CPO TRAINING

CPO LEADERSHIP FUNDAMENTALS NAVEDTRA 14504

Leadership Definition (Chapter 1)

NAVEDTRA 12144

Supervisory Skills – Leadership & Management (Chapter 4)

Leadership Styles & Power Bases (Chapter 4)

Divisional Goal Setting (Chapter 4)

Counseling Fundamentals (Chapter 3)

Performance Evaluation (Chapter 3)

Military Briefing (Chapter 3)

SWOT (Chapter 4)

NAVEDTRA 12048

7-Step Problem Solving (Chapter 4)

SORM OPNAVINST 3120.32D

Div Officer and LCPO Responsibilities

NAVAL STANDARDS E6 & E7 http://www.public.navy.mil/bupers-npc/reference/nec/NECOSVol1/Documents/05-NAVSTDs_CH-51,%20Jul12.pdf

CHAPTER 1

LEADERSHIP, SUPERVISION, AND TRAINING

Basically the world has three types of people:those who make things happen, those who watchthings happen, and those who don’t know what’shappening. Today’s petty officer must work diligentlyto stay away from the last group and should direct allenergy toward the first two groups. As a leader, youmust look and listen to what is happening within yourwork environment; then, at the right time, you mustmake things happen.

The purpose of this chapter is to help you build abase for self-development. Thus, you can use thisinformation in building your own leadership style. Thefirst section of this chapter tells you about the basics ofleadership. The second section explains therelationship between leadership and human behavior.

Why is this chapter so important? Because theNavy needs professional leaders who have highstandards, who are highly skilled in their roles, andwho are willing to study and learn to achieve their fullpotential. Being a Navy leader has always been atough, demanding, but rewarding job because of thehigh standards and responsibilities involved. Thechallenges facing today’s leader are greater than everbefore.

FUNDAMENTALS OF LEADERSHIP

Learning Objectives: Identify the fundamentals ofleadership. Recall the Navy’s policy to provide leaderdevelopment opportunities and training. Recognize therelationships between leadership and people.

We need men and women who by theirpersonal integrity, their sense of moralpurpose, and their acceptance of therequirement for hard work will exemplify thebest in the leadership traditions of the Navy andof our country.

—Admiral Arleigh A. Burke (USN RET)(Former Chief of Naval Operations,1955-1961)

Fundamentals of leadership is another term forbasic principles of leadership. These terms are usedinterchangeably in many books. They boil down to theart by which a leader influences people to work towarda specific goal. The art of influencing involves

reasoning ability, experience, and personal example.Until you grasp the basics of leadership, you will beunable to apply the more in-depth principles. Forexample, you had to learn to crawl before you learnedto walk, and you had to walk before you learned to run.

Where do leadership basics come from? Whatdetermines their limits or capacities? How do theyrelate to people? These questions are answered in thefollowing paragraphs.

WHERE DO LEADERSHIPFUNDAMENTALS COME FROM?

We learn many fundamentals, or basic principles,from the experiences of our successful leaders; welearn from their mistakes and successes. For example,suppose you saw your leader or supervisor dosomething that ended in negative results. You wouldthen reason that if you repeated the same action in asimilar situation, you could expect the same results. Aschildren pattern their behavior after their parents, wepattern our leadership behavior after people who aresuccessful leaders.

WHAT GOVERNS LEADERSHIPACTIONS?

Every society sets up laws to govern its people.The Navy, being a unique service, is a society withinitself. Navy ships are literally floating cities, and eachship is an individual society within the naval society asa whole. Naval ships have their own form ofgovernment (the chain of command) and a system oflaws that sets their operating limits.

The petty officer, as a leader, fits into this “chain ofcommand” as an official representative of the navalsociety. The petty officer’s job is to be sure his or herleadership actions conform to the rules and regulationsgoverning that chain of command. The publicationsthat govern the rules and regulations of the pettyofficer’s actions are U.S. Navy Regulations, Manualfor Courts-Martial, and Standard Organization andRegulations of the U.S. Navy.

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LEADERSHIP CONTINUUM

It is the Navy’s policy to provide appropriateleader development opportunities and training for allpersonnel throughout thei r careers . Leaderdevelopment is the responsibility of the individual,each Navy command, and the Navy trainingestablishment.

Leadership Training Courses

Personal leadersh ip development is theresponsibility of everyone in the Navy. Individualswho want to get ahead must actively seek to developthemselves as leaders. Seniors must be conscious thatthey are models and must actively guide and encourageleadership development in junior personnel.

With these thoughts in mind, the Navy hasdeveloped the Navy Leadership Continuum. Thisprogram provides career-long progression of leadershipeducation, training, and experience. Leadership courseshave been developed for both officer and enlistedpersonnel to take them from recruitment to retirement.These courses are mandatory at specific careermilestones. Sailors will attend courses upon selection toE-5, E-6, E-7, and Command Master Chief/Chief of theBoat. Successful completion of the course is requiredbefore recommendation for advancement to the nextpaygrade.

The foundation of all the courses follows thesefour themes:

1. Values

2. Responsibility, authority, and accountability ofleadership

3. Unity of command, Navy, and services

4. Total quality leadership

These formal leadership classes will be reinforcedin warfare/specialty pipeline training, all handstraining, and development/professional assignments.

Indoctrination Training

Indoctrination is another essential part ofleadership training. These courses provide informationto members either entering a new paygrade or beingassigned to a new duty station. The following is a list ofthe indoctrination courses:

• Petty Officer Indoctr inat ion Course—mandatory for E-4 selectees before frocking oradvancement

• Chief Petty Officer Indoctrination Course—mandatory for E-7 selectees before frocking oradvancement

• Command Master Chief (CM/C) Course—mandatory 4-day seminar-style course requiredwithin the first 6 months after assignment as aCM/C

• Tailored leadership courses as part of thetraining for recruit company commander (RCC)instructor and Navy career recruiting force

• Navy Command Indoctrination Program—provides command and area-specificinformation to new arrivals; it also reaffirmsNavy values, performance standards, andexpectations

HOW DO LEADERSHIP FUNDAMENTALSRELATE TO PEOPLE?

The most important element of leadership isPEOPLE. The Navy defines leadership as follows:LEADERSHIP IS THE ART OF INFLUENCINGPEOPLE TO PROGRESS TOWARDS THEACCOMPLISHMENT OF A SPECIFIC GOAL.

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Q1. Which of the following terms isinterchangeable with fundamentals ofleadership?

1. Total quality leadership

2. Motivational theory

3. Basic principles of leadership

4. Principles of supervision

REVIEW QUESTION

Q2. When you realize you have made a wrongdecision, admit your mistake, accept theresponsibility, and

1. criticize others for the mistake

2. don’t let subordinates know of yourmistake

3. take steps to avoid repeating the error

4. do nothing else

REVIEW QUESTION

Management and Supervisory Skills

Maintaining an effective and efficient workcenter or division requires five management andsupervisory skills. Those skills are a concern forstandards, a concern for efficiency, planning andorganizing, supervising for effective performance,and monitoring. Develop these skills in super-vising your people.

CONCERN FOR STANDARDS. —Emphasizethe importance of doing a job right and enforcehigh standards by doing the following:

• Ensuring tasks are done safely andaccording to regulations

• Seeing that required documentation isupdated

• Being intolerant of poor performance

CONCERN FOR EFFICIENCY. —Defineand organize each task to best use your workcenter’s or division’s time and resources asfollows:

• Identify inefficiencies.

• Improve the efficiency of existing systems.

• Delegate tasks to improve efficiency.

• Encourage superiors to use efficient waysto accomplish tasks.

• Build preparations for inspections into theday-to-day routine of the work center ordivision.

PLANNING AND ORGANIZING. —Takethe following steps to carefully and systematicallydevelop thorough and specific plans andschedules:

• Set priorities, goals, and deadlines.

• Develop detailed, step-by-step plans.

• Develop schedules that optimize theallocated manpower.

• Coordinate schedules with others.

• Anticipate obstacles and plan accordingly.

Use the skills of planning and organizing todetermine the status and impact of your divisionwork on the work of other divisions. Becomeproficient in your planning of divisional work byapplying the strategic, standing, and single-useplans discussed earlier in this chapter. Becomeefficient at setting goals, and then analyze yourplans to reach those goals by using the SWOTanalysis.

SUPERVISING FOR EFFECTIVE PER-FORMANCE. —Get the best results from yoursubordinates by coordinating their actions. Setchallenging standards and demand high levels ofperformance; then supervise your subordinates’performance as follows:

• Set and clearly communicate your expec-tations for the level of performance in yourwork center or division.

• State up front the consequences forviolations of conduct or nonperformance.

• Hold subordinates accountable for poorperformance.

• Match people and jobs to get the bestperformance.

• Promote cooperation and teamwork foreffective performance.

MONITORING. —Develop the habit ofroutinely gathering information and keeping trackof ongoing work to monitor work center progressby doing the following:

• Observe procedures and processes.

• Monitor records, equipment, andresources.

• Ask questions to assess the readiness ofyour subordinates.

Monitoring is a control function of manage-ment, as previously discussed in this chapter. Youcan use inventory control, one of the six types ofquality control, or a control method such as thePOA&M, the Gantt chart, CPM, or PERT to helpyou in monitoring.

Effective Leadership

To be an effective leader requires certain skills.The Navy has identified six skills effective leaders

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have in common. These skills area commitmentto the command’s mission, self-image as a leader,communication, influencing, development ofothers, and a concern for subordinates. Let’s lookat how you should apply those skills in leadingothers,

COMMITMENT TO COMMAND’S MIS-SION. —Take the following steps to show subor-dinates you have a strong dedication to the Navy,the command, and the work center:

••

Act with the best interest of the commandin mind.

Put the Navy, the command, and the workcenter needs above concern for anyindividual.

SELF-IMAGE AS A LEADER. —Identifyyourself as a leader and a key factor in thesuccessful performance of the command or workcenter

•

•••

as follows:

Clearly define your role and respon-sibilities to both superiors and subor-dinates.

See yourself as a leader.

Set the example for subordinates.

See yourself as someone who makes thingshappen.

COMMUNICATION. —Use the chain ofcommand to provide and receive information tohelp all levels of the chain of command under-stand task-related issues more easily. Improvecommunication throughout the chain of com-mand in the following ways:

Keep others informed.

Give clear directions and assign specificresponsibilities when delegating.

Listen to suggestions from subordinates.

Make yourself available to answerquestions.

INFLUENCING. —Influence others towardtask accomplishment by using a variety ofstrategies, such as the following:

• Persuading othersthey will benefit

by pointing out how

Using threats or your authority toinfluence others

Presenting logical reasons or informationto persuade

Using the proper setting and timing foroptimum impact

Acting to motivate subordinates

Giving reasons for your decisions

Devising and using a strategy for influ-encing others

DEVELOPMENT OF OTHERS. —Use routinetasks to train division personnel to functioneffectively in your absence. Give enough guidanceto the leading petty officer (LPO) to allow himor her to complete delegated tasks proficiently.Train the LPO to assume your job so that whenhis or her turn comes to make chief, he or shewill be ready. Develop the performance of yoursubordinates through the following methods:

Making training opportunities, differentjobs, and expert help available

Providing constructive feedback

Using delegation as a tool to developsubordinates

Using the opportunities presented byroutine tasks to train subordinates

CONCERN FOR SUBORDINATES. —Activelysupport subordinates who must overcome problemsby showing concern for them as follows:

••

Expressing positive expectations

Taking the action required to providerewards, recognition, or special liberty foryour subordinates

Helping your subordinates in overcomingproblems

Effective Personal Characteristics

Successful chief petty officers exhibit certainpersonal characteristics that support commandleadership and management policies. You should

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develop these characteristics and make them partof your personality profile. Effective personalcharacteristics include concern for achievement,analytical problem solving, interpersonal aware-ness, initiative, persistence, and assertiveness.

CONCERN FOR ACHIEVEMENT. —If youhave concern for achievement, you seek newchallenges and work to reach higher levels ofaccomplishment. Four traits show you have aconcern for achievement:

Taking on new challenges with enthusiasm

Trying to persuade your work center ordivision to outperform others or to exceedthe set standard

Assessing the work center’s level of per-formance using comparative measures

Feeling frustrated when situations or otherpeople prevent you from completing yourassigned task in a timely and effectivemanner

ANALYTICAL PROBLEM SOLVING. —Analytical problem solving involves analyzingcomplex situations and evaluating information tochoose the best solution to a problem. The follow-ing are some traits you will exhibit when usinganalytical problem solving:

••••

Identifying the causes or central issuesinvolved in a problem

Weighing the pros and cons of each alter-native course of action

Drawing inferences and seeing the implica-tions of problems and solutions

Relating present situations to similar pastexperiences

INTERPERSONAL AWARENESS. —Whendealing with subordinates with whom you haveproblems, try to anticipate their behavior beforedeciding on a course of action. Anticipating theirbehavior requires a sense of interpersonal awarenessthrough which you gain insight into what is causingthe behavior. The following traits show that youhave a keen sense of interpersonal awareness:

• Thinking about the impact of your actionsor the actions of other people

• Trying to assess the motives or perspectivesof other people

INITIATIVE. —Taking the initiative meansyou are a self-starter who sees problems and takesaction to correct them without being told. Ifneeded, you take action to make changes inwork center operations. You don’t hesitate toinvestigate and tackle difficult situations. Thefollowing are some other traits that show you haveinitiative:

• Searching out information needed toaccomplish tasks or make decisions

• Developing new plans, procedures, orsystems

• Taking calculated risks

• Taking an active role in critical situationsand exhibiting the pacesetter style ofleadership when required

PERSISTENCE. —You show persistencewhen you expend extraordinary effort to completea task or overcome an obstacle. You usually getyour own way by showing persistence becausepeople become tired of listening to you and willdo anything to help solve your problem. Thefollowing traits show you are a person withpersistence:

•••

Doing whatever is ethically needed tocomplete a job

Taking repeated action to overcomeobstacles and ensure your goals are met

Making yourself and your subordinatesavailable - to work the hours needed toaccomplish your goals

ASSERTIVENESS. —When you show assertive-ness, you confront issues directly and insist othersrecognize your place in the chain of command.You do not become emotionally involved instressful situations and show restraint whenrequired. The following traits indicate you are aperson with assertiveness:

••

Addressing key issues and conflicts youhave with other people

Acting forcefully and with confidencewhen you are dealing with superiors orpeers

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• Always insisting on having full respon-sibility for each task you are assigned

• Demonstrating self-control in a conflict orwhen you are provoked

Total Quality Management (TQM)

A major problem facing the armed servicestoday is a lack of money. The budgets of ourforces are not going to increase in the foreseeablefuture. Indeed, they will probably continue toshrink. Although our present system of doingbusiness is adequate, it doesn’t allow for manyimprovements in productivity. We have done anexcellent job with our present system. To wringany more bang from our buck, however, willmean a change in the way we do business.

