MEPS_FG_v_1.1.pdf

SECTION 2: MEPS COMMUNICATION SKILLS PROGRAM FACILITATION INSTRUCTIONS

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

PROGRAM FACILITATION INSTRUCTIONS

FACILITATOR NOTES

Note: Group activities in this course may be done as facilitator-led activities if there is not enough space in the training room to accommodate breakout groups.

While those activities will still be effective as leader-led, they will be most effective if conducted as group activities, per the instructions in this Facilitator Guide.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

UNIT 1: MEPS COMMUNICATION SKILLS KICKOFF (1 HOUR, 15 MINUTES)

Activity Timing

Welcome and Expectations 15 minutes

What The CO Expects 15 minutes

A Day in the Life of the MEPS Liaison 45 minutes

15 MINUTES

WELCOME AND EXPECTATIONS

WELCOME

Welcome participants. Conduct introductions as necessary.

DISPLAY

TITLE SLIDE

DISPLAY COURSE TITLE SLIDE (OR TURN CHART)

MAKE THESE

POINTS

• Welcome to MEPS Communication Skills. This course is consistent with and builds on the MC3 Consultative Selling Skills and the MC4 Effective Coaching and Counseling Skills.

• It provides an in-depth look at some key skills required for success in the critical role of MEPS Liaison.

• Material for this course was drawn from experienced MEPS Liaisons and research on interviewing and communication skills.

• Those techniques are used to gain information from people who may want to conceal information or not reveal the complete truth — which is a reality you will face as a MEPS Liaison. These skills are also used to gain commitment to actions that are exceptions to SOPs.

ASK

• What is your job as a MEPS Liasion? Gather a few responses.

• How is being a recruiter different from being MEPS Liasion?

Gather a few responses.

• The MEPS Liaison is the final quality control point in the RS’ enlisted recruiting process before the recruit’s arrival at recruit training.

• Keep in mind, the young men and women who arrive at MEPS are not typically liars and deceivers. They come because they want to be Marines. And you want them to be Marines, if they are qualified.

• If there is missing, incomplete, inconsistent, misrepresented or withheld information, it is our job to use effective communication to uncover it and clear it up so that qualified, potentially successful Marines can complete the process.

Consequences can be severe for recruiters who fail to do this job effectively.

• The learning environment will include and require:

o Interaction and discussion — You’ll be expected to volunteer answers to questions and contribute to group discussions.

o Trying out new ideas — The skills, issues and processes presented in this program may be new and different. It’s important to be open-minded about how they will impact your success in the MEPS Liaison role.

o Role Play Activities — You’ll be expected to fully participate in role plays that will enable you to practice critical skills.

AGENDA

DISPLAY AGENDA TURN CHART

Note: Some of the participants may be 8411s/Assistant MEPS Liaisons, so it’s important to point out that regardless of whether participants are 8411s or 8412s, the performance standards and expectations are the same.

If questions come up about policies and procedures, create a Parking Lot turn chart for those questions. Indicate that policy and procedure questions will be addressed in the MEPS course that follows the MEPS Liaison Communications course.

REVIEW

AGENDA

REVIEW AGENDA

• Review the agenda, start and end times, and answer any questions.

REFER TO

PARTICIPANT

GUIDE

• Your Participant Guide will be used throughout the program for brief reading and written activities, and additional materials will be distributed as necessary.

• Your Skill Reference Card can be used throughout the program and afterwards as a reference tool.

• Read the introduction to MEPS Communication Skills program on Participant Guide page 3.

• Add any additional learning objectives you may have and be prepared to share yours with the group.

• Take 5 minutes

DEBRIEF

• Ask each participant to share his or her personal objectives and capture them on a turn chart for review at the end of the program.

TRANSITION

• Let’s get started by exploring what is expected of a MEPS Liaison.

• We’ll look at a video of a conversation between an RS CO and a newly assigned MEPS Liaison.

VIDEO: WHAT THE CO EXPECTS

INTRODUCE

VIDEO

VIDEO: WHAT THE CO EXPECTS

• Purpose: To understand what RS COs expect from MEPS Liaisons in their commands and to set the stage for the MEPS Communication Skills program.

• You’ll see two videos: first an RS CO and RI talk about choosing a new MEPS Liaison, then that new MEPS Liaison (ML) has been asked to stop by the office of the RS CO.

SAY

• As you watch this video, focus on what is important to the CO and RI in a new MEPS Liaison.

PLAY DVD

PLAY VIDEO: THE ROLE OF THE MEPS LIAISON — WHAT THE CO

EXPECTS PART 1

• What was important to the CO and RI regarding a new MEPS Liaison?

A successful recruiter, excellent SNCOIC, skilled in MC3 and MC4, someone who will do what it takes to make sure applicants who ship are qualified to enlist, someone who can ask good questions to know if someone is hiding or distorting information. Someone who understands they are a direct representative of the CO.

• Why do you think these things are so important to the CO? Answers will vary.

• In this video, the new MEPS Liaison has been chosen and comes on board.

• Pay attention to what the CO communicates to this Marine.

PLAY VIDEO: THE ROLE OF THE MEPS LIAISON — WHAT THE CO

EXPECTS PART 2

• What are the CO’s expectations? Answers will vary but should include: ML should always do the right thing; reach out to the Command Group and CO as needed; ML will act as quality control.

• How did the CO describe the ML’s mission? Answers will vary but should include: The ML’s mission is quality control.

• What challenges to the success of the ML’s mission and the overall success of the RS did the CO identify? Answers will vary but should include: Marines who will ask the ML to overlook something or to ignore missing docs.

