leading chief petty officer leadership course

LEADING CHIEF PETTY OFFICER LEADERSHIP COURSE

STUDENT GUIDE

APRIL 2006

"The individual assigned the leadership roles and

responsibilities for planning and executing divisional/departmental functions; to include the

professional and personal growth of those personnel assigned."

LEADING CHIEF PETTY OFFICER

LEADERSHIP COURSE

STUDENT GUIDE

APRIL 2006

STUDENT GUIDE A-500-0100

Leading Chief Petty Officer Leadership Course ii

Navy Knowledge On-Line (NKO): https://wwwa.nko.navy.mil/portal/index.jhtml

Navy E-Learning available through NKO: https://wwwa.nko.navy.mil/portal/index.jhtml

Navy E-Learning Help Desk/Customer Assistance Center (877) 253-7122 (toll free) or DSN 922-1828

https://wwwa.nko.navy.mil/portal/index.jhtml

https://wwwa.nko.navy.mil/portal/index.jhtml


Leading Chief Petty Officer Leadership Course iii

CHANGE RECORD

Description of Change

Entered By

Date


Leading Chief Petty Officer Leadership Course iv

THIS PAGE INTENTIONALLY LEFT BLANK

DO NOT WRITE IN STUDENT GUIDE


Leading Chief Petty Officer Leadership Course v

SECURITY AWARENESS NOTICE

********************************************************************* * * * * * This course does not contain any classified material. * * * * *

*********************************************************************


Leading Chief Petty Officer Leadership Course vi




Leading Chief Petty Officer Leadership Course vii

SAFETY/HAZARD AWARENESS NOTICE

This notice promulgates safety precautions to the staff and trainees of the Leading Chief Petty Officer Leadership Course (LCPO) in accordance with responsibilities assigned by the Chief of Naval Education and Training. Trainees may voluntarily request termination of training. Any time the trainee makes a statement such as "I QUIT," or Drop on Request (DOR), he or she shall be immediately removed from the training environment and referred to the appropriate division or training officer for administrative action. The trainee must then make a written statement, clearly indicating the desire to DOR. Any time a trainee or facilitator has apprehension concerning his or her personal safety or that of another, he or she shall signal for a "Training Time Out" to clarify the situation or procedure and receive or provide additional instruction as appropriate. "Training Time Out" signals, other than verbal, shall be appropriate to the training environment. Facilitators are responsible for maintaining situational awareness and shall remain alert to signs of trainee panic, fear, extreme fatigue or exhaustion, or lack of confidence that may impair safe completion of the training exercise, and shall immediately stop the training, identify the problem, and make a determination to continue or discontinue training. Facilitators shall be on constant alert to any unusual behavior which may indicate a trainee is experiencing difficulty, and shall immediately take appropriate action to ensure the trainee's safety.


Leading Chief Petty Officer Leadership Course viii




Leading Chief Petty Officer Leadership Course ix

HOW TO USE YOUR GUIDE

This publication has been prepared for your use during the Leading Chief Petty Officer Leadership Course. It is arranged in accordance with the topics taught and is in sequence with those topics. By using the table of contents, you should be able to easily locate the lesson topics. The enclosed course schedule will allow you to follow the course of instruction in a logical manner. Under each topic there may be the following instruction sheets: OUTLINE SHEETS (OS): Provide a listing of major teaching points. The outline is consistent with the outline of the discussion points contained in the instructor guide. It allows you to follow the progress of lesson topics, to take notes as desired, and to retain topic information for future reference. INFORMATION SHEETS (IS): Amplify supplemental information from the reference materials for the course and are included in your reading assignments in preparation for the lessons they support.


Leading Chief Petty Officer Leadership Course x




Leading Chief Petty Officer Leadership Course xi

TERMINAL OBJECTIVES

T.O. 1.0 Analyze written correspondence to ensure clear, concise communication to a

variety of recipients. T.O. 2.0 Demonstrate conflict management methods a Leading Chief Petty Officer can

utilize when there are conflicts with Sailors, peers, and seniors. T.O. 3.0 Analyze interpersonal issues and apply responsibility, authority, and

accountability concepts to address appropriate actions and reactions by the Leading Chief Petty Officer.

T.O. 4.0 Utilize professional and ethical concepts to analyze situations and determine

appropriate solutions available to the Leading Chief Petty Officer. T.O. 5.0 Demonstrate how a Leading Chief Petty Officer can exemplify Navy Core

Values, ensure quality of service, and foster Esprit de Corps in the work environment.

T.O. 6.0 Apply leadership styles to develop effective teams through incremental stages,

establishing goals, objectives, and methodologies to overcome barriers. T.O. 7.0 Apply techniques to foster partnerships by maximizing the experience and

resources available within a Leading Petty Officer’s department/division. T.O. 8.0 Apply oral communication skills to formal presentations. T.O. 9.0 Discuss techniques to develop, lead, and manage an inclusive workplace that

embodies the principles of diversity. T.O. 10.0 Discuss techniques and resources to assess current and future staffing needs. T.O. 11.0 Discuss techniques and resources to develop junior enlisted and junior officers

through coaching, training, mentoring, rewarding, and guiding. T.O. 12.0 Apply decision-making processes and tools to various situations at the Leading

Chief Petty Officer level. T.O. 13.0 Adapt plans in response to new information, changing conditions, or unexpected

obstacles. T.O. 14.0 Utilize problem-solving techniques to address issues that arise during process

improvement efforts. T.O. 15.0 Implement strategic plans to accomplish the mission, taking into account

resources, time constraints and organizational relationships.


Leading Chief Petty Officer Leadership Course xii

T.O. 16.0 Write a vision statement for your division that aligns with the vision of the command.

T.O. 17.0 Discuss the impact of politics on the work of the organization. T.O. 18.0 Analyze the impact of local, national, and international events on the

organization. T.O 19.0 Discuss techniques and resources for developing leadership traits essential for

combat or crisis situations.


Leading Chief Petty Officer Leadership Course xiii

CLASS SCHEDULE Master Course Schedule

Leading Chief Petty Officer Leadership Course

Lesson Topic Hour Time

COMMUNICATING Course Introduction 3.5 0730-1100 Lunch 1.0 1100-1200 Know Your People 1.5 1200-1330 Communications 2.0 1330-1530 Conflict Management 1.0 1530-1630

LEADING Oral Presentations 2.0 0730-0930 Quarters 0.5 0930-1000 Responsibility, Authority, and Accountability 1.5 1000-1130 Professionalism and Ethics 0.5 1130-1200 Lunch 1.0 1200-1300 Service Motivation 1.5 1300-1430 Team Building 1.0 1430-1530 Partnering 1.0 1530-1630

DEVELOPING Oral Presentations 2.0 0730-0930 Quarters 0.5 0930-1000 Diversity 1.5 1000-1130 Human Resource Management 0.5 1130-1200 Lunch 1.0 1200-1300 Developing People 2.0 1300-1500 Counseling 1.5 1500-1630

SUPPORTING Remedial Oral Briefs 0.5 0730-0800 Quarters 0.5 0800-0830 Risk Management 1.0 0830-0930 Decision-Making 3.5 0930-1300 Lunch 1.0 1300-1400 Process Improvement & Problem-Solving 2.5 1400-1630


Leading Chief Petty Officer Leadership Course xiv

MISSION AND VISION Quarters 0.5 0730-0800 Mission and Vision 1.5 0800-0930 Political Awareness 1.5 0930-1100 External Awareness 1.0 1100-1200 Lunch 1.0 1200-1300 Combat and Crisis Management 1.5 1300-1430 Course Debrief 2.0 1430-1630


Leading Chief Petty Officer Leadership Course xv

HOMEWORK ASSIGNMENTS

DAY ONE

• Read in Student Guide

o Leading

• Prepare for Oral Presentations. • Table One will give their Quarters presentation first thing in the morning on Day Two.

DAY TWO


o Developing

• Prepare for Oral Presentations. • Table Two will give their Quarters presentation first thing in the morning on Day Three.

DAY THREE


o Supporting

• Complete in Student Classroom Package

o In the Student Classroom Package, Exercise Sheet 4-1, complete steps 1 through 3 of the directions:

• Read Memory Jogger pages 91-94.

• Refer to the Student Guide Information Sheet 4-2-1, Ranking Board

Student Data, for profiles of all First Class Petty Officers to be ranked.

• On the Ranking Board Score Sheet, rate (multivote) each Sailor according the standard defined.

• Table Three will give their Quarters presentation first thing on the morning of Day Four.


Leading Chief Petty Officer Leadership Course xvi

DAY FOUR


o Mission and Vision

• Write a vision statement for your division. Refer to Outline Sheet 5-1 in the Student Guide. Use Exercise Sheet 5-1 in your Student Classroom Package.

• Table Four will give their Quarters presentation first thing on the morning of Day Five.

• Complete Level 1 and Level 2 Assessments before Day Five.

1. Log on to NKO. 2. Select the Leadership tab. 3. Select Advanced Leaders link on left column. 4. Scroll down to the channel box labeled Level 1 and Level 2 Assessments 5. Complete each assessment.


Leading Chief Petty Officer Leadership Course xvii

TABLE OF CONTENTS

PART PAGE

FRONT MATTER Title Page ...................................................................................................................................................... i Change Record............................................................................................................................................ iii Security Awareness Notice .......................................................................................................................... v Safety/Hazard Awareness Notice...............................................................................................................vii How to Use Your Guide ............................................................................................................................. ix Terminal Objectives.................................................................................................................................... xi Class Schedule ..........................................................................................................................................xiii Homework Assignments ........................................................................................................................... xvi Table of Contents....................................................................................................................................xviii E-Learning Requirements ......................................................................................................................... xx

COURSE INTRODUCTION OS 0-1: Course Introduction.....................................................................................................................0-3 IS 0-1-1: Division Personnel.....................................................................................................................0-7 IS 0-1-2 : 5 Vector Model.........................................................................................................................0-8

COMMUNICATING

OS 1-1: Know Your People ......................................................................................................................1-4 IS 1-1-1: Personality Differences............................................................................................................1-10 OS 1-2: Written Communication ............................................................................................................1-15 OS 1-3: Oral Communication .................................................................................................................1-21 IS 1-3-1: Oral Brief Types ......................................................................................................................1-31 IS 1-3-2: Preparing to Speak...................................................................................................................1-34 IS 1-3-3: Visual Aids ..............................................................................................................................1-38 IS 1-3-4: Presentation Feedback Sheet ...................................................................................................1-41 OS 1-4: Conflict Management ................................................................................................................1-42 IS 1-4-1: Five Conflict Management Approaches ..................................................................................1-46

LEADING

OS 2-1: Responsibility, Authority, and Accountability (RAA)................................................................2-4 IS 2-1-1: CPO Creed.................................................................................................................................2-7 OS 2-2: Professionalism and Ethics..........................................................................................................2-8 OS 2-3: Service Motivation ....................................................................................................................2-11 IS 2-3-1: Hazing......................................................................................................................................2-13 OS 2-4: Team Building...........................................................................................................................2-14 IS 2-4-1: Team Dynamics.......................................................................................................................2-17 IS 2-4-2: Effective Team Characteristics................................................................................................2-20


Leading Chief Petty Officer Leadership Course xviii

DEVELOPING OS 3-1: Leveraging Diversity...................................................................................................................3-4 OS 3-2: Human Resource Management....................................................................................................3-5 OS 3-3: Developing People ......................................................................................................................3-8 IS 3-3-1: The Top 10 Ways to Empower Your Subordinates.................................................................3-15 IS 3-3-2: Mentoring ................................................................................................................................3-17 IS 3-3-3: Rewards and Recognition........................................................................................................3-19 IS 3-3-4: Education and Training Opportunities ....................................................................................3-21 IS 3-3-5: Career Planning .......................................................................................................................3-25 IS 3-3-6: Selection Boards ......................................................................................................................3-28 OS 3-4: Counseling.................................................................................................................................3-34

SUPPORTING

OS 4-1: Risk Management........................................................................................................................4-4 IS 4-1-1: Decision-Making .......................................................................................................................4-6 OS 4-2: Multivoting and NGT..................................................................................................................4-9 IS 4-2-1: Ranking Board Student Data ...................................................................................................4-12 OS 4-3: Process Improvement ................................................................................................................4-53 IS 4-3-1: Plan of Action and Milestones (POA&M) ..............................................................................4-75

MISSION AND VISION OS 5-1: Vision and Awareness .................................................................................................................5-4 IS 5-1-1: Navigating the Political Climate................................................................................................5-8 IS 5-1-2: External Awareness Resources..................................................................................................5-9 OS 5-2: Combat and Crisis Management ...............................................................................................5-10


Leading Chief Petty Officer Leadership Course xix

ADVANCED LEADERSHIP DEVELOPMENT PROGRAM

E-LEARNING REQUIREMENTS

Welcome to the Enlisted Leadership Development Program. You are enrolled in the

Advanced Leadership Development Program. This program consists of two major areas. The first area is the attendance of the residential Leading Chief Petty Officer Leadership Course. The second area is the completion of Navy E-Learning requirements through NKO.

Once you have successfully completed both the Leading Chief Petty Officer Leadership

Course and the Navy E-Learning requirements, then you will have successfully completed the Advanced Development Program.

Below is a list of required Navy E-Learning for the Advanced Development Program. Log on to NKO and access Navy E-Learning through the NKO portal. You will find both the course number and course title listed below.

Course No. Course Title Hours

OPER0125 Implementing Improvements 2.5

COMM 0017 The Writing Process 5.0

43003 Creativity and Innovation: Thinking Creatively 4.0

PD 0232 Framing the Problem 3.0

TEAM0152 Leading Successful Onsite Teams 5.0

COMM0195 Working Effectively With Business Partners 3.0

STGY 0301 Strategic Management-Planning 2.5

Total Hours 25.0


Leading Chief Petty Officer Leadership Course xx




TOPIC SHEET 0-1 COURSE INTRODUCTION

A. INTRODUCTION

Congratulations on your appointment to the Leading Chief Petty Officer Leadership Course (LCPO). We are currently forging efforts to move toward the future state in this Revolution in Training. The Navy, as a learning organization, is steaming forward by providing Sailors with every opportunity to develop leadership skills through advancements in technology and training. You are part of that process. As a leader you face many challenges but also many gratifications. What are some of the experiences you encounter? This course will include various scenarios and challenges to help you define and hone your leadership skills, so they can be shared with other LCPOs and applied to many situations. You will receive training in multiple delivery platforms covering various topics of leadership. You will be challenged physically as well as mentally. The courses that have been selected will present scenarios in industry, military, and fantasy; however, the concepts and principles presented are applicable in any leadership-driven environment.

B. ENABLING OBJECTIVES

None

C. STUDENT PREPARATION PRIOR TO THIS TOPIC

Read:

Topic Sheet 0-1: Course Introduction Outline Sheet 0-1: Course Introduction

Information Sheet 0-1-1: Division Personnel

Information Sheet 0-1-2: 5 Vector Model (5VM)

Complete:

There are no assignments for completion prior to this lesson.

D. STUDENT REFERENCES

1. None

Leading Chief Petty Officer Leadership Course SG 0-1 Course Introduction


E. SUPPLEMENTAL REFERENCES

These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson.

1. Navy Knowledge Online. https://www.nko.navy.mil

F. STUDENT GUIDE MATERIALS

a. Topic Sheet 0-1: Course Introduction

b. Outline Sheet 0-1: Course Introduction

c. Information Sheet 0-1-1: Division Personnel

d. Information Sheet 0-1-2: 5 Vector Model (5VM)


https://www.nko.navy.mil/



OUTLINE SHEET 0-1 COURSE INTRODUCTION

1. Introduction

The course introduction is an overview of the Leading Chief Petty Officer Leadership Course (LCPO). It discusses the Navy Leadership Continuum, as well as learning styles and class norms for the course. The instructors and students will introduce themselves.

Course Introduction Administrative matters Personal Introductions Class Norms Course Materials Mission Course overview Adult Learning Principles Leading Chief Petty Officer 5 Vector Model Topic Debrief

2. Administrative Matters

Student concerns on administrative matters should be addressed prior to introducing any course material. This ensures there are no blocks to learning.

3. Personal Introductions

This activity is designed to break the ice. The objective is to help students feel relaxed and to get to know each other.

4. Class Norms

Class norms are a vital part of the instructional process. They provide guidance for the time instructors and students are together.



5. Course Materials

The purpose of the course materials is to provide course information and reading materials and to serve as a leadership and supervisory reference tool on the job.

a. Student Guide

Your Student Guide will contain the reading material for each topic. It’s organized in a logical manner to facilitate reference at anytime, during or following this training. You will receive a CD of its contents.

b. Student Classroom Package

Your Student Classroom Package contains assignment sheets to be completed before class and exercise sheets to be completed during class.

c. Reference Material

Reference material is provided in the classroom to give you ready access to information that is not in your Student Guide.

6. Mission

This course’s mission supports the Navy’s mission to “be organized, trained, and equipped primarily for prompt and sustained combat incident to operations at sea” by providing the leadership skills necessary to carry out that mission.

7. Course Overview

This course provides training in the areas of values, leadership, communications, subordinate development, managing systems and processes, command development, and mission execution.

Course Overview:

Unit One: Communicating Unit Two: Leading Unit Three: Developing Unit Four: Supporting Unit Five: Mission & Vision



8. Adult Learning Principles

Course materials are designed to incorporate principles that enhance adult learning.

Adult Learning Principles:

Focused in the immediate timeframe rather than future time

Focused on issues that concern you rather than abstract subject matter

Designed to enhance your self-image by placing value on what you have to contribute

Designed to be developmental by providing you with the ability to develop your skills as you progress through each unit

a. The course is focused in the immediate time frame rather than future time. What you

learn in this course can be used immediately in this course and in your position as a Leading Chief Petty Officer.

b. The course is focused on issues that concern you. Case analyses, exercises, role-plays,

etc., are based on real situations you have faced, or you may face in the future.

c. The course is designed to enhance your self-image by placing value on what you have to contribute. You should bring your expertise and what you have learned from it into the classroom. You should also apply it to your job. Exercises are designed to enable students to demonstrate knowledge and skills in a variety of ways. Some exercises, such as case study analyses, involve small-group work; others, such as critiquing videotapes, include full class discussion.

d. The course is developmental, providing you with the ability to develop your skills as you

progress through each unit. The challenges in the classroom will increase with each day.

People who excel using this experiential learning style prefer to jump in and see how it feels. They do not want to read about it; they want to experience it. These people learn best from simulations, exercises, and feedback from fellow students.

9. Leading Chief Petty Officer

LCPOs are defined as "Individuals designated to assist in the administration supervision and training of Divisional or Departmental personnel; to include their professional and personal growth."



a. CPO Core Competencies

CPOs are enlisted warriors who lead and manage the Sailor resources of the Navy they serve. As such, CPOs are responsible for, have the authority to, and are held accountable for: (1) Leading Sailors and applying their skills to tasks that enable mission accomplishment

for the U.S. Navy.

(2) Developing enlisted and junior officer Sailors.

(3) Communicating the core values, standards and information of our Navy that empower Sailors to be successful in all they attempt.

(4) Supporting, with loyalty the endeavors of the Chain of Command (COC) they serve

and their fellow Chief Petty Officers with whom they serve. 10. 5 Vector Model (5VM)

The 5 Vector Model is the primary tool for planning and executing your career. It lets you know where you are in your career and what requirements are needed to qualify for a particular assignment or for advancement. Used effectively, it will help you both professionally and personally.


INFORMATION SHEET 0-1-1 DIVISION PERSONNEL

A. INTRODUCTION

The following Sailors are some of the personnel on PCU Dorie Miller. You will have an opportunity to interact with them through videos and activities throughout this week.

B. INFORMATION

DIVO Chief LPO PO1

That’s You!

This is Ensign Green’s first assignment as Division Officer. He has been on board for three months.

It is October; you were pinned last month and you were transferred to this command. As a First Class on your last ship you were the acting LCPO.

Petty Officer Parker is the LPO of your division. She is a top performing Petty Officer who did an excellent job running the division in the absence of a division chief before you arrived.

Petty Officer Gould is your protégé. He has been acting as the LCPO in another division, which currently does not have a chief.



INFORMATION SHEET 0-1-2 5 VECTOR MODEL (5VM)

A. INTRODUCTION

The 5 Vector Model is a career roadmap that measures and plots an individual’s career progress and identifies resources to achieve career milestones. Since it is individualized, it will look and work differently for everyone.

B. INFORMATION

The 5 Vector Model consists of:

1. Professional Development Vector - The Professional Development vector involves your current status and future requirements in your primary rating or community. In particular it will list the training requirements for continued progress in a primary career field. This training, wherever appropriate, will be closely correlated to civilian and industry standards. The goal is to train our people for their current jobs in the Navy, but also make them more employable in the civilian community as well.

2. Personal Development Vector - Personal Development provides the means to

identify and gain the valuable life skills an individual needs to be successful in their personal life. The skills are grouped into six areas. Lifelong learning includes both non-traditional education and college education. Health, wellness and recreation relates to lifelong physical fitness, nutrition and physical and mental well-being. Life skills are those necessary to manage, plan, and balance work and personal life. Financial management skills address finances from the first checking account through retirement planning and investing. Interpersonal skills are those concerning family relations, parenting, anger management, stress management, and emotional awareness. Values addresses development of good character traits, such as core values.

3. Leadership Vector - The Leadership vector is a continuum of leadership

development based on your current assignment, not simply your rank. 4. Certifications and Qualifications Vector - The Certifications and Qualifications

vector focuses on ensuring you receive unit level requirements and related industry certifications that directly relate to job proficiencies.

5. Performance Vector - The Performance vector assesses your overall performance

taking into account all vectors. Currently the Naval Personnel Command is developing tools under the Sea Warrior program to enhance the performance assessment and promotion systems that will be accessed through the 5VM.



The career milestones plotted on your vector contains knowledge, skills, abilities, tools, and any other resources (e.g., classes) that will help you advance. Because the Skills use the same definition the Department of Labor developed, you can see the relationship between jobs in the Navy and civilian world. Your first step in managing your 5 Vector Model is to determine what classes you need to meet your target job. Take those classes and work towards your qualifications. You can find out more information about the 5 Vector Model on Navy Knowledge Online.



TOPIC SHEET 1-1 COMMUNICATING

A. INTRODUCTION The ability to convey your thoughts clearly, both orally and in writing, will help you as a

Leading Chief Petty Officer (LCPO) to not only maintain professional interactions with the people you work with, but also help you develop your Sailors.


Describe how to improve interpersonal communication by the inclusion of individual personality differences.

Discuss the importance of utilizing Proactive / Intrusive Leadership techniques.

Describe various opportunities for people to communicate issues.

Discuss the importance of maintaining open lines of communication.

Discuss the importance of knowing about your personnel's family members.

Recognize the importance of making recommendations to decision-making authority

in proper format. Identify resources for use when editing written communications.

Discuss the importance of conducting meetings to improve communication.

Discuss the importance of maintaining protocol when communicating with seniors.

Recognize the importance of providing fact-based information when communicating

with seniors.

Discuss ways to minimize the impact of destructive conflict on the organization. Identify potential conflict situations.

Demonstrate conflict management strategies.

C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in the Student Guide:

Topic Sheet 1-1: Communicating

Leading Chief Petty Officer Leadership Course SG 1-1 Communicating


Outline Sheet 1-1: Know Your People

Information Sheet 1-1-1: Keirsey Bates Personality Differences Outline Sheet 1-2: Written Communications

Outline Sheet 1-3: Oral Communications

Information Sheet 1-3-1: Oral Brief Types

Information Sheet 1-3-2: Preparing to Speak

Information Sheet 1-3-3: Visual Aids

Information Sheet 1-3-4: Presentation Feedback Sheet

Outline Sheet 1-4: Conflict Management

Information Sheet 1-4-1: Five Conflict Management Approaches

Complete Assignments in Student Classroom Package:

None D. STUDENT REFERENCES

1. Keirsey, D. & Bates, M. (1984). Please understand me: Character & temperament types. Del Mar, CA: Prometheus Nemesis Book Company.

2. U.S. Navy, SECNAVINST 5216.5D. Department of the Navy Correspondence

Manual. E. SUPPLEMENTAL REFERENCES

1. Covey, S. R. (1989). The 7 habits of highly effective people. New York: Simon & Schuster.

2. Decker, B. (1988). The Art of Communicating. Menlo Park, CA: Crisp Publications.

3. Hersey, P., Blanchard, K. H., & Johnson, D. E. (1996). Management of organizational behavior: Utilizing human resources. Upper Saddle River, NJ: Prentice Hall.

4. http://www.dictionary.com 5. Locke, E. (1991). The essence of leadership: The four keys to leading successfully.

New York: Lexington Books.



6. Montor, K., McNicolas, T. M., Ciotti, A. J., Hutchinson, T. H., & Wehmueller, J. E. (1987). Naval leadership: Voices of experience. Annapolis, MD: Naval Institute Press.

7. Naval Military Personnel Command. (1985). Command excellence: what it takes to be the best! Washington DC: Department of the Navy, Leadership Division.

8. Online Netiquette (2005). http://www.onlinenetiquette.com. 9. Shenk, R. (1997). Guide to Naval Writing (2nd Edition). Annapolis, MD: Naval

Institute Press.


1. Topic Sheet 1-1: Communicating

2. Outline Sheet 1-1: Know Your People 3. Information Sheet 1-1-1: Keirsey Bates Personality Differences 4. Outline Sheet 1-2: Written Communications

5. Outline Sheet 1-3: Oral Communications 6. Information Sheet 1-3-1: Oral Brief Types 7. Information Sheet 1-3-2: Preparing to Speak 8. Information Sheet 1-3-3: Visual Aids 9. Information Sheet 1-3-4: Presentation Feedback Sheet

10. Outline Sheet 1-4: Conflict Management 11. Information Sheet 1-4-1: Five Conflict Management Approaches


http://www.onlinenetiquette.com/


OUTLINE SHEET 1-1 KNOW YOUR PEOPLE

1. Introduction

Knowing your people is one of the most important skills that you as a successful LCPO can have. It impacts your daily communications with seniors, peers, and juniors.

2. Proactive/Intrusive Leadership The process of proactive/intrusive leadership involves leaders at all levels, including junior Sailors, engaged in communicating standards, expectations of behavior, and sound leadership practices. This also includes identification of those at risk and bringing them alongside, before an event occurs. Sailors who feel connected, who know they are contributing to the mission, and who are provided sound leadership, established goals and productive work environments, are the least likely to run afoul. Each chief must bear the weight of each Sailor’s successes and failures by getting to know their people, and by tailoring training and guidance to their exact needs. In addition to the normal interactions at Quarters, chiefs must address individual concerns such as personalized help with technical skills, direct help with respect and discipline, tailored financial help, personal anger management, and military bearing guidance. Proactive leadership means asking the right question, getting the right answer, ensuring standards are being met, and nurturing and mentoring their Sailors. It means that chiefs are aware of their Sailors’ hobbies, interests, concerns, what makes them tick, and what they do on and off duty. Although there may be a fine line between treating Sailors as adults and getting involved in their lives enough to help them make sound decisions, chiefs who know their people can judge the level and appropriateness of their interventions.

3. Effective Communication

What is communication? The dictionary defines communication as, “an intercourse by words, letters, or messages. It is an interchange of thoughts or opinions, by conference or other means.” (http://www.dictionary.com) Why is communication important? One reason, critical to your success as a leader, is the necessity to communicate your vision and obtain support of group members (Locke, 1991, p. 38).

Another reason is because a leader spends more time communicating than doing any other single activity. However, studies show many people have not had a great deal of training in the four basic types of communication: reading, writing, speaking, and listening. Communicating effectively is absolutely critical to your success (Covey, 1989, p. 237). If advanced leaders cannot communicate in a way people can understand and



accept, how likely will they be to meet their goals? Goal accomplishment is just one component of leadership; another equally important component is influence. Interpersonal communication involves the day-to-day process of influencing one’s peers, Sailors, and seniors by communicating vision, building trust, obtaining support, and accomplishing goals (Hersey, Blanchard, & Johnson, 1996, pp. 10; 399).

4. Superior Commands’ Communications In 1976, the Navy commissioned research related to the factors that distinguished superior performers from average performers. This study formed the basis of the Navy’s leadership curriculum. In 1982, the Navy broadened its research in an attempt to distinguish superior performance from average performance at the organizational level. This command effectiveness study, Command excellence: What it takes to be the best!, was published in 1985. One activity superior commands perform exceptionally well is communication.

Charact

Command Excellence Model

INTERMEDIATEINTERMEDIATE

a. Com Supe

realipictufromoutsreso

Leading ChieCommunicat

eristics of communication in superior commands are:

ENVIRONMENT(Squadron/Wing Commander, Shipyard, Other Commands, etc.)

FINALOUTPUTS

INPUTS OUTPUTS

ACTIVITIES

RELATIONSHIPS

People

Fleet/SquadronObjectives

Strategy,Tactics, andOperatingSchedule

Material& Money

Navy-WideProcedures& Systems

Technology

Sense of MissionMotivation

CommitmentMorale

Pride & TeamworkAttitudes & Values

Combat ReadinessMission

AccomplishmentInspection Results

RetentionSafety

PEOPLECOXO

WardroomCMC

ChiefsCrew

CO - XO Relationship

Chain ofCommand

ExternalRelations

• Planning• Maintaining

Standards• Communicating• Building Esprit

de Corps• Training &

Development

ENVIRONMENT(Squadron/Wing Commander, Shipyard, Other Commands, etc.)

FINALOUTPUTS

INPUTS OUTPUTS

ACTIVITIES

RELATIONSHIPS

People

Fleet/SquadronObjectives

Strategy,Tactics, andOperatingSchedule

Material& Money

Navy-WideProcedures& Systems

Technology

Sense of MissionMotivation

CommitmentMorale

Pride & TeamworkAttitudes & Values

Combat ReadinessMission

AccomplishmentInspection Results

RetentionSafety

PEOPLECOXO

WardroomCMC

ChiefsCrew

CO - XO Relationship

Chain ofCommand

ExternalRelations

• Planning• Maintaining

Standards• Communicating• Building Esprit

de Corps• Training &

Development

munication occurs frequently

rior commands value communcation more than average commands do. They ze that to plan well, people must communicate well, including conveying the big re: deciding what needs to be done, when, and how; getting the necessary input the right people; sending LOIs; writing memos, getting information from

ide groups, like shipyard or contractors; counseling people for retention, lving disagreements; letting one division know what the other is doing, etc.

f Petty Officer Leadership Course SG 1-5 ing


Superior commands use a variety of means to make sure the right people get the right message at the right time. These include face-to-face conversations, meetings, the 1MC, memos, quarters, captain’s call, the POD, night orders, newsletters, and posters.

b. People listen to each other.

In superior commands, people at all levels realize the importance of listening. They are not always telling people what to do or acting like they have all of the answers. They know that listening improves decision making and enhances morale. It produces more effective decisions because it provides a variety of perspectives. When people are listened to, they feel that they are valued and their level of commitment to a decision is high.

c. Explanations are given often.

In superior commands, the people in charge give frequent explanations to those below them. Although giving a lot of explanation takes more time upfront, as opposed to just ordering someone to do something, superior commands realize that peole will be able to work smarter, more efficiently, and with greater commitment if things are explained.

d. Communication flows up, down, and across the Chain of Command (COC).

Each management level in a command can be seen as a message relay station. For

communication to be successful throughout the command, each level must receive and transmit the message quickly and accurately. On superior commands, communication flows more freely and clearly up, down, and across the various management levels.

e. Officers and chiefs get out and about.

Officers and chiefs in superior commands frequently walk about. For this to have a positive effect, however, the impression should not be that they are looking over people’s shoulders and telling them how to do their jobs. For example, if an officer is walking about and sees a discrepancy, he usually does not step in and correct it himself. Instead, he notifies the proper person to take care of it (unless it constitutes a threat to someone’s safety).

f. Personal issues are addressed.

Superior commands realize the importance of learning about personal difficulties and helping people overcome them:

(1) They believe that everyone has somthing to contribute, and that the command

is a family where everyone’s welfare is important.



(2) They are aware that personal distress affects job performance. If people are continually worried about marital, financial, or health problems, these worries take away from their energy and ability to do the job.

5. Situational Communications

Interpersonal communication involves the day-to-day process of influencing one’s peers, Sailors, and seniors by communicating vision, building trust, obtaining support, and accomplishing goals. Simply stated, your entire naval career revolves around the relationships you form with your peers, seniors, and juniors. Communication between people is critical to building the relationships required for effective leadership. Since people and situations are all different, the right communication technique depends on the situation. The building of a trust relationship with peers, seniors, and Sailors will enhance communication, as well as your ability to influence them.

a. Relationships with Peers

Your peers are the other CPOs in the command. It is important for CPOs to recognize the roles their departments play and to form a cross-functional team to accomplish the command’s mission. Peer relationships that evolve from leadership positions provide opportunities for professional growth. Peers assist fellow chiefs and LPOs with information sharing. “One of the most important elements of Navy organization is the chain of command. The chain is the pyramid structure of communications, authority, and responsibilities, which allows every individual in an organization to know what is going on with those below, and what those above expect. It is the conduit for an orderly direction of command activities, and provides a two-way communication flow. It is only as good as the people in it, all of whom are key links.” (Montor, McNicolas, Ciotti, Hutchinson, & Wehmueller, 1987, pp. 117-118.)

b. Relationships with Seniors “A fundamental assumption every leader must make, regardless of his station in the chain of command, is that every leader above him is morally motivated to carry out the mission and, whenever and wherever possible, to carry it out in a manner that serves the best interests of the officers and enlisted who make up the Naval Service.” (Montor, et al, 1987, pp. 119-120.)

No matter how good you are at building relationships with your peers and Sailors, your overall effectiveness will be greatly reduced if you cannot build a strong relationship with your Division Officer (DIVO), Department Head, the Executive Officer (XO), and the Commanding Officer (CO). Communication with your DIVO and Department Head occurs more frequently than with the XO and CO. Much of



your communication with the XO and CO will occur at meetings, briefings, progress reviews, and social events. In other situations, you will represent your CO in situations outside the organization and with the civilian community. It is critical you adhere to military protocol and the chain of command at all times.

Guidelines for establishing a good working relationship with your seniors:

Clarify Your Relationship

Your goal should be to enter a partnership with the division officer that assists you in your division’s development, fulfills the command’s mission, and ultimately enhances combat readiness.

Read Your Seniors

Each of us has predictable behavior patterns. Understanding how personality differences affect communication and motivation will build skills that allow you to “read” your seniors while observing them in their working environments. For example, their body language, office décor and personal space, their demeanor with others, and other outward signs of personality and communication style preferences can help you to determine when and how to approach your senior officers. There is a danger in “misreading” whenever we try to “read” someone. Avoid this danger by checking the validity of your perceptions whenever possible.

Organize for Your Division Officer

Recommend to the division officer they make a list of items they need to accomplish the next day. Assist with recommendations for departmental needs: attend a meeting, make a phone call, sign maintenance reports, hold PQS interviews, etc. Be prepared to explain your decision-making strategies.

Morning Meetings

Every morning, try to meet with your division officer to review the plan of the day; be prepared to go over your own prioritized list. The division officer will let you know of other things he or she must do during the day. In fact, the department head may have tasked the division officer with items you or one of your collateral-duty petty officers can accomplish. This is an excellent opportunity for delegation training. Hold an end-of-the-day meeting to check progress and schedule the next day; you can count on the department head holding a similar meeting with his or her division officers. Help your division officer to be prepared for such meetings.



Offer Constructive Feedback There will come a time when you disagree with current direction and wish to propose alternatives for the Chain of Command’s consideration. Although this initially may be uncomfortable for you, it is necessary to establish a strong relationship. Schedule a time for your conversation, don’t just “drop-in.” Be direct and address issues that concern your team’s success rather than personal preference; be specific and provide any available documentation; show the pay-off in terms of improved effectiveness, then you can confirm your mutual agreement.

Determine the CO’s Priorities

Take time to review memos and directives used to set policy prior to your arrival. At meetings, listen for themes that characterize the direction of the command.

c. Relationships with Juniors

Effectiveness as an advanced leader relies heavily on the relationships you establish with subordinate personnel. Situations vary from seeking information from an experienced subordinate, to encouraging and rewarding a solid performing subordinate, to coping with the difficult subordinate.

