1-12. PROVIDING DIRECTION
a. Analyze the Problem. In order to provide direction, the problem must first be
(1) Set goals. The analysis process requires that you know exactly the
nature of the problem, have all of the needed information, and have separated the
problem from people's feelings and emotions. Another process of providing direction is
to set goals. These goals may be for your unit, for yourself, or for others. If others are
involved, they should be consulted.
(2) Establish priorities. Each direction you give should be planned by
thinking through the likely or possible results of your direction. Confusion can result
from hastily conceived direction provided by a leader. If there are many goals and/or
several directions which compete with one another, it is up to the leader to establish the
priorities for his men. Generally, a medical goal will take priority, but this is not true in
all situations. Unless this decision is taken out of your hands by a superior, you must
b. Leader Decisions. Setting priorities is only one type of decision the leader
must make. Some decisions will mean life or death to patients under your care and
even to those in your unit. Just make sure the decision you make is based on the best
information available and that it is sensible in dealing with the conditions that exist.
Problem solving will be a daily process for the medical NCO. Some problems will be
easy, and some will require all the medical and military experience you have. A good
leader will stand by his solutions but be ready to admit when he has made a mistake.
1-13. IMPLEMENTING DIRECTIONS
There are several methods to implement a decision or directive. The method or
combination of methods will depend on the nature of the unit, the nature of the directive,
and the style of leadership.
forms: written or spoken. Both forms are subject to interference (or "noise") between
sender and receiver.
(a) Interference. Anyone who has been in a field situation is familiar
with radio or field telephone interference that makes voice communications difficult or
impossible. There is another type of interference that will have the same effect for both
written or verbal messages. This type of interference will have the same effect in a
classroom as in the field. A person will often get the message he expects to get. The
sender may mean to deliver a different message from the one actually heard or seen by