document resume - eric · document resume. ed 237 777. ce 037 845. ... this study determined the...

DOCUMENT RESUME

ED 237 777 CE 037 845

AUTHOR Hughes, Herschel, Jr.; And OtherTITLE Leadership and Management Education and Training

(LMET) Course Requirements for Recruit CompanyCommanders and "A" School Instructors. TechnicalReport 154.

INSTITUTION Naval Training Analysis and Evaluation Group,Orlando, Fla.

PUB DATE Dec 83NOTE 198p.; Appendix B, pages 51-104, will not reproduce

well due to small print.PUB TYPE Reports Research/Technical (143)

EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS *Competence; Competency Based Education; *Curriculum

Development; Educational Improvement; Females;Leadership; *Leadership Qualities; *Le-adershipStyles; *Leadership Training; Males; *MilitaryTraining; Postsecondary Education; ProgramImprovement

IDENTIFIERS Navy

ABSTRACTThis study determined the leadership competencies

exhibited by superior Navy recruit company commanders (RCCs) and "A"school instructors. Interviews and surveys were used to collect datafrom current RCCs and instructors at the Naval Training Center inOrlando, Florida. Seventeen leadership competencies performed by "A"school instructors were identified. Of these 17, there were 16 thatare also performed by RCCs. The competencies that differentiatebetween superior and nonsuperior performers were determined. Dataabout background factors related to career leadership experienceswere collected. Leadership competencies that differentiate men fromwomen RCCs were identified. In order to determine actual leadershiptraining requirements, data concerning competency difficulty,importance, and frequency of performance were combined with dataabout competencies that differentiated superior and nonsuperiorperformers. All four of these factors were used to develop separatetraining requirements for men RCCs, women RCCs, and "A" schoolinstructors. Critical leadership training requirements for all threegroups were combined and nine competencies were recommended fortraining emphasis. Leadership attitudes, methods of RCC/instructorself-appraisal, areas of counseling difficulty, and intrastaffcommunication patterns were analyzed and data presented forconsideration in course design. (Author/KC)

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Technical Report 154

LEADERSHIP AND MANAGEMENT EDUCATION AND TRAINING (LMET)COURSE REQUIREMENTS FOR

RECRUIT COMPANY COMMANDERS AND "A" SCHOOL INSTRUCTORS

LOQ

Herschel Hughes, Jr.D. Robert Copeland

Larry H. FordEdward A. Heidt

Training Analysis and Evaluation Group

December 1983

GOVERNMENT RIGHTS IN DATA STATEMENT

Reproduction of this publication in wholeor in part is permitted. for any purposeof the United States Government.

ALFRED F. SMODE, Ph.D., DirectorTraining Analysis and Evaluation Group

W. L. MALOY, Ed.D.Principal Civilian Adviso onEducation and Training

it 411,

EADERSHIP tiATIEMENT

ERI40;

CATI vsAi AINING{,; LMET)

UR11,111,E,1114_,_

CR IT-1; le;$ :11AIIDERSAND INSTRUCTORS

DECEMBER 198

FOCUS ON THE "T

U.S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EOUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)

This document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made to improvereproduction quality

Points of view or opinions stated in this document do not necessarily represent official NIEposition or policy

APPROVED FOR PUBLIC 'RELEASE;DISTRIBUTION IS UNLIMITED.

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''''' REPORT DOCUMENTATION PACE READ INSTRUCTIONSBCFORE COMPLETING FORM

1 REPORT NUMBER


2. GOVT ACCESSION NO, 3. RECIPIENT'S CATALOG NUMBER

4. TITLE (and Subtitle)LEADERSHIP AND MANAGEMENT EDUCATIONAND .TRAINING (LMET) COURSE REQUIREMENTSFOR RECRUIT COMPANY COMMANDERS AND"A" SCHOOL INSTRUCTORS

5 TYPE OF REPORT 8 PERIOD COVERED

6 PERFORMING ORG. REPORT N'.1,BER

7. AUTHOR(s)

Herschel Hughes, Jr., D. Robert Copeland,Larry H. Ford, and Edward A. Heidt

8. CONTRACT OR GRANT NUMBER(s)

9 PERFORMING ORGANIZATION NAME AND ADDRESS

Training Analysis and Evaluation GroupDepartment of the NavyOrlando, FL 32813

10 PROGRAM ELEMENT. PROJECT, TASKAREA & WORK UNIT NUMBERS

1 CONTROLLING OFFICE N AME AND ADDRESS 12. REPORT DATE

December 198313. NUMBER OF PAGES

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15, DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution is unlimited.

17. DISTRIBUTION STATEMENT (of the abstract entered In Block 20, if different from Report)

8 SUPPLEMENTARY NOTES

19 KEY WORDS.(Conflot4o on revorsa atda If- fise.oneary rind identify by_block number)Leadership and Management Education and Training Integrated TrainingLeadership Training Instructional Design BrigadeManagement Training Survey Analysis "A" School InstructorsRecruit Training Competency Based LMETInitial Entry Training Training (continued on reverse)

20 ABSTRACT (Continu{, or, reverse elite If necasary_and Identify by block number)This study determined the leadership competencies exhibited by superior

Navy recruit company commanders (RCCs) and "A" School instructors. Inter-views and surveys were used to collect data from current RCCs and instruc-tors at the Naval Training Center, Orlando. Seventeen leadership competen-cies performed by "A" .School instructors were identified. Of these 17, 16that are also performed by RCCs were identified. The competencies thatdifferentiate between superior and nonsuperior (continued on reverse)

DD1 :A73 1473 EDITION OF 1 NOV 65 15 OBSOLETE

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19. Key Words (continued)

RecruitsRecruit Company Commanders

20.- Abstract (continued)

performers were determined. Data about background factors related to careerleadership experience were collected. Leadership competencies thatdifferentiate men from women RCCs were identified. In order to identifyactual leadership training requirements, data concerning competen.ydifficulty, importance and frequency of performance were combined with dataabout competencies that differentiated superior and nonsuperior performers.All four of these factors were used to develop:separate training require=ments for men RCCs, women RCCs,. and "A" School instructors. Criticalleadership training requirements for all three groups were combined and ninecompetencies were recommended for training emphasis. Leadership attitudes,methods of RCC/instructor self-appraisal, areas of counseling difficulty,.and intrastaff communication patterns were analyzed and data presented forconsideration in course design.

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Technical Report '54

ACKNOWLEDGMENTS

This report is one of a series prepared by'the Training Analysis andEvaluation Group (TAEG) addressing the optimization of the Navy's initialentry training in response 4o tasking by the Chief of Naval Education andTraining.

The authors are indebted to Dr. Dorothy V. Mew, formerly of TAEG, fordeveloping the survey which was used as the main data collection method ofthe study. Appreciation is extended to LT T. J. Hoskins, USN, formerlyassigned to the Recruit Training Command (RTC), Orlando, for his effort inaccomplishing a 96 percent survey completion among recruit companycommanders at RTC, Orlando.

Appreciation is also expressed to the commanders and staffs of thefollowing commands for their generous assistance and support during thedevelopment of this report:

Naval Training Center, Orlando, Florida

Recruit Training Command, Orlando, Florida

Service School Command, Orlando, Florida

Human Resource Management School, Naval Air Station,Memphis, Tennessee

U.S. Army Training Center, Fort Jackson, South Carolina

Marine Corps Recruit Depot, Parris Island, South Carolina

Basic Military Training School, Lackland Air Force Base, Texas.


TABLE OF CONTENTS

Section Page

I INTRODUCTION 8

Purpose 9BaCkground 9Organization of the Report 10

II METHOD 11

Acquisition and Review of Background Information 11

Review of Selected Documents 11

Navy Chain-of-Command and Other Service IETPersonnel Interviews 12

Military Leadership Course Review 12

Identification of RCC and "A" School InstructorLeadership Competencies 12

RCC and "A" School Instructor Interviews 12RCC and "A" School Instructor Survey 12

Selection of Competencies for Training Emphasis 13Identification of, Supplemental Information forConsideration in Course Design 14

III RESULTS 15

Summary of Background Information 15

RCC and "A" School Instructor Functions and Duties 15

Navy and Other Service IET Personnel LeadershipTraining Recommendations 15

Military Leadership Course Review 16

Analysis of RCC and "A" School Instructor LeadershipCompetencies 17

RCC and "A" School Instructor Interviews 17

RCC and "A" SChool Instructor Survey 17

Leadership Experience Factors 18

Competency Measurement and Identification. 18

Competency Frequency, Importance andDifficulty 19

Designation of Performance Level 19

Regression Analyses of Performance and Genderon Competency Sc,les 23

3

Section


TABLE OF CONTENTS (continued)

Page,

Competencies and Performance 23

Competencies and Gender 23

Selection of Competencies for Training Emphasis 24

Supplemental Information for Consideration in CourseDesign 30

Leadership Attitudes and Behaviors 30

Performance Differences 30Previous LPO/LCPO LMET Course Completion

Differences 30. Gender Differences 31

Measurement of Success 31

Counseling Problems 34

Communication Patterns Analysis 37

Summary and Discussion 37

IV CONCLUSIONS AND RECOMMENDATIONS 40

Conclusions 40Recommendations 42

BIBLIOGRAPHY 44

APPENDIX A Leadership Competencies Discussed With RecruitCompany Commanders and "A" School Instructors 50

APPENDIX B Recruit Company Commander and "A" SchoolInstructor Leadership Course DevelopmentSurvey (Recruit Company Commander Format) 51

APPENDIX C Recruit Company Commander and "A" SchoolInstructor Leadership Course DevelopmentSurvey ("A" School Instructor Format) 79

APPENDIX D Competency Scale Construction Procedures 105

APPENDIX E

APPENDIX F

Mission of Recruit Training, Follow-on Basic TechnicalTraining and the Integrated Training Brigade 106

Functions and Duties of Recruit Company Commandersand ITB Company Commanders (and "A" School InstructorsPerforming Major Leadership Roles) 108

APPENDIX G Navy Officers and Senior Petty Officers Interviewed 112

4


TABLE OF CONTENTS (continued)

Section Page

APPENDIX H Other Service Officers and NoncommissionedOfficers Interviewed 114

APPENDIX I Review of Military Leadership Courses 115

APPENDIX J Demographic Profiles of Men and Women Recruit CompanyCommanders at RTC, Orlando 120

APPENDIX K Demographic Profiles of "PO School Instructors atSERVSCOLCOM, Orlando 126

APPENDIX L Results of Statistical Calculations Required for anAnalysis of the Reliability of Survey CompetencyScales

APPENDIX M Competency Definitions and Behavioral Indicators

132

135

APPENDIX N Results of Statistical Calculations Required forRegression Analyses of Performance Level/Gender onCompetencies for Recruit Company Commanders and "A"School Instructors 144

APPENDIX 0 Responses to Attitudinal/Behavioral Statements byLevel of Performance, Gender, and LPO/LCPO LMETCourse Completion 148

APPENDIX P Recruit Company Commander and "A" School InstructorCommunication Patterns Analysis 155

5


LIST OF ILLUSTRATIONS

Figure Page

1 Rank of Relative Importance Versus Rank of RelativeDifficulty for Men RCCs 26

2 Rank of Relative Importance Versus Rank of RelativeDifficulty for Women RCCs 27

3 Rank of Relative Importance Versus. Rank RelativeDifficulty for "A" School Instructors 28

LIST OF TABLES

Table Page

1 Leadership Competencies and Associated BehavioralIndicators Selected for High Training Priority by BothRCCs and "A" School Instructors -N .17

.A'.'

2 Competency Definitions 20

3 Mean Men and Women RCC and "A" School Instructor CompetencyFrequency, Importance, and Difficulty Scores and RelativeRanks 22

4 Overall Performance Ratings of RTC and SERVSCOLCOMRespondents 23

5 Summary of RCC Performance, Gender, and CompetencyRegression Analyses 25

6 Competencies Prioritized for Training Emphasis byType of Leader 29

Important Sources of Feedback on Their Own PerformanceCited by Men and Women RCCs 32

8 Important Sources of Feedback on Their Own PerformanceCited by "A" School Instructors 33

6

Table


LIST OF TABLES (continued)

Page

Counseling /Advising Areas Requiring Most Effort Cited byMen and Women RCCs 35

10 "A" School Counseling/Advising Areas By Difficulty andFrequency 36

A

1-1 The Frequency of Three Levels of Performers AmongLPO/LCPO LMET Course Completers and Noncompletersfor Men and Women RCCs 117

L-1 Cronbach's Coefficient Alpha for 16 RCC LeadershipCompetencies 133

L-2 Cronbach's Coefficient Alpha for 17 "A" School InstructorLeadership Competencies 134

N-1 Stepwise Regression of Performance on Competenciesfor RCCs 145

N-2 Stepwise Regression of Performance on Competencies for"A" School Instructors 145

N-3 Stepwise Regression of Performance on Competencies forMen RCCs 146

N-4 Stepwise Regression of Performance on Competencies forWomen RCCs 146

N-5 Stepwise Regression of Gender on Competencies forAll RCCs 147

N-6 Stepwise Regression of Gender on Competencies forSuperior RCCs 147

0-1 Mean Scale Responses to Attitudinal/Behavioral StatementsBased on Level of Performance, Gender and LPO /LCPOLMET Course Completion 149

P-1 Composition of Frequency of Communication Factorial Groupsfor RCCs and "A" School Instructors 156

P-2 Correlation of Frequency of Communication and RCC/"A" School Instructor Comparison Groups and

'Communications Factorial Groups 157

7

1

Technical-Report 154

SECTION I

INTRODUCTION

The Chief of Naval Operations (CNO) established as one of his

objectives the improvement of professional leadership and managementcapabilities for all supervisory personnel in the Navy Total Force.' Thisaction was based on the belief that the margin of superiority at sea for theUnited States Navy might well be achieved through the demonstratedleadership and management competence of Navy officers, petty officers, andcivilians. The CNO directed that a plan be prepared that would ultimatelyprovide these personnel with the proper balance of technical, operational,leadership, and management capability.

