Section III. CONDUCT AND EVALUATE TRAINING
4-15. CONDUCT TRAINING
Informal evaluation of training must be made during training. This is especially
vital if you are conducting skill training. Never allow your students to practice incorrect
performance. For this reason, conducting and evaluating training are discussed
together in this section. For further information on conducting training consult FM 21-6,
How to Prepare and Conduct Military Training.
a. Beginning Training. If your preparations have been done well, the training
should go smoothly. You have rehearsed the procedure, checked the equipment and
training aids, and feel confident of your abilities.
(1) Students. Be sure all students are present or accounted for before
beginning your lesson. Students who are late will disrupt the flow of the lesson and
require extra time. All students should have needed supplies and equipment with them.
Check before you begin the lesson and make provisions for anything that is missing.
Hand out materials before class starts. Do not try to hand out materials after class has
started. You will lose the attention of the class.
(2) Training objective. State and hand out or post the statement of training
objective(s). Make sure that all students understand these objectives. There is little
that can cause more confusion than not understanding the objectives. Each student
must know exactly what is expected of him. If you see signs that the students did not
understand a training objective, restate it using different words. If the soldiers still seem
confused, ask one or more of them to explain it to you and correct any mistakes.
(3) General cautions. If there are caution statements that apply to the whole
lesson, these should be discussed and understood before beginning the actual
procedure. Examples of this are, "This is a sterile procedure," or "Deviations from this
step order may produce a false reading." Specific cautions that apply to individual steps
should be discussed at the time the step is taught.
(4) Demonstration. Plan on demonstrating any procedure the students will
be expected to do. For many students, it is not realistic to expect mastery learning from
a piece of paper. They must see it done, and done correctly, before they will be able to
do it. One of the earliest learning methods used by humans is imitation. They must
have something to imitate.