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TITLE OF COLUMN HERE 6 Navy | Winter 2018 HELEN CARSON; MASS COMMUNICATION SPECIALIST 1ST CLASS OLIVER COLE N avy training means definite but very different things to different people. To the commander of a Navy unit, it means exercising troops in the field or Sailors at sea so that they operate as an inte- grated, coordinated unit. To Navy personnel managers, it means preparing and certifying individuals across a full spectrum of occupational specialties that include cooks, dog handlers, tank turret repairers, radar technicians and fighter pilots. To developers and providers of major Navy systems, it means exercises performed in simu- lators or on the systems themselves. To all concerned, it means preparing individ- uals from a civilian society to perform as professional Navy personnel. ere are several subsets of the major training categories listed above that can be provided. Technical training addresses soware or other programs that Sai lors use while working for the command. Quality training familiarizes all Sailors with the means to produce a good-quality product. Skills training focuses on the skills the Sailor actually must have to perform their job. So skills are those that do not relate directly to a job but are important. So skills training may train someone on how to better communicate and negotiate or provide good customer service, for example. Professional training oen is given externally and might be needed to obtain certification or specific information needed to perform a job. For example, tax accountants need to be up to date on tax laws. Team training is a process that empowers teams to improve decision making, problem solving and team-de- velopment skills. And safety training is important to make sure a command is meeting standards set by the Occupational Safety and Health Administration. Safety training also can include disaster planning. e dictionary defines readiness as "a state of preparedness of persons, systems, or organizations to meet a situation and carry out a planned sequence of actions." Readiness is based on thoroughness of the plan- ning, adequacy and training of the personnel, and supply and reserve of support services or systems. Planners and evaluators must try to anticipate how threats and operating environments will change during a deployment. As threats and operational environments rapidly evolve, they make it harder to define, measure and produce the desired levels of military readiness. But many of the threats that the United States is presently facing are increasingly hybrid in nature and many contemporary conflicts are now being described as taking place in the "gray zone," or somewhere between peace and war. Focusing on one type of threat or another — whether state or non-state in its general nature — in an effort to improve military readiness is not quite as useful a template as it once might have been. Ideally, current approaches to measuring military readiness allow units to capture both their preparedness to execute core func- tions — what units are designed to do — and their ability to perform assigned missions — what units are asked to do. It would appear that the training and preparation required to face the many asymmetrical threats has resulted in the de-emphasis of training in the basics of seamanship. Coupled with the current operational tempo, lack of proper rest (between watches, ship's work and meals, few are able to get six straight hours of sleep), and under manning, the fleet has been stretched too thin. We used to joke that "we could do anything with nothing forever." It seems that "forever" is here and now. LCDR David M. Bradley, USN (Ret.) National President of AUSN VIEW FROM THE BRIDGE Maintaining 'a State of Preparedness' Damage Controlman 1st Class Victoria Wells provides training to Electronics Technician 3rd Class Dominic Kreider on his role as Team Leader for the Inport Emergency Team at repair locker 2 aboard the submarine tender USS Emory S. Land.

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