To be successful, a leader must have the support of – and be able to use the

knowledge of – experienced Sailors, especially senior petty officers. “Faith in subordinates is often found lacking in those who miss the mark of being

a highly successful leader. Sailors want to succeed, they want to be winners, and they need leadership and sufficient resources to do so. Only an unsuccessful leader treats Sailors with disdain and a lack of trust or fails to create a climate in which they feel free to express their feelings and ideas.” (Montor, et al, 1987, p. 366.)

“Setting standards is an integral part of the naval leader’s job. Standards of

readiness, standards of appearance, standards of training, standards of safety —standards, standards, standards—that means effectively passing critical corrections to subordinates.” (Montor, et al, 1987, p. 138.)



INFORMATION SHEET 1-1-1 PERSONALITY DIFFERENCES

A. INTRODUCTION

People are different. Their diversity springs from multiple sources, e.g., upbringing, religion, culture, etc., and is evident in behavior. An additional source of diversity, also evident in behavior, is personality type.

B. INFORMATION

Personality typing assumes important personality features can be divided into four areas or scales: energizing, attending, deciding, and living. Within each scale, we prefer one of two opposites that define the scale. The different combinations define personality type.

Carl Jung developed his theory of personality types during the early 1920s. Myers and Briggs adjusted this theory to a system of 16 behavior patterns. They also developed a test referred to as the “Myers-Briggs Type Indicator” or MBTI (Keirsey & Bates, 1984, p. 3).

The value to a leader in using personality typing is threefold. It can assist in helping an individual understand him or herself, and thus relate better.

Secondly, it can assist in helping an individual understand others so he or she is better able to relate to them – not only for personal relationships such as friendships, but for other relationships as well (division, command, etc.). The third value to a leader in using personality typing is it is a helpful aid when learning to work with others in an organization or on a team. When individuals within teams understand and learn to anticipate the actions of the other team members, the team becomes more effective. The more effective the team, the greater the value of the team and the greater the competitive advantage of the organization that contains the team.

Description of the Four Preferences In each of the following four scales, people usually prefer one of the two choices. However, this does not mean that they do one to the exclusion of the other. Important note: the following scale descriptions are simplifications (and perilously close to over-simplification) of quite complex and rigorous descriptions presented by Jung.



1. Energizing - How a person is energized:

Extraversion (E)

The preference for drawing energy from the outside world of people, activities, or things.

Introversion (I) The preference for drawing energy from one’s internal world of ideas, emotions, or impressions.

In a deeper sense, energizing is only one facet of this scale – it is really a measure of a person’s whole orientation towards either the inner world (I) or the outer world (E).

2. Attending - What a person pays attention to:

Sensing (S) The preference for taking in information through the five senses and noticing what is actual.

Intuition (N) The preference for taking in information through a “sixth sense” and noticing what might be. Jung calls this “unconscious perceiving.”

3. Deciding - How a person decides:

Thinking (T)

The preference for organizing and structuring information to decide in a logical, objective way.

Feeling (F) The preference for organizing and structuring information to decide in a personal, value-oriented way.

4. Living - Life-style a person adopts:

Judgment (J)

The preference for living a planned and organized life.

Perception (P) The preference for living a spontaneous and flexible life.

An alternative definition of this scale is “Closure - whether or not a person likes an open-ended lifestyle.”

An in-depth look at the four preference pairs is depicted in Table 1, Additional Information on the Four Preferences.



How a person is energized

Extravert Introvert Prefers to focus on the outer world of people and ideas Key Words: active, outward, sociable, people, many, expressive, breadth Energized by what goes on in the outside world Prefers to communicate by talking rather than by writing Needs to experience the world Tends to learn best by doing first, then reading about it

Prefers the inner world of ideas and impressions Key Words: reflective, inward, reserved, privacy, few, quiet, depth Likes quiet for concentration Is interested in the idea behind the job Is comfortable when work is to be done inside his/her head May prefer to learn by reading rather than talking or experiencing

What a person pays attention to Sensing Intuitive

Focuses on the present and on concrete information Key Words: details, present, down-to-earth, no-nonsense, practical, facts, sequential, directions, repetition, and conserve Uses his/her eyes, ears, etc. Appreciates the realities of a situation Tends to accept and work with what is given Is good at remembering and inspiring Tends to be realistic and practical

Focuses on the future with a view toward patterns and possibilities Key Words: patterns, future, imaginative, innovative, random, hunches, variety, anticipation, and change Tends to look at the big picture Tries to grasp essential patterns Grows expert at seeing new possibilities Values imagination and working with facts

How a person decides Thinking Feeling

Bases decisions on logic and objective analysis Key Words: head, objective, cool, justice, impersonal, criticize, analyze, precise, and principles Tends to decide objectively and logically Makes decisions by analyzing and weighing evidence Seeks an objective standard of truth Good at analyzing what is right and wrong with a situation

Bases decisions on values and subjective evaluation of person-centered concerns Key Words: heart, subjective, harmony, caring, appreciative, empathize, persuasion, and values Bases decisions on what is important to themselves or to other people Decides on the basis of principled-centered values Likes dealing with people Tends to be sympathetic, appreciative, and tactful

Lifestyle a person adopts Judging Perceiving

Prefers a planned, organized approach and to have things settled Key Words: organized, structure, control, decisive, deliberate, plans, deadlines, productive, closure Tends to live in a planned, orderly way Likes to regulate life and control it Makes decisions, comes to closure, then carries on Tends to be structured and settled

Prefers a flexible, spontaneous approach to life Key Words: flexible, flow, experience, curious, spontaneous, openness, wait, discoveries, and receptive Likes to live in a flexible, spontaneous way Resists making decisions Seeks to understand rather than control a situation Prefers to stay open to experience

Table 1: Additional Information on the Four Preferences


STUDENT GUIDE A–500-0100


Personality Combinations ISTJ: “Doing what should be done.” Organizer, compulsive, private, trustworthy, follows rules and regulations, practical; most responsible. ISFJ: “A high sense of duty.” Amiable, works behind the scene, ready to sacrifice, accountable, prefers “doing;” most loyal. INFJ: “An inspiration to others.” Reflective, introspective, quietly caring, creative, linguistically gifted, psychic; most contemplative. INTJs: “Everything has room for improvement.” Theory based, skeptical, “my way,” high need for competency, sees world as chessboard; most independent. ISTP: “Ready to try anything once.” Very observant, cool and aloof, hands-on practicality, unpretentious, ready for what happens; most pragmatic. ISFP: “Sees much but shares little.” Warm & sensitive, unassuming, short range planner, good team member, in touch with self & nature; most artistic. INFP: “Performing noble service to aid society.” Strict personal values, seeks inner order/peace, creative, non-directive, reserved; most idealistic. INTP: “A love of problem solving.” Challenges others to think, absent-minded professor, competency needs, socially cautious; most conceptual. ESTP: “The ultimate realist.” Unconventional approach, fun, gregarious, lives for here & now, good at problem-solving; most spontaneous. ESFP: “You only go around once in life.” Sociable, spontaneous, loves surprises, cuts red tape, juggles multiple projects/events, quip master; most generous. ENFP: “Giving life an extra squeeze.” People oriented, creative, seeks harmony, life of party, more starts than finishes; most optimistic. ENTP: “One exciting challenge after another.” Argues both sides of a point to learn, brinksmanship, tests the limits, enthusiastic, new ideas; most inventive. ESTJ: “Life’s administrators.” Order & structure, sociable, opinionated, results driven, producer, traditional; most hard charging. ESFJ: “Host & Hostesses of the world.” Gracious, good interpersonal skills, thoughtful, appropriate, eager to please; most harmonizing.



ENFJ: “Smooth talking persuader.” Charismatic, compassionate, possibilities for people, ignores the unpleasant, idealistic; most persuasive. ENTJ: “Life’s natural leaders.”; visionary - gregarious – argumentative; system planners - take charge; low tolerance for incompetence; most commanding.



OUTLINE SHEET 1-2

WRITTEN COMMUNICATIONS

1. Types of Naval Writing (Dept. of the Navay Correspondence Manual, SECNAVINST 5216.5D)

a. Organized Writing

(1) Avoid Mystery Stories

Your writing should follow the newspaper pattern. Open with the most important information and taper off to the least important. Avoid mere chronology.

(2) Start Fast, Explain as Necessary, Then Stop

(a) Highlight the main point in a one-sentence paragraph at the very beginning.

(b) In cases where there are many key points, start with a general statement of

purpose, and then progress to the key points in the first few paragraphs.

(c) Only delay your main point to soften bad news or to introduce a controversial proposal.

(d) To end most letters, just stop. When writing to persuade rather than just to inform,

you may want to end strongly with a forecast, appeal, or implication. When feelings are involved, you may want to exit gracefully with an expression of good will.

(3) Avoid Unnecessary or Complicated References

When you respond to an earlier communication, subordinate it to your main point. Don’t waste the opening, the strongest place in a letter, by merely summarizing a reference or saying you received or reviewed something.

(4) Use Short Paragraphs

(a) Keep paragraphs short, down to roughly four or five sentences. Cover one topic completely before starting another, and let a topic take several paragraphs if necessary.

(b) Short paragraphs are especially important at the start of letters. Long first

paragraphs discourage reading.

(c) Call attention to lists of items or instructions by displaying them in subparagraphs.



(d) Now and then use a one-sentence paragraph to highlight an important idea. (5) Take Advantage of Topic Sentences

(a) The topic sentence of a paragraph gives general statements that are developed later.

(b) A paragraph may or may not need a topic sentence. In some cases, the topic is

obvious. In other cases, topic sentences help shape masses of information. The decision to use a topic sentence is among a writer’s many judgment calls.

(6) Write Disciplined Sentences

(a) Subordinate minor ideas. Besides clarifying the relationship between ideas, subordination prevents the overuse of and, the weakest of all conjunctions.

(b) Place ideas deliberately. Start end finish a sentence any way you like, but keep in

mind that ideas gain emphasis when they appear at either end. To mute an idea, put it in the middle.

(c) Use more parallelism. Look for opportunities to arrange two or more equally

important ideas so they look equal. Parallelism saves words, clarifies ideas, and provides balance.

(d) Try some mini-sentences. An occasional sentence of six words or less slows down

readers and emphasizes ideas.

b. Natural Writing (1) Speak on Paper

Make your writing as formal or informal as the situation requires, but do so with language you might use in speaking. Because readers hear writing, the most readable writing sounds like people talking to people.

(2) Use Personal Pronouns

(a) Speak of your activity, command, or office as we, us, our. These words are no more exact or inexact than the vague it. They are merely conventions of modern writing that prevent much roundabout language.

(b) Use you, stated or implied, to refer to the reader. (c) Use I, me, my less often, usually in correspondence signed by the CO and then

only to show special concern or warmth.



(3) Talk to One Reader When Writing to Many

(a) Take special care when writing to many addressees but none of them in particular. Talk directly to a typical group of readers or, better, one typical reader.

(b) Use you and your, stated or implied. (c) Only one person reads your writing at any one time, so the most readable writing

speaks directly to one reader.

(4) Rely on Everyday Words

(a) Don’t use big words when little ones will do.

(b) Prefer short, spoken transitions over long, bookish ones. Save long transitions for variety. By preferring short ones, you help set an ordinary tone for the rest of what you say

(c) Avoid the needless complications of legalistic lingo. Let a letter’s signature carry

the authority. (5) Use Some Contractions

Contractions link pronouns with verbs (we’d, I’ll, you’re) and make verbs negative (don’t, can’t, won’t). They are appropriate in less formal writing situations.

(6) Keep Sentences Short

For variety mix long sentences and short ones, but average under 20 words. Though short sentences won’t guarantee clarity, they are usually less confusing than long ones.

(7) Ask More Questions

(a) A request gains emphasis when it ends with a question mark. (b) Look for opportunities to reach out to your reader

(8) Be Concrete

(a) Don’t use a general word if the context allows for a specific one. (b) Communication is never having to say, “Huh?”



(9) Listen to Your Tone

Tone, a writer’s attitude toward the subject or readers, causes relatively few problems in routine letters. The roles are straight forward. Sailors may suggest, request, or recommend, but only superiors may direct. And though pronouns are acceptable, we don’t “get personal.” Courtesy is required, warmth is not. Our tone is neutral.

c. Compact Writing

(a) Give your ideas no more words than they deserve. (b) Avoid “It Is” and “There Is.” They stretch sentences, delay meaning, hide

responsibility, and encourage passive verbs. (c) Prune wordy expressions. Wordy expressions clutter writing by getting in the way of

the words that carry the meaning (d) Free smothered verbs. The most important word in a sentence is the verb, the action

word, the only word that can do something. (e) Splice doublings. You may see some differences between advise and assist, interest

and concern, or thanks and gratitude. But your readers won’t. Repeating a general idea can’t make it any more precise.

(f) Shun “The -ion of” and “The -merit of

1) Words ending in -ion and -merit are verbs turned into nouns. Whenever the

context permits, change these words to verb forms.

2) By favoring verb forms, your sentences will be shorter and livelier.

(g) Prevent Hut-2-3-4 Phrases

1) Though you should cut needless words, sometimes you can go too far. Avoid hut-2-3-4 phrases, long clots of nouns and modifiers. Readers can’t tell how the parts fit together or where they all will end.

2) Avoid Excessive Abbreviating

d. Active Writing

(1) Avoid Dead Verbs (2) Learn how to spot passive verbs and make them active



Most of your sentences should use a who-does-what order. By leading with the doer, you automatically will avoid a passive verb.

(3) Learn the Symptoms of Passive Voice

A verb in the passive voice uses any form of to be plus the past participle of a main verb: am, is, are, was, were, be, being, been.

(4) Know the Three Cures

(a) Put A Doer Before The Verb: The requests will be approved. (By whom?) (Supervisors?) will approve the requests.

(b) Drop Part of The Verb:

The results are listed in enclosure (2). The results are in enclosure (2).

(c) Change the Verb:

Letter formats are shown in this manual. Letter formats appear in this manual.

PLUS a main verb usually ending in -en or –ed

(5) Write Passively Only for Good Reason

Write passively if you have good reason to avoid saying who or what has done the verb’s action. This situation may occur when the doer is unknown, unimportant, obvious, or better left unsaid.

2. Netiquette (Online Netiquette, www.onlinenetiquette.com)

Netiquette is the etiquette governing communication on the Internet. E-mail, like any other type of communication should be courteous, concise, and professional. Your composition skills reflect your knowledge and abilities. Control the perception readers will have of you by choosing your words carefully and by following these e-mail guidelines:

(1) E-mail Do’s

• Be concise. • Use spell check and grammar check. • Use natural writing. • Use official salutations and closures.



• Use proper font, pitch, and color. • Create a signature block with your title and contact information. • Be aware of your language and tone. • Know your audience. • Write a descriptive subject line. • Double-check attachments. • Respond in a timely manner. • Observe “Netiquette.”

(2) E-mail Don’ts

• Do not use contractions. • Do not use ALL CAPS. • Do not send to unnecessary personnel. • Do not use background stationary. • Avoid frivolous attachments. • Do not use acronyms or abbreviations. • Do not forward chain letters. • Do not use emoticons :-)

Never assume your e-mails are private or secure. Your e-mails can be accessed (e.g. by system administrators) or read by others (e.g. your e-mails can be forwarded without your knowledge). All e-mails are filed and stored somewhere; never assume when you delete it that the e-mail will no longer exist. With this knowledge, and by following these basic guidelines, e-mail can be an effective communication tool.



OUTLINE SHEET 1-3 ORAL COMMUNICATIONS

1. Introduction

This Outline Sheet summarizes behavioral skills that form the key elements of interpersonal communication when speaking to an audience (Decker, 1996, pp. 19-98). An effective communication for a sender will always take into account the known and assumed characteristics of the audience. An effective communication for a receiver will require “active” listening, and a careful interpretation of the message’s overt verbal content and all the covert, non-verbal “cues” surrounding it. The major elements of the act of transmitting and receiving information, commonly known as communicating, are:

INTERPERSONAL COMMUNICATION MODEL

FEEDBACK

RECEIVERSENDER MEDIUM

EXTERNAL BARRIERS

INTERNAL

Formulate message

Encode message

Transmit message

BARRIERS

Message received

Decode message

Interpret message

INTERNAL

BARRIERS

FEEDBACK

RECEIVERSENDER MEDIUM

EXTERNAL BARRIERS

INTERNAL

Formulate message

Encode message

Transmit message

BARRIERS

INTERNAL

Formulate message

Encode message

Transmit message

BARRIERS

Message received

Decode message

Interpret message

INTERNAL

BARRIERS

• Sender - the person currently speaking • Receiver - the person(s) currently listening • Message - includes both the content and purpose of the communication • Barriers - psychological and or physical obstacles • Transmission medium - air, telephone, radio, Internet • Feedback - confirmation that what was said was both heard and understood

2. Basic Communication Considerations

Certain considerations relate directly to the six major elements listed above.

a. Sender: Who is my receiver, and how can I adapt my message to that receiver’s role,

knowledge, experience, cultural background, and personality?

b. Receiver: Who is the sender? Is there a difference between what I think I am hearing and what the sender intends that I hear? How can I close the gap?

c. Message: Operational definitions must be shared by both sender and receiver in order for

effective communications to take place on the first attempt. As with logical argument,



the conclusion cannot be valid if the premises are invalid. An operational definition is an observable, measurable term whose definition may have different meanings to different people.

d. Barriers

(a) Physical Barriers (External)

Several physical barriers to effective communications may be unique to your work center, such as loud machinery, distance, constantly ringing telephones, or the blowing wind. In addition, a constantly loud work environment may have compromised your ability to hear, especially in the high frequency ranges. This hearing problem will make it difficult to pick out someone’s speech when there are competing noises. Alternatively, when you speak to someone else, the rattling of the keys in your pocket may become a barrier more significant than the content of what you say.

(b) Psychological Barriers (Internal)

Another type of barrier to effective communications may be the position or experience level of the speaker or listener: you may be so shocked and intimidated by being called before the CO that you cannot understand what is said. A subordinate may be “filtering” your current message by considering the former conversation you had together, thus leaving out something important or include something irrelevant. An operational definition of filtering can be found in the story of “The Boy Who Cried Wolf.”

(c) Overcoming Barriers

If you cannot be heard in a large room over competing noises, either increase your

volume, or amplify your voice electronically. If the receipt of your message is in doubt, ask for confirmation. In the large room, ask a person on the back row if you can be heard, and adjust your delivery accordingly. Over the phone and radio, expect or provide a repetition of the message, or a “Message-received-and-understood” confirmation. Psychological barriers may be more difficult to overcome, but keep in mind that all leadership depends on information, and the mission itself may depend on your providing certain timely information, or on your subordinate providing it to you.

Superior commands routinely communicate up, down, and across the chain. This

free flow of information will minimize filtering, and enable maximum cooperation among all team members.



e. Transmission Medium

Every medium has the potential for “noise” that can act as a barrier to effective communications. This noise can be the wind on deck, static over a radio, or many other physical distractions. Try to identify the source of the noise and minimize it. Also, oral communications other than the face-to-face type do not have the supporting advantages of body language and intonation “cues.”

f. Feedback

Continuous feedback prevents the speaker from proceeding to Point B when Point A is not yet understood; check for understanding often by interpreting the listener’s non-verbal cues. Remember, however, that the listener also derives up to 90% of meaning (result of UCLA study) through these same “cues.” Feedback will take several forms for non face-to-face oral exchanges, e.g., the “roger” that is standard in radio communications, or the “aye-aye” in face-to-face communications.

3. Communication Modifiers

The communication process is complex, and part of that complexity is due to the wide range of possible interpretations of what is sent and why it is sent. In a face-to-face oral exchange, intonation, eye contact, and body language, called “modifiers,” all combine to aid the accuracy of our perceptions as they lead us down the road to accurate interpretations. Without the supporting cues of eye contact and body language, it is even more critical to focus on the content of the message itself, and on the intent of the sender as perceived through intonation. Intonation covers the set of voice qualities that remain separate from the explicit content. These voice qualities are collectively called “paralanguage,” and consist of seven separate elements, each of which can modify the meaning:

• Resonance – the vibratory quality of one’s voice that enables it to fill space • Volume – the quality of loudness • Inflection – the variations in pitch or volume that lend varying emphasis • Clarity – the clear separation (enunciation) of one word from another • Rhythm – modulation of the cadence to alter meaning • Speed – speed of delivery can reinforce time criticality • Pitch – a frequency range from soprano (high) to bass (low)

4. Non-Verbal Communication

Non-verbal communication includes a wide range of behaviors. Some of these behaviors are universal and performed unconsciously, and some are consciously intended and unique to a specific culture or organization. However, just as a single word can have several meanings, and the correct meaning derived only from its context, non-verbal communication can have more than one interpretation. This interpretation is similarly derived from other “cues” that surround the gesture in question. These contextual “cues” may be other non-verbal, supporting messages, explicit verbal expressions, or a combination thereof. Thus, it is



important to recognize the limitations inherent to correctly interpreting non-verbal messages. Be very careful about interpreting non-verbal communication elements without sufficient corroborating evidence.

Several specific “body language” gestures are listed below, along with possible interpretations. Be careful not to interpret non-verbal signs in isolation from other personality and communication factors.

Specific Non-Verbal

Gesture Possible Interpretation Arms crossed Resistant to other party’s message Arms akimbo (on hips) Impatient Rolling eyes Not taking other party’s message seriously Looking at feet or floor Humble, subservient, lacking confidence Looking at wristwatch Impatient; has more important things to do Eyes glazing over Has abandoned the conversation Nodding head up & down In agreement with what is said Stroking chin Engaged in thought; listening attentively Saluting Recognizing existence; showing respect Cupping hand behind ear Trouble receiving the messages—say again Wringing hands Nervousness or anxiety Stabbing air with finger Making an important point

Non-verbal communication often focuses on gestures, but it also includes the components of intonation that combine to influence hearing, understanding, and emotional content: resonance, rhythm, volume, and inflection. A discussion of these four factors requires the separation of what is said from how it is said. A fifth factor, filtering, is a function of the listener’s psychological background, current knowledge and skill level, and nature of the need to communicate in the first place. A listener will filter out, often subconsciously, whatever he or she perceives as irrelevant. Unfortunately, the speaker may consider this same filtered-out component as quite relevant. This potential disparity is the reason why a continual interpretation of the listener’s non-verbal physical cues is necessary for all effective face-to-face oral communications.

5. Effective Listening Skills

“Listening, not imitation, may be the sincerest form of flattery.” (Dr. Joyce Brothers) An exhaustive survey of American businesses, conducted by Loyola University, concluded that the single most important attribute of an effective manager is the ability to listen to one’s Sailors (Hunsaker & Alessandra, 1980, p.120).



a. Objective Listening

The listening process has many potential barriers, and predicting the message content before the message is even completed is one of the most serious barriers to active, effective listening. Maintaining objectivity will help us to examine the whole message, and keep us from acting on only the part we predicted we would hear. Listening, as an act separate from merely hearing, “…requires a conscious attempt to understand the speaker without letting personal opinions influence the intent of the speaker's words” (Hunsaker & Alessandra,1980, p.121).

b. Concentration

If we are distracted, the message’s full content and intent will be lost, or misinterpreted. Consider that someone is taking the time and trouble to communicate with us. Respect that by taking the time and trouble to focus on what the sender is sending.

Results of Failure to Listen

Expect a wide range of negative results from failing to listen. As a leader, perhaps the most serious result is the compromise to the trust bond between senior and subordinate. If you do not listen carefully to your Sailors, you cannot expect them to listen carefully to you. If you are trusted, Sailors will take your messages seriously; if not, Sailors will only appear to listen, and the worse-case results can be catastrophic damage to life and property. At the very least, you will unnecessarily have to repeat yourself long after you thought you were understood.

6. Elements of Effective Listening

Attending

(1) Imagine that your life (and the lives of all your shipmates) depends on hearing and

understanding a message the first time. Do we have your attention now? In the Navy environment, especially during crisis or combat, this could very well be the case on a regular basis: the sender has no time to repeat.

(2) If you are receiving a face-to-face message, attend to important cues such as body

language and intonation. If communicating over a radio or telephone, focus on the words and the emphasis given to each, and tune out all distractions.

Reflecting

When you reflect you interpret the message and respond to it by letting the speaker know that you understand it. Consider reflecting as a mini-teach back: you think you heard the message, and now you have a “public” opportunity to confirm your interpretation of its content, and the feeling behind it. Imagine that in the same life-threatening situation as suggested above, you have five seconds to respond, or all is lost. In this short time you



analyze the known details of the situation, your formal role in it, the characteristics of the sender, and the message itself. You don’t have body language or other non-verbal cues to assist you, since this conversation is over the radio. You have not practiced for this situation because its variables are unique and constantly changing. However, you have received messages from this sender before, and you do have practice with this person in balancing what you think you heard against what was actually intended.

Responding

Then, you respond further by issuing a directive to a subordinate, since you are but one link in a complex communications chain. Time is running out. Now you are the sender, trying to balance what you think you heard against the known and assumed characteristics of the new receiver. What will you say, and how will you say it? Will an emotionally charged message help to establish its significance, or will it frighten the subordinate into a mistake, or freeze that person into inaction? We practice our communications so that the most information gets through by using the fewest words, but can we afford jargon and acronyms now? Is the receiver familiar with them?

• Pseudo-listening

You suspect your subordinate is only half-listening! What makes you think that? You have precious few seconds to gain your receiver’s attention! What will you say, and how will you say it? Consider the possibility that your subordinate is only half-listening to you now because in the past you only seemed to half-listen to them. In face-to-face communications, pseudo-listening is often demonstrated by an affirmative, seemingly automatic nod of the head, when in fact the message is heard but not understood. Other evidence of pseudo-listening is a loss of eye contact, or the eyes “glazing over” and losing focus.

Now, imagine whatever approach you just applied in order to save yourself and the ship were to be applied to your daily, routine communications. How would you balance the issue of sender-receiver comprehension, for instance, against time and the need for economy of language? The answer will highlight the relevance of effective communication, as opposed to its more casual forms.

7. Ten Commandments of Listening

The following are ten guidelines to improve your listening skills.

1. Stop talking! You cannot listen if you are talking. 2. Put the talker at ease. Help the person feel that he or she is free to talk. 3. Show the talker that you want to listen. Look and act interested. 4. Remove distractions. Do not doodle, tap, or shuffle papers. 5. Empathize with the talker. Try to put yourself in the talker's place so you can see his

or her point of view. 6. Be patient. Allow plenty of time. Do not interrupt.



7. Hold your temper. An angry listener usually does not understand what is being communicated.

8. Refrain from arguments and criticism. This puts the talker on the defensive. 9. Ask questions. This encourages the talker and shows you are listening. 10. Stop talking! This is the first and last commandment, because all the other

commandments depend on it. EFFECTIVE PRESENTATION ELEMENTS 1. Eye Communication

Your eyes are the only part of your central nervous system that directly connects with another person. For instance, staring at someone for more than 10 seconds suggests involvement, intimacy, or intimidation. In public speaking, we are interested only in involvement. To be more effective, hold eye contact with each of your audience members for five seconds. Also, beware of eye-dart and slow-blink. Eye dart conveys nervousness and makes the listener feel uncomfortable. Slow blink conveys the message, “I really do not want to be here.” Another eye contact aspect to consider is the angle of eye incidence. When addressing a group, such as your division at morning Quarters, hold your eye contact for five seconds with an individual because people around them will feel you are making contact with them.

2. Posture and Movement

Stand tall. Use the “Ready Position.” Lean forward with knees slightly flexed. When you are speaking, and you are confident and want to get your message across, you have your energy forward. This helps offset negative effects, e.g., rocking. Proper movement projects confidence. Movement adds to your energy, reflects confidence, and adds variety to your communication. This is not to be confused with rocking and pacing. Come out and connect with the group you are addressing.

3. Gestures/Facial Expressions

To be effective at interpersonal communication, you should have your hands and arms relaxed and natural when at rest. You should gesture naturally when animated and enthusiastic. You should learn to smile under pressure. How do you look? Find out how you look to others when you are under pressure. You

can get this through feedback from other people or videotaping yourself. Find your nervous gestures. What do you do with your hands when you are speaking and

do not have anything to hold on to?

You cannot over-exaggerate. Very few people exaggerate their gestures or facial expressions. Try to exaggerate your positive gestures. Do not worry about overdoing it.



Smiling – which third describes you? One third of people have open, smiling faces; one

third of people have neutral faces; and one third have serious and intense faces. Find out which one third you are in and work on developing a smiling face when you communicate. When it is appropriate, a smile conveys warmth and genuineness.

Remember the personality factor. People will buy your ideas and be persuaded much

more readily if they like you. Interpersonal communication means connecting with another person on an emotional level, not just an intellectual level. If you want friends, you have to be friendly.

4. Dress and Appearance

We form immediate and vivid impressions of people during the first five seconds we see them. Experts estimate it takes another 5 minutes to add 50 percent more impressions (negative or positive) to the impression we made in the first 5 seconds. These first impressions are long lasting.

Wear your uniform with pride and look sharp. Solicit feedback on your personal

appearance, starting with your peers and friends. Dress appropriately at social functions. Your appearance should be appropriate to the

company you are in, your position, and the social situation. Never underestimate the impact your appearance makes. The effect of your initial

appearance on others is far greater than you think. Your personal appearance is an upward manifestation of your ability to set and maintain a standard.

5. Voice and Vocal Variety

Your voice transmits energy. Use a tape recorder to record your voice to become aware of how much or how little energy you transmit to others. Your vocal tone and quality can count for the majority of your message. If people cannot

see you (i.e., telephone, radio, 1MC) the majority of believability comes from intonation and resonance.

Do not read speeches. Use notes and outlines of main ideas when you speak. This will

allow you to let your mind spontaneously select words and maintain contact with your audience.

6. Language, Pauses, and Non-Words Direct language. Language is made up of both words and non-words. People

communicate most effectively when they are able to select the right words.



Pause. A pause is better than a non-word. Use this technique to solicit feedback. Practice pausing and getting feedback to learn how natural you appear when you pause.

Non-words. Replace non-words with pauses. “Umm,” “O.K.,” “huh,” “you know,”

“well,” “and,” etc., are not only sloppy, but also distracting when repeated as a habit. Pauses are an integral part of language. Do not be afraid to use a pause for emphasis. Replacing non-words with pauses makes your language stronger.

7. Listener Involvement

The more involved your listener is, the more you can convince and persuade that person of your message. Decker identifies nine techniques for involving listeners. These techniques are divided into three areas:

a. Style

Drama. Create a strong opening by announcing a serious problem or making a

startling statement. Develop a sense of drama by telling a moving story. Bring it to life by being as descriptive as possible.

Eye communication. Survey your listeners, constantly ensuring they are watching you. Try to gauge reactions of your audience by using proper eye contact.

Movement. Purposeful movement transmits a sense of energy and keeps the audience focused on you.

Visual aids. If possible, use visual aids. This adds to the stimulation and reinforces learning.

b. Interaction

Questions. There are three types of questions that help obtain a deeper level of

involvement: 1. Rhetorical questions. Use when you do not have time to actually discuss an issue

but want to make them think.

2. Calling for a show of hands in response to a question (voting). This gets your listeners involved and gives you a quiet way to gauge reactions.

3. Asking volunteers to answer questions. Although only one person gets up, the energy level of the group will increase.

Demonstrations. A demonstration, by yourself or a volunteer, adds variety to the way

information is presented. A good example of this is role-playing.



Gimmicks. Have fun with your listeners. Get them involved, but you should always stay in control of the session. Keep things appropriate for your organization and your listeners as well. Use creativity while keeping things in good taste.

c. Content Interest. Be sensitive to short attention spans. Remember, we exist in the sound bite

era. Before you speak, ask yourself, “How will I benefit my listeners?” Make sure your information is current, appropriate, and delivered in a dynamic fashion.

Humor. Make your humor appropriate to your listeners and relevant to your point. Be professional.

8. Humor

Humor, when properly used, adds to the attraction of the content and helps hold interest.

Using humor - humor is one of the most important skills for effective interpersonal communication. We can all learn to use this important tool more effectively.

Do not tell jokes. Only a very few people tell jokes well, and you are taking a risk the jokes may not be politically correct.

Do tell stories and anecdotes and remember to smile. There is much to be gained in telling humorous stories, anecdotes, or incidents. Everyone has a humorous story, and the fact it’s personal adds to the comfort level of delivery and the warmth of the talk. Remember, people prefer to look at a smiling face.

9. The Natural Self

Be authentic. Be yourself in all communication circumstances, understand and use your natural strengths, and build communication weaknesses into strengths. You must do a self-assessment.

Acknowledge your strengths and your weaknesses. Once you have acknowledged your

natural strengths and weaknesses, work on both of them. Convert your weaknesses into strengths. Establish a routine in which you polish and

perfect your strengths, and turn your weaknesses into strengths.



INFORMATION SHEET 1-3-1 ORAL BRIEF TYPES

A. INTRODUCTION

As an LCPO, occasions for one to deliver oral briefs will increase. This Information Sheet examines the role and uses of four types of oral briefs commonly used within the military.

B. INFORMATION 1. Oral Briefing (Shenk, 1997, pp. 227-240) Military briefings are distinctive from others in several ways. Typically:

a. They are brief and to-the-point.

b. They may be formal or informal.

c. There is no need to explain all terms and concepts to a “command audience.”

d. “Attention-getting devices” are not usually necessary.

e. There may or may not be time to prepare visual aids.

2. Types

a. Staff

You may be called upon to deliver a briefing to a member of the Admiral’s staff or to a visiting dignitary because you are the expert on a particular subject. This oral briefing would normally require you to first develop a formal point paper. However, a point paper does not always precede an oral brief. A staff briefing may be to inform or to persuade.

b. Informative

An LCPO will commonly perform an informative brief on a regular basis at the command’s leadership level to discuss major issues. The purpose of an informative brief is usually to announce decisions, issue directives, share information, and give out general guidance. It presents facts only, rather than presenting facts and then recommendations. However, your audience may make decisions based on your presentation of the facts. An informative brief contains three major parts:

(1) The introduction which announces the topic and orients the audience. (2) The body which presents the facts in an orderly, objective, clear, and concise manner.



(3) The conclusion which reiterates the main points.

If it is an informative brief, identify it as such at the beginning. In addition:

• Anticipate likely questions and bring with you any relevant supporting data. • Try to cover anticipated questions by incorporating the answers as one or more of

your main points. • Allow time for questions at the end. • As with all formal briefs, and as time allows, practice your delivery in the presence of

someone else, which includes using—but not reading from—overhead transparencies.

c. Decision

A decision brief has a specific objective—to get one or more members of the audience to make a decision, based both on what you have presented, and your manner of delivery. Although you will be advocating one particular course of action, most successful decision briefs maintain a balanced perspective by presenting conflicting points of view. Other important considerations are:

• Find out as much as possible about your audience in advance, in order to modify your

appeals accordingly, and to prevent telling them what they already know.

• Assume certain members of the audience will be antagonistic to your point of view and be armed in advance against their likely objections.

• Limit yourself to no more than five main points.

• Try to use the place and time of the meeting to your greatest advantage.

• Practice a (formal) briefing beforehand, first by yourself and then with a person qualified to critique you. Did you cover all the points convincingly in the time allotted? Did you allow time for a question-and-answer session?

A decision brief usually contains the following components:

• A short greeting that establishes who you are, and acknowledges the decision maker

and other key members of the audience. • The type, purpose, and classification of the briefing, i.e., “This is an unclassified

decision briefing.” • A short statement of the subject and problem under consideration.



• Your basic recommendation—what you want the decision-maker(s) to agree to do. • A detailed statement of the problem that supports your recommendation. • The assumptions upon which your recommendation is based. • The facts bearing on the problem, which cover the history of the problem and also

address the opposing points of view. • The possible courses of action, which include the advantages and disadvantages of

each. • The analysis, which briefly presents your conclusions. • A restatement of your recommendation, so there can be no doubt as to what should be

decided. • An opening for questions, during which you further explain and defend your position.

d. Mission

A mission brief attempts to convey to the audience the best possible understanding of an impending operation. Most mission briefs will also require a post-mission debrief that defines “lessons learned,” which enables these important lessons to be incorporated before the subsequent mission. Within the limits of security, a mission brief includes the purpose of the mission, and how its accomplishment fits into the “big picture” of the command’s vision. It usually contains:

• An administrative aspect. • A tactical, nuts-and-bolts aspect. • A pre-planned time and place for the de-brief.