Management by objectives is a time-honoredprinciple of management. However, we now mustchange our objectives. Today’s managers must settheir sights on a larger, system-wide objective.That objective is increased productivity throughbetter quality.

The Department of the Navy (DON) hasrecently adopted the concept of Total QualityManagement (TQM) as the means of meetingDON needs into the 21st century. Executive Order12637, signed April 27, 1988, establishes theProductivity Improvement Program for thefederal government. TQM IS THE NAVY’SANSWER TO THAT ORDER. The Navy hasadopted the civilian TQM concept and changedthe name to a more military sounding name—Total Quality Leadership (TQL).

TQM, What Is It?

TQM focuses on the process by which workgets done. The person most familiar with thatprocess is the individual worker responsible formaking it work. Often, a process is eitherunmanageable or just plain unworkable. In a rigidbureaucracy, for workers to persuade upperechelons of a need to change a procedure isnearly impossible. Under TQM, management isresponsible for making a particular job as easyas possible for workers. Supervisors and managersmonitor the work process and respond tosuggestions from the work force concerningunworkable procedures. Sailors in particular areinfamous for coming up with nonstandard (butworkable) solutions to problems. In some cases,this results in unsafe practices. However, thesesolutions are often extremely practical. We must

develop the ability to ferret out these improve-ments and incorporate them into standardprocedures. That serves a dual purpose. First, itensures the recommended improvement is usableand meets all applicable standards. Second, theimproved method is made available to everyoneinvolved in that process. Both of these purposesserve a practical application of "working smarter,not harder."

Benefits of TQM

A popular myth among military managersholds that increased quality results in increasedcosts and decreased productivity. In reality,improved quality ultimately results in decreasedcosts and increased productivity. How can this be?A focus on quality extends the time betweenfailures on equipment and improves the efficiencyof our operations. It reduces rework requirementsas well as the need for special waivers ofstandards. It also reduces mistakes and producesmonetary savings through more efficient use ofscarce resources.

Direct benefits of TQM are as follows:

• Increased pride of workmanship amongindividual workers

• Increased readiness

• Improved sustainability caused by extendedtime between equipment failures

• Greater mission survivability

• Better justification for budgets because ofmore efficient operations

• Streamlined maintenance and productionprocesses

The bottom line of TQM is “more bang forthe buck.”

The Concept of Quality Management

The concept behind quality managementrevolves around a change from management byresults to management by process (quality)improvement. Managers are tasked with con-tinuously improving each and every processin their organization. That means combiningquantitative methods and human resource manage-ment techniques to improve customer-supplier

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• They have a lack of self-confidence.

• They want to avoid the pressure of addi-tional responsibility.

Counsel any of your subordinates who showthese signs of unwillingness. Help them overcometheir fears and learn to accept authority andresponsibility.

AUTHORITY AND POWER

With authority comes power. Power is theability to influence people toward organizationalobjectives. However, you have limits on yourauthority and power. View your authority andpower as a funnel, broad at the top and narrowat the bottom. Always assume you have enoughauthority and power to meet your obligations, butdo not exceed that limit.

Authority

Authority only exists when subordinatesaccept the idea that the supervisor has authorityover them. Subordinates can fail to recognizeauthority through disobedience, denial, or workdelays. Subordinates usually accept authorityreadily; however, abusing your authority as asupervisor can make you ineffective.

Although most authority in the Navy resultsfrom a member’s rank or position in the chainof command, many types of authority exist. Mostauthority in the Navy is delegated.

LINE AUTHORITY. —Line authority is theauthority you have over subordinates in yourchain of command. This type of authoritycorresponds directly to your place within the chainof command and does not exist outside the chainof command.

STAFF AUTHORITY. —Staff authority isthe right of staff to counsel, advise, or makerecommendations to line personnel. This type ofauthority does not give staff the right to give linepersonnel orders that affect the mission of the lineorganization.

A chief from another work center or divisioncould, by virtue of his or her rank, exercise staffauthority over a person in your work center ordivision by counseling or advising him or her toget a haircut. Failure to follow the advice orcounsel may result in nonjudicial punishment(NJP) for the subordinate. The other chief would

not, however, have the authority to enter yourwork center or division and make changes thatonly you and your superiors have the authorityto make.

FUNCTIONAL AUTHORITY. —Certain stafforganizations are granted functional authority todirect line units within the area of the staff'sspecialty. Examples of staff organizations withfunctional authority include the Legal, EqualOpportunity, and Safety Departments.

Power

In conjunction with your authority, you usepower to influence others toward the accomplish-ment of command goals. You can use power forpersonal gain or for the good of the organization.However, if your subordinates believe you usepower for personal gain, you will soon suffer anerosion of that power. On the other hand, ifsubordinates believe you use power to accomplishthe organizational goals, your power to influencethem will become stronger. Your power will alsobecome stronger when you share it throughdelegation of authority.

Of the six types of power—reward, coercive,legitimate, informational, referent, and expert—you may use one or more in various combinations.Each situation will determine the one or ones youuse.

REWARD POWER. —Reward power stemsfrom your use of positive and negative rewardsto influence subordinates. Positive rewards rangefrom a smile or kind word to recommendationsfor awards. Negative rewards range from corrective-type counseling to placing a person on report.

You will find one of the best ways to influenceyour subordinates is through the use of yourreward power. As a chief, you are responsible forstarting the positive reward process. First, writea recommendation for the award. Once therecommendation is typed in the command’sstandard award letter format, forward it up thechain of command for approval. Your job doesnot end here. Always follow-up on the recommen-dation, using your influence and persuasion to getthe award to the proper command level.

Frequent use of positive rewards will amplifythe effect of a negative reward. Give positiverewards freely, but use restraint in giving negativerewards. If you use negative rewards frequently,subordinates will begin to expect a negativereward. Their expectation of a negative rewardwill lessen your power.

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COERCIVE POWER. —Coercive powerresults from the expectation of a negative rewardif your wishes are not obeyed. For example,suppose you have counseled a subordinate twicefor minor infractions of regulations. At the thirdcounseling session, you threaten the subordinatewith NJP. At the next occurrence of the un-desirable behavior, you place the subordinate onreport.

Coercive power works, but is not the preferredmethod of leading subordinates. It works best ifused when all else fails and you feel sure you cancarry through with a threat. Before giving athreat, you should have some insight as to howthe CO will handle the case. You do not want torecommend maximum punishment only to havethe CO dismiss the case at mast.

LEGITIMATE POWER. —Legitimate powercomes from the authority of your rate andposition in the chain of command. You use thispower in day-to-day business. Although legitimatepower increases with added responsibilities, youcan decrease that power if you fail to meet all ofyour responsibilities.

To increase your legitimate power, assumesome of the division officer’s responsibilities. Atfirst, the division officer will be glad to have thehelp. In time, the division officer will view theresponsibilities as yours and formally delegateadditional authority to you. That would increaseyour legitimate power without diminishing thepower of the division officer.

Just as you can increase your legitimate powerby assuming more responsibility, you can decreasethat power by losing responsibility. For example,if you permit the division officer to assume someof your responsibilities, the division officer willeventually begin to view your responsibilities ashis or hers. You will then have less legitimatepower. However, when a subordinate wishes toassume some of your responsibilities, formallydelegate those responsibilities to the subordinate.That makes the subordinate accountable to you.You then increase the subordinate’s power whileretaining your power.

INFORMATIONAL POWER. —Informationalpower depends on your giving or withholding ofinformation or having knowledge that others donot have. Use informational power when givingorders to subordinates. Give orders in such amanner that your subordinates presume the orderoriginated at your level. When forced to complywith orders you do not agree with, don’t introducethe order by saying "The division officer

said. . ." Phrase and present the order in amanner that leaves no doubt you initiated it.

Rely on your own resources to stay fully informedinstead of depending on others. Subordinates maypresent unreliable information in a manner thatmakes it appear to be true. Superiors may becomeso involved with projects they forget to keep youinformed of tasks being assigned or upcominginspections. Information is power. Stay informed!

REFERENT POWER. —Referent powerderives from your subordinates’ identification orassociation with you. You have this power bysimply being "the chief." People identify with theideals you stand for.

The chief has a pre-established image. You canenhance that image by exhibiting charisma,courage, and charm. An improved image increasesyour referent power. Always be aware of howothers will perceive your actions. A negative imagein the eyes of others will lessen your power andrender you ineffective. Maintain a positive image!

EXPERT POWER. —Expert power comesfrom your knowledge in a specific area throughwhich you influence others. You have expertpower because your subordinates regard you asan expert in your rating. Subordinates may alsohave this type of power. When you combineexpert power with other types of power, you willfind it an effective tool in influencing others.However, when you use it by itself, you will findit ineffective.

LEADERSHIP

Good leadership is of primary impor-tance in that it provides the motivatingforce which leads to coordinated actionand unity of effort. Personnel leadershipmust be fused with authority since a leadermust encourage, inspire, teach, stimulate,and motivate all individuals of the organi-zation to perform their respective assign-ments well, enthusiastically, and as a team.Leadership must ensure equity for eachmember of the organization. Concerningactions in his or her area of responsibility,the leader should never allow a subordinateto be criticized or penalized except byhimself or herself or such other authorityas the law prescribes.

—Standard Organization andRegulations of the U.S. Navy

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Leadership is often talked about and discussedwithout thoroughly being explained. Exactly,what is leadership? Are leaders born or can theybe trained? Management specialists have beensearching for the correct answers for over 90years.

The Navy defines leadership as the ability toinfluence others toward achieving the goals andobjectives of the organization. Leadershipinvolves inspiring, motivating, and developingothers.

Many theories have been developed to explainthe leadership process. The theories range fromDouglas McGregor’s Theory X and Theory Y toWilliam Ouchi’s Theory Z. The Japanese usedTheory Z to develop the Total Quality Manage-ment (TQM) leadership style, discussed later inthis chapter.

Based on Theory X, the leader assumes peopleare basically lazy; will avoid working if possible;must be coerced, controlled, directed, orthreatened; wish to avoid responsibility; have noambition; and want security. People who basetheir leadership style on that theory use threatsto motivate subordinates.

Theory Y proposes that the leader assumespeople like to work; will seek additionalresponsibility when the proper work environmentexists; will exercise self-direction and self-control;and have a high level of imagination, ingenuity,and creativity. People who pattern their leadershipstyle after this theory help subordinates performwork assignments.

According to Theory Z, people who don’t fiteither Theory X or Theory Y are really acombination of the two. People who develop aleadership style based on Theory Z use differentstyles of leadership with different people,depending on the situation.

Relation to Management

Civilian management sees leadership as justone of its five functions. It expects its managersto plan, organize, control, staff, and then applyleadership to motivate employees. The Navy seesleadership as all-encompassing. The Navy leaderfirst and foremost motivates subordinates. TheNavy then applies the management functions ofplanning, organizing, controlling, and staffing asneeded to meet organizational goals.

Although the views of the civilians and theNavy seem to be different, both have one elementin common. Effective leadership involves planning,organizing, controlling, and staffing. Good

leaders plan well, establish an effective organiza-tion, set up an efficient and effective controlsystem, and staff required jobs with the rightpeople. Finally the leader excels at inspiring andmotivating subordinates.

Leadership Styles

What’s your style of leadership? Do youpractice one style of leadership all the time, ordo you vary your actions according to theparticular situation or type of people with whomyou are working? You might have asked yourself,How do I maintain respect for my position ofauthority and at the same time allow my peopleto voice their opinions? How can I take the timeto get their point of view when I’m under pressureto get the job done? These questions are puzzling,and they have no easy answers. A leader mustwalk a tightrope when it comes to solving thesedilemmas of leadership.

As a leader, you can practice leadership inmany ways. Research on leaders and leadershiphas identified several leadership styles. Mostpeople have a preferred range of styles. No oneleadership style is right or wrong; the appropriatestyle depends on the people being led, thesituation, and the requirements of the job.

In any situation, a leader must perform sixtasks that in some way involve or affect subor-dinates. A good leader takes the following actions:

• Listens to subordinates to diagnose orsolve problems

• Sets goals and develops short- and long-range action plans

• Gives directions about who is to do whichtasks to what standards

• Provides feedback on task performance

• Rewards or disciplines task performanceand personal characteristics

• Develops subordinates

The way these six tasks are handled at any onetime varies with the nature of the jobs. A differentleadership style should be used for routine tasksthan for innovative tasks or for situations thatrequire crisis management. Similarly, tasks ofshort duration often warrant a different style fromthose that extend over long periods.

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You can adapt the six different leadershipstyles (coercer, authoritarian, affiliator, demo-cratic, pacesetter, and coach) to meet therequirements of different situations.

COERCER. —In this style of leadership,subordinates are expected to do the job the waythe leader tells them to do it. Coercer leadersprovide clear directions by telling subordinateswhat to do and how to do it. They don’t listento the subordinates nor permit much subordinateinput. They expect immediate compliance andobedience to orders, and they control the jobs verytightly. This style of leadership requires manydetailed reports on the job, including progress andproblems with the job. Coercer leaders give morenegative and personalized feedback than positivefeedback and frequently resort to name calling toaccomplish the job. They motivate their subor-dinates by threats of discipline or punishment.

AUTHORITARIAN. —Authoritarian leadersare firm but fair. They tactfully provide cleardirection but leave no doubt about what isexpected or who makes the final decisions. Theysolicit some input from subordinates on how todo the job and ways to make the job easier.Authoritarian leaders see their influence as a keypart of their job. They persuade subordinates todo the job by explaining the “whys” behinddecisions. They monitor all jobs closely andprovide negative and positive feedback to theirsubordinates.

