WORK CENTER SUPERVISOR LEADERSHIP COURSE STUDENT GUIDE
JANUARY 2006
“The first leadership position in the Chain of Command responsible for the growth, development, and daily direction of subordinates”
WORK CENTER SUPERVISOR LEADERSHIP COURSE STUDENT GUIDE
JANUARY 2006
STUDENT GUIDE
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Navy Knowledge On-Line (NKO): https://wwwa.nko.navy.mil/portal/index.jhtml Navy E-Learning available through NKO: https://wwwa.nko.navy.mil/portal/index.jhtml Navy E-Learning Help Desk/Customer Assistance Center (877) 253-7122 (toll free) or DSN 922-1828
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CHANGE RECORD
Description of Change
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Entered By
Date
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SECURITY AWARENESS NOTICE
A-4-9 ********************************************************************* * * * * * This course does not contain any classified material. * * * * * *********************************************************************
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SAFETY/HAZARD AWARENESS NOTICE This notice promulgates safety precautions to the staff and trainees of the Naval Leadership Training Program in accordance with responsibilities assigned by the Chief of Naval Education and Training. Trainees may voluntarily request termination of training. Any time the trainee makes a statement such as "I QUIT," or "DOR," (Drop on Request), he or she shall be immediately removed from the training environment and referred to the appropriate division or training officer for administrative action. The trainee must then make a written statement, clearly indicating the desire to DOR. Any time a trainee or instructor has apprehension concerning his or her personal safety or that of another, he or she shall signal for a "Training Time Out" to clarify the situation or procedure and receive or provide additional instruction as appropriate. "Training Time Out" signals, other than verbal, shall be appropriate to the training environment. Instructors are responsible for maintaining situational awareness and shall remain alert to signs of trainee panic, fear, extreme fatigue or exhaustion, or lack of confidence that may impair safe completion of the training exercise, and shall immediately stop the training, identify the problem, and make a determination to continue or discontinue training. Instructors shall be constantly alert to any unusual behavior which may indicate a trainee is experiencing difficulty, and shall immediately take appropriate action to ensure the trainee's safety.
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HOW TO USE YOUR GUIDE This publication has been prepared for your use during the Work Center Supervisor Leadership Course. It is arranged in accordance with the topics taught and is in sequence with those topics. By using the table of contents, you should be able to easily locate the lesson topics. The enclosed course schedule will allow you to follow the course of instruction in a logical manner. Under each topic there may be the following instruction sheets: OUTLINE SHEETS (OS): Provide a listing of major teaching points. The outline is consistent with the outline of the discussion points contained in the instructor guide. It allows you to follow the progress of lesson topics, to take notes as desired, and to retain topic information for future reference. INFORMATION SHEETS (IS): Amplify supplemental information from the reference materials for the course and are included in your reading assignments in preparation for the lessons they support.
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TERMINAL OBJECTIVES T.O. 1.0 Describe a Work Center Supervisor’s responsibility, authority, and accountability to develop and maintain standards, which ensure the integrity and effectiveness of the work center. T.O. 2.0 Demonstrate a sense of command responsibility and commitment to military service by behaving in a fair and ethical manner toward others. T.O. 3.0 Discuss techniques and resources to create and sustain an organizational culture, which permits others to provide the quality of service essential to high performance. T.O. 4.0 Identify and take steps to prevent potential conflict situations, while managing and resolving current conflict in a positive and constructive manner in order to minimize negative impact on the work center. T.O. 5.0 Express facts and ideas clearly and convincingly in oral presentations. T.O. 6.0 Express facts and ideas clearly and convincingly in writing. T.O. 7.0 Apply Situational Leadership® II principles to others through coaching, training, mentoring, rewarding, and guiding subordinates. T.O. 8.0 Describe a Work Center Supervisor’s responsibility to facilitate and manage a workplace that maximizes the talents of each person by developing and using techniques that embody the principles of diversity. T.O. 9.0 Discuss techniques and resources to fulfill staffing needs and ensure staff are appropriately developed, utilized, appraised, and rewarded. T.O. 10.0 Identify and analyze problems to make logical decisions. T.O. 11.0 Demonstrate the ability to exercise good judgment by making sound and well informed decisions, which may result in actions that involve a deliberate risk to achieve a recognized benefit or advantage. T.O. 12.0 Develop effective strategies with a systematic long-term approach by determining objectives, setting priorities, and anticipating potential threats or opportunities. T.O. 13.0 Demonstrate the ability to make continuous improvements by developing new insights into situations and applying innovative solutions to problems. T.O. 14.0 Adapt behavior and work methods in response to new information, changing conditions, or unexpected obstacles.
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T.O. 15.0 Identify the internal and external politics that impact mission accomplishment and approach problems with a clear understanding of organizational and political reality. T.O. 16.0 Identify and stay current on key national and international policies and economic, political, and social trends that affect the organization. T.O. 17.0 Discuss personnel’s role within the command’s mission, and the relationship between that mission and the CNO’s vision. T.O. 18.0 Discuss techniques and resources to maintain focus and intensity during combat and crisis situations by recognizing the impact of and effectively managing factors such as fear, uncertainty, and stress.
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TABLE OF CONTENTS PART
PAGE
FRONT MATTER Title Page ....................................................................................................................................................... i Change Record.............................................................................................................................................iii Security Awareness Notice ........................................................................................................................... v Safety/Hazard Awareness Notice................................................................................................................ vii How to Use Your Guide .............................................................................................................................. ix Terminal Objectives..................................................................................................................................... xi Table of Contents....................................................................................................................................... xiv Homework Assignments ............................................................................................................................ xvi E-Learning Requirements .......................................................................................................................xviii
COURSE INTRODUCTION OS 0-1: Course Introduction......................................................................................................................0-1 IS 0-1-1: Five Vector Model (5VM)..........................................................................................................0-6 IS 0-1-2: Work Center Personality Profiles ...............................................................................................0-8
NAVY LEADERSHIP OS 1-1: Responsibility, Authority, and Accountability.............................................................................1-4 IS 1-1-1: Followership .............................................................................................................................1-13 OS 1-2: Professionalism/Ethics ...............................................................................................................1-15 OS 1-3: Service Motivation .....................................................................................................................1-22 IS 1-3-1: Maslow’s Hierarchy of Needs ..................................................................................................1-27
PROFESSIONAL INTERACTIONS OS 2-1: Conflict Management ...................................................................................................................2-4 OS 2-2: Team Building ..............................................................................................................................2-7 OS 2-3: Influencing and Negotiating .........................................................................................................2-9 OS 2-4: Oral Communications.................................................................................................................2-12 IS 2-4-1: Elements of Effective Communication.....................................................................................2-20 IS 2-4-2: Oral Briefing Techniques .........................................................................................................2-24 IS 2-4-3: Oral Briefing Feedback Form...................................................................................................2-27 OS 2-5: Written Communications............................................................................................................2-28
HUMAN CAPITAL OS 3-1: Counseling....................................................................................................................................3-5 OS 3-2: Delegation and Empowerment ...................................................................................................3-11 IS 3-2-1: Three Thoughts on Delegations................................................................................................3-20 OS 3-3: Leveraging Diversity ..................................................................................................................3-23 OS 3-4: Performance Evaluation .............................................................................................................3-24 OS 3-5: Stress Management.....................................................................................................................3-28 IS 3-5-1: Mental Health Resources..........................................................................................................3-35 Work Center Supervisor Leadership Course
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OS 3-6: Navy Benefits .............................................................................................................................3-37
PLANNING OS 4-1: Problem Solving ...........................................................................................................................4-4 OS 4-2: Decision-Making ..........................................................................................................................4-5 OS 4-3: Risk Assessment...........................................................................................................................4-8 OS 4-4: Planning......................................................................................................................................4-11 OS 4-5: Continuous Improvement and Change .......................................................................................4-15 IS 4-5-1: Hazing.......................................................................................................................................4-17
MISSION AND VISION OS 5-1: Awareness and Vision ..................................................................................................................5-4 OS 5-2: Combat and Crisis Management...................................................................................................5-6
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HOMEWORK ASSIGNMENTS DAY ONE •
Read in Student Guide o Professional Interactions
•
Complete in WCSLC Student Classroom Package o Assignment Sheet 2-1: Enlisted Fitness Evaluation Report Input (Due Day Two)
DAY TWO •
Read in Student Guide o Human Capital
•
Research Assignment (Due Day Five) o Oral Presentation
•
Assignment Sheet 2-1: Enlisted Fitness Evaluation Report Input Due
DAY THREE •
Read in Student Guide o Planning
DAY FOUR •
Read in Student Guide: o Mission and Vision
DAY FIVE •
Oral Presentations Due
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WORK CENTER SUPERVISOR LEADERSHIP DEVELOPMENT PROGRAM E-LEARNING REQUIREMENTS Welcome to the Enlisted Leadership Development Program. You are enrolled in the First Line Leadership Development Program. This program consists of two major areas. The first area is the attendance of the residential Work Center Supervisor Leadership Course. The second area is the completion of Navy E-Learning requirements through NKO. Once you have successfully completed both the Work Center Supervisor Leadership Course and the Navy E-Learning requirements, then you will have successfully completed the First Line Leadership Development Program. Then and only then will you be allowed to continue on to the next level of leadership training, the Primary Leadership Development Program. Below is a list of required Navy E-Learning for the First Line Leadership Development Program. Log on to NKO and access Navy E-Learning through the NKO portal. You will find both the course number and course title listed below. Course No.
Course Title
Hours
TEAM0171
Effective Team Building Strategies
4.0
TEAM0144
Revving Up Your High Performance Team
2.5
PD0234
Dynamic Decision-making
2.5
46006
Decision Making and Problem Solving: Problem Solving Fundamentals
4.0
COMM0143 Teamwork and Emotional Intelligence
2.5
TEAM0132
3.0
Project Team Communication Skills
COMM0322 Basic Presentation Structure
3.0 Total hours: 21.5
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A-500-0102 TOPIC SHEET 0-1 COURSE INTRODUCTION
A. INTRODUCTION Congratulations on your appointment to the Enlisted Leadership Development Program. We are currently forging efforts to move toward the future state in this Revolution in Training. The Navy, as a learning organization, is steaming forward by providing Sailors with every opportunity to develop leadership skills through advancements in technology and training. You have been selected to be part of that process. As a leader you will face many challenges but also many gratifications. The experiences you will encounter are almost endless. This program will include various topics to help you define and hone your leadership skills, so that they can be applied to many situations. You will receive training in multiple delivery platforms covering various topics of leadership. The courses that have been selected will present military scenarios that are applicable in any leadership-driven environment. B. ENABLING OBJECTIVES None C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: None Complete Assignments: None D. STUDENT REFERENCES 1. None E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson. 1. NMPC, (1987). A History of Leadership and Management, Education, and Training (4th ed.). Washington, DC: Department of the Navy. 2. Navy Knowledge Online. https://www.nko.navy.mil.
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F. STUDENT GUIDE MATERIALS a. Topic Sheet 0-1:
Course Introduction
b. Outline Sheet 0-1:
Course Introduction
c. Information Sheet 0-1-1:
Five Vector Model
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A-500-0102 OUTLINE SHEET 0-1 COURSE INTRODUCTION
1. Introduction The Course Introduction is an overview of the Work Center Supervisor Leadership Course and introduces the student to the Navy Leadership Continuum. It also discusses learning styles and class norms. The instructors and students will introduce themselves. Course Introduction Administrative Matters Personal Introductions Class Norms Course Materials Mission Course Overview Adult Learning Principles Work Center Supervisor 5 Vector Model Topic Debrief 2. Administrative Matters Student concerns on administrative matters should be addressed to the facilitator. 3. Personal Introductions This activity is designed to break the ice. The objective is to help you feel relaxed and to get to know each other. 4. Class Norms Class norms are a vital part of the instructional process. They provide guidance for the time facilitators and students are together.
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5. Course Materials The purpose of the course materials is to provide course information and reading materials and to serve as a leadership and supervisory reference tool on the job. a. Student Guide The Student Guide contains the reading material for each topic. It is organized in a logical manner to facilitate reference at anytime, during or following this training. b. WCSLC Student Classroom Package The student classroom package contains any sheets the students must write on for inclass or homework activities. c. Table References Table References A and B are in-class resources, which include evaluations, Division Officer Records, etc., for the fictitious work center depicted in the various scenarios throughout the week. Also found in the table references are various NAVADMIN’s and other resources. 6. Mission This course’s mission supports the Navy’s mission to “be organized, trained, and equipped primarily for prompt and sustained combat incident to operations at sea” by providing the leadership skills necessary to carry out that mission. 7. Course Overview This course provides training in the areas of values, leadership, communications, subordinate development, managing systems and processes, command development, and mission execution. Course Overview: Unit One:
Navy Leadership
Unit Two:
Professional Interactions
Unit Three:
Human Capital
Unit Four:
Planning
Unit Five
Mission & Vision
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8. Adult Learning Principles Course materials are designed to incorporate principles that enhance adult learning. Adult Learning Principles are: Focused in the immediate time frame rather than future time. Focused on issues that concern you rather than abstract subject matter. Designed to enhance your self-image by placing value on what you have to contribute. Designed to be developmental by providing you with the ability to develop your skills as you progress through each unit. a. The course is focused in the immediate time frame rather than future time. What you learn in this course can be used immediately in this course and in your position as a Work Center Supervisor. b. The course is focused on issues that concern you. Case analyses, exercises, role-plays, etc., are based on real situations that you have faced or that you may face in the future. c. The course is designed to enhance your self-image by placing value on what you have to contribute. You should bring your expertise and what you have learned from it into the classroom. You should also apply it to your job. Exercises are designed to enable students to demonstrate knowledge and skills in a variety of ways. Some exercises, such as case study analyses, involve small-group work; while other exercises, such as critiquing videotapes, include full class discussion. d. The course is developmental, providing you with the ability to develop your skills as you progress through each unit. The challenges in the classroom will increase with each day, but you will not be asked to do anything that has not been taught. 9. Work Center Supervisor The Work Center Supervisor is the first leadership position in the chain of command responsible for the growth, development, and daily direction of subordinates. 10. Five Vector Model (5VM) The Five Vector Model is the primary tool for planning and executing your career. It lets you know where you are in your career and what requirements are needed to qualify for a particular assignment or for advancement. Used effectively, it can help you both professionally and personally.
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A-500-0102 INFORMATION SHEET 0-1-1 FIVE VECTOR MODEL (5VM)
A.
INTRODUCTION The Five Vector Model is a career roadmap that measures and plots an individual’s career progress and identifies resources to achieve career milestones. Since it is individualized, it will look and work differently for everyone.
B.
INFORMATION The Five Vector Model consists of: 1. Professional Development Vector – This vector involves your current status and future requirements in your primary rating or community. In particular it will list the training requirements for continued progress in a primary career field. This training, wherever appropriate, will be closely correlated to civilian and industry standards. The goal is to train our people for their current jobs in the Navy, and make them more employable in the civilian community. 2. Personal Development Vector – This vector provides the means to identify and gain the valuable life skills an individual needs to be successful in their personal life. The skills are grouped into six areas. a. Lifelong learning includes both non-traditional education and college education. b. Health, wellness and recreation relates to lifelong physical fitness, nutrition and physical and mental well-being. c. Life skills are those necessary to manage, plan, and balance work and personal life. Financial management skills address finances from the first checking account through retirement planning and investing. d. Interpersonal skills are those concerning family relations, parenting, anger management, stress management, emotional awareness. e. Values addresses development of good character traits, such as core values. 3. Leadership Vector - This vector is a continuum of leadership development based on your current assignment, not simply your rank. 4. Certifications and Qualifications Vector – This vector focuses on ensuring you receive unit level requirements and related industry certifications that directly relate to job proficiencies. 5. Performance Vector - This vector assesses your overall performance taking into account all vectors. Currently the Naval Personnel Command is developing tools under the Sea Warrior program to enhance the performance assessment and promotion systems that will be accessed through the 5VM.
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The career milestones plotted on your vector contain Knowledge, Skills, Abilities, Tools, and any other resources (e.g. classes) that will help you advance. Because the Skills use the same definition the Department of Labor developed, you can see the relationship between jobs in the Navy and civilian world. Your first step in managing your Five Vector Model is to determine what classes you need to meet your target job. Your next step is to take those classes and work towards your qualifications. You can find out more information about the Five Vector Model on Navy Knowledge Online.
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A-500-0102 INFORMATION SHEET 0-1-2 WORK CENTER PERSONALITY PROFILES
BM3 SCOTT, JEREMY T. • Time onboard: 2 years, 2 months • Newly married to fellow student at ATD, who is on shore duty. • Book smart. • Likes to say, “I know the regs, and what you are doing is illegal.” • Argumentative. • Skilled at job. • Egotistical/arrogant. “I’m good and I know it; and I have no problem telling you how good I am.”
SR MARKLEY, JOHN D. • Time onboard: 2 months • Joined the Navy for college money. • Feels that work interferes with studying. • Complains about being tasked. • Has a “why me” and “you’re just picking on me because…” attitude
SA STACEY, CHARLENE E. • Time onboard: 8 months • Motivated. • Intelligent. • Excellent military bearing. • Wants to please. • Starts work early and works late. • Always volunteers for tough assignments. • She is trying to get as many collateral duties as possible.
SN GOMEZ, MAXWELL T. • Time onboard: 2 years • Works hard. • Completes tasks to meet standards. • Likes to have fun both at work and on liberty. • Consistently fails to shower, shave, have haircut and pressed uniform.
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SN HOMER, DANIEL V. • Time onboard: 22 months • Best friends with SN Gomez. • Competent worker. • Just meets expectations.
SN SEAGLE, JAMES W. • Time onboard: 40 days • Graduated boot camp and ATD 40 days ago. • Has a bachelor’s degree. • Hates taking orders from younger people. • Has an attitude of being above manual labor. • Previously worked as a shipping supervisor at a manufacturing plant that closed.
BM3 LAWS, RICHARD B. • Time onboard: 3 years, 5 months • Hard worker with a lot of skill. • Not a good test taker. • Wants to make the Navy a career but feels he is falling behind the power curve. • Dislikes paperwork and office tasks. • Has problems dealing with BM3 Scott’s arrogance, and really hates hearing, “You’ve been in the Navy almost 4 years and I have already caught up to you.”
BM3 EVANS, SHIRLEY L. • Time onboard: 2 years, 7 months • Very skilled worker with above average knowledge. • Has expressed concern about being able to bounce back from NJP. • Dependable.
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LT POPE, DIVISION OFFICER
CPO GRIMES, LCPO
PO1 BISHOP, LPO
PO1 BROCKINGTON
PO1 KRYS
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A-500-0102 TOPIC SHEET 1-1 NAVY LEADERSHIP
A. INTRODUCTION This topic covers three main subjects. The first topic discusses the concepts of Responsibility, Authority, and Accountability (RAA) and their application to the Work Center Supervisor. The interrelationship between the three concepts is also discussed. The second topic discusses professionalism and ethics and distinguishes between personal ethics, values and morals and Navy Core Values, while the third topic covers the leadership concepts that make up Service Motivation. Applying these concepts means creating and sustaining an organizational culture which permits others to provide the quality of service essential to high performance. Promoting Service Motivation as a Work Center Supervisor includes: • understanding the basic needs of your sailors, • enabling others to acquire the tools and support they need to perform well, • showing a commitment to military service, • influencing others toward Esprit de Corps and meaningful contributions to mission accomplishment. B. ENABLING OBJECTIVES Describe the concepts of Responsibility, Authority, Accountability (RAA) and Followership. Identify the responsibilities of others. Discuss the benefits of professional behaviors. Discuss formal and informal methods of maintaining accountability. Discuss techniques to maintain good order and discipline. Discuss limitations of subordinates’ responsibility and authority. Assess an ethical dilemma and determine the appropriate course of action. Discuss how Honor, Courage, and Commitment foster a high standard of ethics. Identify personal values of subordinates to align their values with organizational values. Discuss how organizational values motivate subordinates.
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Apply Navy Core Values to daily responsibilities. Discuss Service Motivation. Discuss how a Work Center Supervisor uses feedback, opportunity, and motivation to foster Esprit de Corps. C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: None Complete Assignments: None D. STUDENT REFERENCES 1. Blanchard, K. and Peale, N. V. (1988). The Power of Ethical Management. New York: William Morrow & Company. 2. Covey, S.R. (1989). The 7 Habits of Highly Effective People. New York: Simon & Schuster. 3. Covey, S.R. (1992). Principle-Centered Leadership. New York: Simon & Schuster. 4. Josephson, M. (1991). Making Ethical Decisions. Marina del Rey, CA: The Josephson Institute of Ethics. 5. Montor, K. (Ed.) (1987). Naval Leadership: Voices of Experience. Annapolis, MD: Naval Institute Press. 6. NAVOP 030/92 Core Values of the United States Navy. 7. Schermerhorn, J.R. (1994) Managing Organizational Behavior. New York: John Wiley & Sons, Inc. 8. U.S. Navy, OPNAVINST 3120.32. (series). Standard Organization and Regulations of the U.S. Navy, (SORN). 9. U.S. Navy, U.S. Navy Regulations. (1990). 10. Uniform Code of Military Justice (UCMJ) (2000).
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E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson. 1. American Heritage College Dictionary (2005). Boston, MA: Houghton Mifflin. 2. Goleman, D., Boyatzis, R., McKee, A. (2002). Primal Leadership: Learning to Lead with Emotional Intelligence. Boston, MA: Harvard Business School Press. 3. Kotter, John P. (1999). John P. Kotter on What Leaders Really Do. Boston, MA: Harvard Business Review. 4. Locke, Edwin A. (1999). The Essence of Leadership: The Four Keys to Leading Successfully. Lanham, MD: Lexington Books. 5. Mack, Vice Admiral William P. and Commander Albert H. Konetzni (1982). Command at Sea. Annapolis, MD: Naval Institute Press. 6. Merriam-Webster, Inc. (2005). Merriam-Webster’s OnLine Dictionary. http://www.mw.com. 7. Naval Military Personnel Command (1985). Command Excellence: What it Takes to be the Best! Washington, DC: Department of the Navy. F. STUDENT GUIDE MATERIALS 1. Topic Sheet 1-1:
Navy Leadership
2. Outline Sheet 1-1:
Responsibility, Authority, and Accountability
3. Information Sheet 1-1-1:
Followership
4. Outline Sheet 1-2:
Professionalism/Ethics
5. Outline Sheet 1-3:
Service Motivation
6. Information Sheet 1-3-1:
Maslow’s Hierarchy of Needs
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OUTLINE SHEET 1-1 RESPONSIBILITY, AUTHORITY, AND ACCOUNTABILITY 1. Introduction Through various scenarios, case studies and leadership challenges we will differentiate between responsibility, authority, and accountability and how they apply to a Work Center Supervisor. You may have heard the old adage, "Authority can be delegated, but responsibility cannot." We also know with responsibility and authority goes accountability. Leadership is ineffective without a successful balance of responsibility, authority, and accountability and as a Work Center Supervisor you will be faced with many challenges and must respond within your scope of authority and maintain accountability within your workcenter. Without this knowledge it will be difficult for you to accept the challenges placed before you and successfully lead your workcenter toward mission accomplishment. 2. Responsibility The basic concept of responsibility is standard in most situations, but in the military it has deeper meaning. Work Center Supervisors have roles that come with unique responsibilities. These responsibilities are based on rules, regulations, and the very proud tradition of Navy petty officers. Responsibility: The quality, state, or fact of being responsible. Something for which one is accountable: DUTY. (Webster’s) The obligation to carry forward an assigned task to a successful conclusion. With responsibility goes authority to direct and take the necessary action to ensure success. (SORN) A Unique Concept, Parts I and II, respectively: Part I
"Responsibility is a unique concept. It can only reside and inhere in a single individual. You may share it with others, but your portion is not diminished. [...] You may disdain it, but you cannot divest yourself of it. Even if you do not recognize it or admit its presence, you cannot escape it.”