The resulting plan specifically provided for the development of

Leadership and Management Education and Training (LMET) courses to be usedin instructing all Navy supervisory personnel. The plan stipulated thatinitial LMET courses of instruction would be provided first to officers andpetty officers en route to new assignments aboard float units. These LMETcurricula would be developed under contract and taught by Navy instructorstrained at the Human Resource Management School, Memphis, TN. In accordancewith the OPNAV plan, the curricula to be developed for all levels of Navymanagers (officer and enlisted) were to focus on those leadershipcompetencies that discriminate between superior and average performers.

Following LMET course implementation for fleet personnel, the plan

required the development of LMET courses for personnel en route to shore-based activities. Recruit company commanders (RCC) and "A" School.instructors were identified as one of the first shore-based' groups to

receive LMET. Because of the Chief of Naval Education and Training's (CNET)continuing efforts to optimize recruit and technical training, there wasadded interest in the development of an effective RCC and "A" School

instructor LMET course.

The CNET directed the Training Analysis and Evaluation Group (TAEG) toidentify independently the competencies required for high quality leadershipand management by RCCs and by Navy instructors assigned t, A" schools.2 theNavy Training Plan for the contractor developed RCC ind "A" Schoolinstructor LMET course was promulgated in August 1980. The initiation ofthe present study began in October 1980. To avoid duplication of datacollection efforts by the contractor and TAEG, this Stmiy was modified bythe CNET Special Assistant for Human Resources hriagement (Code 014) to

include coordination with the contractor as follows:J

The contractor would collect data at the Naval Training Centers

'Chief of Naval Operations, CNO Objective Number: 00-1?., Objective Title:Leadership and' Management in the Navy, 16 Jam iry 1978, Washington, DC.

2CNET ltr Code N-53 of 30 August 1979.

3Meeting between CNET (Code,P14).and TAEG representatives on 20-22 January1981 at NAS Pensacola.

8 12


(Recruit Training Commands (RTC) and Service School Commands(SERVSCOLCOM)) at San Diego and Great Lakes. The TAEG datacollection would be limited to the Naval Training Center (RTC andSERVSCOLCOM), Orlando. The TAEG would also conduct interview§ upthe chain-of-command (Chief of Naval Technical Training, CNET, andOffice of the Chief of Naval Operations) and obtain informationconcerning leadership training from those involved in similarfunctions in other services.

The TAEG would use the competencies identified by the contractorfor other Navy LMET courses as a basis For determining the uniquecompetencies exhibited by superior RCCs and "A" Schoolinstructors. This limitation was made to facilitate integrationof TAEG findings with contractor finding'

Critical incident interview techniques, as used by the contractor,were specifically prohibited in order to explore other methods ofdetermining leadership course requirements similar to establishedNavy course development methodology.

PURPOSE

The purpose of this study.was to determine the leadership competenciesexhibited by superior RCCs and "A" School instructors. At the same time,methods other than the critical -incident - interview technique were to beexplored for use in the identification of leadership competencies. Thesecompetencies and associated 'behavioral indicators were developed forintegration with comparable competencies/indicators identified by the Navycontractor for use in RCC and "A" School instructor LMET course design.

BACKGROUND

Currently, the Navy conducts a 7.7-week recruit' training program atRTC, San Diego, Great Lakes, and Orlando. The RTC, -Orlando, is the onlyactivity that trains women recruits aad is the only RTC that uses both menand women as RCCs. Following recruit training, new sailors follow. one oftwo training pipelines en route to fleet or shore assignments.Approximately qne -third remain at an RTC and complete 4 weeks of apprenticetraining in either Airman, Fireman, or-Seaman skill areas. The,remainingtwo-thirds go to basic technical training courses ("A" schools-) for specificratings. These courses are of various lengths and are located at a varietyof Naval Education and'Training Command (NAVEDTRACOM) facilities.

The Navy RCCs and "A" School instructors are assigned key roles in theinitial entry training (IET) program for newly enlisted men and women. TheIET process (recruit, .apprentice, basic technical training) is responsiblefor transforming recruits into effective sailors. The RCC/"A" Schoolinstructor must serve as the Navy model, an instructor, a counselor, a

leader and a disciplinarian. Regardless of organizational procedures, it isthe RCC and instructor who set the tone of the training environment.

9


To accomplish this, RCCs and instructors must support command policy, exertdynamic leadership through personal example, and function as the direct linkbetween the Navy and the recruit. The RCC and instructor must adhere to a

variety of rules and regulations that are necessary'for the administration_of training required in developing a civilian into an effective member ofthe United States Navy. The RCC's and instructor's approach, bearing, andpersonality--his/her leadership style--must command the respect and

obedience necessary to obtain the desired results without resorting to

physical maltreatment and/or verbal abuse. There is little room for

leadership error; therefore, these chief petty officers and petty officersmust quickly adjust their fleet leadership experience to the unique demandsof recruit and follow-on skill training.

ORGANIZATION OF THE REPORT

In addition to this introduction, the report contains 3 sections and 16appendices. Section II describes the methodology used to identify the

competencies for RCCs and "A" School instructors assigned to the Naval

Training Center, Orlando. Section III presents the results of the dataanalysis and provides a discussion of the findings. Conclusions and recom-

mendations are presented in section IV.

The appendices elaborate the method used and provide additional

information. Appendix A lists the leadership competencies used as the basis

of intervWs with RCCs and "A" School instructors during preliminary

interviews. The two survey instruments used at RTC and SERVSCOLCOM,

Orlando, are contained in appendices B and C, respectively. Survey

competency scale construction procedures comprise appendix D. Appendix E

contains the missions of recruit, basic technical training and IntegratedTraining Brigades (ITB). The duties and functions of recruit and ITB

company commanders (CC) are presented in appendix F. Appendix G lists theNavy officers and senior petty officers interviewed, while the other serviceofficers and staff noncommissioned officers (NCO) interviewed are identifiedin appendix H. Appendix I contains a review of selected military leadershiptraining courses including summaries of the Leading Petty Officer (LPO) andLeading Chief Petty Officer (LCPO) LMET courses. Appendices J and K containextensive demographic information about RCCs and "A" School instructors,

respectively. Results of statistical analyses of the reliability of surveycompetency scales are presented in appendix L. Appendix M containsdefinitions and behavioral indicators for each leadership competency

identified in this study. Appendix N presents the regression analyse, of

performance level and gender on competencies for RCCs and "A" School

instructors. The responses to attitudinal/behavioral statements by RCCs and"A" School instructors are contained in appendix O. Appendix P is the RCC'and "A" School instructor communication patterns analysis.

10


SECTION II

METHOD

This section describes the method used to identify RCC and "A" Schoolinstructor leadership competencies and behavioral indicators and todetermine recommendations for RCC and "A" School instructor LMET training.

An analytic method comprised of field visits, Ftructured interviews,and survey administration was used. Utilizing this approach, four taskswere accomplished. These were the:

acquisition and review of background information

identification of RCC and "A" School instructor leadershipcompetencies

selection of competencies for training emphasis

identification of supplemental information for consideration incourse design.

Subsequent subsections describe each group of tasks.

ACQUISITION AND REVIEW OF BACKGROUND INFORMATION

Various sources were tapped to acquire background information forreview. Documents surveyed included pertinent instructions, notices, andmanuals. Where appropriate, interviews with key personnel were conducted toprovide additional information. Relevant military leadership trainingcourses were also reviewed.

REVIEW OF SELECTED DOCUMENTS. ,Recruit, technical training, and IntegratedTraining Brigade (ITB) misst statements were collected and reviewed.Documents describing the duties and functions of recruit and technicaltraining staff personnel and IT3 CCs were alsol-collected and studied. Aspreviously stated, the major portion of the RTC mission is accomplishedthrough the leadership and instruction provided by RCCs. However, a certainduality exists in the leadership of "A" School students. Significantresponsibility for student motivation and attitude about the Navy as well asout-of-the-classroom military behavior rests with the ITB CC.4 The basicfunction, duties, responsibilities, and authority of ITB CCs are assumed torepresent the most accurate current description of the general militaryleadership job of those responsible for "A" School students.

4At the time of initial data collection, SERVSCOLCOM, Orlando did not havean organized ITB or ITB CCs. The equivalent to an ITB CC was med a DeckLevel Petty Officer, who had military responsibility for student assignedto a particular area of the barracks. At SERVSCOLCOM, Orlando, i structorpersonnel could be cross-trained and function in both roles at varioustimes in a single tour. Subsequently, an ITB was formed at SERVSCOLCOM",Orlando.

11


NAVY CHAIN-OF-COMMAND AND OTHER SERVICE IET PERSONNEL INTERVIEWS.

Interviews concerning RCC and "A" School instructor leadership behavior and

training needs were condloted with officers and petty officers/NCOs involved

with Navy and other service IET staff training. Navy personnel were

interviewed to (1) establish the level of need for RCC and "A" School

instructor leadership training and (2) identify the general leadership

behaviors, values, and attitudes they would reinforce and encourage among

RCCs and instructors following formal LMET training. Other service

personnel were interviewed concerning their IET staff leadership training

and the nature of their IET programs. Observations of other service IET

staff.training methods and IET facilities were conducted in conjunction with

those discussions. The data collected from all the interviews were reviewed

and common or frequently related concerns/recommendations were summarized.

MILITARY LEADERSHIP COURSE REVIEW. Relevant leadership courses/lesson

topics used by the military services for IET unit leaders or mid-to-senior

level petty officers/NCOs were identified and reviewed.

IDENTIFICATION OF RCC AND "A" SCHOOL INSTRUCTOR LEADERSHIP COMPETENCIES

Interviews and surveys were used to collect data about the leadership

competencies RCCs and "A" School instructors perform. The method is

described below.

RCC AND "A" SCHOOL INSTRUCTOR INTERVIEWS. Recruit company commanders and

"A" School instructors (n=46) were interviewed individually about their

experiences in leading recruits and "A" School students. These interviews

addressed occurrences of job behaviors associated' with 25 leadership

competencies selected from current LMET courses and/or identified during

LMET course development. Eacn RCC/instructor in the interview sample was

requested to prioritize, using a card sort technique, those competencies for

leadership training. They were then asked to give examples of the most

important behaviors that were related to the competencies selected. The rank

order for each competency was summed for RCCs and "A" School instructors

separately in order to determine the competencies preferred for training by

each group. The 25 competencies used as the basis of the interviews are

presented in appendix A.

RCC AND 'A" SCHOOL INSTRUCTOR SURVEY. Leadership tasks and associated

attitudes considered representative of, or related to, the 25 competencies

were derived from interview data. These tasks and attitudes, along with

supplemental questions about other aspects of IET leadership experiences,

were used as the basis for constructing a survey instrument for

administration to as many RCCs at RTC, Orlando and "A" School instructors at

SERVSCOLCOM, Orlando, as practicable. Extensive demographic information was

also requested from each survey respondent in order to relate various key

background variables to leadership performance and/or training requirements.

Both RCCs and "A" School instructors were administered essentially the same

survey with language altered slightly for the command involved. The two

survey instruments used at RTC and SERVSCOLCOM, Orlando, are contained in

appendices B and C, respectively.

12


Since RTC, Orlando, is the single site for women recruit training, an

opportunity existed to analyze the LMET training requirements for women.Consequently, the survey data were analyzed separately for men RCCs, womenRCCs, and "A" School instructors.

Various analyses were used to interpret the survey data:

Competency scales, based on factor and reliability analyses (seeappendix D), were developed to assess:

frequency of competency performance

importance of the competency to the success of an RCC/"A"

School instructor

difficulty of initial competency performance.

Multiple regression analysis was applied to determine differencesin competency performance between:

superior and nonsuperior performers

men and women RCCs.

The multiple regression analysis required the use of performance_measures to separate superior from nonsuperior performers. These measuresconsisted of staff ratings of RCCs and instructors supplemented at each siteby one other measure. At RTC, staff ratings were supplemented by peerratings. At SERVSCOLCOM, official evaluations completed during the currentinstructor tour were used to augment staff ratings. Staff ratings werebased on performance assessments from key staff officers and senior pettyofficers (e.g., commanding officers, executive officers, department heads,division officers, course directors, leading chief petty officers). For

RCCs, superior performers were selected from among all current RCCs. For"A" School instructors, superior performers were selected by school.

RTC performance data were combined so that an extremely high score byeither staff or peers could compensate for a low score on the other measure.For "A" School performance, only those instructors rated by the staff as

superior and possessing high official marks were considered superiorperformers. Nonsuperior performers were further divided into average and

below average groups.

