Petty officer first class selectee leadership course
"Training Time Out"
clarify the situation or procedure and receive or provide additional instruction as appropriate.
Principles of Leadership
Principles of Management
Principles of Sailor Development
expectation of a first class pretty officer
communication,first line leadership, rating expertise, professionalism,loalty and heritage.
Navy Core Values
honor, courage and commitment
OUTLINE SHEET 1-1-1
RESPONSIBILITY, ACCOUNTABILITY, AND AUTHORITY
Types of Responsibility
Leadership Responsibility,Internal Responsibility,Responsibilities for Subordinates,,Responsibilities to the Chain of Command,
in accordance with the sorn.
Application of Formal Methods
Counseling,Nonpunitive Corrective Measures,Withholding of Privileges,Extension of Working Hours,Recognize Good Performance,
Recognize Good Performance
i. Sailor of the Quarter/Year
ii. Letter of Appreciation
iii. Letter of Commendation
iv. Navy Achievement Medal
v. Meritorious advancement
"Authority is the power to
command, enforce laws, exact obedience, determine, or judge
The skill, competence, or character expected of a member of a highly trained profession.
Command climate is the collective opinions of people within a command about how the command and work force operate. Command climate drives day-to-day
activities, actions, and behaviors. It reflects everyone's willingness to accept (or not accept) shared values. Climate is the manifestation of a culture and its
is affected by the following:command climate are coworker
relationships, awards/recognition, meaningful work, working conditions,
training and education opportunities, the grievance system, office
equipment and furnishings, command environment, overall
communication, and the central cohesive element of leadership
(a) Work schedule
(b) Availability of required tools and resources
(c) Process improvement
Elements of Command Climate
policies and standards
The actions a PO1 can take to support a positive command climate are:
a. Provide vision and build morale
b. Develop trust in subordinates
c. Delegate and empower others
d. Allow mistakes, set limits on possible loss, know when to step in
e. Make sound/consistent decisions with good judgment
f. Promote good communication
g. Develop a proactive team
h. Enforce personnel policies and practices
Five key conponents
(1) Sender: the person who is initiating the message
(2) Message: the content and purpose of the communication
(3) Receiver: the intended recipient(s) of the sender's message
(4) Transmission medium: may be voice, telephone, radio, Internet, e-mail, etc.
Media choice must consider external barriers such as noise (e.g., voice,
telephone, etc.), computer access (e.g., e-mail, Internet), and receiver's
attention, education level, culture, etc.
(5) Feedback: confirmation that the sender's message was received and
understood by the receiver
body laugage and it interpitation
Specific Nonverbal Gesture Possible Interpretation
Arms crossed Resistant to other party's message
Arms akimbo (on hips) Impatient
Rolling eyes Not taking other party's message seriously
Looking at feet or floor Humble, subservient, lacking confidence
Looking at wristwatch Impatient; has more important things to do
Eyes glazing over Has abandoned the conversation
Nodding head up & down In agreement with what is said
Stroking chin Engaged in thought; listening attentively
Saluting Recognizing existence; showing respect
Cupping hand behind ear Trouble receiving the messagesay again
Wringing hands Nervousness or anxiety
Stabbing air with finger Making an important point
Elements of Effective Listening
Attending,Reflecting,Responding and Pseudo-Listening
different things to know about writing
audiance, subject and writer
The originator's attention to the audience or recipient(s) can affect the
routing or attention of correspondence.
Readers tend to read an entire document if the subject directly affects their lives, e.g. pay statement.
As a writer, always remember who you are and what the self-image is
that you want to project in your correspondence to others
Purpose of Naval Correspondence
includes documents that serve virtually all the administrative functions of the Navy.
Organized (SECNAVINST 5216.5 (series), Chapter 3, Section B)
(1) Avoid mystery stories.
(2) Put the most important sentence in by the end of the first paragraph.
(3) Always place:
(a) Requests before justifications.
(b) Answers before explanations.
(c) Conclusions before discussions.
(d) Summaries before details.
(e) General before specific.
(4) Downplay references.
(5) Use short paragraphs.
(6) Take advantage of topic sentences.
(7) Write disciplined sentences
Natural (SECNAVINST 5216.5 (series), Chapter 3, Section C)
(1) Make writing as formal or informal as the situation requires.
(2) Use personal pronouns.
(3) Talk to one reader when writing to many readers.
(4) Rely on everyday words.
(5) Use some contractions.
(6) Keep sentences short.
(7) Ask questions.
(8) Be concrete.
(9) Listen to the tone.
Compact (SECNAVINST 5216.5 (series), Chapter 3, Section D)
(1) Eliminate wordiness.
(2) Avoid using "It is" and "There is."
(3) Eliminate wordy expressions.
(4) Let the verbs do more work.
(5) Do not repeat general ideas to increase clarity.
(6) Use verbs whenever possible and avoid their noun forms by eliminating "-ion"
(7) Avoid excessive abbreviation
d. Active (SECNAVINST 5216.5 (series), Chapter 3, Section E)
(1) Avoid passive verbs.