The post-mission debrief should answer the following questions:

• Were the mission objectives achieved?

• Were the related training objectives achieved?

• Were the mistakes made due to poor planning, briefing, or execution? (Address the

problem rather than a specific person.)

• How can we improve our next performance?



INFORMATION SHEET 1-3-2 PREPARING TO SPEAK

A. INTRODUCTION

The next step in the process is the preparation required to deliver the brief. This Information Sheet examines the steps to help you prepare and the details one needs to be aware of when delivering a briefing.

B. INFORMATION

1. Preparation

In preparing to brief others, you must analyze a mass of data, choose the significant facts, and organize them carefully. Explanations should be simple, precise, and factual. Jokes and anecdotes rarely have a place in a briefing. The listeners are ready for a serious talk. They want to hear the vital information on a specific subject presented as clearly as possible. Occasionally use humor to help make a point or clarify a problem. When you give a briefing, you are likely to face a captive audience. Analyze the rank and experience of the people you are to brief, and try to determine what your best approach will be. You cannot always say what your listeners want to hear, but you can try to speak in the manner they will most easily understand, which is necessary in a good briefing.

2. Organization

Clear, logical organization of your material will help your listeners understand it. Keep the presentation’s purpose in mind when organizing. The introduction, body, and conclusion should give your listeners an understanding of a certain mission, operation, or concept. The purpose could be to enable them to perform a specific procedure. In either case, organize your material as you would for a speech. On the other hand, if the purpose is to provide your listeners with information on which to base decisions, a problem-solving plan to organization can be most effective. When you prepare and deliver briefings, remember their basic function is to convey information more rapidly and effectively than would be possible by any other means. It takes practice to become an excellent briefer. Experience in other types of public speaking and in writing also helps. Introduction Since your listeners need and want to know about your subject, you will not need time-consuming, attention-getting devices. If another speaker introduces you and your subject, you need only give a quick overview of the subject and proceed immediately to the main points. If you are not introduced, you might simply say, “Good morning. I’m Chief Jones; I’ll be briefing you on _____________.”



You should state the point clearly and concisely at the beginning of your briefing so your audience knows what they are listening to and what they can expect from the rest of your briefing. Body You must amplify the point you are trying to make or the area you are trying to cover. You should support that point. You must bring the audience enough information to inform them or to help them make a decision, whatever the purpose of your presentation happens to be. The information for the body of your briefing requires careful consideration from the standpoint of content as well as delivery. If possible, present only the facts. Your facts should be provable, and you should have the proof with you in case your listeners ask for it. Because you must be brief, you may have to omit many details from your talk. This can cause you to oversimplify a difficult subject. One way to avoid over-simplification is to prepare a folder of “documentation” for your listeners to refer to after you finish the briefing. In your opening remarks, tell them it is available. You gain in several ways from letting your listeners know at the outset they will have access to complete information on your subject. First, your listeners are more apt to accept the validity of your information because they know they can check your evidence. Second, they are less likely to ask needless questions or to interrupt for other reasons. Third, they will go along with very simple visual aids because they know they can get more detailed information if they need it. Another way is to prepare “backup” slides that present detailed information on specific issues. If questions are asked, you will be ready and will increase the confidence your audience has in you. If certain facts are not available and you must make an assumption, identify the assumption, say it is necessary, and continue. If your listeners wish to challenge the assumption, they can do so during the question-and-answer period, at which time you should be able to explain your rationale. Normally, you do not interpret the information in your briefing. Present the facts and let your listeners draw the conclusions. Such phrases as “In my opinion,” “I think,” and “I take this to mean” are generally signs the briefer is going beyond the mere presentation of information and is interpreting the meaning of the information. Emotional appeals have no place in a briefing. Your listeners will be justified in doubting your objectivity if your presentation is charged with emotion. This does not mean your delivery should be dry and lifeless—rather, quite the contrary. Because you must present pertinent information and nothing more, you should strive for an animated and interesting delivery. Conclusion You must end your briefing appropriately. The conclusion should bring the briefing together in a concise manner, reviewing the topic but keeping it short. This part of a briefing should be short but positive. Summarize your main points if you feel it is necessary. Since a question-and-answer period usually follows a briefing, one concluding sentence might be, “Ladies and gentlemen, are there any questions?”



If a question period is not to follow, you might simply say, “Ladies and gentlemen, this concludes my briefing.” Know your subject forward and backward. You will face challenges no matter how rational you are. As an experienced speechwriter commented, “Nothing is more embarrassing than to have some know-it-all in the back of the room raise a hand and ask a question that succeeds in wresting control of the subject matter from you.”

3. The Presentation Space

Regardless of whether the brief is formal or informal, the venue should not work against you. Ensure it is set up with the proper equipment in advance, and it is comfortable and free from distractions and interruptions.

4. Practiced Delivery Before every presentation, practice! Give your presentation to another person and ask that person to check the following: a. Voice qualities

(1) If you are presenting in a large room, have someone go to the back and check the

volume of the oral delivery in your practice session. (2) Vary your tone, inflection, and pitch, so as not to put your audience to sleep. A

conversational tone is best—one that shows you know your subject so well you present rather than merely read. Let the visual aids do most of the work—your real job is establishing topical relationships, explaining key points, and supporting your conclusions or recommendations with conviction.

(3) Speak clearly, and at a normal pace.

b. Projecting emotions verbally and visually

An emotional tone creates a strong impression in your listeners. It can help your audience to empathize with your point of view by making it seem your topic is a serious one, and you are sincerely concerned with its outcome. Enthusiasm for your topic or solution strategy can weigh heavily in your favor with decision-makers. The downside, however, is uncontrolled emotion may compromise the objectivity that is a requirement of logical arguments. Practicing with an active listener will help you to achieve the level of emotion appropriate to the audience, subject, and purpose. For presenting to a military audience, the goal is to find a balance between style and substance. The following can help to project emotion:

(1) Eye contact–extended eye contact (at least five seconds) is a sign of sincerity



(2) Pauses (3) Hand gestures (4) Vocal inflection and tone (5) Body stance (6) Facial expressions

c. Distracting behaviors

Some actions call undue attention to themselves and prevent effective communication from occurring: a listener may be focused on the sound of the rattling keys in your pocket more than the point you are trying to make.

One or more practice sessions should highlight such distractions before “show time.” Several common distracting behaviors are:

(1) Continually waving your hands in no particular relationship to your topic–use your

hands for emphasis, but only when necessary (2) Holding the podium in a death grip, or leaning over it (3) Keeping your hands in your pockets and/or rattling their contents (4) Pacing the floor like a caged lion (5) Playing with a pen, pointer, or glasses (6) Speaking in an unnatural tone or speed (7) Wearing inappropriate clothes (8) Delivering information out-of-sync with the current visual aid



INFORMATION SHEET 1-3-3 VISUAL AIDS

A. INTRODUCTION

Visual aids can be an asset to your briefing and can help to reinforce your message. This Information Sheet examines the purpose, characteristics, types and design of visual aids.

B. INFORMATION

1. Purpose

There are several reasons why a speaker would use visual aids. Some of the reasons are to: Attract attention Generate emotion Illustrate, simplify, and explain material Increase information transfer

2. Characteristics of Effective Aids Easy to read Relevant Variety Colorful To the point Duplicates/Reinforces information the speaker says

3. Types of Visual Aids Chartpacks (especially useful for idea development “on-the-run”) Films (on specific equipment or processes) Wall charts (graphs showing past performance or diagrams of organizational structure) Schematic diagrams (piping, circuitry, emergency escape routes) Flowcharts (to indicate where you are now in a process, and where you want to go) Handouts (so the audience need not rely on memory alone) Navigation charts Visual Aid Panels (VAPs)/Chalkboards Presentation software/Transparencies

4. Design Principles

a. Color

Use colors easy to read from a distance. Backgrounds and text coloring should contrast and facilitate reading. The best combinations are as follows:



Yellow on black Black on white White on blue Green, red, or blue on white Black on yellow

Use color to contrast or highlight essential points, suggest moods, or to create an emotional response.

b. Text

The text must be large enough to read from the rear of the room. Two-inch high lettering for every 30 feet of viewer distance is a general rule. Other “rules of thumb” are as follows:

Include only key words and phrases in bullet charts. Eliminate all unnecessary

information. Do not use all capitals. Capitalize the words of text with standard rules of grammar. Use plain fonts and be consistent throughout the visual aid. Each aid should represent a single idea. Space lines 1 1/2 times the letter height.

c. Arrangement

Graphics, letters, and numbers should be arranged as to facilitate the audience reading and comprehension. Additional guidelines are as follows:

Use geometric configurations such as circles, squares, or triangles to bullet categories. Place a grid of four intersecting lines on the page (“tic-tac-toe”) and place important

items on the grid’s intersections. Draw all lines with a straightedge.

Table 1, Selection of Visual Aids, presents advantages and disadvantages of common visual aids.



Selection of Visual Aids

Type Advantages Disadvantages Guidelines for Use Chartpacks and Newsprints

• Easy to use and set up • Inexpensive • Easy to prepare before the brief • Multiple items can be revealed one at a time (page-by-page) • Can be used spontaneously to list audience responses • Can be used to cue the presenter • Room lights can remain on during its use

• Not typically reusable • Text and graphics must be legible • Information must be large enough to be visible from all areas of the room

• Position easel where all can see it

• Check the audience’s view

• Write large (2" for every 30')

• Keep the speaker’s front to the audience

• Write a little, talk a little

VAPs or Chalkboards

• Easy to use and set up • Inexpensive • Easy to prepare before the brief • Can be used spontaneously to list audience responses • Can be used to cue the presenter • Room lights can remain on during its use

• Not portable • Text and graphics must be legible • Information must be large enough to be visible from all areas of the room • Glare can hinder the audience’s view • Speaker must turn back to audience while writing

• Ensure all can see the panel/board

• Write large (2" for every 30')

• Write a little, talk a little

Presentation software/ Transparencies

• Easy to set up and operate and is reusable • Attention remains focused on the presenter • Easy to prepare before the brief • Can be used spontaneously to illustrate visual ideas for all to see • Can be used to cue the presenter • Room lights can remain on during its use • Presenter faces

audiences at all times

• Requires electricity and projector • Time preparation

• Practice use of the projector

• Write large (2 to 3 times larger than typewriter size)

• Turn the projector off when not in use

• When changing transparencies, place the next one to be used over the current transparency on the projector, then remove the one you have covered. The white light is distracting to the audience.

• Do not walk in front of the projection screen

• Tape the electric cords to the floor to prevent tripping

Table 1: Selection of Visual Aids



INFORMATION SHEET 1-3-4 PRESENTATION FEEDBACK SHEET

A. INTRODUCTION Name:_________________ Topic: ___________________

The facilitator will critique your oral brief based on the following standards. B. INFORMATION

Effective Needs Improvement Not Effective Comments Overall Impression Appearance ___ ___ ___ ______________________________ ______________________________Enthusiasm ___ ___ ___ ______________________________ ______________________________Posture ___ ___ ___ ______________________________

______________________________Clear Message ___ ___ ___ ______________________________

______________________________Content

Opening ___ ___ ___ ______________________________ ______________________________Listener Involvement ___ ___ ___ ______________________________ ______________________________Word Pictures ___ ___ ___ ______________________________ ______________________________Examples/Quotes ___ ___ ___ ______________________________ ______________________________Language/Jargon ___ ___ ___ ______________________________ ______________________________Closing ___ ___ ___ ______________________________

______________________________Delivery Skills Eye Contact ___ ___ ___ ______________________________ ______________________________Natural Gestures ___ ___ ___ ______________________________ ______________________________Pauses ___ ___ ___ ______________________________ ______________________________Voice/Vocal Variety ___ ___ ___ ______________________________ ______________________________Natural Movement ___ ___ ___ ______________________________ ______________________________Humor ___ ___ ___ ______________________________ ______________________________Visual Aids ___ ___ ___ ______________________________



OUTLINE SHEET 1-4 CONFLICT MANAGEMENT

1. Introduction

Conflict in communications and interpersonal relationships is an everyday part of life. How you form and maintain your interpersonal relationships can cause or prevent conflict. At some time in your naval career, you have probably been the victim of conflict, the cause of conflict, or both. Conflict, in and of itself, is a natural occurrence. The goal is to manage it successfully.

2. Conflict The dictionary provides synonyms for conflict that include “fight,” “struggle,” and “contention,” and defines it as a “sharp disagreement or opposition of interests, ideas, etc.” (http://www.dictionary.com). At the same time, the very nature of the LCPO’s position guarantees conflict will be a part of his or her work experience. In general, all organizations, including the Navy, are becoming much more interested in understanding the causes and impacts of workplace conflict. This lesson is designed to meet the needs of LCPOs who are expected to resolve their personal, immediate conflicts and train others to do so. The objective is to assist each individual involved in conflict to address the situation, come to some better understanding of the other party’s concerns and perspectives, and then negotiate a winning solution for all parties. However, that type of solution may not always be the result. One of the responsibilities of the LCPO is to understand these situations and to identify appropriate matches between situations and their respective conflict resolution modes.

3. Causes of conflict

There can be many causes of interpersonal conflict, all of which can be managed with care and practice.

• Differences in values or beliefs • Competition/power struggles • Personality conflicts • Status or role pressure • Divergent goals • Race or gender differences



4. Effects of conflict

The effects of conflict can be either constructive or destructive.

a. Constructive

Some Results of Constructive Conflict:

• Clarifies issues of importance • Solves problems • Increases involvement of individuals • Causes authentic communication to occur • Serves as a positive release to pent up emotion, anxiety, or stress • Opens up issues of importance, resulting in their clarification • Results in the solution of problems • Increases the involvement of individuals in issues important to them • Helps build cohesiveness between people by sharing the conflict, celebrating in its

settlement, and learning more about each other Helps individuals grow personally and apply wh• at they’ve learned to future situations The proces• s of finding resolutions from a richness of strongly held views can lead to the best in decision making and the ideas for process improvement

b. Destructive conflict

Some Results of Destructive Conflict:

• Diverts energy from more important activities and issues • Destroys the morale of people or reinforces poor self-concepts • Deepens differences in values • Produces irresponsible and regrettable behavior (i.e., name calling, fighting)

5. Conflict Settings

Conflict in organizations is inevitable. To achieve organizational efficiency, it is essential to manage conflict in ways that maximize the constructive elements and minimize the destructive elements. It is generally agreed, “…true conflict resolution can occur only when the underlying substantive and emotional reasons for the conflict are identified and that a solution that allows both conflicting parties to ‘win’ is developed (Schermerhorn, Hunt, & Osborn, 1994, p. 601).”



Understanding of conflict resolution is useful regardless of the type of conflict being mediated. There are four conflict settings:

Two-party or interpersonal conflict occurs when individuals disagree.

Example: You have been told by your executive officer your promotion recommendation is promotable. You think you deserve higher than that.

Group conflict occurs within groups or teams that share the same objectives.

Example: You are one of the CPOs planning for a major command task, which should last for six weeks. There is some possibility your team may recommend personnel reduction in your department.

Intergroup conflict occurs when groups disagree. Disagreement is often over the availability of resources.

Example: The CPO is part of a group negotiating with another group to arrive at a decision regarding a problem or situation affecting both. One scenario could be your department’s leading petty officers and you are negotiating with another department for space ownership.

Constituency conflict represents disagreement between large groups composed of

several distinct sub-groups.

Example: The CPO is involved in negotiation with another person, and each individual party represents a broad constituency. An example of this setting is you are the command’s Fire Watch Division LCPO and are negotiating with the Shipyard’s SUPSHIP representative to arrive at a new fire watch availability time for each shift.

6. A Four-Step Method of Conflict Management

This method ensures the interests of both parties are voiced in a non-threatening manner.

a. Put yourself in the other person’s shoes. Do you understand his or her concerns? b. What are his or her issues and concerns?

c. What outcomes would be satisfactory to both of you?

d. How can you achieve those results? What new methods are involved?



7. Conflict Management Tools

The best method to resolve a given conflict depends on the conflict setting and the people involved. There is no “one best” approach for every conflict. Information Sheet 1-4-1, Five Conflict Management Approaches, provides a framework for understanding conflict management behaviors. The model is based on incremental levels of cooperation and competition.


LeadiComm

INFORMATION SHEET 1-4-1 FIVE CONFLICT MANAGMENT APPROACHES

A. INTRODUCTION

Conflict is largely a perceived phenomenon. It is our perception of the situation that determines if a conflict exists. It is useful to assess our predominant conflict management style(s) because we tend to be stuck in one or two styles and may apply them inappropriately. The emphasis is not on judging any style as right or wrong. Each person determines his or her predominate style, and then makes adjustments according to the situation.

B. INFORMATION

The objective of conflict management is to develop an awareness of strategies used in each conflict management style and determine when each is appropriate.

Tcobcoimcoid

HIGH

ng Chief Petty Officer Leadership Course SG 1-46 unicating

Figure 1: Using the Five Approaches

he basis for this conflict management model is the inter-relatedness of two approaches to nflict. The first approach is competition. Competition occurs when both individuals

elieve asserting their rights to the “win” is paramount. The alternate approach is operation. Cooperation occurs when accommodation to the other’s point of view is portant. Most of us engage in varying degrees of competition (assertiveness) and operation (accommodation) based on the nature and structure of the conflict. The model entifies five approaches to conflict based on these inter-relationships.

ACCOMMODATION HIG H

New Way Collaboration

Your Way Accommodation

Walk Away Avoidance

Half Way Compromise

ASS

ER

TIV

EN

ESS

LOW

My Way

Competition



1. Walk Away/Avoidance

Explanation: This conflict strategy involves supporting neither your point of view nor the other person’s point of view. It involves avoiding the issue altogether. Improperly used, this would amount to “pouting.” Properly used, it is a “tactical withdrawal.”

Use this strategy when: The issue isn’t important enough to argue over.

You have no chance of winning anyway.

Winning the battle would lead to losing the war.

Even if you won, you would not be able to implement.

A cooling off period is needed.

Avoid this strategy when: Your thoughts are important for group decision-making.

Total group acceptance is necessary. You feel “beat up” and are tempted to pout.

2. My Way/Competition

Explanation: This strategy involves pushing your point of view and excluding the other point of view. When used improperly, it amounts to “bullying.” Used properly, it provides clear, direct leadership regarding a particular issue.

Use this strategy when: You are absolutely sure you are right.

Action must be taken immediately. Importance of the issue justifies this action.

Avoid this strategy when: People around you withhold their input.

You are not sure you have all the facts.



Full support of others is critical for implementation. 3. Your Way/Accommodation

Explanation: This strategy provides support for the other person’s point of view. When used inappropriately it is “wimping out.” Used properly, it enables the other person to implement their idea effectively because their idea is supported.

Use this strategy when: The other person’s point of view is better than yours.

The issue is more important to the other person. You are going to lose anyway.

Avoid this strategy when: The issue is more important to you than to the other person.

The facts clearly support your position. You already have your “marching orders.”

4. New Way/Collaboration

Explanation: This strategy requires the persons in conflict to create a new alternative that includes both of their positions. It takes time to create new alternatives because both sides must listen carefully and be willing to include the solutions of others in their solutions.

Use this strategy when: Parties must work together to implement the solution.

Both positions in conflict have serious shortcomings. It is important to build long-term cooperative relationships.

Avoid this strategy when: An immediate solution is required.

The issue is too trivial to justify time-consuming discussion. The issue affects only you.



5. Half Way/Compromise

Explanation: This strategy involves compromise that meets some, but not all, of the needs of both parties. When used inappropriately, it amounts to “cutting the baby in half.”

Use this strategy when: Power is balanced and opposing solutions can’t be combined.

A short-term, quick, and workable solution is needed. Other methods of resolving the conflict have failed.

Avoid this strategy when: Half the solution is no solution.

Complete buy-in is needed for implementation. Long-term relationship building is important.


Leading Chief Petty Officer Leadership Course SG 2-1 Leading

TOPIC SHEET 2-1 LEADING

A. INTRODUCTION The ability to convey your thoughts clearly, both orally and in writing, will help you as a

Leading Chief Petty Officer (LCPO) to not only maintain professional interactions with the people you work with, but also help you develop your Sailors.


Discuss the responsibility Chief Petty Officers(CPOs) have to themselves.

Discuss the responsibility CPO have to others. Identify the limitations of a CPO authority.

Discuss Navy Core Values and their relationship to professionalism and ethics.

Discuss how professionalism and ethics affect good order and discipline.

Discuss methods to promote ethical treatment of others.

Discuss methods for promoting service motivation.

Explain the importance of Esprit de Corps.

Discuss the relationship between service motivation and quality of life (QOL).

Discuss techniques and resources for ensuring personnel’s basic needs are met.

Discuss possible impediments and resolutions to team performance.

Develop team goals and objectives.

Discuss techniques to monitor team performance.

Discuss resources to provide to the team.

Discuss the application of the proper leadership style to the developmental level of your

team. Demonstrate the advantages and disadvantages of utilizing outside resources for

training.

Analyze the effectiveness of partnerships examples.



Discuss how tasks can be coordinated across and beyond organizational boundaries to promote a culture of cooperation and collaboration.

Discuss techniques to develop cooperative working relationships.

Discuss ways to define roles and responsibilities within partnerships.

Describe the characteristics of an environment that makes collaboration easy.

C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read:

Topic Sheet 2-1: Leading

Outline Sheet 2-1: Responsibility, Authority, and Accountability (RAA)

Information Sheet 2-1-1: CPO Creed

Outline Sheet 2-2: Professionalism and Ethics

Outline Sheet 2-3: Service Motivation

Information Sheet 2-3-1: Hazing

Outline Sheet 2-4: Team Building

Information Sheet 2-4-1: Team Dynamics

Information Sheet 2-4-2: Effective Team Characteristics

Complete:


None E. SUPPLEMENTAL REFERENCES

1. Blanchard, K. H., Carew, D., & Parisi-Carew, E. (2000). The one minute manager builds high performing teams. New York: William Morrow and Company, Inc.

2. Kelso, Admiral Frank B. Kelso Message to CPOs, accessed on the Internet at

http://www.history.navy.mil/faqs/faq46-3.htm, September 22, 2005.



3. Mack, W. P. and Paulsen, T. D. (1991). The Naval Officer's Guide (10th ed.).

4. Naval Military Personnel Command. (1985). Command excellence: what it takes to be the best! Washington DC: Department of the Navy, Leadership Division.

5. NAVOP 030/92 Core Values of the United States Navy. 6. OPOOA/Rev 92, United States Navy Chief Petty Officer Creed. Accessed on the

Internet at www.goatlocker.org/creed1.htm, September 22, 2005.

7. OPNAVINST 3120.32. Standard Organization and Regulations Manual of the U.S. Navy (SORM). Accessed on the Internet at http://neds.daps.dla.mil/Directives/ table09.1.html, September 26, 2005.

8. Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (1994). Managing organizational

behavior. New York: John Wiley & Sons, Inc.

9. Scholtes, P. R. (1988). The team handbook. Madison, WI: Joiner Associates.

10. U.S. Navy, U.S. Navy Regulations. (1990). F. STUDENT GUIDE MATERIALS

1. Topic Sheet 2-1: Leading

2. Outline Sheet 2-1: Responsibility, Accountability, and Authority (RAA) 3. Information Sheet 2-1-1: CPO Creed

4. Outline Sheet 2-2: Professionalism and Ethics

5. Outline Sheet 2-3: Service Motivation

6. Information Sheet 2-3-1: Hazing

7. Outline Sheet 2-4: Team Building 8. Information Sheet 2-4-1: Team Dynamics 9. Information Sheet 2-4-2: Effective Team Characteristics



OUTLINE SHEET 2-1 RESPONSIBILITY, AUTHORITY, AND ACCOUNTABILITY (RAA)

1. Leadership is ineffective without a successful balance of Responsibility, Authority, and

Accountability (RAA). As a LCPO you are faced with many challenges. You must respond within your scope of authority, and maintain accountability within your work environment.

2. The CPO’s Role in RAA

“In the United States Navy, the title ‘Chief Petty Officer’ carries with it responsibilities and privileges no other armed force in the world grants its enlisted people. These responsibilities and privileges exist because for 100 years, chiefs have routinely sought out greater challenges and assumed more responsibility” (Kelso, 1993).

• CPOs are granted the authority necessary to perform their myriad duties, and are held accountable for their performance. The CPO’s role can be divided into leadership responsibility, and personal responsibility.

• Leadership Responsibility. The responsibilities and authority of the LCPO are

addressed in Article 364 of the SORM. The leader’s responsibility is that for which one is accountable; it is a duty or trust, and includes the ability to meet obligations or act without senior authority or guidance.

• Personal Responsibility. Every member of the Navy has the personal responsibility

to perform to the standards of the service. This includes the moral obligation to do what is right. One’s own moral responsibility to do what is right cannot be relinquished.

a. Scope of Authority

“Authority is granted to individuals within the Navy only in the fulfillment of assigned duties and commensurate with their responsibilities and accountability. Authority is subject to certain limitations and, in many cases, requires specific delegation within the command structure.” (SORM, Article 141.3). Specific positional authority (CO, XO, DH, CDO, OOD, LCPO, etc.) is discussed in OPNAVINST 3120.32 (series) (SORM). “The command organizational structure is maintained by command, department, division, and other instruction manuals, which set forth the positions, duties, and responsibilities of all persons in the structure.” (Mack & Paulsen, The Naval Officer’s Guide, pg. 162.) “The delegation of authority and the issuance of orders and instructions by a person in the naval service shall not relieve such a person from any responsibility imposed upon him or her. He or she shall ensure that the delegated authority is properly exercised and that his or her orders and instructions are properly executed.” (U.S. Navy Regulations, Article 1022.)

• Good Order and Discipline



“All persons in the naval service are required to aid, to the utmost of their ability and

extent of their authority, in maintaining good order and discipline in all matters concerned with the efficiency of command. All persons in the naval service have the right to exercise proper authority over those persons subordinate to them. Conversely, all persons in the naval service are charged to obey readily and strictly, and to execute promptly, all lawful orders of their superiors.” (SORM, Article 141.1)

• Limitations “The exercise of authority is by the issuance of orders. Orders must be lawful, as

subordinates are only charged to obey lawful orders.” (U.S. Navy Regulations, Article 1132.)

b. CPO Creed

The CPO Creed underlines the dedication and commitment necessary to be an outstanding chief. It details the unique responsibilities that CPOs have, many of which are based on the proud tradition of the chiefs who came before you. The Creed discusses the chief’s responsibility to be “…the fountain of knowledge, the ambassador of good will, the authority in personal relations as well as in technical applications.” It also addresses the chiefs’ responsibility to their comrades in the CPO Mess.

c. CPO Role in Maintaining Accountability

“Leadership must ensure equity for each member of the organization. Concerning actions in his or her area of responsibility, the leader should never allow a subordinate to be criticized or penalized except by himself or such other authority as the law prescribes.” (SORM, Article 141.2)

Members of the Navy will be held accountable for the things they are responsible for.

This includes military duties and responsibilities, but also entails accountability for personal actions.

Each individual, regardless of rank or position, is fully accountable for his or her own

actions, or failure to act when required. (SORM, Article 141.6) Leaders and supervisors have a duty to assign clear lines of authority and

responsibility, reaching to the individual level, for all activity within their organization. (SORM, Article 141.1)



Leaders and supervisors have a duty to provide their subordinates the resources and supervision necessary to enable them to meet their prescribed responsibilities. (SORM, Article 141.1)

Leaders and supervisors have a duty to hold their subordinates accountable, and to

initiate appropriate corrective, administrative, disciplinary, or judicial action when individuals fail to meet their responsibilities. (SORM, Article 141.1)

Being accountable means the individual has the obligation to volunteer information,

even though it may be detrimental to self. "Chiefs can and do make the difference; it’s our Navy, and it's our responsibility.

Although our CPO Creed states that, in part, ‘these responsibilities do not appear in print,' they should be indelibly stamped in our hearts." (MCPON Sanders)



INFORMATION SHEET 2-1-1 CPO CREED

During the course of this day you have been caused to humbly accept challengse and face adversity. This you have accomplished with rare good grace. Pointless as some of these challenges may have seemed, there were valid, time-honored reasons behind each pointed barb. It was necessary to meet these hurdles with blind faith in the fellowship of CPOs. The goal was to instill in you that trust is inherent with the donning of the uniform of a chief. It was our intent to impress upon you that challenge is good: a great and necessary reality which cannot mar you — which, in fact, strengthens you. In your future as a CPO, you will be forced to endure adversity far beyond that imposed upon you today. You must face each challenge and adversity with the same dignity and good grace you demonstrated today. By experience, by performance, and by testing, you have been this day advanced to CPO. In the United States Navy—and only in the United States Navy—the rank of E7 carries with it unique responsibilities and privileges you are now bound to observe and expected to fulfill. Your entire way of life is now changed. More will be expected of you; more will be demanded of you. Not because you are an E7 but because you are now a CPO. You have not merely been promoted one paygrade, you have joined an exclusive fellowship and, as in all fellowships, you have a special responsibility to your comrades, even as they have a special responsibility to you. This is why we in the United States Navy may maintain with pride our feelings of accomplishment once we have attained the position of CPO. Your new responsibilities and privileges do not appear in print. They have no official standing; they cannot be referred to by name, number, nor file. They have existed for over 100 years. chiefs before you have freely accepted responsibility beyond the call of printed assignment. Their actions and their performance demanded the respect of their seniors as well as their juniors. It is now required that you be the fountain of wisdom, the ambassador of good will, the authority in personal relations as well as in technical applications. “Ask the chief” is a household phrase in and out of the Navy. You are now the chief. The exalted position you have now achieved—and the word exalted is used advisedly—exists because of the attitude and performance of the chiefs before you. It shall exist only as long as you and your fellow chiefs maintain these standards. It was our intention that you never forget this day. It was our intention to test you, to try you, and to accept you. Your performance has assured us that you will wear “the hat” with the same pride as your comrades in arms before you. We take a deep and sincere pleasure in clasping your hand, and accepting you as a CPO in the United States Navy. (OPOOA/Rev 92, United States Navy Chief Petty Officer Creed, Accessed from www.goatlocker.org/creed1.htm, September 22, 2005.)



OUTLINE SHEET 2-2 PROFESSIONALISM AND ETHICS

1. Introduction

In this topic, the Navy’s Core Values are covered with emphasis on the need for professionalism and ethics based on personal character and integrity. Also discussed are problems that can occur when the Core Values are not followed, such as hazing.

2. Navy Core Values

The Navy's Core Values of honor, courage, and commitment are instilled in the oath that every person who enters the service takes.

Honor – “I will bear true faith and allegiance…”

“Accordingly, we will: abide by an uncompromising code of integrity, taking responsibility for our actions and keeping our word; fulfill or exceed our legal and ethical responsibilities in our public and personal lives twenty four hours a day” (NAVOP 030/92, p.1).

Courage – “I will support and defend…” “Courage is the value that gives us the moral and mental strength to do what is right even in the face of personal or professional adversity” (NAVOP 030/92, p.2).

Commitment – “I will obey the orders…”

“Accordingly, we will be committed to positive change and constant improvement. The day-to-day duty of every Navy man and woman is to work together as a team to improve the quality of our work, our people, and ourselves.” (NAVOP 030/92, p. 2). This commitment to positive change and constant improvement provides an important building block in the foundation of leadership-by-example, and is independent of rank, rate, and job assignment. Each of the Navy's three Core Values has elements that make it the Navy's system of values.

a. Aligning Value Systems to Navy Core Values

(1) Values Alignment

(a) Values alignment is important to leaders because of its potential to influence

workplace attitudes, behaviors, and outputs. Without some degree of values alignment, the best we can hope for is compliance, not commitment.



(b) Value congruence or alignment occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own. When values differ, conflicts over goals and the means to achieve them may result.

(c) As a leader, you must align your value system with the Navy’s value system, and

you must also work to align the values of your people.

(d) Since leaders cannot directly observe others’ values, they can work at values alignment without knowing what the other person's values are by practicing the behaviors listed below.

(e) The cornerstone of our future will be the character of each service member, from

the newest recruit or civilian employee to our senior leadership (NAVOP 030/92).

(2) Personal Integrity

(a) Personal integrity is about “walking-the-walk and talking-the-talk”—meaning, an individual lives consistently with their principles. Personal integrity for Navy personnel is about demonstrating the principles espoused by the Core Values.

(b) Personal integrity involves weighing the balance of our personal convictions and

values along with the charge before us as leaders and representatives of the United States Navy. Personal integrity often requires an individual to put aside personal preferences and natural tendencies and take the high road.

(c) Personal integrity requires paying a price. It is often much easier to go along with

the crowd, take the easy way out, turn your back, look the other way, or not rock the boat. But in the long run, standing for your personal integrity brings the personal satisfaction of knowing you stood for that which is more enduring.

(d) An individual’s personal integrity will be tested, often repeatedly. Anyone who

chooses to be a leader will face more tests of personal integrity. This is why it is important to know what your guidelines are, to know what your values and principles are.

b. Accountability for Unethical Behavior

Leaders and Sailors must understand members of the military are called to a higher standard. Every subordinate’s apparent system of values must be compared to the Navy’s Core Values. Where misalignments exist, leaders must take action to bring the subordinate’s system of values into alignment with the Navy’s Core Values. Leaders must ensure those who do not uphold the higher standards of ethical behavior are held accountable.



Because individuals come to the Navy with a variety of personal morals, values, beliefs, and principles, it is necessary to have some standard to hold everyone accountable. Within the parameters of Navy standards, there is room for widely differing individual values. However, a behavioral standard must be maintained in order for there to be order, fairness, and justice.



OUTLINE SHEET 2-3 SERVICE MOTIVATION

1. Introduction

This topic addresses what service motivation is and whose service motivation the LCPO has the opportunity to impact, as well as who impacts the LCPO service motivation.

2. Service Motivation

Service motivation means:

• Creating and sustaining an organizational culture which permits others to provide the quality of service essential to high performance.

• Enabling others to acquire the tools and support they need to perform well. • Showing a commitment to military service.

• Influencing others toward esprit de corps and meaningful contributions to mission

accomplishment. 3. Circles of Influence

As a chief, not only do you impact those within your direct influence, but to some degree you have the opportunity to impact every Sailor in the Navy. You may not always realize you are doing so, but as chief, you are a role model, and everything you do has the potential to influence Sailors, either positively or negatively.



In turn, all of those within your circle of influence can affect your service motivation. However, it is your responsibility as a CPO to make sure that you do not pass on that negative influence. If someone or something within your circle of influence is negatively impacting your service motivation, you must do your best to protect your Sailors from that influence. CPOs should be role models to their fellow Sailors.



INFORMATION SHEET 2-3-1

HAZING A. INTRODUCTION

Hazing is an issue every military member, regardless of their rank or position, shall not tolerate and must make every effort to stop. As an LCPO, you should address and correct, in your work center and in other environments, where an incident includes military members. Hazing not only contravenes Navy Core Values and service motivation, but it can do physical and psychological harm to the intended victims. Any members who were actively involved, or aware of a hazing incident will be subject to the appropriate administrative or punitive action as prescribed under the UCMJ. Awareness of the work center climate and the interactions of your personnel is one of the best resources you can use to ensure hazing is stopped before it's started.

B. HAZING POLICY

The Department of the Navy’s policy on hazing is specified in SECNAVINST 1610.2, which may be located at http://neds.daps.dla.mil/Directives/table40.html by selecting the “SECNAV 1610.2A” link from the table.



OUTLINE SHEET 2-4 TEAM BUILDING

1. Introduction

A common vision, trust, support, and common goals are all elements involved in team development.

2. Stages of Team Development and Dynamics

A normal pattern for maturing groups as they become fully functioning teams is to evolve through the following sequence of stages: Forming In the forming stage the group members explore the parameters of what is acceptable, both to their coworkers and to the group’s leader. During this stage excitement, optimism, and anticipation often mix with feelings of anxiety about the uncertainties ahead.

