The White Falcon - 24.11.1978, Blaðsíða 6

Page 6
White Falcon
November 24, 1978
90 attend Management skills School
TEACHING LEADERS—ADCS Carl E. Peterson, Management Skills School Facil-
itator, addresses the final class. The school will be offered again in
April.
"I've been to over 13 different
management schools during my career,
and this is, by far, the best one
yet."
"This was an excellent class.
My only complaint is that I wish I
had attended this type of class 10
years ago, it might have changed my
career."
These are just two of the
numerous comments aired on the
final day of the ComNavAirLant Mana-
gement Skills School held here last
week.
Nearly 90 people attended one
of the four classes. There were
three five day classes conducted for
Petty Officer First Class and above
and one six day evening class con-
ducted for the wives benefit.
The objective of the school, as
stated on the certificate of com-
pletion, is to improve management
and leadership by providing the
participants with a background in
fundamental principles of human re-
lations and behavioral science as
they apply to management. To put
it simply, "We teach management
through the psychological aspect,"
stated AECS Walter M. Morrissey,
School Facilitator.
The school is unusual in that
there is no formal lesson plan and
instructors are recruited from pre-
vious classes and trained. The two
instructors at the class were ADCS
Carl E. Peterson, ComNavAirLant,
Norfolk, VA. and AECS Walter M.
Morrissey, ComPatWingsLant,
Brunswick, ME.
AECS Morrissey said that another
similar class will be held here in
April and, hopefully, E-5s in
management positions will be in-
cluded in that class.
assignment. I Iis directions were not specific
(“Yon know the thing you were working on
yesterday. . .”) and lie assumed you were both
talking about the same thing.
Second, you were wrong by not asking for
enough details to he sure you understood the
assignment.
This problem happens even- day and costs time
and money. Three basics can help avoid it:
• Be si>ecific about what you’re talking about.
Fill in the details.
• Encourage questions. Make it easy for people
to ask you what you mean. It doesn’t help you if
they feel uncomfortable about getting more details
from you.
• Ask them to tell you what they’re going to
do. (Get their version of the assignment.)
These hints scent obvious and simple, yet
they are often ignored. Tile problems that
result can be avoided if you take the time to.
communicate complete information in a
direct, informative manner.
Nobody should have a day like this. You might
have known, the way it started. Your light
breakfast evaporated when the toaster jammed and
made (he kitchen smell like an indoor barbecue.
The bus was late and you barely got to work on
time.
Then the real trouble started. There you were
still sleepy-eyed signing in, in a bad mood, and
your boss comes rushing up looking harried.
I le says all in one breath, “You know the thing
you were working on yesterday, well, I need it by
noon instead of the end of the week—get someone
to help because it’s critical.”
You find a co-worker to help und, as noon
approaches, you finish.
You march into the boss’office and wait for the
“thanks” as he glances over the papers. 1 Ie
scowls. The wrong project? You had two due In-
die end of the week. Mow could this happen to
you—und to him?
'Hie answer: both of you were victims of poor
communications and you were both at fault. First,
he was wrong in the way he gave you the rush
Can Get
So Darned
Messed Up
Sometimes