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Part II
“If responsibility is rightfully yours, no evasion, or ignorance, no passing of blame, can shift the burden to someone else. Unless you can point your finger at the man who is responsible when something goes wrong, then you never really had anyone responsible." (ADM Hyman G. Rickover) a. Types of responsibility Although there are many ways to categorize responsibilities, within the Navy, the Work Center Supervisor's responsibilities are leadership responsibilities and personal responsibilities. (1) Leadership The responsibility of leadership may be viewed as "that for which one is answerable; a duty or trust" and includes the ability to meet obligations or act without senior authority or guidance. It may be responsibility delegated to the petty officer or inherent in a billet, primary or collateral duty, watch station, or may be directly related to being a Navy petty officer. (a) Responsibilities for subordinates Normally, we think of the petty officer being responsible for all assigned tasks and all matters dealing with their subordinates. These are responsibilities the chain of command delegates and holds petty officers accountable for. (b) Responsibilities to subordinates There are also responsibilities the Navy, as an organization, and Navy leaders, in particular, have to their subordinates. These are things subordinates deserve and should expect from their leaders, both their immediate seniors and the entire Navy chain of command. Work Center Supervisors have these responsibilities to their subordinates and deserve, and should expect, the same from their chain of command. (2) Personal All members of the Navy have the immediate responsibility to perform their assigned tasks and duties to the best of their ability and to conform to the standards of the service. This includes the moral obligation to do what is right.
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b. Responsibilities to the chain of command Work Center Supervisors have many responsibilities to the chain of command. They include: •
Good followership
•
Performance of assigned duties and tasks to the best of their ability
•
Effective leadership and management of subordinates
•
Well-being of subordinates
•
Correct behavior of subordinates
3. Authority As with responsibility, authority has a deeper meaning in the military environment. On the subject of authority, the SORN reads, “With responsibility goes authority to direct and take the necessary action to insure [sic]success.” The SORN then defines authority as, “…the power to command, enforce laws, exact obedience, determine, or judge.” In the civilian context, leaders can give orders and subordinates determine if they will comply or quit their jobs. Military subordinates do not have that choice. Orders must be followed. Authority: Authority can be broadly described as the freedom granted by seniors to allow individuals to command or influence the behavior, thoughts, or opinions of others. (Naval Leadership: Voices of Experience) a. Types of authority within the Navy (1) Authority within the command The basis of authority is the SORN, which states, "the specific authority to direct the actions of assigned personnel is vested in officers and petty officers within the chain of command as a function of general authority of rank or rating or as a result of organizational authority which emanates from assignment to specific billets within the organization. Authority is granted to individuals within the Navy only in the fulfillment of assigned duties and commensurate with their responsibilities and accountability."
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(2) General Authority General authority stems from the requirement to maintain good order and discipline with all matters that affect the efficiency of the command. (3) Organizational Authority As defined by the SORN, “Organizational authority derives from billets assigned officers and petty officers within the organization.” b. Universal types of authority (1) Legal authority Legal authority is set forth in Navy Regulations and the Uniform Code of Military Justice (UCMJ) and ensures orders are backed by the punitive articles that provide punishment for insubordinate conduct or failure to obey a lawful order. (2) Earned authority Earned authority grows out of the respect a leader commands. It stems from leadership qualities that make others obey, even if no law requires them to do so. (3) Moral authority Moral authority is the authority that allows a person to step in and take over when action is required. Good leaders will take action even though the situation is not technically their responsibility. Moral authority is a matter of individual conscience that cannot be written into law. c. Exercise of authority (1) Good order and discipline Article 141.4 of the SORN states, "All persons in the naval service are required to aid, to the utmost of their ability and extent of their authority, in maintaining good order and discipline in all matters concerned with the efficiency of command. All persons in the naval service have the right to exercise proper authority over those persons subordinate to them. Conversely, all persons in the naval service are charged to obey readily and strictly, and to execute promptly, all lawful orders of their superiors." (2) Delegation of authority The SORN states, "Authority should be delegated to the lowest level of competence commensurate with the subordinate's assigned responsibility and capabilities." The delegation of authority does not mean the delegation of responsibility. Article 1022 of U.S. Navy Regulations states that if a person Work Center Supervisor Leadership Course Navy Leadership
SG 1-7
STUDENT GUIDE
A-500-0102
delegates authority, they shall not be relieved from any responsibility imposed upon them, and that they shall ensure the delegated authority is properly exercised and their orders and instructions are properly executed. Delegation: "Strange as it sounds, great leaders gain authority by giving it away." (VADM James Stockdale) (3) Limitations on authority The exercise of authority is by the issuance of orders. Orders must be lawful, as subordinates are only charged to obey lawful orders. "All persons in the naval service are required to obey readily and strictly, and to execute promptly, the lawful orders of their superiors" (Article 1132, U.S. Navy Regulations). The SORN states, "Organizational authority beyond that necessary to fulfill assigned duties and responsibilities should not be delegated. Authority should never be delegated beyond the lowest level of competence and may be limited by command." The UCMJ also sets certain limits on certain types of authority and limits on delegation, such as who can impose NJP, who can authorize search and seizure, etc. Article 1023 of U.S. Navy Regulations addresses abuse of authority and forbids persons in authority from injuring their subordinates by tyrannical or capricious conduct or by abusive language. 4. Accountability "The leader must be accountable 'period’! I think that accountability is something that we have gotten away from in the last few years. We tend not to make decisions on our own, we do it by committee, and when you do it by committee, then no one person is accountable. The leader must be accountable for actions and decisions made, regardless of their outcome, and meet personal commitments promptly and fully. I couldn't stress this more." (MCPON Sanders) Accountability: Required to render account: ANSWERABLE. (Webster's) The concept of accountability does not change in the military environment. However, because of the deeper meanings of responsibility and authority, accountability in the military environment may be seen as cold and harsh; it is not. It is what accountability has to be for responsibility and authority to be able to take on the deeper meanings already discussed.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-8
STUDENT GUIDE
A-500-0102
a. Concept of accountability Members of the Navy are held strictly accountable for their actions, both on and off duty. The SORN describes accountability as "the obligation of an individual to render an account of the proper discharge of his or her responsibilities" and that "this accounting is made to the person to whom the individual reports." It also states, "An individual assigned both responsibility and authority also accepts a commensurate accountability, which is the requirement that he or she answer to his or her superior for his or her success or failure in the execution of his or her duties." b. Principles of accountability The SORN (Article 141.6) includes the following as principles of accountability, in connection with general and organizational authority: (1) Each individual, regardless of rank or position, is fully accountable for their own actions, or failure to act when required. (2) Leaders and supervisors have a duty to assign clear lines of authority and responsibility, reaching to the individual level, for all activity within their organization. (3) Leaders and supervisors have a duty to provide their subordinates the resources and supervision necessary to enable them to meet their prescribed responsibilities. (4) Leaders and supervisors have a duty to hold their subordinates accountable and to initiate appropriate corrective, administrative, disciplinary, or judicial action when individuals fail to meet their responsibilities. c. Types of personal accountability Based on the accepted definition of accountability, every member of the Navy will be held accountable for the things they are responsible for. This most commonly includes military duties and responsibilities, but also includes accountability for their personal actions. (1) Legal accountability Members are held legally accountable in all matters, whether governed by the Uniformed Code of Military Justice or by applicable federal, state, and local laws. (2) Financial accountability Members are held accountable in their financial dealings, whether they are in relation to the government and the Navy or in financial matters outside the Navy.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-9
STUDENT GUIDE
A-500-0102
d. Accountability and Delegation The principles of delegation recognize that leaders at all levels must be ultimately accountable for the performance of their organization, even if they have charged subordinates with immediate responsibility and authority for managing certain functions. Keep seniors advised concerning all actions, including mistakes or when necessary action has not been taken. 5. Standards of conduct Every member of the Navy is held accountable for maintaining a certain standard of conduct or behavior. These standards are established by rules, regulations, customs, and traditions and are based on the Navy's Core Values and accepted standards of ethical behavior. a. Methods of maintaining accountability Maintaining accountability should be viewed as a process including assigning responsibility (for task accomplishment or behavioral standards), delegating authority as necessary, monitoring (supervising) to ensure completion or compliance, and providing appropriate feedback. Feedback may be positive and include positive discipline, rewards or recognition for success. Feedback may also be negative, which may include several informal methods of discipline. If this process fails, formal punishment may be necessary. The biggest key to maintaining accountability is good leadership. (1) Counseling Counseling is an excellent method to maintain accountability through effective feedback. This can and should be used for both positive and constructive situations. (2) Non-punitive corrective measures (a) Extra Military Instruction (EMI) EMI is defined as instruction in a phase of military duty in which an individual is deficient. EMI is intended to correct that deficiency. It is an administrative measure and must not be used as a substitute for punitive action appropriate under the UCMJ. (b) Withholding of privileges Temporary withholding of privileges is authorized as another administrative corrective measure to correct infractions of military regulation or performance deficiencies when punitive action does not appear appropriate. Note: Final authority to withhold a privilege, however temporary, must rest with the level of authority empowered to grant that privilege (SORN, 142.2.b.(1)).
Work Center Supervisor Leadership Course Navy Leadership
SG 1-10
STUDENT GUIDE
A-500-0102
(c) Extension of working hours Depriving subordinates of normal liberty as a punishment is illegal unless the punishment is imposed at NJP or court-martial. However, it is the responsibility of the leader to ensure certain tasks are performed and certain work is accomplished in a timely manner. It is not a punishment when persons are required to work outside normal working hours to accomplish the essential task. If working extended hours becomes routine, the chain of command should investigate the cause. (3) Formal methods of maintaining accountability Formal proceedings are usually initiated using the Report and Disposition of Offense(s) (Report Chit). At this point, the UCMJ and the Manual for Courts-Martial (MCM) direct the processes and rights of the accused for courts-martial. If you have any questions concerning procedures and policy, contact the Command Legal Officer or the Navy Legal Service Office. (a) Disciplinary Review Board (DRB) A Disciplinary Review Board (DRB) is used by some commands as a part of the administrative process for handling report chits. The DRB usually consists of a panel of senior enlisted members of the command who review cases after the Work Center Supervisor’s chain of command has investigated the report. The DRB then makes recommendations to the Executive Officer (XO) prior to the Executive Officer's Inquiry (XOI) as to the disposition of the case. (b) Non-Judicial Punishment (NJP) NJP or Captain's Mast is the lowest form of punishment in the Navy. It is presided over by the Commanding Officer (CO) following an extensive investigation by the chain of command. It is then referred to the CO by the XO (normally after a formal Executive Officer's Inquiry or XOI). The Division Chief and Division Officer must thoroughly investigate the circumstances of the offense and be prepared at XOI and Captain's Mast to shed all possible light on the incident. The Work Center Supervisor may be required to attend the proceedings and be asked for an estimate of the person's performance or a recommendation regarding punishment. In recommending or awarding punishment, the objective should always be improved performance. The Work Center Supervisor will most likely be tasked with ensuring the individual is squared away and ready for XOI, Captain's Mast or court-martial. This will include proper grooming and the appropriate uniform.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-11
STUDENT GUIDE
A-500-0102
(c) Judicial proceedings (courts-martial) In the event a subordinate has committed an offense that is serious enough to warrant punishment beyond NJP, charges will be referred to some type of judicial proceeding (courts-martial). The work center supervisor may be called as a witness (possibly as a character witness) for any of these proceedings. (d) Punishment Punishment is often incorrectly used as a synonym for discipline. Punishment follows a failure of discipline. A perfectly disciplined Navy organization would have no trials by court-martial or NJPs. Punishment is solely the responsibility of the CO and cannot be delegated, since it can only be legally awarded by the CO or by a legally convened court-martial. No officer except the CO has any authority to inflict punishment on any person he is assigned to control. 6. Relationship among Responsibility, Authority, and Accountability (RAA)
on sib
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The SORN states that authority is granted to individuals within the Navy only in the fulfillment of assigned duties and commensurate with their responsibilities and accountability. It also states that an individual assigned both responsibility and authority also accepts a commensurate accountability, which is the requirement that they answer to their senior for their success or failure in the execution of their duties. The three sides of the triad are indivisibly connected. Responsibility without authority and accountability, authority without responsibility and accountability, and accountability without responsibility and authority would each create an unworkable situation for the leader. Work Center Supervisors are granted the authority necessary to perform their duties and are held accountable for their performance.
Leadership
Accountability
Work Center Supervisor Leadership Course Navy Leadership
SG 1-12
STUDENT GUIDE
A-500-0102 INFORMATION SHEET 1-1-1 FOLLOWERSHIP
A. INTRODUCTION While this course is designed to improve your leadership and management skills as Work Center Supervisors, it is also important that you understand the importance of being good followers. Followership is the one element all leaders and effective leadership depend on. Professionalism in followership is as important to the Navy as professionalism in leadership. The information provided in this Information Sheet is based on an article by Sergeant First Class Michael Woodward in Infantry magazine. The concepts are just as applicable to the sailors of today as they were to infantry soldiers in 1975. B. INFORMATION 1. Followership is the one element all leaders and effective leadership depend on. Followership can be defined as a process in which subordinates recognize their responsibility to comply with orders of leaders and take appropriate action consistent with the situation to carry out those orders to the best of their ability. In the absence of orders, they estimate the proper action required to contribute to mission performance and take that action. Inherent in this definition is a high degree of self-discipline. The follower must have a personal commitment to the successful completion of the command's mission. The most effective followers are those who accept the necessity for compliance and are committed to placing the needs of the unit above their own needs. 2. An effective follower needs more than self-discipline. Competence is a requirement and requires continual self-development, which may take the form of training or education. Note that, in this course, we will discuss subordinate development as a responsibility of leadership as well as the follower's responsibility for self-development. 3. The responsibilities given by leaders to the followers must be realistic. Followers must be held accountable for the end result of their responsibilities, but should be given as much latitude as possible in accomplishing those responsibilities. Of course, responsibility implies more than just doing what is required — it includes an obligation to serve and perform in the best manner possible for that individual follower. 4. Dedication is a commitment to a system of values or ideal. It is the vehicle of selfdiscipline, competence, responsibility, and professionalism; it is the follower's guideline. For the follower, it is a firm belief in the nation, the Navy, the command, its mission, and their role. In the Navy, this may involve putting one's life in danger for that dedication. 5. Any organization, military or otherwise, must have followers. To succeed in whatever purpose it has, the group's followers must function effectively. The one major difference between the military services and other organizations is the consequence of failure.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-13
STUDENT GUIDE
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Depending upon the size of the organization and the importance of the mission, a failure of followership can lead to unnecessary casualties, failure of a particular mission, the loss of a battle, or, at its worst, the loss of a war. Therefore, followership cannot be ignored. It needs to be nurtured and fostered as much as leadership. Leaders are useless without followers, marginally effective with apathetic followers, and most effective when the followers are as professional in their attitude toward followership as the leaders are about leadership. 6. Followers who have the same sense of mission accomplishment as their leaders, who are aware of and actively participate in the art of followership, make leadership possible. When followers actively contribute, are aware of their function, and take personal pride in the art of followership, then the joint purpose of leadership and followership — higher levels of mission accomplishment — is achieved effectively. 7. Guidelines for followers: a. Know yourself and seek self-improvement. b. Be technically and tactically proficient. c. Comply with orders and initiate appropriate actions in the absence of orders. d. Develop a sense of responsibility and take responsibility for your actions. e. Make sound and timely decisions or recommendations. f. Set the example for others. g. Be familiar with your leaders and their jobs, and anticipate their requirements. h. Keep your leaders informed. i. Understand the task and ethically accomplish it. j. Be a team member. 8. Followers are potential leaders. Ambition to be a leader and proven leadership ability lead the way from followership to leadership, and the most effective follower is that individual whose goal is future leadership. Followership does not guarantee success, but when combined with effective leadership, it prepares your command and the Navy to be ready for any mission assigned by higher authority.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-14
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 1-2 PROFESSIONALISM/ETHICS
1. Introduction In this topic, principle-based values, and how principles, values, and morals relate to each other and to leadership are discussed. The Navy’s Core Values are covered with emphasis on the need for professionalism and ethics based on personal character and integrity. The need for, and methods to assist, aligning personal and Navy values concludes the topic. 2. Definitions Ethics, values, and morals impact the effectiveness of our leadership, and ultimately our mission effectiveness. The Navy's Core Values form the foundation for a strong Navy culture. Value systems tend to be overlapping as viewed from individual to groups and subcultures, to societies and cultures. •
Ethics - standards of conduct that indicate how one (or a group) should behave, based on a set of moral principles or a system of values.
•
Values - principles, standards, or qualities considered worthwhile by an individual or a group (Covey, 1992). Examples are money, family, job/work.
•
Morals - reflect a more personal conviction than values, and relate to principles of right and wrong behavior (Merriam-Webster’s Online Dictionary, 2005). Example: stealing.
•
Dilemma - “A situation that requires a choice between equally unfavorable or mutually exclusive options” (American Heritage College Dictionary, 2005).
3. Ethics a. Stephen Covey (1992) makes a distinction between a character ethic and a personality ethic. His point is that there was a shift in American culture away from the character ethic to the personality ethic. In his assessment, this shift has not been positive (1) Character Ethic: Covey discusses character ethics as the foundation of success. Character ethics include principles such as integrity, humility, fidelity, temperance, industry, courage, and the Golden Rule. Character ethic is personified by individuals who make it a priority to live by principles; they avoid behavior inconsistent with individual values and principles.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-15
STUDENT GUIDE
A-500-0102
(2) Personality Ethic: Covey suggests that our basic view shifted shortly after World War I to the Personality ethic. Personality ethics are based on personality, public image, attitudes and behaviors, skills and techniques, that lubricate the process of human interaction and are much more superficial. b. Blanchard and Peale developed a simple set of “Ethics Check” questions that will help you to make an ethical decision when the grounds of choice are obscure (Blanchard & Peale, 1998). (1) Is it legal? Ask, “Will I be violating either civil law or the Uniform Code of Military Justice?” (2) Is it balanced? Ask, “Is it fair to all concerned in the short term as well as the long term? Does it promote Win-Win relationships?” (3) How will it make me feel about myself? Ask, “Will it make me proud? Would I feel good if my decision were published in the newspaper? Would I feel good if my family knew about it?” Determining if something is ethical suggests the involvement of more difficult or subtle questions of rightness, fairness, or equity (Merriam-Webster Dictionary, 2005). c. Effect of Ethical Behavior Leaders must exercise behavior that conforms not only to the dictates of the law but also to a broader moral code that is common to society as a whole. Whereas the Navy's Core Values help guide behavior in such circumstances, the ultimate test in all organizations is the strength of a leader's personal ethical framework. Schermerhorn (1994) further suggest that organizations have the obligation to behave in ethical and moral ways as institutions of the broader society. This concept suggests that leaders and managers who make the decisions that guide the behavior of organizations ensure that their ethical framework extends to the organization as a whole. 4. Values A value is a principle, standard or quality considered worthwhile by an individual or a group, and is subjective and internal. Our values reflect our cultural backgrounds. Our behavior may be the product of expectations defined by certain roles: spouse, parent, child, executive, leader, etc., which each carries its own value systems, possibly in conflict with each other (NAVOP 030/92).
Work Center Supervisor Leadership Course Navy Leadership
SG 1-16
STUDENT GUIDE
A-500-0102
Values exist on a personal internal level and an external societal level. Individuals adopt their values from a variety of sources: family, society religious system, ethnic background, geographic area, and organizational culture. Values are indirect reflections of the culture or family in which one was raised. Values are abstract, but are visible in the choices we make. The Navy’s Core Values are the official, publicized, bedrock values against which your everyday actions as a leader should be compared and “aligned” if there is any significant difference. The Constitution and federal law (U.S. Code) form the origin and heritage of the Navy’s Core Values. The Uniform Code of Military Justice (UCMJ) of 1950 provided an initial framework, and the Code of Conduct (1955) helped set the stage for the original Navy Core Values of Professionalism, Integrity, and Tradition. In 1991, these Core Values were reevaluated and redefined to become Honor, Courage, and Commitment, and then incorporated into the oath that every Sailor takes upon joining the U.S. Navy. a. Cultural System of Values Our values reflect the beliefs of our culture. • • • •
Family. Parents normally dominate the development of moral standards, but not everyone receives the supporting foundation for proper principle-based values from his/her parents. Religion. In general, religions espouse and practice the fundamental tenets of doing the right thing. Heritage. Cultural backgrounds influence societal systems of values. Environment. Where we are (rural, urban, schools, etc.) can, and frequently does, affect our system of values.
b. Individual's Personal System of Values Each individual has their own system of values. “From childhood, we develop a value system that represents a combination of cultural influences, personal discoveries, and family scripts. We evaluate, assign priorities, judge, and behave based on how we see life...”(Covey, 1989). Viktor Frankl suggests that “…there are three central values in life-the experiential, or that which happens to us; the creative, or that which we bring into existence; and the attitudinal, or our response in difficult circumstances, such as to a terminal illness” (Covey, 1989). Some examples of individuals’ values are: • Safety • Relationships are important • Individuality is important, but may not be as important as job security.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-17
STUDENT GUIDE
A-500-0102
c. Command Values While in the Navy, the most profound influence on values is the leadership in the command to which you are assigned. It becomes your family, your heritage, and your environment all in one. 5. Morals Morals provide an individual distinction between “right” and “wrong.” Morals tend to be associated with narrower and more personal convictions than values. “Moral leadership has always been important in our navy….In this area, 'moral' means what is right, considering integrity, sense of duty, and obligation to one's country” (Mack, 1987). 6. Dilemmas A dilemma is defined as, “A situation that requires a choice between equally unfavorable or mutually exclusive options” (American Heritage College Dictionary, 2005). In other words, we’re doomed if we do and doomed if we don’t. A moral or ethical dilemma would require that we choose between two or more alternatives, each of which will compromise our ethical or moral standards. a. Moral dilemma – There is usually a right and wrong response. Moral dilemmas tend to pit us against a reasonably accepted value system – either legislated or resident in the collective conscience of a group of people. b. Ethical dilemma – May have a right or wrong response. However, the dilemma is usually caused by the shifting patterns of what is morally acceptable and what is socially acceptable. Ethical dilemmas pose more of a quandary because the solutions (or course of action) may just have a best, better, or worse case response. Many times an ethical dilemma becomes a judgment call based upon the situation, hence the term “situational ethics.” 7. Honor, Courage, Commitment Navy's Core Values are instilled in the oath that every person who enters the service takes: Honor – “I will bear true faith and allegiance…” “Accordingly, we will: abide by an uncompromising code of integrity, taking responsibility for our actions and keeping our word; fulfill or exceed our legal and ethical responsibilities in our public and personal lives twenty-four hours a day” (NAVOP 030/92). “No person was ever honored for what he received. Honor has been the reward for what he gave” (Calvin Coolidge).