Characteristics Non-genuine, “Plastic” smiles Only a few talking or nervous chatter

Issues Who’s who in the room Why are we here How do I fit in

Task Build group trust Establish group mission

How To Facilitate Establish preliminary norms Introductions and backgrounds Define the group mission or purpose

Storming The storming stage includes a period of adjustment in which group members resist collaborating with each other due to differences in attitude, preferences, experience levels, and perceptions of what the problems and their solutions are.

Characteristics Members engage in selling rather than listening Ideology outweighs facts Tendency to premature voting Environment feels hostile

Issues How can I protect my own area How can I get what I want/need How can I influence this group

Task Develop methods for managing conflict Move focus from “me” to “we”

How To Facilitate Revise and follow norms Observe and provide feedback on group process Focus on facts, not personalities



Norming The norming stage marks the end of the period of personal adjustment and conflict, and the beginning of a period of equilibrium in which group members begin to think in terms of team-centered task definition and accomplishment. They begin to reconcile competing loyalties and responsibilities, and to understand that no individual can accomplish the necessary goals alone. Overall, a growing sense of membership in a unique group overcomes petty personal differences.

Characteristics More active participation Hidden agendas being revealed Sub-groups forming Leaders emerging

Issues What are we to accomplish How will we accomplish our work Who will be responsible for what

Task Establish clear objectives Agree upon a problem-solving method Clarify individual and sub-group content roles

How To Facilitate Use chartpack Use norms from forming stage Obtain clear direction from outside of group Negotiate individual group member responsibilities Facilitate development of problem-solving methods with high buy-in

Performing In the performing stage, the team members roll up their sleeves and get to work. They now define and solve problems as a cohesive group, and take proactive approaches which involve the abilities and experiences of each member. There is a sense of progress, and a mutually shared belief that all efforts are contributing to the larger organization’s mission.

Characteristics All group members share a common sense of purpose Information is shared openly and efficiently Members both challenge and support one another An accepted problem-solving method produces innovative decisions Decisions are implemented fully

Issues How can we prevent rather than fix problems How can we do our jobs better, quicker, and more efficiently How can we put smiles on the faces of those depending on us

Task Develop methods of continuous improvement Move focus from “we” to “the Command and the mission” Increase innovative and creative approaches

How To Facilitate See “Team Effectiveness Assessment”



3. Team Leadership Teams are able, over time, to self manage their activities and conflicts. The developmental stage of a team is usually a good indicator of exactly how involved a team leader should be.

Phase 1 – Supervisor

In the initial phase, the team leader is in the center of the team’s activities.

Team Issues Team members Learning roles Tasks/procedures being learned Crisis may occur as mistakes are made

Leader’s roles Controls work of team members Directs team members to tasks Personally follows-up on each team member

Phase 2 – Coach

In the next phase, the team leader is part of the team circle.

Team Issues Practicing procedures Developing alternatives Acquiring task competence Learning to work together

Leader’s roles Clarifies direction Provides encouragement Teaches methodology Reinforces learning

Phase 3 – Monitor

In the third phase, the team leader is outside the team yet still on the fringe.

Team Issues Team members are trying new methods Problem-solving

Leader’s roles Examines team performance Checks progress and provides supportive feedback Provides additional resources Integrates team member’s ideas into holistic framework

Phase 4 – Consultant

In the final phase, the team leader is distanced from the team.

Team Issues Team members are performing together The task and procedures have become second nature The team is developing its own procedures The team members are committed to something larger than themselves

Leader’s roles Unaware of team’s daily activities Team feels fully empowered If needed, communicates team’s activities, desires, and progress throughout organization Available to the team to provide assistance if needed



INFORMATION SHEET 2-4-1 TEAM DYNAMICS

A. INTRODUCTION

This topic provides information that an LCPO can use to recognize team dynamics and improve them where deemed necessary.

B. INFORMATION

1. Group Dynamics

“Group dynamics are the forces operating in groups that affect group performance and member satisfaction” (Schermerhorn, Managing Organizational Behavior, pg. 296). The efficiency and effectiveness of a team are directly impacted by the interaction of the personalities of its team members. A team that fails to build relationships among its members will waste time on struggles for control and on endless discussions that lead nowhere. The more that is known about what to expect as a group progresses, the better equipped the team leader is to handle the difficulties. All newcomers to a team environment at some point think about how they will fit into the team. The new members will also wonder how relationships within the team evolve and possibly disrupt the team. The final area of concern for new team members is how their parent division or department will be affected by his or her new team membership (Scholtes, The Team Handbook, pg. 6-1 – 6-4). These concerns usually appear during the various stages of team development shown above.

2. Disruptive Behaviors in a Group

(Schermerhorn, pg. 302-304)

One aspect of group dynamics a team leader should be aware is disruptive behaviors. These are any behaviors that could harm the team development process. Good team members avoid the following behaviors and help other members do the same: a. Being aggressive toward other members.

b. Withdrawing and refusing to cooperate with others.

c. Horsing around when there is work to be done.

d. Using the group as a forum for self-confession.

e. Talking about irrelevant matters.



f. Trying to compete for attention and recognition.

3. Role and Role Dynamics (Schermerhorn, pg. 333-334)

Expectations of team members can create problems for any leader, member, or team. Team members wonder if the expectations of the group will be fulfilled and what others expect of them.

a. Role

The term role is used to describe a set of expectations for the behavior of a person. The team building process is designed to help overcome any anxieties before they become problems.

b. Role Ambiguity

Role ambiguity occurs when a team member is unsure about what other members expect of him or her. This uncertainty also raises anxieties and can create problems.

c. Role Conflict

Role conflict occurs when a person is unable to respond to the expectations of one or more group members. It may be due to overload or incompatibility.

d. Role Negotiation

Role negotiation is a team-building technique that can help teams accomplish the establishment and maintenance of healthy group agreements. It is a process through which individuals negotiate with one another to clarify expectations about what each should be giving and receiving as team members. If a team decides they need a system to help negotiate individual group member responsibilities, or clarify expectations, the following eight steps can be used:

1. Individuals write lists of things he or she want other group members to do more or do better.

2. Individuals write lists of things he or she want other group members to do less

or stop doing.

3. Individuals write lists of things they want other group members to keep doing.

4. Individuals share and discuss these lists with the group as a whole.

5. Members meet in pairs to discuss the lists they have for each other.



6. Members of these pairs negotiate action contracts that benefit both each other

and the group.

7. These contracts are written and shared with the group as a whole.

8. The group “revisits” these contracts at regular intervals to monitor and update them.

Role negotiation may occur during the “norming” stage to prevent “storming” reoccurrence.



INFORMATION SHEET 2-4-2 EFFECTIVE TEAM CHARACTERISTICS

A. INTRODUCTION

This topic provides information that an LCPO can use to recognize team characteristics and improve them where deemed necessary.

B. INFORMATION 1. High Performing Teams

(Blanchard, The One Minute Manager Builds High Performing Teams, pg. 35-58)

Situational Leadership can be applied to individuals and groups. The behavior of a leader is fundamentally unchanged even if the number of followers is increased. In the High Performance Team Model, Blanchard refers to the follower development components as productivity and morale. He refers to these four developmental stages as orientation, dissatisfaction, production, and resolution.

2. Characteristics of Effective Teams (Scholtes, The Team Handbook, pg. 6-10 – 6-22; Blanchard, pg.19-24)

Effective teams develop through discipline and hard work. There are certain attributes common to effective teams. Some of those are listed below.

a. Inspired leadership

An inspired leader will: (1) Ensure that each team member knows his or her specific role. (2) Sense trouble ahead of time and proactively curb it. (3) Keep the work flowing toward goal and mission accomplishment. (4) Ensure that all team members have an opportunity to contribute. (5) Listen before speaking, whenever possible. (6) Turn recognized problems into opportunities for growth. (7) Elicit trust in team members and in those outside the immediate team.



b. Specific, measurable goals

A team works best when its members understand the purpose of their efforts, especially when this purpose relates to clear, measurable objectives or goals that allow them to accurately assess their own proximity to those goals or objectives at any time. To the maximum possible extent, have team members develop the goals toward which they will aspire for the project’s duration.

c. Commitment/loyalty

Effective teams are both committed and loyal. Loyalty refers to the tendency to place the needs of the team over narrow personal needs. Commitment refers to the unflagging desire to achieve the objectives of the team. Both the commitment and the loyalty are applied in two directions, at the same time. Team members are certainly loyal to other team members and to the team as a whole. They are also loyal to the organization of which the team is a part. Similarly, effective teams are committed to the goals of the team, but team goals are only important when they support the goals of the larger organization.

d. Effective communication

• Members express themselves openly, honestly and clearly. • Members listen actively to each other and do not interrupt. • Differences of opinion and perspective are valued by all group members.

e. Success oriented

Effective teams demand clear direction. They are impatient with indecisive approaches. They want the target clearly identified so that they can go forward and accomplish. Dictated mission requirements do not constitute their only goal: those requirements represent a minimum to be accomplished. Effective teams tend to tie their own success measures to the extent to which they have surpassed external requirements.

f. External environment awareness

Effective teams are aware of what each member is doing, the dynamics between each team member and, perhaps most importantly, the relationship between team performance and relevant factors outside of the team. There are several reasons why this external awareness is essential for team effectiveness. The reasons are:

• Team functioning must lead to organizational optimization and avoid sub-

optimization.

• Team outputs must be refined to merge with other organizational outputs.



• External awareness will provide advanced warning of changes in organization

direction.

• External awareness provides opportunities for collaboration and synergy.

g. Progressive thinking

Effective teams tend to be innovative in their approaches to problems. They know how problems have been solved in the past and they frequently make use of this knowledge to avoid constantly re-inventing the wheel. At the same time, they carefully avoid being held captive by old approaches that fail to provide lasting solutions. They want to apply permanent fixes and don’t hesitate to seek new solutions to accomplish that end.

h. Recognition

Recognition is important because it reinforces what is important. In high performing teams:

• Individual contributions are recognized by the leader and other team

members. • Team accomplishments are recognized by team members. • Team members feel respected. • The organization or command recognizes and values team contributions

(Blanchard, pg. 23). 3. Team Roles and Responsibilities

Each team member has clear responsibilities and expectations. Leaders must understand those responsibilities and expectations in order to lead a team effectively. Four team member responsibilities are as follows:

a. The team leader plans and orchestrates the team’s activities. This includes scheduling

and conducting meetings, handling or assigning administrative details, and overseeing preparations for reports and presentations.

b. The process advisor focuses on the process by which the team generates its product in

order to see where specific improvements can be made to efficiency and effectiveness on the road to the team’s destination.

c. The recorder fills a rotating role of capturing the main ideas of a given meeting in

whatever form is most appropriate. For instance, the recorder may capture a cause-and-effect diagram from a chartpak that is the best single record of what happened at that meeting, and publish this for all team members prior to the next meeting. This person also maintains accurate updated records and files, and coordinates team-related administrative activities.



d. Team members share knowledge and expertise, attend all meetings, carry out assignments, participate in discussions, and adhere to the already-agreed-upon ground rules.


Leading Chief Petty Officer Leadership Course SG 3-1 Developing

TOPIC SHEET 3-1 DEVELOPING

A. INTRODUCTION

Developing covers information that will provide you with the tools to support the mission through the personal and professional development of your personnel. By creating a diverse work center, monitoring your manpower, recognizing and rewarding personnel, being a mentor, and utilizing proper counseling techniques to both correct deficiencies and acknowledge strengths, you will be better able to support those within your circle of influence and thus better support the mission.


Apply techniques for targeting the audience when preparing formal and informal briefings.

Research your subject when preparing briefings for individuals or groups.

Utilize oral communication techniques to prepare a presentation.

Discuss how to best utilize the diversity of personnel’s abilities.

Discuss techniques to foster an open work center.

Discuss techniques and resources to manage staffing requirements and shortfalls.

Discuss techniques and resources to develop Sailors.

Identify resources for personnel development.

Discuss methods to ensure proper utilization of personnel.

Discuss empowerment.

Identify mentor qualities.

Discuss ways to develop Junior Officers (JOs).

Discuss techniques for recognizing personnel and rewarding performance.

Demonstrate appropriate techniques when counseling personnel on performance.


Topic Sheet 3-1, Developing



Complete:


None


These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson.

1. Covey, S. R. (1992). Principle-Centered Leadership. New York: Fireside Books. 2. Enlisted Distribution and Verification Report User’s Manual (EDVRMAN) 3. Ivey, A. E. & Ivey, M. B. (1998). Intentional Interviewing And Counseling. Pacific

Grove, CA: Brooks/Cole Publishing Company. 4. Levine, Terry. (1999). The Top 10 Ways to Empower Your Employees. CoachVille,

LLC. Found 10/05/05 at http://www.topten.org/public/AC/AC63.html. 5. Lynch, R. & Vineyard, S. (1991). Secrets of Leadership. Downers Grove, IL: Heritage

Arts Publishing. 6. Minor, M. (1989). Coaching and Counseling: A Practical Guide for Managers. Menlo

Park, CA: Crisp Publications. 7. NAVADMIN 219/97. Enlisted Warfare Qualifications Policy Changes. 8. Naval Military Personnel Command. (1985). Command Excellence: What it Takes to be

the Best! Washington, DC: Department of the Navy. 9. NAVEDTRA 135 (series). Navy School Management Manual. 10. NAVEDTRA 11121 (series). Educational Services Officer. 11. http://www.navycollege.navy.mil/ 12. OPNAVINST 1500.19 (series). Authority and Responsibility of Fleet Commanders in

Chief Atlantic and Pacific and the Chief of Naval Education and Training for Naval Education and Training Activities Ashore.

13. OPNAVINST 1550.8 (series). Development, Review and Approval of New or Modified

Training Curricula.

http://www.topten.org/public/AC/AC63.html



14. OPNAVINST 1560.10B (series). United States Military Apprenticeship Program (USMAP)


1. Topic Sheet 3-1: Developing

2. Outline Sheet 3-1: Leveraging Diversity

3. Outline Sheet 3-2: Human Resource Management 4. Outline Sheet 3-3: Developing People 5. Information Sheet 3-3-1: The Top Ten Ways to Empower Your Sailors 6. Information Sheet 3-3-2: Mentoring 7. Information Sheet 3-3-3: Rewards and Recognition 8. Information Sheet 3-3-4: Education and Training Opportunities 9. Information Sheet 3-3-5: Career Planning 10. Information Sheet 3-3-6: Selection Boards

11. Outline Sheet 3-4: Counseling



OUTLINE SHEET 3-1 LEVERAGING DIVERSITY

1. Introduction

A Chief Petty Officer (CPO) is responsible for facilitating and managing an inclusive workplace, where techniques that embody the principles of diversity are used to maximize the talents of each person.

2. Diversity Definition

On Navy Knowledge Online, diversity is defined as, “the creativity, culture, ethnicity, gender, race, religion, skills and talents of Sailors and civilians that enhance the mission readiness of the Navy.”

3. Diversity Concepts

The desired outcome of diversity is a workplace free of discrimination with equal opportunities for all. Every organization should view and accept differences as assets. The Navy’s diversity vision is that of a Navy that continually invests in the strength of America’s diversity, where every Sailor and civilian can prosper and contribute to mission readiness. The Navy’s diversity mission is to ensure success in an environment that encourages and enables all Sailors and civilians to reach their personal and professional potential.

4. Diversity Obstacles

Workplace diversity can be adversely affected by “isms.” An “ism” is any attitude or action, conscious or unconscious, of an individual or institution that Sailors a person or group because of:

a. Race b. Color c. Sex d. Religion e. National origin f. Disability g. Age

5. Inclusive Environments

In an organization that values diversity, individuals work as cohesive teams, which take full advantage of various backgrounds, communities, education, and technical skills to successfully achieve mission readiness.



OUTLINE SHEET 3-2 HUMAN RESOURCE MANAGEMENT

1. Introduction

This Outline Sheet provides familiarization with the sections of the Enlisted Distribution Verification Report (EDVR) and key terms.

2. The EDVR consists of 12 sections:

Section 1 - Prospective Gains Section 2 - Prospective Losses Section 3 - Personnel Onboard for Temporary Duty, in a Deserter Status, or

Administratively Dropped from Navy Strength Accounts Section 4 - Total Personnel Onboard in Distribution Community Sequence Section 5 - Personnel Status Summary Section 6 – Distribution Navy Enlisted Classification Code (DNEC) Management Section 7 - NEC Billet and Personnel Inventory Section 8 - NEC Inventory Section Section 9 - Officer and Enlisted Diary Message Summary Section 10 - Duty Preference Listing Section 11 - Security and Data Validation Section (distributed separately) Section 12 - TAD and Embarked Personnel

a. Key EDVR terms:

• NMP - The Navy Manning Plan. It is the fair-sharing of available personnel assets after fully manning CNO Pri 1 and 2 projects.

• NMP Rule - Refers to the NMP priority for each billet. • CUR BA - Current Billets Authorized. This is the current month’s organizational

manning.

• P-9 BA - Projected Billets Authorized nine months from the current month.



• P-9 NMP - Projected Navy Manning Plan nine months from the current month. This

is the anticipated manpower authorization.

• COB - Current on Board. Reflects the number of personnel assigned in the month indicated.

• POB1 through 9 - Projected on Board month by month for the next nine months. • P-9 NMP minus POB9 determines how many additional personnel will be required to

bring the activity’s onboard strength to the NMP level. These requirements are known as requisitions and are generated by the Enlisted Personnel Requisition System (EPRES).

• N RQN - The quality and quantity of personnel required to bring a distribution rating from TOTAL POB9 to TOTAL P-9 NMP.

• P RQN - The quality and quantity of personnel required to bring the rating’s strength by pay grade to within plus or minus one pay grade of the NMP (a rating may be manned at total NMP but not have the proper strength by pay grade).

• A RQN - The quality and quantity of personnel required to bring a rating from TOTAL NMP to TOTAL BA.

• CUR M+1 - Delineates mobilization (or wartime) billets that are currently effective one month after mobilization.

• P-9 M+1 - The current activity mobilization billets projected nine months in the

future.

3. AMD (Activity Manning Document)

a. The AMD is a single source document that provides the quantitative and qualitative manpower requirements (military, civilian and contractor) and manpower authorizations (military) allocated to a naval activity to perform its assigned MFTs or ROC/POE. The AMD contains current and future peacetime and mobilization manpower requirements and authorizations. It is used for personnel strength planning, recruiting, training, promotion, and personnel distribution.

b. AMD Description

(1) Current Manpower Requirement and Authorization Total by Paygrade or Category Page

(a) A general overall manpower summary of the current total manpower requirements

and authorizations for all activities under a parent organization and/or individual activity is found at the end of an AMD. This information is divided into three



categories: (1) officer (designation category and paygrade), (2) enlisted (paygrade), and (3) civilian (pay plan and paygrade).

(2) Activity, Manpower Requirement, and Manpower Authorization Information Pages

(a) These pages contain descriptive information on a specific activity and its approved manpower requirements and authorizations.

(3) Activity Descriptive Information

(a) This section provides essential information pertaining to the activity, including

the Chain of Command (COC), for both manpower and personnel issues. The manpower claimant submits changes to this section to NAVMAC, then NAVMAC forwards this information to CNO (N12). If the affected activity is listed in the Standard Navy Distribution List (SNDL), manpower claimants must reference the approved OPNAVNOTE 3111 or OPNAVNOTE 5450 from CNO (N09B22).

(4) Manpower Retirement Information

(a) This section provides statements of military and/or civilian manpower and

associated skills determined by an approved manpower study based on the activity’s MFTs or ROC/POE. Submit change(s) to this section to NAVMAC via the manpower claimant using the AMD Change Request.

(5) Manpower Authorization Information

(a) This section provides statements of military and/or civilian manpower and

associated skills determined by the available resources to fund the manpower requirement. Submit change(s) to this section to NAVMAC via the manpower claimant, using the AMD Change Request.



OUTLINE SHEET 3-3 DEVELOPING PEOPLE

1. Introduction

This Outline Sheet, Developing People, provides you with the tools you need to advance the personal and professional development of personnel within your circle of influence through the use of rewards and recognition, mentor programs, career development plans, education and training, and proper counseling techniques.

2. Subordinate Development

The goal of subordinate development is multi-faceted. Several of the positive outcomes of developing Sailors are:

a. Individual’s knowledge and skills increased b. Organization’s total knowledge and skills increased

c. Synergy created within and between departments for a positive impact on mission

effectiveness

d. Increased availability of cross-trained personnel for enhanced mission effectiveness

One way superior commands promote training and development is “…All levels participate in training and development (Naval Military Personnel Command, 1985),” including the CPO Mess and Petty Officer First Class Mess. In addition, “They (superior commands) realize that the more proficient each person is, the better the overall performance of the command will be.”

3. Individual Responsibility For Personal and Subordinate Development

“The common denominator of success is a strong, empowering, guiding, inspiring, uplifting purpose (Covey, 1992).” Your responsibility for personal and professional development centers on your goals, or your purpose. Consider career development from recruit to retirement. You, as an Advanced Enlisted Leader, may feel you have reached your pinnacle; yet, in this continuum, you may be just beyond the halfway point. There is more you can do to improve both personally and professionally. Continuing your personal development as well as your professional development is important because, as an Advanced Enlisted Leader, your guidance to your Sailors is vital to their career success. An important part of guidance is the example you set; or “walking the talk.”

4. Education and Training

Education and training are vital aspects of personal and professional development. They provide knowledge and skills, which in turn help build confidence and self-esteem. The major difference between education and training is education is considered knowledge-based,



and training is considered skill-based. The Navy’s education and training system supports that difference.

a. Education

The Navy’s formal system of enlisted education is the Navy College Program, described in Information Sheet 3-3-4, Education and Training Opportunities.

b. Training

Training is organized into two types, general skill training and fleet training. Both general and fleet training have a single purpose, and that is to “…provide the Fleet trained personnel capable of maintaining, operating, and employing effectively the ships, aircraft, and weapons systems with which the fleets have been equipped, and also to provide trained personnel for logistic and other essential support.” Table 1 is a summary of the courses providing general skill and fleet training offered within the Navy Education and Training Command. The courses are defined according to the type of training provided.

Class “A”. Provides basic knowledge and skills required to prepare for rating entry-level performance. This includes initial skill training (i.e., Apprentice Training “A” Schools), rating conversion training (i.e., Master of Arms Training), initial skill Remedial Training, and entry-level officer training. An NEC will not normally be awarded. May award an MOS. (Primary funding source: NAVPERSCOM).

AA Apprenticeship Training AO Officer Prep Schools not associated with

professional development programs AP Enlisted Preparatory Courses AR Initial Skill Training - Enlisted Remedial

Training A1 Initial Skill Training - Enlisted “A” School A2 Initial Skill Training - Officer A3 Initial Skill Training - Enlisted “A” School

and/or “A” School Pipeline courses that award an NEC

A4 Initial Skill Training - Enlisted Non-Accession “A” School

A5 Initial Skill Training - Enlisted Medical “A” School

A6 Initial Skill Training - Officer Medical

Class “C”. Provides advanced specialized skill/knowledge/aptitude/ qualification training required to fill a particular billet (one which requires a specific skill code is NEC/officer billet specialty training (BST) coded). Course completion awards an NEC or officer BST. May also award an MOS. (Primary funding source: NAVPERSCOM.)

C1 Skill Progression Training - Enlisted NEC C2 Skill Progression Training - Officer Billet

Specialty Training C5 Skill Progression Training - Enlisted Medical

NEC C6 Skill Progression Training - Officer Medical

Billet Specialty CX Skill Progression Training - Officer Medical

(Resident Only)

Class “D”. Provides individual, not rating-specific training/education such as LTC, ClAC, non-pipeline refresher training specified by NAVPERSCOM/OPNAV directives. (Primary funding source: NAVPERSCOM.)

D1 Professional Development Functional Skill Training - Enlisted

D2 Professional Development Functional Skill Training – Officer



Class “E”. Designed to provide formal professional educational instruction in a general or particular field of study, which may lead to an academic degree.

E1 Professional Development Education - Senior Service College

E2 Professional Development Education - Immediate Service School

E3 Graduate Education for sub-specialty, full-time, funded-Degree Program

E4 Undergraduate Education - Degree Program E5 Postgraduate Education - Degree Program E6 Non-degree Education Program E7 Health Education Programs E8 Other Education Programs

Class “F”. Provides individual functional skill or rating-specific training as required by Fleet or Type Commander. No NEC is awarded. (Primary funding source: Fleet. Alternate funding: NAVPERSCOM on CNP approved case-by-case basis.)

F1 Functional Training - Enlisted F2 Functional Training - Officer F3 Functional Training - Enlisted PCS (CNP-

approved) F4 Functional Training - Officer PCS (CNP-

approved)

Class “G”. Provides prerequisite knowledge/skills/techniques in a segment course of an NEC-awarding pipeline and is not a rating-wide requirement. By itself, it does not award an NEC/officer BST. (Primary funding source: NAVPERSCOM). NAVPERSCOM funds will not normally be designated for personnel attending these courses outside the NEC-awarding pipeline unless a valid need is demonstrated (e.g., emergent operational requirements) and the funding exception has been approved by CNP.

G1 Pipeline Skill Progression Training - Enlisted G2 Pipeline Skill Progression Training - Officer G5 Pipeline Skill Progression Training - Enlisted

Medical G6 Pipeline Skill Progression Training - Officer

Medical

Class “M”. Training courses provided for USMC personnel only. These may have been “C” courses, but since they do not award an NEC and could award an MOS, they are now “M” courses.

M1 Initial Skill Training - USMC Enlisted M2 Initial Skill Training - USMC Officer M3 Specialized Skill Training - USMC Enlisted M4 Specialized Skill Training - USMC Officer

Class “P”. Officer acquisition programs designed to provide undergraduate education and/or indoctrination and basic training in fundamentals, preliminaries or principles to midshipmen, officer candidates, and other newly commissioned officers (except those acquired through Class “V” programs).

PB Health Profession Acquisition Military Programs

PC Other Programs PD PD Preparatory School P1 Officer Acquisition Training (Academy) P2 NROTC (Naval Reserve Officer Training

Corps) P3 NJROTC (Naval Junior Reserve Officer

Training Corps) P4 AVROC II (Aviation Reserve Officer

Candidate Program) P5 ROC (Reserve Officer Candidate) P6 OCS (Officer Candidate School) P7 AOC (Pre-Commissioning Aviation Officer

Candidate) P8 NFO (Pre-Commissioning Naval Flight Officer) P9 NUPOCS-S (Nuclear Propulsion Officer

Candidate) Surface



Class “R”. Training upon initial enlistment or induction, which provides the general indoctrination and prepares the recruit for early adjustment to military life by providing skills and knowledge in basic military subjects.

R1 Recruit Training R2 OVSET Training (Other Service Veteran) R3 NAVET Training R4 ARTS/FAST

Class “T”. Provides team functional skill or rate-specific team refresher training as required by Fleet or Type Commander. (Primary funding source: Fleet. Alternate funding: NAVPERSCOM on a CNP approved case-by-case basis.) An NEC will not be awarded.

T1 Team Functional Skill Training - Enlisted T2 Team Functional Skill Training - Officer T3 Team Functional Skill Training - Enlisted PCS (CNP approved) T4 Team Functional Skill Training - Officer PCS (CNP approved)

Class “V”. Provides the skills that lead to the designation of Naval Aviator or Naval Flight Officer (NFO). Use is restricted to CNATRA.

V1 Undergraduate NASC/PRIM Flight Training V2 Undergraduate Flight Training - PROP V3 Undergraduate Flight Training - JET V4 Undergraduate Flight Training - HELO V5 Undergraduate NFO Training V6 Undergraduate Flight Surgeon/Test Pilot V7 Transition Pilot/NFO V8 Instructor Under Training Pilot/NFO

Table 1: Navy Training 5. Career Planning

Career planning refers to all aspects of one’s career and the way they relate to each other. Your education and training, the Navy’s advancement and assignment system, and the choice of a mentor all constitute aspects of career planning. Much of this information is covered in Information Sheet 3-3-5, Career Planning.

6. Assignment System

The Navy’s process for manning its ships, aircraft, and weapons systems with skilled operators is a complex process. An overview of that process is depicted in Figure 1. Table 2 is a brief glossary of terms used in the assignment system.



• BA - Billets Authorized. This is the ideal number of Sailors in each rating and paygrade

needed by each command to accomplish its mission. It represents 100 percent manning. • NMP - Navy Manning Plan. This gives each command its fair share of the number of

personnel available. NMP may be larger, smaller, or equal to BA. NMP is computed for the Manning Control Authorities (MCA) by Enlisted Placement Management Center (EPMAC), which compares each command’s BA with projections of Sailors due for transfer nine months in the future.

• REQ - The requisition. This is a computerized listing of billets requiring relief. It’s prepared by EPMAC. Billets are listed by commands, paygrade, rating, and NEC, in the MCA order of priority. This is the order the detailer must follow to fill them.

• MCA - Manning Control Authority. The four MCAs (NAVPERSCOM, COMPACFLT, COMLANTFLT, COMNAVRESFOR) exercise responsibility for manning all the Navy’s enlisted billets. The MCAs decide the priority assigned to billets on the REQs.

• PRD - Projected Rotation Date. This is the month and year in which you should expect to transfer. It is also used in the REQ to determine when your relief is due. The REQ for your relief will show up in the detailer’s office nine months before your PRD.

• EAOS - Expiration of Active Obligated Service. This is the date on which you separate from active duty. It does not generate a requisition for your replacement. If at the last minute you decide to re-enlist, a PRD will be established and a REQ will be generated for nine months in the future.

• MAT - Minimum Activity Tour. This is the minimum tour length you have to complete before you can be transferred. Most commands have a 24-month minimum activity tour. This assures each command gets stability from your assignment.

• MST - Maximum Sea Tour. This is the maximum amount of time you should expect to serve in a seagoing command.

Table 2: Glossary of Terms



Figure 1 is a graphical representation of some of the entities involved in the assignment system. The process begins with a billet, to which a Sailor will eventually be assigned.

Figure 1: Assignment System

To support the requirement for these billets, each activity has documents that explain its mission and how many of each type of Sailor is required for that mission.

The Type Commander (TYCOM) monitors unit readiness and forwards unit personnel requirements, both short-term and long-term, to the respective Manning Control Authorities (MCA).

The MCAs are responsible for developing the manning and prioritization policies that determine the quality, quantity, and priority for assignment of personnel to all billets within a command. They communicate those prioritized requirements to the Enlisted Personnel Management Center (EPMAC), which tracks personnel readiness levels for all naval units. They also act as an agent to all the MCAs in the placement function by generating the requisition as well as detailing all seamen, airmen, and firemen. The requisition is used by the detailers at the Naval Personnel Command (NAVPERSCOM) as the competent authority for all petty officers and designated strikers.

The NAVPERSCOM detailers are the vital link between Sailors and the distribution system. They convey the Fleet’s requirements via the requisition and match these requirements with Sailors who have existing qualifications (or schedule en route training when required) in order to ensure the Fleet unit receives a qualified Sailor to perform the mission. The NAVPERSCOM detailers also process all 1306 requests, coordinate spouse co-locations, duty swaps, split tours, Guard commitments, special program assignments, and provide valid career guidance.



Additionally, NAVPERSCOM is also the single point of contact for all questions concerning new construction, decommissioning, assignments to Navy billets in Washington D.C., and all joint billets, worldwide. The distribution machine involves everyone in the Navy in some way. Be it the Sailor on the deck plates, the Commanding Officer at Sea, or the CNO -- all are involved in the billeting decisions that take place to ensure the right person goes to the right assignment so our Navy can perform its mission. Be an active participant by keeping your command and NAVPERSCOM apprised of your needs and desires, and the Navy will make every effort to meet them.



INFORMATION SHEET 3-3-1 THE TOP TEN WAYS TO EMPOWER YOUR SAILORS

A. INTRODUCTION

The word empower is often overused. Many leaders talk about empowering their Sailors but often Sailors feel disempowered. Here's a list of the top 10 things you can do that will really empower your Sailors, according to Sailors, not leaders!

B. INTRODUCTION

1. Allow Sailors to actively participate in team goals.

Look for every opportunity to include Sailors at every level of the organization, in being active participants. Sailors often report getting one-way directives instead.

2. Allow Sailors to suggest better ways of getting their jobs done.

Ask for Sailors’ suggestions for other ways of getting the task or project accomplished. Listen and be willing to really hear the Sailors' comments. Sailors often report that they have no input and are told exactly how to perform their jobs, leaving no creativity.

3. Provide positive reinforcement.

Always listen and acknowledge your Sailors. Sailors often report that their decisions and actions are second-guessed and that most, if not all, feedback given is negative.

4. Clearly delegate responsibility and appropriate level of authority to accomplish the task.

Do you give inconsistent messages? Do you ask the Sailors to handle a problem or project and then give them negative feedback or give them an assignment and then say "never-mind"? Sailors often report that they are given tasks and then told they did it wrong.

5. Be clear in your communication.

When you express goals or explain projects, be sure the Sailors really understand what you are asking for. Sailors often report that the goals are unclear and that they are not sure what they are being asked to do.



6. Show you have trust in your Sailors.

Allow them to make mistakes as a form of learning. Show that it is really ok to make mistakes. Let them know you really support their decisions. Sailors often report that someone is always looking over their shoulder to make sure they do things right.

7. Listen. Listen. Listen.

Do you do most of the talking? Sailors often report that conversations are one way, comprised mostly of their ideas being criticized. They don't feel they are heard.

8. Be interested in the Sailors' career development.

Meet with Sailors and discover their goals and their wants. Sailors often report that their goals are not viewed as important in the organization.

9. Let the Sailors help you achieve success.

Are you doing it all yourself? Sailors often report that their leaders do all the tasks and that they have no way to make contributions outside their job descriptions. Look for opportunities to delegate and enhance the Sailors' career development at the same time.

10. Be a coach/mentor.

The best way to empower Sailors is not to manage them. Coach them to success. This is a process of developing their skills and providing them specific feedback to meet high standards. Sailors often report feeling like children rather than being on the same team with their leaders. Be their coach and lead the team to success! (Levine, 1999)



INFORMATION SHEET 3-3-2 MENTORING

A. INTRODUCTION

The mentoring process links an experienced person (mentor) with a less experienced person (protégé) to help foster the career development and professional growth of the protégé. Though not specifically required by a directive, some units have established a formal mentoring program. This Information Sheet explains the roles, qualifications, responsibilities, and benefits of a mentoring program.

B. INFORMATION

Mentor Protégé Command Mentoring Program A mentor is someone who offers leadership, guidance, wisdom, experience, and encouragement. A mentor asks the tough questions and communicates: • Command culture and values • Advancement targets • Principle-based decision-

making • By example, up and down the

Chain of Command

A protégé is someone who has the desire, commitment, and initiative to expand and develop their career goals. A Sailor does this by listening and learning from a mentor.

The mentoring process links an experienced person (mentor) with a less experienced person (protégé) to help foster the career development and professional growth of the protégé. Though not specifically required by a directive, some units have established a formal mentoring program.

