learned."

If you are assigned an unfamiliar topic, locate and review the material. Ask experienced personnel to identify critical learning points and common errors or misconceptions. This shows the initiative and discipline of a true professional.

3. Develop plan of instruction: Develop a plan for your instruction or review an existing one for the

following:

• Introduction • Topic introduction • Self-introduction; relevant experience • Learning objective • Trainee knowledge relevant to topic • General safety information • Criteria for satisfactory performance • Motivation (relevance to job/advancement) • Outline of instruction (main points and sub-points) including safety procedures, questions,

and relevant sea stories (See resources for template and example.)

4. Determine time needed: Part of your planning for instruction is estimating how long it will take. Your estimate must be fairly accurate because others will use your estimate when planning their schedules.

Be sure to allow adequate time for proper training. Allow time for a motivating introduction. Review your plan of instruction. Consider how long it takes you to do the procedure, double that time, and estimate how much extra time you will need for explanation and questions. Ensure you plan enough time for your trainee(s) to practice and reach a level of expected proficiency.


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5. Prepare site/Notify trainees: Select and prepare an appropriate training site, keeping in mind

the following: • Size of area required • Conditions in which procedure is usually performed • Environmental factors that may impact training • Possible distractions • Need for all trainees to clearly see and hear the training • Coordinate as necessary to minimize noise and distractions. • When you have determined the time and place, inform the trainee(s) who are to

participate.

6. Gather all required materials: Ensure that all required equipment, tools, and materials are available and ready, including safety items. If the procedure calls for a specific tool, do not substitute another tool. Always have the correct publication or other approved documentation on hand.

Check all equipment to ensure proper function. If safety gear is required, ensure that you have a sufficient supply for yourself and the anticipated number of trainees.

7. Rehearse the lesson: Rehearse your demonstration. Time yourself and practice until you can do

it smoothly in the time you allotted for it.

If possible, practice your introduction and demonstration with an already qualified Sailor so that you can receive feedback. Provide your observer an OJT evaluation sheet (in Resources) to guide their assessment.

Do not take experience-based shortcuts. Modeling the correct procedures and following all safety precautions will increase the likelihood that your trainee(s) will do the same. Never take shortcuts with safety!

Review Preparing for the OJT demonstration is a critical step in the training process, enabling you to:

• Demonstrate professionalism. • Establish credibility. • Provide a more effective learning experience.

Go to Activity 5-2 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff.


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Topic 5-5: How to Conduct a Demonstration

Introduction You're ready to conduct your OJT demonstration. You've selected the site and made certain that there will be no conflicting activities to distract your trainee. You've practiced your presentation and feel certain that you can answer any questions. The equipment is ready, and you've taken all necessary safety precautions to ensure your trainee's safety. What happens now? Giving an OJT demonstration is more involved than simply showing someone how to perform a task. In this topic, you will learn a structured approach to skill-based training that has been sharpened over centuries of practice. After completing this topic, you will be able to perform an effective one-on-one training demonstration. Four Phases of a Demonstration

1. Introduction: After a self-introduction, the trainer introduces the procedure to be demonstrated.

a. Introduce self: If this is the first time you are meeting the trainee, introduce yourself using your rate/rank and name. Include your current job assignment and related background experience. This will help to establish you in the role of the trainer. If you have already been introduced, re-emphasize your related background experience.

b. Introduce topic: Make sure that the trainee knows what the training will involve. Include the following:

• The training objective • Criteria for successful performance • Any conditions that apply to the training that may differ from what the trainee is

likely to encounter

c. Motivate trainee: Motivate the trainee by explaining the value of learning the procedure (saves lives, money, or time). Also, try to link the trainee's prior training to the current training to help familiarize the material. Encourage questions. The only foolish question is the one that is not asked. The only foolish answer is a lie to cover up ignorance.

d. Discuss safety: Safety is a major concern in OJT. Not only do you want to minimize risk of injury to personnel or damage to equipment, but also you want the trainee to feel as comfortable as possible in a training situation. Remember: fear for personal safety can be a barrier to learning.

2. Trainer demonstration: The trainer slowly demonstrates the procedure with explanation and then repeats the demonstration in real time.

a. Ensure clear view: The trainee must be able to see what you are doing. Be sure that

your trainee knows to speak up if the view is blocked at any time.

b. Provide overview: Briefly tell the trainee(s) what you will be doing. Discuss any instructional materials and equipment you will be using during the demonstration. State the consequences of inadequate, improper, or unsafe performance.

c. Perform slowly: Slowly demonstrate each step, explaining the required technical expertise. Point out safety issues and common mistakes. Use sea stories for emphasis. Pause between steps. Ask questions and observe nonverbal feedback to check comprehension. Repeat difficult concepts or steps as needed.