AFFILIATOR. —In this leadership style thepeople are the leader’s first concern. Affiliatorleaders consider concern for subordinates andpersonal popularity as the most important aspectof their job. They don’t provide clear direction,standards, or goals. They provide for job securityand fringe benefits to keep their subordinateshappy. Affiliators avoid conflicts that might causehard feelings. They reward personal characteristicsrather than job performance, and they rarelypunish subordinates.

DEMOCRATIC. —This style of leadershiprelies on participation of the group. Democraticleaders believe subordinates should take part inthe decision-making process. They base decisionson the consensus of opinion of the entire group.They consider specific direction and close super-vision unnecessary in completing the job whentrust has been established. They frequently holdmeetings and listen to their subordinates.

Democratic leaders usually reward averageperformance and rarely give negative feedback orpunishment.

PACESETTER. —Pacesetter leaders wouldrather do the job themselves. They set highstandards, and they lead by example. They areloners. They expect self-direction of themselvesand others. Pacesetter leaders have troubledelegating because they believe they can do thejob much better than their subordinates. Theybecome coercive when their subordinates havedifficulty or when things go wrong. Pacesetterleaders don’t develop subordinates because theyare continually taking away the subordinates’responsibility and exerting their own authority.

COACH. —In the coach style of leadership,leaders are concerned with the development oftheir subordinates. They are concerned with highstandards but have trouble communicating thesehigh standards to subordinates. Coach leaders seetheir job as developing and improving theperformance of their subordinates. They directby having subordinates set their own goals. Theyget their workers to develop plans and identifysolutions instead of giving them clear, conciseinstructions on what to do and how to do it.

Advantages and Disadvantagesof the Leadership Styles

Each of the six leadership styles has advantagesand disadvantages. Usually a good leader is acombination of several of these styles. You musttailor your personal leadership style to fit eachsituation.

The coercer style is especially effective duringa wartime situation when the command is incombat or under fire. However, this style ofleadership can have some negative effects if thecommand, work center, or individual is performingat a high rate of efficiency. Subordinates will notrespond well to the repeated use of threats duringnormal situations.

You might find the authoritarian leadershipstyle useful when seeking information on a particularsituation or before inspections. However, it isnormally not a good style to use in personalcounseling sessions. This leadership style doesn’tallow enough flexibility to provide alternativesolutions to subordinates’ personal problems.Using this style by jumping in and taking over insituations when you have technically competentworkers is counterproductive.

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The affiliator style of leadership is especiallywell adapted to the role of counselor. It is alsoeffective when you need to recognize someone fordoing a good job. However, the affiliator has anegative effect when the work center has a tightdeadline or when you are in a leadership role forlong periods.

People who use the democratic leadership stylelisten to subordinates. Therefore, you couldbenefit from this style when showing a newmaintenance procedure or how a new piece ofequipment works. You would also find it helpfulwhen planning social events based on a consensusof opinion. Using this style when preparing foran inspection would be harmful because youwould lack control. It would also be harmfulduring drills or combat because you would nothave time to hold meetings. You would have totell subordinates what to do or the entirecommand could be lost.

Using the pacesetter style of leadership ishelpful when you are working with a new workcenter or teaching a new maintenance procedureby example. However, if you begin doing otherpeople’s work, rather than training, monitoring,and developing subordinates, the pacesetter stylebecomes harmful to the work center.

The coach style of leadership is helpful whena worker is attempting to learn a new procedureor master a new technique. It is also effectivewhen you need to counsel a subordinate whofrequently arrives late at the work center.However, this style of leadership has no effect ona subordinate who knows how to perform a jobor task but refuses to do the work.

Factors Affecting Leadership Styles

The following six elements interact to deter-mine your leadership style:

• Motives and values

• Past experiences

• Past and present supervisors

• Jobs or tasks

• Organizational culture and norms

• Situations

MOTIVES AND VALUES. —Your leadershipstyle reflects those motives and values you see as

important. If power is important to you, you mayemphasize the coercer style of leadership. If youvalue friendship, you may tend to emphasize thedemocratic or affiliator style of leadership.

PAST EXPERIENCES. —If a particularleadership style has worked in the past, you willprobably use it again in similar situations. If acertain style didn’t work, you will avoid using itagain. Therefore, past experiences influence yourleadership style.

PAST AND PRESENT SUPERVISORS. —Since supervisors serve as role models, subor-dinates frequently imitate their behavior;therefore, your supervisors influence yourdominant leadership style.

JOBS OR TASKS. —The job or task yourwork center performs affects your leadershipstyle. A new procedure or the installation of apiece of equipment may call for the pacesetterstyle of leadership. An emergency situation maycause you to be coercive.

ORGANIZATIONAL CULTURES ANDNORMS. —Civilian businesses provide a serviceor product to society. Since the products andservices provided by businesses differ, the needsand requirements of their workers also differ. Thesame is true for the Navy. The Navy provides aservice to its country. Each organizational levelof the Navy performs a specific job or providesa product that contributes to that service.Therefore, the needs and requirements of theworkers at each level also differ. This differencecreates different work environments (cultures) anddifferent relationships (norms) between theworkers. The culture of your organization has agreat impact on your leadership style. Yourleadership style changes to fit the organizationalculture of your work center. In short, you willchange your leadership style to meet theexpectations of your superiors.

SITUATIONS. —Specific situations determineyour leadership style because each one couldinvolve a different number of people and adifferent amount of pressure or stress. Forexample, you might use the democratic style whenassigning a daily task because you would havetime to explain the "why" of doing it. However,you would be unable to use that style during anemergency. Can you imagine explaining why youwant the electrical power secured during a fireaboard ship?

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the commanding officer in the accounting andreporting of expenditures. Commanding officersusually delegate the authority to approveexpenditures to the department head.

We have now arrived at the point in the budgetprocess where you become involved. Departmentheads, like commanding officers, need help inidentifying budget priorities. Division officers andleading chief petty officers need to determine boththe long- and short -term needs of their division.Some of the factors you should consider whenplanning a budget are as follows:

• The number of personnel assigned, plannedlosses, leave schedules, and school assign-ments.

• Unit operating schedule, scheduled regularoverhaul, maintenance availability, andscheduled inspections.

• Can your division do the work or be trainedto do the work? Should you have an inter-mediate maintenance activity, shipyard, orcontractor do the work?

• Availability of OPTAR funding, or theavailability of special funding provided bytype commander (TYCOM) or higherauthority.

PREPARATION OF THEDIVISIONAL BUDGET

In preparing the divisional budget, you musthave an idea of the command and departmentalgoals and objectives. A good place to start is thecommand’s five-year plan. The period 01 Octoberthrough 30 September in the coming year shouldindicate upcoming events with a fair degree ofcertainty. The events indicated are the upcominggoals that the command must meet. Budget theseitems first. Remember that the budget is acontrol device used to measure performance andincludes manpower, material, time, and cost.

Next, budget the command objectives. Theobjectives could be receiving the Golden AnchorAward, the Meritorious Unit Citation, or passingall inspections with no major discrepancies. Talkwith the division officer, department head, andcommand master chief to find out what theobjectives are and what you need to do to meetthem.

You should have a feel for what type of repairswill be necessary in your division in the coming

year. Things like replacing bunk curtains, mattresscovers, lagging, and tile or painting are routinetasks that should be budgeted to make surefunding is available. Other types of periodicrepairs include time-based maintenance. Engines,pumps, and life critical systems are examples ofitems to be replaced on a recurring basis. Certainoperating equipment has a life cycle. Items suchas typewriters, computers, and printers need tobe replaced every 3 to 5 years.

The last items to budget are non-essentialitems. These are things you would like to haveif the money is available, but could live without.Examples include replacing worn but serviceablefurniture or purchasing servmart items in excessof absolutely essential quantities.

The remainder of this section will be devotedto divisional goals and types of budgeting. Anunderstanding of these two topics will assist youin the preparation of your budget.

Divisional Goals

Knowing the divisional goals is essential toeffective supervision of your division. Many ofthe goals will be imposed by the department head,commanding officer, or higher authority. Again,look to the five-year plan, yearly plan, andquarterly plan to define goals of the command.Your goals should be the same as those for thecommand.

Examples of concurrent goals include passinga supply department inspection even though youare in engineering department. How? you mightask. You could assist supply by making sure yourpre-expended bins have the required numberparts, your ready service spares are accounted for,and you have turned in all required repairableitems that you are accountable for. Anotherexample is helping the medical department passtheir inspection. Have all of your subordinateshad their shot records updated? Have all medicalrecords been returned? You get the idea. Yourdivision plays a role in assisting other divisionsand departments meet their goals.

DEVELOPING. —Why should you developdivisional goals if the Navy and the commandhave already established them for you? The Navyand command goals discussed in this chapter andchapter 3 have been part of “the big picture.”That is to say, they are broad and general innature. To help the Navy and command reachtheir goals, you should focus on the specific stepsyou need to take within your division.

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Periodically, you and your division officershould discuss the division’s progress toward thedivision’s goals. And every year before submittingyour budget, you should decide on where to focusyour energies in the coming year. Do thestrengths, weaknesses, opportunities, and threatsanalyses for your division. This is the first stepin preparing your budget.

ESTABLISHING. —You and the divisionofficer have now identified the areas of yourdivision that require attention. Now you shouldprioritize your goals. Obviously, high-priorityitems will need the greatest resources andattention. This is where you and the divisionofficer need to make some sound decisions.

If at all possible, have your subordinatescontribute to the planning during this stage.Present what you and the division officer perceiveas problems and let the subordinates presentsolutions. Subordinates are closer to the work andmay identify additional problems and alternativesthat you and the division officer may have over-looked. This process lets the subordinates becomeinvolved and personalizes the goals.

You and the division officer should evaluatethe problems and proposed solutions. Select thebest solution for each problem and re-prioritizethe goals if required. Place your goals in writingand post them where your subordinates can seethem. Communication of goals and priorities isextremely important to your success.

At this point you know what you want to do,how you want to do it, and the priority you haveset. You should now budget time, materials,people, and costs to meet your goals. This is thesecond step in preparing the divisional budget.

The third step in preparing your budget is toexamine recurring cost. You should be able toproduce a fair estimate for the cost of necessarysupplies, repair costs, and so forth, that haveoccurred over the last 3 years. The supply officercan supply the information required.

The fourth step in preparing your budget isto combine the cost of reaching your goals withyour recurring costs. You are now ready to submityour budget request to the department head.Goals, objectives, recurring costs, and prioritiesshould be outlined to provide the department headwith the ammunition required to achieve thedesired level of funding for the coming year.

You and the division officer should reevaluateyour goals after the command has decided onfunding. Unfunded goals and objectives mayrequire initiative and resourcefulness on your part

if they are to be achieved. The importanceof establishing your divisional goals has beenachieved. You now have set a course of actionand a method to measure your progress.

MONITORING. —The final step of thebudget process is to use the budget to monitordivisional progress throughout the year. Monitor-ing is important because it lets you know whento shift resources. Monitoring can be done by anynumber of control types or methods, such as feed-forward, concurrent, feedback, inventory control,or quality control.

Types of Budgeting

Two types of budgeting are in use in the Navy.You will find it useful to use both types inestimating your annual budget.

INCREMENTAL. —Incremental budgeting isthe primary budget used by the Navy. You havea certain amount of money as a beginning budgetand then increase the amount of money receivedin later years. A good way to visualize this typeof budget is to think of the budget as increasingby the amount of inflation each year. Theincremental factor could be tied to growth,operating schedule, increase in personnel, or anynumber of factors that may increase (or decrease)the amount of funds budgeted.

In your budget, the incremental method ofbudgeting would apply to your recurring cost. Asthe cost of inflation drives up the cost ofconsumable and repair parts, your budget wouldincrease to match inflation.

ZERO-BASED. —The Navy uses zero-basedbudgeting when figuring the cost of majormaterial purchases, such as a ship or airplane.Congress authorizes and appropriates the moneyin the first year, and then the Navy is able to makea draw against the account to pay for work beingdone. This type of budget eliminates worry thatan authorized purchase will not have appropriatedmoney in follow-on years.

In general, zero-based budgeting is startingfrom zero every year and figuring out the cost ofdoing business in the coming year. The dis-advantage of this type of budget is the great dealof time and accuracy required to performeconomic forecasting analysis so that all expensescan be predicted.

You should use this type of budgeting for onetime expenses. The divisional goals and objectives

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that are not of the recurring type would fall intothis category.

SUPERVISING RESPONSIBILITIESFOR STORES, EQUIPMENT,

AND REPAIR PARTS

As you already know, all petty officers needsome knowledge of supply procedures to helpthem function effectively with the supplydepartment. As a chief petty officer, you willfind yourself with greater supply-related respon-sibilities; therefore, you will need additionalknowledge of the supply organization andprocedures.

In the past, you needed to know how toidentify material and how to complete a requisi-tion form. You also needed a knowledge of theship’s Coordinated Shipboard Allowance List(COSAL) to determine what materials were,required to complete a job. You may have beenresponsible for the stowage and custody of variousmaterials in your department. In the future, youwill be working closer with supply departmentpersonnel in estimating supply needs and pro-viding the input data needed for procurement.

You have probably participated in depart-mental preparation for a shipyard overhaul,including validation of installed equipment. Asa CPO, you could become a member of anintegrated logistics overhaul (ILO) team duringa period of shipyard availability. If so, you willcontribute to the process that the supply depart-ment uses to ensure your ship’s material readinesswhen it goes to sea after overhaul.

This section does not attempt to make you anexpert in supply—we will leave that detail to theStorekeeper. It does, however, provide informa-tion to expand your knowledge of the supplyorganization ashore and afloat. This section alsooutlines the procedures and steps of the variousoperations that you are expected to follow whendealing with supply department personnel.

SUPPLY DEPARTMENTS

Supply departments ashore and afloat areresponsible for the supply support of the activityor ship. The supply department procures material;maintains storerooms and warehouses; and issues,accounts for, and collects analytical data for allthe material under its cognizance. The supplydepartment is responsible for establishing the localrequisitioning channels and procedures.