SELECTION Or COMPETENCIES FOR TRAINING EMPHASIS

Estimates of competency frequency, importance, initial performancedifficulty, and ability to predict superior overall leadership performancewere combined to determine the competencies recommended for training. The

more important and more difficult competencies were categorized for hightraining emphasis. Less important and less difficult competencies werechosen for reduced training emphasis. Competencies for whichrelativeimportance and difficulty were moderate or one aspect was offset by theother were classified for moderate training emphasis. Within each broad

13

17


category of emphasis, higher priority was assigned to those competenciesthat differentiated superior from nonsuperior performers.

Leadership training requirements were determined separately for menRCCs, women RCCs, and "A" School instructors. Recommended competencies andbehavioral indicators were identified that would meet the leadershiptraining requirements of all three groups.

IDENTIrICATION OF SUPPLEMENTAL INFORMATION FOR CONSIDERATION IN COURSEDESIGN

Additional survey data were analyzed to provide supplementalinformation for consideration in subsequent course design. These dataincluded:

leadership related attitudes associated with

superior performance

. Leading Petty Officer (LPO) /Leading Chief Petty Officer(LCPO) LMET course completion

.. gender (RCCs only).

information about RCC and "A" School instructor

methods for judging their own success

typical counseling experiences.

information about RCC and "A" School instructor communicationswith different groups of staff personnel.

14

18


SECTION III

RESULTS

This section presents the findings of the study arranged in terms ofthe four tasks described, in section II. Thus, successive subsectionsprovide (1) a summary of background information obtained, (2) an analysis ofRCC and "A" School instructor leadership competencies, (3) the results ofprioritizing the competencies for training, and (4) supplemental informationfor consideration in course development.

SUMMARY OF BACKGROUND INFORMATION (TASK 1)

The results of an examination of mission related documents, interviewswith key Navy and other service IET personnel, and a review of relevantmilitary leadership courses are summarized below.

RCC AND "A" SCHOOL INSTRUCTOR FUNCTIONS P',11 DUTIES. Recruit companycommanders (two per company) typically lead 80 recruits throughapproximately 8 weeks of training. Typical RCCs will lead about ninecompanies during a tour at an RTC with periods of rotation through otherstaff positions in the interim between some companies. Integrated TrainingBrigade CCs are assigned to leadership roles for a complete tbur and withone assistant typically lead 150 students continuously, picking up newstudents/classes as senior students/classes graduate. "A" School instructorstypically instruct classes of various sizes on a continuous basis accordingto course convening dates.

The leadership functions and duties of both RCCs and "A" School

instructors/ITB CCs can be summarized as follows:

organizing and managing the training unit and ensuringsatisactory completion of training schedules

teaching new sailors:

. the range of acceptable individual behavior available to themas members of the Navy

productive adult work habits

basic Navy and/or rating knowledge and skills

ensuring that minimum levels of physical fitness are met by eachnew sailor.

Appendix E contains the basic mission statements for recruit training,basic technical training, and ITBs. The specific duties and functions ofrecruit and ITB CCs are contained in appendix F.

NAVY AND OTHER SERVICE IET PERSONNEL LEADERSHIP TRAINING RECOMMENDATIONS.The officers and senior petty officers concerned with Navy recruit trainingand basic technical training endorsed RCC and "A" School instructor

15'

19


leadership training. A summary of the interview data reveals that there isgeneralized support for RCC and "A" School instructor leadership. trainingthat emphasizes the instruction of leaders in the following:

using strong, positive authoritarian behavior without excess orabuse

making tough, more physically and psychologically rigorous demandson sailors during their initial entry training period

maintaining accountability for subordinates' behavior with liberaluse of rewards and sensitivity to the necessary role occasionalfailurplays in subordinate development

engaging in full time, 24-hour, "whole person" orientedinvolvement with subordinates, and demonstrating the uniqueness ofa Navy leader and the Navy life

investing energy in the inculcation of military attitudes equal tothat put into teaching technical skills

balancing professional demands with personal/family needs throughthe effective use of time and intentional participation in stressreducing activities

the integration of concepts developed in other Navy leadershipcourses.

Appendix G lists the Navy officers and Senior petty officers interviewed,while appendix H lists the other service officers and NCOs interviewed.

MILITARY LEADERSHIP COURSE REVIEW. Seven military leadership courses fromthe. Navy and other services were identified. Three courses were reviewed indepth because of their systematic design and their focus on RCCs or mid-to-senior level petty officers. 'This review is presented in appendix I. Threefindings are summarized below:

1. There may be some utility in the use of the LPO/LCPO LMETleadership competencies as a rough benchmark for further RCC and "A" Schoolinstructor LMET course development. The proportion of average or superiorE-5 RCCs is higher among LPO LMET course graduates than nongraduates.

2. Utilizing short vignettes on videotape' of typical leadershipdilemmas is a common leadership training technique for instructing IET unitleaders in other services.

3. Leadership training for IET unit leaders .in other services is

integrated with other job preparatory training.

16 20


ANALYSIS OF RCC AND "A" SCHOOL INSTRUCTOR LEADERSHIP COMPETENCIES

Recruit company commander and "A" School instructor interview andsurvey data concerning the identification of RCC and "A" School instructorleadership competencies are presented below.

RCC AND "A" SCHOOL INSTRUCTOR INTERVIEWS. Thirty RCCs at RTC, Orlando, and16 "A" School instructors at SERVSCOLCOM, Orlando, were interviewed. Fourof the 25 leadership and management competencies discussed with RCCs and "A"School instructors were assigned high priority for training by both groups.These are listed in table 1 with associated behavioral indicators.

TABLE 1. LEADERSHIP COMPETENCIES AND ASSOCIATED BEHAVIORALINDICATORS SELECTED FOR HIGH TRAINING PRIORITY BYBOTH RCCs AND "A" SCHOOL INSTRUCTORS

Competency Behavioral Indicators

Conceptualizing

Planning and Organizing

Setting Goals and Perfor-mance Standards

Building Teams

a. Thinking criticallyb. Searching for and identifying the

relevant factsc. Organizing facts and drawing,

conclusions

a. Identifying action steps, resources,or obstacles involved in reachingan objective

b. Preparing a schedulec. Setting priorities

a. Establishing specific work goalsb. Setting standards of task performancec. Revising goals to make them realisticd. Setting deadlines for task

accomplishment

a. Promoting teamwork and cooperationwithin a work group or with otherwork groups

RCC AND "A" SCHOOL INSTRUCTOR SURVEY. An instrument called the "RecruitCompany Commander and 'A' School Instructor Leadership Course DevelopmentSurvey" was administered to 294 of the 304 assigned RCCs at RTC, Orlando,and Ito 89 of approximately 200 "A" School instructors at SERVSCOLCOM,Orlando, between March and May 1981: Two hundred and eighty-one RTC and 89SERVSCOLCOM surveys were usable. The RTC survey sample, comprised of 92percent ofNthe total population, is considered a valid representation ofRTC, Orland'o, RCCs relative to recruit leadership experience.. TheSERVSCOLCOM survey' sample, representing approximately 45 percent of the


total "A" School instructor population at SERVSCOLCOM, Orlando, was also

considered a representative sample on the basis of the broad scope of "A"School student leadership experience indicated. While 32 percent of survey

respondents had served as instructors for less than 6 months this wasconsidered useful for examination of the leadership training requirements ofless experienced instructor personnel (i.e., petty officer en route to

instructor's assignment). One hundred and seventy-two RTC respondents weremen and 106 women; three did not report gender. Eighty-four of the

SERVSCOLCOM sample were men and five were women. Each sample was

administered the same survey with language altered slightly for the commandinvolved.

The results of the survey analysis include (1) leadership experience

factors of men and women RCCs and "A" School instructors, (2) measurementand identification of pertinent leadership competencies, (3) data concerningthe frequency, importance and initial performance difficulty of each, (4)

designation of survey respondents by performance level, and (5) multiple

regression analyses for competencies which differentiate men and women RCCsas well as superior and nonsuperior RCCs and instructors.

Leadership Experience Factors. Leadership experience factors were analyzedseparately for men RCCs, women RCCs, and "A" School instructors. The menRCCs tended to be in the E-6 to E-8 range, "A" School instructors, E-5 to E-7, and women RCCs, E-5 to E-6. Men RCCs tend to be from engineering, deckor aviation ratings and women RCCs from administrative ratings. Women RCCsand "A" School instructors as groups, are younger than men RCCs with a largeproportion in their second enlistment (5 to 8 years). Only one percent ofmen RCCs reported less than 3 years sea duty with a considerable spread of

sea duty experience beyond that level. Seventy-eight percent of women RCCshad no sea duty experience. Half of the men RCCs reported some duty in a

combat zone, but only one woman RCC reported this kind of experience.

Eighty-nine percent of "A" School instructors had three or more years of seaduty, and 23 percent reported previous combat experience. Men RCCs reporteda wide range in numbers of individuals supervised in previous billets, asdid "A" School instructors. Fifty-nine percent of men RCCs reported havingsupervised 21 or more subordinates; however, a high proportion (62 percent)of women RCCs reported limited supervisory experience involving six or lesssubordinates.

Approximately 20 percent of the petty officers and chief petty officersin all three groups reported completion of either the LPO or LCPO LMETcourse. At the time of survey, 1 in 10 RCCs, men and women, exceeded thecurrent required weight standard, and 1 in 7 "A" School instructors also

exceeded the current required weight limit. As groups, the leadership

experience levels of men RCCs, women RCCs, and "A" School instructors weredifferent. The men RCCs had the most previous leadership experience,

followed by "A" School instructors. Women RCCs had the least experience.Specific demographic data for RCCs and "A" School instructors are containedin appendices J and K, respectively.

Co etenc Measurement and Identification. , Sixteen RCC and 17 "A" Schoolinstructor competency scales were cons rutted on the basis of competencyfrequency. The 17 "A" School instructor scales included all 16 of the RCCscales. The relidbilities of competency scales are shown in appendix L.

18

22


Definitions of the 17 competencies are given in table 2. A completedescription of the competencies including definitions and behavioralindicators are contained in appendix M.

Competency Frequency, Importance and Difficulty. Three measures (i.e.,

frequency, importance, and initial performance difficulty scores) were

obtained for 17 competencies. They were calculated by taking the mean

frequency, importance and difficulty responses for all respondents on all

scale items and assigning that mean value as the

frequency/importance/difficulty score for that competency. Scores werecalculated separately for men RCCs, women RCCs, and "A" School instructors.Table 3 contains mean frequency, importance, and initial performancedifficulty scores and relative ranking for each identified competency.

Designation of Performance Level. Two ratings, staff and peer, were used todetermine RCC performance levels. Superior performers were determined byidentifying RCCs with either high ratings on both measures or a very highrating on one measure. Below average RCCs were determined by identifyingthose with low ratings on both measures. Forty-three of 281 RCCs wereidentified as superior performers. This equated to 15.7 percent of the menRCCs and 14.2 percent of the women RCCs. Fifty-two of the RCCs wereidentified as below average performers. This equated to 16.3 percent of themen and 22.6 percent of the women.

Similarly, two ratings were used to determine "A" School instructorperformance level. Staff ratings were compared to official performanceevaluation reports where possible. Superior performers were determined byidentifying "A" School instructors with high ratings on both measures.Below average performers were determined by identifying "A" School

instructors with low ratings on both measures. Twelve "A" Schoolinstructors were identified as superior performers and four as below averageperformers. This is 13.5 percent and 4.5 percent, respectively.

All RCCs and kA" School instructors not assigned performance ratings ofsuperior or below average were classified average performers. Table 4

presents a summary of performance ratings for both the RTC and the

SERVSCOLCOM samples.

19 23


TABLE 2. COMPETENCY DEFINITIONS

Competency Definition

Taking Initiative

Planning andOrganizing

Optimizing Use ofResources

Delegating Authority

Monitoring Results

(Maintain Controlof Unit

Influencing

DevelopingSubordinates

Acting on one's own responsibility, selfstarting,anticipating situations rather than reacting tothem, initiating new action or plans without beingtold to do so, accomplishing tasks resourcefullyand persistently.

Identifying action steps, resources, or obstaclesinvolved in reaching an objective, preparingschedules, setting priorities, getting a unitorganized, managing time.

Matching subordinates and jobs to get the bestperformance, using the human resources available,determining the optimum relationship betweentraining requirements and unit morale, avoidingunit burnout.

Assigning responsibility for task accomplishment,and commensurate authority, to subordinates; usingthe chain-of-command to require subordinates toshare in task management; encouraging subordinatesto seek responsibility without waiting for directorders.

Checking unit progress by seeking informationregarding progress or by direct observation,checking on results of own and subordinates'actions, evaluating individual and unit performancagainst a standard of performance.

Eliciting desired unit behavior through use ofauthority to reward and discipline and otherwisemaintain accountability for subordinateperformance.

Persuading and convincing others up, across, anddown the chain-of-command concerning mattersrequired to accomplish company/class goals, usingmilitary beariho, position, and rank as a rolemodel to subordinates, peers, and senior.

Coaching subordinates toward improved performance,helping subordinates to be more responsible ingetting the job done at a quality standard.

20

Technical Report 1!)4

TAME P. COMPETFNCY DEFINITIONS (continued)

Competency Definition---------- --

Team Building Promoting team work and cooperation within your owncompany/class or with other units.