Qualifications Qualifications Essentials A mentor must have: • Ability to influence and

persuade others • Credibility, not only with

peers, but with the entire command

• Respect from peers and seniors • Technical expertise • Desire to help the protégé as

well as the command • Commitment of both time and

energy • Active-listening skills

A protégé must have: • Ambition to advance • Ability to accept risk • Loyalty to the command and

the Navy • Intelligence and common sense • Personal responsibility • Ability to listen and follow

through on directions

Formal, or planned, mentoring concentrates on the goals of the organization. Typical command goals are: • Provide for the welfare and

safety of the crew • Reduce administrative actions

such as Captain’s Mast • Increase morale • Increase each individual’s

advancement



Responsibilities Responsibilities Elements

The mentor must give the protégé: • Insight, advice, and counsel • Support and encouragement • Upward mobility • Self-confidence and stronger

self-esteem • A safe haven for testing out

ideas and contingency plans and taking risks

• A solid role model • Constructive feedback and

critical analysis

Besides being totally dedicated, the protégé must be responsible for: • Assessing his or her individual

needs • Constructing a career

development plan • Taking initiative in skill

development • Being proactive in the

relationship • Willing to accept and follow

through on the mentor’s advice

Formal, or planned, mentoring concentrates on the needs of the organization. A typical program should have procedures in place to: • Evaluate characteristics of a

mentor • Identify the protégé • Establish guidelines • Perform roles • Evaluate the mentoring

relationship • Deal with interpersonal

relationship issues such as gender and culture

Benefits of being a mentor Benefits of being a protégé Command benefits • Personal satisfaction of giving

back to the Navy • Leaving a legacy of personal

knowledge, insight, and experience

• Career enhancement • Increased visibility within the

command • Increased power and prestige

with peers, especially Senior and Master Chief Petty Officers

• Assistance with career goals, strategies, and options

• Help in building self-confidence to grow beyond a level initially expected

• Personalized education • Increased organizational and

technical knowledge • Increased leadership skills • Increased political savvy • Broadened ideas • A safe environment for risk-

taking

• Increased productivity • Cost-effective and one-on-one

training • Increased organizational

communications • Motivated Sailors • Allows for strategic succession

planning • Provides Sailors with a sense of

stability during organizational change

• Effective method of indoctrinating new Sailors into the command

• A method of providing career guidance and role models who support the Navy’s retention efforts



INFORMATION SHEET 3-3-3 REWARDS AND RECOGNITION

A. INTRODUCTION

The following Information Sheet focuses on the need for superior commands to recognize and reward as a form of motivation as well as the rules Advanced Enlisted Leaders should follow to effectively recognize Sailors.

B. INFORMATION

1. Recognition

“Superior commands realize that one of the best ways to motivate their men (and women) is to recognize and reward success. So, in these commands there is a continual attempt to do this by formal and informal means and at all levels. Recognition and rewards include informally praising a person in a one-on-one conversation, mentioning people in the POD, giving recognition at Captain’s Call, letters of achievement and commendation, and Navy medals. Average commands reward and recognize people less frequently than superior commands (Naval Military Personnel Command, 1985).”

a. Purpose of Recognition

Recognition, both formal and informal, provides an opportunity to highlight positive contributions to the command. Positive contributions include superior performance, personal initiative, problem solving and positive attitudes.

b. Effects of Recognition Recognition is active motivation. By taking the time to reward performance that is above and beyond, you identify and reward the contributions to the command that improves effectiveness and command climate and increases the likelihood personnel will choose to do superior work.

2. Rules for Effective Recognition

Recognition should be:

a. Given Often Recognition has a short life span. Informal recognition is cost free and can be distributed frequently. However, if it is overused it can be taken for granted and not have the desired motivational impact.



b. Varied Be creative in recognition. The same “attaboy” over and over reduces its effectiveness. When recognition becomes routine or common, it no longer serves as a motivational tool.

c. Given To The Person, Not The Work Recognize the person who did the great job, not just the great job. The whole point of recognition is to generate personal pride and satisfaction in Sailors.

d. Honest The leader who hands out praise or recognition without underlying merit reduces his or her credibility and removes the motivational aspect of being recognized for a truly outstanding performance.

e. Consistent

To avoid being perceived as playing favorites you should recognize outstanding behavior in all Sailors and reward all equally for the same accomplishment.

f. Timely

To reinforce the positive aspects of behavior, recognition must occur close to the action.

g. Appropriate To The Achievement

Overdoing recognition for small deeds trivializes the recognition process. Likewise, a mere handshake for an outstanding contribution shows a lack of thought and effort on the part of the leader.

h. Perceived As Recognition And Individualized As Much As Possible

Individuals differ in the value they give rewards. The reward must match the achievement and the individual.

i. A Reward For Positive, Productive Accomplishment

Behaviors that are recognized and rewarded are more likely to occur again--so make certain that recognition supports and enhances the command’s mission.



INFORMATION SHEET 3-3-4 EDUCATION AND TRAINING OPPORTUNITIES

A. INTRODUCTION

You can access your training requirements, electronic records, development opportunities and much more at Navy Knowledge Online at https:\\wwwa.nko.navy.mil.

B. INFORMATION

NAVY COLLEGE PROGRAM 1. The Navy College Program (NCP) supports professional excellence by enhancing the

opportunity for personal development through voluntary education. This message describes the current NCP as well as future improvements.

2. The NCP integrates all components of voluntary education into a single system. While

the program is geared towards enlisted Sailors, NCP components are also available to officers (Table 1).

3. What does NCP do for Sailors? It simplifies the process and enhances the opportunity for

all Sailors to earn a college degree from any place their Navy career takes them and reminds them they are earning college credit while they continue to serve. All Sailors are automatically eligible to enroll in NCP. Those wishing to earn a college degree will still have to pursue that degree during off-duty hours. What doesn’t NCP do? NCP does not require Sailors to earn a college degree, dictate a specific time period in which a college degree should be earned, or limit the Sailor to a degree related to his/her rating. Sailors choose to participate, pursue the degree of their choice, and progress according to their individual initiative.

4. Under the Navy College Program, the following are now available:

a. Education transcript: the Sailor/Marine American Council on Education Registry

Transcript (SMART) displays recommended college credits earned for Navy training and past work experience. SMART replaces the need to attend a Navy campus workshop and the requirement to transfer Navy training course data to a form DD-295. Sailors may request an unofficial individual copy of their transcript or have an official copy sent to an education institution by contacting their local Navy College Office (formerly named Navy Campus Education Centers), or through the Navy College Center Web site or toll-free phone number (provided below). As part of NCP, Sailors will automatically receive a summary of recommended college credits upon graduation from recruit training, and “A” and “C” schools that have been evaluated for recommended college credit.

b. Rating roadmaps: highlight recommended college credit that can be earned within

individual ratings through Navy training, qualifications, and work experience during a Navy career.

https://wwwa.nko.navy.mil/portal/splash/index.jsp



c. Navy College Center: one-stop shopping for information on NCP and its components. Visit its Web site at www.navycollege.navy.mil or call DSN: 922-1828, or toll-free: 1-877-253-7122. The Website offers extensive information, answers frequently asked questions, provides the opportunity to e-mail questions and receive direct responses, and provides rating roadmaps. The toll-free number provides NCP information and assistance 7 days a week, 15 hours a day, 0700 to 2200 EST.

d. Navy College Offices: visit any of 59 Navy College Offices located at Navy facilities around the world. Offices provide counseling on college degree programs, high school completion, academic skills, tuition assistance, and other programs for both officer and enlisted members.

5. The enhancements listed above are just the beginning of what you will see. Future steps

include:

a. Expanding the American Council on Education (ACE) evaluations of Navy training.

b. New education partnerships: in addition to the current network of 85 colleges and university partners who support our education programs under the Service members Opportunity Colleges - Navy (SOCNAV), NCP will be building new partnerships with colleges and universities willing to offer degrees that maximize credit for Navy training and on-the-job experience. These additional SOCNAV partnerships will improve the enrollment process, credit transfer, and a Sailor’s opportunity to obtain a degree while on active duty. Many degree programs will be offered through distributed learning systems to facilitate access and increase availability allowing Navy Sailors stationed around the world and at sea the opportunity to pursue a college degree.

c. Degree roadmaps: the new education partners will develop degree roadmaps to allow Sailors to easily see how their credits earned from Navy training and work experience, off-duty education, and credit by examination apply to a specific degree.

d. Online transcript access: expanding the Navy College Center website to provide online access for Sailors to view and print unofficial individual copies of their SMART transcript.



Navy College Offices form a network of professional Education Services Specialists, Education Technicians, and Guidance Counselors located at 59 installations around the world. These professionals counsel and advise Navy members on all matters relating to academic programs, authorize tuition assistance, and administer all on-base education programs. Each major shore installation has a Navy College Office (NCO), which forms the backbone of the Navy College Program organization. Visit a NCO and find out how to:

• Complete a high school diploma. • Work on a technical or occupational certificate. • Improve your academic skills in reading, math, and English. • Earn a college degree.

Navy College Offices can assist you in reaching your educational goals while on active duty, by helping to: • Analyze and define your education goals and capabilities. • Review your previous college work and plan your future education and training. • Select courses and programs you will need to succeed. • Enter a suitable college, university, or technical training school, either off-base or aboard ship. • Receive financial aid. • Obtain college credit for Navy training and experience. • Earn credit-by-examination. • Obtain and review your transcript (SMART). • Review and discuss your rating roadmap.

College Preparation College Programs

High School Completion Program. Through Navy Campus, a non-high school graduate can earn a diploma or high school equivalency certificate while on active duty. High school completion courses are available both on-base and off-base during off-duty hours, with the Navy paying 100 percent of tuition costs.

On-Base Programs. Colleges and universities teach classes on base at times (evenings, weekends) most convenient for service members. Courses are offered, often in accelerated terms, at the vocational/technical, associate, bachelors, and graduate level. Completed courses count for credit toward a college degree or vocational/technical certificate.

Academic Skills Program. An enhancement program that provides no-cost courses allowing Sailors to acquire the skill levels necessary to complete job-training, function acceptably in a work environment, and qualify for advancement. Academic skills courses are designed to increase a Sailor’s knowledge of writing, computation, and comprehension with the ultimate goal of improving military training, readiness, and retention. Educational instruction is provided in English, math, and reading from the 2nd through the 12th grade level using instructors or computers. The subject of science may be included in any of the English, math, or reading subjects. Courses may be taken on- or off -duty.

Service members Opportunity Colleges Navy (SOCNAV). A worldwide consortium of colleges and universities that offer degree programs on, or accessible to, many Navy installations around the world. This national consortium of 2-year (Associate degree) and 4-year (Bachelor’s degree) accredited colleges provides degree programs that focus around the Service member’s military occupation or any other area of interest. Each SOCNAV College has agreed to accept credit from all the others, and the colleges grant credit for military training and experience to the maximum extent possible.



College Entrance Testing Defense Activity For Non-Traditional Education Support (DANTES). A DOD activity supporting all military services. It publishes several independent study/distance learning catalogs and distributes the ACE Guide, which is used by schools to determine college credit for military training and experience. The Examination Program administers: 1. Credit-by-Examination:

College Level Examination Program (CLEP) DANTES Subject Standardized Tests (DSST)

2. College Admission Examinations: Scholastic Assessment Test (SAT) American College Testing Assessment Program

(ACT) Graduate Record Examination (GRE) Law School Admissions Test (LSAT) Graduate Management Admissions Test (GMAT) PRAXIS (formerly known as National Teachers

Examination) 3. High School Level Exams and General

Education Development (GED) 4. Aptitude Tests/Interest Inventories 5. National Certification Examinations including:

Automotive Service Excellence (ASE) Electronic Technicians Association (ETA)

College-At-Sea Navy College Program for Afloat College Education (NCPACE) is an integral part of the Navy College Program. As personnel rotate to complete Navy assignments, NCPACE permits the initiation and continuation of progress towards an academic degree while at sea or stationed at remote sites. Under NCPACE, both academic skills and college courses are available. All college courses are provided from accredited institutions using onboard instructors and/or technology (computer/internet/video teleconferencing). Tuition is fully funded, but students must buy their own books.

Table 1: Navy College Program Opportunities



INFORMATION SHEET 3-3-5 CAREER PLANNING

A. INTRODUCTION

This Information Sheet provides an overview of a Sailor’s career planning from E-1 to E-9. B. INFORMATION

Rate Target Advancement*

and Time-in-rate Requirement

Advancement Prerequisites Assignments Duties

E1 SR/AR/FR/ DR/HR/CR

*This is the minimum target advancement. Time-in-service averages may differ for your rating.

N/A

E2 SA/AA/FA/ DA/HA/CA

9 months/9 months

BMR, SN/AN/FN Course Verify rating entry requirements for “A” School or OJT

E3 SN/AN/FN/ DN/HN/CN

18 months/6 months

MR PO3 Rate Training Course (as required) Navy-wide Exam

E4 PO3

2 years/12 months

MR PO2 Rate Training Course Navy-wide Exam Commissioning Programs Sailor may be eligible or desire information on: BOOST Naval Academy Seaman to Admiral NROTC

Apprenticeship at initial assignment. Sailor is learning rating skills. May begin warfare qualification.

Being an operator, repair and maintain equipment and machinery. Initial watch-standing qualifications. Collateral Duties and Community Involvement At this stage of the career, collateral duties should support divisional and department responsibilities. A PO3 may be ready for collateral duties described for PO2. Advanced Education Navy College Program enrollment. The Sailor’s focus should be on high school completion, academic skill enhancement, and/or ASVAB score improvement. Also, this level should be helping Sailors to improve their chances at commissioning programs, rating changes, etc. Some Sailors will be prepared and interested in Associate Degree work.



Rate Target

Advancement and

Time-in-rate Requirement


E5 PO2

3 years/36 months

MR PO1 Rate Training Course Navy-wide Exam PO2LTC/FLLDP/WCSLC Commissioning Programs Sailor may be eligible or desire information on Seaman to Admiral, NROTC ECP/MECP

Continuing first sea assignment or a follow-on assignment as Journeyman. Becoming more technically proficient. First duty assignment as W/C Supervisor. Complete warfare qualification. Shore Duty Initial shore duty assignment. Recommend the Sailor seek challenging assignments such as: Recruiting, Recruit Company Commander, and Instructor.

Senior watch-standers. Should now be “Trainers.” May be Watch Section/Team Leaders. Collateral Duties and Community Involvement Div MWR Rep, Div. Training PO Div. Repair Parts/Supply PO, Div PRT Rep. Collateral duties should be varied in scope and responsibilities in leadership skill development. The Sailor should support and be involved in the command’s community service projects such as, Personnel Excellence Partnerships, Campaign Drug-Free, etc. Advanced Education Enrollment in the college preparation programs as well as on-base, SOCNAV, and College-at-Sea programs.

E6 PO1

6 years/36 months

MR CPO Rate Training Course Navy-wide Exam PO1LTC/PLDP/LPO Commissioning Programs The Sailor may be eligible for: Seaman to Admiral NROTC ECP/MECP LDO (Serve in grade 1 year and at least 8 years time-in-service)

May be a second sea duty assignment. Billeted as a Dept/Div LPO. May recommend to the Sailor that each successive tour increase his or her scope and responsibilities. Shore duty assignment Oversea duty, Joint tour, and those listed in PO2

Senior watch-standers. May be Watch Section/Team Leaders Collateral Duties and Community Involvement Collateral duties should be at departmental and command levels, especially those with high visibility and the leadership responsibilities that prepare the Sailor for senior enlisted ranks, such as Command Career Counselor, or Training Team member (DCTT, CSTT, etc.). The Sailor should be leading the department/division efforts (depending on the size of the command and other variables) to support the command’s community service projects and CMEO. Advanced Education Enrollment in college programs and working toward Bachelor’s Degree requirements, if desired.



Rate Target

Advancement and

Time-in-rate Requirement


E7 CPO

9 years/36 months

MR SCPO Validation SCPO CPOLTC/ALDP/LCPO Commissioning Programs The chief may be eligible for: NROTC ECP/MECP LDO/CWO

Technical expert. Dept/Div LCPO CPOIC Primary duty assignment as an Executive Assistant, such as 3M Coordinator, CMAA, Command Career Counselor, DAPA, etc.

Qualified at the top of the watch organization. Certain rates may be afforded the opportunity to qualify at officer watch stations such as OOD Underway, and EOOW. This experience would help prepare the chief for senior enlisted as well as officer leadership opportunities. Collateral Duties and Community Involvement Command-level collateral duties. Active in, or leading the command’s community service efforts. The CMC may have various CPOs assisting the coordination of programs such as warfare qualification and indoctrination. Advanced Education Navy College Program

E8 SCPO

12 years/36 months

MR MCPO Validation MCPO Senior Enlisted Academy Eligible Commissioning Programs LDO/CWO

Dept/Div LCPO. May have collateral duty assignment as Command Senior Chief for small commands.

See those listed for CPO.

E9 MCPO

15 years Senior Enlisted Academy Commissioning Programs LDO/CWO

Dept/Div LCPO Division Officer Command Master Chief

See those listed for CPO.



INFORMATION SHEET 3-3-6 SELECTION BOARDS

A. INTRODUCTION

Selection boards, convened by the Chief of Naval Personnel, meet annually to select Chief, Senior Chief, and Master Chief Petty Officers. The board’s composition is explained in this Information Sheet. Table 1 is a diagram of the various components in the selection board process.

B. INFORMATION

Various Factors About the Sailor

Documents Provided The Selection Board

Performance Evaluation

Navy-wide Exam

Selection Board

Sustained superior performance Professional expertise Special tours Education Duty assignments Weight standards Behavior Exam score

PSR Evaluations Service record pages Candidate-provided letters to the board president

Recommended Performance Ranking

NAVADMIN message Study! 3rd Thursday in January Results

NAVADMIN message Exam results Board members Convening and Precept Panels and record review Slating Board briefed and votes Written report NAVADMIN message

Table 1: Components of Selection Board Process Factors Considered by the E-7/8/9 Boards The considerations change slightly from year to year and in no way should these factors be considered the ONLY factors influencing selection: 1. Sustained superior performance. This is the single-most important factor influencing

selection.



2. Professional expertise. Significant emphasis is placed on professional performance at sea. Although it is not necessary that a candidate presently be serving in a sea duty billet, it is a positive factor when a candidate’s record reflects demonstrated evidence of professional and managerial excellence at sea or in isolated duty assignments. It is recognized some ratings do not offer a broad opportunity for sea duty, particularly at the senior levels, and that is taken into account. Additionally, while a variety of duty assignments, especially sea duty, is highly desired, individuals having less variety but equally demanding tours may be equally qualified. In that respect, Navy members may be assured their careers will not be unfavorably affected by service over extended periods in important assignments to which they have been ordered to meet the needs of the Navy.

3. Special tours. Candidates presented to the board compete within their rating. It is

recognized, however, they are frequently detailed to duty outside their rating specialties. Many such types of duty require selectivity in assignment and special qualifications. Therefore, due consideration is given to those candidates who serve in the demanding tours of duty as instructor, recruiter, career counselor, recruit company commander, duty in the Human Goals Programs, and all other tours requiring special qualifications.

4. Education. Consideration is given to improving education level. That includes both

academic and vocational training, whether such education is gained as a result of the individual’s initiative during off-duty hours or as a participant in a Navy-sponsored program.

5. Evaluations/fitness reports and the total-person concept. Evaluations and fitness reports are

closely reviewed for both marks and narrative. Trends are identified. The marks and narrative must correspond on the evaluation/fitness report. Peer group ranking also gives the board members an indication of how candidates compare with their peers. Personal decorations, letters of commendation/community involvement also reflect a well-rounded individual. The “total concept” is important.

6. Duty assignments. Duty assignments and history of duties performed are determined from

the service record transfers and receipts page and the job description on the evaluations. Using this data, the board members determine whether or not individuals are performing duties commensurate with their rate and whether professional growth expectancies are being met.

7. Weight standards. Failure to meet the Navy’s weight/Physical Readiness Test (PRT)

standards may render candidates ineligible. Refer to OPNAVINST 6110.1 (series). 8. Alcohol-related misconduct or poor performance. Advancement will not be denied solely

based on prior alcoholism or alcohol abuse provided the member has participated in successful treatment and recovery. Any misconduct or reduction in performance resulting from alcoholism or alcohol abuse, however, must be considered in determining fitness for advancement.



9. Behavior problems. Individuals who have had disciplinary problems, have received letters of indebtedness, or have other record entries relevant to behavioral difficulties, such as drug abuse, demonstrated racial, sexual, or religious discrimination, will find the path to E-7/8/9 more difficult than those with clear records. Once those problems are overcome, however, the single most important selection factor is still sustained superior performance.

10. Test scores (E-7 only). Test scores are also taken into account since they provide an

individual’s standing on the examination relative to the other candidates. Records Pertaining to the Selection Board Candidates should ensure their COMNAVPERSCOM official service records and Performance Summary Record (PSR), formerly known as Enlisted Summary Record, are current, complete, and in proper order. Candidates should order copies of their record (on CD) and PSR from PERS-313C at least six months before the board convenes. They should then review their records carefully to ensure all pertinent information is included. Candidates are responsible for ensuring their evaluations/fitness reports are typed properly, with no misspellings or other typographical errors. They should also ensure the evaluation covers the correct period. Performance Evaluations Performance evaluations are extremely important to the advancement process because the final multiple computation is based on three factors: performance + experience + knowledge. Performance is shown in the person’s day-to-day performance, work ethic, achievements, and so forth, and is documented in his or her performance evaluations. For the CPO Candidate, evaluations compose 60 percent of the final multiple. Before evaluations/fitness reports are written, candidates should submit all pertinent information. Pertinent information should include special qualifications earned during the reporting period, awards received, and all significant professional achievements. Candidates should list educational achievements, including Navy schools, correspondence courses, and civilian-sponsored courses completed during the reporting period. They should also list collateral duties, command and community involvement, and any other information that candidates feel is noteworthy. An evaluation/fitness report should emphasize the person’s ability, potential, and willingness to accept positions of leadership and management. It should specifically indicate why the person should be advanced. Commanding Officers should ensure marks are assigned properly. That enables selection boards to distinguish the top runners from the average candidates. The top performers in a command should be ranked against their peers.



Command Master Chiefs, Senior Chiefs, or Command Chiefs should take part in the evaluation/fitness report process. A reliable evaluation system requires the coordination and cooperation of the entire Chain of Command (COC). A good evaluation system, in turn, ensures a good promotion and selection process. Commands should ensure all evaluations are proofread for accuracy. Evaluations are often incomplete, which creates problems for selection boards. Reconstruction of a member’s career and performance is difficult enough without requiring the board to guess about areas left incomplete. Since evaluation comments must be limited to the space provided (no continuation sheets are authorized), commands should use clear and concise language. They should not use unusual abbreviations or acronyms, particularly those developed locally or of a transitory nature. Navy-wide Exam A NAVADMIN message announcing the E7 Navy-wide examination cycle and other important information is usually released in the first week of December. CPO candidates should have been studying for this examination well in advance of the message announcement. For selection to CPO, 60 percent of the examination’s final multiple is the examination’s standard score. The remaining 40 percent is based on performance as previously mentioned. Composition of the E-7/8/9 Selection Boards Each selection board consists of a captain, who serves as president, a junior officer, who serves as recorder, and officers and Master Chief Petty Officers, who serve as board members. Additionally, a sufficient number of assistant recorders ensure the smooth handling and accounting of records. The board is divided into panels responsible for reviewing the records of individuals in one general professional area, such as deck, engineering, and medical/dental. Each panel consists of at least one officer and one Master Chief. The Enlisted Community Manager (ECM) establishes a maximum advancement quota for each rating. Commander, Naval Reserve Force (COMNAVRESFOR) establishes quotas for drilling Naval Reserve personnel. The quotas are to be filled by the “best” qualified candidates competing for advancement. Although the quota may not be exceeded--should a panel determine there are an insufficient number of “qualified” candidates in a rating--the panel may recommend leaving part of the quota unfilled. The Department of Defense has established the Total Active Federal Military Service (TAFMS) requirement, which personnel must normally meet before they can advance to any paygrade. No more than 10 percent of the total number of members in any paygrade may have less than the prescribed TAFMS. This quota is provided to the board on an “allowable early paygrade quota” for each rate. Some panels will select fewer than others because the average time-in-service of candidates varies from rating to rating.



The Chief of Naval Personnel (CHNAVPERS) convenes the selection board. Each year, a precept is prepared which outlines the selection process and gives guidance and general information, such as general selection criteria and equal opportunity, to the board. During the first day of convening, the board establishes internal ground rules and minimum selection criteria, which each member uses when screening the records and candidates. The rules/criteria are applied equally to each candidate within a rating. Application may vary slightly from rating to rating for many reasons, such as sea duty or lack of it, supervisory opportunities, schooling available, and rotation patterns. The board is given the freedom within the guidelines of the precept to establish its own internal working, therefore ensuring the dynamic nature of the selection process. Orientation briefings that cover a wide range of subjects, such as how to read a PSR, a review of guidance on the preparation of evaluations, and TAFMS, are given to the board. During the first two days, the panel members acquaint themselves with the various materials they will be using and practice evaluating test records. Contained in the precept is the oath to be administered to the board members and recorders on convening. The precept also outlines the expected conduct and performance of individuals serving with the board. The proceedings and recommendations of the board may not be divulged, except as authorized and approved by CHNAVPERS. Record Review For each board member, a computer workstation is used to electronically evaluate personnel for promotion. EMPRS is the acronym for the Electronic Military Personnel Records Management System, which amounts to your electronic personnel record. The Navy Personnel Command maintains the system. The part of EMPRS that selection board members use for record review is called the Selection Board Module. It is a closed, local area network with absolutely no outside connectivity whatsoever. The selection board member is provided the same information organized exactly as the microfiche but on a computer screen. The previous method selection boards used were folders that contained the microfiche record (1E and 2E fiche only), member’s correspondence to the board, and a Performance Summary Record. Now that same information is in electronic format. Even a service member’s correspondence to the selection board is electronically scanned. For more information on the EMPRS, contact Navy Personnel Command (PERS 32). The panel uses the PSR to note the candidate’s test score (E-7 board only), rate, and Unit Identification Code (UIC). A panel member then reviews each record. At least five years of evaluations are reviewed. Depending on the keenness of competition, panel members may go further back to establish trends and break ties. Each candidate receives two reviews from two different panel members. If there is a significant difference between the two panel members’ scores, a third member reviews the record.



Until the established deadline is published in the applicable NAVADMIN message, all correspondence received on a candidate is electronically scanned into the Selection Board Module and forwarded to the panel. Awards and qualifications earned after this deadline date may be submitted via message to COMNAVPERSCOM (PERS-852 [Active] or PERS-862 [Reserve]). Slating Once review of the entire rating is complete, the panel arranges all of the candidates from top to bottom based on the members’ averaged scores. This is called slating. Once slating is completed, the entire board is briefed as to the number of candidates and the background of individuals recommended or not recommended for selection. During the briefing, no names are used. At the completion of the briefing, the entire board votes on the slate, which must be accepted by a board majority. Once the board approves all of the slatings, all members and the president sign a written report of the board’s recommendations for selectees. The report is then submitted to CHNAVPERS for approval. The content of the report must certify the board complied with all instructions and directions contained in the precept and the board carefully considered the case of every candidate whose name was furnished for review. Selection Board Results Upon CHNAVPERS approval of the selectees, a NAVADMIN message is prepared and released to announce the selectees. During the board’s deliberations, records may be encountered that clearly indicate substandard performance or, in the board’s judgment, questionable advancement recommendations. In such cases, the board is directed to identify and list those candidates. This list includes the candidate’s name, activity, reporting senior, and concise summary of circumstances. Depending on the circumstances, such candidates will either be referred to the Quality Control Review Board, or the command will be identified to senior echelon commanders for action deemed appropriate.



OUTLINE SHEET 3-4 COUNSELING

1. Counseling

Counseling is a two-way communication between a senior and a junior intended to help the junior achieve or maintain the highest possible level of performance. Counseling is conducted for many reasons; the most common are job-related counseling, evaluation counseling, and personal counseling. Regardless of the objective, good counseling techniques can improve the outcome of a counseling session.

2. Counseling methods:

The direct method is the one in which the senior takes the lead in analyzing the junior’s performance in order to proactively solve performance problems.

The indirect method is the one in which seniors use the techniques of questions, active listening, and conversation to draw the junior into a discussion with the goal of having the junior reach conclusions by himself or herself. a. Counseling Concepts/Skills/Principles

(1) Active Listening

Active listening is a two-way exchange between individuals who alternately hear, observe, decode, store, and correlate information, and then respond to their perceptions. Since we can listen much more quickly than we can speak, listeners have “dead space” in their brains. Good listeners use that space to find additional clues about what the speaker is trying to communicate; poor listeners leap to conclusions, tune out, or plan a rebuttal. Listening consumes more of our workday than talking; we should train ourselves to be effective listeners.

(2) Confirming/Repeating

Confirming what has been intended and repeating the speaker’s words back to him or her are two commonly used techniques for a special kind of listening--active listening --used by counselors.



(3) Open-ended Questions

Counselors ask open-ended questions, listen, and draw the counselee into the discussion to reach personal conclusions. Ask questions that the counselee cannot answer with a yes, no, or another one-word response.

(4) Being Objective/Nonjudgmental

Regardless of a counselor’s initial personal reaction to information from counselees, it is imperative to be objective and nonjudgmental. “A non-judgmental [sic] attitude is difficult to describe. Closely related to positive regard and respect, a nonjudgmental attitude requires that you suspend your own opinions and attitudes and assume value-neutrality in relation to your client (counselee). People who are working through difficulties and issues do not need to have their values or life-styles judged or evaluated; they need acceptance for themselves and their actions as they are.”

(5) Summarizing

Summarizing is the restatement of the key aspects of the problem and discussion.

You bring the discussion to an end by focusing on the next step of planning for the future.

(6) Observing Confidentiality

Set the boundaries for confidentiality. While you have a responsibility to respect personal information, Sailors need to be aware details divulged during counseling sessions are not privileged information. In the event of a rules violation, the information divulged during the counseling session can be used against the Sailor.

(7) Promoting Decision Making

The ultimate goal of counseling is for the counselee to clarify problem issues and then formulate solutions. To assist in this, counselors should state realistic expectations, identify blocks to problem resolution, and outline options for action steps. During this decision making, it is important the counselee agrees with the decision and accepts personal responsibility for change.

(8) Offering Support

Offering support for moving toward the identified goal can take several forms. It can involve ongoing consultation and monitoring by the Advanced Enlisted Leader, or it can involve referrals to appropriate sources of help outside the scope of the CPO’s abilities.



(9) Initiating Action

By suggesting, you draw from the counselee’s description of options. You are offering ideas without forcing your personal opinion.

b. Common Counseling Mistakes

Counseling is intended to help a junior achieve and maintain a high level of performance. If improperly performed, counseling can impede performance. Some common counseling mistakes include:

Offering advice outside your area of expertise Prying inappropriately into a Sailor’s personal life Exploiting the counseling relationship to your advantage Making decisions for those being counseled Over talking or under listening Being unaware of legalities occurring during counseling sessions

c. Counseling Categories

(1) Personal Personal counseling is called for when the Sailor has difficulty coping with situations either on or off the job. Problems could be financial, legal, educational, moral, religious, etc.

(2) Career

Career counseling is an important component of subordinate development. Career counseling is called for when a Sailor is making a significant decision concerning career change, seeking options or ideas to plan career paths, or considering further education or training.

(3) Performance

Performance counseling is needed when the individual is not performing at a level consistent with unit or command standards. Performance counseling can also be positive and involve setting goals for personal and professional development.

(4) Disciplinary Disciplinary counseling is used when an individual has violated a specific regulation.

d. Help Beyond Your Expertise



Be acutely aware of the limitations of partially trained counselors. The Navy has many support services that provide help for problems outside of an Advanced Enlisted Leader’s area of expertise. For example, The Navy Family Services Program offers professional services for a variety of problems your personnel may face. The Chaplain’s Office can provide counseling, and psychiatric counseling is available through medical services. The role of the CPO is to identify the nature of the problems and refer Sailors to the appropriate support service.

e. Develop a Plan

Preparation is the key to successful counseling. Sometimes planning is not possible, for instance, when we give spontaneous counseling for an “on the spot” observation.

If time permits, gather as much information as possible about the situation and the counselee. This will help you to provide the best counseling possible. Talk to peers, other persons in the COC, and check any available records, including counseling records. Initiate the session by notifying the counselee and selecting a time and place to meet. Create a suitable counseling environment with comfortable seating and other amenities to provide a relaxing beginning. Take steps to reduce or eliminate interruptions. Begin by stating the reason for the meeting and then describe your concerns. Elicit relevant information, discuss the situation fully, and then determine realistic problem resolutions or goals. Make certain the counselee verbalizes the goal to ensure personal responsibility is accepted. Finish by restating the goal, outlining action steps, and setting timelines.


Leading Chief Petty Officer Leadership Course SG 4-1 Supporting

TOPIC SHEET 4-1 SUPPORTING

A. INTRODUCTION Supporting with loyalty the endeavors of the chain of command they serve, and their fellow

Chief Petty Officers (CPOs) with whom they serve, is one of the responsibilities of every chief. This support includes leading efforts to continuously improve Navy processes, with the ultimate goal of improving mission effectiveness. The capabilities of managing risk, solving problems, and making sound decisions are vital skills that enhance a chief’s ability to be supportive of their Chain of Command (COC).


Describe methods required for formulations of risk management and risk mitigation plans.

Determine acceptable risk.

Apply decision-making tools: Multivoting and NGT.

Discuss the process of balancing interests of a variety of stakeholders of a program.

Identify need for change.

Identify changes within the organization affecting current work methods or behaviors.

Demonstrate the ability to translate organizational requirements into work requirements.

Differentiate between tampering and improving.

Discuss how to examine policy issues with long-term perspective.

Recommend changes to procedures, policies, instructions, or regulations to address

deficiencies or meet customer (internal and external) needs.

Collect feedback/input for improvement from the organization.

Analyze changes and feedback to determine a course of action.

Develop a plan for change.

Identify the process of coordinating the development of long- and short-term plans.

Explain why it is important to develop a Plan Of Action and Milestones (POA&M).

Assess availability of resources for problem resolution.



Discuss techniques used to provide feedback.

Describe how to measure the effectiveness of a process change.

Describe processes used to interpret data.

Explain why it is important to support appropriate proposals for change.

Discuss ways to communicate approved changes to personnel for implementation. Identify implications of change.

Describe the process of making corrections to problems.

Identify the process for recommending solutions to problems.

C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in the Student Guide:

Topic Sheet 4-1: Supporting

Outline Sheet 4-1: Risk Managment

Information Sheet 4-1-1: Decision Making

Outline Sheet 4-2: Multivoting and Nominal Group Technique (NGT)

Information Sheet 4-2-1: Ranking Board Student Data

Outline Sheet 4-3: Process Improvement

Information Sheet 4-3-1: Plan of Action and Milestones (POA&M)

Complete Assignments in Student Classroom Package:


1. Brassard, M. & Ritter, D. (1994). The memory jogger II: A pocket guide of tools for continuous improvement & effective planning. Methuen, MA: GOAL/QPC. (one per table)




1. CINCPACFLTINST 5224.2, Handbook for Basic Process Improvement. Accessed at http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/handbook.htm on 18 October 2005.

2. Deming, W. E. (1994). The new economics for industry, government, education.

Cambridge, MA: Massachusetts Institute of Technology.

3. Shenk, Robert. (1997) The Naval Institute Guide to Naval Writing (2nd Edition). Annapolis, Maryland: Naval Institute Press

4. Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (1994). Managing organizational

behavior. New York: John Wiley & Sons, Inc.

5. Scholtes, P. R. (1988). The team handbook. Madison, WI: Joiner Associates, Inc.

6. Senge, P. M. (1990). The fifth discipline: The art and practice of a learning organization. New York: Doubleday.

7. Tichy, N. (1983). Managing Strategic Change: Technical, Political, and Cultural

Dynamics. New York: John Wiley & Sons.

8. Total Quality Leadership Office. (1996). Basic tools for process improvement. Washington, DC: Department of the Navy.


1. Topic Sheet 4-1: Supporting

2. Outline Sheet 4-1: Risk Management

3. Information Sheet 4-1-1: Decision-Making 4. Outline Sheet 4-2: Multivoting and NGT

5. Information Sheet 4-2-1: Ranking Board Student Data

6. Outline Sheet 4-3: Process Improvement 7. Information Sheet 4-3-1: Plan of Action and Milestones (POA&M)



OUTLINE SHEET 4-1 RISK MANAGEMENT

1. Introduction

Risk management is the process of measuring, or assessing risk and then developing strategies to manage the risk.