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Provide related instruction as necessary to clarify points. Keep track of time so that you do not overrun the time that you allowed for training.

d. Perform in real time: Explain that this demonstration will be conducted at a real-time pace. Ask the trainee to hold all questions until you are done. Perform the procedure with proper speed and accuracy. You may remark, but do not interrupt the flow or speed of the demonstration. When done, answer any questions. Repeat steps as necessary. Ensure the trainee has a thorough understanding of the procedure.

3. Trainee repetition: The trainee performs the task with guidance as needed.

a. Verbal explanation: Have the trainee explain the procedure verbally. Verify that the trainee understands the purpose of the procedure and the consequences of inadequate, improper, or unsafe performance.

b. Guided performance: Have the trainee perform the procedure, providing guidance and safety interruptions only as needed. Reinforce correct behavior with positive comments. If an error occurs, question the action and allow an opportunity to correct it. Assist only if the trainee is unable to recall. Make corrections in a constructive manner. Focus on the behavior and not the trainee. Always treat the trainee with respect.

4. Trainee mastery: The trainee demonstrates mastery of the required knowledge and skills.

a. Observed performance: Have the trainee perform the procedure with minimal interruption. If required, have a safety monitor present. Interrupt only if there is a safety violation that may damage equipment or injure personnel. If this occurs, stop the trainee and provide corrective feedback. Ensure the trainee completes all steps.

b. Feedback: When the procedure is complete, critique the trainee's performance. State whether or not all safety conditions were met. Comment on the accuracy and speed of the procedure. Inform the trainee of any actions that could have been performed more efficiently.

c. Summary: Summarize by restating the objective and relating it to the training event. Ask questions to ensure trainee comprehension, particularly regarding safety issues.

Review This topic emphasized that OJT is not merely demonstrating how to do something. It involves a structured approach that provides explanation, guidance, practice, and evaluation. Training time is precious. A structured approach increases the effectiveness of training, saves time, and results in better-qualified personnel. When you conduct an OJT demonstration, follow the procedures and guidelines you've learned. Always include safety in every aspect of training. Ensure that your trainee understands the importance of the task and can perform it with the required degree of mastery. After OJT, when your trainee is assigned to perform the procedure, casually observe the trainee's performance. Let your trainee know that questions are OK, even then. As a workspace trainer, you are responsible for ensuring that your command has the qualified personnel necessary to accomplish the command's mission.


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Lesson Summary

In this lesson, you learned how to provide effective OJT, including how to:

• Conduct yourself professionally during training • Manage the learning environment • Prepare for and conduct an OJT demonstration

In the lesson introduction, you read a scenario in which a junior petty officer was unable to take over as navigation plotter because of lack of experience. You were asked to record what you would do to prevent this from happening. You are a new senior chief on the USS Yorktown. One day during sea detail your QM1, the navigation plotter on the bridge, gets violently ill. You tell the ranking QM2 to take over. She looks at you and says, "Chief, I have never done this during sea detail; the navigator won't let anyone but QM1 do it." What can you do to ensure that the ship is never in this situation again? Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: As the senior chief in this situation, you could conduct OJT to qualify more people as navigation plotters and solve the ship's PQS shortfalls. Next Steps Now that you have learned what it takes to be an effective trainer, seek opportunities to increase your proficiency.

• Practice giving OJT, following the guidelines outlined in this lesson. • Seek feedback on your performance.

Using practice and feedback build on your strengths and overcome any weaknesses. Go to Activity 5-3 in your handbook. Remember that you must submit the completed activity to your primary trainer for signoff. Additional Resources The following resources are available on the Apprentice Trainer Resources page:

• How To Prepare for a Demonstration • How To Prepare an Introduction • Lesson Plan Template • How To Conduct an OJT Demonstration • How Your OJT Demonstration Will Be Evaluated


Lesson 6: Expectations of a Workspace Trainer Introduction Now that you have completed most of the IDC Apprentice Trainer course, it's time to put it all together. As a qualified workspace trainer, you will be responsible for passing on your job skills to others. You may even be assigned to assist a primary trainer in working with new apprentice trainees in the IDC. In this lesson you'll learn:

• How to meet your responsibilities as a trainer • How to coach a trainee • What you can do to improve yourself as a trainer • What opportunities are available to you if you want to pursue training at a higher level

Objective

You've worked hard, and with the help of your primary trainer and others you have learned the strategies and developed the skills needed to become a workspace trainer. When you qualify, others will have certain expectations of you. This lesson describes these expectations and provides guidance on how to achieve them.