Projecting RealisticExpectations

Understanding

Conceptualizing

Advising andCounseling

Helping

Resolving Conflicts

Compelling

Projecting PositiveExpectations

Maintaining an awareness that some instructionswill not be followed or carried out effectively;expressing displeasure, disappointment, and concernabout shortcomings of an individual or group.

Accepting the feelings of another person, respondingto persons appropriately in order to get the jobdone, figuring out other people's difficulties withrational explanation.

Thinking critically, thinking clearly, searchingfor and identifying relevant facts, organizingfacts, and drawing conclusions.

Advising: Giving specific information/guidance toothers about opportunities, alternatives, or

recommended courses of action that will help solvetheir problem; understanding legal limits ofresponsibility for consequences of advice.Counseling: Helping subordinates explore, betterunderstand, and possibly find solutions for aproblem; keeping one's own preferences secondarywhile a subordinate takes care of his/her problem.

Making time available to talk to subordinates,

"fighting" for your people, assessing the nature ofsubordinates' problems and making appropriatedisposition.

Helping subordinates, as well as peers, resolvedisputes/conflicts/behavior problems to asuccessful resolution so that both parties arerelatively satisfied.

Using the authority inherent in military rank topoint out negative consequences of nonperformanceor substandard performance in order to feel assuredabout subordinate performance/obedience.

Showing subordinates that you are convinced theyare fully capable of doing good work when given achance, expressing positive feelings about otherpeople's work, treating subordinates so that theybelieve you need them and that they are a valuableresource.

21

NN

26

TABLE 3. MEAN MEN AND WOMEN RCC AND "A" SCHOOL INSTRUCTOR COMPETENCY

FREQUENCY, IMPORTANCE, AND DIFFICULTY SCORES AND RELATIVE RANKS

MEANS (RANKS)

Competency

Taking Initiative

Planning and Organizing

Optimizing Use of Resources


Monitoring Results

Maintaining Control of

Assigned Unit

Influencing

Developing Subordinates

Team Building

Projecting Rcalistic

Expectations

Undenst,r!iing

Conceptuflizing

Advising and Counseling

zr

Helping

Resolving Conflicts

Compelling

Projecting Positive

Expectations

Frequency Importance Difficulty

RCC Men RCC Women Instructor RCC Men RCC Women Instructor RCC Men 'RCC Women Instructor

2.8 (15) 2.9 (15) 2.7 (15.5) 3.7 (15) 3.5 (15) 3.7 (13) 1.4 (2) 1.5 (2) 1.2 (2.5)

3.6 (9,5) 3,9 (6) 3.0 (11) 4.0 (11,5) 4.2 (8) 3.6 (14) 1.2 (4,5) 1.2 (6) .9 (11,5)

3.6 (9.5) 3.9 (6) 3,0 (11) 4.2 (8) 4,4 (3) 3.9 (10.5) 1.0 (10.5) 1.1 (9) .9 (11.5)

3.0 (14) 3,2 (13.5) 2.2 (17) 3.5 (15) 3.6 (14) 3.2 h) 1.3 (3) 1.3 (3.5) 1.1 (4,5)

4.2 (2) 4.y4) 3.5 (3.5) 4.4 (3.5) 4.3 (6) 4.0 (6.5,(, 1.1 (7.5) 1.0 (12) .8 (14)

3.9 (6.5) 3.9 (6) 3.3 (8) 4.3 (6,5) 4,3 (6) 4.1 (4) .9 (12,5) 1,0 (12) ,8 (14)

4,5 (1) 4,4 (1.5) 1,1'(1) 4.6 (1) 4.6 (1) 4.4 (1) .6 (16) .7 (16) .6 (17)

4,0 (4.5) 4,4 (1.5) 3.7 (2) 4.4 (3.5) 4.4 (3) 4.2 (3) .8 (14.5) .8 (15) ,7 (16)

4,0 (4,5) 3.8 (8.5) 2.7 (15.5) 4.1 (9.5) 4,0 (11.5) 3,4 (15) .9 (12.5) 1,0 (12) 1.0 (8)

2,3 (16) 2,2 (16) 2,8 (13.5) 2.7 (16) 2.6 (16) 3.3 (16) 1.7 (1) , 1,8 (1) 1.3 (1)

3.4, (11.5) 3.4 (11.5) 3,1,(9) 3.9 (13) 4.0 (11.5) 3,9 (10.5) 1.1 (7,5) 1.1 (9) 1.1 (4,5)

3.9 (6.5) 3,7 (16) 3.4 (6) 4.3 (6.5) 4,1 (9.5) 4.0 (6.5) 1.1 (7.5) 1.2 (6) 1.0 (8)

3.3 (13) 3.2 (13,5) 3.0 (11) 4,0 (11,5) 3.8 (13) 3.9 (10.5) 1.1 (7.5) 1,3 (3.5) 1.0 (8)

'3.8 (8) 3.8 (8,5) 3,5 (3.5) 1:4 (3,5) 4.3 (6) 4.3 (2) 1.2 (4.5) 1.1 (9) 1.2 (2.5)

3.4 (11.5) 3,4 (11.5). 2.8 (13,5) 4,1 (9,5) 4,1 (9.5) 3.9 (10.5) 1.0 (10.5) 1.2 (6) 1.0 (8)

4.1 (3) 4.2 (3) 3.4 (6), 4.4,(3.5) 4.4 (3) 4.0 (6.5) ,8 (14.5) .9 (14) 1.0 (8)

3,4 (6) - 4.0 (6.5) - .8 (14)

ma0.

CD

1

0

21


TABLE 4. OVERALL PERFORMANCE RATINGS OF RTC ANDSERVSCOLCOM RESPONDENTS

Number (Percent) of Respondents*

Level of Performance Men RCC/(%) Women RCC/(%) Instructor/(%)

Superior 27 (15.7) 15 (14.2) 12 (13.5)

Average 117 (68.0) 67 (63.2) 73 (82.0)

Below Average 28 (16.3) 24 (22.6) 4 (4.5)

*n=278 (gender not indicated by-three respondents)

Regression Analyses of Performance and Gender on i etency Scales.Multiple regression analyses indicated the extent to which frequency ofbehavior of each competency distinguished between superior and nonsuperior(i.e., average and below average) performers, and the extent to whichfrequency of competency behavior distinguished between men and women RCCs.The statistical calculations required for the regression analyses arecontained in appendix N. The results are summarized below.

Competencies and Performance. The analyses indicate three competencies thatdistinguish between superior and nonsuperior RCC performance. Thesecompetencies are:

monitoring resultsdelegating authoritytaking initiative.

Both monitoring results and taking initiative are positively related toperformance.- Superior performers tend to enga0 in these behaviors morefrequently than nonsuperior performers. Delegating authority is negativelyrelated to performance, indicating that superior performers engage in thesebehaviors less frequently than nonsuperior performers.

The, analysis for "A" School instructors yielded or.Q competency thatdistinguished between superior and nonsuperior performers:

planning and organizing.

Superior performers tend to engage more in these behaviors.

Competencies and Gender. When the regression analyses are performedseparately for men and women RCCs, different set, of competencies are shownto discriminate between superior and nonsuperior performers. Analysis ofperformance on competencies for men indicates four competencies thatdistinguish superior from nonsuperior men.

23

26


taking initiative

conceptualizing

delegating authority

understanding.

"taking initiative and conceptualizing are both positively related toperformance; superior men RCCs perform these behaviors more frequently thannonsuperior men RCCs. Delegating authority and understanding are both nega-tively related to performance; superior men RCCs perform these behaviorsless frequently than nonsuperior men RCCs. For women, only one competency,monitoring results, distinguished between superior and nonsuperior RCCs.

Superior women RCCs tend to monitor results more frequently than nonsuperiorwomen RCCs.

The next set of analyses addresses how competency behaviordifferentiates men and women RCCs and superior men and women RCCs, in

particular. When superior and nonsuperior performers are combined, fivecompetencies distinguish between men and women. Women are more frequentlyinvolved in planning and organizing, developing subordinates, and delegatingauthority. Men are more frequently involved in team building and

conceptualizing. When the 43 superior performers are examined separately,there are three competencies-that distinguish between men and women.Superior women engage in more planning and organizing and in more developingol subordinates than do superior men. Superior men engage in moreconceptualizin'g than do superior women. Thus, there is also evidence thatthere are differences in superior men and superior women leaders not in howwell they lead but in the frequency with which they use the various

competencies. Table 5 summarizes these data.

SELECTION OF COMPETENCIES FOR TRAINING EMPHASIS

Figure 1 graphically represents the relationship between competencyimportance and initial performance difficulty for men RCCs. Figure 2

presents the same relationships for women RCCs. Figure 3 shows thecorresponding data for "A" School instructors. In all three figures thearea indicating high training emphasis is separated from the area of reducedtraining emphasis by a corridor representing the area of moderate trainingemphasis. This corridor is centered on the line representing an inverserelationship between relative importance and relative difficulty. The widthof the corridor extends arbitrarily one and one-half ranks either side ofthat line.

Table 6 contains a list of all competencies, grouped/prioritized fortraining by type of leader.

.1?


TABLE 5. SUMMARY OF RCC PERFORMANCE, GENDER, AFD COMPETENCY REGRESSION ANALYSES

Competencies

COMPARISON GROUPSPerformance Group Comparisons* Gen-deTtompa.isons**---

Superior and Superior and Superior and Men and SuperiorNonsuperior Nonsuperior Men Nonsuperior Women Women MenPerformers Superior(All Survey WomenRespondents)

Monitoring Results


Taking Initiative

Conceptualizing

Understanding


Developing

Subordinates

Team Building

N

S

N

S

S

N

S

F

M

F

F

M

F

F

* S indicates superior RCCs perform this competency more often, and N indicates nonsuperior RCCs performthe competency more.

** F indicates women RCCs perform this competency more often, and M indicates men RCCs perform thecompetenTTFOre.

25

30

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16


NI

INFLUENCINGI I,

DEVELOPING 111MONITORICDNG RESULTS-----0SUBORDINATES

COMPELLING 111111411

NELPINGIll AREA OF HIGH TRAINING EMPHASIS

MAIN, NING CONTROL IIIIOF ASSIGNED UNIT

/p.-:

CONCEPTUALIZING

OPTIM

OF RESOURCES

ZING USE

\t

°e20_

,1,..

.

BUILDING

0RESOLVING

0CONFLICTS

!...0\ '9,

TEAM 4-6,\ 4,95,

If<5'

AND

0ADVISING AND COUNSELING

0PLANNING

\ORGANIZING

-

UNDERSTANDING limbli1

AREA OF REDUCED TRAINING EMPHASIS

111111 111111EMIIDELEGATING AUTHORITY iih

-

PROJECTINGI\REALISTIC

IN I )gh

1EXPECTATIONS1 N

15 14 13 12 11 10 9 8 7 6 5 4

RANK OF RELATIVE DIFFICULTY

3 2 1

Figure 1. Rank of Relative Tiportance Versus Rank of Relative Difficultyfor Men RCCs.

26

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16


INFLUENCING

\ OPTIMIZING USE OF RESOURCES 111111COMPELLING

DEVELOPSUBORDINATES

;

MONITORING RESULTS AREA OF HIGH TRAINING EMPHASIS

MAINTAINING CONTROLOF ASSIGNED UtIT\

.

.9'?'!"

\ PLANNING AND ORGANIZING

IIIV:Woo,

D'871.''sIX !.'ep

CONCEPTUALIZING

\RESOLVING CONFLICTS

t

..

%),(

TEAM BUILDING

UNDERSTANDING 4,Is/X

\ADVISING AND COUNSELING

.

AREA OF DECREASED TRAINING EMPHASIS 111111DELEGATING

1\0

AUTHORITY..

\

1

111111

TAKING\ .

INITIATIVE

4f1\

.

1 \PROJECTING REALISTIC EXPECTATIONS

15 14 13 12 11 10 9 8 7 6 5 4


3 2

Figure 2. Rank of Relative Importance Versus Rank of Relative Difficultyfor Women RCCs.

27

32

1

2

3

4

5

6

8

9

10

11

12

13

14

15

16

17


INFLUENCING

ih.

1\\11111HELPING

111DEVZLOPING \

SUBORDINATES

NIMAINTAINING

OF P'AAIGNED

COUN I

NTROLhi,

ONS\\

1111111 CONCEPTUALIZINGPROJECTING

MONITORING

POSITIVE EXPECTAT

I) 1\RES

AREA OF HIGH TRAINING EMPHASISLTS

III';9-92'Pe111111111L/

COMPELLING

ox.19

4 °eNII

COUNSELING

)

CONFLICTS

\\44,1;e5,"se

AND

\OPTIMUM USE

()

ADVISING

RESOLVING 61111

()

.

OF RESOURCES

IIIIII

\\UNDERSTANDING

IhAREA OF REDUCED TRAINING EMPHASIS

11111'11111 111M,

TAKING INITIATIVEMil \

PLANNING AND ORGANIZING

TEAM BUILDING

0

1411111111 . PROJECTING REALISTIC EXPECTATIONS

DELEGATING AUTHORITY111L11111111111111

16 15' 14 13 12 11 10 9 8 7 6 5 4


3 2

Figure 3. Rank of Relative Importance Versus Rank of Relative DifficultyFor "A" School Instructors.