Ashore, standardizing supply procedures isdifficult because of the physical layout of astation and the variety of missions assigned to astation. Therefore, a good deal of freedom isgiven each command to choose the supplyprocedures that best meet its needs. Aboard ship,procedures are becoming more standardizedbecause of the adoption of the Ships’ Maintenanceand Material Management (3-M) program; how-ever, some variations between ships still exist.

You must become thoroughly familiar withlocal instructions that detail the various pro-cedures for supply support. An understanding ofthese instructions will answer most questionsabout the relationship and responsibility betweenthe supply department and the customer.

Supply Departments Ashore

A supply department, like all other depart-ments ashore, is organizationally composed ofseveral divisions, branches, and sections. Only theorganizational components that are of primaryinterest to you (the customer) are discussed here.The components of the supply department youwill have the most contact with are the controldivision, material division, and retail issueorganization. The retail issue organization (usuallya component of the material division) is treatedseparately here because it is the most frequentpoint-of-contact between you and the supplydepartment.

RETAIL ISSUE ORGANIZATION. —Mostshore activities have supply support respon-sibilities for multiple departments and units,and frequently have off-station support respon-sibilities. To meet the requirements of on-stationcustomers, the Navy has established a retail-issueorganization. This organization may be foundashore in the form of a shop store, a self-servicestore, a rapid communication and delivery system,or a combination of these services. The objectiveis a ready supply of materials and simplified issueprocedures that will provide quick delivery ofmaterial requirements to the customer.

Shop Stores. —Shop stores are usuallyestablished to support some type of specializedoperation, such as public works activities andground electronics shops. The shop store is astoreroom located close to the user activities.Shops that are widely dispersed may have severalshop stores. These stores are stocked with itemsnormally used by the shops being supported.

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• Provide supervisors with a responsive andflexible on-line management tool for main-tenance, supply, and manpower functions

• Improve the accuracy and timeliness ofexisting off-ship data reports withoutincreasing user workload

COUNSELING PERSONNEL

One of the most important aspects of the chiefpetty officer’s job is providing advice andcounseling to subordinates. CPOs who makethemselves accessible to subordinates will findthey are in great demand to provide informationand to help in finding solutions to problems.

The purpose of this section of the chapter isto present an overview of the basic principles andtechniques of counseling. This section is notintended to be a course in problem solving, noris it intended to provide a catalog of answers toall questions. This section will, however, give youan overview of general counseling procedures,some guidelines to use in the counseling process,and a listing of resources available as references.

A point to remember is that counseling shouldnot be meddlesome, and the extreme, of playingpsychiatrist, should be avoided. But neithershould counseling be reserved only for asubordinate that is having problems; you shouldalso counsel subordinates for their achievementsand outstanding performance. Counseling of asubordinate who is doing a good job reinforcesthis type of job performance and ensurescontinued good work. Counseling of this type alsoprovides an opening for you to point out waysthat a subordinate might improve an already goodjob performance.

Counseling the subordinate who is doing agood job is relatively easy, but a differenttype of counseling is required for a subordinatewhose performance does not meet set standards.This section teaches you how to counsel thesubordinate whose performance does not meetestablished job standards.

In general, this section can be used as a guideto counseling personnel on professional, personal,and performance matters. Also, the basicspresented here apply to counseling subordinateson their enlisted evaluations.

PRINCIPLES OF COUNSELING

Counselors should set aside their own valuesystem in order to empathize with the person

during counseling. The things the counselor mayview as unimportant may be of paramountimportance to the counselee. We tend to view theworld through our own values, and this canpresent problems when we are confronted withvalues that are at odds with our own. If personsin your unit think something is causing them aproblem, then it is a problem to them, regardlessof how insignificant you might believe the pro-blem to be.

The objective of counseling is to give yourpersonnel support in dealing with problems so thatthey will regain the ability to work effectively inthe organization. Counseling effectiveness isachieved through performance of one or more ofthe following counseling objectives: advice,reassurance, release of emotional tension, clarifiedthinking, and reorientation.

Advice

Many persons think of counseling as primarilyan advice-giving activity, but in reality it is butone of several functions that counselors perform.The giving of advice requires that a counselormake judgments about a counselee’s problemsand lay out a course of action. Herein lies thedifficulty, because understanding another person’scomplicated emotions is almost impossible.

Advice-giving may breed a relationship inwhich the counselee feels inferior and emotionallydependent on the counselor. In spite of its ills,advice-giving occurs in routine counseling sessionsbecause members expect it and counselors tendto provide it.

Reassurance

Counseling can provide members with re-assurance, which is a way of giving them courageto face a problem or confidence that they arepursuing a suitable course of action. Reassurancecan be a valuable, though sometimes temporary,cure for a member’s emotional upsets. Sometimesjust the act of talking with someone about aproblem can bring about a sense of relief that willallow the member to function normally again.

Release of Emotional Tension

People tend to get emotional release from theirfrustrations and other problems whenever theyhave an opportunity to tell someone about them.Counseling history consistently shows that aspersons begin to explain their problems to a

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sympathetic listener, their tensions begin tosubside. They become more relaxed and tend tobecome more coherent and rational. The releaseof tensions does not necessarily mean that thesolution to the problem has been found, but itdoes help remove mental blocks in the way of asolution.

Clarified Thinking

Clarified thinking tends to be a normal resultof emotional release. The fact is that not allclarified thinking takes place while the counselorand counselee are talking. All or part of it maytake place later as a result of developmentsduring the counseling relationship. The net resultof clarified thinking is that a person is encouragedto accept responsibility for problems and to bemore realistic in solving them.

Reorientation

Reorientation is more than mere emotionalrelease or clear thinking about a problem. Itinvolves a change in the member’s emotional selfthrough a change in basic goals and aspirations.Very often it requires a revision of the member’slevel of aspiration to bring it more in line withactual attainment. It causes people to recognizeand accept their own limitations. The counselor’sjob is to recognize those in need of reorientationbefore their need becomes severe, so that they canbe referred to professional help. Reorientation isthe kind of function needed to help alcoholicsreturn to normalcy or to treat those with mentaldisorders.

TYPES OF COUNSELING

Counseling should be looked upon in termsof the amount of direction that the counselor givesthe counselee. This direction ranges from fulldirection (directive counseling) to no direction(nondirective counseling).

Directive Counseling

Directive counseling is the process of listeningto a member’s problem, deciding with the memberwhat should be done, and then encouraging andmotivating the person to do it. This type ofcounseling accomplishes the function of advice;but it may also reassure; give emotional release;and, to a minor extent, clarify thinking. Mosteveryone likes to give advice, counselors included,

and it is easy to do. But is it effective? Doesthe counselor really understand the member’sproblem? Does the counselor have the technicalknowledge of human behavior and the judgmentto make the “right” decision? If the decision isright, will the member follow it? The answer tothese questions is often no, and that is why advice-giving is sometimes an unwise act in counseling.Although advice-giving is of questionable value,some of the other functions achieved by directivecounseling are worthwhile. If the counselor is agood listener, then the member should experiencesome emotional release. As the result of theemotional release, plus ideas that the counselorimparts, the member may also clarify thinking.Both advice and reassurance may be worthwhileif they give the member more courage to take aworkable course of action that the membersupports.

Nondirective Counseling

Nondirective, or client-centered, counseling isthe process of skillfully listening to a counselee,encouraging the person to explain bothersomeproblems, and helping him or her to understandthose problems and determine courses of action.This type of counseling focuses on the member,rather than on the counselor as a judge andadvisor; hence, it is “client-centered.” This typeof counseling is used by professional counselors,but nonprofessionals may use its techniques towork more effectively with service members. Theunique advantage of nondirective counseling is itsability to cause the member’s reorientation. Itstresses changing the person, instead of dealingonly with the immediate problem in the usualmanner of directive counseling. The counselorattempts to ask discerning questions, restate ideas,clarify feelings, and attempts to understand whythese feelings exist. Professional counselors treateach counselee as a social and organizationalequal. They primarily listen and try to help theirclient discover and follow improved courses ofaction. They especially “listen between the lines”to learn the full meaning of their client’s feelings.They look for assumptions underlying thecounselee’s statements and for the events thecounselee may, at first, have avoided talkingabout. A person’s feelings can be likened to aniceberg. The counselor will usually only see therevealed feelings and emotions. Underlying thesesurface indications is the true problem that themember is almost always initially reluctant toreveal.

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PERSONAL COUNSELING

All personal problems should not be referredto a specialist. Your first duty as a chief is torecognize whether the problem is beyond yourability to help or not. Many times you can solvepersonal problems with a telephone call. If theproblem is beyond your ability to solve, then givethe division officer a chance to solve the problem.Stay informed of the progress made towardsolving the problem. If the problem requiresassistance from outside the command, you cansmooth the process by making appointments andensuring the counselee gets help. Keep informedof progress and follow-up!

As a CPO, you may encounter situations inwhich persons being counseled must be referredto other sources for assistance. There will be timeswhen a person will have special problems that willrequire special help. These problems should behandled by such specialists as the chaplain, legal

officer, and medical officer. The effective CPOshould be able to recognize situations in whichreferral is necessary and to assist the counseleein obtaining maximum benefit from thesereferrals. Examples of situations in whichreferral would be appropriate include drugand alcohol abuse, psychological problems orbehavioral disorders, medical problems, personallimitations, such as a personality conflict with thecounselor and the inability of the counselor torelate to or comprehend a counselee’s problem.

In each instance, the key to successful referrallies not in the ability to diagnose a problem butrather in the ability to recognize those signs orsymptoms that indicate referral to appropriatesources.

To assist CPOs in fulfilling their advising andcounseling responsibilities with regard to referral,the Navy has developed an impressive array ofhelping resources. A listing of these helpingresources is provided for reference.

Helping Resource

Alcohol Rehabilitation Centers/AlcoholRehabilitation Departments (ARCs and ARDs)

Counseling and Assistance Centers (CAACs)

Drug and Alcohol Program Advisor (DAPA)

Navy Alcohol and Drug Safety Action Pro-gram (NADSAP)

Navy Relief

Chaplain Corps

Command Ombudsman

Family Service Centers (FSC)

Federal Credit Unions

Educational Services

Capability

Alcohol abuse and related physical disorders

Drug abuse, alcohol abuse, and psychologicaldisorders

Primary command point of contact for drug andalcohol abuse problems

Education program for those with drug/alcoholabuse problems

Financial counseling

Personal problem and religious counseling

Community orientation and family orientation tothe command and Navy life

Comprehensive family-related information, pro-grams, and services for Navy families and singleservice members

Financial assistance, to include savings and loanadvice as well as family financial planning

Educational assistance, to include degree-grantingprograms, correspondence courses, and in-serviceeducational benefits

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Helping Resource

Navy Relief Society

Naval Legal Service Offices

American Red Cross

Naval Hospitals

Veterans Administration (VA)

Civilian Health and Medical Program of theUniformed Services (CHAMPUS)

Command Career Counselor

Capability

Loans and outright grants to alleviate financialemergencies; also family budget counseling

Legal advice, to include wills, powers of attorney,and notarizing services

Emergency assistance of all types, to includeemergency leave verification and travel assistance

Physical and psychological problems and disordersdiagnosed and treated

Veterans benefits and survivors benefits advice

Health care benefits

Career information,benefits

and eligibility advice

to include Navy rights and

PROFESSIONAL, PERFORMANCE,AND ENLISTED EVALUATIONCOUNSELING

Professional, performance, and enlistedevaluation counseling all have several things incommon. Standards should be set; standardsshould be clear and understood by the counselee;targets should be set for each individual; andboth good and poor performance of subor-dinates should be documented and the subor-dinates counseled. Professional and performancecounseling takes place throughout the year.Enlisted evaluation counseling should take placeonce a quarter to allow personnel a chance toimprove before receiving the formal evaluation.

A good place to start is at the end of theformal evaluation period. You can outline theminimum required performance you expect fromeach paygrade and rating within the work centeror division. This is setting a clear standardof performance. Professional and performancecounseling will be based on these standards.Ensure each subordinate understands the requiredlevel of performance you expect from him or her.

Set performance targets for each individual.People are different and have different capabilities.By setting performance targets above the requiredminimum, you will be able to maximize subor-dinate output. Setting a standard target ofperformance could discourage less capable

performers or cause more capable performers tobecome bored. Remember to individualize thetarget performance. An example would be givingyour star performer 1 week to complete a specificpersonnel qualification standard (PQS). The1-week target may be too difficult for your leastcapable performer, so you might allow him or her1 month to complete the PQS. All other personnelwould fall somewhere within this range, dependingupon their capabilities.

As your personnel progress, you will need toadjust the targets to keep them challenging butrealistic. Counsel your personnel on their goodand poor performance. Document the counselingsessions for at least 3 months.

You have been documenting the professionaland performance counseling for the last 3 months.Now it is time to conduct an enlisted evaluationcounseling session. Write a rough evaluation oneach subordinate, using their counseling sheetsand other documentation taken from personalobservation over the last 3 months. Do not referto the last formal evaluation (or rough evaluationfor latter sessions).

These quarterly counseling sessions will allowyou to provide positive reinforcement for correctbehavior and corrective action for substandardbehavior. You will also be able to documentitems that are sometimes forgotten at the yearlyevaluation. Schools attended, courses completed,and assistance provided are sometimes overlooked

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or forgotten if the supervisor or subordinate failsto document them.

At the end of the formal evaluation period,you should have enough documentation to writean objective evaluation on each subordinate.

INTERVIEWING, ASSIGNING,AND EVALUATING PERSONNEL

As a chief petty officer, your administrativeduties will include interviewing personnel,assigning them to jobs, and evaluating theirperformance. The purpose of interviewing is toobtain information that will help you make themost effective use of the skills and abilities ofnaval personnel. The best way you can do this isto assign people to work they do well and enjoy;people who enjoy their work usually put forththeir best efforts in doing the job. The end resultof proper interviewing and assignment is a positiveevaluation for the subordinate.

INTERVIEWING

The interview has three major objectives: toestablish your position of leadership and respon-sibility in the sailor’s mind, to discover specialcharacteristics or aptitudes about the member thatmay not be included in the records, and to showthat you have a personal interest in the person.The interview should be friendly, not too formal,but thorough.