• What guidance did the CO provide to the ML, and how did the ML respond? Answers will vary but should include: The ML’s priority should be the accuracy and completeness of packages; the ML responded that he understood.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

FACILITATOR NOTES

Note: Don’t drag out the initial discussion of communication changes or get too detailed on the events that occur during the day. For the events – only list the critical 4 – 5 events/tasks in each time frame, and the specific people with whom the Liaison communicates.

• Now that you understand the expectations for the MEPS Liaison, let’s examine the unique communication challenges of the MEPS Liaison and how to overcome them.

45 MINUTES

A DAY IN THE LIFE OF A MEPS LIAISON

DISCUSS

• When you moved from your original MOS to recruiter, how did you have to change the way you communicate? Why? Looking for discussion of how speaking with prospects, applicants and civilians is different from communicating with other Marines.

• When you transitioned from recruiter to SNCOIC, how did your communication have to change? Had to communicate as a leader, not a peer; had to motivate; had to manage.

• How do you think your communication might have to change as you transition to MEPS Liaison? Gather a few answers.

ACTIVITY

• Let’s examine a “day in the life” of a MEPS Liaison and the unique communication environment and challenges you will now face.

• We’ll break down the various people you communicate with daily and the issues you face as a result.

PREPARED

TURN CHART

DISPLAY TURN CHART: A DAY IN THE LIFE

PROVIDE

INSTRUCTIONS,

PART 1

• As a MEPS Liaison, your day is dynamic, and you communicate with a variety of people throughout it.

• Let’s take high-level look at the events of your day and who you communicate with; then we’ll look closely at those communications.

• Tell me what you know about the events that take place during the day and who the MEPS Liaison communicates with during those events.

• You can take notes on Page 3 of your Participant Guide.

FACILITATE

PART 1

• Lead the group by asking participants to identify events that the MEPS Liaison is involved in at a high level during each section of the day.

• Shape responses as necessary.

• Capture neatly on turn chart along the left side in the right time slots.

INSTRUCTIONS,

PART 2

• Next let’s identify whom you communicate with throughout these events.

• Be sure to think not only about the applicant but also the Marine Corps Recruiting Command and other MEPS staff.

• Again, I’ll capture your input here.

PART 2

• Lead the group by asking participants to identify the individuals the MEPS Liaison communicates with during these events throughout.

• Capture neatly on a turn chart and shape responses as necessary.

DISPLAY SLIDE

DISPLAY SLIDE (OR TURN CHART) — ACTIVITY: A DAY IN THE LIFE

Note: If possible, make sure each group has at least one participant with some MEPS Liaison experience.

INSTRUCTIONS

• Next you will work in groups to identify the potential challenges that

MEPS Liaisons face in these daily communication situations.

• Groups will address either the morning, mid-day or afternoon/evening communication situations.

• List the individuals we identified on the left side of the chart. On the middle column, list how they might be feeling at that time, given their personal situation. On the right side of the chart, note how that could impact your communication with that person (positively or negatively).

• You will have 10 minutes.

DISPLAY TURN

CHART

DISPLAY SAMPLE TURN CHART: A DAY IN THE LIFE

• Divide participants into three groups and assign each group either morning, mid-day or afternoon/evening.

• Circulate to ensure groups are on track.

• Provide timing updates.

• Ask groups to each choose a spokesperson and brief back their work.

• What might be different on a DEP day versus a ship day? Gather responses, shape answers as appropriate. Responses may include longer days, time frames and tempers are shorter.

• Why is it important to think about how the person is feeling? Answers will vary, but should include: To be able to most effectively Match and Mirror and have better success communicating.

• What can go wrong in your communication with _________ (ask about one or two of the individuals listed for each group, including applicants, MEPS staff, etc.) if you don’t consider how they are feeling? Answers will vary, but may include: Your communication may be off target, make a nervous applicant shut down more, or a rushed staff member less cooperative, etc.

• Of all the conversations that were discussed (both with the applicant and with others), which ones do you think will be the most challenging for you and why? Gather a few responses and facilitate a discussion.

• Now that you are more aware of the daily communication challenges of the MEPS Liaison, let’s look at some important skills you can use to overcome them.

UNIT 2: COMMUNICATING WITH APPLICANTS (4 HOURS, 35 MINS)

Activity Timing

Tools and Skills for MEPS Communication 5 minutes

Activity: The Whole Truth? 40 minutes

Presentation/Discussion: Purposeful Conversations – Quality Control Interviews

20 minutes

Reading and Discussion – MEPS Questioning Techniques

20 minutes

Video: MEPS Questioning Techniques (MEPS QTs) 20 minutes

Activity: MEPS Questioning Techniques 40 minutes

Reading and Discussion – Listen with Purpose:

Observe Body Language

20 minutes

Video – Listen with Purpose: Observe Body Language

20 minutes

MEPS Questioning Techniques: Leader-Guided Practice

60 minutes

MEPS Quality Control Interview Role Play 30 minutes

5 MINUTES

TOOLS AND SKILLS FOR MEPS COMMUNICATION

CONTENT

INTRODUCE CONTENT

• Purpose: To overview the different factors that the MEPS Liaison must manage to fulfill the role.

• As we saw, the MEPS Liaison conducts many conversations with and about applicants and others throughout the day to manage the many factors that impact success.

• Let’s identify those factors and then look at some skills for managing them.

SLIDE

DISPLAY SLIDE (OR TURN CHART): TOOLS & SKILLS FOR MEPS

COMMUNICATION

• As MEPS Liaison, you manage a lot of information.