2. Risk Management

Leaders who practice risk management will foster a cultural shift from "fire fighting" and "crisis management" to proactive decision making that avoids problems before they arise. Anticipating what might go wrong will become a part of everyday business, and the management of risks will be as integral to program management as problem or configuration management. In commands where risk management is not practiced, leadership will not have insight into what could go wrong. This will lead to more resources being spent correcting problems that could have been avoided sooner. Catastrophic problems (surprises) may occur without warning (and with no recovery possible); decisions will be made without complete information or adequate knowledge of future consequences; the overall probability of successful completion of the program is reduced; and your program will always be in a crisis. There are many aspects to achieving program success. Risk management is not a silver bullet. However, it can improve decision making, help avoid surprises, and improve your chances of succeeding.

a. Risk Components

Risks are usually considered in terms of loss of personnel or equipment, but also may relate to a degradation of operating efficiency, health, or similar intangibles. Each risk must be examined in terms of its severity and probability in order for an appropriate action plan to be developed to counter or reduce it. (1) Severity of Potential Loss

The greater the significance of the loss, the greater its severity. For any given loss, ask, “What are the consequences?” An analysis of known or projected consequences will help define the degree of severity. A risk assessment will help you determine the degree of risk by comparing possible gains to possible losses for every known hazard. In the process of defining the known hazards, you will probably discover previously unseen ones. The loss of a motor from a warehouse shelf is quite different in terms of severity than a loss of the same type of motor if it is online and critical to an ongoing process. During peacetime, a 15-minute delay in arriving at a location may pose an acceptable risk, particularly if the actions required to be on time would not endanger someone’s life; in wartime, however, this same 15-minute period during which you fail to support your battle group could risk the lives of many.

http://www.bambooweb.com/articles/m/e/Measurement.html

http://www.bambooweb.com/articles/r/i/Risk_assessment.html

http://www.bambooweb.com/articles/r/i/Risk.html



(2) Probability of Loss Occurring

Risk is often defined in terms of its probability of occurrence. The 3M Program lowers the probability of loss of equipment due to lack of maintenance. It is preventive maintenance because it prevents, or at least reduces, the probability of a loss.

b. Rules of Risk Management

In order to effectively manage risk, adhere to the following four rules:

(1) Manage Risk by Planning

The consideration of risk is an integral part of any thorough planning and decision- making process. Some risks can be planned for, and thus either avoided or reduced. Other risks are only apparent as the plan unfolds, and may require another assessment at a later point.

(2) Accept No Unnecessary Risk

You must always try to achieve a balance between what is a necessary risk, and what is simply foolhardy. Different people have different perceptions of risk levels when viewing the same situation. A necessary risk, at minimum, furthers the command’s mission. The identification and avoidance of unnecessary risk justifies the time spent learning and regularly applying the Operational Risk Management (ORM) model.

(3) Make Risk Decisions at the Right Level

Decide if the benefit of the operation outweighs the risk. If the risk outweighs the benefit, or if assistance is required to implement controls, refer to higher authority within the command. The level of approval authority must be commensurate with the level of risk accepted. Final risk decision-making authority resides with the individual or agency assigning the tasking within the chain of command. Note: high risk decisions, which involve the potential for severe bodily harm or major property damage, are not normally made at the LCPO/LPO level.

(4) Accept Risk When the Benefits Outweigh the Cost

You can accept high risks and win the battle, but still lose the war. Or, you can win the war, but at so high a cost there is virtually nothing to which to return. You may have to perform a replenishment underway, which is risky. But what is the cost associated with not replenishing? There is some risk associated with all operations. Your challenge is to find and maintain the delicate balance between the risk of acting and the risk of not acting, and still complete the mission.



INFORMATION SHEET 4-1-1 DECISION MAKING

A. INTRODUCTION

The more LCPOs know about how to make a decision and the risk involved in the process; the more informed they are in achieving a sound and reasonable solution. The following Information Sheet focuses on an example of a decision-making process, risk management, and the rules of risk management.

B. DECISION MAKING

A five-step decision-making process is presented by Schermerhorn, Hunt & Osborn in “Managing Organizational Behavior” (1994, p. 532).

Step 1: Recognize and identify the problem. A careful analysis of relevant data and

agreement as to what constitutes the problem will pay large dividends later in the process.

Step 2: Identify and analyze alternative courses of action. For each possible solution you

identify, analyze it further for its probable hazards and risks.

Step 3: Choose a preferred course of action. To the maximum extent, test the best alternatives before actual implementation. This will reveal aspects you never suspected and may force you to modify your plan.

Step 4: Implement the preferred course of action. Once a preferred course of action is

determined, put it into action. Use data to monitor the course of action to ensure it is working towards achieving the desired results.

Step 5: Evaluate the results and follow up as necessary. Finally, evaluate the results of

your course of action. Continue to observe and adjust the process, as necessary, to ensure its effectiveness over time.

3. Group Decision-Making Styles

The LCPO is often involved with making decisions as part of a team or group. Even if not assigned to a specific functional or operational team, an LCPO will always be a part of the division leadership team and be involved with making team decisions. Team or group decisions can be categorized into the following four major types.

a. Individual/Authority

The decision is made by an individual who assumes authority. It is often easier for a team to accept because the team does not have to “buy into” the decision. Someone else is responsible, so it is “their” decision, not “ours.”



b. Minority/Coalition

The decision is made by two or more team members talking off-line or simultaneously due to command backgrounds, duties, interests, etc. It often happens suddenly and catches other team members off guard and unprepared. If the other team members are intimidated by the coalition or uncommitted to the process, they may accept a sub-optimal decision rather than force consideration of their viewpoints. Minority/coalition decisions generate resistance, or at best, apathy.

c. Majority

This is a traditional response, when opposing views appear deadlocked. Those in the minority remain opposed. They do not buy into and may create roadblocks to implementation or may try to get even.

d. Consensus

This is the optimal method and most informed type of team decision making. It has a high probability that decision will actually get implemented. Everyone understands and supports reasons for making the decision, even though it may not be their choice. It represents a choice that everyone can live with. The two most common methods of reaching consensus are focusing down and opening up.

• Focusing down

Focusing down attempts to find the “common” ground among all the participants. This is the typical “seeking the common denominator” when there are multiple individual views. Consensus is built from the part of each individual’s view that is shared by the other members of the group. That common ground establishes a base view all agree on and can be built on to reach the final decision.

• Opening up

Opening up seeks a perspective larger than any single person’s view. Each person’s view is a unique perspective on a larger reality. By sharing others’ perspectives through dialogue, we may all see something we would not have seen alone and reach a consensus decision that may be different from any of the individual views.

4. Decision-Making Process

A decision-making process provides a systematic method to arrive at a sound and reasonable solution or course of action. The following describes one such five-step process.

a. Recognize and Define the Problem

Problem recognition and definition are two of the most difficult stages of the decision-making process because fact can be confused with opinion. Others may not perceive



what some individuals see as a problem. All relevant data should be analyzed to determine a baseline of the current situation. A careful analysis of and agreement as to what constitutes the problem will pay large dividends later in the process. The problem may be defined by the time it gets to you at the LCPO/LPO level. Crisis management in your division, however, is a problem with which you must be personally concerned. For example, a subordinate may come to you and report a problem. You must use your experience and relevant objective data to quickly determine if it is, in fact, a problem requiring special attention.

b. Identify and Analyze Alternative Courses of Action

For any defined problem, there is always more than one path to its resolution. Each of these various pathways will have its pros and cons. Each pro and con will itself be open to some debate. The challenge is to work within the relevant time constraints, and not overlook any potentially satisfactory alternative solution. ORM provides a tool for identifying and analyzing probable hazards and risks associated with each potential course of action.

c. Choose a Preferred Course of Action

To the maximum extent, test and measure the effectiveness of your best alternatives and compare them to your baseline data before actual implementation. This may reveal aspects you never suspected, and may force you to modify your plan. Testing on a small scale will also help lower the cost of implementation. Obviously, some complex plans-- such as a deployment--cannot be tested before execution. Therefore, you must try to see all the pitfalls before execution. For this approach, use a chartpack or similar device, and get all your division members involved in generating possible pitfalls. Make everyone a devil’s advocate. If the plan won’t hold up to logical analysis and common sense, it probably won’t hold up when implemented, either.

d. Implement the Preferred Course of Action. Once a preferred course of action has been determined, put it into action. Monitor the data you collect to ensure your course of action is effectively working toward achieving the desired results.

e. Evaluate the Results and Follow Up as Necessary.

Finally, evaluate the results of your course of action. Continue to observe, collect data, and make adjustments based on the data to ensure the effectiveness of your changes over time.



OUTLINE SHEET 4-2 MULTIVOTING AND NGT

1. Introduction

Multivoting and the Nominal Group Technique (NGT) are both effective tools to help teams reach consensus.

2. Multivoting

(Total Quality Leadership Office, 1996, Module 3)

Multivoting is particularly useful when the number of items to be prioritized is very large. It helps eliminate large segments of items the group feels are not of highest priority. The basic steps to multivoting include:

• Working from a list of items previously brainstormed or developed from other

sources

• Assigning a letter to each item to avoid confusion

• Voting-each team member casts votes for up to one-third (sometimes one-half) of the items

• Tallying the votes for each item

• Eliminating the items that received only a few votes

• Repeating the process until only a few items remain

3. NGT

Reaching consensus is not always easy to do. Some teams may want to fall back to an easier, but less effective, decision style. Though not the only tool available to help reach consensus, NGT is one of the easiest and most effective.

NGT is a particularly good tool to use when dealing with controversial issues or when a group is stuck. It is useful when needed to:

• Reduce the number of issues for easier handling.

• Get input from team members.

• Rank order items.



NGT is comprised of the following two-part process:

a. Part I

(1) Introduce and clarify the issue to be addressed by the team

(a) Note the issue on chartpack.

(b) Allow for clarification.

(c) Define unclear terms.

(2) Generate ideas to address the issue at hand

(a) Team members silently write down ideas to address the issue at hand (allow approximately 5-10 minutes).

(3) Collect the team’s ideas

(a) Team members read out one of their ideas.

(b) Each idea is recorded on chartpack.

(c) The round robin process continues until all ideas have been recorded.

(4) Clarify the ideas

(a) Read each idea aloud.

(b) If clarification is needed, the team member who offered the idea is responsible

for explaining it more clearly.

(5) Combine ideas

(a) Combine like ideas, but only if both originators agree to it.

(b) If agreement is not reached, leave the ideas as separate items.

b. Part II – Team makes a selection

(1) A letter is assigned to each separate idea.

(2) Team members independently write down the items by their letter designation and assign them a numeric value based on what they consider the most important and the least important (the highest number is assigned to the most important ideas and the lowest to the least important idea).



(3) Collate the rankings - Facilitator transcribes the team members’ rankings onto a chartpack, writing each number next to the corresponding idea.

(4) Add the rankings - Facilitator rewrites the list of ideas in the order of their

importance to the team. (5) Perform a sanity check by determining if the prioritization makes sense.

c. An example of the results of an NGT process is shown in Table 1, NGT Results.

The Issue: Work center problems

Generate Possible Causes A. Ineffective organizational structure B. Poor communications outside the work center C. Lack of training D. Poor communications within the work center E. Unclear mission and objectives F. Poor distribution of office mail G. Lack of feedback on reports to management

Cause P01

Jones P02

Smith P01 Able

P03 Good

P01 Teller

Total Priority

A 7 5 1 6 5 24 2 B 2 1 6 3 2 14 6 C 6 4 5 4 4 23 3 D 1 2 3 2 3 11 7 E 5 6 4 5 6 26 1 F 3 3 2 7 7 22 4 G 4 7 7 1 1 20 5

Table 1: NGT Results



INFORMATION SHEET 4-2-1 RANKING BOARD STUDENT DATA

Enlisted Fitness or Evaluation Report Input

1. Administrative Data:

a. Full Name: Beam, Evan

b. Rate and warfare/qualification designator(s). DC1

c. SSN:

d. USN or USNR: USN

e. Date reported to present command: 14 MAR, this year

f. Ending date of last regular report: 04 MAR, this year

g. Date of rate: 16 SEP, last year

2. Duties assigned and number of months assigned during this reporting period. (list by duty

title)

a. Primary duties: LPO -8

b. Collateral duties: DAPA –8, Damage Control Training Team - 8

c. Watchstanding duties: Fire Marshal - 8

d. Days TAD: (where, when and why):

e. Significant periods not available for duty: Leave/Travel: 5-14 MAR this year. TAD: DAPA course 21-24 Mar this year, ADAMS course 28-31 MAR this year

3. Job information:

a. Principle activities and responsibilities: LPO of Repair Division

b. Individual accomplishments: (include experience gained and contributions to team achievements):

4. Supervision and leadership:

a. Personnel directly supervised: 12

b. Equipment and material responsible for: All shipboard installed and portable Damage control equipment.

c. Size of budget managed:

d. Leadership activities and accomplishments: (include team and subordinate

accomplishments which reflect your leadership)



e. Counseling given: (formal or informal)

f. Mentoring activities:

g. Retention efforts and results: 100% retention

5. Special achievements:

a. Qualifications obtained: Engineering Duty Officer, Requalified Fire Marshall, DCTT

Member, QA Craftsman, QAI, and Damage Control 301-320.

b. Educational courses completed: (include degree programs enrolled in): Completed 38

Credit hours towards an Associates degree in Industrial Management Technology.

c. Personal awards and recognition received: Received Navy Achievement Medal for 100%

Damage Control equipment readiness and ensuring all required personnel were qualified

for their DC watchstation.

6. Off-duty activities:

a. Volunteer activities: Volunteers at Sabal Palm Elementary school mentoring 3rd grade

students for 4 hours a week.

7. Future duties/schools desired:

8. Other items for consideration:

– Developed, scheduled, and conducted “Right Spirit” training to ships crew resulting in no

alcohol related incidents.

– Qualified as EDO in 3 months (3 months ahead of schedule).

– Conducted DC training for Basic, Advanced, DCTT Members and Fire Marshal watch

stations.

– Supervise/Manage 12 divisional personnel and 10 spaces.

– Recruiter in Charge at last command (CNE site XX).



DC1(SW) BEAM, EVAN (TIR=1 yr. TIS=8 yrs.)

LAST EVAL (TRANSFER) EP OF 1 Petty Officer Beam is an excellent instructor that has been a valuable asset to CNE site XX.

– PO Beam was instrumental in the qualification of 4 new instructors in Fire Trainer, Wet Trainer and Repair Locker Leader courses. His one-on-one training allowed the new instructors to qualify ahead of schedule that maximized the number of qualified instructors at FTC.

– Petty Officer Beam conducted 9 classes instructing 270 students enhancing the fire fighting readiness of 9 commands.

– As assistant Watch Bill Coordinator, he wrote 6 watch bills that maximized the use of 75 qualified watch standers at FTC. He set up a weekly OOD Watch training session for personnel working on their qualification and refresher training for all others.

– He has a firm understanding of what he needs to do to better himself and the Navy. DC1 Beam is on the fast track to Chief Petty Officer and will be a strong candidate for advancement.

MIDTERM COUNSELING Strengths:

– Subject Matter Expert in the field of Damage Control. – Like to think outside the box and develop innovative ways that will get the job done. – Will spend off duty hours to conduct training at the command and volunteer to help the

local community. Weaknesses:

– Need to get advanced qualifications outside the Repair Division. – Need to develop better skills in delegating tasks to junior Sailors. – Need to improve Physical Fitness.

CURRENT EVAL (P/WS) DC1 Beam is an energetic self-starter. Since his arrival onboard USS UNDERWAY 8 months ago he has hit the deck plates running re-qualifying in 24 Watchstations. He qualified as Engineering Duty Officer in 3 months, a qual that normally takes 6 months.

– Innovative Trainer--As Assistant DAPA, he developed, scheduled and conducted 23 Right Spirit training sessions with the crew. His efforts were attributed to NO ALCOHOL related incidents in the past 7 months.

– Subject Matter Expert - Petty Officer Beam conducted 45 Damage Control training sessions for Basic and Advanced Damage Control, Damage Control Training Team Members and Fire Marshal watch qualifications. He took shipboard Damage Control qualifications as his own program to qualify 65% of the crew in order to pass inspections during IDTC.

– Proficient Leader - As the LPO of ER01, he effectively leads 12 Sailors thus enabling all 10 ER01 spaces and equipment were 100% ready for inspections.



Petty Officer Beam is a role model Sailor for all around him. When he is eligible for chief, SELECT HIM. MENTOR STATEMENT

DC1 Beam has arrived at this command and has been moving ever since. He has taken the initiative to conduct valuable training for the command to better prepare for inspections. He instituted a very successful “Right Spirit” training program and has more ideas for the future. DC1 has been an important asset to this command since he stepped onboard. Petty Officer Beam knows what it takes to advance in this Navy and is making progress towards his goal of advancement to Chief. PO Beam readily accepts tasks and ensures they are accomplished.



Enlisted Fitness or Evaluation Report Input 1. Administrative Data:

- Full Name: Binacle, Bethany

- Rate and warfare/qualification designator(s). FMF

- SSN: 123-45-6789

- USN or USNR: USN

- Date reported to present command: 19 OCT, two years ago

- Ending date of last regular report: 15 NOV, last year

- Date of rate: 15 NOV, three years ago


title)

a. Primary duties: LPO

b. Collateral duties: Departmental Career Counselor, and Medical Training Team Leader.

c. Watchstanding duties: OOD I/P.

d. Days TAD: (where, when and why)

e. Significant periods not available for duty: (if 1st report at this command, include any

delay or TEMDU prior to reporting) None

3. Job information:

a. Principle activities and responsibilities: LPO supervising 2 troops.

b. Individual accomplishments: (include experience gained and contributions to team

achievements),

– Demonstrated Leadership as MTT Leader ensuring the ship was prepared for the Mass Casualty drills by streamlining procedures and providing training to the various departments, received a Letter of Commendation for the CO for her efforts.

– Received a score of outstanding on the last PFA. – As Departmental Career Counselor ensured all reports were turned in a timely manner

and that all personnel were ready for combat. – Instrumental in preparing medical Department for the IDTC by ensuring all medical

records and shot records were updated receiving a passing grade for that part of the training cycle.

– As CPR instructor certified over 100 personnel ensuring a safe place to work.




a. Personnel directly supervised: 2 as LPO.

b. Equipment and material responsible for: All medical records, eye wash stations and

control substance locker.

c. Size of budget managed: $10,000


accomplishments which reflect your leadership) Leads 2 HM’s in the day to day

activities.

e. Counseling given: (formal or informal) None

f. Mentoring activities: Mentors subordinate on how to perform during combat ops.

g. Retention efforts and results: Provides career advice to Sailors. Retention is 100%.


a. Qualifications obtained: OOD I/P

b. Educational courses completed: (include degree programs enrolled in) None.

c. Personal awards and recognition received: CO LOC

d. Off-duty activities:

e. Volunteer activities: I have no time with my job.





HM1 (FMF) BINACLE, BETHANY (TIR=3 yrs. TIS=16 yrs.) LAST EVAL – P OF 10 Petty Officer Binacle is an outstanding corpsman that does an excellent job as LPO of the medical department.

– Outstanding Administrator responsible for updating and maintaining all medical records at the command with zero discrepancies.

– Highly Dedicated went above and beyond ensured the entire crew received the Flu vaccine preventing any outbreak of the Flu.

– Maintains an accurate and efficient training program ensuring medical personnel complete both in rate and general military training.

– Received a score of outstanding on last PRT providing an excellent example for her Sailors.

– Responsible for ensuring all medical equipment’s calibration is current and up to date. Petty Officer Binacle is a model Sailor whose high standards set a course for the future of the Navy. Recommended for advancement to Chief Petty Officer. MIDTERM

+ Great Organizer, takes care of all medical records with no discrepancies. + Excellent motivation taking on difficult tasks such as vaccinating the crew. + A model Sailor with a score of outstanding on last PRT.

– Must qualify ESWS to be competitive for advancement. – Continue achieving higher qualifications and watches to show initiative. – Look for more community service to get involved with.

CURRENT EVAL (P/WS) Petty Officer Binacle is an excellent corpsman and great LPO who performs all tasks in a professional manner.

– Proved leader as the MTT leader she prepared the ship for the Mass Casualty drills by streamlining procedures and providing training to numerous departments, receiving a Letter of Commendation from the CO for her efforts.

– Instrumental in the Medical Department receiving an excellent score during IDTC by ensuring all medical and shot records were up to date.

– Dedicated as CRP instructor certifying over 100 personnel enhancing medical readiness of the ship.

– Received a score of Outstanding on the last PFA. Petty Officer Binacle is a highly trained professional who is considered an expert in her field and is ready to assume the role of Chief Petty Officer.



MENTOR STATEMENT HM1 Binacle is a highly competent corpsman, whose efforts made a direct impact in the ships medical readiness for the successful IDTC. HM1 has been on board for 24 months but has yet to complete the ESWS qualification. She is the MTT leader in which she excels at every chance, but sometimes forgets that she is no longer with the Marines. An outstanding physical fitness nut that sets the standard for her department but again forgets they are not marines. This has undermined her leadership in the department on numerous occasions.




- Full Name: Burkhart, Jake

- Rate and warfare/qualification designator(s). GSM1

- SSN:

- USN or USNR: USN

- Date reported to present command: 15 MAY, this year

- Ending date of last regular report: 29 APR, this year

- Date of rate: 16 SEP, last year 2. Duties assigned and number of months assigned during this reporting period. (list by duty

title)

a. Primary duties: LPO - 6

b. Collateral duties: Engineering Training Team Initiator- 6

c. Watchstanding duties: Engine Room Operator - 6


e. Significant periods not available for duty: (if 1st report at this command, include any delay or TEMDU prior to reporting): LV/TRVL : 30 APR – 13 MAY this year

3. Job information:

a. Principle activities and responsibilities: LPO of Main Propulsion Division.

b. Individual accomplishments: (include experience gained and contributions to team achievements):



b. Equipment and material responsible for: Responsible for the operation, maintenance and

repair of 4 LM2500 Gas Turbine Main Engines, 3 Allison 501K34 GTGs and their

supporting equipment.








a. Retention efforts and results:


a. Qualifications obtained: Qualified Engineering Training Team Initiator. Requalified:

ETT Member, Engine Room Operator, QAC, QAI, and Switchboard Operator

b. Educational courses completed: (include degree programs enrolled in):

– Completed 2 PACE courses

c. Personal awards and recognition received: Received Flag Letter of Commendation for

researching, procuring and using realistic impositions for ECC drills.


a. Volunteer activities:



– Procured 15 new props to use during ETT Drills. Maintain and use props during ETT

drills as the initiator.

– Supervised repairs on 1A GTM allowing the ship to get underway on schedule.

– Lead M-Div through IDTC inspections receiving an overall score of 95%.



GSM1(SW) BURKHART, JAKE (TIR=1 yr. TIS=10 yrs.) LAST EVAL (TRANSFER) – EP OF 1 This evaluation is submitted due to GSM1 Burkhart's transfer to USS UNDERWAY.

– Financial Manager - As RPPO, PO Burkhart superbly managed a budget $1.5 million dollars keeping Gas Turbine Repair Shop 31T in a 100% ready status to make any repair to ships on the waterfront. He personally managed to save the US Navy $300,000 by researching and working with 10 different supply companies when purchasing gas turbine repair parts.

– Superb Technician - Petty Officer Burkhart spent over 125 off-duty hours making repairs to 4 ships with CASREPs that prevented from getting underway over the past 2 months. His efforts allowed the USS CONSTITUTION Battle Group to deploy on schedule 100% mission ready.

– Navy Representative - PO Burkhart was awarded the MOVSM for his efforts over the past 3 years, accumulating over 1000 hours of community service. He also motivated and inspired Sailors around him to be involved in the community, spreading positive relations between the local community and the US Navy.

Petty Officer Burkhart is a role model Sailor and positive influence for all junior Sailors to follow. He exemplifies the Navy Core Values of Honor, Courage and Commitment. MIDTERM COUNSELING Strengths:

– Looking forward to successful career aboard USS UNDERWAY. – Want to bring experience and resources from SIMA aboard. – Good communicator and motivator.

Weaknesses:

– I am concerned with being a 1 year first class PO assigned as LPO. – No formal education. – Do not know what I need to make LCPO.

CURRENT EVAL (P/WS) GSM1 Burkhart is a quick learner that is adapting quickly to USS UNDERWAY and proving himself to be a valuable member of this command.

– As LPO of M-Div his diligence ensured that EM01, EM02, EM03 and EM05 personnel, spaces and equipment were inspection ready, receiving minimal discrepancies during IDTC inspections achieving and overall score of 95%.

– Technical Leader - During an underway-restrictive casualty to 1A GTM, PO Burkhart lead a repair team repairing 1A GTM. His steadfast efforts allowed USS Underway to meet operational commitments on time with no restrictions.

– Innovative Resource Steward - Petty Officer Burkhart researched, and procured valuable training aids to use during Engineering Casualty Control Drills. His outside the boxing thinking received high praise from 3 different inspection teams for the 15 impositions



that he procured and used during IDTC Inspection which made the training for all watchstanders more realistic.

GSM1 Burkhart is firmly establishing himself as a go to Sailor within his short amount of time onboard. He will be ready for advancement to Chief in 2 years. MENTOR STATEMENT

Petty Officer Burkhart is learning how to be an effective LPO with my support and guidance. He easily takes my advice and incorporates it his work routine. He is also learning to take care of things on his own as he gains experience aboard USS Underway. PO Burkhart draws from his past experience to help train his Sailors in their duties and responsibilities as Gas Turbine Mechanical Technicians. He has answered all bells in his 6 months onboard and strives for excellence. GSM1 Burkhart is concerned with making chief and I have properly guided him on where he needs to go. He was held back due to the IDTC inspections that we have completed. GSM1 will now have the time to focus not only on his daily job as LPO, but his professional advancement. GSMC(SW) Diaz




- Full Name: Davis, Darcy

- Rate and warfare/qualification designator(s). AW

- SSN: 123-45-6789

- USN or USNR: USN

- Date reported to present command: 20 Jul two years ago

- Ending date of last regular report: 15 Nov last year

- Date of rate: 15 Mar five years ago


title)

a. Primary duties: LPO

b. Collateral duties: CACO, Command Assessment Team Assistant Leader, and

Departmental Combined Federal Campaign representative.

c. Watchstanding duties: OOD I/P.


e. Significant periods not available for duty: (if 1st report at this command, include any delay or TEMDU prior to reporting) None

3. Job information:

a. Principle activities and responsibilities: LPO supervising 3 Sailors.

Individual accomplishments: (include experience gained and contributions to team

achievements) ,

– Demonstrated Leadership as LPO of the Ships Office and personal secretary to the CO.

– Received Navy Achievement Medal for writing over 100 awards with no discrepancies.

– As Departmental CFC representative surpassed the goal by raising over $12K dollars and having 100% contact.

– Instrumental in preparing Admin Department for the IDTC by making sure instructions were current and up to date ensuring a good grade for Admin’s part of the training cycle.

– Prepared and sent over 100 official correspondences for the CO with zero errors . – Medically waved from the last PRT.




a. Personnel directly supervised: 3 as LPO.

b. Equipment and material responsible for: All Officer records and the Fax machine

c. Size of budget managed: $2000


accomplishments which reflect your leadership) Leads 3 YN’s in the day to day

activities.


f. Mentoring activities: Mentors subordinate on how to succeed.

g. Retention efforts and results: Provides career advice to Sailors. Retention is 100%


a. Qualifications obtained: CACO

b. Educational courses completed: (include degree programs enrolled in) Completed BS

degree.

c. Personal awards and recognition received: NAM


a. Volunteer activities: Volunteered over 8 hours with base MWR putting on the spring

blast





YN1 DAVIS, DARCY (TIR=5 yrs. TIS=15 yrs.) LAST EVAL – MP OF 10

Petty Officer Davis is a top performer and proven leader. Her expertise and commitment to excellence ensures that the ships office easily meets its mission.

– Leadership skills shone like a beacon while managing the ships office and coordinating the various day to day activities.

– Instrumental in improving command climate as Command Assessment Team member responsible for collecting survey responses.

– Exceeded command goals as Combined Federal Campaign Activity Coordinator by raising over $10K dollars and achieving 100 percent participation.

– Reinforces work environment that values personnel diversity and individual strengths. – Best Officer of the Deck (inport). When she is on watch there are never any

problems. Petty Officer Davis continues to be a valuable asset to the ships office and has my recommendation for Chief Petty Officer.

MIDTERM COUNSELING

– Excellent Administrator and Organizer, considered an expert in reference to maters of administration.

– Excellent motivation taking on collateral duties such as CACO. – Excellent Leadership capabilities takes care of her subordinates – Must qualify ESWS to be competitive for advancement. – Achieving higher qualifications and watches to show initiative. – Look for community service to get involved with.

CURRENT EVAL (M/WS) Petty Officer Davis is a proficient LPO who runs the ships office in a highly professional manner. Constantly relied upon by the Commanding Officer as his personal secretary.

– Instrumental in the Admin Department receiving an excellent score during the IDTC by ensuring instructions were current and up to date.

– Awarded the Navy Achievement Medal for ensuring that over 100 awards were correct and in the right format with no discrepancies.

– Dedicated as Departmental Combined Federal Campaign Representative surpassed the goal by rising over $12K dollars with 100 percent contact.

– Responsible for preparing and sending over 100 Official correspondences for the Commanding Officer with zero errors.

Petty Officer Davis is a hard working and excellent Yeoman who is ready to be promoted to Chief Petty Officer.



MENTOR STATEMENT YN1 Davis is the Commanding Officer’s secretary who has several collateral duties including CACO of which I am sure she is ready for if there is ever a case.

– YN1 has been on board for 20 months but has yet to complete the ESWS qualification. – She was medically waived on her last PFA. – She received a NAM for her efforts in processing awards with no errors. – She is an average YN who just happens to work for the CO which she thinks can advance

her career.




- Full Name: Ray Dio

- Rate and warfare/qualification designator(s).

- SSN: 000-32-1456

- USN or USNR: USN

- Date reported to present command: 27 NOV four years ago

- Ending date of last regular report: 15 NOV last year

- Date of rate: 15 JUL 8 years ago 2. Duties assigned and number of months assigned during this reporting period. (list by duty

title)

a. Primary duties: Operations Specialists

b. Collateral duties: menu review board

c. Watch standing duties: OOD inport, CICWS u/w


e. Significant periods not available for duty: (if 1st report at this command, include any delay or TEMDU prior to reporting)

3. Job information:

a. Principle activities and responsibilities: berthing LPO


achievements)

– Served 1 month as MDMAA


a. Personnel directly supervised: 4 assigned berthing cleaners

b. Equipment and material responsible for:




e. Mentoring activities: Assist Sailors command wide to begin college education. I have

helped 17 Sailors realize their college goals.



f. Retention efforts and results:


a. Qualifications obtained:

b. Educational courses completed: (include degree programs enrolled in) BS

c. Personal awards and recognition received:



Habitat for humanity/ adopt a school 7. Future duties/schools desired:




OS1 DIO, RAY (TIR=8 yrs. TIS 19 yrs.) LAST EVAL – P OF 10 Petty Officer Dio is a valued asset to OI division. Qualified as CICWS and performed well during high tempo operation on recent deployment.

– Valuable watch stander, he accepts direction well and responds well to changing requirements.

– Petty Officer Dio organized and coordinated a smooth integration of divisional training and in-rate qualifications. His efforts resulted in well-trained, qualified watchstanders that was evidenced during command division in the spotlight inspection.

– His efforts at completing ESWS qualification have been below standards. Petty Officer Dio has contributed to the success of OI division and USS UNDERWAY. His professional development is limited only by his own desires. With continued development, he will become a fine first class petty officer. MIDTERM COUNSELING Going well

– Solid watch stander – Provides valuable mentoring to Sailors – Preparations for retirement

Areas of possible improvement

– Improve physical fitness – Seek positions of greater responsibility – Complete ESWS qualification

CURRENT EVAL (P/NS) Petty Officer Dio is a solid Operations Specialist who continues to develop into a fine first class petty officer. Skilled charts petty officer. Subject matter expert on charts. Routinely sought out by operations and navigation department for his knowledge and expertise. Prepared over 30 harbor charts for entry into ports and over ten thousand miles of PIM tracks with flawless attention to detail. Petty Officer Dio is a competent CICWS. His watch team provides timely reports and maneuvering solutions to command and control stations. Assigned as compartment LPO where he has made improvements to the material condition of operations berthing. Shows no interest and does not attempt to complete his ESWS qualification. Petty Officer Dio's performance has been adequate with flashes of brilliance. He is recommended for advancement.



MENTOR STATEMENT Petty Officer Dio is a competent operations specialist. We have had many discussions concerning his contributions to the command. He has his degree in computer science and is bidding his time until retirement. He will do what is asked of him but sees no reason to do anything extra. He does not feel it is necessary to expend the energy or effort to complete his ESWS qualification. Petty Officer DIO has a good rapport with junior Sailors and is sought out by them for advice. He does not behave inappropriately and is conducive to good order and discipline. Petty Officer Dio is no superstar, he is however a dependable, knowledgeable member of the crew.




- Full Name: Perry D. Jett

- Rate and warfare/qualification designator(s). (SW/AW)

- SSN: 543-21-2468

- USN or USNR: USN

- Date reported to present command: 17 DEC – 2 years ago

- Ending date of last regular report: 15 NOV – last year

- Date of rate: 16 AUG - 2 years ago


title)

a. Primary duties: LPO CM Div

b. Collateral duties: CSTT, Command indoc coord. Asst Command PRT Coord. CTT

member. Magazine Sprinkler inspector. Conventional Weapons Handling Supervisor.

Asst Top Secret Control Officer. CMS Handler.

c. Watch standing duties: OOD import, Duty Combat Systems Officer (import),

Engagement Control Officer (COND I and II), CSOOW (COND III and IV).

d. Days TAD: (where, when and why) TLAM OAG (Sep 14 thru 19)


3. Job information:

a. Principle activities and responsibilities: LPO for CM Div, leads 18 Sailors in four work

centers in all facets of combat readiness preparation and training. Ensures that all

maintenance for shipboard complex weapons system is performed (98% RAR).


achievements) Prepared for and passed the following inspections; CART II, TSTA,

C5RA, FEP, CMTQ. His preparation for all these inspections have received specific

praise from ISIC and outside training agencies. Not only was every inspection that he

was involved in passed with fewer discrepancies than another department, he was

continually mentioned by name as having the best afloat TLAM team on the waterfront.




a. Personnel directly supervised: 2 PO1’S, 5 PO2’s, 8 PO3’s and 3 FCSN.

b. Equipment and material responsible for: Four Work center spaces, magazine spaces, one

berthing space, various topside weather decks, fan rooms and storage spaces. 18K rounds

of CIWS ammunition, two VLS launchers, CIC TLAM area and consoles.

c. Size of budget managed: 48K



– Departmental SRA coordinator. For three months, he acted as liaison between

shipyard, contractors, Supship and other organizations for the accomplishment of 6

major weapons system upgrades, including the removal and installation of four

consoles in CIC. This task involved numerous hours, superb organizational skills and

outstanding interpersonal and communication abilities.

– Trained TLAM teams for CART II, C5RA, and CMTQ.

– CSTT Safety observer and drill package writer. He continually improved the training

to make each scenario more difficult, challenging and fleet relevant. Sought out

experts to make his training program more robust.

e. Mentoring activities: 75% advancement to E5. 50% advancement to E6. 80%

advancement to E4. 13 of 18 personnel qualified ESWS, expect other 5 to be completed

within 4 months. 60% enrolled in continuing education courses.

f. Retention efforts and results: Zero attrition, 100% retention for eligible personnel.


a. Qualifications obtained: Condition I ECO, Afloat Training Specialist.

b. Educational courses completed: (include degree programs enrolled in) completed 9 credit

hours of undergraduate study

c. Personal awards and recognition received: NAM for SRA coord, FLOC and BG

Commander coin for CMTQ.


a. Volunteer activities: Children’s Miracle Network, Wheelchair ramp building, PTA

member.



7. Future duties/schools desired: Hope to begin CICWO JQR with the intention of earning

OOD Underway Letter.

8. Other items for consideration: Made great use of MTS designation. First to earn ATS

designation, which encouraged others to achieve same qualification.



FC1(SW/AW)) JETT, PERRY (TIR=2 yrs. TIS=8 yrs.)