Beginning the Interview

To obtain all the necessary information froma member during an interview, you must put themember at ease and in the mood to talk. This isaccomplished by using a pleasant, easy mannerand by making it clear that you are interested in,and responsible for, finding the member a suitablejob assignment.

Before beginning, you should have had achance to read whatever information is availableon the member. From this, facts can be found toopen the interview, such as the location of themember’s home.

The interview is not only for the purpose ofgiving you information, but also to help membersunderstand themselves. You and the membershould work as a team to find the mostsatisfactory assignment possible within the Navy’sneeds.

Information to be Obtained

During the interview, the interviewer obtainsall the information possible about the member’seducation, personal interests, and occupationalexperience.

EDUCATIONAL INFORMATION. –Educa-tional information includes the kind and extentof formal education; where and when it wasacquired; subjects liked and disliked and why, andthe amount of time spent studying each; anyoccupation followed during the period of educa-tion; and an explanation of unusual features ofeducation.

Educational attainment indicates to a certaindegree the member’s ability to absorb training.Success in technical or special subjects in highschool usually indicates aptitude for continuedtraining in related subjects in Navy schools. Tradeschools, business schools, and correspondencecourses are important, especially if they are relatedto a Navy rating.

Do not assume, however, because a person hasbeen trained in a certain field, that the occupa-tion is necessarily suitable or desirable for thatperson. The person may have been urged to entera field by parents or teachers without particularlydesiring it. Or the person may have chosen a fieldwithout sufficient knowledge of the work involved.It is also possible that after actually working ina job, the person did not like it or was not suitedfor it.

Here are some questions to help you obtaina more accurate picture of a member’s educationaland training background.

Why did the person choose this particularfield of study?

What progress was made? What gradeswere received?

Would the member choose this fieldtoday?

Did the person obtain, or attempt toobtain, employment related to this par-ticular study field?

If given the opportunity, would theperson choose a vocation that would makeuse of this study field?

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PERSONAL INTERESTS. –You should askquestions to find out the personal interests of themember. This could include questions aboutleisure time activities, sports in which the memberhas participated, the level of achievement in eachsport, any talents for public entertainment, andpositions of leadership held. The latter usuallyrefers to office or committee jobs in organizationsto which the person has belonged. These activities,being largely voluntary, sometimes present a truerpicture of the person’s interests than the educa-tion or work experience. In any case, they addto a complete picture of the person.

OCCUPATIONAL INFORMATION. –Youshould obtain a brief record of the person’sexperience on jobs held since entering the Navyand before entering the Navy, length of time held,interests in each job, and success in each job.Care must be exercised both in recording workexperience and interpreting it. With experience,as with education, you should not assume that anoccupation is suitable for a member merelybecause some background in it has been shown.The member’s interest and success in an occupa-tion must be considered before you decide whetherto assign similar work to the person.

GIVE THE PERSON HONEST ANSWERS. –Remember that it is your responsibility to guideand assist the person as much as possible. At timesyou may be tempted to evade or give indefiniteanswers because you expect the person to reactunfavorably to what you have to say. Keep inmind, however, that even though working out asolution to a member’s problems means a lot ofhard work, it is your job.

Look at the situation from the member’s pointof view. Few situations are more discouragingthan attempting to get information and receivingevasive answers or no help from the person whoshould be helping you. In other words, if you aresupposed to be a counselor, tackle the problemand try to do something to help. Tell the personwhen you do not know the answers, but try tohelp find them.

EMPHASIZE THE PERSON’S ABILITY. –You will be most effective as a counselor and aninterviewer if you take a positive approach,putting emphasis on the abilities of personnel andthe kinds of jobs in which they can best be putto use. The more you learn about the various typesof Navy duty, the greater respect you are likelyto acquire for all the various jobs. They differ

as to kinds of ability, but they all require aconsiderable amount of ability.

Do not close the door to training on themember because the cutting scores required fora school have not been achieved. If a member isgenuinely interested in a type of work, the memberwill probably be able to get on-the-job training.This process, which is quite likely to be availableto a member as a striker aboard ship, may bewithin the member’s capabilities even though themember could not keep up the speed required ina school.

CLOSING THE lNTERVIEW. –Before closingthe interview, you should summarize themember’s qualifications and inform the memberof his or her assignment. Show the member allthe advantages that can be gained from the assign-ment. It is part of your duty to help the membersee all the ways in which the assignment can beused in furthering long-range ambitions. Youshould make certain that the member understandsall the duties and responsibilities of the assign-ment and that the person has been given helpfulinformation. You should help the memberdevelop a positive attitude toward the new assign-ment; this will promote the person’s effectivenessin the immediate job and his or her own bestinterest in the future.

Some Final Thoughts for the Interviewer

As a brief review, here aredations to keep in mind forviewing:

— Get a mental pictureperson, not just one side.

some recommen-successful inter-

of the WHOLE

— Be alert for the possibility that the personmay be suffering from some physical or mentalillness. Navy people are generally fine physicalspecimens and well adjusted mentally, but yourjob may put you in contact with exceptional cases.These belong to the professional specialist—themedical officer.

— Be more concerned with the causes thanwit h surface symptoms. Do not assume that allmembers OUGHT TO BEHAVE in a certain way,and do not condemn the nonconformists. Try tofind out what makes a member behave in a certainway.

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— Keep the emphasis on the positive aspectsof the person’s abilities and character. Show thatyou appreciate the member’s good qualities andshow the person how to take advantage of thesequalities.

— In your efforts to be friendly and under-standing, do not give the impression that youare an easy mark or that friendly talk is all youhave to offer. Do what you can, definitely andpositively. Expect members to do their part.

— Remember that it is your duty to help theNavy make the best use of its personnel.

— Above all, remember that you are dealingwith HUMAN BEINGS. An interview that is justone event in a day’s work to you may be theturning point of a member’s life.

ASSIGNING

Assigning personnel is a staffing function asdiscussed in chapter 3. Your primary objective isto match the correct person to the job to receivemaximum efficiency and effectiveness. However,you will also need to account for using on-the-job training (OJT) to cross-train personnel.You will lose some efficiency in the short termthrough use of OJT, but the long term result ishigher divisional or work center efficiency andeffectiveness.

There are no firm rules for assigning personnel.Best results occur when personnel are happy intheir job. Try to match the personal interest ofthe subordinate to the job requirements whenpossible. At other times you will need to employa skillful use of influence to achieve the desiredoutcome.

EVALUATING

Evaluating personnel was discussed in thetopic on performance counseling. You should becounseling your personnel on a regular basis tolet them know how they are doing and where theyneed to improve. This section focuses on yourresponsibilities in preparing enlisted performanceevaluations.

Preparing EnlistedPerformance Evaluations

Enlisted performance evaluations will have along-term impact on the career of the person you

are evaluating. You should pay careful attentionto detail and treat each evaluation as if it weregoing in your service record.

Military standards indicate that the evaluationwriting process should begin at the petty officersecond class level. Delegate the initial preparationof evaluations to the petty officer second class orone level above the person being evaluated. Havethe next level in the chain of command review theevaluation.

You should use your counseling file to doublecheck the evaluation. Make sure the marks givenare realistic. Some discrete checking in yourcommand will reveal the appropriate markingrange for personnel. Do not be afraid to give 4.0marks if they are called for and can be justified.Your job is to give an objective evaluation basedon facts. Bullets for blocks 54,55, and 56 of theevaluation should come from your counseling file,the subordinate’s service record, and the divisionofficer’s record.

Providing evaluation comments for block 56is a problem for most people. Give a briefdescription of the person and his or her job. Thepurpose of block 56 is to amplify information inblocks 27 through 43, 54, and 55. Use bold,underline, and CAPITALIZATION to make keywords and phrases standout. Refer to The NavyEnlisted Performance Evaluation System, NAV-MILPERSCOMINST 1616.1A, and the EnlistedEvaluation Manual, BUPERSINST 1616.9, foradditional information.

Reviewing Enlisted Evaluations

The leading petty officer (LPO) should submitto you the rough evaluation and a copy of theenlisted evaluation report-individual input form(NAVPERS 1616/21), or “brag sheet” as it isknown. You should now prepare the evaluation.

Your role in the evaluation process is tocompile the inputs and assure completion,correctness, and consistency among your differentwork centers. Use service records, your notes,counseling files, and brag sheets to ensurecompletion and accuracy of the evaluations.

Observe how each work center tends to markthe evaluations. Some evaluations may tend to beskewed higher or lower than the normal standard.Make corrections as appropriate.

You should now make sure that writtenremarks on the evaluation are in the properformat and void of grammatical errors. When youare happy with the way the evaluations read, thenpass the rough evaluations to the division officer.

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Any changes that are made to the evaluation bythe chain of command above you should bediscussed with the division officer. As always, stayinformed!

COMMUNICATION

The chief petty officer is often called upon toprovide briefings, write messages, and preparenaval correspondence. You may at some point beasked to perform these functions also. Thissection should provide you with a knowledge basefrom which you can build your communicationskills.

THE MILITARY BRIEFING

An additional administrative duty you mayhave as a CPO is to prepare a briefing. Theprimary purpose of a briefing is to inform, butit also may have other purposes: first, to ensurethe listener’s understanding of a particularmission, operation, or concept; second, to enablethe listener to perform a specific procedure; andthird, to provide the listener with information onwhich to base decisions.

Often several people participate in a briefing.In a briefing for an operational plan, for instance,one group may cover the administrative, tactical,logistical, and operational phases; and anothergroup may explain the mission. To enable thelisteners to grasp all this information as aunit, each briefer must give only the essentialinformation in as few words and as few minutesas completeness and clarity will permit.

In preparing to brief others, you must analyzea mass of data, choose the really significant facts,and organize them carefully. Your explanationshould be simple, precise, and factual. Jokes andanecdotes rarely have a place in a briefing. Thelisteners are ready for a serious talk. They wantto hear the vital information on a specificsubject presented as clearly as possible. If you areable, however, you may occasionally use humorto help you make a point or clarify a problem.When you give a briefing, you are likely to facea captive audience. Analyze the rank andexperience of the people you are to brief, and tryto determine what your best approach will be. Youcannot always say what your listeners want tohear, but you can try to speak in the manner theywill most easily understand.

Another thing to consider, which is almost asimportant as the content, is the technical aspectsof the presentation itself. Your visual aids shouldbe as good as you can make them and, above all,they should be correct. Slides containing errorsin spelling, grammar, and computations distractyour audience and undermine your credibility.Speak clearly and distinctly to your audience. Ifyou do all these things and have your briefing wellorganized, you will be successful.

Organization of a Briefing

The special requirements of a briefing imposecertain limitations upon the speaker. Thetraditional plan of organization, with anintroduction, a body, and a conclusion, isadaptable to the clarity, accuracy, and brevitynecessary in a good briefing.

INTRODUCTION. —Since your listenersneed and want to know about your subject, youwill not need time-consuming, attention-gettingdevices. If another speaker introduces you andyour subject, you need only give a quick overviewof the subject and proceed immediately tothe main points. If you are not introduced, youmight simply say, “Good morning. I’m ChiefPetty Officer Jones; I’ll be briefing youon _____________ .”

BODY. —The information for the body ofyour briefing requires careful consideration fromthe standpoint of content as well as delivery. Ifpossible, present only the facts. Your facts shouldbe provable, and you should have the proof withyou in case your listeners ask for it. Because youmust be brief, you may have to omit many detailsfrom your talk. This can cause you to oversimplifya difficult subject. One way to avoid over-simplification is to prepare a folder of’ “documen-tation” for your listeners to refer to after youfinish the briefing. In your opening remarks, tellthem it is available. You gain in several ways fromletting your listeners know at the outset that theywill have access to complete information on yoursubject. First, your listeners are more apt toaccept the validity of your information becausethey know they can check your evidence. Second,they are less likely to ask needless questions orto interrupt for other reasons. And third, they willgo along with very simple visual aids because theyknow they can get more detailed information ifthey need it. Another way is to prepare “backup”slides that present detailed information on specific

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issues. If questions are asked, you will be readyand will increase the confidence your audience hasin you.

If certain facts are not available and you mustmake an assumption, identify the assumption, saythat it is necessary, and continue. If your listenerswish to challenge the assumption, they can do soduring the question-and-answer period, at whichtime you should be able to explain your rationale.Normally, you do not interpret the informationin your briefing. Present the facts and let yourlisteners draw the conclusions. Such phrases as“In my opinion, ” “I think,” and “I take this tomean” are generally signs that the briefer isgoing beyond the mere presentation of informa-tion and is interpreting the meaning of theinformation.

Emotional appeals have no place in a brief-ing. Your listeners will be justified in doubtingyour objectivity if your presentation is chargedwith emotion. This does not mean that yourdelivery should be dry and lifeless—rather, quitethe contrary. Because you must present pertinentinformation and nothing more, you should strivefor an animated and interesting delivery. Visualaids can help you show quickly and clearly manythings that you would have trouble putting intowords. One glance at a map would show yourlisteners more about air bases in CommunistChina than 15 minutes of words alone. Practicethe briefing with your visual aids until you canuse them smoothly. They should be an integralpart of your presentation. If you do not practiceyour briefing, such simple acts as uncovering orrecovering a chart can cause awkward breaks ina briefing.

CONCLUSION. —This part of a briefingshould be short but positive. Summarize yourmain points if you feel it is necessary. Since aquestion-and-answer period usually follows abriefing, a good concluding sentence might be“Ladies and gentlemen, are there any questions?”If a question period is not to follow, you mightsimply say, “Ladies and gentlemen, this concludesmy briefing. ”

Clear, logical organization of your materialwill help your listeners understand it. In organizingthe introduction, body, and conclusion of thebriefing, keep the purpose in mind. It can be togive your listeners an understanding of a certainmission, operation, or concept. Or it can be toenable them to perform a specific procedure. In

either case, organize your material to informas you would for a speech. On the other hand,if the purpose is to provide your listeners withinformation on which to base decisions, aproblem-solving plan to organization can be mosteffective.

When you prepare and deliver briefings,remember their basic function is to conveyinformation more rapidly and effectively thanwould be possible by any other means. It takespractice to become an excellent briefer. Experiencein other types of public speaking and in writingalso helps. As a member of the Navy, you needto be adept at stating your ideas accurately,briefly, and clearly.