• Effectively dealing with applicant information you receive through paperwork, verbally or even through body language can be a critical factor in your success,

• You can gain insights into potential problem areas when you observe and diagnose discrepancies or omissions in the paperwork or verbal information provided by applicants.

o Understanding why applicants sometimes withhold or provide inaccurate information and gaining clues from listening and observing body language can help you identify and deal with these discrepancies and omissions.

• A big factor in your success is how you explore those discrepancies or omissions in your Quality Control Interviews through Questioning Techniques unique to the MEPS Liaison role.

o These techniques will enable you to make sure there will be no surprises during pre- and post-enlistment screening by the Ops people at MEPS or when screeners at Recruit Training rescreen your applicants.

• There will also be times when you need an Exception to Standard Operating Procedures (SOPs) from MEPS staff.

o MEPS SOPs are out of your control, so we look at the communication skills you need to Ask for an Exception to those SOPs when necessary.

• There will be times when an exception is denied. We will look at how to preserve a long-term relationship in those cases.

TOOLS & SKILLS FOR MEPS

COMMUNICATION

• Discrepancies

• Omissions

Applicant Information

• Questioning Techniques Quality Control Interviews

• Asking for Exceptions

• Addressing Denied Exceptions

Exceptions to Standard Operating Procedures (SOPs)

• Let’s start with what we want from applicants in order to fulfill our mission — honesty — and the things that can get in the way of it.

• We’ll begin by identifying the types of information an applicant might try to alter or hide from you and others at MEPS.

40 MINUTES

ACTIVITY: THE WHOLE TRUTH?

ACTIVITY: THE WHOLE TRUTH?

• Purpose: Identify the types of information applicants may try to alter or conceal and the reasons why they might do so.

DISPLAY SLIDE

DISPLAY SLIDE (OR TURN CHART) — ACTIVITY: THE WHOLE

TRUTH?

• You will complete this activity in three groups.

• Each group will focus on two categories of information that I will assign.

• Use a turn chart and, for each category, list as many specific things that an applicant might try to hide (or not reveal the whole truth about) and why specifically they might do that.

• You will have 15 minutes to complete the activity.

Note: When groups provide reasons why applicants lie, be sure to circulate and shape their responses to be specific. Some of the reasons mentioned should include (but aren’t limited to):

• Applicant has been told by someone he/she trusts (recruiter, family member, etc.) to lie about the issue (medical, arrests, etc.) or he/she won’t be able to become a Marine.

• Applicant is embarrassed about the incident.

• Applicant has been told that his/her record has been expunged/cleaned and no one will ever know – believes this means it is as if it didn’t exist.

• The applicant is culturally motivated to lie (gang or peer pressure, etc.).

• The applicant would not be qualified for a specific program he/she desires.

• Divide participants into 3 groups and assign categories as follows:

o Group 1: Medical & Tattoos/Piercings o Group 2: Drugs & Family Situation/Dependents o Group 3: Police Involvement & Education

• Circulate among the groups to keep them on track.

• Provide timing updates and call time after 10 minutes.

NOTE: this is an activity where you will want to keep the flip charts/flip chart responses yourself for reference as the training progresses.

• Ask each group to choose a spokesperson and present their work.

• Ask other groups to add or comment as appropriate. (In the interest of time, do not have each group review their entire chart — only add to or comment on their work if it is different from the first group.)

• How can knowing why an applicant might hide or misrepresent information help you as a MEPS Liaison? Answers will vary, but could include: Will inform the way you ask questions, what you say, etc.

• Of all the things an applicant might want to hide, which ones do you think will be the most challenging to uncover and why? Gather a few responses and facilitate a discussion.

• Where might you find clues that an applicant is withholding information or not telling the whole truth? Paperwork, body language, etc.

• Again, the young men and women who come to MEPS are not typically liars or deceivers. They want to be Marines, and they may be misguided or have the wrong idea about how to do that and withhold or provide inaccurate information.

• These are all things that can derail or stop the recruiting process; it’s your job to make sure nothing is withheld, altered or fabricated, regardless of what others have told an applicant.

• If an applicant hides something and you don't uncover it but MEPS staff does, you potentially cross over to the "point of no return."

• That could result in a 601, which travels up and down the chain of command and could lead to an investigation or punitive action. The best option is for the applicant not to hide or, if it is hidden, for you to uncover it and handle it.

• Let’s look now at the structure of the conversations you will have as you interview applicants and skills and techniques you will use.

20 MINUTES

PRESENTATION/DISCUSSION: PURPOSEFUL CONVERSATIONS –

QUALITY CONTROL INTERVIEWS

PRESENTATION/DISCUSSION: PURPOSEFUL CONVERSATIONS –

QUALITY CONTROL INTERVIEWS

• Purpose: Introduce listening and questioning techniques MEPS Liaisons will use with applicants who may be omitting or concealing information.

INTERACTIVE

READING

INTERACTIVE READING: PURPOSEFUL CONVERSATIONS

• Purpose: The reading will review the main concepts of Purposeful Conversations as they relate to MEPS Quality Control Interviews.

• Complete a reading.

• Afterwards, there will be a brief to review the topics covered.

• 10 minutes for reading; 10 for facilitator brief.

MATERIALS

• You’ll find the Purposeful Conversations reading on pages 4–6 of your Participant Guide.

Note: If participants have been through MC3 and MC4, this wall chart should look familiar. If not, they may need a quick overview of the concept and flow of a Purposeful Conversation.