LAST EVAL – MP of 10 FC1(SW/AW) Jett hit the ground running and has not slowed down. Ready now to put on khaki. Promote to chief as early as possible. This is a leader I want in the CPO mess! Outstanding leader. Easily my best work center supervisor. He uses his superb organizational skills to get the most out of his Sailors. He sets the example in all facets of performance. A knowledgeable technician, he teaches his Sailors to analyze complex problems and solve them on their own. TLAM Expert. His level of knowledge far exceeds expectations. The Battle Group TLAM Officer specifically assigns the most difficult tasking to my ship because he knows FC1 Jett is on watch. Teaches his team to anticipate the next hurdle and jump higher. Role Model Sailor. Excellent interpersonal skills, he has a command wide impact on morale. He diligently maintains an outstanding level of physical fitness and encourages others to improve their own PRT score. Even-tempered and intelligent, he is an active member of the first class association. Master trainer. His MTS designation is apparent and getting used. He instituted an innovative rating “jeopardy” training scenario to train his team to get in the books. He made boring training fun. Volunteered to serve on my Command Training Team. Petty Officer Jett is one of the top performing first class petty officers aboard. He has earned my strongest recommendation for promotion to Chief Petty Officer. MIDTERM COUNSELING Going well

– Outstanding training program for in rate and military requirements. – Outstanding mission focus and organizational skill set. – Outstanding communication abilities.


– Become more involved in command wide programs. – Attend college. – Achieve higher level watch qualifications

CURRENT EVAL (P/WS) Promote now to CPO! FC1 Jett is the finest Fire Controlman that I have observed in 19 years of service. I want him in my CPO mess now. He is the leader in a group of stars. Mission focused leader. His outstanding preparations for a major weapons system upgrade to the TLAM system served as the model for the entire ship. Hand picked to act as departmental SRA



Coordinator, a position normally assigned to a seasoned CPO or LDO. He acted as liaison between shipyard, contractors, Supship and other organizations for the accomplishment of six major weapons system upgrades Superb organizational skills and outstanding interpersonal and communication abilities. He was awarded CO NAM for his performance. Devoted mentor. Sailor growth has flourished as LPO. 80% advancement to E4. 75% advancement to E5. 50% advancement to E6. 13 of 18 personnel qualified ESWS. 60% enrolled in continuing education courses. 100% retention. As Asst. Command PRT Coordinator, he has assisted 23 personnel in graduating from command FEP. Combat ready trainer! My GQ TLAM ECO. He continually improved the training to make each scenario more difficult, challenging and fleet relevant. He was continually mentioned by name as having the best afloat TLAM team on the waterfront. The first Sailor in two years to qualify Afloat Training Specialist, he led the way and helped others to get theirs. FC1 Jett is the best choice for chief petty officer. If you pick only one FCC, make this Sailor that one! He embodies all the traits the future Navy needs in senior enlisted leaders. MENTOR STATEMENT Petty Officer Jett is the best first class on-board. He has raised the bar for performance in every measurable area. He is that one Sailor that you are willing to devote all of your energies toward growing. He has made a huge impact on command morale because he cares about his people. Great advancement numbers, solid retention and a professional warrior. I expect his entire division to be ESWS qualified before cruise. He is the MAN when it comes to training. He developed the command wide military requirements “jeopardy” power point. That has brought the numbers of test scores up across the board. He stands ECO during GQ, that is normally stood by a second tour DIVO. He ran the SRA for Combat Systems Department and still got his ATS designation. Does some community service. This young man has his eye on a 30-year career as a CMC. I want us all to help him get there.




- Full Name: Mitchell, Pete

- Rate and warfare/qualification designator(s). EN1

- SSN: 068-79-5439

- USN or USNR: USN

- Date reported to present command: 21 OCT two years ago


- Date of rate: 16 Jul four years ago


title)

a. Primary duties: LPO - 7

b. Collateral duties: Engineering Training Team -12

c. Watchstanding duties: Engineering Officer of the Watch -12, Engineering Duty Officer -

12



3. Job information:

a. Principle activities and responsibilities: LPO of Auxiliaries Division.


achievements):



b. Equipment and material responsible for: All Auxiliaries Division Equipment



accomplishments which reflect your leadership): Successful completion of SRA and

IDTC.





g. Retention efforts and results: 100% retention


a. Qualifications obtained:

b. Educational courses completed: (include degree programs enrolled in):

c. USMAP Achieved Journeyman Apprenticeship in Hydroelectric Machinery Mechanic.

d. Personal awards and recognition received: Received Navy Achievement Medal for the

successful leadership portrayed during IDTC.



7. Future duties/schools desired: Special Warfare Community


– Conducted ESWS training in Air Conditioning and Refrigeration, Steering and Engineering Watch Organization.

– Conducted training with Officers working on their Surface Warfare Designation.

– Assisted in qualifying 2 Sailors as EOOW.

– Spent many hours ensuring personnel, equipment and procedures were properly prepared for inspections during the Inter Deployment Training Cycle (IDTC).



EN1(SW) MITCHELL, PETER (TIR = 4 yrs. TIS = 12 yrs.) LAST EVAL – MP OF 10

– Engineering Expert. EOOW oral board was graded "Best" by myself for his in-depth knowledge of the engineering plant, EOSS, and EOCC. His guidance is often sought after by co-workers and shipmates onboard USS UNDERWAY as an expert in his field. He generated 3 JQR's specific to USS UNDERWAY equipment.

– Dedicated Sailor. Will not quit until the problem is resolved or corrected. He spent many off-duty hours ensuring that all Auxiliary Division equipment was 100% operational.

– Exceptional Technician. He constantly provides his expertise to his workcenter. He supports and encourages subordinates to grow professionally and personally. With his leadership throughout deployment, major repairs were completed on the Starboard Sliding Padeye, NR1 Sea Water Service Pump, and the ships Refrigeration System.

– He is always willing to lend a hand in any evolution conducted onboard USS UNDERWAY or ashore.

Petty Officer Mitchell is a leader and is strongly recommended for Chief Petty Officer. MIDTERM COUNSELING STRENGTHS: – Takes initiative to accomplish tasks. – Always conducting training with all around me sharing my knowledge. – Able to effectively plan for long and short range. WEAKNESSES: – Communication Skills – Have not scored outstanding on PRT (last PRT got excellent) – Does not have collateral duties outside Engineering Department. CURRENT EVAL EN1(SW) Mitchell is an outstanding leader. His ability to evaluate problems, propose solutions and manage resources has had a positive impact on his Division, Department and Command.

– Engineering Expert - His Engineering knowledge is sought out by senior and subordinate shipmates for qualification in ESWS, EOOW, and SWO. He conducted all hands training in Basic Military Requirements for the enlisted rating exam. Petty Officer Mitchell is available at any time to share his knowledge with anyone requesting training.

– Leader and Mentor - Through his team work and dedication, A-Division was recognized by Senior Inspectors during IDTC as being one of the best Auxiliary Divisions afloat.

– Exceptional Technician - Lead his division in making 35 repairs during ATG assist visit that prepared his division for 3 IDTC inspections. As the senior RAST system technician, his leadership enabled the successful completion of AVCERT, thus allowing USS Underway to maintain ships mission capabilities.

He exemplifies the Navy Core Values and is an outstanding model Sailor. Petty Officer Mitchell has my strongest recommendation for Chief Petty Officer.



MENTOR STATEMENT Petty Officer Mitchell is a hard charging Sailor that has the knowledge and skills to do his job. He consistently develops his Sailors to ensure Mission Accomplishment for the division and the Engineering Department. He does not wait to be told what needs to be done, he makes it happen. He has developed strong subordinates, thus enabling him time to work outside of the department. He has been counseled on looking for duties that will benefit the command and Sailors.




- Full Name: Okum, Paul

- Rate and warfare/qualification designator(s). SW/AW

- SSN: 123-45-6789

- USN or USNR: USN

- Date reported to present command: 31 OCT three years ago


- Date of rate: 16 SEP last year 2. Duties assigned and number of months assigned during this reporting period. (list by duty

title)

a. Primary duties: LPO / MDMAA

b. Collateral duties: Assistant ESWS Coordinator, Command financial Specialist, and

Combat Systems Training Team Leader.

c. Watchstanding duties: CSOOW U/W, Duty Combat Systems Officer, and OOD I/P.


e. Significant periods not available for duty: (if 1st report at this command, include any delay or TEMDU prior to reporting) None

3. Job information:

a. Principle activities and responsibilities: LPO supervising 12 Sailors, MDMAA

supervising 15 Sailors.


achievements),

– Highly dedicated qualified CSOOW U/W, Duty Combat Systems Officer and OOD I/P in less then 3 months.

– Volunteered to go TAD to MDMAA for a full 6-month tour relieving a less than stellar first class. Received Flag Letter of Commendation for volunteering for such a hard assignment.

– As Assistant ESWS Coordinator was the driving force behind 100 Sailors completing their qualification.

– As Command Financial Specialist, helped over 50 shipmates to gain financial stability through counseling that I provided.

– As CSTT Leader planned complex training scenarios that was instrumental in Combat Systems passing all elements of the training cycle.



– Screened White House Communications with orders to follow. – Received an outstanding on the last PRT.


a. Personnel directly supervised: 12 as LPO and 15 as MDMAA

b. Equipment and material responsible for: All Communication and Radar equipment

c. Size of budget managed: 500,000 in repairable funds


accomplishments which reflect your leadership) Lead 12 technicians as LPO and 15

Sailors as MDMAA in the day to day activities of the division.


f. Mentoring activities: Mentors all the division in how to advance and succeed.

g. Retention efforts and results: Provides career advice to Sailors. Retention is 100%


a. Qualifications obtained: Qualified CSOOW U/W, DCSO I/P, OOD I/P

b. Educational courses completed: (include degree programs enrolled in) Enrolled in an

Associates Degree Program with 44 credit hours so far.

c. Personal awards and recognition received: Flag LOC


a. Volunteer activities: Volunteered over 20 hours at the Blazing Trails Elementary reading

one day every two weeks.

7. Future duties/schools desired: CMEO class




ET1(SW/AW) OKUM, PAUL (TIR = 1 yr. TIS = 7 yrs.) LAST EVAL – EP OF 60 (E5) This evaluation is submitted on the occasion of ET2 Okum’s CAP to ET1.

– Outstanding Second Class Petty officer selected for Junior Sailor of the year from over 60 of his peers.

– Highly Motivated volunteered to be Assistant ESWS Coordinator. Responsible for training, testing, and mentoring, has been the driving force behind over 50 shipmates completing their qualifications.

– As Combat Systems Training Team member for repair 8, his planning and execution of complex training scenarios was paramount in the extremely successful completion of the IDTC.

– Dedicated Mentor ensured his work center was 100 percent qualified ESWS, and motivated Sailors to complete all recommended courses for advancement, advancing over 30 percent of the work center.

– Recognized Expert in trouble shooting ships communication equipment. He was also sent to numerous other ships in the battle group as a technical assist, saving money and decreasing down time.

ET2 Okum is clearly the top Second Class on board processing qualities normally found far above his rank. I promoted him to ET1, I need you to promote him to chief Now. MIDTERM COUNSELING Doing well

– Outstanding Communicator, communicates well with chain of command. – Outstanding motivation achieving qualifications ahead of time. – Excellent Leadership capabilities takes care of his Sailors

Areas to improve

– Continue to take college classes to achieve a degree that will be necessary for future advancement.

– Continue achieving higher qualifications to show initiative. – Strive to find new avenues for community service.

CURRENT EVAL Petty Officer Okum is an outstanding professional on his way to the top. His work ethic and motivation is unparallel by his peers.

– Extremely Dedicated qualified CSOOW U/W, Duty CSO I/P, and OOD I/P in less than 3 months, miles ahead of his peers.

– Received Flag Letter of Commendation for volunteering to go TAD to MDMAA for a full 6-month tour to fill a critical short fused billet.

– Assistant ESWS coordinator was the driving force behind over 100 Sailors completing their ESWS qualification by providing both training and testing.

– Outstanding Command Financial Specialist provided counseling to over 50 shipmates helping to provide financial security.



– Outstanding leadership abilities as CSTT leader planning complex training scenarios that were instrumental to Combat Systems earning a excellent score during the IDTC.

– Received an outstanding on the last PFA. Petty Officer Okum sets the standard for a First Class Petty Officer and is already performing at the level of a Chief Petty Officer just needs to be advanced. MENTOR STATEMENT ET1 Okum has only been a First Class for only a short while but has proven him self to be a top performer. He qualified CSOOW U/W, DCSO, OOD I/P in less then 3 months. He volunteered to go TAD to MDMAA for the full 6 months relieving a less than stellar fellow First Class who was fired after only one month. For his efforts he received a Flag LOC. Extremely valuable to the command as the Assistant ESWS coordinator and the Command Financial Specialist helping shipmates is one of his primary concerns. As LPO he handles one of the largest repair parts budgets on the ship. He is a rising star, who is burning brightly and out shining his peers, He is my number one First Class a truly dedicated Sailor who should be promoted above his peers.





- Full Name: Sandy Wedge

- Rate and warfare/qualification designator(s). (SW)

- SSN: 111-55-7788

- USN or USNR: USN

- Date reported to present command: 17 SEP – 2 years ago

- Ending date of last regular report: 15 NOV – last year

- Date of rate: 16 AUG - 2 years ago 2. Duties assigned and number of months assigned during this reporting period. (list by duty

title)

a. Primary duties: LPO OD01

b. Collateral duties: STT, VBSS

c. Watch standing duties: OOD inport, JOOD u/w



3. Job information:

a. Principle activities and responsibilities: responsible for the supervision and training of 38

Sailors in boatswain’s mate duties


achievements) Prepared for and passed the following inspections; SAR cert, ARQ,

AVCERT, and CART II


a. Personnel directly supervised: 4 PO2s, 8 PO3s and 26 SN

b. Equipment and material responsible for: Ships hull, small boats, flight deck/hanger,

various weather decks and storage spaces.

c. Size of budget managed: 30K





e. Trained seamanship teams for CART II, SAR cert and ARQ.

– Trained rep 5 in preparation for LOA and UD

– Led the refurbishment of 42 spaces, 2 small boats and life raft change out.


g. Retention efforts and results: Increased divisional retention by 50%


a. Qualifications obtained: JOOD U/W, fire marshal

b. Educational courses completed: (include degree programs enrolled in) AS

c. Personal awards and recognition received: NCM


Volunteer activities:





BM1(SW) WEDGE, SANDRA (TIR = 2 yrs. TIS = 9 yrs.)

LAST EVAL – MP of 10 Petty Officer Wedge is a driven leader who has motivated her division to adapt and excel.

– SEAMANSHIP EXPERT. Petty Officer Wedge led an inexperienced Deck Division through a demanding gauntlet of seamanship evolutions, including 30 flawless underway replenishments, a Mediterranean mooring and 200 small boat operations in support of maritime interdiction operations. Her extensive knowledge of deck operations were crucial to the safe and efficient conduct of these operations.

– COMMAND WIDE IMPACT. Coordinated and executed a ship wide topside preservation effort that ensured underway was in pristine condition upon return from deployment. Petty Officer Wedge's qualification as JOOD contributes to the quality of our underway watch teams and serves as an example for junior Sailors to emulate.

Petty Officer Wedge embodies the sprit and dedication of a top-notch Sailor. Already serving at the level of a chief petty officer, she has earned my strongest recommendation for promotion to Chief Petty Officer. MIDTERM COUNSELING Going well

– Outstanding preparations for IDTC – Excellent task management – Overall improvement to material condition of assigned spaces


– Become involved in command level activities (MWR, CTT, planning committees) – Look into advanced watch qualifications – Focus more on subordinate development

CURRENT EVAL (P/WS) Petty Officer Wedge is performing at the level of a seasoned chief petty officer. Promote now to chief petty officer.

– SEAMANSHIP EXPERT. Her foresight, preparations and supervision were reflected in a flawless SAR Certification, AVCERT, ARQ and CART II. Her through preparation during aviation assist visit led to an upgrade to a complete readiness evaluation three months ahead of schedule.

– VERSATILE LEADER AND EXPERT TRAINER. Qualified as duty fire marshal and hand selected to serve as repair 5-locker leader. Her leadership, extensive knowledge of damage control and repair locker procedures has improved the effectiveness of rep 5 leading to the successful completion of the damage control portion of LOA and UD.

– EXPERT MANAGER. She spearheaded the refurbishment of 42 spaces, installation of 18 life rafts and overhaul of the ship's boats. Her coordination with contractors insured the completion of depot level installations and repairs.



Through her exceptional ability to inspire and lead others, Petty Officer Wedge has met every challenge and has produced outstanding results. She is already performing at the Chief Petty Officer level and is ready for promotion at the earliest opportunity. PROMOTE NOW. MENTOR STATEMENT Petty Officer Wedge is a top performer at the command. She is involved and personally committed to the Navy and the command. She looks for opportunities to increase her level of responsibility. Volunteered to stand JOOD and has been a welcomed addition to the underway watch team. She is proactive in her training and qualification of seamanship teams. Her foresight has directly resulted in deck division’s success throughout the IDTC. Her qualification as fire marshal has provided increased flexibility in watch bill management. There has been a huge improvement in repair locker 5 since her qualification and assignment as repair locker leader. This was evidenced by repair 5’s outstanding performance during LOA and UD. Petty Officer Wedge is a winner. She is ready to advance to Chief Boatswain’s mate.





- Full Name: Walter Wissen

- Rate and warfare/qualification designator(s) AW.

- SSN: 010-22-3333

- USN or USNR: USN

- Date reported to present command: 28 OCT - Last year

- Ending date of last regular report: 15 NOV - Last year

- Date of rate: 16 JUL - 4 years ago


title)

a. Primary duties: LPO SS01

b. Collateral duties: Command Training Team

c. Watch standing duties: OOD import /CICWO u/i U/W



3. Job information:

a. Principle activities and responsibilities: Supervision and training of 6 Sailors in

storekeeper duties


achievements)

• Supervised the refurbishment of 40 spaces

• Received inventory accuracy rate 0f 93% during SMA

• Organized Women’s heritage and Native American month celebrations

• Conducted 3 Rights and Responsibilities workshops.


a. Personnel directly supervised: 2 PO2s 1PO3 and 2SN

b. Equipment and material responsible for: $20 million supply inventory.

c. Size of budget managed: Four hundred thousand dollar annual budget.





• Supervision of SMA preparations resulted in an outstanding inspection

• One sailor advanced to PO2

e. Mentoring activities: Provides personal example and counseling for junior Sailors.

Physically fit, received outstanding on last PRT, assists crew members on personal fitness

improvement.

f. Retention efforts and results:


a. Qualifications obtained: OOD inport

b. Educational courses completed: (include degree programs enrolled in)

c. Personal awards and recognition received:







SK1 WISSEN, WALTER (TIR = 4 yrs. TIS = 12 yrs.) LAST EVAL – NOB (1 MONTH ABOARD) Member on board less than 90 days. Petty Officer Wissen is a welcome addition to the supply department. He is eager to integrate himself into the crew. We expect great things from SK1 Wissen. MIDTERM COUNSELING Going Well

– Great improvement on work center effectiveness – Good job coordinating ethnic celebrations – Excellent rapport with chain of command, and customer service


– Continue improvement of work center through mentorship – Work on ESWS qualification – Seek command level collateral duty and make a positive impact – Pursue out of rate qualifications

CURRENT EVAL Petty Officer Wissen is a superior store keeper and administrator who has led his division through a challenging SRA and IDTC. Outstanding PRT and appearance.

– Involved Leader. Led the refurbishment of 40 storage spaces during recent SRA. Supervised the inventory of over thirty thousand line items. During LMA inspection SS01 received an inventory accuracy of 93% and received numerous positive remarks about the condition of spaces.

– Promotes positive command climate. Petty Officer Wissen organized women’s history and Native American month celebrations. Conducted 3 Rights and responsibilities workshops during command indoctrination.

– Mission Orientated. Volunteered to stand CICWO, he is 75% complete with qualification. His qualification will allow more flexibility and serve as an example to junior Sailors.

Petty Officer Wissen is a Sailor on the rise. He continually seeks personal improvement and contributes to a positive command climate. He is recommended for advancement to Chief Petty Officer.



MENTOR STATEMENT SK1 Wissen’s performance during the last year has been outstanding. Since his assignment as SS01 LPO, there has been a 180-degree turnaround in his division. He was directly responsible for an outstanding SMA inspection. He is standing CICWO U/I, and is 75% complete with the qualification. He is looking to increase his command involvement and desires a command level collateral duty as one becomes available. He actively contributes to a positive command climate and assists in command indoctrination. SK1 is a diamond in the rough, he will undoubtedly be a superstar at the command.



OUTLINE SHEET 4-3 PROCESS IMPROVEMENT

1. Introduction

The Handbook for Basic Process Improvement (CINCPACFLTINST 5224.2) provides a 14-step guide for process improvement. The basic process is presented in this Outline Sheet.

2. Basic Process Improvement Step 1: Select a process and establish the process improvement objective Selecting the Process When a command initially undertakes process improvement efforts, the Executive Steering Committee may identify problem areas and nominate the first processes to be investigated. Later, candidate processes may be identified at the deck plate level by work center supervisors. Some important considerations in selecting processes for improvement are these:

• Total quality is predicated on understanding what is important to the customer. Every work unit—whether a large command or a small office—has both internal and external customers. Hence, the starting point in selecting a process for improvement is to obtain information from customers about their satisfaction or dissatisfaction with the products or services produced by the organization.

• It’s best to start out small. Once people can handle improving a simple process, they can tackle more complicated ones.

• The selected process should occur often enough to be observed and documented. The team should be able to complete at least one improvement cycle within 30 to 90 days; otherwise, they may lose interest.

• The process boundaries have to be determined. These are the starting and stopping points of the process that provide a framework within which the team will conduct its process improvement efforts. As an example, the process by which a fire hose is routed to the scene of a casualty drill would have these boundaries:

Starting Point - The drill is initiated or called away. Stopping Point - A properly manned fire hose is brought to bear on the fire.

Establish the process

improvement objective

Write down the process

improvement objective (be

specific)

Determine the starting and

stopping points of the process

Step 2

Clearly state the process you are going to work on



• It is crucial to make sure that the steps involved in meeting the process improvement objective are located inside the boundaries.

• A Pareto analysis can help the team identify one or more factors or problems

which occur frequently and can be investigated by the team. This analysis would be based on some preliminary data collected by the team.

After command members have some experience working with the Basic Process Improvement Model, processes can be selected which have been performing poorly or which offer a potentially high payback in improving mission performance. The former category might include drills and procedures, which are routinely accomplished in a less than satisfactory manner. The latter category includes mission critical processes, such as conducting main space fire drills. In each case, it’s best to move from the simple to the complicated, and from the better performing to the worst performing processes. A process that is primarily controlled, or significantly constrained, by outside factors is probably not a good candidate for improvement by command personnel. Processes selected must be controlled entirely within the lifelines of the command. Only one team should be assigned to work on each process improvement. Establishing the Process Improvement Objective Once a process is selected, the team needs to establish a well-defined process improvement objective. The definition of the objective should answer this question: What improvement do we want to accomplish by using a process improvement methodology? The process improvement objective is frequently discovered by listening to internal and external customers. The team can use interviews or written surveys to identify target values to use as goals for improving the product or service produced by the process. Identifying a problem associated with the process helps define the process improvement objective. The people working in the process can identify activities that take too long, involve too many man-hours, include redundant or unnecessary steps, or are subject to frequent breakdowns or other delays. This is not just a problem-solving exercise; this is process improvement. Problems are symptoms of process failure, and it is the deficiencies in the process that must be identified and corrected. For an improvement effort to be successful, the team must start with a clear definition of what the problem is and what is expected from the process improvement. Let’s look at a couple of examples:

• Repairing the fourth stage seal of a high-pressure air compressor currently takes six hours. Internal customers would like that time reduced but are concerned that product quality might suffer if the process is changed. The team believes the repair time can be reduced to as little as four hours by improving the process. The process improvement objective can be stated this way: "High-pressure air compressor fourth stage seals are repaired in four hours or less, with no increase in the mean time between failures for the repaired parts."

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/pareto.pps

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/opdef.pps




• If the way firefighters check for explosive gases in a compartment during a fire drill is described simply as "unsatisfactory," few people will know how to state the process improvement objective. But, if the nature of the problem is clearly stated as "50 percent of the firefighters do not know how to operate the Explosivemeter," the objective can be stated this way: "At least 95 percent of our firefighters can operate the Explosivemeter in a satisfactory manner."

A team formulating a process improvement objective may find it helpful to proceed in this way:

• Write a description of the process, starting, "The process by which we..." • Specify the objective of the process improvement effort. • Operationally define the objective in writing. • Use numerical specification limits for process improvement objectives whenever

possible. (See the discussion of process capability in Step 7.)

A final note: Without a stated improvement objective, the team may conduct meetings but achieve little improvement in the effectiveness, efficiency, or safety of their process. A clearly stated process improvement objective keeps the team’s efforts focused on results.

• Arrange for the resources—money, material, training, other people—which the team needs to do the job.

• Decide how much time the team will devote to process improvement. Sometimes, improving a process is important enough to require a full-time effort by team members for a short period. At other times, the improvement effort is best conducted at intervals in one- or two-hour segments.

Step 2: Organize the "right" team Team Members Team members are selected by the team leader or the individual who formed the team. Members may be of various ranks, rates, pay grades, or ratings. Depending on the nature of the process, they may come from different departments, divisions, work centers, or offices. The key factor is that the people selected for the team should be closely involved in the process that is being improved. Being a team member has certain obligations. Members are responsible for carrying out all team-related work assignments, such as data collection, data analysis, presentation development, sharing knowledge, and participation in team discussions and decisions. Ideally, when actual process workers are on a team, they approach these responsibilities as an opportunity to improve the way their jobs are done, rather than as extra work.




Team Charter

A charter is a document that describes the boundaries, expected results, and resources to be used by a process improvement team. A charter is usually provided by the individual or group who formed the team. Sometimes the process owner or the team members develop a charter. A charter is always required for a team working on a process that crosses departmental lines. A charter may not be necessary for a team that is improving a process found solely within a work center or office space. A charter should identify the following:

• Process to be improved • Time constraints, if applicable • Process improvement objective • Team’s decision-making authority • Team leader assigned • Resources to be provided • Team members assigned • Reporting requirements

Other information pertinent to the improvement effort may also be included, such as the names of the process owner and quality advisor, recommended frequency of meetings, or any other elements deemed necessary by those chartering the team. Team Ground Rules No process improvement team should go beyond Step 2 without developing a clear-cut set of ground rules for the operation of the team. The ground rules act as a code of conduct for team members and provide a basic structure for conducting effective meetings. Some areas in which ground rules should be established are:

• Attendance: Expectation of regular attendance at meetings, acceptable reasons for missing meetings, whether to allow alternates to attend when members must be absent, number of members required to conduct business.

• Promptness: Starting and ending time for meetings. • Preparation: Expectation that team members will complete assignments in advance and

come prepared for each meeting.

List all the people involved in the steps

within the boundaries of the process

Pick members so the team covers knowledge

of all the steps

Choose a team leader

Execute a verbal or written charter for the

team

Assemble the team and brief them on the

process

Conduct team training on process

improvement

Step 3

Step 1



• Participation: Active listening, suspending personal beliefs, and free communication by

all members. • Courtesy: One person talks at a time; no interruptions or side conversations; no personal

attacks; all members treated as partners, not adversaries. • Assignments: Methods for making and tracking assignments and selecting the recorder. • Decisions: Decision-making procedures—consensus or open or closed majority vote. • Focus: Things to do to stay focused on the future, not rooted in the past.

Guidelines for Effective Team Meetings The Improvement Team Meeting Record helps teams follow the guidelines for conducting effective meetings that are outlined below.

• Follow the meeting ground rules. • Use an agenda. (See the agenda example.) • List the items to be discussed in as much detail as space permits. • State time available for each item. • Name who is responsible for each item. • Publish the agenda in advance.

Training for the Team At this juncture, team members need to receive some training that will help them reach their process improvement objective. The Team Leader or Quality Advisor should provide training on how to operate effectively as a team as well as just-in-time training in the use of statistical tools. All aspects of team formation and functioning are discussed in the DON TQL course, Team Skills and Concepts. Step 3: Flowchart the current process

Before a team can improve a process, the members must understand how it works. The most useful tool for studying the current process is a flowchart. This tool is explained in the Basic Tools for Process Improvement. To develop an accurate flowchart, the team assigns one or more members to observe the flow of work through the process. It may be necessary for the observers to follow the flow of activity through the process several times before they can see and chart what actually occurs. This record of where actions are taken, decisions are made, inspections are performed, and approvals are required becomes the "as-is" flowchart. It may be the first accurate and complete picture of the process from beginning to end.

As the team starts work on this first flowchart, they need to be careful to depict what is really happening in the process. They don’t want to fall into the trap of flowcharting how people think the process is working, how they would like it to work, or how an instruction or manual says it should work. Only an as-is flowchart that displays the process as it is actually working today can reveal the improvements that may be needed.

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/record.htm

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/agenda.htm



When teams work on processes that cross departmental lines, they may have to talk to people at all levels across the command who are involved in or affected by the process they are working on. It is even more important to get an accurate picture of these cross-functional processes than those whose boundaries are inside a work unit or office. As an example, "launching a helicopter" is a cross-functional process involving contributing processes performed by bridge personnel, controllers in the CIC, firefighting teams, the fueling team, engineers, the cargo handling team, flight deck personnel, and others. Each of these contributing processes has to be accurately flowcharted and clearly understood before the larger process can be improved. The goal of this step is for the team to fully understand the process before making any attempt to change it. Changing a process before it is fully understood can cause more problems than already exist.

The team can define the current situation by answering these questions:

• Does the flowchart show exactly how things are done now?

• If not, what needs to be added or modified to make it an as-is picture of the process?

• Have the workers involved in the process contributed their knowledge of the process steps and their sequence?

Step 4

Draw a flowchart of exactly what happens between the starting

and stopping points of the process

Observe the work as it is actually performed

Using observations, modify the flowchart to

reflect reality

Does the team agree that the flow chart is correct ?

NO

YES

Step 2

• Are other members of the command involved in the process, perhaps as customers? What did they have to say about how it really works?

• After gathering this information, is it necessary to rewrite your process improvement objective (Step 1)?

Step 4: Simplify the process and make changes

The team described the current process by developing a flowchart in Step 3. Reviewing this depiction of how the process really works helps team members spot problems in the process flow. They may locate steps or decision points that are redundant. They may find that the process contains unnecessary inspections. They may discover procedures that were installed in the past in an attempt to goof-proof the process after errors or failures were experienced. All of these eat up scarce resources.

STUDENT GUIDE

A–500-0100


Besides identifying areas where resources are being wasted, the team may find a weak link in the process that they can bolster by adding one or more steps. But before stepping in to make changes in the process based on this preliminary review of the as-is flowchart, the team should answer the following questions for each step of the process:

1. Can this step be done in parallel with other steps, rather than in sequence?

2. Does this step have to be completed before another can be started, or can two or more steps be performed at the same time?

3. What would happen if this step were eliminated? Would the output of the process remain the same? Would the output be unacceptable because it is incomplete or has too many defects?

4. Would eliminating this step achieve the process improvement objective?

5. Is the step being performed by the appropriate person?

6. Is the step a work-around because of poor training or a safety net inserted to prevent recurrence of a failure?

7. Is the step a single repeated action, or is it part of a rework loop which can be eliminated?

Step 5

Going through the process step-by-step, identify redundant and

unnecessary steps

Is the step necessary

?

NO YES

What would happen if this step

were removed ?

Remove the step

Keep the step

Draw the flowchart of the simplified process

Perform sanity check using existing

directives

NO

Is the team authorized to

make changes to the process

?

Obtain permission

Change the

process

PROCESS DOES NOT WORK

PROCESS STILL WORKS

YES

YES

NO

Any more steps to check?

Step 3

8. Does the step add value to the product or service produced by the process? 9. Can this step be done in parallel with other steps, rather than in sequence? 10. Does this step have to be completed before another can be started, or can two or more

steps be performed at the same time?

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/flowchrt.pps



11. What would happen if this step were eliminated? Would the output of the process remain the same? Would the output be unacceptable because it is incomplete or has too many defects?

12. Would eliminating this step achieve the process improvement objective? 13. Is the step being performed by the appropriate person? 14. Is the step a work-around because of poor training or a safety net inserted to prevent

recurrence of a failure? 15. Is the step a single repeated action, or is it part of a rework loop which can be eliminated? 16. Does the step add value to the product or service produced by the process?

If the answers to these questions indicate waste, the team should consider doing away with the step. If a step or decision block can be removed without degrading the process, the team is recovering resources, which can be used elsewhere in the organization. Eliminating redundant or unnecessary steps confers an added benefit: a decrease in cycle time. Only part of the time it takes to complete most processes is productive time; the rest is delay. Delay consists of waiting for someone to take action, waiting for a part to be received, and similar unproductive activities. Consequently, removing a step which causes delay reduces cycle time by decreasing the total time it takes to complete the process. After making preliminary changes in the process, the team should create a flowchart of the simplified process. Now comes the sanity check:

Can the simplified process produce products or services acceptable to customers and in compliance with applicable existing directives?

If the answer is "yes," and the team has the authority to make changes, they should institute the simplified flowchart as the new standard picture of the process. But perhaps the team is required to get permission to make the recommended changes. In that case, a comparison of the simplified flowchart with the original as-is flowchart can become the centerpiece of a briefing to those in a position to grant approval. At this point, the people working in the process must be trained using the new flowchart of the simplified process. It is vital to ensure that they understand and adhere to the new way of doing business. Otherwise, the process will rapidly revert to the way it was before the improvement team started work. Step 5: Develop a data collection plan and collect baseline data Steps 1 through 4 have taken the team through a process simplification phase of process improvement. In this phase, all decisions were based on experience, qualitative knowledge of the process, and perceptions of the best way to operate. For the remaining steps in the Basic Process Improvement Model, the team will be using a more scientific approach. Steps 5 through 14 of the model rely on statistical data which, when collected and analyzed, are used to make decisions about the process. In Step 5, the team develops a data collection plan, as described in the Basic Tools for Process Improvement. The process improvement objective established in Step 1 is based on customers’ expectations and needs regarding the product or service produced by the process. When the team







develops a data collection plan, they must first identify the characteristic of the product or service that has to be changed in order to meet the objective.

The key to this segment of the model is to use process knowledge and common sense in determining where to take measurements. The team should ask: Will the data collected at this point help us decide what to do to improve the process? Once the team determines what data to collect—and why, how, where, and when to collect it—they have the rudiments of a data collection plan. To implement the data collection plan, the team develops a data collection sheet. This data collection sheet must include explicit directions on how and when to use it. The team should try to make it as user-friendly as possible. The team can collect baseline data when, and only when, the data collection plan is in place, the data collection sheet has been developed, and the data collectors have been trained in the procedures to use.

With the process improvement objective in mind, use the flowchart to

determine where the characteristic is produced

Annotate the flowchart with the measurement

points

Develop a data collection plan to ensure that all

data takers know what, why, how, where, and how often to take data

Create a data collection form and train data

collectors

Begin collecting baseline data

Step 6

Step 4

http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/datacoll.pps





Step 6: Is the process stable? In this step, the team analyzes the baseline data collected in Step 5. Two tools that are useful in this analysis are a control chart and a run chart. Both of these tools organize the data and allow the team to make sense of a mass of confusing information. They are explained in the Basic Tools for Process Improvement. Control charts are better at revealing whether a process is stable and its future performance predictable. However, even if a team begins with the simpler run chart, they can convert it to a control chart with a little extra work. These two tools are important because they help teams identify special cause variation in the process. Whenever an individual or a team repeats a sequence of actions, there will be some variation in the process. Let’s look at an example: Think about the amount of time it took you to get up in the morning, get dressed, and leave your house for work during the past four weeks. Although the average time was 28 minutes, no two days were exactly the same. On one occasion it took 48 minutes for you to get out of the house.

Step 5

Assemble the data collection sheets from

Step 5

Use X and Moving Range Control Chart or

Run Chart

YESFind the reason(s) for

the special cause variation

Variables Data Use X-Bar and R or X

and Moving Range Control Chart or Run

Chart

Plot the data on the applicable chart

NO

Are any of the rules for assessing

stability violated ?

Attribute Data

What type of data was collected

?