2833

TABLE 6. COMPETENCIES PRIORITIZED FOR TRAINING EMPHASIS BY TYPE OF LEADER

Type of Leader

Men RCCs Women RCCs "A" School Instructors

High Conceptualizing

Monitoring results

Helping

Planning and organizing

Helping

Optimizing use of

resources

Helping

Conceptualizing

Compelling

Understanding

Taking initiative

Moderate Delegating authority

Influencing

Compelling

Developing subordinates


Optimizing use of

resources

Projecting realistic

expectations

Monitoring results

Influepoing

Compelling

Developing subordinates

Maintaining control of

assigned units

Conceptualizing

Resolving conflicts

Counseling

Delegating authority

Taking initiative


expectations

Influencing,

Developing.subordinates


assigned units'

Advising and counseling

Resolving conflicts


expectations

Reduced Understanding

Team building


assigned units

Resolving conflicts

Counseling

Team building

Understanding


Monitoring results

Projecting positive

expectations

Optimizing use of

resources

Team building

Delegating authority

31


SUPPLEMENTAL INFORMATION FOR CONSIDERATION IN COURSE DESIGN

The results of the supplemental training information analysis describe(1) various attitudes associated with (a) superior, average and belowaverage performance, (b) completion of an LPO/LCPO LMET course, and (c)gender, (2) the manner in which RCCs and instructors judge their ownsuccess, (3) the kind of problems RCCs and "A" School instructors most oftenexperience in counseling recruits .and students, and (4) an analysis of RCCand "A" School instructor communication patterns.

LEADERSHIP ATTITUDES AND BEHAVIORS. Recruit company commander and "A"School instructor attitudes concerning various aspects of their leadershipresponsibilities, tasks, and behaviors were measured to determine possible

.attitudes/behaviors substantive enough to be addressed in leadership coursedevelopment. The relationship of performance, previous LPO/LCPO LMET coursecompletion and gender to these attitudes was examined. Responses to eachattitude/behavior statement, by groups, are presented in appendix 0.

Recruit company commanders differed as a group in res,onse toattitudinal/behavioral survey statements much more than "A" Schoolinstructors. "A" School instructors did not differ significantly in theiragreement/disagreement with these statements other than that which might beattributed to chance. Among RCCs, however, there were numerous statementswith which groups of RCCs differed significantly based on performance level,previous LPO/LCPO LMET course completion and gender.

Performance Differences. Among RCCs, superior performers express greatersatisfaction in their work and believe more strongly in the relationshipbetween their own self-confidence and the success of their recruits. Theyare more satisfied with themselves as role models for recruits and see them-selves as experts from whom advice is sought. Superior RCCs report adjust-ing better to the competitive atmosphere of recruit training and strive forflag awards more strongly than average and below average performers.

Superior RCCs express more confidence as speakers to large groups.Superior and average RCCs place a higher emphasis Jr' command presence thentheir poorer performing peers and indicated a higher concern about theircommand presence from the start of their tour. Superior RCCs report astronger sense of their own ability to get the job done. They believe morestrongly that they have the necessary authority to do the job, that they caninfluence recruits, find ways to reward recruit performance and thatregardless of the quality of recruits, they can train them.

Superior RCCs also report a greater problem with fatigue and the intru-sion of family problems into their work routine. They report a greaterlikelihoodof getting into difficult situations because of decisions theymake and a greater tendency to do recruits' work for them rather thanletting it go undone.

Previous LPO/LCPO LMET Course Completion Differences. LPO/LCPO LMETgraduates report they are more satisfied with and have mace a betteradjustment to the leadership style they have adopted to optimize success in

30


the competitive environment of RTC than nongraduates. This is alsoreflected in the stronger endorsement they give to striving for flag awards.Graduates express higher confidence in themselves as models for theirrecruits. Appreciation for and concern about command presence is higher forgraduates than nongraduates as is comfort in talking to large groups ofrecruits. LPO/LCP0 LMET graduates express higher confidence thannongraduates in their ability to influence others. They have higherconfidence in shipmates taking their advice and the ease with which recruitsapproach them with problems. They communicate more frequently to each newrecruit that he/she is important to the Navy. Graduates also report ahigher incident of the intrusion of family problems into the workenvironment than do nongraduates.

Gender Differences. Women RCCs expressed greater confidence in theirgraduates' ability to take responsibility for their actions. They alsoindicated a stronger willingness than men RCCs to "stick their necks out"for their recruits. Women RCCs reported that avoiding physical "handling"of recruits was more difficult, but neither men nor women RCCs reportedphysical "handling" as a common practice.

Women RCCs endorsed more strongly than men RCCs the idea that greaterconsideration he given to women recruits because of emotional factors.Women RCCs also saw off duty social interaction between staff members andrecruits as less of a problem than men RCCs although neither group endorsedthe practice.

Men RCCs reported a better adjustment than women RCCs to thecompetitive environment of RTC. They also indicated a higher confidencethat their advice was valued by fellow staff members and by recruits. MenRCCs indicated a stronger belief that recruit quality was declining and thatthey were more frequently required to repeat explanations of directives totheir recruits.

MEASUREMENT OF SUCCESS. Recruit company commanders chose the five mostimportant sources of feedback to them on their own performance from a listof sources. They did not rank the sources in order of importance. Table 7lists the sources of feedback cited by RCCs in the order of frequency ofcitation.

The rank orders of sources of feedback used were similar for men andwomen RCCs. Statistical t-tests reveal three significant differencesbetween men and women RCCs (at the R.01 level) in how the RCCs viewed thevarious sources of feedback. Most women RCCs looked at the general attitudeof the company for feedback. More men RCCs than women RCCs looked atfeedback from other RCCs and academic test results.

"A" School instructors also chose five important sources of feedback ontheir own performance from a list of sources. They did not rank the sourcesin order of importance. Table 8 lists the sources of feedback cited byinstructors in the order of frequency of citation.

3137


TABLE 1, IMPORTANT SOURCES OF FEEDBACK ON THEIR OWN PERFORMANCECITED RY MEN AND WOMEN RCCs

Source of Feedback

FrequencyCited(n=278)

% Men RCCsCiting(n172)

% Women RCCsCiting(n-106)

Company Morale 246 87 91

General Attitude .of Company 240 80 96

Military Inspection Results 211 75 77

Company Appearance 205 69 81

Division Staff Feedback 129 51 39

Feedback from Other RCCs 102 43 26

Flag Awards 82 29 30

Academic Test Results , 811-

37 17

Feedback from Partner 35 11 16

Verbal Reports from Individual 30 10 12

Recruits

Verbal Reports from RCPOs 18 , 5 9

"Stand Tall" Inspections 5 2 2

32

38


TABLE 11. IMPORTANT SOURCES OF FEEDBACK ON THEIR OWNPERFORMANCE CITED BY "A" SCHOOL INSTRUCTORS

Frequency CiLvd % InstructorsSource of Feedback (n-B9) Citing

Academic Performance Tests 71 80

General Attitude of Class/Barracks Unit 66 74

Military Inspection Results 54 61

Overall Impression of Class(e.g., Uniform/Barracks Appearance)

42 47

Class/Barracks Unit Morale 38 43

Verbal Reports from Individual Students 36 40

Feedback from other Instructors/Advisors 31 35

Division Level Feedback 21 24

Feedback.from Follow-on Class Instructor/ 20 22Advisor (e.g., "C" School Instructors)

Feedback from Counterpart 15 17

Verbal Reports from Student Leaders 10 11

Flag Awards 1 1

33

39


COUNSELING PROBLEMS. Recruit company commanders checked five areas from a

list of counseling/advising areas which 'required the most effort. Table 9

lists the areas cited in order of the frequency with which they were

reported.

Both men and women RCCs cited the same top six areas and ranked them in

the same order:

. military attitude

lack of self-confidence

. military performance

. homesickness

. academic performance

. uniform appearance.

Statistical t-tests for proportions were made to determine any

significant differences between men and women RCCs in the counseling areas

reported as requiring more -effort. Proportionately, more men RCCs cited

counseling recruits for "family problems" and "financial problems" than did

women RCCs. HoWever, women RCCs more frequently cited problems related to.

"release from the Navy." These differences were significant at the El';...01

level. There were no major differences in the other areas. Some of the

areas were cited by less than 10 percent of the RCCs. Although there are

apparent differences between men and women RCCs in some of these areas, the

small frequencies make these differences difficult to interpret. The data

do not answer the question of whether these variations are due to

differences in the RCCs on in the populations they lead, or both.

"A" School instructors also checked five areas from a list of

counseling/advising areas which were the most difficult and also the five

that were encountered most frequently. Table 10 lists all of the areas

cited in order of the frequency with which they were reported,. Two areas of

student counseling problems standout as being both difficult and frequently

encountered by "A" School instructors:

financial problems

military attitude_p oblems.

310


TABLE 9. COUNSELING/ADVISING AREAS REQUIRING MOST EFFORT CITED BYMEN AND WOMEN RqCs

Counseling/AdvisingArea

FrequencyCited

% Men RCCs(n=172)

Citing

% Women RCCs(n=106)

Citing

Military Attitude 231 82.6 84.0

Lack of Self-Confidence 212 72.7 82.1

Military Performance 208 71.5 80.2

Homesickness 147 54.1 50.9

Academic Performance 102 36.0 37.7

Uniform Appearance 91 32.6 33.0

Family Problems 75 32.6 17.9\s>

Sense of "Betrayal" by Recruiter 56 18.0 23.6

Career Planning 56 19.8 20.8

Release from Navy/

40 9.3 22.6

Girl/Boyfriend Troubles 39 16.9 9.4

Financial 28 14.0 3.8

Medical 26 6.4 15.1

Racial ' 21 9.3 4.7

Marriage 18 8.7 .2.8

Legal Problems 17 7.6 3.8

Drug Problems 11 5.8 0.9

VD Prevention 1 0.6 0.0

Rape/Rape Prevent-ion 0 0.0 0.0

Abortion 0 0.0/

0.0

35


TABLE 10. "A" SCHOOL COUNSELING/ADVISING AREASBY DIFFICULTY AND FREQUENCY

Number CitingCounseling/Advising (n=89) As Most

Area Difficult%Instructors

Citing

Number Citing(n=89) As Most

FrequentlyEncountered

%InstructorsCiting

Legal Problems 35 39 8 9

Girl/Boyfriend Troubles 30 34 15 17

Financial 29 33 21 24

Sense of "Betrayal"by Recruiter 25 28 10 11

Family Problems 24 27 11 12

Military Attitude 23 26 49 55

Marriage 20 22 13 15

Uniform Appearance 19 21 48 54

Lack of Self-Confidence 19 21 26 29

Career Planning 16 18 30 34

Release from Navy. 16 18 9 10

Drug Problems 15 17 16 18

Rape/Rape Prevention 14 16 2 2

Medical 14 16 6 7

Abortion .... 13 15 0 0

Academic Performance 13 15 54 61

Racial 12 13 2 2

Military Performance 12 13 56 63

Homesickness 10 11 10 11

VD Prevention 6 7 1 1

36

42


COMMUNICATION PATTERNS ANALYSIS. Factor analysis revealed five groupswithin which frequency of communication is similar for RCCs and, likewise,

five groups for. "A" School instructors. Both sets of groups are listed in

appendix P along with their correlations with performance level, gender

(RCCs only) and prior completion of the LPO/LCPO LMET course. All

correlations were small and statistically insignificant suggesting little

connection between RCC/instructor communication patterns and performance

level, gender, or previous LMET course completion.

SUMMARY AND DISCUSSION

The survey developed in this study identified and reliably measuredcompetency performance. Sixteen RCC competencies were identified.

Seventeen "A" School instructor competencies, consisting of the 16 RCC

competencies and one additional competency, were also identified. Three ofthe 16 RCC competencies we!.e found to differentiate superior from

nonsuperior RCCs. One of the 17 "A" School instructor competencies wasdiscovered to differentiate superior "A" School instructors from nonsuperiorinstructors. Of the three RCC competencies that differentiate superior andnonsuperior performers, one was found to be performed less frequently bysuperior RCCs. This was unexpected and represents a difficulty with usingthe current LMET course model requiring instruction only in competenciesperformed more frequently by superior performers. A revision to the LMETmodel was developed that added competency difficulty, importance and

frequency for sorting the competencies for training selection.

Five competencies were found to differentiate men from women RCCs;

therefore, training requirements were developed separately for men RCCs,

women RCCs, and "A" School instructors. Training in 9 of 17 competencies ismore critical for these three groups.

One competency emerges as consistently high in the training needs ofall three groups:

helping.

That helping would emerge as a high training need may refer to, theenormous and total responsibility most RCCs and instructors have%.forrelatively young sailors, transitioning, in most cases, frdh dependentadolescence to the less dependent adult worker in a highly 'regimentedatmosphere. The potential for a wide range of personal dilemmas is great

and the requirement for RCC/instructor response is equally high.

For all predominantly male groups, one other competency is consistentlyhigh.

conceptualizing.

This competency is related to superior performance in men in the RTCenvironment and it ranks high as a training requirement for "A" Schoolinstructors.

37

43


Other competencies that are strong candidates for training emphasisare:

monitoring resultstaking initiativeinfluencing

compelling.

Monitoring results differentiated superior from nonsuperior women RCCs.