If participants aren’t familiar with Build Rapport and Listen with Purpose skills, review those in more depth as well, pulling from the detail in the reading.

WALL CHART

REFER TO MEPS WALL CHART #1

MAKE THESE POINTS WHILE REFERRING TO WALL CHART #1

• A Purposeful Conversation is any conversation in which you have a definite outcome you are trying to achieve.

• This Purposeful Conversation flow is the one you used as a recruiter in Consultative Selling Conversations as you applied your MC3 skills and, if you have been a SNCOIC, in Coaching and Counseling Conversa-tions with your recruiters.

• You may have also had Influencing Conversations up, down or across the chain of command.

• Your Quality Control interviews with applicants at MEPS are also Purposeful Conversations.

• All Purposeful Conversations follow a similar flow as described in the reading and on this wall chart:

o You will Build Rapport and Listen with Purpose throughout the conversation; this builds a relationship and allows for an open, honest exchange of information.

o We’ll talk more specifically about the Listening skill of Observe Body Language later in the program.

o Early and throughout a Quality Control Interview, you will also Set Expectations for Truthfulness by defining clearly what you mean by “the truth” and letting the applicant know that the truth is most important.

o You must also let the applicant know what can happen if he/she is less than truthful.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

FACILITATOR NOTES

Note: You can make the connection between the MC3 Consultative Selling conversation step of Explore/Enable and the Quality Control Interview conversation of Explore/Confirm.

Acknowledge that the purpose of the step in the Quality Control Interview is to Explore the information given and confirm that it is accurate and complete – but done well, this step also Enables the applicant to complete MEPS processing and recruit training without unnecessary obstacles and to become a United States Marine.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

• You will Engage, Explore, Confirm and State Next Steps. These simple steps are all critical to be sure you gain the outcomes you hope to achieve:

completely honest answers to your questions about an applicant and appropriate next steps for that applicant.

• In Engage, you simply set the stage for the interview:

o Transition to Business: “Let’s get started by reviewing the information you provided …” o State the Agenda and its Value: “We’ll review the information in detail, and I’ll ask you questions to clarify and make sure the information is complete and accurate. This will help ensure there are no unexpected obstacles to your enlistment later on.”

o Test for Yes: “How does that sound?”

• When you Explore and Confirm, you will ask questions and exchange information with the applicant in a way that encourages the applicant to share truthful and complete information, using MEPS Questioning Techniques. We will cover these techniques later in the program.

• To end the conversation, you Gain Commitment:

o Ask for a Commitment: “Are you willing to commit to me that you have been completely truthful and honest before you move to the next step in the process?”

o State Next Steps: “Next you will …, then we will ...”

o Test for Yes: “Do you understand?”

• How is the outcome you are trying to achieve different in a Quality Control Interview at MEPS vs. a recruiting interview? In a recruiting interview you are working toward an enlistment.

• Why are Build Rapport and Listen with Purpose so important in a Quality Control Interview? Answers will vary but should include: Because they are needed to build and maintain trust between the MEPS Liaison and an applicant.

• Why does trust matter so much when you interview an applicant? Answers will vary but should include: Without trust, an applicant will be reluct-ant to say more to you than anyone else he/she has spoken with, like a recruiter or SNCOIC. Without trust in the MEPS Liaison, an applicant will not have the motivation to reveal information he/she may have been told not to reveal by someone in the recruiting process.

• What must a MEPS Liaison do to establish more trust with an applicant than was established by the applicant’s recruiter? Answers will vary but should include: build rapport, set the stage for importance of total honesty, indicate that what the recruiter said no longer matters — what matters is what happens between the ML and the applicant.

• Why is it so important in the MEPS environment to Set Expectations for Truthfulness early and throughout the interview? Answers will vary but should include: to ensure the applicant fully understands the impact of concealing or omitting information and to encourage the best outcome — enlisting a fully qualified applicant.

• How do you think the overall flow of the Purposeful Conversation helps you achieve the outcome you are looking for? Gather a few answers.

• Next let’s look at the skills you’ll use to Explore and Confirm – the middle part of the Quality Control Interview Purposeful Conversation.

READING AND DISCUSSION – MEPS QUESTIONING TECHNIQUES

READING

INTRODUCE READING: MEPS QUESTIONING TECHNIQUES

Purpose: Introduce techniques for Exploring and Confirming information to ensure applicants are qualified to enlist in the Marine Corps.

• You’ll find the MEPS Questioning Techniques reading on pages 7–9 of your Participant Guide.

• Read the material.

• We’ll review the information as a group afterwards.

• You have 5 minutes.

REVEAL

DISPLAY MEPS QT WALL CHART 2

REVIEW MEPS

QTS

• The MEPS Questioning Techniques (MEPS QTs) are techniques you will use during the Explore and Confirm part of the Screening Interview to encourage applicants to give truthful and complete information.

• There are four effective MEPS Questioning Techniques. Your goal in using these techniques is to make sure an applicant is qualified to enlist.

• What: Ways to encourage an applicant to share truthful and complete information.

• Why: To make sure an applicant is qualified to enlist.

• When: When appropriate and necessary in a Quality Control Interview.

• How:

o Ask Assumptive Questions/Make Assumptive Statements – These assume some degree of “guilt” and build on the idea that the applicant is not expected to be perfect. With this technique, the thing an applicant may want to hide (like drug use or police involvement) is assumed, and the questions or statements are about “how much/how many/how often” rather than “if.”

For example, you might say (in your own words):

“Name the illegal drugs you have used.”