Work Center Supervisor Leadership Course Navy Leadership
SG 1-18
STUDENT GUIDE
A-500-0102
Courage – “I will support and defend…” “Courage is the value that gives us the moral and mental strength to do what is right even in the face of personal or professional adversity” (NAVOP 030/92). “The greatest form of cowardice is to know what is right and not do it” (Montor, 1987). “Courage is almost a contradiction in terms. It means a strong desire to live taking the form of a readiness to die” (G.K. Chesterton, Orthodoxy). “Courage is the price that life exacts for granting peace” (Amelia Earhart). “This will remain the land of the free only so long as it is the home of the brave” (Elmer Davis). Commitment – “I will obey the orders…” “Accordingly, we will be committed to positive change and constant improvement. The day-to-day duty of every Navy man and woman is to work together as a team to improve the quality of our work, our people, and ourselves.” (NAVOP 030/92). This commitment to positive change and constant improvement provides an important building block in the foundation of leadership-by-example, and is independent of rank, rate, and job assignment. Each of the Navy's three Core Values has elements that make it the Navy's system of values. a. Aligning Value Systems to Navy Core Values (1) Values Alignment (a) Values alignment is important to managers because of its potential to influence workplace attitudes, behaviors, and outputs. Without some degree of values alignment, the best we can hope for is compliance, not commitment. (b) Value congruence or alignment occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own. ‘When values differ, conflicts over goals and the means to achieve them may result” (Schermerhorn, 1994). (c) As a leader, you must align your value system with the Navy’s value system, but aligning your own values is not enough. You must also work to align the values of your people.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-19
STUDENT GUIDE
A-500-0102
(d) Since leaders cannot directly observe others’ values, they can work at values alignment without knowing what the other person's values are by practicing the behaviors listed below. (e) The cornerstone of our future will be the character of each service member, from the newest recruit or civilian employee to our senior leadership (NAVOP 030/92). (2) Methods of Aligning Values Several methods exist to enable leaders to align systems of values. The following five methods provide some guidance: (a) Know the Navy's policy. Support, train, and practice the values. (b) Recognize your position as a leader and a role model. “Talk-the-talk and walkthe-walk”—knowing your actions influence others. (c) Practice a consistent and continuous principle-based system of values. Make not only the right decision, but lead your people to do the right thing as well. (d) Be concerned with, and responsible for, the well being of those in your charge. Be universally fair to all, regardless of the situation. (f) Understand that as Work Center Supervisors we are called to a higher standard. Accept the challenge and live a values-based lifestyle that will be both professionally enriching and personally gratifying. (3) Personal Integrity (a) Personal integrity is about “talking-the-talk and walking-the-walk”—meaning, that an individual lives consistently with their principles. Personal integrity for Navy personnel is about demonstrating the principles espoused by the core values. (b) Personal integrity involves weighing the balance of our personal convictions and values along with the charge before us as leaders and representatives of the United States Navy. Personal integrity often requires an individual to put aside personal preferences and natural tendencies and take the high road. (c) Personal integrity requires paying a price. It is often much easier to go along with the crowd, take the easy way out, turn your back, look the other way, or not rock the boat. But in the long run, standing for your personal integrity brings the personal satisfaction of knowing you stood for that which is more enduring. (d) An individual’s personal integrity will be tested, often repeatedly. Anyone who chooses to be a leader, will face more tests of personal integrity. This is why it is important to know what your guidelines are; to know what your values and principles are. Work Center Supervisor Leadership Course Navy Leadership
SG 1-20
STUDENT GUIDE
A-500-0102
(4) Ethical Behavior Understanding and managing moral dilemmas is critical to the leadership effectiveness of a Work Center Supervisor. Since these dilemmas involve morality, they tie directly to “honor,” the first of the core values. Since they are dilemmas and require choosing between two undesirable courses, they tie directly to “courage,” the second of the core values. It is impossible to lead effectively, over the long term, without acquiring the ability to recognize and manage moral dilemmas. Several ways in which a Work Center Supervisor can work with moral dilemmas to the benefit of the command are:
• Be an effective role model to subordinates by consistently “doing the right • • • • •
thing.” Help subordinates recognize moral dilemmas. Guide subordinates in the management of moral dilemmas. Support peers as they work through moral dilemmas. Challenge peers to “do the right thing.” Support seniors in implementing choices that may be unpopular.
(5) Accountability for Unethical Behavior Leaders and subordinates must understand that members of the military are called to a higher standard. Every subordinate’s apparent system of values must be compared to the Navy’s Core Values. Where misalignments exist, leaders must take action to bring the subordinate’s system of values into alignment with the Navy’s Core Values. Leaders must ensure that those who do not uphold the higher standards of ethical behavior are held accountable. Because individuals come to the Navy with a variety of personal morals, values, beliefs, and principles, it is necessary to have a standard to hold everyone accountable. Within the parameters of Navy standards, there is room for widely differing individual values. However, a behavioral standard must be maintained in order for there to be order, fairness, and justice.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-21
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 1-3 SERVICE MOTIVATION
1. Introduction This topic addresses how a Work Center Supervisor can encourage fellow sailors to give their best for the fulfillment of the Navy’s mission, i.e., Esprit de Corps, through feedback, opportunity, morale, and motivation. a.
Esprit de Corps: A common spirit of comradeship, enthusiasm, and devotion to a cause among the members of a group. Esprit de Corps, spirit of the body, infers that each sailor is part of one body, one whole, the Navy. Every sailor has a purpose within the whole that must be fulfilled for the whole to succeed. Creating Esprit de Corps is part of a cycle, which also includes feedback, opportunity, morale and motivation.
Motivation
Feedback ESPRIT DE CORPS
Morale
Opportunity
Constructive feedback from an Work Center Supervisor regarding behaviors allows subordinates to make changes and improve. After making these changes and improvements based on the feedback, more opportunities for reward, recognition, advancement, etc., will be available. Having more and better opportunities will improve the morale of Sailors and in turn motivates them to complete their assigned tasks. This constructive feedback, variety of opportunities, improvement of morale and boost in motivation all come together to create a feeling of comradeship, enthusiasm, and devotion to the mission of the Navy that makes up Esprit de Corps.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-22
STUDENT GUIDE
A-500-0102
b. Feedback In order to strengthen your abilities as a leader, you should seek out other’s perspectives to get an accurate picture of yourself. By collecting information from many people—your seniors, your peers, and your subordinates—you benefit from a variety of perspectives about how you act and how others see you. Multiple views give a more complete image because you are a different person with different people and in different settings. When asked to provide feedback for others, remember it should be honest, and include specifics about what works and does not work in regard to the other person’s behavior. Non-evaluative feedback in which people are not given any pros or cons about their behavior is useless. These same concepts apply to feedback you receive about yourself as well. Ask questions if you feel the person giving feedback is being vague. It is important to keep a goal in mind when giving and receiving feedback. Determining how you are progressing is difficult without a goal or standard for comparison. c. Opportunity Opportunity is the chance for advancement or progress in one’s career and/or personal life. As a leader, you should always offer your subordinates the opportunity to improve themselves, whether personally or professionally. Leaders have a duty to assist their subordinates to be the best they can be. Examples of opportunities include being placed as a team leader and expanding one’s leadership abilities, going to specialized schools (technical and otherwise), and advancing both yourself and your career by furthering your education. It is important when providing feedback to others that you emphasize the fact that whether positive or negative, the feedback provides them with opportunities. When you provide your subordinates with or guide them towards opportunities, they feel as though they are of value to the Navy. This increases their motivation and Esprit de Corps, ensuring their devotion to the work center, department, command, and overall mission of the Navy. d. Morale Morale is very similar to Esprit de Corps, but on a lower level. Esprit de Corps is the spirit of the body, or the whole, the entire Navy. Morale is related more to the spirit of the work center, department or command.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-23
STUDENT GUIDE
A-500-0102
Morale: the state of the spirits of a person or [team] as exhibited by confidence, …discipline, and willingness to perform assigned tasks (The American Heritage ® Dictionary of the English Language, 4th Edition). “One of the most striking aspects of our interviews with the crews of superior commands was their enthusiasm, pride and positive attitude. Morale in superior commands was much higher than in the average ones. This resulted in jobs being done on time, done well, and people taking the initiative to propose better ways of doing things” (Naval Military Personnel Command, What it takes to be the Best!, p. 54). (1) Quality of Life Quality of life covers a subject that pervades virtually every facet of leadership and has a large impact on the morale of sailors. In reality, almost everything a Work Center Supervisor does has a direct impact on the quality of life of subordinates, yet the Work Center Supervisor (and the subordinates themselves) actually control only a portion of the numerous factors that influence their quality of life. This topic presents the primary factors that affect the overall quality of life and describes Work Center Supervisors’ responsibilities to improve it. (a) Assist subordinates where appropriate Pay problems must not be tolerated. There is nothing more frustrating than to be entitled to additional pay and not receive it. Additionally, many quality of life problems can be avoided if the Work Center Supervisor remains aware of how the apparent lifestyles of assigned personnel compare to their actual income. Pay Problems: •
Early Work Center Supervisor involvement
•
Counsel subordinates to track their pay
(b) Enforce personnel policies and practices Personnel policies and practices in effect must be enforced. Making exceptions for certain individuals or ignoring unpopular directives from higher authority does not enhance quality of life and instead leads to increased dissatisfaction or to a general feeling that rules need not always be followed.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-24
STUDENT GUIDE
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Enforcement: •
Avoid selective enforcement - uniformly enforce or change
(c) Support chain of command Clearly defined, reasonable, and uniformly applied policies and practices greatly enhance the quality of life in the department and tend to become institutionalized quickly as long as changes are infrequent and meaningful. (d) Take responsibility and utilize your ability to make change Existing policies and policy changes must be regularly communicated. Where change is to be implemented, inform personnel ahead of the fact (ensure the information is widely disseminated) explaining the reasons for the change as appropriate. e. Motivation Motivating others is a fundamental leadership skill. A leader’s understanding of motivational theory and practice is a key to stimulating, rewarding, and gaining the support of subordinates. Motivation is abstract; a motivated work unit is concrete. (1) General Theory of Motivation A general theory of motivation consists of three main ideas: (a) Performance is a product of motivation, ability, and the situation. (b) Motivation is an internal state that induces a person to engage in particular behaviors from a desire to achieve or acquire some goal. Goals are derived from wants, needs, or desires. (c) Sources of goals (wants, needs, and desires) are biological factors, emotional factors, cognitive factors, and social factors. “Good leaders motivate people in a variety of ways. First, they always articulate the organization’s vision in a manner that stresses the values of the audience they are addressing. This makes the work important to those individuals. Leaders also regularly involve people in deciding how to achieve the organization’s vision. This gives people a sense of control. Another important motivational technique is to support employee efforts to realize the vision by providing coaching, feedback, and role modeling, thereby helping people grow professionally and enhancing their self-esteem. Finally, good leaders recognize and reward success, which not only gives people a sense of accomplishment but also makes them feel like they belong to an organization that cares about them. When all this is done, the work itself becomes intrinsically motivating” (Kotter, p.60). Work Center Supervisor Leadership Course Navy Leadership
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Intrinsic and Extrinsic Motivation People often think of motivation as a unitary concept: either a person is motivated, or he/she is not motivated. There are, however, two different types of motivation: intrinsic and extrinsic. Intrinsic and extrinsic motivation cannot always be determined by behavior. Behaviors that two people display can look precisely the same, like reading a book, but the reasons behind the behaviors can be very different. One person may be reading because he or she likes to read for fun; another may be reading because not reading would cause them a negative consequence (e.g., failing an exam). (a)
Intrinsic motivation is the inner desire to engage one’s interests and exercise one’s capabilities. Intrinsic motivation provides a natural force that encourages self-development and personal growth. With intrinsic motivation, the act is rewarding for its own sake. One intrinsic motivator is curiosity. Individuals are motivated to find out how things work, or why things happen. This motivation can lead personnel to read, study, and learn new things. Another intrinsic motivator is self-esteem. Individuals work hard and do a good job for the pleasure it gives them to do well. Altruism as a motivator drives individuals to work hard at “volunteer” activities because they feel good about themselves when they help others.
(b)
Extrinsic motivation occurs when external rewards direct behaviors into specific patterns. The directed behavior is due to external motivators, not intrinsic need satisfaction. Individuals act in certain ways as a means of getting something else. They read and study to get an “A” or pass a test, not just for the fun of learning, but to get a reward or avoid discipline. The traditional “carrot-and-stick” approach to motivation, which involves providing positive and negative external consequences to shape or force desired behavior, is extrinsic motivation in action. A combination of external rewards and internal rewards motivates most people. It is important for the Work Center Supervisor to understand that there are many ways to improve the motivational climate in a work center, and that a variety of motivational tools are available for different individuals and different situations.
Work Center Supervisor Leadership Course Navy Leadership
SG 1-26
STUDENT GUIDE
A-500-0102 INFORMATION SHEET 1-3-1 MASLOW’S HIERARCHY OF NEEDS
A. INTRODUCTION Abraham Maslow was a practicing psychologist who noted that individuals seemed to have categories of needs. He defined five specific levels of needs and organized them into a hierarchy. B. INFORMATION SelfActualization Self-Esteem
Social Security
Physical
At the lowest level, physical needs, people are motivated by anything that assures them of food and shelter. Once these needs are satisfied, they move up the hierarchy and become motivated by security issues. Employment, health benefits, and so forth can be considered security issues. When these needs are met, individuals continue up to the social level. Social needs include having cordial working relationships and feeling like a valued member of a team. When these needs are met, the individual becomes motivated by self-esteem. Recognition, the opportunity for personal and professional growth, and autonomy are considered self-esteem issues. At the very apex of the hierarchy is self-actualization. This is the level at which individuals are motivated to do or be whatever they value most, regardless of the monetary rewards. Ideally, this would occur in retirement, when individuals can choose to travel, paint, or pursue other dreams. In reality, the need to meet lower level needs continues and very few individuals ever reach the self-actualization level. Maslow’s theory provides two important insights into motivation: not all people are motivated by the same thing; and the same person is not always motivated by the same thing—or her needs change over time.
Work Center Supervisor Leadership Course Navy Leadership
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Work Center Supervisor Leadership Course Navy Leadership
SG 1-28
STUDENT GUIDE
A-500-0102 TOPIC SHEET 2-1 PROFESSIONAL INTERACTIONS
A. INTRODUCTION This topic covers five main areas, integrated within the activities of the day: team building, influencing & negotiating, conflict management, oral communication, and written communication. These topics provide different aspects of how leaders interact professionally. B. ENABLING OBJECTIVES Discuss conflict management techniques. Identify group rules and standards. Discuss methods for assessing individuals. Identify individual capabilities when utilizing members of a team. Identify team member responsibilities. Discuss proper networking techniques. Discuss techniques to encourage cooperation with various groups. Identify possible needs of the work center and others during negotiation. Discuss effective written and oral communication techniques. Discuss techniques for creating a work center environment conducive to open communication. Discuss techniques for organizing information for briefings. Identify useful resources for written communication. Define subjective and objective information. C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: Topic Sheet 2-1: Professional Interactions Outline Sheet 2-1: Conflict Management
Work Center Supervisor Leadership Course Professional Interactions
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STUDENT GUIDE
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Outline Sheet 2-2: Team Building Outline Sheet 2-3: Influencing & Negotiating Outline Sheet 2-4: Oral Communication Information Sheet 2-4-1: Elements of Effective Communication Information Sheet 2-4-2: Oral Briefing Techniques Information Sheet 2-4-3: Oral Briefing Feedback Form Outline Sheet 2-5: Written Communication Complete Assignment: Assignment Sheet 2-1: Enlisted Evaluation Report Input D. STUDENT REFERENCES 1. Decker, B. (1988). The Art of Communicating. Menlo Park, CA: Crisp Publications. 2. Deming, W. E. (1986). Out of the Crisis. Cambridge, MA: Massachusetts Institute of Technology, Center for Advanced Engineering Study. 3. Hansaker, P.L., & Alessandra, A.J. (1980). The Art of Managing People. New York: Simon & Schuster. 4. Merriam-Webster, Inc. (2005). Merriam-Webster’s OnLine Dictionary. http://www.mw.com. 5. Online Netiquette (2005). http://www.onlinenetiquette.com. 6. Shenk, R. (1997). Guide to Naval Writing (2nd Edition). Annapolis, MD: Naval Institute Press. 7. U.S. Navy, NAVEDTRA 134. (1992). Navy Instructor Manual. Pensacola, FL: Chief of Naval Education and Training. 8. U.S. Navy, SECNAVINST 5215.1C. Department of the Navy Directives Issuance System. 9. U.S. Navy, SECNAVINST 5216.5D. Department of the Navy Correspondence Manual. E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson. Work Center Supervisor Leadership Course Professional Interactions
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STUDENT GUIDE
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1. BUPERSINST 1610.10. Navy Performance Evaluation and Counseling Manual. 2. Carnegie, D. (1981). How to Win Friends and Influence People. New York: Pocket Books. 3. Covey, S.R. (1989). The 7 Habits of Highly Effective People. New York: Simon & Schuster. 4. Hellriegel, D., Slocum, J. W., & Woodman, R. W. (2001). Organizational Behavior, (9th ed.). Cincinnati, OH: South-Western Thomson Learning. 5. Ivey, A.E. (1988). Intentional Interviewing and Counseling. Pacific Grove, CA: Brooks/Cole Publishing Co. 6. Katzenbach, J.R. and Smith, D.K. (2003). The Wisdom of Teams. New York, NY. HarperCollins. 7. Kotter, J.P. (1999). What Leaders Really Do. Boston, MA: Harvard Business Review Book. 8. The Negotiation Skills Company. (2005). How To Fight Fires Without Burning Bridges. Website: http://www.negotiationskills.com/ articleB2.php. 9. Schermerhorn, J.R. (1994). Managing Organizational Behavior. New York: John Wiley & Sons, Inc. F. STUDENT GUIDE MATERIALS a. Topic Sheet 2-1:
Professional Interactions
b. Outline Sheet 2-1:
Team Building
c. Outline Sheet 2-2:
Influencing & Negotiating
d. Outline Sheet 2-3:
Conflict Management
e. Outline Sheet 2-4:
Oral Communication
f. Information Sheet 2-4-1:
Elements of Effective Communication
g. Information Sheet 2-4-2:
Oral Briefing Techniques
h. Information Sheet 2-4-3:
Oral Briefing Feedback Form
i. Outline Sheet 2-5:
Written Communication
Work Center Supervisor Leadership Course Professional Interactions
SG 2-3
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 2-1 CONFLICT MANAGEMENT
1. Introduction Conflicts develop between team members for many reasons. It is important to remember there is not just one way to resolve a conflict. A leader’s reaction to these conflicts can vary depending upon the situation. 2. Conflict exists whenever two or more parties disagree. Change itself may result in conflict. In fact, change is the one constant in life we should anticipate. Consider: a. Coping with conflict successfully is one of the most important skills you can acquire. b. Inability to handle conflict effectively may be the greatest barrier to satisfaction and success as a supervisor. c. Managers may spend 20 percent of their time resolving conflicts. d. Understanding how to confront and resolve conflict can lead to better organizational productivity and improved interpersonal relationships. The question is not whether conflict is good or bad but rather how it should be managed to benefit all parties involved. 3. Types and Sources of Conflict Conflict can be classified as constructive or destructive. •
Constructive (functional) conflict helps the group achieve its objectives
•
Destructive (dysfunctional) conflict hinders this process
The supervisor’s job is to eliminate destructive conflict or change it into constructive conflict. Alternatively, conflict may be classified in terms of it’s sources: a. individual conflict when you are faced with contradictory priorities, b. interpersonal conflict between two people, c. conflict between an individual and a group when the individual breaks the group's norms, d. conflict between departments, divisions or work centers.
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STUDENT GUIDE
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4. Reasons for Conflict Four major reasons for conflict are: a. Personal Differences. These often arise from different needs, beliefs, values, perceptions, and expectations. b. Information. This can arise from the use of different sources of information or different interpretations of the same information. c. Different Objectives. Individuals and groups can have different or incompatible objectives. d. Environmental Factors. This can arise from competition for organizational resources. 5. Conflict Management Styles Five conflict management styles: a. Forcing Conflict Management Style: A user of the forcing conflict style attempts to resolve the conflict by getting his or her own way. It is an assertive, uncooperative, autocratic style that attempts to satisfy their own needs, even at the expense of others. b. Avoiding Conflict Management Style: Someone using the avoiding conflict style attempts to ignore conflict rather than resolve it. It is unassertive and uncooperative and represents an attempt to satisfy their needs by avoiding or postponing confrontation. c. Accommodating Conflict Management Style: Users attempt to resolve the conflict by giving in to the other party. It is unassertive and cooperative and attempts to satisfy the other party while neglecting their own needs d. Compromising Conflict Management Style: The user of compromising conflict style attempts to resolve conflict through give and take and by making concessions. It involves both assertiveness and cooperation and attempts to meet a person's need for harmonious relationships.
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e. Collaborating Conflict Management Style: Someone using the collaborating conflict style attempts to jointly resolve conflict with the best solution that is agreeable to all parties. This is called the problem-solving style. It is assertive and cooperative. The collaborator attempts to fully address the concerns of all. Research on conflict management styles has found that each of us tends to use one or two of the above five strategies more than the others. For instance, some people predominantly use collaborating in interpersonal conflict situations. In other words, although there are five different ways to handle conflicts, such a person is more likely to collaborate than they are to force, accommodate, avoid, or compromise. There are many advantages to using a collaborative strategy to handle interpersonal conflict situations. Collaborating with the other party promotes creative problem solving, and it's a way of fostering mutual respect and rapport. However, collaborating takes time, and many conflict situations are either very urgent or too trivial to justify the time it takes to collaborate. There are many conflict situations that should be handled with one of the other four conflict management strategies rather than collaboration. Managers who are very skilled at conflict management are able to: understand interpersonal conflict situations, and use the appropriate conflict management strategy for each situation.