Prerequisites Before proceeding with this lesson, you should have a basic understanding of the following subjects:

• Becoming a Qualified Workspace Trainer • Effective Communication • The Learning Experience • Effective Questioning • Conducting OJT

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Instructional Delivery Continuum Workspace Trainer Scenario Read the scenario and consider how you would answer the question that follows it.

Record your answer on a piece of paper. After you have finished all the topics in Expectations of a Workspace Trainer, read the lesson summary to see how your answer compares to the one provided.

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Topic 6-1: Roles of the Workspace Trainer

Introduction Your role as an IDC-qualified workspace trainer is vital to the command mission and to the professional growth of those you train. Your role will be primarily practiced in the on-the-job training (OJT) environment. Every OJT situation will bring with it the challenge of overcoming many variables, such as scheduling, the training environment, and, of course, the trainees. To be an effective workspace trainer, you must be able to fill more than one role. After completing this topic, you will be able to describe the expected roles of a workspace trainer. Primary Mission of the Workspace Trainer There is a saying in the Navy, "You are training your replacement." This is the essence of what a workspace trainer does. The mission of the workspace trainer is to train the future of the Navy. If trained properly, Sailors will be technically proficient and will have a sense of what is important. Honor, Courage, and Commitmen, the Navy's core values, go hand-in-hand with the training process.

Honor: You are called to conduct yourself in the highest ethical manner in all relationships with peers, superiors, and subordinates. Also, you are accountable for your professional and personal behavior. Keep these things in mind when you are called to fulfill or exceed the responsibilities of a trainer. Courage: Courage gives you the mental strength to meet the demands of your profession and the mission when it is hazardous, demanding, or otherwise difficult. As a trainer, you are to meet those challenges while adhering to the highest standard of personal conduct and decency. Commitment: You are called to exhibit the highest moral character, technical excellence, and quality and competence in what you have been trained to do. As an IDC workspace trainer, you will be called upon to make the commitment to improve the quality of the Navy.

Two Main Roles You will be required to fill two main roles in your position as a workspace trainer: instructor and coach. This course refers to "instructing" and "coaching" as skills. As a trainer, you use instructing and coaching skills. Every OJT situation will bring with it an opportunity to practice both coaching and instructional skills. The Instructing Role When you instruct, you use a methodical approach to enable others to gain knowledge or skill. The goal of instructing in the workspace is to pass on knowledge about procedures and equipment to inexperienced personnel. As a workspace trainer, you will be required to have this knowledge and the ability to pass on this information in a methodical manner. The Coaching Role Coaching involves interaction and is used in the training process to encourage and, as necessary, assist the inexperienced Sailor. The goal of coaching in the workspace is to overcome learning barriers with the objective of helping new Sailors gain greater competence and confidence. As a workspace trainer, you will be required to possess and use coaching skills to improve performance.


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FYI According to Public Personnel Management Magazine, when coaching is combined with training, individuals increase their productivity by 88 percent, as compared to 22 percent with training alone. Just as a personal coach at the gym enables the exercise buff to learn the proper form for weightlifting, the workspace trainer performing a coaching role enables the trainee to accomplish the task more efficiently and more effectively while adhering to all safety guidelines. Review You are expected to be effective in your role as a workspace trainer. This will require a blending of skills, specifically that of instructing and coaching. Using a combination of instructing and coaching skills in the OJT training environment is key to an effective training experience for the trainee, the trainer, and the Navy.


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Topic 6-2: Workspace Trainer Responsibilities and Guidelines

Introduction Fleet training depends on effective, responsible workspace trainers. An aggressive approach by qualified workspace trainers, using instructional and coaching techniques, can make a significant difference which will positively impact the mission readiness of your unit. The IDC course is the path to becoming a qualified workspace trainer. Understanding your responsibilities at each stage along this path is important to achieving your goal. After completing this topic, you will be able to describe the instructional and coaching responsibilities of the workspace trainer. Principle Statement In the OJT environment, there is a need for both knowledge and direct, hands-on experience. To ensure smooth and rewarding training in the OJT environment, you should follow specific guidelines for filling your responsibilities. These guidelines give order and structure to the OJT experience. This helps to ensure the desired result of properly trained personnel at the end of the OJT event.