"Now is your chance to tell your side of it — when we check with the county sheriff’s office, how many times will they tell us that you were arrested for speeding?"

o Use Powerful Language/Create Urgency – Powerful language is about using exaggeration in many forms. Powerful language can focus on risk and consequences. It may exaggerate the conse-quences of even minor deceptions or omissions to make the applicant feel the risk of not being truthful is too high.

For example, you might say (in your own words):

“Applicants sometimes try to conceal small things that could easily be addressed by a waiver during the enlistment process.

I want you to know that we catch everything sooner or later, so if there is something I should know, tell me right now. This is your last chance before you get to the Marines at Recruit Training.

You won’t be in an office there with someone who is on your side like I am. If you reveal something at Recruit Training, I can tell you that it will get ugly. What are you keeping from me?”

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

FACILITATOR NOTES

Note: Caution the participants to avoid statements that implicate the recruiter or SNCOIC such as “I know your recruiter probably told you to lie” or “Recruiters tell applicants not to say yes, but…”

You can make the same point without discrediting the Marine Corps. For example: “Someone may have told you that you shouldn’t tell me…” or “You may have been told that you won’t be able to enlist if you tell the truth…”

Note: Participants may ask if “Ask Assumptive Questions” and the Wrong Turn of “Assuming Every Applicant is Lying” are contradictory.

You can make the point that the “Ask Assumptive Questions” is a technique to be used when appropriate. “Assuming Every Applicant is Lying” is a state of mind that could affect a Liaison’s ability to create a trusting relationship and perform effectively.

REVIEW MEPS

QUESTIONING

TECHNIQUES

o Give Something to Get Something – Obligation is a strong motivator. Give the applicant something: information. Reveal something relevant about yourself or someone you know. (This also reinforces the idea that you and others are “not perfect.”) What you reveal should be related to the information about which you feel the applicant is not being 100% honest.

For example, you might say (in your own words):

• “My brother was a big drug user in high school, so I’m familiar with drugs. What I need you to do is name every illegal drug you have tried, even if it was marijuana just once. Believe me, you can’t shock me!"

• “I had a really beat-up car in high school, but it could fly. I’d be surprised if you had more speeding tickets than me.”

o Ask "After the Interview" Questions – “After the Interview” questions relax the applicant and could catch him or her off guard by seeming to end the interview and lower the stress level. “After the Interview” questions are unexpected and casual.

For example, you might say (in your own words):

• "How do you feel, now that you have finished answering the questions I just asked you?”

• “So should I believe all your answers were truthful? Why?”

• “What will you say if something comes out later on that proves you lied about critical information?"

• Wrong Turns:

o Giving up too soon means you feel like something is not quite right

— based on an applicant’s paperwork, body language or something that applicant has said or not said — and you let it go without resolving it.

o One-way communication means you’re doing all the talking, asking too many closed questions, and the applicant is responding to questions with nothing more than “Yes, sir” or “No, sir.” You will not achieve an effective outcome in this way.

o Ignoring body language means you are not Listening with Purpose to take advantage of the signals applicants send with their body language or tone of voice that will give you clues to information that may be withheld or inaccurate.

o Assuming every applicant is lying is a trap that even seasoned MEPS Liaisons can fall into. When you understand that applicants have reasons for withholding or misrepresenting information, you can effectively guide them to be truthful. When applicants are not withholding or untruthful but you treat them as if they are, it erodes trust in you and the Marine Corps.

• There is no order in which you use the MEPS QTs, but you will ask "After the Interview" questions after you formally “finish” the interview.

• Why are those assumptive questions and statements so powerful?

Answers will vary but should include: Because they make it easy for the applicant to agree to something they might otherwise try to hide.

• What are examples of some powerful language you can use to create urgency? Gather a few responses and facilitate a discussion.

• What are some examples of the statements you can make that would Give Something to Get Something? Gather a few responses and facilitate a discussion.

• Why can “After the Interview” questions be so powerful? Answers will vary but should include: Because the applicant is relaxed after the interview, and his/her guard may be down as a result.

• When have you seen or experienced these techniques used effectively?

Gather a few responses and facilitate a discussion.

• What other techniques have you seen that were effective? Answers will vary but could include: Call a time-out so the applicant can spend some time thinking about his or her level of honesty and what’s at risk if he or she does not come clean now and is caught later.

• Wrong Turns:

o How will you know if you gave up too soon in an interview? Answers will vary but could include: The applicant reveals something in another interview at the MEPS or at recruit training.

o What can you do to avoid giving up too soon? Answers will vary but could include: trusting your gut, trying additional MEPS QTs.

o What’s the impact of one-way communication on the applicant?

Answers will vary but could include: the applicant will shut down, makes it very hard to build any trust, even a truthful applicant will respond negatively.

o What do you lose when you ignore body language? Answers will vary but could include: clues about truthfulness, ability to respond in a way that builds trust.

• Why is it important to not assume every applicant is lying? Answers will vary but could include: causes you to be combative, will erode trust.

• Understanding why applicants withhold or don’t tell the whole truth and using the MEPS QTs can help you ensure you get full and accurate information and enlist qualified Marines.

• Now that you learned about the MEPS QTs, let’s watch a video to see those techniques in action during an interview.

VIDEO: MEPS QUESTIONING TECHNIQUES (MEPS QTS)

VIDEO OBSERVATION/DISCUSSION: MEPS QUESTIONING TECHNIQUES

(MEPS QTS)

• Purpose: To demonstrate the techniques MEPS Liaisons will use with applicants who seem to be less than truthful.

