Navy Chief Petty Officer (CPO) 365 Assessment

Evidenced-Centered AssessmentProject (ECAP) Presentation

Rebecca OwensWalden University

EDUC 8405

• A continuous training program for 1st Class Petty Officers, conducted each month.

• Reinforces the Navy Core Values of Honor, Courage and Commitment (MCPON Releases CPO 365 Training Guidance, 2013).

Navy CPO 365Description

• Delivered by Chief Petty Officers

Navy CPO 365Description (Continued)

– In a classroom, lecture-based setting

Navy CPO 365Description (Continued)

– With no assessments, tests, quizzes or practical application

Navy CPO 365Description (Continued)

• Purpose of training is to ready these Sailors to advance to CPO, and provides:

— Leadership discussions— Policy and program discussions— Conflict resolution discussions

Navy CPO 365Description (Continued)

• Perception by many 1st Class Petty Officers is that the training is:

— Repetitive, as the topics do not change annually

— A “Check in the box”, since it’s mandatory

— Lastly, and most importantly…

Navy CPO 365Description (Continued)

—Boring and regularly uninteresting

Navy CPO 365Description (Continued)

and focusECAP Overview

Competencies are applicable to the Navy, and to current and future Chief

Petty Officers.

Introduce 21st Century Competencies

Caring for Sailors, personally and

professionally, maintaining safety, and completing the

mission

Responsibilities

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Mitigating conflict, balancing personal needs and mission requirements,

and networking for solutions.

Resolving Challenges

1. In a perfect world, 21st century skills would be constructed on fortified foundations of core skills, and technology would be infused in these processes to enhance and supplement learning (Greenstein, 2012).

2. Responsibility includes: Delegation, decisiveness, technical ability and risk management

3. Resolving Challenges includes: Creativity, innovation, awareness, and strategic vision

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Competencies and Sub-Competencies

Creativity & Innovation

Internal & External

Awareness

Strategic Vision

ResponsibilityDelegation

Decisiveness & Risk

Mngmnt

Technical Credibility

Resolve Challenges

Resolve ChallengesSub-Categories - Defined

Relates to the ability to assess one’s own mental, emotional, and physical state, in addition to the mental, emotional, and physical state of those who are under his or her charge.

This includes signs of financial issues, suicidal ideation, drug and alcohol issues, and any other environmental influence (Control, 2013)

External/Internal Awareness Creativity/Innovation

Requirements to meet the tenets of the Chief of Naval Operations (CNO), which include fiscal challenges, maintaining defense strategic guidance, harnessing teamwork and having the know-how to make use of all available resources (Navy, Chief of Naval Operation's (CNO) Navigational Plan, 2013).

Strategic Vision

Leaders are tasked with resolving challenges, and must stay abreast of technologies, in combination with creativity, to train and prepare junior Sailors for positions of greater responsibility (MCPON Releases CPO 365 Training Guidance, 2013)

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ResponsibilitySub-Categories - Defined

Must think in a logical and orderly fashion, and plan for every possible event that could occur. The Navy leader must anticipate and consider the ramifications of each decisions.

Risk management deals with the safety and security of people, assets, and mission accomplishment (Creed, 2012, p. 1-5-16)

Decisiveness/Risk Management

Delegation

t{Be proficient in one’s speciality, and have the skills to train junior Sailors in their respective skills.

Keep up to date with policies, programs, and technologies to enhance work performance.

Know how to utilize resources.

Technical Ability

Used in every level of leadership within the ranks of the military, and when tasks are delegated by a leader, instructions must be clear, concise, provide detailed expectations, and deadlines (Creed, 2012, p. 1-5-15)

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Evaluates Actions and Effects

Evidence Model

Actions of the 1st

Class Petty Officer.

Evaluate effectivene

ss of mission

and Sailor responsive

ness

Effects upon junior

Sailors.

Shute and Torres (2012) noted that learning is best when it is active and goal-oriented.

Assesses active processes of engagement and interactions. Leaders, and the styles they use, can affect team effectiveness and, subsequently, mission success and personnel safety (Boies & Howell, 2009).

This manner of evaluation will provide a unique viewpoint, and one that is very important to the health of the Navy; understanding how the junior Sailors view their leaders and perceive leadership methods, in addition to evaluating mission accomplishment.

Evidence-Centered Model - Resolves Challenges

Evidence-Centered Assessment Project (ECAP) Competency Model

Resolve challenges Centering on caring for Sailors (personal and professional issues) and meeting mission requirements)**Includes creativity/innovation, internal and external awareness and vision strategy

Possible 1st Class Petty Officer Evidence Possible Sailor Evidence

*Provides clear target goals with expectation *Shows pride regarding work accomplishment*Is available and approachable for questions *Knows what is expected of him/her*Acknowledges Sailors who are excelling those who are not *Can explain duties and responsibilities

>Nominations for Sailor of the Quarter/Year *Sharp uniform appearance (meets physical fitness standards)>Letters of appreciation/commendation *Medically ready>Effective mid-term counseling and evaluations *Clearance is valid>Providing effective mentoring *Is financially stable

*Test scores and advancement within division/department *Has completed all required qualificationsare high

Unsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3

Petty Officer fails to actively engage with both leadership and junior Sailors.

Petty Officer engages with Junior Sailors and leadership.

Ensures junior Sailors meetminimum standards.

Ensures mission is completed.

Petty Officer works side by side with Junior Sailors, andprovides feedback up and down the chain of command.

Actively monitors juniorSailors' progress with qualifications.