Responsibilities of the Workspace Trainer

Your main responsibility is to deliver effective workspace training through OJT. Each of the following specific responsibilities supports this main goal. As a professional, take them seriously.

• Possess knowledge and skill. • Use tactful authority. • Be prepared. • Show commitment. • Provide guidance. • Offer support and feedback. • Meet professional obligations. • Serve as a role model. • Promote cross training.

Possess Knowledge and Skill

One of the most important responsibilities you have as a workspace trainer is maintaining your credibility.

• You must be technically competent in all areas of the OJT process. o Know and understand the information you are training, to include:

Technical specifications Personnel qualification standards (PQS) Maintenance requirements (for planned maintenance) Watch station procedural requirements

• You must know the specific procedures for maintenance and watch standing that you are training. • You must be proficient and demonstrate skill in the art of instructing and coaching. Follow the

guidelines provided in the Apprentice Trainer course. Model the behavior that you want your trainees to exhibit. Take your responsibilities seriously and be aware of the responsibilities of your trainees. Take pride in your trainees' success.

If you lose credibility, your effectiveness as a trainer will be greatly diminished.


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Use Tactful Authority As the trainer, you have positional authority over your trainee. This is not quite the same as having authority over your watch station or over those in your direct chain of command.

• Try not to come across as a boss unless you are actually in charge of your trainees via the chain of command.

o Tread lightly; you are guiding, not ordering, your trainee. • If a senior Sailor is assigned as a trainee, maintain the senior member's sense of position.

o There may be occasions when you are assigned to train a Sailor who is senior to you. In this case, although you are the junior military member, you have been given positional authority as the trainer. This does not authorize you to give orders or to discipline this senior Sailor. Although you must show due respect, you cannot be intimidated by the senior Sailor. You must maintain your authority in the training environment and uphold all established rules and standards.

• Establish your authority with trainees at your very first meeting. o Let trainees know what you expect and how you expect it. Communicating requirements,

standards, and expectations up front will head off most conflicts down the road. Be Prepared Being prepared in an OJT situation means that you have prepared yourself, the environment, and the trainees.

• Yourself: Do not rely on your existing knowledge of the material—always look over the lesson as a refresher. Also check to see if all material is current.

• The Environment: Coordinate the training to avoid any distractions and ensure that the room or area selected is appropriate to the training. Check for room size, lighting, and temperature and a separation from distracting/noisy activity.

• The Trainees: Prepare trainees by ensuring that there is sufficient notice to all involved as to the topic, time, and location of the scheduled training. Communicate clear expectations of the trainee prior to the OJT event.

Show Commitment Develop a professional relationship with your trainee.

• Explain what you're doing and why. • Point out important aspects of watch standing, technical experiences, and command duties.

Learn about the specific training program your trainee is involved in. Ask about any past experience that is relevant to the current training. Engage trainees in conversations concerning their work and educational background, career goals, and plans to meet those goals. Encourage trainees to extend problem-solving and decision-making skills. Both you and your trainees should be respectful of your daily schedules; however, make every effort to be available and approachable so that you can assist when necessary.

• Establish a trust relationship with the trainee. Practice confidentiality by not disclosing any personal information the trainee shares with you.

• Encourage trainees to discuss what they are learning. Provide Guidance Provide trainees guidance by helping them develop their own strategies for solving problems. If you solve trainees' problems for them, you limit their ability to determine strengths and weaknesses. Focus on the trainee and not the problem. Advise on how to deal with real and perceived roadblocks. Help the trainee find remediation resources, if needed. Help the trainee identify areas for development and share "lessons learned." Just as your primary trainer has assisted by relating personal experiences, so too can trainees benefit from this strategy. When they find out others have had the same doubts and fears and have overcome them, trainees feel more empowered.


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Offer Support and Feedback Encourage and appreciate the trainee's technical growth. Assist a trainee only to the point of self-help, that is, where you believe that they should be able to help themselves. Direct the trainee to resources. Make trainees look things up; you're not expected to have all the answers. A true show of support is to be open to the trainee who has different approaches to training solutions than your own, as long as the approach does not harm equipment or personnel. Dependably and reliably give feedback and advice.