• Let’s take a look at a MEPS interview to see the MEPS Questioning Techniques in action.

• We won’t see the entire interview — only those parts where the MEPS Liaison feels it’s necessary and appropriate to use the MEPS QT skills.

• The MEPS Liaison will use all the Purposeful Conversation skills: Build Rapport, Listen with a Purpose, Set Expectations for Truthfulness, Engage, Explore and Confirm (MEPS QTs) and Gain Commitment.

• While you watch the video, you’ll track the use of the MEPS QT skills on a video observation form.

• You’ll find the video observation form on page 10 of your Participant Guide.

• Allow participants a minute or two to review the form before you start the video.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

FACILITATOR NOTES

Note on time management: If participants mention time as a constraint after watching the video, discuss how this conversation between the MEPS Liaison and Westwood might be different on a busy ship day. Participants might discuss how if they had a suspicion that something was not accurate (e.g., Westwood’s father), they might process other shippers and come back to Westwood later, or if there was a clue as to a problem before the interview, the Liaison may choose to interview Westwood last on that day. Other ideas for managing time effectively may be discussed as well (effective DEP day interviews, looking for clues in the package ahead of time, using the best MEPS QT with each applicant, etc.). Regardless of time constraints, the priority is to effectively prep and interview applicants to ensure they are qualified to enlist, complete recruit training and become Marines.

PLAY VIDEO – QUALITY CONTROL INTERVIEW: MEPS QUESTIONING

TECHNIQUES

• What, if anything, did the ML say to Set Expectations of Truthfulness early and throughout the interview? Answers will vary but should include: This review is about the truth; when I say 100% truthful, I mean all the information, everything, is both accurate and complete … last chance.

• What went well in terms of the MEPS Liaison’s use of the MEPS Questioning Techniques? Answers will vary but should include: used them all, applied at the right time, no interrogation/high pressure, built an atmosphere of trust.

• What was missed or could be improved?

• What was the impact on the applicant? Answers will vary but should include: struggled with truthfulness, came clean and revealed something, seemed more relaxed after it was over and he knew what the next steps would be and how they would lead to his enlistment.

• The example in the video showed the MEPS QTs being used with an applicant who was about to ship.

• Those techniques are just as necessary and effective for applicants who are at the MEPS to enlist in the DEP.

• Now that you have learned about the MEPS QTs and seen them in action, you’ll apply the techniques to a MEPS interview scenario.

40 MINUTES

ACTIVITY: MEPS QUESTIONING TECHNIQUES

ACTIVITY: MEPS QUESTIONING TECHNIQUES

• Purpose: To develop effective MEPS Questioning Techniques that focus on areas where the MEPS Liaison doubts applicant truthfulness.

Double up on participant responses for the more challenging parts of the scenario.

Depending on how many participants you have, you may need to ask more than one participant to provide a response to a numbered technique.

Answer Key for MEPS QTs Interview Scenario Activity

Technique #, Letter of Technique Used and Name of Technique

1: A — Set Expectations for Truthfulness

2: A — Set Expectations for Truthfulness

3: B — Ask Assumptive Questions/Make Assumptive Statements

4: B — Ask Assumptive Questions/Make Assumptive Statements

5: C — Use Powerful Language to Create Urgency

6: C — Use Powerful Language to Create Urgency

7: D — Give Something to Get Something

8: B — Ask Assumptive Questions/Make Assumptive Statements

9: E — Ask "After the Interview" Questions

10: E — Ask "After the Interview" Questions

11: E — Ask "After the Interview" Questions

12: B — Ask Assumptive Questions/Make Assumptive Statements

• Each of the MEPS Questioning Techniques can be useful in any MEPS interview.

• To practice developing effective questions and integrating these techniques into an interview, you’ll work on a realistic MEPS interview scenario.

• The MEPS QTs Interview Scenario is on pages 11–13 of your Participant Guide.

DISTRIBUTE

HANDOUT

DISTRIBUTE MEPS QTS INTERVIEW SCENARIO SCORE SHEET

HANDOUTS

• Distribute one per participant.

• You will work individually.

• The scenario highlights things said by the MEPS Liaison.

• Your first task is to identify which of the Purposeful Conversation skills and MEPS Questioning Techniques was used.

• Your second task is to practice by creating an alternate question or statement (in your own words) for each of the highlighted questions or statements made by the MEPS Liaison.

• You have 20 minutes.

• Allow 20 minutes for the completion of the activity.

• Respond to any questions participants may have.

• End the activity after 20 minutes have passed.

• Read the role of Tommy and call on a different Marine to be the ML and share the answer he/she created for each of the numbered techniques.

• Advise participants to keep track of any answers they could use with applicants on Participant Guide page 14.

• Call on a Marine to share the technique that was used (#1 in the scenario) and his/her alternative to the ML’s statement/question in the scenario.

• Continue until all participants have had a chance to share their answers and “play” the ML in the scenario.

• Now that you’ve had a chance to work with the MEPS Questioning Techniques, we’ll look at some clues you might have that indicate it is necessary to use them in an interview.

READING AND DISCUSSION – LISTEN WITH PURPOSE: OBSERVE BODY

LANGUAGE

READING – LISTEN WITH PURPOSE: OBSERVE BODY LANGUAGE

Purpose: To dig deeper into clues that an applicant may be withholding information or providing inaccurate information and that the MEPS QTs may be useful.

PARTICIPANT

GUIDE

LISTEN WITH PURPOSE: OBSERVE BODY LANGUAGE

• Complete the reading on Participant Guide pages 15–16 and answer the question.

