b. Job Performance Reward. Without realizing the consequence, supervisors
often punish good job performance and reward poor job performance. This is especially
true in the medical field and provides no incentive for the poor performers to improve
their skills. When the supervisor becomes aware of a person who is a poor job
performer, he frequently feels that this person must be assigned to work only those
shifts or in those areas where the poor performer can be closely supervised. This
usually means a daytime shift or in an area where the supervisor is present most of the
time. This is a reward because the poor job performer never has to work the night shifts
or in out lying areas. The good job performer is penalized by the fact that the poor
performer is in a unit. If the poor performer gets all the good assignments, the good job
performer is the one who is assigned to take up the slack. Because this good person
can be trusted, he is assigned to the evening shifts, night shifts, or out lying areas
where supervision is not regularly available.
Section II. PREPARATIONS TO CONDUCT TRAINING
4-7.
THE RESOURCES
Even though education can take place under very primitive conditions, the use of
adequate training resources will help most instructors. The most vital resources that
affect training are equipment, supplies, time, and space. Other resources that affect the
learning situation are talent, knowledge, and the availability of the students. If the
commander is convinced of the need for training, he will generally supply the students.
Instructor talent and knowledge have been discussed in Lesson 2 and Lesson 3. The
resources of equipment and supplies along with time and space should be dependent
upon the training objective(s).
4-8.
THE TRAINING OBJECTIVE
What should the learners be able to do after completion of training? What is the
best way to train the learners in order to accomplish this objective? The answers to
these two questions will tell you what kinds of supplies and equipment you will require;
how much time you will need for training; and how much space (of what type) you will
need to use. In effect, the training objective (TO) should affect the preparation, the
conduct, and the evaluation of training. Frequently more than one TO is required.
4-9.
STEPS IN DEVELOPING THE TRAINING OBJECTIVE
a. The Task Statement. The task statement should give an exact description of
what the soldier will be able to do following completion of the required training. All task
statements should contain an action verb that is observable and measurable. The verb
should mean the same to everyone and should be easily tested with similar results to
anyone who conducts the test. If the results of testing could be interpreted in several
ways, the task statement is not clearly written. For example, the task statement says
that the student will conduct a routine physical examination of a patient. The statement
does not answer questions such as:
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