• Provide constructive feedback. • Give specific feedback about trainees' strengths and development needs. • Provide feedback on practical application of command evolutions (shipboard, squadron, etc.). • Promote self-assessment in your trainees and encourage them to follow their Individual

Development Plans (IDPs).

Serve as a sounding board. Be careful not to give too much advice. This could make the trainee dependent on your constant advice. Trainees need to make their own decisions. Meet Professional Obligations The training at any command is useful only as long as it is effective. Meeting your professional obligations involves the following:

• Maintaining the integrity of the materials with which you train others o Materials must be factually correct and equipment must be in serviceable condition. It is

up to you to report and, if authorized and able to, correct any deficiency. Frequently review training lesson objectives and timelines to verify that the material is still relevant to the task it addresses.

• Ensuring that test materials remain secure o Do not "teach the test." Remember that trainees must earn their qualifications. Anything

less degrades the entire system that relies upon their skills. • Keeping the chain of command informed about the trainee's progress

o Job placement decisions, which may involve transfer orders, are often based on the assumption that an individual under training will be qualified in certain tasks. It is best for your superiors to know well in advance if there will be problems that will affect their plans.

Serve as a Role Model Your role as a trainer will bring about expectations from trainees. They will look to you for ways to develop technically and professionally. When you train, look for opportunities to practice leadership. Model an attitude. As a role model, your trainees will constantly observe you. The best way to change someone's attitude is to provide a credible role model. Lead by example and remember, the example you present will be the behavior your trainees exhibit. If you cut corners, they will cut the same ones or, worse yet, cut other corners that could harm personnel or equipment. If you do it, it must be OK. Do not fall into this trap. Always use the correct procedures. Promote Cross Training Cross training—that is, training one person to do another person's job—benefits the entire organization. Management benefits:

• Cross training enables management to accomplish the same job with fewer people. • If several people know how to do the same task, work does not slow down or stop when one

person is absent.


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Individual benefits:

• Cross training is an opportunity to broaden personal knowledge and expertise. • Learning new skills makes the person more valuable to the organization.

As a workspace trainer, seek cross-training opportunities for yourself and others in your workspace. Review Your success as a workspace trainer relies on your adherence to the roles and responsibilities described in this topic. Review them on a regular basis. Allow trainees to solve problems by prompting them and providing strategies for them to succeed. Although you know the answers, allow them the leeway to discover their own solutions. Achieving and maintaining credibility is critical. Be proficient in and qualified for your task, and the training process will be a rewarding one for you and your trainee.


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Topic 6-3: Coaching Tips and Strategies

Introduction A workspace trainer will not be content with just recognizing and avoiding barriers to learning while passing information. Workspace trainers must also add the skill of coaching to the role of instructor. Coaching skills enable you to get over, around, or through avoidable barriers. This lesson introduces coaching skills and strategies to assist you as you develop your own training style. After completing this topic, you will be able to describe effective coaching skills and strategies. Principle Statement Training in the OJT environment involves coaching as well as instructing. There are advisable approaches to take as well as pitfalls to avoid. Following the provided strategies for coaching in the workspace will aid in reducing trainee apprehension or lack of confidence. Without Coaching Some Sailors assigned as local trainers in the fleet may not yet have enrolled in the IDC Apprentice Trainer course. There is a good chance that they have a certain amount of natural ability as a trainer. However, are they as effective as possible? Probably not. Instructors returning to the fleet often do a fine job helping others attain a certain level of proficiency. However, coaching is rarely brought into the mix because trainers have not been exposed to the concept of coaching in support of instruction in the workspace. Information is taught and the trainer hopes that trainees will pass the exam. Trainees are given extra help when needed, but true coaching skills—which leave nothing to chance—are not used. Coaching Strategies It is not difficult to visualize how a coach would approach a training situation.

• Develop skills through repetition o As a workspace trainer, do not end your involvement when you stop talking. Conduct

hands-on practice so that the trainees put their knowledge and skills to use. Observing how the trainees respond to instruction is an important aspect of coaching. Remember that you are trying to positively influence their behavior in order to make them effective in their jobs.

• Stay involved o Coaching means staying "in tune" with trainees. This allows you not only to observe, but

also to get a feel for which trainees are doing well and which ones need extra attention. Staying involved results in having first-hand knowledge of circumstances surrounding any problems.