Work Center Supervisor Leadership Course Professional Interactions
SG 2-6
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 2-2 TEAM BUILDING
1. Introduction “Teams outperform individuals acting alone or in a larger organizational grouping, especially when performance requires multiple skills, judgments, and experience” (Katzenach, 2003). 2. Why You Need Teams a. The mixed skill sets exceed any individual’s skills. b. When there are clear goals and open communication, teams are more flexible and resilient to change. c. The social aspect of the team makes obstacles seem less challenging. d. More fun. Those who enjoy their work tend to produce quality outputs. 3. What Is A Team? “A team is a small number of people with complimentary skills, who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable” (Ibid). a. Number of people A team can consist of 2-25 people, however with a large number of people the work will have to be broken down into sub-teams for the team to function effectively. Also the more people on a team, the more difficult it will be to develop a common purpose, teams’ rules and to maintain accountability. b. Complimentary Skills It would be difficult to paint the fan room, if you didn’t have both teamwork and direction in a team for implementation. Generally a mix of these three categories of skill is needed for a team to function effectively: • • •
Technical or functional expertise Problem-solving and decision-making skills Interpersonal skills
c. Common purpose Tying the performance goals of the team to the purpose of the team is necessary for the team to function effectively. This will take clear communication and may involve some
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STUDENT GUIDE
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constructive conflict, as the team aligns their individual goals to team’s goals. A challenging, specific team goal can erase position and rank, as each member evaluates their skills and determines what they can do to achieve the goal. d. Team rules The team needs to determine how they will work together, in terms of schedules, workloads, and assignments. An “equal” amount of work must be distributed among the team, including the leader. e. Mutual accountability To truly become a team, each member must take credit/blame when the team does something right/wrong. To have mutual accountability, each member must make a commitment to the team. To have this commitment, a safe and trusting environment needs to be developed to guarantee each individual can freely express their ideas and opinions to ensure their contribution in the development of the team purpose and goals is taken to account. 4. Team Leaders Team leaders do not have all the answers and should not be expected to make all decisions. They need to know when to ask for help . There is a delicate balance of empowering a team and maintaining leadership in the team. Member contribution is important, however certain situations require the leader to stand up and “make the call.” Team leaders should put team performance first, not individual contributions. When evaluating team effectiveness, measuring team performance is what matters. Team leaders must consciously assign tasks they would be willing to do themselves.
Work Center Supervisor Leadership Course Professional Interactions
SG 2-8
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 2-3 INFLUENCING & NEGOTIATING
1. Introduction Leaders must have skills in influencing subordinates, peers, and superiors, and in negotiating with personnel at all levels and communities in order to achieve specific goals. 2. Influencing Based on Dale Carnegie’s best-selling book, How to Win Friends and Influence People, below are the 8 principles to win people to your way of thinking. a. Avoid arguing You can’t win an argument, because if you win, you lose the other party’s goodwill; the best thing to do is avoid arguments. b. Respect and listen to other’s opinions Telling someone they are wrong threatens their self-esteem and in turn they can become very defensive. Be diplomatic. Handle errors with tact and grace, and they may be willing to admit they were wrong. c. If you are wrong, admit it quickly and emphatically Do not get defensive. While there may be valid reasons why things happened the way they did, the courage it takes to admit you were wrong may result more positively than you think. d. Get the other person to say “Yes” Emphasize the areas on which you agree; do not start with the things you disagree with. When you say “No”, your pride forces you to remain consistent. e. Let the other party do all the talking This principle, if not adhered to, can and will have significant repercussions on the team. An example that commonly occurs in our world is an authoritative position, which requires the leader to exert their leadership authority by yelling or directing individuals on the team, without considering their input. Instead of continuously asserting your power, listen to what your subordinates have to say. In doing so, you will increase the likelihood of your work center’s success.
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f. Let the other person feel the idea is his/hers How do you feel when you are told to do something? Would you have more enthusiasm and commitment to the task if you came up with it yourself? Make suggestions, do not force your opinions onto other people. Let the other person feel the idea is their own. g. Make an honest effort to understand the other person’s point of view Find out why the person thinks or acts the way he or she does. If you can “walk a mile in someone else’s shoes,” you will see issues and concerns from their perspective. If Sailors are reluctant to perform some type of tasking, find out what their concerns are—there may be factors or obstacles that you have not considered. h. Throw down a challenge Focus on the desire to excel, and prevent it from becoming a sordid competition. 3. Negotiating The principles of negotiation rely on considerations similar to influencing. a. Prepare Know what the other party wants to achieve and consider their interest, if possible set the time and location directly with the person you will be negotiating with. b. Be Fair Treat others equally. Request reasonable rewards or concessions during negotiations. Do not try to gain more than your fair share. c. Creativity Be prepared with ideas, different approaches to solving the problem. d. Promises Do not make any promises you cannot keep. e. Pay Attention Listen to others’ concerns. Focus on their words and meaning, do not get distracted with thinking how you will respond. When you show that you listened, they may be prepared to listen as well.
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f. Maintain the Relationship You will most likely have to work with, and negotiate with, the other party again. This knowledge will help you determine what short-term loss you can sustain in hope for future gain. g. Aim High It is easier to play down than to gain. h. Set Objectives Know your limits, define your boundaries. i. Spell it out Define clearly what the agreement is: performance outcomes, products, deliverable schedule. 4. Networking Networking is the building of cooperative working relationships (with subordinates, superiors, peers, outside vendors, etc.) to help everyone achieve successful task accomplishment. Networking is creating a partnership for a long-term team gain. For example, one group of personnel may be working towards earning a warfare pin. They may learn of another group working for the pin as well. Both groups could work together and train each other to get qualified. Either or both groups could find someone who has already earned their pin who could share their insights and knowledge. “Hook-up” is a personal gain that may circumvent the normal chains and normally negatively affect another person/group. This is rampant and highly frowned upon. For instance, someone working on the mess decks might say to someone in the laundry: “Here’s a pizza, do my laundry.”
Work Center Supervisor Leadership Course Professional Interactions
SG 2-11
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 2-4 ORAL COMMUNICATIONS
1. Introduction Leaders are often called upon to communicate orally to subordinates, peers, and superiors. The quality of your communication has a direct impact on the quality of your leadership. 2. Communication Process An effective communication for a sender will always take into account the known and assumed characteristics of the audience. An effective communication for a receiver will require “active” listening, and a careful interpretation of the message’s overt verbal content and all the covert, non-verbal “cues” surrounding it. The major elements of the act of transmitting and receiving information, commonly known as communicating, are: INTERPERSONAL COMMUNICATION MODEL SENDER Formulate message Encode message Transmit message
I N T E R N A L
B A R R I E R S
MEDIUM
RECEIVER Message received Decode message
EXTERNAL BARRIERS Interpret message
I N T E R N A L
B A R R I E R S
FEEDBACK
• • • • • •
Sender - the person currently speaking Receiver - the person(s) currently listening Message - includes both the content and purpose of the communication Barriers - psychological and or physical obstacles Transmission medium - air, telephone, radio, Internet Feedback - confirmation that what was said was both heard and understood
3. Basic Communication Considerations Certain considerations relate directly to the five major elements listed above: a. Sender Who is my receiver, and how can I adapt my message to that receiver’s role, knowledge, experience, cultural background, and personality?
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STUDENT GUIDE
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b. Receiver Who is the sender? Is there a difference between what I think I am hearing and what the sender intends that I hear? How can I close the gap? c. Message Operational definitions must be shared by both sender and receiver in order for effective communications to take place on the first attempt. As with logical argument, the conclusion cannot be valid if the premises are invalid. An operational definition is an observable, measurable term whose definition may have different meanings to different people. d. Barriers (a) Physical Barriers (External) Several physical barriers to effective communications may be unique to your work center, such as loud machinery, distance, constantly ringing telephones, or the blowing wind. In addition, a constantly loud work environment may have compromised your ability to hear, especially in the high frequency ranges. This hearing problem will make it difficult to pick out someone’s speech when there are competing noises. Alternatively, when you speak to someone else, the rattling of the keys in your pocket may become a barrier more significant than the content of what you say. (b) Psychological Barriers (Internal) Another type of barrier to effective communications may be the position or experience level of the speaker or listener: you may be so shocked and intimidated by being called before the CO that you cannot understand what is said. A subordinate may be “filtering” your current message by considering the former conversation you had together, and thus leave out something important, or include something irrelevant. An operational definition of filtering can be found in the story of “The Boy Who Cried Wolf.” (c) Overcoming Barriers If you cannot be heard in a large room over competing noises, either increase your volume, or amplify your voice electronically. If the receipt of your message is in doubt, ask for confirmation. In the large room, ask a person on the back row if you can be heard, and adjust your delivery accordingly. Over the phone and radio, expect or provide a repetition of the message, or a “Message-received-and-understood” confirmation. Psychological barriers may be more difficult to overcome, but keep in mind that all leadership depends on information, and the mission itself may depend on your providing certain timely information, or on your subordinate providing it to you. Work Center Supervisor Leadership Course Professional Interactions
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STUDENT GUIDE
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Therefore, superior commands routinely communicate up, down, and across the chain. This free flow of information will minimize filtering, and enable maximum cooperation among all team members. e. Transmission Medium Every medium has the potential for “noise” that can act as a barrier to effective communications. This noise can be the wind on deck, static over a radio, or many other physical distractions. Try to identify the source of the noise and minimize it. Also, oral communications other than the face-to-face type do not have the supporting advantages of body language and intonation “cues.” f. Feedback Continuous feedback prevents the speaker from proceeding to Point B when Point A is not yet understood; check for understanding often by interpreting the listener’s nonverbal cues. Remember, however, that the listener also derives up to 90% of meaning (result of UCLA study) through these same “cues.” Feedback will take several forms for non face-to-face oral exchanges, e.g., the “roger” that is standard in radio communications, or the “aye-aye” in face-to-face communications. 4. Communication Modifiers The communication process is complex, and part of that complexity is due to the wide range of possible interpretations of what is sent and why it is sent. In a face-to-face oral exchange, intonation, eye contact, and body language, called “modifiers,” all combine to aid the accuracy of our perceptions as they lead us down the road to accurate interpretations. Without the supporting cues of eye contact and body language, it is even more critical to focus on the content of the message itself, and on the intent of the sender as perceived through intonation. Intonation covers the set of voice qualities that remains separate from the explicit content. These voice qualities are collectively called “paralanguage,” and consist of seven separate elements, each of which can modify the meaning: 1. 2. 3. 4. 5. 6. 7.
Resonance – the vibratory quality of one’s voice that enables it to fill space Volume – the quality of loudness Inflection – the variations in pitch or volume that lend varying emphasis Clarity – the clear separation (enunciation) of one word from another Rhythm – modulation of the cadence to alter meaning Speed – speed of delivery can reinforce time criticality Pitch – a frequency range from soprano (high) to bass (low)
Consider the seven-word statement, “I didn’t say you stole my car.” Now, beginning with “I,” shift the emphasis on each word by altering its pitch, inflection, volume, etc. You will readily find that there can be several different interpretations of what seemed like a simple statement.
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STUDENT GUIDE
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5. Non-Verbal Communication “Conversation is the slowest form of human communication.” (Unknown) Non-verbal communication includes a wide range of behaviors. Some of these behaviors are universal and performed unconsciously, and some are consciously intended and unique to a specific culture or organization. However, just as a single word can have several meanings, and the correct meaning derived only from its context, non-verbal communication can have more than one interpretation. This interpretation is similarly derived from other “cues” that surround the gesture in question. These contextual “cues” may be other non-verbal, supporting messages, explicit verbal expressions, or a combination thereof. Thus, it is important to recognize the limitations inherent to correctly interpreting non-verbal messages; be very careful about interpreting non-verbal communication elements without sufficient corroborating evidence. Several specific “body language” gestures are listed below, along with possible interpretations. Be careful not to interpret non-verbal signs in isolation from other personality and communication factors. Specific Non-verbal Gesture Arms crossed Arms akimbo (on hips) Rolling eyes Looking at feet or floor Looking at wristwatch Eyes glazing over Nodding head up & down Stroking chin Saluting Cupping hand behind ear Wringing hands Stabbing air with finger
Possible Interpretation Resistant to other party’s message Impatient Not taking other party’s message seriously Humble, subservient, lacking confidence Impatient; has more important things to do Has abandoned the conversation In agreement with what is said Engaged in thought; listening attentively Recognizing existence; showing respect Trouble receiving the messages—say again Nervousness or anxiety Making an important point
Non-verbal communication often focuses on gestures, but it also includes the components of intonation that combine to influence hearing, understanding, and emotional content: resonance, rhythm, volume, and inflection. A discussion of these four factors requires the separation of what is said from how it is said. A fifth factor, filtering, is a function of the listener’s psychological background, current knowledge and skill level, and nature of the need to communicate in the first place. A listener will filter out, often subconsciously, whatever he or she perceives as irrelevant. Unfortunately, the speaker may consider this
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same filtered-out component as quite relevant. This potential disparity is the reason why a continual interpretation of the listener’s non-verbal physical cues is necessary for all effective face-to-face oral communications. 6. Effective Listening Skills “Listening, not imitation, may be the sincerest form of flattery.” (Dr. Joyce Brothers) An exhaustive survey of American businesses, conducted by Loyola University, concluded that the single most important attribute of an effective manager is the ability to listen to one’s subordinates (Hunsaker & Alessandra, 1980, p.120). a. Objective Listening The listening process has many potential barriers, and predicting the message content before the message is even completed is one of the most serious barriers to active, effective listening. Maintaining objectivity will help us to examine the whole message, and keep us from acting on only the part we predicted we would hear. Listening, as an act separate from merely hearing, “…requires a conscious attempt to understand the speaker without letting personal opinions influence the intent of the speaker's words” (Hunsaker & Alessandra,1980, p.121). b. Concentration If we are distracted, the message’s full content and intent will be lost, or misinterpreted. Consider that someone is taking the time and trouble to communicate with us. Respect that by taking the time and trouble to focus on what the sender is sending. c. Results of Failure to Listen Expect a wide range of negative results from failing to listen. As a leader, perhaps the most serious result is the compromise to the trust bond between senior and subordinate. If you do not listen carefully to your subordinates, you cannot expect them to listen carefully to you. If you are trusted, subordinates will take your messages seriously; if not, subordinates will only appear to listen, and the worst-case results can be catastrophic damage to life and property. At the very least, you will unnecessarily have to repeat yourself long after you thought you were understood. 7. Elements of Effective Listening a. Attending (1) Imagine that your life (and the lives of all your shipmates) depends on hearing and understanding a message the first time. Do we have your attention now? In the Navy environment, especially during crisis or combat, this could very well be the case on a regular basis: the sender has no time to repeat. Work Center Supervisor Leadership Course Professional Interactions
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(2) If you are receiving a face-to-face message, attend to important cues such as body language and intonation. If communicating over a radio or telephone, focus on the words and the emphasis given to each, and tune out all distractions. b. Reflecting When you reflect you interpret the message and respond to it by letting the speaker know that you understand it. Consider reflecting as a mini-teach back: you think you heard the message, and now you have a “public” opportunity to confirm your interpretation of its content, and the feeling behind it. Imagine that in the same life-threatening situation as suggested above, you have 5 seconds to respond, or all is lost. In this short time you analyze the known details of the situation, your formal role in it, the characteristics of the sender, and the message itself. You don’t have body language or other non-verbal cues to assist you, since this conversation is over the radio. You have not practiced for this situation because its variables are unique, and constantly changing. However, you have received messages from this sender before, and you do have practice with this person in balancing what you think you heard against what was actually intended. c. Responding Then, you respond further by issuing a directive to a subordinate, since you are but one link in a complex communications chain. Time is running out. Now you are the sender, trying to balance what you think you heard against the known and assumed characteristics of the new receiver. What will you say, and how will you say it? Will an emotionally charged message help to establish its significance, or will it frighten the subordinate into a mistake, or freeze that person into inaction? We practice our communications so that the most information gets through by using the fewest words, but can we afford jargon and acronyms now? Is the receiver familiar with them? d. Pseudo-listening You suspect your subordinate is only half-listening! What makes you think that? You have precious few seconds to gain your receiver’s attention! What will you say, and how will you say it? Consider the possibility that your subordinate is only half-listening to you now because in the past you only seemed to half-listen to them. In face-to-face communications, pseudo-listening is often demonstrated by an affirmative, seemingly automatic nod of the head, when in fact the message is heard but not understood. Other evidence of pseudo-listening is a loss of eye contact, or the eyes “glazing over” and losing focus. Now, imagine whatever approach you just applied in order to save yourself and the ship were to be applied to your daily, routine communications. How would you balance the issue of sender-receiver comprehension, for instance, against time and the need for economy of language? The answer will highlight the relevance of effective communication, as opposed to its more casual forms.
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8. Effective Speaking Skills “Good communication is as stimulating as black coffee, and just as hard to sleep after.” (Anne Morrow Lindbergh) Communications are often classified as either formal or informal. In the Navy, an oral brief is considered formal and, as such, has specific objectives—usually to inform or to persuade someone higher up in the chain of command. Usually, you are asked to deliver a brief because you are a subject matter expert. A detailed explanation of the elements of effective oral presentations is found in Information Sheet 2-4-2 (SG), Oral Briefing Techniques. 9. Operational Definitions An operational definition presents a concept in observable, measurable terms. An operational definition is the result of considering the field of possible definitions and selecting the one that best fits the needs of your workplace. Definitions must be somehow shared in order for even the most basic communications to take place. A sentence reflects the meanings of its component parts. If there is confusion over the meanings of these component parts the overall message, and its intent, will remain obscure. Dictionaries exist to minimize this confusion, but we can’t always consult a dictionary. The alternative is to identify those terms and concepts that frequently arise in your division or work center, and ensure that everyone is using, for each, the same operational definition. An operational definition may not exist in the dictionary but it helps, regardless, to ensure effective and efficient communications in the workplace. By establishing shared, agreed-upon meanings with your subordinates up front, you can make certain valid assumptions later -- even in the heat of a crisis. In the Navy, an operational definition contains three elements: the criteria, a test, and a decision. a. Criteria: Criteria form a standard or rule on which a decision or judgment can be based. Let us say that a passing score for a given college course is 90%. Thus, the passing criterion for that course is 90%. The instructor establishes this criterion on the first day so that there is no confusion later. b. Test: You try hard in the course, and make 91% as your final score. To arrive at this score, actual outcomes were compared to the established criterion. c. Decision: According to the established and agreed-upon definition of passing versus failing, the instructor decided that you passed. Everyone else in the class was working with the same operational definition of passing, and only in that regard was the definition meaningful.
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10.
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Oral Briefings a. Types The two major types of oral briefings are formal and informal. A daily, informal briefing of the members of your work center will require a different approach and degree of preparation than a formal briefing of your XO. b. Techniques Formal briefings usually allow a period for preparation. In this preparation, consider the purpose (to inform or persuade, or both), the nature of the audience, the complexity of the topic, the characteristics of the briefing space, and the requirement for practice and feedback. Specific details of techniques for presenting an oral brief are found in Information Sheet 2-4-2, Oral Briefing Techniques.
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INFORMATION SHEET 2-4-1 ELEMENTS OF EFFECTIVE COMMUNICATION A. INTRODUCTION The principles of effective communications serve both one-on-one and public speaking well. Nine behavioral skills that form the key elements of interpersonal communication when speaking to an audience are discussed below. B. INFORMATION 1. Eye Communication Your eyes are the only part of your central nervous system that directly connect with another person. For instance, staring at someone for more than 10 seconds suggests involvement, intimacy, or intimidation. In public speaking, we are interested only in involvement. To be more effective, hold eye contact with each of your audience members for five seconds. Also beware of eye-dart and slow-blink. Eye dart conveys nervousness and makes the listener feel uncomfortable. Slow blink conveys the message: “I really do not want to be here.” Another eye contact aspect to consider is the angle of eye incidence. When addressing a group, such as your division at morning quarters, hold your eye contact for 5 seconds with an individual because people around them will feel you are making contact with them. 2. Posture and Movement Stand tall. Use the “Ready Position.” Lean forward with knees slightly flexed. When you are speaking and you are confident and want to get your message across, you have your energy forward. This helps offset negative effects, e.g., rocking. Proper movement projects confidence. Movement adds to your energy, reflects confidence, and adds variety to your communication. This is not to be confused with rocking and pacing. Come out and connect with the group you are addressing. 3. Gestures/Facial Expressions To be effective at interpersonal communication, you should have your hands and arms relaxed and natural when at rest. You should gesture naturally when animated and enthusiastic. You should learn to smile under pressure. a. How do you look? Find out how you look to others when you are under pressure. You can get this through feedback from other people or by video taping yourself. b. Find your nervous gestures. What do you do with your hands when you are speaking and do not have anything to hold on to? c. Very few people exaggerate their gestures or facial expressions. Try to exaggerate your positive gestures. Do not worry about overdoing it. Work Center Supervisor Leadership Course Professional Interactions
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d. Smiling – which third describes you? One third of people have open, smiling faces; 1/3 of people have neutral faces; and 1/3 have serious and intense faces. Find out which 1/3 you are in and work on developing a smiling face when you communicate. When it is appropriate, a smile conveys warmth and sincerity. e. Remember the personality factor. People will buy your ideas and be persuaded much more readily if they like you. Interpersonal communication means connecting with another person on an emotional level, not just an intellectual level. If you want friends, you have to be friendly. 4. Dress and Appearance We form immediate and vivid impressions of people during the first five seconds we see them. Experts estimate that it takes another five minutes to add 50 percent more impressions (negative or positive) to the impression we made in the first 5 seconds. These first impressions are long lasting. a. Wear your uniform with pride and look sharp. Solicit feedback on your personal appearance, starting with your peers and friends. b. Dress appropriately at social functions. Your appearance should be appropriate to the company you are in, your position, and the social situation. c. Never underestimate the impact your appearance makes. The effect of your initial appearance on others is far greater than you think. Your personal appearance is an upward manifestation of your ability to set and maintain a standard. 5. Voice and Vocal Variety Your voice transmits energy. Use a tape recorder to record your voice to become aware of how much or how little energy you transmit to others. a. Your vocal tone and quality can count for the majority of your message. If people cannot see you (i.e., telephone, radio, 1MC) the majority of believability comes from intonation, and resonance. b. Do not read speeches. Use notes and outlines of main ideas when you speak. This will allow you to let your mind spontaneously select words and maintain contact with your audience. 6. Language, Pauses, and Non-words a. Language is made of both words and non-words. People communicate most effectively when they are able to select the right words. b. An example of a non-word is “uh.” Work Center Supervisor Leadership Course Professional Interactions
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c. A pause is better than a non-word. Use this technique to solicit feedback. Practice pausing and getting feedback to learn how natural you appear when you pause. d. Replace non-words with pauses. “Uh,” “O.K.,” “you know,” “well,” “and,” etc., are not only sloppy, but also distracting when repeated as a habit. Pauses are an integral part of language. Do not be afraid to use a pause for emphasis. Replacing non-words with pauses makes your language stronger. 7. Listener Involvement The more involved your listener is, the more you can convince and persuade that person of your message. Decker identifies nine techniques for involving listeners. These techniques are divided into three areas: a. Style (1) Create a strong opening by announcing a serious problem or making a startling statement. Develop a sense of drama by telling a moving story. Bring it to life by being as descriptive as possible. (2) Survey your listeners, constantly ensuring they are watching you. Try to gauge reactions of your audience by using proper eye contact. (3) Purposeful movement transmits a sense of energy and keeps the audience focused on you. (4) If possible, use visual aids. This adds to the stimulation and reinforces learning. b. Interaction (1) There are three types of questions that help obtain a deeper level of involvement: (a) Rhetorical questions Use when you do not have time to actually discuss an issue but want to make them think. (b) Calling for a show of hands in response to a question (voting). This gets your listeners involved and gives you a quiet way to gauge reactions. (c) Asking for volunteers to answer questions. Even though only one person gets up, the energy level of the group will increase. (2) A demonstration, by yourself or a volunteer, adds variety to the way information is presented. A good example of this is role-playing. (3) Have fun with your listeners. Get them involved, but you should always stay in control of the session. Keep things appropriate for your organization and your listeners as well. Use creativity while keeping things in good taste. Work Center Supervisor Leadership Course Professional Interactions
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c. Content (1) Be sensitive to short attention spans. Remember that we exist in the sound bite era. Before you speak, ask yourself, “How will I benefit my listeners?” Make sure your information is current, appropriate, and delivered in a dynamic fashion. (2) Make your humor appropriate to your listeners and relevant to your point. Be professional. 8. Humor Humor, properly used, adds to the attraction of the content and helps hold interest. a. Humor is one of the most important skills for effective interpersonal communication. We can all learn to use this important tool more effectively. b. Do not tell jokes. Only a very few people tell jokes well, and you are taking a risk that the jokes may not be politically correct. c. Do tell stories and anecdotes and remember to smile. There is much to be gained in telling humorous stories, anecdotes, or incidents. Everyone has a humorous story, and the fact that it is personal adds to the comfort level of delivery and the warmth of the talk. Remember, people prefer to look at a smiling face.