Taking initiative differentiated superior from nonsuperior men RCCs.

Influencing was consistently ranked highest in importance, but its

difficulty of performance was low.

Compelling, as an important competency for training, probably reflectsthe fact that the design of NAVEDTRACOM schools, particularly recruittraining, is highly regimented and authoritarian, perhaps more so than manyoperational fleet units. Strong discipline is an important aspect of theNAVEDTRACOM environment and petty offiEeriinstructor leadership trainingneeds reflect this.

One competency emerges as a separate training requirement for "A"

School instructors.

understanding.

This training requirement may reflect the fact that the opportunity forinstructor/student interaction on a one-to-one basis is greater in the

technical training environment. Lower student/instructor ratios, less

hectic daily schedules, and self-paced courses may bring the "A" School

instructor into situations where using understanding skills are requiredmore often than by the RTC recruit company commander who is typically moreinvolved in frequent group evolutions with more students to manage. This isconsistent with the data 'that suggest superior men RCCs perform theunderstanding competency less frequently than nonsuperior performers.Training in this competency-S-515[1M take into consideration that its use is acomplex one for the NAVEDTRACOM environment.

Two competencies emerge as unique training requirements for women RCCs:

planning and organizingoptimizing use of resources.

.//r.

.

Planning and organizing differentiated female from male leadershipbehavior as well as superior from average "A" School instructors.Optimizing use of resources did not differentiate women from men but remainsa stronger training requirement for women than men because of the importinceand relative difficulty of performance.

With one exception (delegating authority) the nine competenciesdiscussed above include all competencies that differentiated superior fromnonsuperior performers in each of the three groups of RCCs/instructorsstudied. Delegating authority is negatively related to superior performancein men RCCs.

38


Emphasis in the competencies discussed above is, underscored by theofficers and petty officers responsible for and involved in recruit andinitial technical training. These competencies capture the strongorganizational emphasis in full-time, involved, accountability-orientedleadership which will be expected from future NAVEDTRACOM pettyofficers/instructors.

Additional analyses concerned data about (1) leadership relatedattitudes, (2) internal measures of job success, (3) typical counselingproblems, and (4) internal staff communication patterns.

Significant differences in the attitudes of RCCs by level ofperformance, gender and LPO /LCPO course completion were noted. One areawhere these differences may be noteworthy for LMET course developmentconcerns role modeling and command presence. Superior RCCs and LPO/LCPOLMET course graduates expressed higher self-confidence in their rolemodeling capability and higher concern about command presence.

Both RCCs and "A" School instructors generally measure their success asleaders by judging the morale, attitude and appearance of the sailor.Military inspection results receive close attention, but only in the "A"School environment do academic grades also receive high emphasis. In bothgroups, formal awards or recognition resulting from intergroup competitionis clearly of secondary interest.

Two general areas of counseling were identified as common to both RCCsacid "A" School instructors:

military performance counseling (e.g., military attitude, militarybehavior, uniform appearance, performance of military duties)

personal adjustment (e.g., lack of self-confidence, hoMesickness,sense of "betrayal" by recruiter, family problems, boy/girl friendproblems).

0

"A" School instructors could also benefit from training in counselingstudents in legal and financial matters.

Analysis of staff communication patterns revealed little in the way ofdifferences in communication patterns between superior/nonsuperior,men/women or LPO /LCPO LMET graduate/nongraduate.

The discovery of high numbers of IET unit leaders exceeding weightstandards at the time of survey (1981) and the corresponding importancesuperior IET personnel attached to proper role modeling suggests the need toreview policies concerning selection and qualification of IET leaders.Other services require meeting physical fitness and weight standards priorto qualification for IET leadership and receipt of associated financialbonuses.

39

45


SECTION IV

CONCLUSIONS AND RECOMMENDATIONS

This section presents the conclusions of the study with specificrecommendations for RCC and "A" School instructor LMET course development.In addition, conclusions and recommendations concerning future LMET coursedevelopment and evaluation methods and the leadership and management

practices within the recruit and "A" School training environment are

provided.

CONCLUSIONS

The major conclusions concerning the selection of competencies for RCCand "A" School instructor LMET course development are provided below.

1. The leadership duties and functions of RCCs can be adequatelydescribed with 16 leadership competencies while the leadership

responsibility of "A" School instructors can be described in 17

competencies. (The 17 "A" School competencies are the 16 RCC competenciesplus one additional competency.) (See table 2.)

2. An LMET course providing instruction in the 17 identified

competencies but emphasizing (i.e., providing more skill practice and

practical application instruction in) the following nine competencies wouldmeet the more critical leadership training requirements of RCCs and "A"

School instructors:

helpingconceptualizingmonitoring resultstaking initiative'influencingcompellingUnderstandingplanning and organizingoptimizing use of resources.

3. The critical training requirements of RCCs and "A" School

instructors are similar enough to warrant consideration of the developmentof a single LMET course model for both groups of instructors.

4; Among RCCs, men and women differ in:

a. the frequency with which they perform five of the

competencies identified. These are:

delegating authority (women do it more)conceptualizing (men do it more)planning and organizing (women do it more)

40

4b


developing subordinates (women do it more)team building (men do it more).

b. the scope of their leadership background. As a group menRCCs have had more extensive leadership experience. They have supervisedlarger groups of subordinates, been in the Navy longer and attained a higherrate. Men RCCs represented a cross section of rating fields while womenRCCs tended to be from administrative ratings. Virtually all men RCCsreported previous tours at sea while most women RCCs reported no sea dutyexperience.

c. some attitudes concerning their leadership roles as RCCs.

For example, men RCCs revealed higher confidence in their ability to competeprofessionally in the competitive RTC environment, but women RCCs weregenerally more positive about the quality of recruits they were training andsending to the fleet.

5.. Increased frequency of performance of the identified leadershipcompetencies is normally associated with superior overall leadership perfor-mance for both RCCs and "A" School instructors. Higher frequency of perfor-mance of 'two competencies--delegating authority and understanding--can,

however, be associated with average or below average overall leadership

performance among men RCCs.

In addition to direct inputs to the RCC and "A" School instructor LMETcourse development, the data suggest certain conclusions about LMET coursedevelopment and evaluation methods.

1. The utilization of systematic instructional developmentprocedures can provide an overall framework for the identification of compe-tency-based leadership instructional requirements.

2. Competencies can be treated similarly to job tasks forpurposes of instructional requirements analysis.

3. Leadership and management competencies can be identified andmeas red reliably using surveys/questionnaires. Surveys/questionnaires canbe sed to measure competency frequency of performance, perceived importanceto success on the job,' and initial performance difficulty;su eys/questionnaires can, also, be used to identify competencies thatdif'f'erentiate between superior and nonsuperior performers.

4. Combined current peer and staff performance ratings are

useful measures of overall leadership performance; service recordperformance data are unreliable as a sole measurement device because of (1)possible rating distortion and (2) lack of current data because of staggeredannual reporting requirements.

5. Building an LMET course on only those competencies whichdistinguish superior and nonsuperior performers may not address all of the

41

4


training requirements; competency importance and initial performance

difficulty are two useful factors in determining the competencies required

for training.

6. The intraorganizational communication patterns of RCCs. and

"A" School instructors do not appear to be important variables in developingleadership training requirements.

the data analysis also led to three important conclusions related to

LMET course implementation policies within NAVEDTRACOM which may have a

bearing on the overall effectiveness of RCCs and "A" School instructors.

1. Some RCCs and "A" School instructors exceed Navy

weight/percent body fat limits.

2. E-5 RCCs of both sexes may benefit more from LMET-type

instruction than more senior petty officers.

3. The leadership and management training requirements

identified for RCCs and "A" School instructors may comprise similarleadership and management training requirements for ITB CCs as well.

RECOMMENDATIONS

The recommendations which follow are intended to assist in design ofeffective leadership training for RCCs, "A" School instructors and ITB CCs,

and to add to the instructional technology available to NAVEDTRACOM

concerning leadership course development. Recommendations are also included

that are designed to improve the leadership impact of RCCs and "A" Schoolinstructors/ITB CCs through improvements to current training management

practices. It is recommended that:

1. RCC and "A" School instructor LMET instruction reflect training inthe 17 competencies identified in the study with emphasis on:

helping

conceptualizingmonitoring resultstaking initiativeinfluencingcompellingundertakingplanning and organizingoptimizing use of resources

2. One LMET course model should be considered with versions for bothRCCs and "A" School instructors/ITB CCs using environment specific materialsand terminology (i.e., RCCs use materials relevant to recruit training and"A" School personnel use materials relevant to "A" School training).

42

48


3. Future evaluation of RCC and "A" School instructor LMETinstruction should emphasize the following:

a. determine the adequacy of instruction (i.e., effectiveness ofskill practice and practical application) in the competencies identified ascritical leadership training requirements.

b. ensure that differences in the performance of leadershipcompetencies by men and women RCCs are identified in classes with womenstudents and that relevant training materials reflect these differences whenadvisable.

c. ensure that those instances where decreased frequency ofperformance may be associated with superior performance are identified andpossible problems associated with op m z ng the use of these competenciesbe included in training.

4. The next regular revision of the NAVEDTRACOM 110 series shouldinclude ,a methodology for leadership (and similar nontechnical skills)training requirements identification based, in part, on the proceduresutilized in this study.

5. Future leadership and management courses developed for Navypersonnel should include not only competencies that differentiate superiorfrom nonsuperior performers but also critical threshold competencies (i.e.,competencies that are important to the job but are relatively difficult toperform initially for many job encumbents).

6. Policies in two areas related to the effective utilization of RCC,"A" School instructor, and ITB CC LMET graduates should be examined.

a. Physical fitness and weight/body fat requirements forselection and continued qualification/utilization of IET leaders should bereviewed.

b. The utility of screening prospective LMET students should beconsidered in order to determine those whose previous experience warrantsbeing given the option of skipping the LMET portion of their trainingpipeline. This would permit LMET instructors to focus on those students(i.e., E-5s with limited leadership experience) who may need/benefit themost from the course.


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Whitmore, P. C. and Fry, J. P. Soft Skills: Definition, Behavioral Model

Analysis, Training' Procedures. ----7HuiTU-PP-3274, March 1974. Human

Resources Research Organization, 300 N. Washington Street, Alexandria,

VA 22314.

48 5



,Worchel, P., Sgro, J. A., and Cravens, R. W. Unit Effectiveness and.Leader-ship in a Changing Society. Virginia Polytechnic Institute and StateUniversity for U.S. Army Research Institute for the Behavioral andSocial Sciences, 5001 Eisenhower Ave., Alexandria, VA 22333. ContractNo. DAHC 19-74-G-0011.

-cr

Wulfeck, W. H. Ii, Sten, H. W., Fredericks, P. S., and Ellis, J. A. AnInstructional Quality Inventory (Hp) Analysis of Some Leadership andr+,'nagement Education Training (LMET) Courses. Navy PersonnelResearch and Development Center, San CA 92152.

49


APPENDIX A

LEADERSHIP COMPETENCIES DISCUSSED WITHRECRUIT COMPANY COMMANDERS AND "A" SCHOOL INSTRUCTORS

Setting Goals and Performance StandardsTaking InitiativeExercising Self-ControlInfluencing OthersDeveloping SubordinatesBuilding TeamsPlanning and OrganizingOptimizing Use of Human ResourcesDelegating AuthorityMonitoring ResultsRewarding OthersDisciplining OthersAdvising OthersCounseling OthersDemonstrating Positive Expectations About Other's

Work PerformanceDemonstrating Realistic Expectations About Other's

Work PerformanceDemonstrating Understanding of OthersConceptualizing What Needs to Be Done

Directing OthersListening to OthersHelping OthersNegotiating/Mediating Interpersonal Disputes to a Mutually

Acceptable SolutionMaking Decisions That Stop Interpersonal Conflicts and/or

Letting Conflicts Resolve ThemselvesExpressing Emotions ReadilyAbsolutely Demanding Obedience/Conformity

50 5C


APPENDIX B

RECRUIT COMPANY COMMANDER AND "A" SCHOOL INSTRUCTORLEADERSHIP COURSE DEVELOPMENT SURVEY(RECRUIT COMPANY COMMANDER FORMAT)

51

57

RECRUIT COMPANY COMMANDER

AND "A" SCHOOL INSTRUCTOR

LEADERSHIP COURSE DEVEL

OPMENT SURVEY

A comprehensive survey for NIC Orlando Recruit Company Commanders, "A" School

instructors and higher echelon leaders, regarding leadership concerns, values and Mess

for NA VEOTRACOM Petty Officer Leadership course development,

MARCH 1981

NTC RTC,

and

SERVSCOLCOM, ORLANDO

TRAINING ANALYSIS AND EVALUATION GROUP

ORLANDO, FLORIDA 32813

RECRUIT COMPANY COMMANDERAND "A" SCHOOL INSTRUCTOR

LEADERSHIP COURSE DEVELOPMENT SURVEY

(RECRUIT COMPANY COMMANDER FORMAT)

The Training Analysis and Evaluation Group (TAEG) has been tasked by the Chief of Naval Education and Training

to develop training objectives for recommendation in future Naval Education and Training Command petty officer

leadership course development. This survey is an important part of that study.