• Make corrections o Coaching is an effective style to use when trying to determine the exact nature of a

trainee's problem. Coaching means that you will not just hope things will get better—you will evaluate the situation and take action to correct problems, now! Always offer guidance to prevent a problem from recurring.

• Improve the training o As a workspace trainer, you will be tasked with overcoming the learning barriers of

individuals and, in some cases, a whole group. Coaching includes coming up with improvements and innovative solutions. Do not hesitate to seek advice from other trainers. They may have had a similar situation and can often offer you advice.


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A coaching-style approach to training means realizing that the training information itself will more or less remain the same—the individual trainees create unique training situations. Coaching adds value to workspace training through your concerned efforts. The following scenario demonstrates how coaching can add value:

1. A training situation reveals a problem: After explaining and demonstrating a step in a mechanical assembly procedure, PO2 Reynolds moves among his three trainees, observing their attempts at the procedure. Two of the three proceed confidently; however, the third trainee, Seaman Tinney, immediately looks to see what the others are doing.

2. Trainer involvement leads to addressing the problem: PO2 Reynolds immediately recognizes the seaman's action as nonverbal feedback, but needs more clarification to correctly interpret it. He moves between the trainees, blocking Seaman Tinney's view, and begins a non-threatening questioning of the procedure. It becomes apparent that the seaman understands the purpose of the procedure and the correct sequence of this particular step. Within 5 minutes, all three trainees have correctly completed the step.

3. Analysis leads to an innovative correction: "So," thinks PO2 Reynolds, "Seaman Tinney is obviously paying attention and has no problem retaining the information. Her skills are sharp and she observes the safety rules…. Hmm." An idea comes to him and he has Seaman Tinney repeat the step and explain it to the others. One minute into the demonstration, one of the other trainees states, "Hey, that is a good way to keep that tiny washer in place. I wouldn't have thought of that! I'm going to use that method myself." Seaman Tinney lights up with a mixture of pride and embarrassment and continues with the step.

4. Guidance is provided to build confidence: At the close of the training session, Petty Officer Reynolds signals to Seaman Tinney to remain afterward. "Your grasp of the procedure is impressive. I do have a question, though. Why do you often look to see what the others are doing before you begin?" Embarrassed, she answers, "Petty Officer Reynolds, I am not cheating or anything. I know what to do. It's just that the others always seem to have a quick way of doing things and I want their good ideas." Petty Officer Reynolds replies, "I am not suggesting that you are cheating. It is obvious that you understand all the training so far. You need to have more confidence in your abilities. Your techniques for assembly are as good and, if today's demonstration is any indication, perhaps better than the others."

5. Improvements in training are planned: During the next training session, PO2 Reynolds notices one of the other trainees glancing over at Seaman Tinney's assembly method. He decides that it would be beneficial to address sharing assembly tips among the group and makes a mental note to speak to his chief, who is a journeyman trainer, about some OJT on how to run a guided discussion.

Coaching Tips Here are some tips for improving your coaching technique. When used with your coaching strategies and previously learned trainer skills, you will have all the tools required to bring about a rewarding OJT experience.

• (Sometimes) Do nothing o It is not a requirement for your voice to be the primary sound during trainees' practice

sessions. Sometimes, just observing and providing no input whatsoever will show your trainees that they are doing well, and that you trust them enough to continue without your input. This sends a powerful message of encouragement and will help the trainees develop the confidence that their future roles in the Navy will require.

• Be a copycat o When you apply coaching skills in the OJT environment, constantly look for opportunities

to use methods that you have observed other trainers use with success. Many experienced trainers are practicing good techniques and working to facilitate command-wide improvement. Find these leaders/trainers and take advantage of the lessons they've already learned. You have had several opportunities in this program to seek out trainers and observe them. Reflect on your observations and put them into practice for yourself.


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• Teach a Sailor to fish…

o There is a saying that if you give a person a fish, you have fed them for a day, but if you teach that same person to fish, you have fed them for life. While using coaching skills, keep this in mind and look for opportunities to directly influence the desired behavioral change in your trainee. Desired behavioral change is what occurs when a learned task becomes "second nature" to the trainee. Trainees can now perform the task on their own. You will explain and then show a desired behavior to a trainee. Expectations will be clearly communicated. Then you will allow that individual to demonstrate that behavior. You will guide the process and coach as necessary to accomplish the behavioral change in your trainee.