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STUDENT GUIDE
A-500-0102 INFORMATION SHEET 2-4-2 ORAL BRIEFING TECHNIQUES
A. INTRODUCTION An additional administrative duty you may have is to prepare a briefing. Military briefings differ from public speaking in several ways. Typically, military briefings are relatively brief and to the point. Since the audience is a “command audience,” briefers don't usually need to use attention-getting devices (Shenk, 1990, pp. 203-219). B. INFORMATION
1. Purpose of a Brief The primary purpose of a briefing is to inform, but it also may have other purposes: first, to ensure the listener’s understanding of a particular mission, operation, or concept; second, to enable the listener to perform a specific procedure; and third, to provide the listener with information on which 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 another group may explain the mission. To enable the listeners to grasp all this information as a unit, each briefer must give only the essential information in as few words and as few minutes as completeness and clarity will permit. 2. Preparation In preparing to brief others, you must analyze a mass of data, choose the significant facts, and organize them carefully. Your explanation should be simple, precise, and factual. Jokes and anecdotes rarely have a place in a briefing. The listeners are ready for a serious talk. They want to hear the vital information on a specific subject presented as clearly as possible. If you are able, however, you may occasionally use humor to help you make a point or clarify a problem. When you give a briefing, you are likely to face a captive audience. Analyze the rank and experience of the people you are to brief, and try to determine what your best approach will be. You cannot always say what your listeners want to hear, but you can try to speak in the manner they will most easily understand, which is necessary in a good briefing. 3. Organization Clear, logical organization of your material will help your listeners understand it. When organizing the introduction, body, and conclusion of the briefing, keep the purpose of the communication in mind. The purpose could be to give your listeners an understanding of a certain mission, operation, or concept. Alternatively, the purpose could be to enable them to perform a specific procedure. In either case, organize your material as you would for a speech. On the other hand, if the purpose is to provide your listeners with information on which to base decisions, a problem-solving plan can be most effective. When you prepare and deliver briefings, remember their basic function is to convey Work Center Supervisor Leadership Course Professional Interactions
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information more rapidly and effectively than would be possible by any other means. It takes practice to become an excellent briefer. Experience in other types of public speaking and writing helps. As a member of the Navy, you need to be adept at stating your ideas accurately, concisely, and clearly. a. Introduction Since your listeners need and want to know about your subject, you will not need time-consuming, attention-getting devices. If another speaker introduces you and your subject, you need only give a quick overview of the subject and proceed immediately to the main points. If you are not introduced, you might simply say, “Good morning. I’m Petty Officer Jones; I’ll be briefing you on _____________.” You should state the point clearly and concisely at the beginning of your briefing so that your audience knows what they are listening to and what they can expect from the rest of your briefing. b. Body You must amplify the point you are trying to make or the area you are trying to cover. You should support that point. You must bring the audience enough information to inform them or to help them make a decision, whatever the purpose of your presentation happens to be. The information for the body of your briefing requires careful consideration from the standpoint of content as well as delivery. If possible, present only the facts. Your facts should be provable, and you should have the proof with you in case your listeners ask for it. Because you must be brief, you may have to omit many details from your talk. This can cause you to oversimplify a difficult subject. One way to avoid over-simplification is to prepare a folder of “documentation” for your listeners to refer to after you finish the briefing. In your opening remarks, tell them it is available. You gain in several ways from letting your listeners know at the outset that they will have access to complete information on your subject. First, your listeners are more apt to accept the validity of your information because they know they can check your evidence. Second, they are less likely to ask needless questions or to interrupt for other reasons. Third, they will go along with very simple visual aids because they know they can get information that is more detailed if they need it. Another way is to prepare “backup” slides that present detailed information on specific issues. If questions are asked, you will be ready and will increase the confidence your audience has in you. If certain facts are not available and you must make an assumption, identify the assumption, say that it is necessary, and continue. If your listeners wish to challenge the assumption, they can do so during the questionand-answer period, at which time you should be able to explain your rationale. Normally, you do not interpret the information in your briefing. Present the facts and let your listeners draw the conclusions. Such phrases as “In my opinion,” “I think”, Work Center Supervisor Leadership Course Professional Interactions
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and “I take this to mean” are generally signs that the briefer is going beyond the mere presentation of information and is interpreting the meaning of the information. Emotional appeals have no place in a briefing. Your listeners will be justified in doubting your objectivity if your presentation is charged with emotion. This does not mean that your delivery should be dry and lifeless—rather, quite the contrary. Because you must present pertinent information and nothing more, you should strive for an animated and interesting delivery. Visual aids can help you show quickly and clearly many things that you would have trouble putting into words. One glance at a map would show your listeners more about air bases in Communist China than 15 minutes of words alone. Practice the briefing with your visual aids until you can use them smoothly. They should be an integral part of your presentation. If you do not practice your briefing, such simple acts as uncovering or recovering a chart can cause awkward breaks in a briefing. c. Conclusion You must end your briefing appropriately. The conclusion should bring the briefing together in a concise manner, reviewing the topic but keeping it short. This part of a briefing should be short but positive. Summarize your main points if you feel it is necessary. Since a question-and-answer period usually follows a briefing, one concluding sentence might be “Ladies and gentlemen, are there any questions?” If a question period will not follow, you might simply say, “Ladies and gentlemen, this concludes my briefing.” Know your subject forward and backward. You will face challenges no matter how rational you are. As an experienced speechwriter commented, “Nothing is more embarrassing than to have some know-it-all in the back of the room raise a hand and ask a question that succeeds in wresting control of the subject matter from you.”
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SG 2-26
STUDENT GUIDE
A-500-0102 INFORMATION SHEET 2-4-3 ORAL BRIEFING FEEDBACK FORM
A. INTRODUCTION The facilitator will critique your oral brief based on the following standards. B. INFORMATION Effective
Needs Improvement
Not Effective
Appearance
___
___
___
__________________________________
Enthusiasm
___
___
___
__________________________________
Posture
___
___
___
__________________________________
Clear Message
___
___
___
__________________________________
Comments
Overall Impression __________________________________ __________________________________ __________________________________ __________________________________ Content Opening
___
___
___
__________________________________ __________________________________
Listener Involvement
___
___
___
__________________________________ __________________________________
Word Pictures
___
___
___
__________________________________ __________________________________
Examples/Quotes
___
___
___
__________________________________ __________________________________
Language/Jargon
___
___
___
__________________________________ __________________________________
Closing
___
___
___
__________________________________ __________________________________
Delivery Skills Eye Contact
___
___
___
__________________________________
Natural Gestures
___
___
___
__________________________________
Pauses
___
___
___
__________________________________
Voice/Vocal Variety
___
___
___
__________________________________
Natural Movement
___
___
___
__________________________________
Humor
___
___
___
__________________________________
Visual Aids
___
___
___
__________________________________
__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
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SG 2-27
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 2-5 WRITTEN COMMUNICATION
1. Introduction Every Sailor needs to be able to write well, even if writing is not significant to his or her job. Advancements and increased responsibilities require greater versatility in writing. You should improve your writing skills, as well as know the communication paradigm, to ensure your message is properly transmitted. Your credibility as a leader depends on your ability to communicate effectively. 2. Written Communication Concepts a. The Writer’s Triangle As in navigation, good writers look for fixed points of reference from which to plot their positions and ideal headings. The classic writer’s triangle is:
Writer
Audience
Subject
By knowing your audience, your subject, and yourself, you can gauge your position with respect to any written communication (Shenk, 1990). (1) Audience – The originator’s attention to the audience or recipient(s) can affect the routing or attention of correspondence. What is the rank, position, or billet you are addressing? Is the person senior, junior, or at the same level in the organization? How important is the boss of the person you are writing to? Personality – be aware of background and preferences. For example, unless the reader is an aviator, avoid aviation phrases and terminology. Writing style and use of acronyms and jargon should be tailored to the audience, and closely monitored when writing to nonmilitary audiences. (2) Subject considerations—Readers tend to read the entire document if the subject directly affects their lives, e.g., pay. Other subjects may not hold the reader’s interest beyond the first two paragraphs, so the point must be made quickly. Knowing the subject and the way readers usually treat a document is valuable. In long documents, headings help alert readers to key information. Writing technical material requires
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great patience and detail. Space considerations in briefings or messages require word economy and discipline. Use of examples, statistics, and graphics may be appropriate to support a position. (3) In knowing yourself, writers should always remember who they are and the selfimage they want to project in the correspondence. Deference and respect are always good qualities in writing to seniors, but this is sometimes forgotten when juniors write to selection boards, criticizing their seniors or the service to explain problems or low marks. Act to be believed and respected whenever you write or speak. Know what your writing sounds like, and make use of that knowledge to get your message across. (4) One other perspective of writing, not included in the writer’s triangle, is writing for “the boss.” Frequently, you may be drafting written correspondence or documents for someone else’s signature. Writing for seniors can require considerable adjustment. Advice can include: “Keep the facts in, and leave the adverbs out;” Give the senior more than needed; Solicit feedback from your senior; Learn the senior's key phrases; Obtain samples of previous CO/XO correspondence to use as examples. b. Purpose of Naval Correspondence The major purpose of written communications is to establish a formal chain of command, authority, procedures, tactics, and historical record. While most Sailors should be familiar with memorandums and Naval letters, Naval correspondence includes documents that serve virtually all the administrative functions of the Navy. c. Subjective and Objective Information Subjective is defined as characteristic of or belonging to reality as perceived rather than as independent of mind (Merriam-Webster OnLine Dictionary, www.m-w.com). For example, a subjective statement on a brag sheet would say, “PO Smith was a great facilitator.” Objective is defined as perceptible to persons other than the affected individual (Ibid). An example of an objective statement on a brag sheet would say, “PO Smith trained 237 Work Center Supervisors in FY04.” 3. Reference Sources a. Department of the Navy Correspondence Manual (SECNAVIST 5216.5). The Navy Correspondence Manual prescribes standards for the management and preparation of correspondence through out the Department of the Navy. (1) Chapter One provides guidance for effective correspondence management and includes standards and procedures for formats. (2) Chapter Two provides correspondence formats for various forms of written correspondence. (3) Chapter Three establishes writing standards and correspondence formats. Work Center Supervisor Leadership Course Professional Interactions
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(4) Local supplements, restricted to local applications, may be issued as Chapter Four. Supplements shall not contradict or repeat information contained in the rest of the manual. b. Netiquette (Online Netiquette, www.onlinenetiquette.com) Netiquette is the etiquette governing communication on the Internet. E-mail, like any other type of communication should be courteous, concise, and professional. Your composition skills reflect your knowledge and abilities. Control the perception readers will have of you by choosing your words carefully and by following these e-mail guidelines: (1) E-mail Do’s • • • • • • • • • • • •
Be concise Spell check and grammar check Use natural writing Use official salutations and closures Use proper font, pitch, and color Create a signature block with your title and contact information Be aware of your language and tone Know your audience Write a descriptive subject line Double-check attachments Respond in a timely manner Observe “Netiquette”
(2) E-mail Don’ts • • • • • • • •
Do not use contractions Do not use ALL CAPS Do not send to unnecessary personnel Do not use background stationary Avoid frivolous attachments Do not use acronyms or abbreviations Do not forward chain letters Do not use emoticons :-)
Never assume your e-mails are private or secure. Your e-mails can be accessed (e.g. by system administrators) or read by others (e.g. your e-mails can be forwarded without your knowledge). All e-mails are filed and stored somewhere; never assume when you delete that the e-mail will no longer exist. With this knowledge and by following these basic guidelines, e-mail can be an effective communication tool.
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STUDENT GUIDE
A-500-0102 TOPIC SHEET 3-1 HUMAN CAPITAL
A. INTRODUCTION Human Capital correctly implies that your personnel are an important resource—a resource that needs to be valued and respected. This guide will give you the information you need to cultivate a diverse and inclusive work center, in where personnel can have had their personal and professional needs met. B. ENABLING OBJECTIVES Demonstrate appropriate techniques when counseling personnel on performance. Identify resources to correct performance deficiencies. Evaluate abilities of subordinates when delegating. Demonstrate delegation techniques when assigning tasks to personnel. Identify personnel strengths and development needs. Identify the abilities of personnel working to fulfill the task. Determine subordinate capabilities for task assignment. Define diversity. Discuss the value of diversity. Discuss ways to promote participation in ethnic celebrations to increase awareness of cultural differences. Discuss the types of offensive language and behaviors and its impact. Discuss types of action that can be taken to correct instances of bias or inequality. Describe techniques to recommend rewards or recognition for personnel. Discuss techniques to monitor performance of personnel. Identify various stress management techniques. Discuss Navy Benefits.
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C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: Topic Sheet 3-1:
Human Capital
Outline Sheet 3-1:
Counseling
Outline Sheet 3-2:
Delegation and Empowerment
Information Sheet 3-2-1:
Three Thoughts on Delegation
Outline Sheet 3-3:
Leveraging Diversity
Outline Sheet 3-4:
Performance Evaluation
Outline Sheet 3-5:
Stress Management
Information Sheet 3-5-1:
Mental Health Resources
Outline Sheet 3-6:
Navy Benefits
Complete Assignments: None D. STUDENT REFERENCES 1. BUPERSINST 1610.10. (1995). Navy Performance Evaluation and Counseling System. 2. BUPERS Human Performance Feedback and Development Model. http://www.bupers.navy.mil/pers8/PERS-81/TFE/. E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson. 1. Blanchard, K. H. (1985). Leadership and The One-Minute Manager. New York: William Morrow & Company. 2. BUPERSINST 1610.10. (1995). Navy Performance Evaluation and Counseling System. 3. Covey, S. R., Merrill, A.R., and Merrill, R. (1994). First Things First. New York: Simon & Schuster.
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4. Defense Equal Opportunity Management Institute. https://www.patrick.af.mil/DEOMI/DEOMI.HTM. 5. Dell, T. (1987). Motivating at Work. Menlo Park, CA: Crisp Publications, Inc. 6. Hersey, P. (1984). The Situational Leader. Escondido, CA: Center for Leadership Studies. 7. Huppe, F. F. (1994). Successful Delegation. Hawthorne, NJ: Career Press. 8. Knowdell, R. L. and Chapman, E. N. (1986). Personal Counseling. Los Altos, CA: Crisp Publications. 9. Lifelines Services Network (Center for Personal Development and Naval Personnel Development Command).www.lifelines.navy.mil. 10. Townsend, R. (1984). Further Up the Organization. New York: Alfred A. Knopf. 11. Tracy, D. (1990). 10 Steps to Empowerment: A Common-Sense Guide to Managing People. New York: William Morrow & Company. 12. U.S. Naval Academy. (1984). Fundamentals of naval leadership. Annapolis, MD: Naval Institute Press. 13. Navy Personnel Command. Bureau of Naval Personnel. http://www.npc.navy.mil/channels. 14. A.D.A.M. Well Connected®. In-Depth Health Information. http://www.well-connected.com/report.cgi/fr000031.html. F. STUDENT GUIDE MATERIALS 1. Topic Sheet 3-1:
Human Capital
2. Outline Sheet 3-1:
Counseling
3. Outline Sheet 3-2:
Delegation and Empowerment
4. Information Sheet 3-2-1:
Three Thoughts on Delegation
5. Outline Sheet 3-3:
Leveraging Diversity
6. Outline Sheet 3-4:
Performance Evaluation
7. Outline Sheet 3-5:
Stress Management
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8. Information Sheet 3-5-1:
Mental Health Resources
9. Outline Sheet 3-6:
Navy Benefits
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STUDENT GUIDE
A-500-0102 OUTLINE SHEET 3-1 COUNSELING
1. Introduction Counseling offers the opportunity to influence, direct, teach, or motivate others. Counseling can be used to strengthen the chain of command, praise success, clarify policy and reinforce standards, provide feedback, clarify priorities, avoid surprises, provide information on career opportunities, and positively develop subordinates. 2. Counseling The most effective leadership technique for maintaining personal contact with subordinates and giving them recognition is counseling. Counseling: Developing people to their highest potential is a basic leadership responsibility. Counseling is the most effective means of accomplishing this. (Fundamentals of Naval Leadership) a. Concept Counseling is two-way communication between a senior and a junior to help the junior achieve or maintain the highest possible level of performance. It is intended to help a junior achieve and maintain a high level of performance. Research has shown effective counselors typically possess a set of skills and principles that support counseling. Subordinates need to be aware that details divulged during counseling sessions are not privileged information. In the event of a UCMJ violation, information provided during a counseling session can be used against the member. (1)
Positive counseling Positive counseling is a useful method to emphasize strengths. Rather than just ask about problems, the effective counselor constantly seeks to find positive assets upon which the subordinate can focus.
(2)
Constructive counseling This type of counseling tries to reduce inappropriate behavior or actions. The counselee is given feedback in a positive manner concerning the inappropriate behavior or actions in order to make adjustments.
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b. Types of Counseling (1) Formal • Written • Documented • Addresses both problems and solutions (2) Informal • Verbal • Undocumented • Corrective in nature c. There are four categories of counseling sessions. (1)
Personal The person has difficulty coping with situations either on or off the job. Problems could be of a financial, legal, educational, moral, or religious nature.
(2)
Career The individual may be; (1) seeking options or ideas to plan career paths, (2) making a significant decision concerning career change, or (3) considering further education or training.
(3)
Performance (a) Effective The individual is performing in an average or above average manner. (b) Ineffective The individual is not performing at a level consistent with unit or command standards.
(4)
Disciplinary The individual has violated a specific regulation.
d. Characteristics of effective counseling An effective counselor combines several traits to be successful. (1)
Desire to help others (a) Sincere interest in people.
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(b) Knows limits and referral sources. (2)
Patience (a) Remains in control in atmosphere of excitement, discontent, over-eagerness, etc. (b) Manifests self-control when under provocation from others.
(3)
Confidentiality
(4)
Emotional stability
(5)
Courteous
(6)
Non-judgmental
(7)
Empathetic (a) Sees it from the counselee’s perspective (b) Does not pass judgment against the counselee for personal views, but addresses wrong ideas and attitudes firmly, fairly, and dispassionately.
(8)
Good listener (a) Listens to what is said as well as what is implied by observing tones and reactions. (b) Attentive to nonverbal cues.
(9)
Applies effective interviewing techniques
(10) Maintains technical proficiency
e. Counseling techniques There are five counseling techniques that are useful to help communicate your understanding of an issue to another person. These can range from those techniques that restate something a counselee has said, to those that communicate your thoughts about the nature of the issue in a more interpretive way. (1)
Repeating In repeating, you specifically restate what the person just said. This is not paraphrasing or interpreting. It can be as simple as changing the pronoun "I" to "you."
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SG 3-7
STUDENT GUIDE
(2)
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Active listening Active listening goes beyond simple repeating. You accomplish it through the use of two techniques. The first is paraphrasing, which puts what the counselee said into your words without changing the basic meaning. The second is restatement. Restatement goes a little further than previous techniques because it includes some simple and preliminary interpretation of the situation. The purpose of restatement is to check what you believe might be occurring for the counselee.
(3)
Open-ended questions Counselors ask open-ended questions, listen, and draw the counselee into the discussion to reach personal conclusions. Ask questions that the counselee cannot answer with a yes, no, or another one-word response.
(4)
Summarizing Summarizing is the restatement of the key aspects of the problem and discussion. You bring the discussion to an end by focusing on the next step of planning for the future.
(5)
Initiating action By suggesting, you draw from the counselee’s description of options. You are offering ideas without forcing your personal opinion.
f. Counseling process (1)
Prepare for the session; observe and document behavior (a) If time permits, gather as much information as possible about the problem and the counselee that will help you during the session. Talk to peers, other people in the chain of command, and check any available records. (b) Review counseling records, if any exist, on the counselee. (c) Consider where you want to be at the end of the session; determine the purpose of the counseling session.
(2)
Initiate the session (a) Indicate that you want to talk with the counselee; in some instances, the counselee may initiate the session.
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STUDENT GUIDE
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(b) Choose an appropriate place to meet. (c) Agree on a time to meet. (3)
Create suitable conditions for the session (a) Ensure physical comfort, if possible (e.g., chairs, coffee, or other things to help put the counselee at ease). (b) Guarantee confidentiality within your legal and ethical bounds; do not joke with anyone about the counseling session. (c) Be attentive to what the counselee is saying. (d) Consider what you will do to eliminate interruptions.
(4)
Explore and understand the real situation (a) State the reason for the meeting. In a career counseling session, the counselee may often initiate the meeting; in that case, the counselee should state the reason for the meeting. (b) State your concerns regarding the counselee; include your observations of the counselee’s behavior. (c) Elicit relevant information from the counselee using open-ended questions. (d) Discuss the situation fully so you both understand it. (e) Ask questions to determine how well the counselee understands the discussion.
(5)
Move toward the ideal (where the counselee would like to be) (a) Have the counselee verbalize the ideal state (goal). (b) State your realistic expectations about the counselee. (c) Identify blocks to problem resolution created by an external source, such as the Navy, family members, etc. (d) Identify blocks to problem resolution created by the counselee. (e) Identify potential sources of help. (f) Outline options for action steps, assist the counselee, and make them take responsibility.
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SG 3-9
STUDENT GUIDE
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(g) Encourage the counselee to make a commitment to action steps that support the goal. You may even ask, "How committed are you to this action plan?" (h) State your positive expectations about the counselee; determine the measures to identify progress toward the goal. (6)
Monitor and follow-up (a) Agree on who is responsible for monitoring measurable change—the counselor, the counselee, or others in the chain. (b) Agree on what will be done if the planned action steps are not implemented. (c) Agree on a time and place for the follow-up session(s); mention what the agenda for the next meeting will include.