Procedures for Presenting a Briefing

When you are giving a prepared briefing, yourbriefing needs to support four basic areas:

1. You should state the point clearly andconcisely at the beginning of your briefing so thatyour audience knows what they are listening toand what they can expect from the rest of yourbriefing.

2. You must amplify the point you are tryingto make or the area you are trying to cover.

3. You should support that point. You mustbring the audience enough information to informthem or to help them make a decision, whateverthe purpose of your presentation happens to be.

4. You must end your briefing appropriately.The conclusion should bring the briefing togetherin a concise manner, reviewing the topic butkeeping it short.

REVIEWING NAVAL MESSAGESAND CORRESPONDENCE

An ability to communicate in the written formwill serve you well throughout your naval career.As you progress more and more people expect youto be able to communicate clearly and concisely.This section of the chapter will discuss some ofthe basic procedures to review messages andcorrespondence prepared by your subordinates.

Basically you will be reviewing for content,spelling, and punctuation. If your command isequipped with personal computers, your job willbe much easier. Unclassified documents can bewritten and edited on the computer. You may useprograms such as WordPerfect or Wordstar towrite, edit, spell check, or substitute words usingthe thesaurus. Sentence structure can be checkedusing a program such as Rightwriter.

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If your message or correspondence isclassified, you should check the documentmanually. A good desk reference set is a must.As a minimum you should have:

A standard desk dictionary and thesaurus

Hedge’s Harbrace College Handbook orChicago Style Manual

Telecommunications Users Manual, NTP3(H)

U.S. Navy Plain Language Dictionary,NTP 3, SUPP-1(K)

Department of the Navy CorrespondenceManual, SECNAV Instruction 5216.5C

Naval Terms Dictionary

Ensure the message or correspondence is brief,simple, and clearly written. Elements of well-written messages or correspondence include thefollowing:

Introduction—state the purpose.

Body—discuss the subject.

Closing—present your conclusions orrecommendations.

Appendix or enclosures—include pertinentdetails (not always required).

Begin your review by making sure the docu-ment is in the correct format. Read the documentfor content. If you have questions about theaccuracy of the information, ask the petty officerwho wrote the document to clarify your questions.Check the document for mechanical defects. Youdo this by making sure each sentence starts witha capital letter, each sentence ends with theappropriate punctuation, and the appropriatewords begin with capital letters. Make surespelling is correct and redundant words orsentences are deleted.

SHIP’S ORGANIZATION ANDREGULATIONS MANUAL (SORM)

Your command’s Standard Organization andRegulations Manual (SORM) is a command-specific version of the Standard Organization and

Regulations of the U.S. Navy (SORN). TheSORM should be arranged in the same manneras the SORN and contain detailed bills as theyapply to your command. This section covers yourresponsibility to keep the SORM current andup-to-date.

PURPOSE

The purpose for updating the SORM is tomake sure you are operating your work center ordivision using the most up-to-date informationand procedures available. The SORM should beupdated at least annually to remain current.Reasons for the annual update include thefollowing:

Instructions have been issued, deleted,changed, or revised

Equipment has been added, deleted, orchanged

REVIEWING THE SORM

You should review the SORM every time anevent occurs that effects the normal operation ofyour work center or division. Review the sectionof the SORM relevant to the event to see if achange in the SORM is warranted. You are in thebest position to determine if and how muchchanges in instructions or equipment affect theSORM. Do not rely on the commanding officer,executive officer, department head, or divisionofficer to notice if the SORM needs to be updated.They do not have the time or the detailedknowledge that you do.

PREPARING AND SUBMITTINGCHANGES TO THE SORM

You have been doing your job and have nothad an event that changes the normal operationof your work center during the last year. Do youneed to review the SORM? Of course you do!

Review the areas of the SORM that affect yourwork center or division. Compare the listedreferences in each section to the latest copy of thecommand’s master directives and issuance list.Your administrative office should have a 5215master list that contains all instructions applicableto your ship.

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organizational objective. Examples are anelectrical tag-out procedure, a maintenancerequirement card (MRC), or a command check-in/out sheet. Ensure personnel comply with yourdivision’s established procedures, and submitrequests for correction whenever a procedurebecomes outdated or is in error.

RULES AND REGULATIONS. —Rules andregulations are standing plans that specificallystate what personnel can and cannot do in a givencircumstance. Commands use them to ensurepersonnel adhere to policy. Navy Regs, SORN,and command regulations fall into this category.

Although you should enforce rules and regula-tions, you don’t have to place everyone whoviolates a rule or regulation on report. As a chiefpetty officer, you have some latitude in applyingcorrective measures, depending on the severity ofthe infraction.

Single-Use Plans

Single-use plans are those used for short-rangenonrecurring activities. You should excel in thisarea of planning. Make short-range planning apart of your daily activity. Use strategic plans andstanding plans to determine short-range planningrequirements. Short-range plans should includemonthly, weekly, and daily plans. Types of single-use plans you will develop include programs,projects, and budgets.

PROGRAMS. —Programs are single-use plansthat state a specific goal and give the major steps,the timing of those steps, and the resourcesrequired to meet the stated goal. Examples ofprograms include the Personal Excellence Program,the National Apprenticeship Program, and theOverseas Duty Support Program.

PROJECTS. —Projects are the separate tasksyou must plan to meet program goals. When youmake plans to paint divisional spaces, you areplanning a project required to meet the goals ofthe Habitability Program. When you fill out atraining schedule, you are planning a projectrequired to meet the goals of your command trainingprogram.

Become familiar with the Navy’s programs.Doing so can help you to lead and manage yourwork center more efficiently because you will beaware of what is expected of you. You will alsohave steps to follow in reaching program goals.You can then devise projects to meet those goals,

BUDGETS. —Budgets are planned revenueand expenditures of money, time, personnel,equipment, and so forth, expressed in numericalterms, usually by category and over a period oftime. Most people think of budgets only in relationto money. You should think of a budget as adetailed plan of how you will use all of yourresources,

When you plan a project, make a budget ofthe time allowed, the personnel assigned, and thematerial resources and funding required.

MANAGEMENT BY OBJECTIVES

Management by objectives (MBO) is a fancyterm for the type of management most commandsuse. MBO means supervisors and subordinatestake part in setting overall goals for the organiza-tion. Each individual has a responsibility formeeting a major area of the goal. The commandexpresses that responsibility as those steps itexpects individuals to take in meeting those goals.The command then uses those expectations as ameasuring device to gauge the successfulcompletion of the job.

The Navy Leader Development Program(NAVLEAD) is based on MBO. It teaches Navyleaders to set goals. The leaders use managementand supervisory skills, outlined later in thischapter, to achieve desired results in the workcenter or division.

Objectives

The purpose of MBO is to set clearly definedgoals that all participants can easily understand.MBO helps managers plan, define jobs, motivatesubordinates, interact with subordinates, evaluateworker performance, and link command objectivesto division or work center objectives.

Basic Principles

MBO is based on two basic principles. Thefirst is that if you get people committed to a goal,they are more willing to work toward that goal.The second is that if you allow people to set thegoal, they will do everything possible to achievethat goal.

As a manager, your first job is to get peoplecommitted to a goal through joint decisionmaking. When done correctly, your subordinateswill have a personal interest in accomplishing thegoal. The goal will no longer be just what the chiefwants to do, but what your subordinates told you

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they were capable of accomplishing. At that pointthe goal has become the personal goal of yoursubordinates.

Your second job is to work with yoursubordinates to set a goal. Goals should berealistic and attainable. When subordinatesparticipate in goal setting, they help to set thestandards and criteria you will use to evaluate theirperformance in reaching that goal.

Advantages and Disadvantages

MBO provides some advantages over othertypes of management styles. It involves subor-dinates in setting goals, forces leaders to focus onimportant objectives, increases communication,and establishes measurable performance goals.

However, MBO also has some disadvantages.An organization can use it only in certainsituations. It requires more time to use, increasespaperwork, and may overlook objectives thatcannot be measured. In addition, MBO will workonly if top leaders support it and peoplecommunicate as required. When leaders don’tsupport MBO, the disadvantages can cripple anorganization.

DETERMINING WORKREQUIREMENTS ANDSETTING PRIORITIES

One of the most difficult and often overlookedjobs of the chief petty officer is to determinedivisional work requirements and priorities. Youwill find the work requirements in your division’sstrategic plans, rules and regulations, and single-use plans. Once you have determined the require-ments, you must determine the tasks needed tocomplete them. Then you will set priorities basedon the order in which the division needs tocomplete each task.

Determining Work Requirements

To determine work requirements, you need astarting point to establish what your division ispresently accomplishing (the real situation) inrelation to what the division should be accom-plishing (the ideal situation).

The work requirements your division shouldbe accomplishing are outlined in your command’sstrategic, standing, and single-use plans. Youshould compare these work requirements to whatyour division is currently accomplishing. You mayfind your division is not following the work

requirements outlined in your command’s variousplans. In this case, you need to revise thedivision work requirements to conform to thecommand’s plans. Or you may find your divisionhas the correct work requirements, but the goalsfor those requirements are not being met. In thiscase, you need to revise the division’s goals foraccomplishing the work requirements.

The real-ideal model (fig. 3-2) is a flow chartyou can use in setting new goals for your division’swork requirements. The exact sequence of settinggoals for work requirements should be done inthe following order:

Recognize the real situation in yourdivision.

Review strategic, standing, and single-useplans to determine the ideal situation foryour division.

Figure 3-2.-Real-ideal model.

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• Identify the differences between the realand ideal situation.

• Determine if the gap between the real andideal is large enough to require correctivemeasures.

• Make a commitment to change if sorequired.

• Set the goals for accomplishing the change.

• Develop a single-use plan to implement thechange.

After your goals for the work requirementsare set, you should review them to ensure theywill be effective. Effective goals for work require-ments should meet four criteria:

1. Be behavior specific—specify the necessaryaction to take

2. Be measurable—specify criteria or check-points for accomplishing the goal

3. Be realistic but challenging—test yourability, but have at least a 50-percentchance of being attained

4. Be time-phased—provide a time scheduleor deadline for reaching the goal

Priorities

You should now have determined yourdivision or work center work requirements byusing the real-ideal model. The next step is toprioritize the work requirements. To determinepriorities, ask the question What is the purposeof my division? Then use the answer to thisquestion to set your number one priority.

Next, at the top of a sheet of paper, write twoheadings: ROUTINE and NONROUTINE. In theroutine column, list tasks that take place on arecurring basis. In the nonroutine column, listtasks that do not occur often and need yourspecial attention. Within each column, label eachtask Important, Urgent, or Important/Urgent asappropriate. Important/urgent tasks requireimmediate attention; do those first. Do the Urgenttasks next and the Important tasks last. Sometasks may not fit any of the categories; do thosetasks when you have time.

You have now divided all tasks into twocolumns and prioritized them. Which tasks do youdo? You do only those which require your specialskills. Delegate the tasks in the routine column

to subordinates. Delegate those in the nonroutinecolumn if possible; however, monitor job progressclosely.

Ensure you have trained your subordinatesbefore delegating any work to them. When youdelegate work, let your subordinates know youare available to help with any problems.

STRENGTHS, WEAKNESSES,OPPORTUNITIES, AND THREATS(SWOT)

You can use the strengths, weaknesses,opportunities, and threats (SWOT) analysis tohelp you determine the needs of the division. Theobjective of the SWOT analysis is to help youidentify those areas in which the division (1) needsimprovement (2) has available opportunities and(3) must overcome certain obstacles.

To perform a SWOT analysis, first take anobjective look at your division. Make a list of itsstrengths. Those are the areas in which thedivision does a good job. Second, make a list ofthe division’s weaknesses. Those are the areas inwhich the division needs to improve. Third, makea list of opportunities. Those are areas that couldhelp the division, such as unfilled school quotas,surplus supply funds, personnel due to report, andmaintenance availabilities. Last, make a list ofthreats. Those could be upcoming inspections,personnel losses, and cuts in funding. Perform theSWOT analysis before the beginning of eachquarter, and then use it in developing your short-range plans.

STAFF

Every job the Navy has requires people. Eachperson is important to the overall mission of theNavy. Therefore, the staffing of personnel is animportant part of your job. In determiningpersonnel needs and qualifications to keep yourdivision running smoothly, remember that peopleare your most important resource.

Personnel Needs

You will assist the division officer in reviewingthe ship manning document to determine futuremanning requirements. Since your command mayperiodically request additional billets to coverpersonnel shortages, be sure to document yourdivision’s personnel requirements to justify thoserequests.

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that do not point toward your goal. Tinsel is pretty butexpensive.

COMPREHENSIVE VIEWPOINT

Have you gone through all the planning steps? Doesyour plan cover all vital actions without going intominute, restrictive detail? You must leave room forsubordinates to maneuver. Is your plan consistent withcommand procedures and goals? Your plan shouldmake coordination with other elements of the commandeasy.

COST-EFFECTIVENESS

Cost-effectiveness applies to more than just dollars.If your plan will provide enough return to justify thetime, energy, and personal involvement you (and others)will invest, use it; otherwise, cancel it. One of the hardestthings for a manager to do is scrap a lovely, simple plan.If you must cancel a plan, do it yourself; this is easierthan having it scrapped by someone else.

SCIENTIFIC METHOD OF PROBLEMSOLVING

How many times during the past months have youfound obstacles standing between you and some goalyou wanted to reach? Most supervisors could quote afairly large figure if they could make an accurate tallyof the number of problems they have faced. Wheneverdifficulties block your path to some goal, you have aproblem.

Since you do not lead a charmed existence,problems confront you everyday. As a mature person,you probably accept the inevitability of problems, facethem realistically, and seek workable solutions. But,unless you have studied the nature of problems and waysto tackle them, you may still be resorting totrial-and-error methods. This often results in youroverlooking the best solutions.

Problems can be solved to the advantage of allconcerned. The art of problem solving may seemextremely tedious and demanding at first. However,once you master it you will enjoy the benefits of findingthe best solution for the problem at hand.

Your duties are demanding. Demands createproblems that you must solve, sometimes by yourselfbut more often with others equally concerned. Whatbetter reason could you have to master problem solving?You should remember two principles about problemsolving:

Figure 4-2.-Decision making.