(2) Learn the symptoms of passive voice.
(3) Learn how to correct passive voice.
(4) Write using passive voice only for a good reason.
Netiquette is the etiquette governing communication on the Internet.
These people only worry about having their own needs
met and do not care much about others' needs, concerns or impact on the other
party to the conflict.
These people always give others what they want
without speaking their minds, they place the opponent's interests above his or her own.
These people are avoiders, as they neither stand up for
their own needs, nor make sure others are happy; they just retreat and avoid the
issue by withdrawing or suppressing the conflict.
These people see the benefits to conflict and work
toward a solution that will fully satisfy the needs, concerns and desires of all
Sometimes mistakenly seen as collaboration, compromise means
all parties involved give up a part of what they want.
(non-intervention): Ignore the conflict.
(minimal intervention): Talk to the individuals
concerned outside the group meeting. Provide constructive feedback on their
behavior in a supportive manner (e.g., ask for their ideas on what would
improve the group process).
Impersonal group time
(low intervention): Talk about issues in a generic
sense before the meeting (tied into "ground rules") or at the end of the
meeting as part of the meeting evaluation.
(medium intervention): Provide feedback to the
individuals involved with a more directive style. Seek an agreement for
change in behavior.
(high intervention): As a last resort, the leader might
have to deal with conflict during the meeting itself. This is disruptive to the
group's business and exposes one or more individuals to public criticism.
the forming stage,
the group members explore the parameters of what is
acceptable, both to their coworkers and to the group's leader.
stage includes a period of adjustment in which group members
resist collaborating with each other due to differences in attitude, preferences,
experience levels, and perceptions of what the problems and their solutions are.
marks the end of the period of personal adjustment and
the team members roll up their sleeves and get to work.
Barriers to Delegation
i can do better, "I don't have enough time.","I secretly fear that my subordinates will outshine me.", "I lack confidence in my people
lpo has to over come the following barrier.
."Lack of experience or competence,Fear of punishment and Concern with work overload
risk accessment matrix
Category I: The hazard may cause death, loss of facility/assets, or result in grave damage to national interests.
Category II: The hazard may cause severe injury, illness, property damage, damage to national or service interests, or degradation to efficient use of assets.
Category III: The hazard may cause minor injury, illness, property damage, damage to national, service or command interests, or degradation to efficient use of assets.
Category IV: The hazard presents a minimal threat to personnel safety
or health, property, national, service or command interests, or efficient
use of assets.
1 - Critical
2 - Serious
3 - Moderate
4 - Minor
5 - Negligible
Subcategory A: Likely to occur immediately or within a short period.
Expected to occur frequently to an individual item or person, or
continuously to a fleet, inventory, or group.
Subcategory B: Probably will occur in time. Expected to occur several
times to an individual item or person, or frequently to a fleet, inventory,
Subcategory C: May occur in time. Can reasonably be expected to
occur some time to an individual item or person, or several times to a
fleet, inventory, or group.
Subcategory D: Unlikely to occur.
Make Risk Decisions At The Right Level
Risk Management decisions are made by the leader directly responsible for the operation. Prudence, experience, judgment, intuition, and situational awareness of leaders directly involved in the planning and execution of the mission are the critical elements in making effective risk management decisions. When the leader responsible for executing the mission determines that the risk associated with that mission cannot be controlled at his or her level, or goes beyond the commander's stated intent, he or she shall elevate the decision to their chain of command.
"a physical, chemical, or emotional factor that causes bodily or mental tension,"
Recognition should be...
(1) Given often. Recognition has a short life span. Informal recognition is costfree
and can be distributed frequently.
(2) Varied. Be creative in recognition. The same "atta-boy" used repeatedly loses
its effectiveness. When something becomes routine or common, it no longer
serves as a motivational tool.
(3) Given to the person, not the work. Recognize the person who did the great
job, not just the great job. The whole point of recognition is to generate
personal pride and satisfaction in subordinates.
(4) Honest. Leaders who hand out praise or recognition without underlying merit
or sincerity reduce their credibility, and compromise the motivational aspect of
being recognized for a truly outstanding performance.
(5) Consistent. Recognize outstanding behavior in all subordinates and reward
everyone equally for the same accomplishment, in order to avoid being
perceived as playing favorites.
(6) Timely. To reinforce the positive aspects of behavior, recognition must occur
soon after the action.
(7) Appropriate to the achievement. Overdoing recognition for small deeds
trivializes the recognition process. Likewise, a mere handshake for
outstanding contribution shows a lack of thought and effort on the part of the
(8) Perceived as recognition, and individualized as much as possible.
Individuals differ in the value they place on rewards. The reward must match
the achievementand the individual.
(9) A reward for positive productive accomplishment. Behaviors that are
recognized and rewarded are more likely to occur again, so make certain that
recognition supports and enhances the command's mission.