(7)
Document counseling The heart of a successful counseling program is good documentation. This applies to positive and corrective counseling experiences. Regardless of the method used to conduct counseling, the Federal Privacy Act of 1974 must be adhered to in all formal documentation. (a) Write a counseling report on the session using your unit’s official or preferred form, if there is one. (b) The report becomes your record of the content of the session. (c) When appropriate, make Page 13 entries.
g. The Navy's evaluation and counseling report system requirements Mid-term counseling and scheduled counseling are major focuses of the Navy's performance evaluation system. Counseling shall be performed at the midpoint of each evaluation cycle and when the fitness or evaluation report is signed. The purpose of performance counseling is to enhance professional growth, encourage professional development, and improve communication among all command members. h. Outside interventions Some counseling sessions may be beyond your expertise and require additional support/assistance. (1) Exceeding your capabilities (2) Loss of objectivity (3) Resources Work Center Supervisor Leadership Course Human Capital
SG 3-10
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 3-2 DELEGATION AND EMPOWERMENT
1. Introduction As you have learned, workload and responsibility increase with seniority. However, no matter how senior you become, the time to do the required work does not increase. Work Center Supervisors must understand how to delegate and accept delegation to succeed and do their best as leaders and managers. Additionally, leaders should be working to establish an empowered workplace, an environment where trust and mutual respect exist. In this topic, we will consider the importance of delegation and empowerment. 2. Delegation Delegation is defined as assigning to others specific tasks and the authority (power) to complete those tasks, with mutually agreed-upon methods for evaluating the completed work. Advantages of Delegation: "One of the first signs of a truly strong leader is that he is comfortable delegating authority." (ADM Thomas B. Hayward) If a subordinate is perfectly capable of performing a task, then you should not spend your time working on that task. If you do, you waste your time, deny the subordinate a growth opportunity, and weaken the entire organization. Your role is to strengthen your people and build their confidence, not frustrate them. Thus, you must learn to delegate. a. Assessing tasks for delegation The amount and type of delegation the delegator has received from seniors, the number and competence of the subordinates, consequences of non-completion, and any unusual circumstances within the command will heavily influence what is delegated. (1) Purpose of assessing tasks for delegation Tasks for delegation come from your job responsibilities. Before delegating tasks, you want to assess an individual's ability to complete the assigned activity. (2) Tasks that can be delegated In deciding what tasks to delegate, the Work Center Supervisor must look at the task, the situation, and the people at hand.
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SG 3-11
STUDENT GUIDE
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Tasks That Can Be Delegated:
• Conducting a space paint-out • Tiling a berthing compartment • Developing a quarterdeck fancy work board • Installing a boat alteration in the captain's gig. (3) Tasks that should not be delegated Delegation decisions are leadership decisions and will be situational. Rules of thumb for when and when not to delegate should only be considered guidelines. Individual or unique circumstances may result in your performing a task that the guidelines lead you to delegate. You should weigh the pros and cons of delegating a particular task or activity and then decide. (4) Difference between dumping and delegating The following quote from Robert Townsend describes the difference: "Many give by service, but few delegate authority in important matters. And that means all they delegate is dog-work. A real leader does as much dog-work for his people as he can: He can do it, or see a way to do without it, 10 times as fast. And he can because that creates a climate in which people grow." b. Barriers to delegation Barriers to delegation fall into two broad categories; leadership and subordinate. (1)
Leadership barriers Leaders are concerned that subordinates will not do the job properly and, as a result, the subordinates’ performances will suffer.
(2)
Subordinate barriers Not all barriers are found with the leader. Some barriers lie within the subordinates themselves, i.e., lack of confidence, lack of ability, etc.
c. Identifying assets In assessing tasks for delegation, a leader must consider assets available. You want to give people challenges that fit their next level of growth. Work Center Supervisor Leadership Course Human Capital
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d. Individual capability assessment In order to choose the right person for a job, you need to analyze and assess the capabilities of your people. (1)
Identify elements that affect capability People are very diverse. They have different strengths, weaknesses, skills, aspirations, and needs. Delegation is a terrific way to address needs—yours, theirs, and the command's. By considering the elements involved, the manager will make the best delegatee choices, will strengthen subordinates’ skills, and shape the future of the command.
(2)
Methods to identify individual capabilities and determine readiness levels This can be accomplished by one of two methods; direct or indirect observation. (a) Direct observation Direct observation can take place both in the work environment and on liberty. (b) Indirect observation Indirect observation can include review of service records, evaluations, inspection results, third-party opinions, and so forth.
(3)
Selecting the right person As a leader, the natural tendency is to try to complete a task rapidly and accurately. You want results. Many leaders instinctively delegate to the star performer, but, the best person is not always the right person. In choosing the right person, a leader must consider whether the desired outcome of delegation is direct results, development of a subordinate, or evaluation of a subordinate’s performance.
(4)
Application of situational leadership The leader should consider a subordinate's ability and willingness to accomplish tasks. The spectrum can go from unable and unwilling to able and willing. The leader will need to consider different styles of leadership to the delegation process (varying the degree of support and direction) based on the readiness level of the subordinate.
3. Delegating tasks In delegating tasks, a Work Center Supervisor must consider the desired outcomes and monitoring procedures for the task. Work Center Supervisor Leadership Course Human Capital
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Delegation: "The higher an individual goes in the service, the more important his ability to delegate becomes." (ADM David L. McDonald) a. Identifying appropriate level for delegation
The appropriate level of delegation is a balance between the readiness of the subordinate and the amount of authority you are prepared to pass on with the delegation of the task. b. Guidelines for effective delegation
Some leaders approach delegation with good intentions and a well-conceived plan. They consider all aspects: the job, the person, and the desired outcome. Then they destroy the benefit of all the planning by rushing through the next step. Take time up front to avoid wasting time later. Ensure the task is delegated properly and accurately. Guidelines for Effective Delegation:
(1)
•
State the desired results
•
Commit the goals to paper
•
Establish a timeline
•
Grant the necessary authority
•
Assign responsibility/accountability
•
Get acceptance of the project. State the desired results Unless a particular process must be executed, stating the desired results allows the subordinates to achieve the required results in a manner that they choose.
(2)
Establish clear goals Stating the end goal and any sub-goals required leaves no room for ambiguity. This allows everyone involved to check performance against the stated goal and allows leaders to ensure the goal remains appropriate in its stated form.
(3)
Establish a timeline
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SG 3-14
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Establishing a timeline allows either the subordinate(s), when appropriate, or the leader when necessary, to set the time frame required for performance. (4)
Grant the necessary authority Granting the necessary authority to subordinates gives them the power to act as needed to achieve the goal and increase effectiveness.
(5)
Assign responsibility (accountability) State unambiguously who "has the ball." This will increase the subordinate’s sense of authority, self-worth, and accomplishment.
(6)
Get acceptance of the project Ensure the subordinate clearly indicates acceptance of the delegated project, goal, or required outcome. This prevents confusion as to the ownership of the project, goal, or required outcome.
c. Monitoring delegated progress
Work Center Supervisors must determine how well personnel are meeting agreed-upon standards and communicate this to the subordinate(s). You must let go and give your subordinates breathing room when you delegate; it demonstrates your confidence in them. Remember to follow up to make sure the delegated task stays on track. (1)
Purpose of monitoring progress Once you have delegated a task, you should give the subordinate a fair shot at completing the task. Do not meddle.
(2)
Characteristics of a monitoring system An effective monitoring system fosters open communication and trust within the department. Characteristics of an Effective Monitoring System: •
Predetermined standards
•
Open communications
•
Tailored controls
•
Accurate measurement
•
Adequate frequency
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(3)
•
Correction capabilities
•
Internal consistency.
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Methods of monitoring In determining the type of follow-up on a subordinate, Work Center Supervisors should consider the task delegated, the person, and the situation. Monitoring Methods:
(4)
•
Personal follow-up
•
Progress reports
•
Spot checks
•
Management by exception (excellent tool with best subordinates)
•
Statistical controls
•
Historical comparisons
•
Self-monitoring.
Monitoring pitfalls If monitoring is not done effectively, it can cause problems within the department or division. (a) Micro-management If Work Center Supervisors monitor too much, or are perceived by a subordinate as monitoring too much, it may appear they do not trust the subordinates or they are micro-managing the process. Some leaders need to be in control to ensure the job is done right—that is, the way they think it should be done. Other leaders are inexperienced with delegation and afraid of its consequences. Regardless, subordinate development suffers. (b) Not monitoring If monitoring is not done at all, subordinates may perceive the task is not important. This results in a lack of empowerment.
d. Managing results of delegation
Some leaders delegate the task effectively and monitor precisely, but do not follow through with an important responsibility, feedback. Work Center Supervisor Leadership Course Human Capital
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(1)
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Evaluating cause of performance In order to maximize the results of delegation, actions of the supervisor, actions of the subordinate, and the processes involved need to be evaluated. In this manner, evaluation provides command’s information to help reinforce positive behavior and reduce the chances for mistakes. The evaluation should provide insight for both supervisor and the delegatee, showing how well each of you performed your respective role. As a Work Center Supervisor, you may be in either role, depending on the task.
(2)
Reproducing good performance Do not neglect feedback just because a task is going well. Show your subordinates you know how to praise as well as criticize. This will foster continued success. Fostering Good Performance:
(3)
•
To provide feedback to subordinate on excellent performance
•
Encourage similar future results
•
Provide opportunity to build self-esteem and a feeling of accomplishment by additional tasking and authority.
Improving poor performance This can appear during a task or when a task is complete. If a Work Center Supervisor is monitoring effectively, feedback to improve performance will be timely and get the project back on track.
(4)
Evaluate cause of poor performance Poor performance could be the result of any step in the delegation. To determine what caused the poor performance, a Work Center Supervisor must look at the following areas: the supervisor, subordinate, and process.
(5)
Address poor performance There can be several factors for poor performance of an assigned task. Among these factors: (a) Supervisor 1) Ensure the delegation is delivered properly. 2) Ensure the supervisor considers all aspects prior to delegating.
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3) Ensure follow up is used properly. 4) Ensure feedback is given in a timely manner. (b) Process 1) Modify the process to work more effectively. 2) Improve the availability of equipment and supplies. 3) Maximize timing of command evolutions and schedules. (c) Subordinate 1) Counsel subordinates in private. 2) Hold subordinates accountable. 3) Point out deficiencies. 4) Rescind some of the authority. 5) Increase subordinate reporting on all aspects of the task. 6) Reassign the activities to a more experienced person. 7) Provide training. 4. Empowerment Empowerment is the establishment of an attitude among members of a command that their contribution is valuable to the organization and that they can make a difference in outcomes, plans and programs. a. Concept Empowerment is a state of mind, not the product of processes such as delegation. It is the result of leadership actions, which create an environment of trust and mutual respect. b. Empowering subordinates Creating an empowering environment provides the subordinates a sense of ownership. With ownership, individuals will take responsibility for their jobs and take the appropriate action(s) to accomplish their jobs.
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c. Characteristics of an empowered workplace: •
Personnel are happier due to less drudgery; content of the work is enhanced.
•
Personnel are learning, which expands the skills and tasks that make up the job.
•
Personnel recommendations are utilized, which liberates creativity and innovation.
d. Impact of empowerment on command readiness and work center effectiveness Leaders must be empowered, and workers need to be empowered. Both are interdependent, with everyone owning a piece of the action. They succeed in their roles, because they want to, and because you want them to. An environment of continuous learning is the norm. Thus, command and work center effectiveness improves. 5. Relationship among delegation, empowerment, and Situational Leadership® II model Delegation and situational leadership are precursors to empowerment. Delegation, by itself, will not create empowerment. Empowerment requires a different level of bi-directional trust that extends beyond a specific tasking. A situational leader applies the appropriate leadership style considering a subordinate’s ability and the existing situation to maximize a sense of ownership and responsibility for helping to make the command run more efficiently. People are empowered when they feel free to make their own decisions and take action.
Work Center Supervisor Leadership Course Human Capital
SG 3-19
STUDENT GUIDE
A-500-0102 INFORMATION SHEET 3-2-1 THREE THOUGHTS ON DELEGATION
A. INTRODUCTION This information sheet provides three naval leaders’ thoughts on delegation. B.
INFORMATION 1. As discussed in Montor's, Naval Leadership: Voices of Experience: A leader may justifiably be reluctant to delegate under certain limited conditions. There are times when tasks that normally would be appropriate for a junior should not be delegated. One or a combination of these three constraints drives exceptions of this type: •
Mission criticality
•
Available time
•
Experience level of the subordinate.
Under normal peacetime conditions, a senior should fail to delegate only rarely, and only for these reasons. Admiral Elmo Russell Zumwalt, USN, on senior reluctance to delegate: "An officer’s reluctance to delegate, in over 90 percent of the cases, indicates an absolute lack of self-confidence by the officer who does not delegate. In the other cases, it is the officer saying, 'I know so well what to do and nobody else knows nearly so well, that I’m going to try to do it all.' Unfortunately, no one person has the time to do all his subordinates’ jobs." 2. Admiral David Lamar McDonald, USN, points out that: "The higher an individual goes in the service, the more important his ability to delegate becomes. Many officers as lieutenants, lieutenant commanders, commanders, are outstanding, but as they go a little bit higher, their job performance suffers because they are either unable or unwilling to delegate.” "When he delegates, the officer must be willing to accept a less-than-perfect performance from the individual doing the job. The Lieutenant Commander who, say, has always done the job perfectly, tells Ensign Smith to do it; but although he might be doing it satisfactorily, Smith is not doing it as well as the Lieutenant Commander thinks he himself can do it, so the Lieutenant Commander pitches in and does it. This ruins the
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STUDENT GUIDE
A-500-0102
confidence of Smith, to whom he delegated the authority; furthermore, the Lieutenant Commander can step in and do it himself just so many times. He must learn to accept performance that is short of perfection although, of course, an unsatisfactory performance is not acceptable.” "One reason officers are reluctant to delegate is that they are afraid that someone else’s mistake will reflect badly on them. But juniors cannot learn unless they are given the opportunity to do things on their own. When I took command of the carrier Coral Sea after having the little Mendora for a year, people asked me whether I would practice putting the ship alongside a tanker. I said no, because when I was Executive Officer of the Essex during the war my skipper let me do practically all the refueling and all the replenishing, so even though I hadn’t done it with that particular type, I’d done it many times. Furthermore, the Commanding Officer must be willing to delegate various things like that. Otherwise, how are these fellows going to learn? When he delegates, the officer should tell someone what to do, being careful most of the time not to tell him how to do it. There will be times when the officer must tell the individual how to do a job, and the officer should say, 'I prefer if you do it this way this time.'” 3. Admiral Thomas Bib Hayward, USN, notes that: "While responsibility cannot be delegated, it is necessary at times for authority to be delegated to subordinates to ensure that a job is done in the absence of the senior or because the senior cannot possibly supervise everything himself. One of the first signs of a truly strong leader is that he is comfortable delegating authority. The good leaders have developed the ability to permit others to make mistakes, to give people more leash than they would have expected to get, and to show confidence in those people, to let them know that they expect them to be able to perform. Most people will respond affirmatively to that authority, to that delegation. In almost all cases, the individuals will be surprised at how much they enjoy having the authority, and they will do better than the leaders might have anticipated.” "The errant leader is the one who is uncomfortable taking a chance with his troops because of how it might reflect on his or her performance. There are times when close supervision is essential—while a unit is developing its team approach, for example—but almost everyone has talent, and leaders need to recognize and use other people’s talent.” "When there is one junior in a squadron made up of senior officers, the skipper and the exec are offered a challenge. They must delegate down into the organization far enough to bring out the junior officer and make sure that he is identified and that his talents are not overlooked. Effective leaders build their team around the talented people.” "The skipper can never give up his basic responsibility for the whole unit. Nor can a division officer delegate his responsibility for the conduct of anyone in his or her division or the quality of performance of that combat information team. But how can the leader develop a capability in his unit to deal with combat damage when his top supervisor is either dead or immobile? Someone must have the experience to step forward into that spot. The supervisor can only be replaced in an emergency if someone has been given the opportunity to perform some of his duties prior to the emergency.” Work Center Supervisor Leadership Course Human Capital
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"Most people wait for the opportunity to take on a challenge, and the leader ought to let them try. After he has successfully delegated authority on several occasions, the leader will develop confidence in his people’s ability and will be less concerned about them making a mistake. In any echelon in the chain of command, the supervisor must grant authority and delegate to the maximum, so that he knows that when the chips are down he has a team that can perform, he has more than one person who can carry the load."
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SG 3-22
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 3-3 LEVERAGING DIVERSITY
1. Introduction A Work Center Supervisor is responsible for facilitating and managing an inclusive workplace, where techniques that embody the principles of diversity are used to maximize the talents of each person. 2. Diversity Definition On Navy Knowledge Online, diversity is defined as, “the creativity, culture, ethnicity, gender, race, religion, skills and talents of Sailors and civilians that enhance the mission readiness of the Navy.” 3. Diversity Concepts The desired outcome of diversity is a workplace free of discrimination with equal opportunities for all. Every organization should view and accept differences as assets. The Navy’s diversity vision is that of a Navy that continually invests in the strength of America’s diversity, where every Sailor and civilian can prosper and contribute to mission readiness. The Navy’s diversity mission is to ensure mission success in an environment that encourages and enables all Sailors and civilians to reach their personal and professional potential. 4. Diversity Obstacles Workplace diversity can be adversely affected by “isms.” An “ism” is any attitude or action, conscious or unconscious, of an individual or institution that subordinates a person or group because of: • • • • • • •
Race Color Sex Religion National origin Disability Age.
5. Inclusive Environments In an organization that values diversity, individuals work as cohesive teams, which take full advantage of various backgrounds, communities, education, and technical skills to successfully achieve mission readiness.
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SG 3-23
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 3-4 PERFORMANCE EVALUATION
1. Introduction One of a leader’s most effective tools is the evaluation system. Appraising and rewarding subordinate performance will be explained in this topic. 2. Evaluating Performance A process of determining and communicating how the subordinate is performing and considering means of improving. a. Understanding performance The combination of effort, abilities, and role perception determine an individual's performance. Understanding Performance: (1)
Effort The amount of energy used in performing a task
(2)
Abilities The capacity to perform tasks
(3)
Role (task) perceptions Role perceptions refer to the direction in which subordinates should channel their efforts.
3. Preparing an Evaluation and Counseling Report Input (Brag Sheet) A member has the right to submit an evaluation report input and has the duty to do so if requested by the rater or reporting senior. Member input aids a rater or reporting senior in preparing a timely and complete report. These inputs are commonly called brag sheets. 4. Concept of Performance Evaluation Performance evaluation is a method to compare an individual's performance in specific trait areas against set criteria. The performance evaluation system is a cause-and-effect relationship that results in a performance evaluation as an output.
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a. Background Navy Regulations require records be maintained on naval personnel "which reflect their fitness for the service and performance of duties." b. Purpose of performance evaluation The evaluation system is intended to provide a process that informs subordinates how they are performing the job and how to improve future performance. Additionally, the evaluation system communicates the documented performance to selection boards. c. Intended use of the performance evaluation: •
Self-improvement
•
Selection boards
•
Training and development.
d. Evaluation considerations (1) Counseling others, submitting subordinate performance inputs, and taking responsibility for others’ careers is a new consideration for most new Work Center Supervisors’ supervisors. Additionally, the supervisor will need to be impartial, recognize responsibility to focus on observed performance, be on guard against favoritism, and be conscientious of the halo effect. (2) The weaknesses of the typical evaluation are attributable to inadequate time devoted to the task, lack of record-keeping to support a detailed assessment, and inadequate frequency of counseling. e. Methods to evaluate performance (1) Informal
Informal evaluation, or day-to-day observation, should be documented. (2) Formal
Formal evaluation is a scheduled and documented evolution. (a) Planned A process to ensure evaluation is regularly considered.
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(b) Mid-term counseling and debrief Counseling shall be performed at the midpoint of each evaluation cycle and when the fitness or evaluation report is signed. The purpose of performance counseling is to enhance professional growth, encourage professional development, and improve communication among all command members. (c) Measured against clear standards Performance should not be equated with effort, which refers to energy expended. Performance is measured in terms of results achieved against a clear standard. The traits in the Evaluation Report and Counseling Record establish standards for the evaluation. The EVAL form is set up to establish a grade of 3.0 as the standard. Each individual needs to realize assignment of 3.0 grades means the member is performing in full compliance with the listed standards. Thus, members have a better, more realistic measure to use when evaluating their performance. f. Documenting subordinate performance Documenting subordinate performance is the key to establishing career potential. It is essential for raters, senior raters, and reporting seniors to keep regular notes on members’ progress and accomplishments. Routine documentation is the key to a successful evaluation program. It provides the basis for a realistic appraisal that reflects a subordinate's performance. (1) Documentation considerations
(a) Scheduled Scheduled documentation includes any instance where performance is officially documented. (b) Unscheduled Unscheduled documentation includes the documentation by a leader of day-to-day performance. (c) Confidentiality All documentation of performance must be available to the subordinate upon request for review but must be kept confidential from others without an official need-to-know.
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5. Comparing the Brag Sheet to the Evaluation Report 6. Work Center Supervisor’s Performance Evaluation Responsibilities a. Self Submit a thorough Brag Sheet, in a timely fashion, for rater consideration. b. Subordinates (1) Review Division Officer records and past evaluations of all personnel under your responsibility. (2) Ensure subordinates understand and use the Evaluation Report Input form (Brag Sheet). (3) Ensure a regular performance counseling program, not just mid-term counseling, is established within your work center. (4) Ensure timely submission of any performance evaluation paperwork. 7. The Way Ahead A new instruction will establish the process of giving verbal and/or written human performance feedback and career development planning at regular intervals between Sailors and their immediate supervisors. This new instruction will introduce a new human performance feedback and development system, which represents a shift from the traditional paradigm of control and prescription to a partnership that rests on acknowledging the capacity for personal growth and development. 8. Reward and recognition Rewarding and recognizing subordinates’ accomplishments is an excellent way to build and maintain a high-level of performance.