1. Any system is better than no system at all.

2. The ultimate goal of any system is the ability towithhold judgment until all aspects of theproblem have been logically considered.

The system we describe here is a way you canremove obstacles and reach the goal in problem solving.The method closely related to the process of scientificinvestigation is often referred to as the scientificmethod of problem solving. The method is notfoolproof, but it will help you withhold judgment untilyou have considered all possible facets of the problemand all possible solutions. This is a value of anyproblem-solving system. It enables you to considerpossible solutions without prejudice or bias. Anysystematic approach to problem solving will help you towithhold judgment and remain open-minded.

The seven phases of problem salving (or decisionmaking) follow a logical sequence (fig. 4-2). In actual

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practice, you will probably need to adjust this sequenceto fit the moment. Developments in one phase may causeyou to readjust or reconsider factors in a previous step.The following are the seven steps to problem solving:

1.

2.

3.

4.

5.

6.

7.

Recognize the problem

Gather the data

List all possible solutions

Test/discuss possible solutions

Select the best possible solution

Implement

Follow-up

RECOGNIZE THE PROBLEM

Can you take a trip without first deciding whatmethod of transportation to use or without knowingwhere you want to go? Obviously, you must recognizeyour need to get from one place to another. Secondly,you must know your goals or the place you intend tovisit. You must consider the obstacles such as cost, time,available transportation, and routes to take. The abovefactors contribute to recognizing your problem throughanalysis of the elements.

GATHER THE DATA

You now have a goal and you have identified thethings that stand between you and success. Next, youmust get all the information you need to solve theproblem. You need to know about road conditions aswell as bus, train, and airline schedules and fares. Dividethis information into the following categories:

Facts–These are known truths. For example, youcan call the highway patrol for road conditions, you canconsult schedules for trip times, and a map will providedistance information.

Assumptions–Some data is assumed, such as theaccuracy of information concerning fares and possibleroutes.

Criteria–A criterion is a standard of judging. This ismost important in data gathering. It is a rule by whichyou measure such things as facts, principles, opinions,and assumptions. In problem solving, you shouldalways have some criteria to consider. For example, youmight consider criteria such as the following: departuremust be between 0800 and 1000, arrival must be before1700, luggage must include two suitcases and a trunk,and travel money is limited to $75. The criteria will help

you decide which method of travel to use. The bus maybe too slow. The train may leave too early. Airfare mayexceed available funds. Whatever criteria you set up willhelp you decide between alternatives.

LIST ALL POSSIBLE SOLUTIONS

Where do you find possible solutions? You may getideas almost immediately. The longer you study,consider, and think about solutions, the morealternatives you will have. Solving the first two steps toproblem solving should generate some viablealternatives along the way.

TEST/DISCUSS POSSIBLE SOLUTIONS

In every instance, you should consider each possiblesolution against the established criteria. Evaluate yoursolution by asking yourself or others the followingquestions:

Is the solution suitable? Will this solutionproduce the desired results? Will it do the job?

Is the solution feasible? Do the means forcompleting the job by this method exist? Can thejob be accomplished this way?

Is the solution acceptable? Is the solution goingto be cost-effective? Will it fit commanddirectives? Even if the solution is cheaper, willit be more time-consuming?

SELECT THE BEST POSSIBLE SOLUTION

At this point, you can decide on the best solution byeliminating those that do not meet your criteria. Forexample, in planning your trip, you may eliminate rail,bus, and air travel because they do not fit your criteria.You may decide that driving your car is the best solutionto the problem.

Of course most problems are not this simple. Youwill frequently find two or more alternatives that meetall your criteria. You must then decide which will be thebest. This may well be the hardest part of decisionmaking because it causes you to fall into amission-oriented frame of reference. Which alternativeis best for the overall mission? Which will best dovetailwith other ongoing projects? Which pays the mostdividends in the long run?

4-12

IMPLEMENT AND FOLLOW UP activities, and the work for which each activity isresponsible.

Put the solution into effect. No problem is solveduntil action is taken. After all that work making adecision, do not let your work be wasted. Follow up. Getfeedback on the progress of your solution. You may needto review and revise your solution as it progresses. Also,failure to follow up shows a lack of interest. Yoursubordinates may wonder why they should be interestedin the plan.

ORGANIZING

Organizing is analyzing the mission, determiningthe jobs, setting up the structure, and assigningpersonnel. Since planning and organizing overlap,saying precisely when planning stops and organizingstarts is nearly impossible.

The basic procedure of organizing consists ofconsidering mission and resources, putting them inorder, and carrying out plans. Factors consideredinclude functions, operations, tasks, material,manpower, money, space, and time. You have four majortasks: set up a structure, determine procedures,establish requirements, and allocate resources.

Organizing is based on mission objectives.Different missions require different types oforganization. The mission, however, does not tell youwhat specific functions, operations, and tasks will berequired. It is simply a short statement of the end resultsexpected and is reduced to the following three areas:

1. Functions–General types of work that must beperformed to accomplish the mission

2. Operations–Specific jobs that must be done toperform a function

3. Tasks–Individual jobs required to complete anoperation

The important thing for you to remember is to breakthe mission down into the functions, operations, andtasks needed to accomplish it. Then group them bysimilarities of required skills and equipment. The projectconcept discussed under planning now comes into play.Once you have grouped the various elements of themission, you must develop an organizational structurebased on that grouping. This structure will provide thechannel through which orders will travel, and it willdetermine the assignment of responsibility andauthority. The typical organizational chart is a graphicrepresentation of a unit’s structure. It shows the lines ofauthority and responsibility, the relationships between

GOALS AND OBJECTIVES

Objectives provide both direction and destination toour efforts. Many managers make decisions without firstidentifying the goals or objectives and planning the bestroute for attaining them.

For our purposes, goals and objectives areessentially the same. An objective is the desired endresult of your efforts. It should be consistent with yourunit mission. Objectives can be stated in broad terms(overall objectives) or be precise (specific objectives).You reach overall objectives through setting andattaining subobjectives specific strategies, policies,programs, and so forth.

To determine objectives, you first must define yourunit’s overall mission. Your unit’s intended function orpurpose is its mission.

Areas that need objectives include, but are notlimited to, work performance, worker attitudes,retention, productivity, material, and finances.

CONTROLS

What are controls? Controls are everywhere. Thegovernor on an engine, a fire alarm, a circuit breaker,and extra military instruction (EMI) are all examples ofcontrols. You exercise control when you, the manager,take steps to ensure you reach your goals. To achievecontrol, you must monitor work progress and correctdeviations from established standards.

Controls can be total or partial. A smoke detector isa familiar partial control system. It announces thepresence of smoke but does nothing to correct theproblem. A high-pressure safety valve on a boiler is atotal control system. It detects excessive pressure in theboiler and corrects the problem by releasing steam untilpressure reaches an acceptable level (establishedstandard).

Although controlling concerns every facet ofmanagement, planning and control are intimatelyrelated. Sound planning determines the direction of anorganization. Good plans establish appropriate controlsto keep the organization on track.

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Figure 4-3.-Steps to effective control.

STEPS TO EFFECTIVE CONTROL

The steps to effective control closely resembleplanning and organizing steps. See figure 4-3. Thefollowing are the four basic steps to controlling:

1.

2.

3.

4.

Set standards

Define Performance monitoring procedures

Evaluate Performance against standards

Initiate corrective action

Set Standards

To establish control over a process, you must firstdecide what standards you will use for reference points.Standards define the goals of your efforts. They expressrecruiting targets, quality control goals, budget goals, orflight schedules. These are quantitative standards: 14recruits a month, zero defects, 10 percent spendingreduction, or all aircraft full mission capable (FMC) fora sortie. Other standards involve qualitative goals:sharp uniforms, fair selection boards, or improvedmorale. Qualitative standards are much more difficult todefine and control than quantitative standards.

Define Performance Monitoring Procedures

The next step in achieving control is deciding howto measure performance, what information to require,and how to obtain it. Performance data maybe gatheredfrom personal observation, written and oral reports,

inspections, and automatic data processing (ADP)products. Keep control procedures as simple andcost-effective as possible. Ensure, however, that they areadequate for the task at hand.

Evaluate Performance Against Standards

Compare performance data to establishedstandards. The results of this comparison indicate whereyou are in relation to your goals. If everything is ontrack, take a bow. If things are beginning to stray offcourse or come unraveled, decide whether or not to takecorrective action.

Initiate Corrective action

If performance standards are not being met, youshould start corrective action. Examine your monitoringsystem; is it accurate? Do performance standardsaccurately reflect mission requirements? Are yourstandards too high or too low? If your monitoringmethods and standards are adequate, examine theproduction methods and work force factors (morale,leadership, and so forth). Can production efficiency andeffectiveness be improved? Is training up to speed? Doleadership and supervisory ability meet your standards?How about morale and environmental conditions.Another possibility is poor planning or organization.You must go to work and get things moving in the rightdirection again. After all, that is what managers do!

EVALUATING YOUR CONTROLS

Ž Most commands have four key areas of control:financial, inventory, quantity, and quality. Use thefollowing criteria to evaluate your command’s controls:

Ž Timeliness–Controls must provide timelydetection and correction of problems to minimizewasted time and resources.

Ž Accuracy–Accurate monitoring proceduresallow you to pinpoint potential problems forcorrection.

Ž Acceptability–Controls must be reasonable.Unnecessarily stringent controls generate resistancewithin the work force. When workers feel there is notrust or fail to understand the need for controls, they maycircumvent the system. You are no doubt familiar withthe term gundecking. You may even know someonewho has been guilty of gundecking.

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Ž Cost-effectiveness–Controls consume moneyand man-hours. Unless a control system will save morethan it costs to implement, look elsewhere for a solution.

As you apply these principles of control, you mustconsider the time frame in which your controls operate.Controls operate in three modes in relation to time:feedforward, concurrent, and feedback.

Ž Feedforward control–This control, the mostdynamic of the three, is designed to discover problemsbefore they occur. Drawbacks to feedforward control arethe heavy investment of time and the detailedmanagement required to make this system work. Amaintenance manager who adjusts leave and libertyschedules to meet anticipated workloads is practicingfeedforward control.

Ž Concurrent control–This type of control effectscorrections as they are needed. It does not predict them.When the process under control deviates fromacceptable limits, concurrent control steps in andcorrects problems as they occur. When you walk, youconstantly monitor your stride and balance to avoidfalling. This is concurrent control.

Ž Feedback control–Feedback control fixes aproblem “after the fact.” For instance, a defensecontractor who discovers during final testing that acomponent has a defective design must scrap theproduction run and fix the problem. The contractor maylose money on that one production run, but that is betterthan a congressional investigation for sending defectiveparts to the fleet.

There are as many ways of attaining control as thereare managers! Even standard control methods arepersonalized by individual managers to suit personalinclinations and individual situations.

METHODS OF CONTROL

Control techniques or methods are generallydescribed as either quantitative or nonquantitative.

Quantitative Methods

Quantitative methods use data and variousquantitative tools to monitor and control productionoutput. Two common quantitative tools are budgets andaudits. By far the most widely recognized quantitativetool is the chart. Charts used as control tools normallycontrast time and performance. The visual impact of achart often provides the quickest method of relatingdata. A difference in numbers is much more noticeable

when displayed graphically. Most charts are versions ofeither the Gantt chart or the Program Evaluation andReview Technique (PERT).

BUDGETS. –By far the best known control deviceis the budget. Budgets and control are, in fact,synonymous. An organization’s budget is an expressionin financial terms of a plan for meeting theorganization’s goals for a specific period. A budget is aninstrument of planning, management, and control. Weuse budgets in two ways. First, we use them asestablished facts that must be factored into ouroperational planning. Second, we use them to preparenarrative descriptions and financial information that ourchain of command uses in its annual request andmanagement of its funds. At present, the Department ofthe Navy (DON) uses two major budget systems. Theseare zero-based budgeting (ZBB) and the planning,programming, and budgeting system (PPBS).

AUDITS. –Internal auditing provides anindependent review and appraisal of accounting,financial, and other nontactical operations. As amanagement tool, the audit measures and evaluates theeffectiveness of management controls. The Naval AuditService provides an independent audit of programs,activities, systems, and procedures. It also provides anindependent audit of other operations involving the useof funds and resources and the accomplishment ofmanagement goals. Budgets and audits are addressed indetail in Financial Management in the Navy,NAVEDTRA 10792-E.

Nonquantitative Methods

Nonquantitative methods refer to total or overallcontrol of performance rather than specific processes.These methods use tools such as inspections, reports,direct supervision, and performanceevaluation/counseling to accomplish goals.

TOTAL QUALITY LEADERSHIP

The DON has recently adopted the concept of TotalQuality Leadership (TQL) as the means of meetingDON needs into the 21st century. Executive Order12637, signed April 27, 1988, establishes theProductivity Improvement Program for the federalgovernment. TQL IS THE NAVY’S ANSWER TOTHIS ORDER.

The concept behind TQL revolves around a changefrom leadership by results to leadership by process(quality) improvement. The manager’s task is tocontinually improve each and every process in his or her

4-15

OPNAVINST 3120.32D

16 JUL 2012

1.6. RECORDS AND INFORMATION MANAGEMENT. Records and Information

management is an adjunct to the administration process. All

departments and divisions are required to manage their records. Record

management is important to all aspects of ships operation and is not

limited to any single division. Each department and division aboard

ship should be aware of their records management responsibilities.

3.33. DIVISION ORGANIZATION. The functional guides in this section are

general and apply to a division officer and any assistants in all

types of units. When developing departmental organization manuals,

department heads prepare supplementary guides for each division

officer, setting forth the responsibilities and relationships for each

assignment in the department. In smaller divisions, the functions of

the division junior officer and division training assistant may be

assigned to a petty officer or be assumed by the division officer.