• Take 10 minutes.

• Let’s review what you have read.

• MEPS Liaisons can discover clues that can help identify whether the applicant is withholding or misrepresenting information by using Listen with Purpose skills, especially Observe Body Language.

• You can make this easier by managing your environment effectively. What are some ways you can do this? Eliminate distractions, position chair effectively, close door, etc.

• How do you Establish a Baseline? Ask simple, non-threatening questions and watch how the applicant behaves normally.

• What are some verbal clues that an applicant may be less than truthful?

Long pauses, answering too quickly, extreme politeness, asking to repeat the question.

• What are some non-verbal clues? Posture, leaning away, nervous gestures and body movement, eye contact (too much, too little, looking away when answering), blushing, face turning white.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

• What are some clues you wrote? Gather a few answers.

• IMPORTANT: Keep in mind that none of these clues are proof that a person is being untruthful! Everyone is different. Use the MEPS Questioning Techniques to work toward gaining full, accurate information.

• Let’s take a look at some video segments that demonstrate these ideas.

VIDEO – LISTEN WITH PURPOSE: OBSERVE BODY LANGUAGE

VIDEO OBSERVATION/DISCUSSION: ROOM SETUP, PERSONAL SPACE,

BODY LANGUAGE AND TONE OF VOICE

• Purpose: To demonstrate effective ways to identify clues that an applicant may be less than truthful and that it is appropriate to apply the MEPS Questioning Techniques.

• As we discussed, listening is critical to gaining full and accurate information in a Quality Control Interview.

• We’ll view some video segments that demonstrate these concepts.

• Use the video observation form on page 17 of your Participant Guide.

• We’ll pause the video to discuss your observations after each episode.

• Allow time to review the form before you introduce and start the first video.

INTRODUCE AND PLAY EPISODE 1

• This is a video you have seen already. This time, observe how the MEPS Liaison manages the environment in order to most effectively observe body language and look for clues.

DEBRIEF EPISODE 1

• What did you observe about how the Liaison set the room up? Made sure chair for applicant was low, removed any distractions from applicant’s line of site, positioned a poster so applicant would notice it.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

• How did the room setup impact the applicant? Answers will vary but should include: Applicant had to sit just where the ML wanted the applicant to sit. The position forced the applicant to see the fraudulent enlistment poster.

INTRODUCE AND PLAY EPISODE 2

• Watch the applicant’s body language in this episode and make notes about clues you observe.

• What did you observe? Applicant’s facial expression was tense, he broke eye contact, looking down and away multiple times.

INTRODUCE AND PLAY EPISODE 3

• What did you observe? Misspoke, avoids eye contact, overly polite, fidgeting, nervous body movement.

INTRODUCE AND PLAY EPISODE 4

• What did you observe? Rubbing leg, blushing, tense face, breaking eye contact.

INTRODUCE AND PLAY EPISODE 5

• What did you observe? Squirms, looks down, no eye contact, hands clasped between legs, very tense look on face, answers without eye contact. Finally says “six times” with eye contact.

Scenarios for this activity are located behind the Facilitator Guide Support Materials tab, entitled “MEPS QUESTIONING TECHNIQUES: LEADER-GUIDED PRACTICE.”

Note:

• Another option for facilitating is to read a scenario and give the entire group a chance to think about it for a few minutes. Then ask for a volunteer, or select someone to use the MEPS QT for that scenario.

• If there are more participants than you have scenarios, you can repeat a scenario and ask a different participant to use different MEPS Questioning Techniques.

• Ideally each participant will have a chance to use the techniques. If you are short on time and can’t allow all participants a chance to practice, select a mix of participants – some who you believe can model the techniques well and others who may need help to improve their skills.

• What else have you experienced in a MEPS environment related to room setup or body language that has been effective? Gather responses and facilitate discussion. Be sure to shape answers for appropriateness.

The techniques discussed shouldn’t interfere with an atmosphere of trust and an open exchange of information.

• Next you’ll have a chance to practice looking for clues and the MEPS Questioning Techniques.

60 MINUTES

MEPS QUESTIONING TECHNIQUES: LEADER-GUIDED PRACTICE

LEADER-GUIDED PRACTICE

• Purpose: Practice the MEPS Questioning Techniques with realistic MEPS scenarios, guided by the facilitator.

• Now you will each practice using the MEPS Questioning Techniques.

• I will call on each of you.

• When it is your turn, I will read you a brief scenario. Refer to the wall chart or participant materials.

• Your mission is to use the MEPS Questioning Techniques to uncover the truth. I will play the role of the applicant.

• IMPORTANT: You don’t have to Engage or Gain Commitment – we will just practice the Explore/Confirm portion of the conversation.

• I will stop you when I feel you have gained the truth or need help.

• When you are not “on the spot,” pay attention to which MEPS Questioning Techniques were used or could have been; we’ll discuss as time permits.

• Ask for a volunteer to go first or select a participant.

• Read a scenario (located behind Support Materials tab, entitled “MEPS QUESTIONING TECHNIQUES: LEADER-GUIDED PRACTICE”) and respond appropriately (improvising as necessary to help the participant practice the skills.)

• Manage time to allow each participant a chance to practice if possible.

• What was most difficult/easy? Gather a few answers.

• Why do you think it is common for information to come forward at the ship interview — or by MEPS staff — that should have been caught during the DEP interview? Answers will vary but should include: These techniques weren’t applied. MEPS Liaison may feel more pressure to “get it right” on ship day, may go too easy or ignore clues on DEP day.

• How will these skills and concepts help you be more effective? Gather responses and facilitate discussion.