Example You may have been "coached" by someone whose technique was to constantly stop you in mid-task and criticize every action, always harping on the negative. Things were never good enough, and your performance needed constant supervision. Your visual image of this person is that of a red-faced, screaming, arm-waving tormentor whom you tried your best to "tune out." Although this style of coaching is often encountered, it is ineffective. It is better to remain professional, control your emotions, and, most importantly, make your words count! Trainees should be eager to hear your advice and comments. In fact, your goal should be to make trainees "tune in" to you and respect the direction your experience provides. Things To Avoid When Coaching It is hard to stand by and watch someone else perform a function at which you are proficient. This is especially true when a trainee takes a long time to do a task or seems to be struggling. As long as personal and equipment safety is not at risk, allow trainees to make mistakes. Remember, you gained your proficiency by experiencing some difficulties along the way. Allow your trainees the same opportunity by avoiding the following:

• Assuming that you know what the difficulty is: Allow the trainee to explain what the barrier is. Hesitation on the part of a trainee may appear to be a lack of knowledge and may in fact be fear of the equipment. Do not rely on guessing. Investigate and be sure.

• Jumping in and finishing work that a trainee is tasked with: Avoid taking over every situation. This benefits no one, as you will not always be there to help every trainee in the fleet.

• Constantly giving advice: Give yourself and the trainees a break from repeating information that they should already know. It is better to observe them at task.

• Criticizing trainees for making mistakes: This does not mean that you are to ignore or accept substandard work; it simply means to be patient and use tact when correcting mistakes.

• Providing all the answers: If you know that trainees are capable of a solution, allow them time to solve a problem situation on their own. Sailors will be responsible for their decisions in the fleet; make it your responsibility to develop their decision-making skills.

Review The process of training is enhanced because of the coaching skills of the trainer and the strategies used to make the process more effective. Remember to develop skills through repetition, stay involved, make corrections, and improve the training. It's OK to (sometimes) do nothing, to emulate expert peers' strategies, and to do what it takes to teach your Sailors to "fish." Remember when not to intervene, too. Take the time to practice coaching during your OJT experiences. How well you practice your coaching skills will positively affect your trainee, yourself, and your command.


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Topic 6-4: Continuing Your Professional Development

Introduction With training, you are constantly learning. Thus the Navy's choice of the name, "Instructional Delivery Continuum" (IDC). Although a very useful and effective foundation, the Apprentice Trainer course does not cover all aspects of training. Lessons will be continuously learned and skills will be refined. Your skills as a trainer are needed at every step of your career. After completing this topic, you will be able to describe the professional development options available to a trainer in the Navy today. The U.S. Navy operates one of the largest training organizations in the world. From the day you enter boot camp or Officer Candidate School to the day you retire, you are involved in some sort of training, whether giving or receiving. Navy e-learning offers over 1,800 online courses to approximately 1.2 million Sailors, Marines, Navy Department civilians, reservists, retirees, and family members. As an IDC qualified workspace trainer, you will soon be in a position to make a positive difference in the Navy. Your command may use you as a workspace trainer1 or move you to a more command-wide training program, such as being a member of a training team. As a rule, workspace trainers will be tasked with providing on-the-job-training (OJT) within their rates. They will probably assist in delivering general military training (GMT) or cross-rate training. Your growth could possibly lead to your being an integral part of the warfare specialist program at your command. No matter what path you take, you will be a valuable asset to your command. Professional Development is Continuous As a professional, you will always be "fine-tuning" your skills. This means that you will not only learn new methods and strategies, you will also work to constantly improve your basic skills and knowledge. In addition to improving your own development, it is important to your command that you look for and recommend ways to improve the training program itself. Improvement to any one area will help keep the "gears" of training moving. Improvements to Basic Skills: Training is about interacting with trainees to make them proficient in a task. Effective communication, listening, questioning, and demonstration skills will be your base elements and should be practiced and improved upon continuously. These basic skills have been taught to you so that you can train inexperienced Sailors in a specific rating. This means that you must also be proficient in the topic you are training. Remember that an Individual Development Plan (IDP) is one of the best tools you can use for meeting a goal. The IDP is created by you and will serve as your guide. Here are some steps that may be useful in approaching your IDP:

1. Before training an individual, ensure that you are qualified and ready to start the process. 2. Reflect back on your studies and do a self-assessment on the task you are about to undertake. 3. Determine your current reality and what level of knowledge you will need to accomplish the

training process. 4. Devise a plan for achieving that level of knowledge prior to training.