Work Center Supervisor Leadership Course Human Capital
SG 3-27
STUDENT GUIDE
A-500-0102 OUTLINE SHEET 3-5 STRESS MANAGEMENT
1. Introduction This outline sheet will give you information on types of stress, their effects on the body, and ways to manage stress in order to improve your overall quality of life. The information contained here was taken from the A.D.A.M. Well Connected: In-Depth Health Information website at: http://www.well-connected.com/report.cgi/fr000031.html. 2. What is Stress? The stress response of the body is somewhat like an airplane readying for take-off. Virtually all systems (e.g., the heart and blood vessels, the immune system, the lungs, the digestive system, the sensory organs, and brain) are modified to meet the perceived danger. a. External and Internal Stressors People can experience either external or internal stressors. (1) External stressors include adverse physical conditions (such as pain or hot or cold temperatures) or stressful psychological environments (such as poor working conditions or abusive relationships). Humans, like animals, can experience external stressors. (2) Internal stressors can also be physical (infections, inflammation) or psychological. An example of an internal psychological stressor is intense worry about a harmful event that may or may not occur. As far as anyone can tell, internal psychological stressors are rare or absent in most animals except humans. b. Acute or Chronic Stress Stressors can also be defined as short-term (acute) or long-term (chronic). (1) Acute Stress Acute stress is the reaction to an immediate threat, commonly known as the fight or flight response. The threat can be any situation that is experienced, even subconsciously or falsely, as a danger. Common acute stressors include: •
Noise
•
Crowding
•
Isolation
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•
Hunger
•
Danger
•
Infection
•
High technology effects (e.g., playing video games, frequently ringing mobile phones)
•
Imagining a threat or remembering a dangerous event
Under most circumstances, once the acute threat has passed, the response becomes inactivated and levels of stress hormones return to normal, a condition called the relaxation response. (2) What Is The Effect Of Acute Stress? (a) Breathing becomes rapid (b) Blood flow may actually increase 300% to 400%, priming the muscles, lungs, and brain for added demands. (c) As the danger gets closer, fluids are diverted from nonessential locations, including the mouth. This causes dryness and difficulty in talking. In addition, stress can cause spasms of the throat muscles, making it difficult to swallow. (d) The stress effect diverts blood flow away from the skin to support the heart and muscle tissues. The physical effect is a cool, clammy, sweaty skin. The scalp also tightens so that the hair seems to stand up. c. Chronic Stress Frequently, however, modern life poses on-going stressful situations that are not shortlived and the urge to act (to fight or to flee) must be suppressed. Stress, then, becomes chronic. Common chronic stressors include: •
On-going highly pressured work
•
Long-term relationship problems
•
Loneliness
•
Persistent financial worries.
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3. Negative Effects Of Stress If stress becomes persistent and low-level, all parts of the body's stress apparatus (the brain, heart, lungs, vessels, and muscles) become chronically over- or under-activated. This may produce physical or psychological damage over time. Acute stress can also be harmful in certain situations. Stress-related conditions that are most likely to produce negative physical effects include: • • • •
An accumulation of persistent stressful situations, particularly those that a person cannot easily control (high-pressured work plus an unhappy relationship) Persistent stress following a severe acute response to a traumatic event (automobile accident) An inefficient or insufficient relaxation response Acute stress in people with serious illness, such as heart disease
Possible Negative Effects Of Stress: Psychological
Heart Disease
Stroke
Gastrointestinal Problems
Example:
Examples:
•
•
Depression or anxiety
Irritable Bowel Syndrome
• • Eating Problems
Diabetes
Pain
Examples:
Examples:
• • •
•
Weight Gain Weight Loss Eating Disorders
Sexual and Reproductive Dysfunction
• Memory, Concentration, and Learning
Muscular and Joint Pain Headaches
Other Disorders
Self-Medication with Unhealthy Lifestyles
Examples: • Allergies
Examples: • Drug or alcohol abuse • Tobacco use
• • •
Work Center Supervisor Leadership Course Human Capital
Peptic Ulcers Inflammatory Bowel Disease Sleep Disturbances
Skin Disorders Unexplained Hair Loss Teeth and Gum Disease
• •
Abnormal eating patterns Passive activities, such as watching television
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4. General Guidelines For Reducing Stress a. When to Seek Professional Help for Stress A physician should be consulted for physical symptoms that are out of the ordinary, particularly those which progress in severity or awaken one at night. A mental health professional should be consulted for unmanageable acute stress or for severe anxiety or depression. Often short-term therapy can resolve stress-related emotional problems. b. Considerations for Choosing a Strategy for Reducing Stress In choosing specific strategies for treating stress, several factors should be considered. (1) No single method is uniformly successful; a combination of approaches is generally most effective. (2) What works for one person does not necessarily work for someone else. (3) Stress can be positive as well as negative. Appropriate and controllable stress provides interest and excitement and motivates the individual to greater achievement, while a lack of stress may lead to boredom and depression. (4) Stress may play a part in making people vulnerable to illness. A physician or psychologist should be consulted if there are any indications of accompanying medical or psychological conditions, such as cardiac symptoms, significant pain, anxiety, or depression. c. Overcoming Obstacles to Treatment Often people succeed in relieving stress for the short-term but resort to previous ways of stressful thinking and behaving because of outside pressure or entrenched beliefs or habits. (1) Many people are afraid of being perceived as selfish if they engage in stress-reducing activities that benefit only themselves. The truth is that self-sacrifice may be inappropriate and even damaging if the person making the sacrifice is unhappy, angry, or physically unwell. (2) Many people believe that certain emotional responses to stress, such as anger, are innate and unchangeable features of personality. Research has shown, however, that with cognitive behavioral therapy, individuals can be taught to change their emotional reactions to stressful events.
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5. Specific Stress Reduction Methods a. Healthy Lifestyle (1) Healthy Diet A healthy lifestyle is an essential companion to any stress-reduction program. General health and stress resistance can be enhanced by regular exercise, a diet rich in a variety of whole grains, vegetables, and fruits, and by avoiding excessive alcohol, caffeine, and tobacco. (2) Exercise Exercise, in combination with stress management techniques, is extremely important for many reasons. (a) Exercise is an effective distraction from stressful events. (b) Workers who follow an active lifestyle need fewer sick and disability days than sedentary ones. b. Cognitive-Behavioral Techniques Cognitive-behavioral methods are the most effective ways to reduce stress. They include identifying sources of stress, restructuring priorities, changing one's response to stress, and finding methods for managing and reducing stress. This approach may be particularly helpful when the source of stress is chronic pain or other chronic diseases. (1) Questioning the Sources of Stress Individuals should then ask themselves the following questions: • • •
Do these stressful activities meet their own goals or someone else's? Have they taken on tasks that they can reasonably accomplish? Which tasks are in their control and which ones are not?
(2) Restructuring Priorities: Adding Stress Reducing Activities The next step is to attempt to shift the balance from stress producing to stress reducing activities. Eliminating stress is rarely practical or feasible, but there are many ways to reduce its impact. In fact, one study indicated that adding daily pleasant events has more positive effects on the immune system than reducing stressful or negative ones. In most cases, small daily decisions for improvement accumulate and reconstruct a stressed existence into a pleasant and productive one.
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Consider as many relief options as possible. Examples include the following: • • •
If the source of stress is in the home, plan times away, even if it is only an hour or two a week. Replace unnecessary time-consuming chores with pleasurable or interesting activities. Make time for recreation (this is as essential as paying bills or shopping for groceries).
(4) Keep Perspective and Look for the Positive Reversing negative ideas and learning to focus on positive outcomes helps reduce tension and achieve goals. The following steps using an example of a person who is alarmed at the prospect of giving a speech, may be useful. (a) Identify the worst possible outcomes (forgetting the speech, stumbling over words, humiliation, audience contempt). (b) Rate the likelihood of these bad outcomes happening (probably very low or that speaker would not have been selected in the first place). (c) Envision a favorable result (a well-rounded, articulate presentation with rewarding applause). (d) Develop a specific plan to achieve the positive outcome (preparing in front of a mirror, using a video camera or tape recorder, relaxation exercises). (e) Try to recall previous situations that initially seemed negative but ended well. (5) Use Humor Research has shown that humor is a very effective mechanism for coping with acute stress. Keeping a sense of humor during difficult situations is a common recommendation from stress management experts. Laughter not only releases the tension of pent-up feelings and helps keep perspective, but it appears to have actual physical effects that reduce stress hormone levels. It is not uncommon for people to recall laughing intensely even during tragic events, such as the death of a loved one, and to remember this laughter as helping them to endure the emotional pain. c. Reducing Stress on the Job Communicate concerns about job stress to the appropriate person. Work with them in a non-confrontational way to improve working conditions, letting them know that productivity can be improved if some of the pressure is off. (1) Establish or reinforce a network of friends at work and at home. (2) Restructure priorities and eliminate unnecessary tasks. Work Center Supervisor Leadership Course Human Capital
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(3) Learn to focus on positive outcomes. (4) If the job is unendurable, plan and execute a career change. Send out resumes or work on transfers within the company. (5) If this isn't possible, be sure to schedule daily pleasant activities and physical exercise during free time. d. Strengthen or Establish a Support Network Studies of people who remain happy and healthy despite many life stresses conclude that most have very good networks of social support. One study indicated that support, even from strangers, reduced blood pressure surges in people undergoing a stressful event. Many studies suggest that having a pet helps reduce medical problems aggravated by stress, including heart disease and high blood pressure.
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STUDENT GUIDE
A-500-0102 INFORMATION SHEET 3-5-1 MENTAL HEALTH RESOURCES
A. INTRODUCTION This information sheet lists general mental health resources. B. INFORMATION National Institute of Mental Health, 6001 Executive Boulevard, Rm. 8184, MSC 9663 Bethesda, MD 20892-9663 USA. •
Call (301-443-4513) or (http://www.nimh.nih.gov/).
National Alliance for the Mentally Ill, Colonial Place Three 2107 Wilson Blvd., Suite 300, Arlington, VA 22201-3042 Call 1-800-950-NAMI (6264), Front Desk-(703)524-7600, Facsimile-(703)524-9094 or (http://www.nami.org/). •
NAMI is a national grass roots organization providing ways for self-help and support organizations to individuals and families of people with psychological disorders.
National Mental Health Association, 1021 Prince St., Alexandria, VA 22314-2971. Call (703-684-7722), Fax (703-684-5968) or (http://www.nmha.org). •
This organization will give the names and numbers of regional chapters and also provides information on 200 mental health topics.
American Institute for Cognitive Therapy 136 East 57th Street, Suite 1101, New York City, New York 10022 call (212-308-2440) or (http://www.cognitivetherapynyc.com/). Association for the Advancement of Behavior Therapy 305 Seventh Avenue - 16th Floor, New York, NY 10001-6008 call (212-647-1890) or (800-685-AABT) or (http://www.aabt.org/. The American Psychiatric Association 1400 K Street N.W., Washington, DC 20005 Call (888) 357-7924, Fax 202-682-6850 or (http://www.psych.org). The American Psychological Society, 1010 Vermont Avenue, NW, Suite 1100 Washington, DC 20005-4907 Call (202)783-2077 or (http://www.psychologicalscience.org/). The American Psychological Association, 750 First Street NE, Suite 700 Washington, DC 20002-4242 (http://www.dotcomsense.com) for consumers and (http://helping.apa.org/find.html) for finding a psychologist.
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The National Association of Social Workers, 750 First Street NE, Suite 700, Washington, DC 20002-4241. Call (202-408-8600) or (http://www.naswdc.org). The American Psychiatric Nurses Association Colonial Place Three, 2107 Wilson Blvd., Suite 300-A, Arlington, VA 22201. Call (703) 243-2443 or (http://www.apna.org). American Academy of Child and Adolescent Psychiatry 3615 Wisconsin Ave., N.W., Washington, D.C. 20016-3007 Call (202-966-7300), fax: (202966-2891) or (http://www.aacap.org/). Mental Health Net CMHC Systems 570 Metro Place North Dublin, OH 43017 Call (614.764.0143), (800.528.9025) or (http://www.cmhc.com/). Internet Mental Health (http://www.mentalhealth.com/) is a free encyclopedia of mental health information.
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A-500-0102 OUTLINE SHEET 3-6 NAVY BENEFITS
1. Introduction This outline sheet will give you a basic understanding of Navy Benefits, as well as provide you with some resources for more in-depth information. 2. Navy Benefits a. Individual and family support services Counseling and support services are available for a wide range of issues. The Department Head’s role is to act as a referral service to ensure that the appropriate person or agency addresses a subordinate’s specific problem. A directory of phone numbers of Family Service Centers worldwide is available at http://www.npc.navy.mil/channels. The core agency is the Fleet and Family Service Center (FFSC), which administers the following specific services or programs: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13)
Counseling services which form the starting point for specific referrals Crisis assistance Spouse Employment Assistance Program (SEAP) Exceptional Family Member Program (EFM) Family Advocacy Program (FAP) Information and referral Life skills education and support Mobilization and deployment support Outreach (formerly Command and Community Consultation) Personal Financial Management Program Relocation assistance Transition Assistance Program (TAP) (mandatory when leaving service) Volunteer coordination
b. Morale, Welfare, and Recreation (MWR) programs This area affects the largest number of Sailors and their family members, and contributes heavily to quality of life and retention. Physical recreation helps to maintain physical fitness and wellness, which are direct contributors to command readiness. MWR includes the Navy Exchange System (NEX), which provides important non-pay benefits of goods and services at approximately 20% savings. In addition, MWR includes onbase childcare programs for children under five years of age at remote/overseas locations. c. Health care The Navy’s healthcare program is a direct contributor to command readiness for active service members, and a source of quality medical care for family members and retired service members. Work Center Supervisor Leadership Course Human Capital
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The Navy has implemented TRICARE across the country, which consists of three major benefit options: “Extra” uses a preferred provider from an established network. “Prime” uses a Health Maintenance Organization (HMO) centered on a Military Treatment Facility. “Standard” is equivalent to the previous CHAMPUS program. For a premium, TRICARE also covers the Family Member Dental Plan. For specific, up-to-date information regarding healthcare issues, access www.tricare.osd.mil/. For all other benefits information refer to http://www.npc.navy.mil.
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A-500-0102 TOPIC SHEET 4-1 PLANNING
A. INTRODUCTION Planning is an integral part of work center operations. The best way to achieve any goal is to set objectives and create a plan to meet those objectives. Important concepts to understand when planning are problem solving, decision making, and risk management. B. ENABLING OBJECTIVES Identify problems that arise as you plan. Demonstrate the techniques used to solicit input to assist in problem resolution. Utilize communication techniques to provide others with information to solve problems. Document solutions when problem solving. Demonstrate resource management techniques to solve problem, complete tasks, and support mission accomplishment. Assess risk associated with decisions or actions for implementing approved solutions. Set priorities to reach goals and objectives. Identify types of decision-making authority. Determine plan objectives. Prioritize resource needs. Set deadlines for task accomplishment. Prioritize daily work requirements. Identify standards for change. Identify the need for change. Solicit recommendations to resolve the need for change. Discuss change and its impact on subordinates.
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Identify resources required for change. Identify barriers to change. Discuss methods to reduce barriers to change. Identify methods to facilitate change within the work center. Discuss strategies to monitor change. C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: Topic Sheet 4-1: Planning Outline Sheet 4-1: Problem Solving Outline Sheet 4-2: Decision-Making Outline Sheet 4-3: Risk Assessment Matrix Outline Sheet 4-4: Planning Outline Sheet 4-5: Change Information Sheet 4-5-1: Hazing Complete Assignments: None D. STUDENT REFERENCES None E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Althought not required, you are encouraged to review these readings to broaden your perspective of the lesson. 1. Creativity and Leadership. (n.d.) Center for Service Leadership. Retrieved 4/11/05 from http://www.gmu.edu/student/csl/creativity.html
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2. The Guide to Managing for Quality. 1998. Retrieved 4/13/05 from http://erc.msh.org/quality/pstools/psprior2.cfm 3. Hersey, P., Blanchard, K. H., & Johnson, D. E. (1996). Management of Organizational Behavior: Utilizing Human Resources. Englewood Cliffs, NJ: Prentice Hall. 4. OPNAVINST 3500.39. Operational Risk Management. 5. Rules for Brainstorming.(n.d.) Center for Service Leadership. Retrieved 4/11/05 from http://www.gmu.edu/student/csl/rules.html 6. U.S. Navy. General Military Training. Lesson Topic 3.1: Equal Opportunity, Sexual Harassment, Grievance procedures and Hazing. 2005. 7. WordNet 2.0. (n.d.) Princeton University. Retrieved 4/12/05 from http://wordnet.princeton.edu/ F. STUDENT GUIDE MATERIALS 1. Topic Sheet 4-1:
Planning
2. Outline Sheet 4-1:
Problem Solving
3. Outline Sheet 4-2:
Decision-Making
4. Outline Sheet 4-3:
Risk Assessment Matrix
5. Outline Sheet 4-4:
Planning
6. Outline Sheet 4-5:
Change
7. Information Sheet 4-5-1:
Hazing
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A-500-0102 OUTLINE SHEET 4-1 PROBLEM SOLVING
1. Introduction Any type of planning must also take into account a variety of problems that may arise. The Navy Leadership Competency Model states that a leader who is competent in problem solving “identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; [and] provides solutions to individual and organizational problems.” 2. Concept of Problem Solving a. Define the problem The first step in solving a problem is to define the problem in specific, concise terms. This may involve sorting out related issues or symptoms that are not the main problem. b. Look at potential causes for the problem After the problem has been clearly defined, try to determine what caused the problem. Solutions to problems often are based on addressing the actual cause. c. Devise a plan to solve the problem When a problem and its cause(s) are understood, devise a plan, procedure, or action to solve the problem. d. Identify alternative solutions to the problem The plan devised to solve the problem should include identifying and evaluating alternative solutions to the problem. In many cases, an immediate, reactionary solution is devised, but upon further thought or discussion, other solutions are deemed to be more effective. e. Select the best solution to the problem After all feasible solutions are identified; select the best approach to solving the problem.
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STUDENT GUIDE
A-500-0102 OUTLINE SHEET 4-2 DECISION-MAKING
1. Introduction Problem solving and decision-making are closely interrelated. Leadership implies making decisions, and it follows that good leadership requires good decisions. A Work Center Supervisor who is competent in decision-making “exercises good judgment by making sound and well-informed decisions; perceives the impact and implications of decisions; makes effective and timely decisions, even when data are limited or solutions produce unpleasant consequences; is proactive and achievement oriented; is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage” (Navy Leadership Competency Model). 2. Elements of decision making a. Why leaders make decisions Leaders make decisions required for the accomplishment of the organization's mission by translating the direction and mission into action. To accomplish this, decisions must be made such as what is the problem, what is needed, what do we know, what are the risks and consequences of an action or inaction, and what alternatives are available. b. Decision-making steps Making a decision, when properly accomplished, can be looked at as a process. There is a direct correlation between the decision-making steps and the early stages of the planning process. Both include mission/problem definition and analysis, data collection and analysis, alternatives/courses of action development and analysis, risk assessment, testing solutions/staff analysis, and arriving at a decision/course of action. In weighing alternatives and risks, ethics and values must always be considered to ensure that the decision meets the ethical standards of the organization and supports its values. 1. Recognize and identify the problem. 2. Identify and analyze alternative courses of action. 3. Choose preferred course of action. 4. Implement the preferred course of action. 5. Evaluate the results and follow up as necessary. 3. Responsibilities Any decision that affects subordinates carries responsibilities linked to the subordinate and the command. Since decisions are not made in a vacuum, the leader must be sensitive to the policies of the command, be in concert with the core values of the Navy, and be appropriate Work Center Supervisor Leadership Course Planning
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for the situation. Whenever possible, the leader must collect as much data as possible to support the decision. Collection of data is synonymous with obtaining the prerequisite amount of information to assess the risks involved in making a decision. The collection and assimilation of the data; the risks; and impact on command, mission, and culture are all factors that the leader must process prior to making and executing any decision. 4. Delegating decision-making responsibilities Responsibility for actions and decision-making should be delegated to the lowest level where the capability exists and the level is appropriate for the type of decision being made. Risks involved with the decision may dictate the appropriate level for the decision to be made. In some cases, the decision-making level may be dictated by operational requirements or command policy. In any decision-making situation, Work Center Supervisors make decisions that may affect them personally, subordinates, the division, the department, the command, the execution of the mission, and in some cases, higher-level strategy. 5. Decision-making situations There are two basic situations facing a Work Center Supervisor that require making decisions: long-term and short-term. a. Long-term situations Sufficient time is normally available for collecting data, involving others in the decisionmaking process, complete planning for implementation, and practice implementation of the decision. b. Short-term situations Time is often critical and may not allow for involvement of others in the decision-making process. The training, experience, and intuition of the decision maker may be all that are available before arriving at a course of action. 6. Decision-making styles a. Authoritative: "I'll decide." The Work Center Supervisor makes the decision based on the information and expertise available at the moment. b. Consultative: "Let's talk, I'll decide." In a consultative style of decision-making, the Work Center Supervisor seeks subordinates' help in a consultative manner and makes a decision after considering their input. Work Center Supervisor Leadership Course Planning
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(1) Determine the best sources of counsel. (2) Make ground rules of the decision process very clear. (3) Not necessarily sharing all aspects of the problem, the Work Center Supervisor should obtain inputs from those followers who can help reach a decision by using such phrases as, "What do you know about . . . " or "I would like some information on . . . " c. Facilitative: "Let's talk, we'll decide." Facilitative decision-making is a cooperative effort where the Work Center Supervisor and subordinates work together to achieve a shared decision. (1) Identify followers with moderate to high degree of development (2) Enlist followers' help with phrases such as, "Let's pool our thoughts and decide on …” or “We have a problem, and I would like your opinion . . ." d. Delegative: "You decide." Delegative decision-making is used when the Work Center Supervisor delegates to subordinates. (1) Identify followers with high degree of readiness. (2) Delegate decision-making by using a phrase such as, "You know this subject/issue. Work on it and let me know what you come up with."
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A-500-0102 OUTLINE SHEET 4-3 RISK-ASSESSMENT MATRIX FOR USE IN OPERATIONAL RISK MANAGEMENT
1. Introduction This information sheet is provided to introduce the use of a standardized risk-assessment matrix in assessing hazards identified as part of the Operational Risk Management (ORM) process. 2. Information a. The mission of the Navy inherently involves "going in harm's way." This directly implies exposure to hazards that could cause personal injury, death, or property damage. Exposure to these hazards is also present in the everyday evolutions and operations in every Navy unit. Work Center Supervisors will be placed in situations where they will have to make decisions that affect subordinates, command, and mission. In all cases there will be some element of risk that varies by situation. Some may think of risk and risk management as only a safety issue for the Safety Officer and the CO to be concerned with. Safety and the normal definitions of hazards and risks are critical. The risk management process that we discuss provides a framework to manage the safety hazard risks as well as other types of risk. Other risk situations that a Work Center Supervisor may be faced with, personally or in a leadership position, include exposure to moral dilemmas, legal action, threats to personal relationships, etc. The risk management process serves one well in these situations. A solid foundation of core values and ethics, proper planning, and sound decision-making help reduce exposure to these types of risk. b. The Operational Risk Management (ORM) process is a five-step process to deal with the risks associated with military operations. The steps are: (1) (2) (3) (4) (5)
Identify hazards Assess hazards Make risk decisions Implement controls Supervise
c. A matrix can be used as a tool to accomplish the second step of the process. The matrix described below is the Navy and Marine Corps standard. Although different matrices may be used for various applications, any risk assessment tool should include the elements of hazard severity and mishap probability. The Risk Assessment Code (RAC) defined by this matrix represents the degree of risk associated with a hazard considering these two elements. Work Center Supervisor Leadership Course Planning
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The RAC is derived as follows: (1) Hazard Severity - An assessment of the worst possible consequence that is likely to occur as a result of a hazard. Severity is defined by potential degree of injury, illness, property damage, loss of assets (time, money, personnel), or effect on mission. The combination of two or more hazards may increase the overall level of risk. Hazard severity categories are assigned as Roman numerals according to the following criteria: (a) Category I - Catastrophic: The hazard may cause death, loss of facility/asset, or result in grave damage to national interests. (b) Category II - Critical: The hazard may cause severe injury; illness; property damage; damage to national, service, or command interests; or degradation to efficient use of assets. (c) Category III - Marginal: The hazard may cause minor injury; illness; property damage; damage to national, service, or command interests; or degradation to efficient use of assets. (d) Category IV - Negligible: The hazard presents a negligible threat to personnel safety or health; property; national, service, or command interests; or efficient use of assets. (2) Mishap Probability - The probability that a hazard will result in a mishap or loss, based on an assessment of such factors as location, exposure (cycles or hours of operation), affected populations, experience, or previously established statistical information. Mishap probability will be assigned an English letter according to the following criteria: (a) Subcategory A - Likely to occur immediately or within a short period of time (b) Subcategory B - Probably will occur in time (c) Subcategory C - May occur in time (d) Subcategory D - Unlikely to occur (e) Risk Assessment Code (RAC) - The RAC is an expression of risk that combines the elements of hazard severity and mishap probability. Using the matrix, the RAC is expressed as a single Arabic number that can be used to help determine hazard abatement priorities.