This survey is to be filled out by all company commanders at Recruit Training Command, Orlando. Individual

responses will not be disclosed to anyone outside the TAEG. All data will be summarized in appropriate tables or

charts,

This survey form is intended for all current or past RTC recruit company commanders (including apprenticeship

training instructors) currently serving at RTC Orlando.

PUBLIC LAW 93-573, CALLED THE PRIVACY ACT OF 1974, REQUIRES THAT YOU BE

INFORMED OF THE PURPOSE AND USES TO BE MADE OF INFORMATION COLLECTED, THE

DEPARTMENT OF THE NAVY MAY COLLECT THE INFORMATION REQUIRED IN THIS QUESTION-

NAIRE UNDER THE AUTHORITY OF 51 USC 301, AS REFLECTED IN OPNAV NOTICE 5450 OF

17 APRIL 1975, THE INFORMATION COLLECTED WILL BE USED ONLY FOR THE PURPOSE

OF DEVELOPING A LEADERSHIP COURSE, FAILURE TO COMPLETE THIS QUESTIONNAIRE

E " OM HE VY S 'BILL 1 TO MEET ITS TRAINING NEEDS,

T i

WRITE YOUR NAME NEXT TO THE CODE NUMBER

Your name will be seen only briefly by TAEGipersonnel during the marking of data It will be used to match

data collected from other sources. It will then be discarded and no record of names will exist.

60

INSTRUCTIPS

This form is divided into fivesections, Complete the form independently of other personnel, Brief instructions for each

section are given below.

Section I, BACON INFORMATION, This section asks for informationconcerning your education], work and personal background.

All information requested is considered to have some luringon determining necessary leadership training objectives,

Section 11. LEADERSHIP JOB TASK ANAI1S1S, This section deals with leadership functions that company commanders may perform,

TriFid the questions across the top and answer each question for each function,Answer the questions from the point of

view of what you personally do or think as a company commander,

Section 111, CONTACTS AND COMMUNICATIONS,This section asks you about your contacts and communications with other command

personnel.When asked for

average frequency of contact, please choose the answer that is most accurate.

Section 11. PROFESSIDNAt ATTITUDES AND BELIEFS, This section deals with attitudesor beliefs possibly related to leadership behavior,

MIR read the statements and indicate your agreement/disagreement,

Section 1, PEER INFLUENCE DATA, This section asks you to check thenames of other currently assigned company commanders that have

most influential in your own leadership development,

Afte'ryou have completed the form, please deliver it to the proctor, All survey data will be held in the exclusive custody of:

Director

Training .Analysis and Evaluation Croup

Attn: Leadership Study Group

Naval Training Center

Orlando, FL 32813

SECTION I

BACKGROUND INFORMATION

IDENTIFYING CODE NO.

The inforNition ((invited in this section will assist in determining the degree to which personal background /characteristics shouldbe considered in shaping leadership instruction, (fill in or circle correct answer).

Rate/rating

b. Sex

C. Age

d. Time in service (years completed)

e. Time at this command (months completed)

f. Years assigned a sea duty billet (years completed)

Mouths of service in a combat zone (months completed)

h. Highest number of individuals directly supervised prior to this assigmnent

i.. Number of companies you have led

Did you volunteer for this assignment?

q,

k. Highest educational level attained (check one)

(1) did not graduate from high school

(2) high school diploma or G. E. D.

(3) some college or technical school (Navy or Civilian)

(4) associate degree

(5) bachelor degree

(6) graduate school, no degree

(1) graduate school, degree

YES ND

1. Are you enrolled in a part-time educational program?YES NO

m. Have you had an (MT course?YES NO

n.

o.

Have you had an (MET course?

Family/community commitments:

YES NO

(1) Family status

(Circle correct one)Married, living with family

Married, not living with family

Single, not living with any dependents

Single, living with children or other dependents

O .Nuober of children

(3) Community activities

(List)

p. If married, does your spouse work outside the hue or

spend considerable time in educational or volunteer programs?

q. Co you find it necessary to have your own second intone?

r. How would you describe your physical fitness? (Circle best choice)

Excellent Good Satisfactory Fair Poor

s, Height? (inches)

t, Weight?

YES NO . N/A

VES NO

111101d II

114111(5110(11,11I'Al 4541515

11,,toi in this settlon

Ohigto'd In (litho r1.1,oliel

I rif ormticui shout NA) on. the fob ino 101i 11110$

rrlurn111 r. 1111'y Ire II[It drslyui l ynu lq,111111ii

0,, Ilnr',h,pl)Jhe 11111'111'111'd (II,dll'1111) Ulr IlnWhl,y,L

,IdIcsmils of or kiniut (wrath! (lulu of a tost,s1all 1,diV1,1111i1 to ION'' well he used

strktly to pimp 311,1 Into lotols ni Meuse

1,1111A, 10 the 00,qt (')boor relletl yOul lorlu OftonIhu'smel dud heidiular, offeitIvenets

1 I 1 kiloar fotliro lotto (10 3licy often

I, ',et 0)111,14 godls for recruit111 (21 LI) 141 1,',1

hisde c drodou kls Icksod on new

111(c,!c41lun at,uot Indwlduel Cl't rots

ond their cdpabilities

I, 'lot Irdininu touts

for indly1Judl rocruito

4, i(c,o iculdiny inforkol tout unit

Navy and RI standards

to recruits

loulemont Py 0,1111 WO') about

training remits while rnee.tinc)

rodulrod ((mold stdroldrds

lirodk to seolort in order In get

Ildrifiodclur shout colnuod

ctvidards)yklity

Inforos reoulatioot

3, MJIntaln accountO I I ty; ensure

thdt ill coifector tasks are

nerforotid

It, !reit] rd roc ric tt

II, Discipline recruits

12, wocr,inim early cur, (e.g. low

ins;i'u t on cures, company Strife)

that my cotral of the compel), is

s I inpi ric),

fh 1,11 ,h!

li (dunk foci our lindditinr 1301

tit ,es It upo1Lull cloold

last 1,, toss nl d (nriiou

oid,indist

(I) hit rhco 1,1 I

1:i slfnoyottllolarinnseipdeou,

111 111 srom nidlotdoci,

cd)

II() dory 11[V.Piteit

IM 121 111 It) (51

;11 (1!

I, (or Ihe 1,10, Nilo which you are 1 dodIdi ihcck tie Ott Iespuose

111,11 best (IOSIIthils ti' rim Al rose with whi{h you oddresSNI

the loci durlrni Ihr lirst few «191,1nies you led, If you Skye

never en«nollerini thi, lost trivi, plank,

I 1 1' I oil, difficulty

tunsiderdlile ill I ly

(II Sore difficulty

(4) With eAP

(!I) 001 lOrISIler,Op Pals

111 1,0 10 01 151

(11 121 10 01

.h

ly(M (21 III 01 151 111 hi (1) 01 01 hi

111 121 111 (1) 151(1) 12) 0) 01 (5) Ili 121 (11 (4) (5) 0

III (21 111 141 h) 01 121 01 (41 151 111 11) 01 (4) (5)0

rt0) 13) 111; (4) h) 13) 111 12) In (4) (5)

1-1

Ui41

(1)12) 01 (41 (5) 10 (2) 01 01 01 MI (11 (11 01 (5)

(I) (2) 13) 41 (51111 (2) 01 01 (5) III (21 01 01 01

(1) (2) (3) (41 (51 111 121 01 01 (II (21 01 01 01

(11 (21 121 (41 151 111 11) 01 01 01 10 (21 01 01 01

(H (21 (U 141 01 01 121 111 01 (SI (1) (21 (11 01 (51

111 11) (31 0) (5) 01 0 11) 01 (51 111 121 01 (4) (5)

65 66

'Oh

01

CO 18, Koko alternative plans in case last

minute changes occur

19, Request transfer of militarily

troablesont recruits to other

companies or special companies

Sill II (continued)

LEAGERSIIIP JOB 145K ANBU515

B,On the average, about how iften 8,

do you perform this task

during the training cycle

of a typical company,

(I) Rarely or Bever

(2) Occasionally

(3) Fairly Often

(4) Often

(5) Very often

Check the one response that bestC.

describes haw important doing this

task is to thi success of

a company commander,

(1) Detrimental

(21 Of no particular consequence

(3) Of some importance

(4) Rather important

(5) Very important

for the tasks with which you are familiar check t

that pest ce,cribes the general ease with which 1

the task during the first few companies you

never encountered the task leave blank,

(I) Extreme difficulty

(2) Considerable difficulty

(3) 5orte difficulty

(4) With ease

(81 With considerable ease

he One response

no addressed

ifyou have

lighten company discipline when I see

that my control is slipping

14. Push limits of authority in order

to deal strongly with undesirable

recruit behavior

15, fry new training techniques

15, Make decisions on my awn when manage.

ment guidelines are not clear to IT

II, lend' the regulations a little for

the good of the Company

20. Hold "rap' sessions as a means of

identifying and solving company

problems

Z1, Call to division staff's attention

any problem areas with which I'm

having a lat of trouble

22. Recommend changes to command

procedures

23, Take a chance for the good of

my recruits

24, "Size up" situations and do things

to keep from 'blowing up"

61

(1) (z) 13) (4) (5)

111 12) 13) (4) (5)

(11 121 (31 141 151 111 (21 (31 (4) (5)

(1) 12) (3) (4) (5)(11 121 131 (4) 151

11) 12) 13) (1) iS) (1) (2) (3) III (51

11) 121 13) (41 (5)11) (2) (3) 11) (5)

111 (2) (I) (41 151 111 12) 13) (I) (5)

(I) (2) (31 (41 (s) (1 (21 -131 III 151

(11 121 131 01 (5) (11 (21 111 141 (51

111 (2) 01 (n) (51 111 (2) (3) (4) (5)

11) 12) (3) (4) (5) 11) 12) (3) (4) (5)

II) 11) 13) (4) (5) 11) (2) (3) (4) 15)

111 121 13) 141 15) (11 12) (3) (41 (51

111 (21 (31 (41 151 111 (21 (31 141 (51

rt

i-a

15, Investigate all sides of 4 problem

before : decide to discipline a recruit

1b, lielas and unwind during off duty

novs

h}ininiete 'oe eft' of my per,clal

probler, day's work

25, fake ti .A. off i tate care of

Persoul or farrilr corium

Siitaneolle for ny recruits

In irilitary appearance

30. Iptivate I recruits to Jo what I

want without exceeding the Writs

of my authority

11, leach toy tem

12. tali to !line INv ne reVult',

31, Talk to recruit., oreiun-one

31, l'ovise reward', and din lelinary

proceEres which are w, thin the

of re, lothoriti

reLrOlt', to 01 r9 their

problem sa I can 0111 t'11

16. rdreiect my voice in nrder to to heard

14, ?ate an effort to miintAin a licad

attitude,Jide iNuut recrui ts

,'!,CrtJitr, 1 an du wont

;el I Ihr, to In

SECTION II (continue(

LEADERSHIP J05 INSK INAL11515

A,An the average, about kw ofter b. (heck the one response that

best C.ao you perform this task

describes how important doing this

during the training cycletask is to the success of

of a typical company.a company commander.

0 1 Rarely or Never

13) Occasionally

(31 fairly Often

(II Often

15) Very often

(I) Detrimental

(21 of no particular consequence

(3) Of tare importance

(41 gather important

I5J Very important

for the tasks with which you are familiar check the ore response

that best deScrIbes the general ease with which you addressed

the task during the first few companies you led. If you have


(l} fxtrere difficulty

(onsiderable difficulty

ill Soce difficulty

(41 With ease

. (5) With considerable ease

01 01. 01 01 (5) 01 01 01 01 61 01 121 01 01 01

01 01 01 01'151 01 ',11 01 01 61 01 (21 01 141'

0) :21 01 01 (5) 01 121 01 01 61 01 121 01 01 01

11 (21 (3) 01 61 01 ,21 01 01 151

01 (1,1 01 01 01(fl ,01 (A) 61 01 (21 01 01 01

01121

,11 01 (51 (H OI 01 61 01 121 01 01.01

111 111(2) I]; 141 (5) 01 111 01 (4) (5)

0! YO1 (O1 01 w (2) (3) (5) 01 121 01 01 01

(li (2) (II i51 Ill o 01 (4) 61 01 121 01 01 151

0! (41 (51\fl 1 01 01. 51 01 121 01 01 01

111 01 5) in (1) (4) 151 01 (2) (31 (4) (51

il1 i41IN',

(41 CSI 10 RI 01 141 151,

111 (41 1,5i (I) 11) 141 15) 01 1211 01 01 151

U! (11 3)01 (21 {31 (4) 01 121 01 141 31

7u

0

SECIION II (continued)

1140fP5HIP JOB !ASK 4N411515

A, CO the average, about how oftel,

do you p'erform this task


of fl typical company,

411 Rarely or Never

(21 Occasionally

0) fairly Often

(4) Often

(51 Very often

B. (heck the one response that best


task is to the success of

'a company ccrriaTier,

41) Detrimental




(5) Very important

19. Give recruits individual

instruction

42, Double check to ensure that a

recruit thoroughly understands

assigned duties

11) 12) 131 II) (5)

11) 121 13) Ill 15)

111 121 131 141 (51

11) (21 131 44) 15)

41, Give top recruits additional leadership

responsibilities as training progresses

Ill 421 131 411 451 111 (21 131 141 151

42, folk* up on assigned duties to

see that the job is done

satisfactorily

43, Ose ideas from recruit critique

sheets

(11 (21 (31 (II (5).