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Improvements through Collaboration: Every generation of Sailors should not have to re-invent the way we train our trainers—this is the concept of the IDC. Collaboration is working together to come up with a solution. Talk to experienced trainers. Ask advice from these seasoned personnel on how best to approach training, specifically on any problems you are having. Remember, not every situation can be covered in lessons. Not all cases are discussed in detail in training manuals—you must interact with and learn from those more experienced than you to gain first-hand, real-world knowledge. If you do not take these person-to-person learning opportunities, years of experience will walk out the door when these Sailors transfer, end their enlistments, or retire. Program Improvements: For a training program to be effective, it must grow and improve. The Navy and your command rely on their personnel to provide feedback in order to progress. Input is your responsibility. Stay observant. When you see potential problems or an area of training that needs improvement, make a recommendation. Do not rely on just "stumbling onto" these deficient areas. Take an active role in improving training. Talk to personnel—from seaman to training officer—and find out what training areas they think need improvement. Beyond Apprentice The IDC program is designed to lead you through the training structure of the Navy. Once you have completed the Apprentice Trainer course, you will be a qualified workspace trainer. This is not the end of your education as a trainer. In fact, it is the beginning of a journey that could lead to many destinations. The direction you head within the Navy continuum is entirely up to you. You may take one or more additional training paths:

1. Journeyman trainer: The next step in the IDC is becoming a journeyman trainer. Enrollment in the Journeyman Trainer course requires a recommendation from your primary trainer. Journeymen are the trainers who instruct and use their skills, usually in a classroom environment assigned to formal Navy schools. Assignment as a schoolhouse instructor depends on the successful completion of the Journeyman Trainer course and the availability of positions.

2. Journeyman specialties: Experienced journeyman trainers may be assigned duties or promoted to positions of greater responsibility that require specialized training. For instance, they may be tasked with conducting a team dimensional training (TDT) evolution. Although this course has introduced you to the TDT concept, you would need more experience and training in order to lead a TDT team.

3. Master trainer: Beyond the journeyman trainer level is the pinnacle of the training structure: master trainer. The master trainer has completed all IDC courseware and has completed a training tour. The master trainer is the expert in the management of the Navy training structure. With the IDC in place, master trainers will oversee the programs at their commands. They will act as mentors to sailors pursuing various levels of the IDC and will guide the training teams at their commands. Unlike in the past, the master trainer will maintain this status at all Navy commands.

Review Completing the IDC Apprentice Trainer course is just the beginning of the IDC journey. You are encouraged to continue your pursuit of training expertise. In so doing, your professional growth will be quick and your standing in the training structure of your command will improve with every training success. Regardless of whether you train personnel as a workspace trainer, journeyman, specialist, or master, the journey will be a rewarding experience.


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Lesson Summary

In this lesson you learned how to meet the standards of professionalism expected of a qualified workspace trainer, including:

• How to meet your training responsibilities • How to coach a trainee • How to improve yourself as a trainer • How to advance in the IDC

In the lesson introduction, you read a scenario in which you were left to your own devices to re-qual on a new platform. Shortly after qualifying as a workspace trainer, you are transferred to a different platform. When you check in, your chief says, "So you're a qualified trainer—good. But things are a little different here. You'll need to re-qual as soon as possible. Unfortunately, we have only one primary trainer, and she's too busy to take on anyone else, so you're on your own.” How will you approach the re-qualification process? You were asked to record how you would approach the re-qualification process. Now that you have completed the lesson, review your answer. Based on what you learned, would you change it? Compare your answer to the model response: first you would read any local instructions on training. You would then practice with other trainers and seek feedback from them. Throughout the re-qualification process, you would look for opportunities to enhance it and would document your ideas in a plan to present to your chief. Next Steps You have completed the Apprentice Trainer courseware and are on the verge of being able to make a difference in the operational readiness of your command. Remember that qualification is just the beginning. Continue to seek improvement and to share your knowledge with others. Consider preparing for the Journeyman Trainer course.

Now is the time to put your training knowledge and skills to the test:

• Access the Apprentice Trainer knowledge test from the main menu. • When you achieve a passing score, contact your primary trainer with the results. • Discuss with your primary trainer a plan of action for performing the skill tests. You must pass all

three skill tests to become a qualified workspace trainer.

Prepare well and good luck! Additional Resources The following resource is available on the Apprentice Trainer Resources page:

• How To Coach a Trainee

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