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Hazard Severity
Mishap Probability A
B
C
D
I
1
1
2
3
II
1
2
3
4
III
2
3
4
5
IV
3
4
5
5
RAC Definition: 1 - Critical 2 - Serious 3 - Moderate 4 - Minor 5 - Negligible
Note that the more severe consequence of death ("catastrophic" severity I) should not be completely ignored, but when combined with its remote probability (D, unlikely to occur), it presents a lesser risk (RAC 3) than the more likely "critical" outcome. The risk of all of the possible outcomes will be diminished with controls implemented to address the hazard.
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STUDENT GUIDE
A-500-0102 OUTLINE SHEET 4-4 PLANNING
1. Introduction Developing a plan and carrying out the plan is essential for you as a Work Center Supervisor in order to carry out the mission. 2. Planning a. Elements of a plan From strike projection planning to the cleaning of a compartment, planning generally involves the same process of interacting elements in greater or lesser detail and impact. They are interdependent aspects of a dynamic system, and each element will be adjusted based on feedback (output) of other elements. (1) Mission/vision Every plan has a goal. It may be provided as in an assigned mission, or it may be open to development as in strategic planning. Regardless, the first step and heart of proactive planning, either personally or professionally, is a conscious documentation of the direction. (2) Goals and objectives Well-defined goals enable leaders to choose, design, and implement objectives to achieve a mission or life purpose. (3) Implementation strategy Planning involves selecting the methods of achieving the desired result. It is in this phase of planning that we creatively explore the various options available, decide on one or more paths to achieve the desired results, and determine the sub-goals or objectives that are the major milestones to the goal. (4) Monitoring methods Monitoring methods allow the leader to determine which methods are working and which ones are not. Monitoring includes observation and collection of data to ascertain the progress of the planning approach. b. Controlling factors Every plan is based on certain assumptions, for example, that the quarterly budget will be the same, personnel are decreasing, or the mission is changing. These major
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considerations need to be identified and kept as part of the plan during development and execution. Contingency planning may address these or other areas if there is a change or probability of change. c. Evaluation and correction Evaluation provides the validation of whether the plan is working or needs to be revised. The observations and data collected are considered to determine the degree of success of the plan. If the progress of the plan is not satisfactory, corrections to the plan are made. d. Plan development The key to planning is the development of effective steps to bring about the goal. (1) Establish clear goals and objectives Goals and objectives are the targets, both short-term and long-term, toward which an organization strives. Effective Goals/Objectives: Clearly written Measurable Time-specific Challenging but attainable Example 1: Align all missiles to manual standards by April 1st. Example 2: Improve rate of efficiency from three launching mechanisms per hour to four between September 1 and January 1. (2) Collect data on elements that could affect plan Plans are usually constructed based on less than perfect data. The more data and variables considered, the better the plan. Collect as much data as feasible, considering time constraints, to assist in plan development. It is important specifically, to identify barriers to the success of the plan. Most barriers will be considered when determining the feasibility of making the improvement and its solution. However, one barrier that is not always considered and can have a large impact on the success of the plan is the attitudes of the personnel
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involved. People in general often feel threatened when faced with change and are resistant to it. Communicating the plan to peers and subordinates will go a long way in reducing any negative impact on the plan. Keep work center personnel up-to-date on the plan and address any concerns when necessary. 4. Implementing the Plan a. Resource management Time is one of the most important resources that must be managed for a supervisor to be effective. Effective time management greatly simplifies the planning process. Time-Management Criteria: Time is a finite resource meriting a leader's attention. A supervisor or leader needs to make time to plan ahead and improve division/work center operations and processes. The prioritization matrix presented earlier is a useful tool when trying to manage time. Prioritize resources using the following criteria: (1) Importance Importance deals with results. Important activities contribute to mission, values, and high-priority goals. (2) Urgency Urgent activities require immediate attention. (3) Cost (4) Availability Next, prioritize daily work requirements by the following criteria: (1) Importance Importance deals with results. Important activities contribute to mission, values, and high-priority goals. (2) Urgency Urgent activities require immediate attention. (3) Length of time to complete Work Center Supervisor Leadership Course Planning
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(4) Availability of necessary resources When prioritizing tasks, be aware of tasks that require one to be completed before another can be begun. Once the work requirements have been prioritized, assign personnel to complete them and set deadlines for their completion. 5. Monitor the Plan There should be constant reevaluation and modification of the plan in consideration of the changing situation. Planning, like process improvement, is an ongoing activity. By closely monitoring the implementation plan, timely adjustments can be made as necessary. The Need for Monitoring: “The analysts write about war as if it’s a ballet . . . like it’s choreographed ahead of time, and when the orchestra strikes up and starts playing, everyone goes out there and plays a set piece. What I always say to those folks is, “Yes, it’s choreographed, and what happens is the orchestra starts playing and some *!*$#! climbs out of the orchestra pit with a bayonet and starts chasing you around the stage . . . And the choreography goes right out the window.” (GEN Norman Schwarzkopf)
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A-500-0102 OUTLINE SHEET 4-5 CONTINUOUS IMPROVEMENT AND CHANGE
1. Introduction Change is an everyday part of life in today’s world. Technology and media allow new innovations to spread at an unprecedented pace. Changes in technology and ways of thinking lead to changes in the way work centers operate. 2. Continuous Improvement a. Standards
To identify the need for change in the work center, standards for work center operations, products and services must be identified. What is a standard? A standard is: a basis for comparison; a reference point against which other things can be evaluated; it sets the measure for all subsequent work. (WordNet 2.0, n.d.). Standards are how deficiencies in product quality are identified and eliminated. Identifying a deficiency uncovers a need for change. Often, standards can be found in manuals or other publications. If the technical manual says the product, a torpedo for example, should travel at a certain speed and detonate on contact, then that is the standard by which the quality of the product is measured. Standards for work center operations and services may be less concrete and therefore need numerical value assigned to them, i.e., an efficiency rate of four launching mechanisms per hour, or a target satisfaction rate of 90%. It is important to publicize these standards if they are not readily known and/or available. One possibility is to create a Work Center Standards Handbook for new sailors checking onboard so that everyone is working toward the same goal. Comparing current operations and products with the standards will allow any needed changes to be identified. For example: • •
Align torpedo performance to manual standards. Increase efficiency rate from three launching mechanisms per hour to four launching mechanisms per hour.
b. Prioritizing Needs Once the changes have been identified, they need to be prioritized. When prioritizing consider these criteria: (1) Frequency: How frequent is the problem? Does it occur often or only on rare occasions? (2) Importance: From the point of view of the users, what are the most important problems? What are the problems that you want to resolve? Work Center Supervisor Leadership Course Planning
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(3) Feasibility: How realistic is it that we can resolve the problem? Will it be easy or difficult? Rank the problems by the criteria to prioritize. You can choose other criteria if they better fit the situation you are discussing. c. Solicit Recommendations
Once the problems have been prioritized, ideas can then be solicited to identify the best solution. A good way to come up with a variety of ideas is by consulting with others. One invaluable technique is brainstorming. d. Evaluate Recommendations Once some ideas have been presented, it is important that they be evaluated for their relevance and feasibility. It might be useful to use the prioritization matrix again to rank the ideas. Feel free to change the criteria (frequency, importance, feasibility) where necessary. Some possible alternatives are: • • •
Successful resolution of the problem Cost effectiveness Resource Availability
Once the decision-making authority has given their input and made their choice, the planning process can begin. e. Prioritize f. Make Recommendations to Seniors Once you have evaluated the recommendations, document them and submit them up the chain of command to those with the decision-making authority. 3. Directive Change When changes come down the chain of command, it is called Directive change. You do not have any role in this change, but must support the chain of command by properly implementing the change in your work center.
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A-500-0102 INFORMATION SHEET 4-5-1 HAZING
A. INTRODUCTION Hazing is defined in General Military Training (U.S. Navy, 2005) as any conduct whereby a military member or members, regardless of service or rank, causes another member or members, regardless or service or rank, to suffer or be exposed to any activity which is cruel, abusive, humiliating, oppressive, demeaning, or harmful. It need not involve physical contact among or between service members; it can be verbal or psychological in nature and includes solicitation or coercion of another to perform such conduct. The hazing policy can be found in SECNAVINST 1610.2. B. INFORMATION Hazing is not part of the Navy’s “time honored traditions” and it has no place in the modern Naval service. Hazing examples include but are not limited to: • Playing abusive or ridiculous tricks • Threatening or offering violence or bodily harm • Striking • Branding • Raping • Tattooing • Shaving • Greasing • Painting • Requiring excessive physical exercise beyond what is required to meet standards • Pinning, tacking on, or blood wings • Forcing or requiring the consumption of food, alcohol, drugs, or any other substance(s) Many time-honored Naval customs, ceremonies, and traditional events celebrate unique mission accomplishments, area of operations, special qualifications, personal and command milestones, and professional achievements and DO NOT constitute hazing. These activities promote trust, respect, as well as unit cohesion. • Initiations/Transition Season • Hail and farewells • Dining in/out parties Hazing does not include command authorized or operational activities, the necessary training to prepare for such missions or operations, administrative measures, extra military instruction, athletic events, command authorized physical training, and contests or competitions. • PRT Work Center Supervisor Leadership Course Planning
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Standing at attention while being verbally disciplined Football game Assigned to collect for annual CFC
Hazing is just not done to shipmates. It can and does lead to injury, ridicule, or degradation. Hazing degrades and diminishes the ability of victims to function within their unit. It destroys confidence and trust in shipmates and is destructive to a unit’s cohesion and combat readiness. It is Department of the Navy (DON) policy that: • • • • •
•
Hazing is prohibited and will not be tolerated. No service member in the DON may engage in hazing or consent to acts of hazing being committed upon them. No commander or supervisor may condone or ignore hazing if they know or reasonably should have known, that hazing may or did occur. It is the responsibility of every Sailor to ensure hazing does not occur in any form at any level. Commanders or individuals in supervisory positions are responsible for ensuring all ceremonies and initiations conducted within their organizations or commands comply with this policy. They should also ensure all service members participating in these ceremonies or initiations/tramsition seasons are treated with dignity and respect during these events. Reprisal actions against any victim or witness of hazing incidents are strictly prohibited.
The Navy's policy on hazing is a regulatory order that applies to all DON military personnel conduct which occurs in, or impacts, a DON working environment. Any violation, attempted violation or solicitation of another to violate this policy subjects involved members to appropriate administrative action and/or the UCMJ, Article 92 (failure to obey a lawful general order) and other UCMJ articles as they apply. • • • •
Hazing victims/witnesses shall be advised of their rights immediately and offered legal advice, medical assistance, and counseling as necessary. Commanders shall ensure victims/witnesses are offered advocacy services. Extreme caution and sensitivity must be exercised throughout the course of any investigation to ensure victims are not re-victimized. Investigations should also focus on the system which allowed the victim to be hazed and the surrounding organizational climate, with a view to determine how to change or improve the system, thus preventing further hazing incidents.
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A-500-0102 TOPIC SHEET 5-1 MISSION AND VISION
A. INTRODUCTION Fulfilling the mission and vision of the Navy is the underlying reason behind the work you do for the Navy. This topic covers the vision, political awareness, external awareness, and combat and crisis management. B. ENABLING OBJECTIVES Discuss the impact of organizational groups on command politics. Discuss the impact of individual statements and actions. Describe resources available in the work center that may be used to maintain currency with news, relevant policies, economics, and trends. Identify work center role and responsibilities in the organizational mission. Determine the difference between emergency, crisis, and combat. Assess combat/crisis situation. Discuss techniques to maintain focus and intensity during combat and crisis. Discuss the effects of combat stress. Evaluate the readiness work center for combat and crisis conditions. C. STUDENT PREPARATION PRIOR TO THIS TOPIC Read in Student Guide: Topic Sheet 5-1: Mission and Vision Outline Sheet 5-1: Awareness and Vision Outline Sheet 5-2: Combat and Crisis Management Complete Assignments: Prepare Oral Presentation
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D. STUDENT REFERENCES 1. BUPERSINST 1610.10. (1995). Navy Performance Evaluation and Counseling System. 2. BUPERSINST 1610.11 (draft), Human Performance Feedback and Development. E. SUPPLEMENTAL REFERENCES These readings are suggested as additional sources of information. Although not required, you are encouraged to review these readings to broaden your perspective of the lesson. 1. Blanchard, K. H. (1985). Leadership and The One-Minute Manager. New York: William Morrow & Company. 2. BUPERSINST 1610.10 (Series). (1995). Navy Performance Evaluation and Counseling System. 3. Covey, S. R., Merrill, A.R., and Merrill, R. (1994). FIRST THINGS FIRST. New York: Simon & Schuster. 4. Dell, T. (1987). Motivating at Work. Menlo Park, CA: Crisp Publications, Inc. 5. Hersey, P. (1984). The Situational Leader. Escondido, CA: Center for Leadership Studies. 6. Huppe, F. F. (1994). Successful Delegation. Hawthorne, NJ: Career Press. 7. Knowdell, R. L. and Chapman, E. N. (1986). Personal Counseling. Los Altos, CA: Crisp Publications. 8. www.lifelines.navy.mil. 9. Mack, W. P. & Konetzni, A. H. (1982). Command at sea. Annapolis, MD: Naval Institute Press. 10. Merriam-Webster, Inc. (1998). Merriam-Webster’s Collegiate Dictionary. MerriamWebster, Inc. Available: www.m-w.com/. 11. Townsend, R. (1984). Further Up the Organization. New York: Alfred A. Knopf. 12. Tracy, D. (1990). 10 Steps to Empowerment: A Common-Sense Guide to Managing People. New York: William Morrow & Company. 13. U.S. Naval Academy. (1984). Fundamentals of naval leadership. Annapolis, MD: Naval Institute Press.
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F. STUDENT GUIDE MATERIALS 1. Topic Sheet 5-1:
Mission and Vision
2. Outline Sheet 5-1:
Awareness and Vision
3. Outline Sheet 5-2:
Combat and Crisis Management
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A-500-0102 OUTLINE SHEET 5-1 AWARENESS AND VISION
1. Introduction The impact of national and international events and the decisions of the political system of the Navy will affect you personally and professionally as you work towards fulfilling the Navy’s vision. 2. Political Awareness A Work Center Supervisor who is competent in political awareness identifies the internal and external politics that impact the work of the organization and mission accomplishment; approaches each problem situation with a clear perception of organizational and political reality; and recognizes the impact of alternative courses of action. Within the work center and the command, politics refers to how the chain of command and other authorities interact to provide direction. The political system is the network of authority that makes decisions within the organization, such as work priorities and how resources are distributed. The political structure addresses who has authority, how decisions are made, and who can make decisions at a given level. Work Center Supervisors should be aware and understand how the command works from this perspective. The chain of command is clear, but the political system also operates by way of individual power as well as group power and influence. Political awareness is managing every day Navy operations through tactful communications and actions in order to maintain good working relationships. 3. External Awareness As a Work Center Supervisor, you need to remain current on key national and international policies, economic, political, and social trends that affect the Navy. Take the initiative by reading and introducing your subordinates to the various news outlets available to keep up with current events. One way to keep informed is to read the Early Bird, which is a compilation of articles from leading national and international news organizations. If this is not available at your work center, speak to your chain of command. The Early Bird is available to all Sailors on message traffic or the Internet. You can find the Early Bird at: http://ebird.afis.osd.mil/ or http://ebird.dodmedia.osd.mil/. Other resources to keep informed of current events are: • • •
Internet TV Radio
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4. Vision A Work Center Supervisor, who uses a visionary approach, takes a long-term view and acts as a catalyst for organizational change; is better able to build a shared vision with others and influence others to translate vision into action. In ancient times, the word “vision” meant “wisdom.” Vision refers to seeing not just with the eyes open, but also seeing with the eyes closed—that is, imagining a future state of being where an organization’s mission is being fulfilled, an environment or work process operates smoothly and efficiently, or some other situation has come to be reality. Vision can also mean imagining a way of getting things done, or achieving a goal.
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A-500-0102 OUTLINE SHEET 5-2 COMBAT AND CRISIS MANAGEMENT
1. Introduction This week has provided you the opportunity to reflect on various aspects of your responsibilities as leaders in the Navy. The objective of this lesson is to bring all that together. The mission of the U.S. Navy is combat, and every member and every community has a vital role in combat readiness. In combat and crisis, the leader must deal with the element of risk. A leader must weigh many factors and make decisions under great stress and on less-than-perfect information. Leadership, values, ethics, and strength of character play a large role in how confident they are when faced with tough decisions in difficult situations. 2. Definitions a. Emergency - (a) Life-Threatening - A situation or occurrence of a serious nature, developing suddenly and unexpectedly and demanding immediate action to prevent loss of life. (b) Operational - An unforeseen combination of circumstances that calls for immediate action, but not life-threatening. b. Crisis - An incident or situation involving a threat to the United States, its territories, citizens, military forces, possessions, or vital interests that develops rapidly and creates a condition of such diplomatic, economic, political, or military importance that commitment of US military forces and resources is contemplated to achieve national objectives. c. Combat - An engagement fought between two or more military forces. 3. Combat readiness Combat readiness is the condition that determines the degree of preparedness of a ship or command for accomplishing the combat missions that it has been assigned. It includes a whole series of components that are closely interconnected and objectively depend upon one another. It has to do with keeping, at full strength, the availability of the necessary material; maintaining the ship, weapons, and equipment in good working order; a high level of combat training for the crew; their teamwork in combat; and firm military discipline. a. Work Center Supervisor’s responsibility to support combat readiness Training: "The best form of ‘welfare’ for the troops is first-class training, for this saves unnecessary casualties." (Field Marshal Erwin Rommel) Work Center Supervisor Leadership Course Mission and Vision
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b. Work Center Supervisor’s responsibility for training The Work Center Supervisor is responsible for the proper training of subordinates to best prepare them for combat situations, improve their combat effectiveness, and increase their survivability. Train the way you fight and fight the way you train. It has been shown during crisis or combat, when everything is in chaos, Sailors fall back on their training. They tend to react and act the way they were trained. Therefore, it is necessary for Navy leadership to provide the best, most realistic training possible to provide this foundation for performance in combat. This is the true meaning of combat readiness. c. Develop an action plan for combat situations (contingency planning) Work Center Supervisors will not normally be involved in the command's contingency planning beyond providing input to the chain of command. They should, however, consider in their own mind what they would do in the event of combat to get themselves mentally prepared. After the first shot is fired should not be the first time an individual thinks about what to do when the shooting starts. d. Considerations in combat situations Even though every combat situation has its unique circumstances, there are some things common to most. Some of these same elements are also common to many emergency and crisis situations. e. Mechanisms to assist in combat/crisis There are some things a leader can use to help the command and the work center be prepared for combat/crisis and be most effective in those situations. Mechanisms to Assist in Crisis Response:
• Trained personnel • Practiced procedures • Ready equipment f. Leadership in stressful situations and factors affecting performance Leaders must understand and, where possible, influence four major factors affecting their own performance and that of their subordinates in combat/crisis situations.
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Factors Affecting Performance in Combat/Crisis: (1)
Stress As previously discussed, stress is thought of as the demands and challenges of life. There are no more demanding or challenging situations in life than combat or crisis.
(2)
Fear An unpleasant, often strong emotion caused by anticipation or awareness of danger; anxious concern.
(3)
Fatigue Weariness from labor or exertion, nervous exhaustion, or the tendency of a material to break under repeated stress (definition may also be appropriate for an individual under repeated stress).
(4)
Time Reaction time decreases when a situation escalates from emergency to crisis to combat. One has to make decisions based on the amount of time they have to react to that situation and the amount of time they have to make decisions. As reaction time decreases, so does the time it takes to gather information to make an informed decision.
4. Emergency/combat/crisis leadership a. Evaluating risks Risk analysis or risk assessment is an integral part of both the decision-making process and the planning process. It is important to remember risk management’s purpose is to reduce risk to the minimum acceptable level. In emergency, crisis, and combat, the acceptable level of risk is most likely going to be different from normal peacetime operations. Risk decisions must still be made at the appropriate level in the chain of command. Risk Analysis: "Take calculated risks. That is quite different from being rash." (GEN George S. Patton, Jr.)
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b. Risk management versus risk avoidance The difference between risk management and risk avoidance is subtle. The choice is whether to manage the risk and make correct risk decisions or to attempt to avoid risk. Since risk cannot be totally avoided, especially in crisis or combat situations, the leader must learn to manage the risk. In combat, the leader who tries to avoid risk will avoid confrontation with the enemy and jeopardize mission success. 5. Impact of leaders’ behavior on subordinates in crisis situations Leaders' behavior in crisis will affect their ability to lead and impact the subordinates’ willingness to follow. These effects can be either positive or negative. History has shown the strong, courageous leader who leads the charge is considerably more effective in crisis or combat than the weak, cowering leader who "leads" from the rear. Combat Leadership: "The sailor needs an image of his leaders, both immediate and more distant, to which he can respond, and which will help to stiffen his fiber and quicken his thought in the testing, nerve-wracking, and sometimes protracted ordeal of warfare." (Oliver Warner) Leaders' responses to crisis situations are the true mark of their leadership. It is the leader who can make the hard decisions in hard situations who will be needed in a combat situation. 6. Decision-making in emergency/combat/crisis Decision-making in emergency, combat, or crisis follows the same decision-making process discussed previously, but the situation is decidedly different. The time available is shortened, the information available is often minimal, and the level of risk is normally escalated in these situations. One method to be prepared for combat has been discussed as contingency planning for the events of combat prior to the start of fighting. Crisis Action-planning is ongoing planning as the combat situation evolves. Crisis Action-planning can be practiced as part of preoperation or pre-deployment preparations.
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