Exceeds mission expectations

Challenges Sailors beyondtheir own notions of expertise, and recognizes front runners with awards; mentors those who are struggling

Advocates for college, community service events, and leads by example.Epitome of physical fitness, and PTs with his/her Sailors

Exceeds mission expectations

Evidence-Centered Model - ResponsibilityEvidence-Centered Assessment Project (ECAP) Competency Model

Responsibility Centering on leadership, task assignment and accountability, and Sailor safety**Includes delegation, decisiveness/risk management, and technical ability

Possible 1st Class Petty Officer Evidence Possible Sailor Evidence

*Provides descriptive guidance on tasks *Sailors know and can explain the steps of each task*Is alongside Sailors until task is mastered *Have been briefed on all safety hazards, and know precautions*Determines what tasks can be delegated based upon *Can explain duties and responsibilities

competence and seniority *Know who is in their chain of command*Conducts risk management to assure safety *Feel comfortable asking for assistance from the 1st Class*Keeps senior leadership apprised of progress/delays Petty Officer*Takes responsibity for actions of his Sailors *Is qualified to work on the job/stand the post*Strives to increase his/her own technical aptitude *Willing and excited to follow orders/instruction

are highUnsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3

Petty Officer does not offer direction or guidance, and does not delegate assignments

Petty Officer delegates, but but does not follow up on progress.

Limited dialog with chain of command on progress

Ensures mission is completed, and safety is maintained.

Petty Officer effectively delegates to a trained Sailor, and maintains continious communication for status.

Effective dialog with chain of command.

Proactive on safety standards and requirements.Exceeds mission expectations

Accepts positive and negative feedback, and uses transformational leadership to lead his/her Sailors towards goal completion.

Provides updates to chain of command BEFORE required

Is the technical expert, and passes the knowledge on to his/her Sailors

Exceeds mission expectations

Task ModelsProvides bullet tasks in sequence

Petty Officer fails to actively engage with both leadership and junior Sailors.

Petty Officer engages with Junior Sailors and leadership.

Ensures junior Sailors meetminimum standards.

Ensures mission is completed.

Challenges Sailors beyondtheir own notions of expertise, and recognizes front runners with awards; mentors those who are struggling

Advocates for college, community service events, and leads by example.Epitome of physical fitness, and PTs with his/her Sailors

Exceeds mission expectations

• Tasks are a “Road-Side Clean up” and a counseling event– Used in conjunction with the

Competency and Evidence Models– Assesses practical abilities relating to:

• Responsibility• Conflict Resolution

Your own sub headlineTemplates

Task Model for Resolving Challenges

Task Model for Responsibility

Promotes 21st Century Learning

Understanding personal responsibility for one’s actions, and effects of actions upon others

Instills the determination to overcome obstacles

Applies technical skills and collaborative efforts, and

Makes use of available resources (Greenstein, 2012)

Remove redundancy, and make better use of training time

The Navy gains stronger CPOs, and future CPOs, as these principles are practiced and applied

1st Class Petty Officers strengthen their trust of CPOs, and seek out additional knowledge and wisdom

During the course of the various practical applications, community relations can be strengthened

1st Class Petty Officers will be “practicing” leadership lessons, which are observed and adopted by junior Sailors

Commands receive a 1st Class Petty Officer who can “perform” at the level of a CPO, well before he or she is actually advanced

CPOs increase their collective knowledge and skills in teaching, training, and mentoring

Impact

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Use of Knowledge and Future Steps

Lessons need to be passed in order for others, such as the CPO community, to benefit. Since CPO 365 is instructed by Chiefs, this method of making lessons relevant by adding practical applications can motivate other creative ideas.

Share with CPO Community

Create additional task models that align with the CPO 365 curriculum

Design Additional Task Models

Once created, evaluate for effectiveness and Sailors’ perceptions; adjust as needed, and reevaluate annually.

Propose a “Think Tank” to Implement a Revised CPO 365 Program

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References

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MCPON Releases CPO 365 Training Guidance. (2013, January 7). Retrieved from U. S. Navy: http://www.navy.mil/submit/display.asp?story_id=71350

Boies, K., & Howell, J. M. (2009). Leading military teams to think and feel: Exploring the relations between leadership, soldiers' cognitive and affective processes and team effectiveness. Military Psychology, 21, 216-232. doi:10.1080/08995600902768743

Control, N. O. (2013, April). Building a Resilient Navy. Retrieved from Navy Stress Web site: http://navynavstress.com/

Creed, C. (2012, June). CPO Leadership Course CIN P-500-0021 (Principles of Naval Leadership). Retrieved April 2013, from Slideshare: http://www.slideshare.net/CpoCreed/cpo-leadership-course-cin-pprinciples-of-naval-leadership-cpo-course-cin-p-5000021

References (Continued)

Your Logo

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Thousand Oaks, CA, SAGE Publications Ltd.

Navy, U. S. (2013). Chief of Naval Operation's (CNO) Navigational Plan. Retrieved from Navy Web Site: http://www.navy.mil/cno/Navplan2012-2017-V-Final.pdf

Navy, U. S. (2013, April). United States Navy Ethos. Retrieved from United States Navy Web site: http://www.navy.mil/features/ethos/ethos_poster.jpg

Shute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., & Johnson, T. E. (2012). Where streams converge: Using evidence-centered design to assess quest t learn. In M. C. Mayrath, J. Clarke- Midura, & D. H. Robinson (Eds.), Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research (pp. 91-124). Charlotte, NC: Information Age Publishing, Inc.