3.34. DIVISION OFFICER

a. BASIC FUNCTION. A division officer is assigned by the commanding

officer to lead a division of the unit's organization.

b. DUTIES, RESPONSIBILITIES, AND AUTHORITY. A division officer is

responsible for the duties assigned to the division and for the

conduct of subordinates, following regulations and orders of the

commanding officer and other superiors. The division officer directs

the operation of the division through leading (chief) petty officers

as prescribed in the division organization. Specific duties of the

division officer include:

(1) Supervises the performance of the work centers within the

division carrying out the shipboard maintenance and material

management system to ensure optimum material readiness; assists in the

management and is accountable to the department head for the proper

operation of the 3M program for the equipment within his divisional

responsibility.

(2) Schedules and conduct training for division personnel. Division

training should include indoctrination of new personnel, PQS related

training within the division, and preparation for advancement in

rating. The division officer designates petty officers qualified to

authenticate completion of Sailor PQS qualifications (See Chapter 8).

(3) By personal supervision and frequent inspection, ensure that

spaces, equipment, and supplies assigned to the division are

satisfactorily maintained. Conduct periodic inspections, exercises,

and musters to evaluate performance and discipline in the division.

Initiates appropriate corrective measure for identified deficiencies.

(4) Promptly reports to the department head repairs which may be

required or other defects which need correction which they are unable

to effect.

OPNAVINST 3120.32D

16 JUL 2012

(5) Assigns personnel to watches and duties within the division and

develop rotation programs for battle stations, watches, and general

duties to ensure the training and proficiency of assigned personnel.

(6) Maintains a division notebook containing personal data, training

data, a space and equipment responsibility log, the watch and battle

stations to be manned, and other useful data for the orientation of

relieving officer and for ready reference (Standard record forms,

division officer's Personnel Record Form (NAVPERS 1070/6) are

available through the general supply system). This information enables

annual enlisted performance evaluations for personnel of the division.

(7) Responsible for all administration of the division including

forms, reports, and correspondence originated or maintained by the

division. Forwards requests for leave, liberty, and special privileges

with recommendations.

(8) Ensures damage control equipment, fittings, and check-off lists

in assigned spaces are in proper condition and properly labeled.

Supervises the division damage control (safety) petty officer in

safety matters.

c. ORGANIZATIONAL RELATIONSHIPS. The division officer reports to the

Department Head regarding assigned duties. The following personnel

report to the division officer when assigned; assistant division

officers, warrant officers, leading chief petty officer or leading

petty officer, for the daily operations in the division.

OPNAVINST 3120.32D

16 JUL 2012

3.37. DIVISION LEADING (CHIEF) PETTY OFFICER (LCPO/LPO)

a. BASIC FUNCTIONS. The LCPO/LPO designated by the division officer is

the senior chief petty officer or petty officer in the division. The

LCPO/LPO assists the division officer in administering, supervising,

and training division personnel.

b. DUTIES, RESPONSIBILITIES, AND AUTHORITY. The LCPO or LPO assigns

division personnel to daily tasks and oversees the accomplishment of

division priorities. The LCPO or LPO is responsible for submission of

requisitions required to maintain allowances and perform preventative

and corrective maintenance. Assists in assigning personnel in cleaning

stations, and supervising assigned petty officers in their cleaning

duties.

Administratively, the LCPO/LPO assists the division officer with

preparation of watch and liberty lists, assists in training and PQS

qualification of junior personnel, and ensures divisional

administration is forward to division officer for review and

forwarding.

The division LCPO/LPO are accountable to the division officer for the

proper operation of the 3M System within their division.

c. ORGANIZATIONAL RELATIONSHIPS. The division LCPO/LPO reports to the

assistant division officer. The Work Center Supervisor (WCS) reports

to the division LCPO/LPO.

3.39. WORK CENTER SUPERVISOR (OTHER THAN AVIATION UNITS)

a. BASIC FUNCTION. The WCS is the senior petty officer in charge of a

maintenance group and is responsible to the department head, via the

division officer, for 3M system operation within the work center.

b. DUTIES, RESPONSIBILITIES, AND AUTHORITY. The WCS must be trained in

the 3M system and be proficient with all instructions pertaining to

the 3M system including Chapters 1, 2, and 3 of NAVSEAINST 4790.8

(series).

(1) The WCS ensures personnel in the work center are properly

trained, aware of any new developments in the 3M system and are able

to comply with requirements of the 3M system and with applicable

environmental protection laws.

(2) Prepares the Planned Maintenance System (PMS) weekly work center

schedule, ensure appropriate approval, and assign personnel to perform

PMS actions.

(3) Screens documents for accuracy and legibility, signs documents

prepared by personnel in the work center and submits documentation to

E7 Naval Standards by Functional Area

19

Type Change A. WATCHSTANDING AND WATCH, QUARTER, AND STATION BILL A004 Review and monitor assignment of personnel to the watch, quarter, and station bill P A005 Coordinate the preparation and assignment of personnel to the departmental watch, quarter, and station bill P A006 Advise the Chain Of Command on the currency of the command's watch, quarter, and station bill Type Change C. DRILL AND FORMATION C009 Plan and coordinate inspections, quarters, and ceremonial events Type Change D. UNIFORMS R D285 Know how to wear and maintain Chief Petty Officer (CPO) uniforms A D606 Describe the authority to prescribe uniforms A D607 Describe the history/heritage of navy uniforms A D608 Describe the rules for wearing uniforms to political activities, commercial interest, public speeches or rallies Type Change O. MILITARY JUSTICE P O080 Conduct preliminary investigation of offenses O081 Perform the duties as a member of a Disciplinary Review Board (DRB) P/R O573 Advise Chain of Command on matters of good order and discipline affecting the command P O589 Know the procedures for conducting Captain’s Mast Type Change P. CAREER INFORMATION P465 Know the Fleet or Force and Command Master Chief (CMC) programs R P468 Know the roles and functions of the Chief of Naval Operations (CNO)/Master Chief Petty Officer Of The Navy's (MCPON) leadership mess P P593 Know the eligibility requirements of the Senior Enlisted Academy and service academies A P645 Understand the importance of the Standards of Conduct boards Type Change Q. TRAINING Q098 Train junior officers P Q099 Organize, schedule, and evaluate training programs P Q100 Develop and monitor command's training programs A Q655 Identify the resources for obtaining training quotas for navy courses P Q102 Monitor command indoctrination programs A Q656 Review Sailors’ Learning and Development Road-map (LADR) prior to Career Development Boards (CDB) Type Change R. MANAGEMENT/ADMINISTRATION R110 Provide guidance to personnel preparing enlisted performance evaluations R R119 Prepare and submit divisional budget input R R124 Review Naval correspondence and messages for release P R126 Coordinate preparation for administrative, material and/or operational readiness inspections R131 Provide input to manpower authorization change requests R133 Prepare point papers R134 Prepare instructions and directives R135 Review Enlisted Distribution and Verification Reports (EDVR) for discrepancies and report findings P R136 Monitor leave and liberty schedules P R137 Know the content of command manning documents and process to recommend/implement

changes

E7 Naval Standards by Functional Area

20

P R570 Review contents of departmental manning documents and make recommendations for changes A R662 Prepare travel request and provide after action reports A R663 Review enlisted performance evaluations Type Change U. ORGANIZATION U144 Review and submit changes to Command's Standard Organization and Regulations Manual (SORM) Type Change V. LEADERSHIP/SUPERVISION V195 Assess and report division material and personnel readiness V199 Provide guidance to the Leading Petty Officer (LPO) on job task performance V202 Coordinate and evaluate status and impact of division work with other divisions V203 Review, edit, and forward recommendations for formal awards or recognition V204 Assist the branch or division officer in the development of policy P V208 Coordinate departmental level work schedules P V223 Ensure that division supervisors submit recommendations for formal awards or recognition P V225 Monitor divisional policies P V227 Provide guidance to junior officers in developing leadership skills P V229 Advise Chain of Command on enlisted personnel matters P/R V231 Translate Navy and command specific polices into organizational requirements P V232 Assess and report command or unit material and personnel readiness P V234 Review, recommend, and monitor implementation of policy statements, operation orders, and directives P V575 Monitor command programs (Sailor of the Year, Sponsor, etc.) and provide input for process improvement A V667 Know the procedures for conducting Career Development Boards (CDB) Type Change X. SECURITY REQUIREMENTS X251 Train personnel in the security policies, requirements, and procedures for handling classified material and information A X678 Assess communications vulnerabilities to critical information and make recommendations for countermeasures if needed Type Change Y. PROGRAMS AND POLICIES P Y260 Know the duties of Casualty Assistance Calls Officer (CACO) A Y687 Describe the five factors that commanders consider when approving a request for religious accommodation A Y692 Describe the process for requesting an immunization or Deoxyribonucleic Acid (DNA) waiver based on a sailor's religious objection A Y694 Identify controls and resources that the command can create to reduce risk to personnel (reduce risk to force) A Y696 Identify resources external to your command to support integration and implementation of risk management concepts and processes in your command

E6 Naval Standards by Functional Area

17

Type Change A. WATCHSTANDING AND WATCH, QUARTER, AND STATION BILL P A001 Prepare a divisional watch, quarter, and station bills A003 Assign personnel to a watch, quarter, and station bill F A027 Stand duty as a Section Leader R/F A028 Stand watch as a Divisional Duty Officer F A033 Coordinate enlisted watchbills C. DRILL AND FORMATION C011 Prepare personnel for presentation at inspections, quarters, and ceremonial events C012 Present personnel at inspections, quarters, and ceremonial events D. UNIFORMS P D017 Conduct seabag inspections D018 Conduct personnel inspections N. MATERIAL PRESERVATION AND MAINTENANCE P N076 Maintain and inventory equipment and material used for preparing and painting a surface O. MILITARY JUSTICE P/R O427 Know the purpose of the report of disposition and offense P. CAREER INFORMATION P P085 Provide information on financial management to junior personnel R P089 Know the contents of the Electronic Service Record (ESR) P091 Provide financial management information and referrals P P461 Know how to apply for Limited Duty Officer (LDO) and Chief Warrant Officer (CWO) commissioning programs A P638 Explain the purpose of various career management programs (continuation boards, Fleet Rating Identification Engine (FLT RIDE), Career Reenlistment Objectives (CREO) groups, Career Development Boards (CDB), etc.) A P643 Participate in a Career Development Boards (CDB) Q. TRAINING P Q097 Plan and direct personnel training P/F Q101 Provide input to command indoctrination and training programs A Q649 Describe the role of coalition of Sailors Against Destructive Decisions (CSADD) in the command's training program R. MANAGEMENT/ADMINISTRATION P R112 Prepare enlisted performance evaluations R114 Perform the duties of the Leading Petty Officer (LPO) R R594 Know how to coordinate information with other departments, services, and government agencies A R659 Draft, edit, and forward recommendations for formal awards and recognition A R661 Prepare Temporarily Assigned Duty (TAD) orders and vouchers on the Navy's Defense Travel System (DTS) program T. CUSTOMS, TRADITIONS AND COURTESIES P T588 Know the procedures for ceremonial events (Change of Command, retirements, etc.) V. LEADERSHIP/SUPERVISION V162 Evaluate specific assignments to determine timelines and required resources V175 Prioritize overall job tasks for shifts, offices or work centers

E6 Naval Standards by Functional Area

18

Type Change V. LEADERSHIP/SUPERVISION (cont’d) V181 Recommend subordinates for assignment to command or departmental collateral duties V183 Draft recommendations for award/recognition for assigned subordinates P/R V189 Translate command or departmental instructions and documents into division work requirements R V190 Review operational schedules to build division work schedules and timelines P V192 Prioritize overall division tasking P V198 Delegate authority to subordinates to perform division functions P V206 Develop Plan of Action and Milestones (POA&M) P/R V219 Review operational schedules to build department work schedules and timelines P V226 Monitor department programs (quality assurance, training, safety, etc.) R V237 Counsel enlisted personnel on personal and professional matters P V238 Refer personnel with problems beyond the capability of the command to appropriate resources P V550 Know the purpose of the Casualty Assistance Calls Officer (CACO) R V566 Explain the Department of the Navy's (DON) primary strategy for improving mission readiness A V670 Conduct semi-annual performance counseling to personnel A V671 Counsel enlisted personnel on professional performance A V673 Prepare evaluations for junior personnel A V675 Provide counsel and supervision of the Perform To Serve (PTS) program within the division/department Y. PROGRAMS AND POLICIES A Y690 Describe the methods for making informed risk decisions, including understanding risk control types, the effects of controls, and the understanding of residual risk A Y697 Identify the key personnel and their responsibilities in integrating risk management within the unit A Y702 Know the supervisors role in managing risk A Y709 Identify the most prevalent factors in perpetration of sexual assault incidents A Y710 Identify command response procedures of sexual assault incidents A Y711 Know procedures for conducting Zone Inspections Z. HAZARDOUS MATERIALS P/F Z078 Identify types of preservative coatings and the surface upon which they are used

NAVAL STANDARDS E1 through E9

Naval standards are skills and knowledges, other than those defined by

occupational standards, which are essential to the overall effectiveness of enlisted

personnel in the performance of duty. They encompass military requirements;

essential virtues of pride of service in support of oath of enlistment; maintenance of

good order and discipline; and basic skills and knowledges, pertaining to the well-

being of Navy personnel, which directly contribute to the mission of the Navy.

CONTENTS Page Functional Areas ........................................................................................................................... 2 Paygrade Apprentice (E-1) ............................................................................................................................ 3 Apprentice (E-2) ............................................................................................................................ 5 Apprentice (E-3) ............................................................................................................................ 12 Petty Officer Third Class (E-4) ...................................................................................................... 13 Petty Officer Second Class (E-5) .................................................................................................. 15 Petty Officer First Class (E-6) ....................................................................................................... 17 Chief Petty Officer (E-7) ................................................................................................................ 19 Senior Chief Petty Officer (E-8) ..................................................................................................... 21 Master Chief Petty Officer (E-9) .................................................................................................... 22 ‘Type Change’ legend:

A ......................................................................................................................Added/New Task R ........................................................................................................................... Revised Task F .......................................................................................................... Functional Area Change D ....................................................................................................................................... Delete P .................................................................................................................... Paygrade Change P/F .......................................................................... Paygrade Change / Functional Area Change R/F ................................................................................. Revised Task / Functional Area Change R/P .......................................................................................... Revised Task / Paygrade Change R/F/P ............................................. Revised Task / Functional Area Change / Paygrade Change Left Blank .................................................................................................................... No Change