Step 5

Step 7

This is where a control chart or a run chart can help you analyze the data. Control Charts, and to a lesser extent run charts, display variation and unusual patterns such as runs, trends, and cycles. Data, which are outside the computed control limits, or unusual patterns in the graphic display of data, may be signals of the presence of special cause variation that should be investigated. In our example, investigation revealed that you were delayed by an early-morning phone call from one of your children who is at college. The data provided a signal of special cause variation in your getting-off-to-work process. But what if, over a period of 10 days, a series of times is recorded that averaged 48 minutes? It seems that your getting-off-to-work process now includes



making breakfast for your son and daughter. This is not just a variation. The data indicate that your process has changed. While this example portrayed an obvious change in the process, subtle changes often occur without the knowledge of the workers. These minor changes produce enough variation to be evident when the data are analyzed. If special cause variation is found in the process, the team is obliged to find the cause before moving on to the next step in the model. Depending on the nature of the special cause, the team may act to remove it, take note of it but no action, or incorporate it in the process. When special cause variation reduces the effectiveness and efficiency of the process, the team must investigate the root cause and take action to remove it. If it is determined that the special cause was temporary in nature, no action may be required beyond understanding the reason for it. In the example above, the early phone call caused a variation in the data, which was easily explained and required no further action. Occasionally, special cause variation actually signals an improvement in the process, bringing it closer to the process improvement objective. When that happens, the team may want to incorporate the change permanently. If the team fails to investigate a signal of special cause variation and continues on with their improvement activities, the process may be neither stable nor predictable in the future. This lack of stability and predictability may cause additional problems to occur, preventing the team from achieving the process improvement objective. Step 7: Is the process capable? Once the process has been stabilized, the data collected in Step 5 is used again. This time the team plots the individual data points to produce a bar graph called a histogram. This tool is explained in the Basic Tools for Process Improvement. To prepare the histogram, the team superimposes the target value for the process on the bar graph. The target value was established in Step 1 as the process improvement objective. If there are upper and/or lower specification limits for the process, the team should plot them also. (Note: Specification limits are not the same as the upper and lower control limits used in control charts.) Once the data, the target value, and the specification limits (if applicable) are plotted, the team can determine whether the process is capable. The following questions can be used to guide the team’s thinking: Are there any unusual patterns in the plotted data? Does the bar graph have multiple tall peaks and steep valleys? This may be an indication that other processes are influencing the process the team is investigating. Do all of the data points fall inside the upper and lower specification limits (if applicable)? If not, the process is not capable.



Plot the data collected in Step 5 in a Histogram

Plot the process improvement objective as the target values in

the Histogram

Plot the data on the

applicable chart

Are the data points

inside the specification limits

?

Step 8

YES Do specific limitations exist

?

Does the Histogram’s shape approximate a

bell curve?

YES

YES

YES

Are the data points close

enough to the target?

NO

Step 8

NO

NO

Step 14

Step 6

If all of the data points fall within the specification limits, are the data grouped closely enough to the target value? This is a judgment call by the team. While the process is capable, the team may not be satisfied with the results it produces. If that’s the case, the team may elect to continue trying to improve the process by entering Step 8 of the Basic Process Improvement Model. If there are no specification limits for the process, does the shape of the histogram approximate a bell curve? After examining the shape created by plotting the data on the histogram, the team has to decide whether the shape is satisfactory and whether the data points are close enough to the target value.These are subjective decisions. If the team is satisfied with both the shape and the



clustering of data points, they can choose to standardize the simplified process or to continue through the steps of the Basic Process Improvement Model. From here to the end of the Basic Process Improvement Model, the team is going to use a scientific methodology for conducting process improvement called the Plan-Do-Check-Act (PDCA) Cycle. They will plan a change, conduct a test and collect data, evaluate the test results to find out whether the process improved, and decide whether to standardize or continue to improve the process. The PDCA Cycle is just that: a cycle. There are no limitations on how many times the team can attempt to improve the process incrementally.



Step 8: Identify root causes for lack of capability Steps 1 through 7 of the model were concerned with gaining an understanding of the process and documenting it. In Step 8, the team begins the PDCA Cycle by identifying the root causes of a lack of process capability. The data the team has looked at so far measure the output of the process. To improve the process, the team must find what causes the product or service to be unsatisfactory. The team uses a cause and effect diagram to identify root causes. This tool is explained in the Basic Tools for Process Improvement. Once the team identifies possible root causes, it is important to collect data to determine how much these causes actually affect the results. People are often surprised to find that the data do not substantiate their predictions, or their gut feelings, as to root causes. The team can use a Pareto chart to show the relative importance of the causes they have identified.

Brainstorm causes that may be affected by the ability of the process to

meet the process improvement objectives

Create a Cause-and-Effect Diagram

Plot the data in a Pareto Chart

Select a root cause to work on to improve the

process

NO

Use multivoting or Nominal Group

Technique (Part 2) to identify the most likely

cause for lack of process capability

YES

Can the causes by verified from

the data collected?

Assess whether other people are needed to help with this process

improvement

Step 9

Step 7



Step 9: Plan to implement the process change Step 9 begins the “Plan” phase of the PDCA Cycle. Steps 9 and 10 together comprise the whole Plan phase. After considering the possible root causes identified in Step 8, the team picks one to work on. They then develop a plan to implement a change in the process to reduce or eliminate the root cause. The major features of the plan include changing the simplified flowchart created in Step 4 and making all of the preparations required to implement the change. The team can use the following list of questions as a guide in developing the plan:

• What steps in the process will be changed?

• Are there any risks associated with the proposed change?

• What will the change cost? The cost includes not only money, but time, number of people, materials used, and other factors.

• What workers will be affected by the change?

• Who is responsible for implementing the change?

• What has to be done to implement the change?

• Where will the change be implemented?

• How will the implementation be controlled?

• At what steps in the process will measurements be taken?

• How will data be collected? • Is a small-scale test necessary

prior to full implementation of the change?

• How long will the test last? • What is the probability of

success? • Is there a downside to the

proposed change? • How long will the test last? • What steps in the process will

be changed? • Are there any risks associated

with the proposed change?

Plan a change in the process that either

removes or reduces the effect of the root cause

identified in Step 8

Modify the flowchart to reflect the new process

Change the process

Step 10

Is the team authorized to change the process?

Obtain

permission

YES

NO

Inform all people affected by the change in the

process of the modifications made

Step 8




• What will the change cost? The cost includes not only money, but time, number of people, materials used, and other factors.

• What workers will be affected by the change? • Who is responsible for implementing the change? • What has to be done to implement the change? • Where will the change be implemented? • How will the implementation be controlled? • At what steps in the process will measurements be taken? • How will data be collected? • Is a small-scale test necessary prior to full implementation of the change?

How long will the test last? What is the probability of success? Is there a downside to the proposed change?

Once the improvement plan is formulated, the team makes the planned changes in the process, if empowered by the team charter to do so. Otherwise, the team presents the improvement plan to the process owner, or other individual who formed the team, to obtain approval to proceed. Step 10: Modify the data collection plan, if necessary Step 10 concludes the “Plan” phase of the PDCA Cycle.

Reviewing the data collection plan The data collection plan was originally developed in Step 5. Since the process is going to change when the planned improvement is instituted, the team must now review the original plan to ensure that it is still capable of providing the data the team needs to assess process performance. Modifying the data collection plan If the determination is made that the data collection plan should be modified, the team considers the same things and applies the same methodologies as in Step 5.

Modify the plan to provide the data needed to assess

performance of the changed process

YES

Step 11

NO

Is the Data Collection Plan developed in Step 5 valid for measuring the

changed process?

Step 9


http://www.au.af.mil/au/awc/awcgate/navy/bpi_manual/charter.htm



Step 11: Test the change and collect data Step 11 is the “Do” phase of the PDCA Cycle. If feasible, the change should be implemented on a limited basis before it is applied to the entire organization. For example, the changed process could be instituted in a single office or work center while the rest of the command continues to use the old process. If the organization is working on a shift basis, the changed process could be tried on one shift while the other shifts continue as before. Whatever method the team applies, the goals are to prove the effectiveness of the change, avoid widespread failure, and maintain command-wide support. In some situations, a small-scale test is not feasible. If that is the case, the team will have to inform everyone involved of the nature and expected effects of the change and conduct training adequate to support a full-scale test.

The information the team developed in Step 9 provides the outline for the test plan. During the test, it is important to collect appropriate data so that the results of the change can be evaluated. The team will have to take the following actions in conducting the test to determine whether the change actually resulted in process improvement:

• Finalize the test plan.

• Prepare the data collection sheets.

• Train everyone involved in the test.

• Distribute the data collection sheets.

• Change the process to test the improvement.

• Collect and collate the data.

Plan the test of the new process

Train everyone involved in the test and standardize the process among the

workers

Distribute the data collection sheets

Once the test is completed, retain and

collate the data collection sheets

Test the improved process and collect data

Step 12

Step 10





Step 12: Is the modified process stable? Steps 12 and 13 together comprise the “Check” phase of the PDCA Cycle. The team modified the process based on the improvement plan and conducted a test. During the test of the new procedure, data were collected. Now the team checks whether the expected results were achieved. The procedures in this step are identical to those in Step 6. The team uses the data they have collected to check the process for stability by preparing a control chart or run chart. Since the process has changed, it is appropriate to recompute the control limits for the control chart using the new data. If the data collected in Step 11 show that process performance is worse, the team must return to Step 8 and try to improve the process again. The process must be stable before the team goes on to the next step.

Step 9

Collect the data collection sheets from

Step 11

Use X and Moving Range Control Chart or

Run Chart

YESFind the reason(s) for

the special cause variation

VariablesData

Use X-Bar and R or X and Moving Range

Control Chart or Run Chart

Plot the data on the applicable chart

NO

Are any of the rules for assessing

stability violated ?

Attribute Data

What type of data

was collected ?

Step 11

Step 13



Step 13: Did the process improve? Step 13 completes the “Check” phase of the PDCA Cycle. The procedures are similar to those in Step 7. This is a good place for the team to identify any differences between the way they planned the process improvement and the way it was executed. The following questions will guide the team in checking the test results: Did the change in the process eliminate the root cause of the problem? Whether the answer is "yes" or "no," describe what occurred. Are the data taken in Step 11 closer to the process improvement objective than the baseline data? This indicates how much or how little the process has improved. Were the expected results achieved? If not, the team should analyze the data further to find out why process performance improved less than expected or even became worse. Were there any problems with the plan? The team needs to review the planned improvement as well as the execution of the data collection effort. See next page for flowchart of Step 13.



Step 12

Step 9

Plot the data collected in Step 11 in a

Histogram

Plot the process improvement objective

(developed in Step 1) as the target value in the

Histogram

Plot specification limits in the histogram

Are the data points inside the

specification limits?

YES Do specific limitations exist

?

Does the Histogram’s shape approximate a

bell curve?

Are the data points close

enough to the target?

NO

NO

NO

YES

YES

YES NO

Step 14

Keep the change?

NO

Step 9



Step 14: Standardize the process and reduce the frequency of data collection Step 14 is the “Act” phase of the PDCA Cycle. In this step, the team makes some important decisions. First, they must decide whether or not to implement the change on a full-scale basis. In making this decision, the team should answer the following:

• Is the process stable? • Is the process capable? • Do the results satisfy

customers? • Does the team have

authorization? If the answers are affirmative, the changed process can be installed as the new standard process. Second, they must decide what to do next. Even when everything is in place for implementing and standardizing the process, the team still has to choose between two courses of action: (1) Identifying possibilities for making further process changes. Assuming that resources are available and approval given, the team may choose to continue trying to improve the process by reentering the PDCA Cycle at Step 9. (2) Standardizing the changed process without further efforts to improve it.

Reduce level of data

collection conducted by in-process workers

NO

If the process is both stable and capable, are more changes

feasible?

Standardize the process

Generate lessons and spread the word

Step 13

YESStep 9

If this decision is made, the team is still involved—documenting the changes, monitoring process performance, and institutionalizing the process improvement. To standardize the changed process, the team initiates documentation changes involving procedures, instructions, manuals, and other related documentation. Training will have to be developed and provided to make sure everyone is using the new standard process. The team continues to use the data collection plan developed in Step 11, but significantly reduces the frequency of data collection by process workers. There are no hard-and-fast rules on how often to collect data at this stage, but, as a rule of thumb, the team can try reducing collection to a quarter of what is called for in the data collection plan. The team can then adjust the frequency of measurement as necessary. The point is, enough data must be collected to enable the team to monitor the performance of the process. The team must periodically assess whether the process



remains stable and capable. To do this, the data collected in Step 14 should be entered into the control chart or run chart and histogram developed in Steps 12 and 13 respectively. Whichever course of action the team pursues, they should complete one last task: documenting the lessons learned during the process improvement effort and making the information available to others.



INFORMATION SHEET 4-3-1 PLAN OF ACTION AND MILESTONES (POA&M)

A. INTRODUCTION

The Plan of Action and Milestones (POA&M) is a planning document used widely throughout the Navy and Marine Corps. This Information Sheet is derived from “The Naval Institute Guide to Naval Writing” (Shenk, 1997, pp. 117-121).

B. Plan of Action and Milestones (POA&M)

A POA&M is a plan of (1) what steps have to be taken to complete a project, inspection, or other evolution, and (2) mileposts for each step. Virtually any organizational activity can formulate a POA&M, but it is especially appropriate in cases where responsibility for action involves many different departments. POA&Ms are perhaps most widely used in the surface Navy, both on staffs and on ships. Staffs use POA&Ms for instituting new programs or getting initiatives off the ground. Ships use POA&Ms to guide preparations for a myriad of inspections (NTPIs, OPPEs, Supply Management Inspections, etc.), and to schedule the correction of discrepancies after inspections. You can also use POA&Ms to schedule change-of-command ceremonies and to plan deployments and training exercises. The POA&M is very simple in concept and appearance. Usually published in an instruction or other official directive, the basic plan consists of a schedule of action to be taken, and a designation of the cognizant official for each action. In print the document usually consists of three columns labeled Action Item, Action Individual, and Due Date, these columns simply designating what needs to be done, who has to do it, and by when. The simplicity may be misleading. Besides taking care to be accurate, you must be very thoughtful and farsighted to make the plan a workable document, one that makes allowances for other unit evolutions that may affect the plan. Even after you design it, it’s not set in concrete. As one officer on a DESRON staff commented, “The POA&M never happens as you schedule it. Crises are always coming up to interfere with it.” You need to revise it often. Indeed, good as it is in concept, a POA&M will be absolutely useless in practice unless you check progress frequently, identify and overcome obstacles, and hold people to the stipulated deadlines. Without such rigorous management, the POA&M will simply be ignored. POA&Ms have special value for commanders, who can gauge the command’s progress toward a goal simply by glancing at the chart of goals and accomplishments it comprises. Because a superior will often judge a department’s or division’s progress by looking at a POA&M, you can put yourself on report by being less than farsighted in working one up. Make sure you have a reasonable chance to complete any tasking before you assign yourself responsibility to do it. Have the same consideration for your subordinates when giving them responsibilities. In short, formulate the plan with discretion, and evaluate it with understanding.



In summary, when composing the POA&M, Do:

• Be very detailed with assignments. Separate complex activities into a number of individual steps.

• Assign responsibility for each step by billet or code to one specific individual.

• Assign reasonable due dates.

• Update the plan periodically, adjusting the dates and responsibilities according to

changes in schedule, available personnel, etc. Don’t:

• Formulate a POA&M for a period longer than one year. The longer the time and the greater the detail, the more unwieldy the plan becomes. It is likely to become meaningless if stretched too far into the future.

The following example is a POA&M used for a Command Assessment Team.



POA&M for Command Assessment Team Milestones. To complete the annual command assessment IAW OPNAVINST 5354.1(Series), in order to meet the purpose/objectives as established by the CO or identify positive trends and areas of concern throughout the command. Adhere to the following schedule in accomplishing that objective: Action Item Action

Individual Due NLT

1. Pre-assessment action: a. Train CAT members.

CMEO

1 MAY

b. Establish timelines and make CAT assignments. CMEO 15 MAY 2. Collect and analyze demographic data. [Advancement,

Retention, Discipline, Awards (optional)] CMEO

1 JUN

3. Administer the survey. CAT 15 JUN 4. Analyze survey data. CAT 20 JUN 5. Establish findings from demographics and survey data, and

develop interview and observation strategies. CMEO 30 JUN


Leading Chief Petty Officer Leadership Course SG 5-1 Mission and Vision

TOPIC SHEET 5-1 MISSION AND VISION

A. INTRODUCTION

Fulfilling the mission and vision of the Navy is the underlying reason behind the work you do. This topic covers the vision, political awareness, external awareness, and combat and crisis management.


Develop goals and objectives to support the vision of the Navy.

Discuss techniques to translate your vision for subordinates.

Discuss subordinate’s role in supporting goals, objectives, vision, and mission.

Discuss how politics within the organization impact the division.

Access resources to stay current in various specified world events.

Discuss the impact of world events on the organization.

Discuss external impact of statements and actions.

Discuss organizational responsibility to public welfare and trust.

Discuss how our roles/actions affect public perception and relations.

Discuss the role public service plays in promoting positive public welfare and trust.

Identify impact of combat and crisis conditions on personnel’s ability to perform.

Discuss combat/crisis stress management techniques.

Discuss techniques to assist personnel in handling crisis situations.

Discuss the role maintaining composure plays in effective combat/crisis leadership.

Discuss techniques to provide personnel with realistic and challenging training.

Discuss contingency plans.

Discuss the role flexibility plays in successfully managing time critical situations.

Describe the process of leading personnel to complete mission.




Topic Sheet 5-1: Mission and Vision

Outline Sheet 5-1: Vision and Awareness

Information Sheet 5-1-1: Navigating the Political Climate

Information Sheet 5-1-2: External Awareness Resources

Outline Sheet 5-2: Combat and Crisis Management

Complete:

None D. STUDENT REFERENCES None E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required,

you are encouraged to review these readings to broaden your perspective of the lesson. Contingency Planning for Emergencies: A Manual for Local Government Units. (2nd Ed., 2003). Found 10/12/2005 at: (http://www.gov.ph/cat_localgov/cpm.pdf). p. 12. Kotter, John P. (1996) Leading Change. Boston, Massachusetts: Harvard Business School Press. p. 68-72. Martinez, Michelle N. (2005). Politics Come With the Office. Found 10/3/2005 at: (http://www.graduatingengineer.com/articles/feature/09-28-01a.html). Career Recruitment Media, Inc. Stokes, James W. (1994). “Combat Stress Control and Mental Health Support in Operations Other Than War.” Found 10/7/2005 at: (http://www.vnh.org/CombatStress/CSCOOTW/CSCOOTWTOC.html) Combat Stress Manual: Combat Stress Control in Operations Other Than War. United Nations High Commissioner for Refugees. (2nd Ed.) Handbook for Refugees. Found 10/12/2005 at: (http://www.unhcr.ch/cgi-bin/texis/vtx/publ/opendoc.pdf?tbl=PUBL&id=3bb2fa26b). United Nations, p.36.




1. Topic Sheet 5-1: Mission and Vision

2. Outline Sheet 5-1: Vision and Awareness 3. Information Sheet 5-1-1: Navigating the Political Climate 4. Information Sheet 5-1-2: External Awareness Resources

5. Outline Sheet 5-2: Combat and Crisis Management



OUTLINE SHEET 5-1 VISION AND AWARENESS

1. Introduction

The impact of national and international events and the decisions of the political system of the Navy will affect you personally and professionally as you work towards fulfilling the Navy’s vision.

2. Mission/Vision

The mission of your division relates to the command’s mission, but the timelines for your division may have a specific completion date, while the command’s mission may be ongoing. A vision is usually a long-range (strategic), generalized statement of where you want to go–your target–and can incorporate various missions. You might say your mission is to contribute positively to the best Navy in the world. Now that you have defined what to do, specific goals and objectives help define how to get you there. A goal is more specific than a mission, and helps to pin down how to achieve that mission; goals are statements of intent or desired results. Objectives are even more specific, and measurable, and act as blueprints to enable you to define how you will achieve a goal. Objectives are usually achievable in the short-term (tactical). What interrelates all of these concepts is each narrows the gap between what is and what should be. The implementation of the plan you develop fills this gap. A Leading Chief Petty Officer (LCPO), who uses a visionary approach, takes a long-term view and acts as a catalyst for organizational change; is better able to build a shared vision with others and influence others to translate vision into action. Whether personal, or organizational we must have a vision and a philosophy that supports that vision. It gives us focus on how we should direct our lives and the ability to make it happen. According to John P. Kotter, author of Leading Change (1996, p. 68), vision refers to a picture of the future with some implicit or explicit commentary on why people should strive to create that future. A good vision serves three important purposes:

• It clarifies the general direction and simplifies hundreds or thousands of decisions.

• It motivates people to take action in the right direction.

• It helps coordinate the actions of different people in a remarkably fast and efficient way. (Kotter, 1996, p. 68-69)



Characteristics of an effective vision: • Imaginable: Conveys a picture of what the future will look like. • Desirable: Appeals to the long-term interests of employees, customers, stockholders,

and others who have a stake in the enterprise. • Feasible: Goals are realistic and attainable. • Focused: Is clear enough to provide guidance in decision-making. • Flexible: Is general enough to allow individual initiative and alternative responses in

light of changing conditions. (Kotter, 1996, p. 72)

A well-defined vision involves a high degree of success if it is realistic and attainable. For example, you would not want to set yourself up for failure, but stretch and challenge yourself. Solving world hunger, although noble, is probably an unrealistic goal. Pursuit would be difficult, no matter how well the vision is constructed.

Valuable vs. Counterproductive Visions

A vision statement should include a vivid description of the organization as it effectively carries out its operations, or your own personal description of what you want to achieve. Note that originally, the vision was a compelling description of the state and function of the organization, once it had implemented the strategic plan, i.e., a very attractive image toward which the organization was attracted and guided by the strategic plan. Recently, the vision has become more of a motivational tool for individuals, too often including highly idealistic phrasing and activities, which the person or organization cannot realistically aspire. Remember that your vision must be realistic and attainable; otherwise what purpose would it serve?

Formulating a Vision

Formulating a vision can be a complex venture, especially if you intend the vision to improve the effectiveness of your division. You need not only have a well-defined idea of the final objectives and how to reach them, but also the writing skills to express them. Time must be dedicated to think about the future and how to align the division vision with the department’s vision. To effectively develop a vision: • Don’t get hung up on semantics. Understand what your division does and doesn’t do

and what you are working towards. • Don’t tie yourself in knots with wordsmithing. Take the process as far as you can and

then pick a group to finalize your words. Your time is better spent moving forward.



• Make sure your vision statement is meaningful, spelling out what you mean. This kind of vision statement helps personnel make decisions, and to respect the intent of the division’s purpose and plan.

• Learn it, live it, align it. Spend time making sure your vision is aligned with the

department’s goals and objectives. • An objective review of your vision allows all those involved to truly understand your

vision. The division is able to move forward because its overall direction and intent are clear.

Communicating Your Vision

Once you have created your vision, you must communicate it effectively so that it becomes the shared vision of those who may be involved, such as personnel in your division. Effectively communicating your vision is more than placing a vision statement on a bulkhead. Effectively communicating your vision means that you live the vision. You must insist that all division personnel “walk the talk;” they model behaviors that are consistent with the vision. Your vision must be communicated at every opportunity. Repetition breeds awareness, acceptance and understanding. Your vision should be worked into as many conversations as possible. Most importantly, you must always act in a manner consistent with your vision. Your division personnel will notice when the vision is truly being lived by watching your actions.

3. Political Awareness

An LCPO who is competent in political awareness identifies the internal and external politics that impact the work of the organization and mission accomplishment; approaches each problem situation with a clear perception of organizational and political reality; and recognizes the impact of alternative courses of action. Within the work center and the Command, politics refers to how the Chain of Command (COC) and other authorities interact to provide direction. The political system is the network of authority that makes decisions within the organization, such as work priorities and how resources are distributed. The political structure addresses who has authority, how decisions are made, and who can make decisions at a given level. Advanced Enlisted Leaders should be aware and understand how the Command works from this perspective. The COC is clear, but the political system also operates by way of individual power as well as group power and influence. Political awareness involves managing every day Navy operations through tactful communications and actions in order to maintain good working relationships.



4. External Awareness

As LCPO, you need to remain current on key national and international policies, economic, political, and social trends that affect the Navy. Take the initiative by reading and introducing your subordinates to the various news outlets available to keep up with current events. One way to keep informed is to read the Early Bird, which is a compilation of articles from leading national and international news organizations. If this is not available at your work center, speak to your COC. The Early Bird is available to all Sailors on message traffic or the Internet. You can find the Early Bird at: http://ebird.afis.osd.mil/ or http://ebird.dodmedia.osd.mil/. Other resources to keep informed of current events are:

• Internet • TV • Radio



INFORMATION SHEET 5-1-1 NAVIGATING THE POLITICAL CLIMATE

A. INTRODUCTION

Political awareness is an ever-present, though not always welcome part of any professional environment. It is important to be able to navigate the politics of your division with tact and diplomacy. Below are some techniques (Martinez, 2005) to help guide you through the process.

B. INFORMATION

Politics are about power. And there’s no standard definition of power. You have to pinpoint the factors considered “powerful” within your organization. “Every company on the planet has its own way of determining or gauging how much power someone has,” says Blaine Pardoe, Director of Technology Education services for Ernst & Young LLP worldwide consulting firm. “Sometimes the index is tangible, such as a unique benefit or perk; sometimes it is perceived, such as having a slightly more desirable office than a peer.” Learn from the past. The unofficial history of your organization can be more important than information publicized in the annual report. “If you heard a story about Manager Bob who was allegedly demoted after an incident regarding a secretary and a sexual harassment allegation, this tells you that your company protects its upper management, even against charges that might normally result in dismissal,” writes Pardoe. “Or it can indicate that Bob must have had some information in his possession that allowed him to survive such an incident. Checking out how your company has handled similar complaints can help you arrive at some strong conclusions.” Don’t ignore (or believe everything you hear from) the grapevine. Today’s younger workers don’t take to the grapevine as readily as older workers, says career coach Marilyn Moats Kennedy, because they don’t plan to stay with the company for very long. Or, maybe they don’t participate because they see themselves as more independent thinkers, concludes Claire Raines, a consultant and co-author of the book Generations at Work. Whatever the reason, personnel should keep in mind that although the grapevine is an unofficial communication channel, it can be a rich source of company information. It’s wise to find out—and become friends with—those who nurture it. Often it’s the person with 20-years in or the person who is tapped into choice departmental information.



INFORMATION SHEET 5-1-2 EXTERNAL AWARENESS RESOURCES

A. INTRODUCTION

This information sheet contains numerous resources, both Navy and external, to help you stay up-to-date on world events.

B. INFORMATION

Navy Publications Early Bird (http://ebird.afis.mil/) Naval Media Center (http://www.mediacen.navy.mil/)

• All Hands Magazine • Navy/Marine Corps News

The flagship weekly television news and information program of the Navy and Marine Corps for more than 19 years, Navy/Marine Corps News is distributed via satellite and videotape to all Navy and Marine Corps units worldwide. In addition, more than 320 commercial cable outlets broadcast the show, giving it a huge shadow audience of family members, reservists, retirees and civilians with an interest in the U.S. Navy.

• Navy NewsStand (http://www.news.navy.mil/index.asp) The mission of the Navy NewsStand is to serve as the U.S. Navy's official internal news Web site.

• Direct to Sailor News (DTS) Direct To Sailor (DTS) News is a unique news program specifically for Sailors at sea. DTS News turns ordinary message traffic and Command information into news Sailors at sea can use and enjoy.

Specific Command Publication

External Publications Navy Times (http://www.navytimes.com/) CNN (http://www.cnn.com/) Fox News (http://www.foxnews.com/) MSNBC News (http://www.msnbc.com/)



OUTLINE SHEET 5-2 COMBAT AND CRISIS MANAGEMENT

1. Introduction

This week has provided you the opportunity to reflect on various aspects of your responsibilities as leaders in the Navy. The objective of this lesson is to bring all that together. The mission of the U.S. Navy is combat, and every member and every community has a vital role in combat readiness. In combat and crisis, the leader must deal with the element of risk. A leader must weigh many factors and make decisions under great stress and on less-than-perfect information. Leadership, values, ethics, and strength of character play a large role in how confident they are when faced with tough decisions in difficult situations.

2. Definitions

a. Emergency - (a) Life-Threatening - A situation or occurrence of a serious nature, developing suddenly and unexpectedly and demanding immediate action to prevent loss of life. (b) Operational - An unforeseen combination of circumstances that calls for immediate action, but not life-threatening.

b. Crisis - An incident or situation involving a threat to the United States, its territories,

citizens, military forces, possessions, or vital interests that develops rapidly and creates a condition of such diplomatic, economic, political, or military importance that commitment of U.S. military forces and resources is contemplated to achieve national objectives.

c. Combat - An engagement fought between two or more military forces.

3. Combat readiness

Combat readiness is the condition that determines the degree of preparedness of a ship or Command for accomplishing the combat missions that it has been assigned. It includes a whole series of components that are closely interconnected and objectively depend upon one another. It has to do with keeping, at full strength, the availability of the necessary material; maintaining the ship, weapons, and equipment in good working order; a high level of combat training for the crew; their teamwork in combat; and firm military discipline.

a. Chief Petty Officer’s (CPO’s) responsibility to support combat readiness

Training:

"The best form of ‘welfare’ for the troops is first-class training, for this saves unnecessary casualties." (Field Marshal Erwin Rommel)



b. CPO’s responsibility for training

The CPO is responsible for the proper training of subordinates to best prepare them for combat situations, improve their combat effectiveness, and increase their survivability. Train the way you fight and fight the way you train. It has been shown during crisis or combat, when everything is in chaos, Sailors fall back on their training. They tend to react and act the way they were trained. Therefore, it is necessary for Navy leadership to provide the best, most realistic training possible to provide this foundation for performance in combat. This is the true meaning of combat readiness.

c. Develop an action plan for combat situations (contingency planning)

Chiefs will be involved in the Command's contingency planning. Contingency plans are an essential part of planning for a combat or crisis situations. After the first shot is fired should not be the first time an individual thinks about what to do when the shooting starts. “Contingency planning can be defined as: A forward planning process, in a state of uncertainty, in which scenarios and objectives are agreed, managerial and technical actions defined, and potential response systems put in place in order to prevent, or better respond to, an emergency.” (United Nations, 2nd Edition, p. 36) “Contingency planning is a pre-requisite for rapid and effective emergency response. Without prior contingency planning much time will be lost in the first days of an emergency. Contingency planning builds organizational capacity and should become a foundation for operations planning and emergency response.” (Ibid.) “By arranging potential response structure, mechanisms, and resources that are focused into certain emergency event prior to its occurrence, a contingency plan assists in: • Mobilizing effective actions and resources for emergency response; • Generating commitment among parties involved to act in a coordinated manner

before the emergency occurs, • and designing a concrete and continuous plan until the emergency occurs and which

can be discontinued when the hazard is considered to be no longer threatening.” (Contingency Planning, 2003, p. 12)

d. Considerations in combat situations

Even though every combat situation has its unique circumstances, there are some things common to most. Some of these same elements are also common to many emergency and crisis situations.

e. Mechanisms to assist in combat/crisis

There are some things a leader can use to help the Command and the work center be prepared for combat/crisis and be most effective in those situations.



Mechanisms to Assist in Crisis Response:

• Trained personnel • Practiced procedures • Ready equipment

f. Leadership in stressful situations and factors affecting performance

Leaders must understand and, where possible, influence four major factors affecting their own performance and that of their subordinates in combat/crisis situations.

Factors Affecting Performance in Combat/Crisis: (1) Stress

As previously discussed, stress is thought of as the demands and challenges of life. There are no more demanding or challenging situations in life than combat or crisis. Some stress management/relaxation techniques include (Stokes, 1994):

a. information about normal and dysfunctional stress; b. breathing, muscle relaxation and meditation skills; c. self talk techniques; self motivation; focus on the mission; d. positive imaging techniques; e. drawing upon spiritual, moral and ethical resources; f. "distancing" and reassessment, with recognition and reframing of

responsibilities to match capabilities; g. anger control and negotiation skills; h. bodily care and hygiene suited to the field setting; i. meaningful physical activities and recreation; j. constructive ventilation of emotions; k. peer sharing and feedback; l. building social networks and unit cohesion; m. encouragement and use of humor;



Dysfunctional Combat Stress Behaviors Positive Combat Stress Behaviors "Battle Fatigue" "Misconduct CSB"

Unit cohesion • Loyalty to comrades • Loyalty to leaders • Identification with

unit tradition.

Sense of eliteness Sense of mission Alertness, vigilance Exceptional strength & endurance Increased tolerance to hardship, discomfort, pain and injury Sense of purpose Increased faith Heroic acts

• Courage • Self-sacrifice

hyper-alertness, "on edge," tension, anxiety, fear, irritability, anger, rage, grief, self doubt, guilt, physical stress complaints, inattention, carelessness, loss of confidence, hope, loss of faith, fatalism, depression, insomnia, impaired duty performance,erratic actions, outbursts, freezing, immobility, terror, panic running, total exhaustion, apathy, loss of skills & memories, impaired speech, muteness, impaired vision, hearing, weakness & paralysis, hallucinations, delusions

• Mutilating enemy dead • Not taking prisoners • Killing enemy prisoners • Killing non-combatants • Torture, brutality • Killing animals • Fighting with allies. • Alcohol & drug abuse • Recklessness, undisciplined• Looting, pillage, rape • Improper fraternization • Excessively on sick call • Negligent disease, injury • Shirking, malingering • Combat refusal, straggling • Self-inflicted wounds • Threatening/killing own

leaders ("fragging") • Going AWOL, desertion

(2) Fear

An unpleasant, often strong emotion caused by anticipation or awareness of danger; anxious concern.

(3) Fatigue

Weariness from labor or exertion, nervous exhaustion, or the tendency of a material to break under repeated stress (definition may also be appropriate for an individual under repeated stress).



(4) Time

Reaction time decreases when a situation escalates from emergency to crisis to combat. One has to make decisions based on the amount of time they have to react to that situation and the amount of time they have to make decisions. As reaction time decreases, so does the time it takes to gather information to make an informed decision.

4. Emergency/combat/crisis leadership

a. Evaluating risks

Risk analysis or risk assessment is an integral part of both the decision-making process and the planning process. It is important to remember risk management’s purpose is to reduce risk to the minimum acceptable level. In emergency, crisis, and combat, the acceptable level of risk is most likely going to be different from normal peacetime operations. Risk decisions must still be made at the appropriate level in the COC.

Risk Analysis:

"Take calculated risks. That is quite different from being rash." (GEN George S. Patton, Jr.)

b. Risk management versus risk avoidance

The difference between risk management and risk avoidance is subtle. The choice is whether to manage the risk and make correct risk decisions or to attempt to avoid risk. Since risk cannot be totally avoided, especially in crisis or combat situations, the leader must learn to manage the risk. In combat, the leader who tries to avoid risk will avoid confrontation with the enemy and jeopardize mission success.

c. Important issues to consider when leading in a combat or crisis situation are (Stokes,

1994):

• Assuring information flow and controlling rumors • Conducting small unit after-action debriefings • Recognizing warning signs of impending battle fatigue or misconduct stress

behaviors • Counseling and crisis intervention skills • Interventions at the unit level, and when/how to request or refer for CSC/MH

assistance



5. Impact of leaders’ behavior on subordinates in crisis situations

Leaders' behavior in crisis will affect their ability to lead and impact the subordinates’ willingness to follow. These effects can be either positive or negative. History has shown the strong, courageous leader who leads the charge is considerably more effective in crisis or combat than the weak, cowering leader who "leads" from the rear.

Combat Leadership: "The sailor [sic] needs an image of his leaders, both immediate and more distant, to which he can respond, and which will help to stiffen his fiber and quicken his thought in the testing, nerve-wracking, and sometimes protracted ordeal of warfare."

(Oliver Warner)

Leaders' responses to crisis situations are the true mark of their leadership. It is the leader who can make the hard decisions in hard situations who will be needed in a combat situation.

6. Decision-making in emergency/combat/crisis

Decision-making in emergency, combat, or crisis follows the same decision-making process discussed previously, but the situation is decidedly different. The time available is shortened, the information available is often minimal, and the level of risk is normally escalated in these situations. One method to be prepared for combat has been discussed as contingency planning for the events of combat prior to the start of fighting. Crisis action planning is ongoing planning as the combat situation evolves. Crisis action planning can be practiced as part of pre-operation or pre-deployment preparations.