30 MINUTES

MEPS QUALITY CONTROL INTERVIEW ROLE PLAY

• Purpose: To practice conducting a MEPS interview in a realistic situation.

• In this activity, you will work with a partner to role play an interview using MEPS QTs and Purposeful Conversation skills.

DISPLAY SLIDE #6 OR TURN CHART

ROLE PLAY PRACTICE: MEPS QUESTIONING TECHNIQUES

Use a blank turn chart to indicate the Participant Guide page numbers for the role play materials:

Scenario 1

Liaison — page 18–19

Applicant — page 20

Scenario 2

Liaison — page 21–22

Applicant — page 23

• Work with a partner that you choose.

• Each of you will have an opportunity to play the role of MEPS Liaison and applicant in two rounds of role plays.

• You will have a few minutes to prepare your roles.

• The MEPS Liaison will use the MEPS QTs and Purposeful Conversation skills.

• Consult your skill reference card as needed during the role play.

• The applicant will respond according to the information given. Be realistic but don’t be overly difficult.

• Each round will proceed as follows, with timing alerts given:

o 3 minutes − all read materials and prepare o 5 minutes − role play o 2 minutes − applicant provides balanced feedback

• When the first round is complete, switch roles and repeat the process.

• You’ll find the role play materials in your Participant Guide.

• Scenario 1 o Liaison — page 18–19 o Applicant — page 20

• Scenario 2 o Liaison — page 21–22 o Applicant — page 23

• When you are in the MEPS Liaison role, think about how the information you have about the applicant could impact the applicant’s enlistment.

• Also consider which of the MEPS QTs you will use.

• Use the questions provided in the MEPS Liaison Information to help you plan, when you are in the role of the MEPS Liaison.

• When you are the applicant, be sure to provide balanced feedback to your MEPS Liaison after the role play:

o For example: Positive – “You emphasized the consequences of holding back information in a way that demonstrated that you want to see the applicant’s enlistment be successful.”

Constructive – “You Set Expectations for Truthfulness at the beginning when you Engaged. It would have been useful to reinforce that throughout the interview.”

• Avoid non-specific feedback like “You did a good job.”

• Decide who will be the Liaison in round 1.

• If you are the MEPS Liaison, turn to page 18 of your Participant Guide;

applicants, turn to page 20.

THE ROLE

PLAY

• Circulate to ensure participants are on track.

• Provide timing updates – after 3 minutes, let participants know it’s time to start role playing (if participants need a couple extra minutes to prepare, allow up to 5 minutes).

• Alert participants to provide feedback after 5 minutes of role playing.

• Alert participants to switch roles and prepare scenario 2 after 2 minutes of feedback.

• Indicate that the participant playing the MEPS Liaison should start on page 21 of the Participant Guide; applicant information starts on page 23.

• Provide timing alerts for the second round.

DEBRIEF ROLE

PLAY

• What are some examples of clues you discovered that caused you to dig deeper?

• For scenario 2, MEPS Liaisons – when you found out about the police, how did you proceed to question the applicant? What did you discover?

• What overall insights did you gain from this role play experience?

• Now that we reviewed and practiced the MEPS QTs and Purposeful Conversation skills in an interview, let’s look at another kind of Purposeful Conversation — asking for an exception to Standard Operating Procedures at MEPS.

© Copyright 2012 Marine Corps. All Rights Reserved. v.1.1

UNIT 3: BUILDING RELATIONSHIPS AT MEPS AND BEYOND

(1 HOUR, 35 MINUTES)

Activity Timing

Presentation/Discussion: MEPS Staff Roles and Priorities

15 minutes

Purposeful Conversation: Ask For An Exception 20 minutes

Video: Ask for an Exception 15 minutes

Ask For An Exception Role Play 20 minutes

Activity: When An Exception is Not Approved 15 minutes

Program Takeaways and Closeout 10 minutes

PRESENTATION/DISCUSSION: MEPS STAFF ROLES AND PRIORITIES

• Purpose: To build awareness of the roles and priorities of the MEPS staff that a MEPS Liaison works with on a day-to-day basis and the kinds of applicant circumstances that could require an exception to MEPS Standard Operating Procedures (SOPs).

• At the MEPS, you’re always on the lookout for something that’s not right in an applicant’s information. Your goal is to identify the issue and correct it before the applicant gets any further in the enlistment process.

• You also address any procedural hurdles that can come up in the course of an applicant’s enlistment or shipping process at MEPS. That includes things like missing documents and accelerated processing.

• There will be times when you will need to ask a fellow staff member at the MEPS to work around his or her SOPs to allow an exception that supports an applicant’s processing.

• Your ability to build positive relationships with MEPS staff and the other service liaisons at the MEPS and to leverage those relationships through solid communication skills when you need an exception is crucial to your success as a MEPS Liaison.

• Let’s take a look at the MEPS staff you work with and their roles.

SLIDE

DISPLAY SLIDE #6 OR TURN CHART

MEPS STAFF AND ROLES

• There are many individuals at MEPS whom you may typically need to ask for an exception:

o Front Desk Staff. It is important to them to keep a tight schedule as they welcome every applicant and direct them to their correct service liaison at the MEPS. Walk-on applicants in the morning must make it through this gatekeeper.

o Files Room Staff. Their priorities are to control all applicant files before an applicant is in the DEP. They are under time pressure to keep the processing of all applicants on schedule. Just like for the front desk staff, walk-ons are one of the many things that complicate their job.

o Testing Officers. They are focused on regulating all testing…