111 421, 131 141 151

111 (21 131 (41 (51

(I) (2) (3) 141 151

44, fell recruits when they are doing

a good job

111 121 131 141 15) 111 (21,,(]) 4) 151

45. Back up 4 recruit who gets in

trouble

111 (21 131 141 151 111 121 1J1 141 151

46, !Alm my company's ability to111 121 111 (41 15) 111 (2) 131 141 (51

Take a good teso

41. Check strengths and weaknesses of

individuals to see how to best fit

them into the "group" effort

111 121 131 141 151 11) 121 (3) (41 15)

48, Encourage recruits to take part in

sports activities

(I) (?) (1) (41 (5) (1) (21 13) 141 151

49, Encourage recruits to compete with

recruits In other companies

(1) (2) 131 141 15)111 121 131 141 151

SO, Encourage recruits within the

company to compete with each other

111 121 131 141 (51 111 121 131 141 151

C, for the tasks with which you are familiar check the one response

that best describes the general ease with which you addressed

the task during the first few companies you led, If you have

never encountered the task leave blank.

(1) Extreme difficulty

(21 Considerable difficulty

131 Some difficulty

(4) With ease

(5) With considerable ease

11) (2) 13) (4) 151

ID

11) (2) 111 111 151

(I) (21 (3) (41 (51

(I) (21 (3) (41 (5)

nQi

..1

0I

61(11011 II (continued)

11iIIIP5111P J011 115k 4111515

A, Or the average, about how often

do you perform thistask


of a typical company.

(tech the one response that best


task is to the. Clicce', of

a company trader,

O, for the tasks with which you are familiar check the one response




111 wanly or hewer

(21 Occasienally

1)1 fairly Often

(4) Often

15) Very often

(11 Detrimental

12) Of no particularconsequence

(11 Of sone importance

(11 Rather Important

151 Very important

(11 Extreme difficulty

121 (cnsiderable difficulty

(3) Sore difficulty

141 with ease


51,Encourage recruits to work together

and help thembuddies who are less

coable

01 (110) 141 (51111 12) 131 14 ) (5)

(1) 12) (3) 141 (5)

2. iegh iectioredwitch neclinnsicospany

to try to solve its problemsbefore

coming to re

111 121 (31 01111 121 (3) (4) (5) 11 12) '(3) 141 15)

53,leach sections/watch sections/company

to learn each individual'sstrengths

and use them to their advantage

01 12) 01 01 151 1 121 01 141 (51111 121 (11 141 (51

54,%sign projects (duties) to small

groups and let group leader

assign responsibility

01 01 01 01 (51 111 121 1310) 1511) 12) 13) (41 15)

55, tet company pretty much run itself

whenthey are doing a good job

01 12) (31 141 151111 (21 Ill 141 11 (1 (21 131 141 151

56, Tell "sea stories'01 12) (3)

(4) 151 (1) (21 01 141 (51 (11 01 131 01 (5151. Plan ahead several days

fora new company

(1) (2) (3) (4) (51 111 121 131 141 151 (11 121 131 141 151

9. Make a list of the most important

things to do first

01 (2) 01 (41 15) 01121131 Ill 151111 121 131 (41 151

551. Make entries in a notebook of

things that happenso that

it will de easier to

train my next company

111 (2) (31 01(5) 111 01 131 (41 15)

111 121 13) 141 15)

6O. Decide which military subjects to

teach first

(11 (2) (31 (41 (51 III 121 01141 (51 01 (21 131 14) (5)

II, Plan the day in IS30 minute01 121 131 01151 11 12) 131 14) 15)

(11 (21 (31 (41 (51blocks of time

566110H II (continued)

1(406116811 JOB 1164 ANALV616

A, On the average, about how often 0,



of d typical company.

(11 Rarely or Hever

121 Occasionally

(3) fairly Often

(4) Often

(SI Very often,

62. figure o ahead how much time to

devote to uari .s activities

6). Anticipate major last minute changes

t daily schedule

61. Assst, recruits In using their time

to the test advantage

66, Divide work time with partner

56. Replace recruit petty officers

when certain ones selected don't

pan out

61.. Hatch the job to the recruit's

abilities

68, Encourage recruits to give me

feedback on problems they encounter

in following my directions

69. Revise orders when individuals are

obviously fatigued

10, Oetermine if company is 'burned out."

11. Co something specific to keep my

morale up

12, Co something specific to keep

company mordle up

13, Use feedback methods (e,g., critique

sheets, rap sessions) to evaluate

company morale

14, Think about and analyze overall

compdny discipline

121 131 141 (5)

111 12) (3) 141 151

(11 (21 131 (11 151

III 121 11) 141 151

(I) 121 131 141 151

III 121 131 141 151

(11 RI 131 Ill 151

III (21 131 (4) 151

(II121 131 141 151

111 121131 141 151

111 121 131 141 151

III 121 131 141 151

111 121 131 (4) 151

Check the one response that best



company cornainF7

111 OetrImental

121 Of no particular consequence

13) Of some Importance

C, For the tasks with which you are Wilier check the one response


the task during the first few coepanies you led. If you have

never encountered Inn WS leave blank.

(II bare/ difficulty

(21 Oonsiderahle difficulty

131 Some difficulty

(11 Rather important

(51 Very important

141 With ease


-1

fl

3JI

Cl

III 121 1)1 141 151

III 121 131 (41 151

11) 121 131 (4) (5)

III 121 111 141 151

111 121 131 141 151

II I 121 131 141 151

III (21 131 141 151 111 121 131 141 (51

111 121 HI 141 151 (II 121 131 141 151

(1)

0III 121 131 (41 151 III 121 131 10151 I

111 121 1)) 111 151 111 121 111 14) 151 NCrl

111 (21 131 141 151 (II 121 131 Ill 151

11 I 121 131 (41 (51111 12) 131 111 15)

111 121 131 (41 151 111 121 13) 11) 151

111 (21 131 141 151 (I) (21 131 141 151

(I) 121 131 141 (5) 111 121 111 141 151

(II 121 131 141 151 111 121 (31 141 151

KIM II lontilidal

LiA1111151iIR 4811 IRSN AltAtISIS

A, On the average, about how often11,




(1) Rarely or Never

Check the one response that hest


task is to thezduccesc of

3 company ccarander,

(I) Detrimental

1, for the tasks with which you are laminar check the one response

that best describes the peal ease with WO you addressed



(11 Wrote difficulty

.^-

(2) Occasionally

(31 fairly Often

(4) Often

(5) Very often

121 Of no particular consequence



(51 Very iintiortani,

(21 Considerable difficulty

(1) Some difficulty

(4) With ease


15. Display a goad attitude regardldss of

problems or poor response by the

company'

(II 121 (31 (41 (5) 111 121 (31 14) 151 111 121 01 (4) (5)

16, Study recruits to see when they can

take on more responsible Jobs(11 (21 131 (4) (5)

11) 121 43) 141 111 (11 (2) )1) II) (5)

11, Divide authority aid responsibi I I ty

for specific train.nA, areas with

my partner

III 421 131 (41 (51 01 121 131 141 15) 111 12) 01 141 451`

TB, Give temporary control of minor

individual andlor company rewards

to recruit petty officers

01 (2) (31 441 (51 111 121 131 141 15)11) 12/ 111 (4) (5)

PL Delegate more authority to recruit petty

officers based on readiness for

greater responsibility and polity limits

(II 121 (3) 141 (5)11) (2) (3) (4) 15)

111 12) 13) (4) 151

80. Analyze feedback on many

progress111 12) 43) 14) 15) 11) 12) 131 (4) (5)

(11 (21 (31 (4) 01

81, Inspect recruit progress in the

interval between MED Inspections111 121 131 (1) 151

111 12) 131 (41 15) (II 12) 131 (41 (51

82, Let individual recruits know how

well they are doing in training(11 (2) (31 141 (5) 111 (21 (1) 141 15)

01 121 131' 141 15)

83, Let the company as a whole know

haw well it is doing in training(II (2) (1) (4) (5) (11 12) (31 14) 15) ( 1 12) 131 141 15)

81, Watch recruit behavior in order to

anticipate problems before they

happen/occur

01 (21 (3) (41 (51 (I) (2) 431 (4) (5111) 121 (3) 14) 451

85. Compare progress of my company

to mood standards411 421 431 (4) (5)

(11 (21 (31 (4) (51 (1) (2) 13) 141 15)

86, Tell recruits when I am pleased

with their performance411 (21 111 (41 451 (II 121 (31 (41 15)

111 (2) 131 141 151

78

81, Award specific privihec

tO recruits based on writing

certain definite i'nn'ards

W1111111 1tontinhed)

t(i)(1111111111 J11111101k

h, fin the average, Aline( how often

05 you perInrx this task

daring the Wiring cycle

of a typical convoy.

(1) Rarely or Never

(2) (iccasionally

(1) hit) Often

IA) flten

(q Very often

01 01131141151

BI1, "Bend vier backward" la reward a111 121 I)) 14) IS)

good job

di, tidie.officIdl retoevenddtineti for 11 (9) (11Iii

recognition of exemplary recruits

90, Assess recruits' personal Problem4r) 11 141

give advice concerning best so1ution(s)

91. Give advice to less experienced CC partner (11 121 (1) (41 (51

42, Set aside temporarily some aspects of

my role as an authority figure and

talk to a recruit as one adult to another

93. listen to and empathile with recruits

concerning personal protitnis with limited

advice giving

94,Approachla recruit when 1 sense

she or he has a problem

95, Determine whether a recruit's

problem Is serious enough to

need my attention

96, Conduct discussions with groups (1) (21 13) (4) 15)

of recruits havIng slmilar Problems

01 131 141 151

(1) (2) (3) (4) (5)

(1) (2) (3) (4) (5)

91 Refer recruits to other counselors

chaplain, psychologist)

98. fell recruits to can make It

through"

99. Encourage company in Its

competition for flags

79

0, Check the one response that firstC.

describes haw irportant diiuy this

task Is to the web': of

d ,limpany comuler,

111 Detrimental

(1) Of no wide toisequenin

111 Of soil! imycnfinev

(41 Rather laneintant

(51 Very' Important

111 01 191.111 (s)

(1) (2) 13) (4)

01 (5)

0 121 111 14)

(II (2) (3) (4) (5)

111 131 14) 151

II) (2) 131 (41 15)

II) 121 131 (4) (5)

01 121.13) (4) (5)

11) 121 13) k) I51

111131 01 (4) (5)

1) (2) (3) (4) (5)

(5) (2) 131 (4) 151

for the tasks with whIth you Ore familiar 144 the 01W ITVOIN,

that hest describes the general east with which you aested

the 10 dining Olin first few tononies yen W, If 1011 hove


(I) (Arne difficulty


(1) Some, difficulty

(41 With ease

11) With considerable ease

,i) (i) 01 10 Is)

10 (2) 10 01 01

01 01 01 01 151

10 01 10 01 (5)

(I) (2) (1) 15)

01 0 01 (1)

111 131 01 (11 51

U) (2) 01 (41 15)

ill 131 01 10 15)

(1) (2) (3) (4) (5)

(9) (2) (3) (4) (5)

(1) (21 (4) (5)

z

11)

ti0

Cn

,1t.1101( II (!int,wdl

ir,;SHIP dpy 145k ANALISr,

a cri,!',1;,, about nOw

o Peri,'" this ow,

du err'' mini 4(leof ,1 any.

o. LI;ecl, the one response that best

ce.crites how irportant doing this

S to VP, success of

company wonder,

for the tasks with which you are ' ,he one response

that best describes the general eas. you addressed

the task during the first few commie:, :aa led, If you ,ave


11) or 'lever

Ociasiorali,

111 fairl;11)

C

Ietriren1,1

121 Ot n particular rensequroce

(3) bf sore imporLante

(a) 'wather important

,:',(often 151 Very important

11) Ewtrene difficulty.

12) Considerable difficulty

(3) Sore difficulty

(41. With east'


IOU, proviso rewa lur.

perforlance

(1) ,41 151 (1) ft' 1:11 11' (5) (11 (21 (11 (11 (51

NI. real. recruits as 1 woul Mat to be

treated if position, her rieverqd

111 12 131 (1' 151 131 111 (51 (11 121 (31 -(41 15)

Evaluate ,,troths an: weaknesses

of recruits in determining my own

apectations for the torpany

111 1u, i IC1 5) 12) 3) (4) 15)

103, rryself that recrul,.. are kids 111 3) 111 15, 12, 1:!) 14) (,)(II (2) 13) (1) (5)

104. Remind myself that recruit

standirrds al down and I must

live with it'

rid recruits of negative consluences

if the I( spections

la. Part,civate In "stand tall" itstctions

111 (21 11 111 L.

(11 (2) it 11 '5)

(1; 1d '4) (51

11, 1, If) (4) 15)

(11 13) 11) (5)

111 151

111 121 13) (11 15)

(I) 121 131 (11 (51

(I) (2) 131 (4) 151

Jo. l'ooperate 4114 CIIIViCe. with

ry partner111 121 is, al (51 01 1 ,11 (11 151 01 (2) 131 111 (5)

133, 1Verpt to see the recruit's

viewooin' in settling dispute,

1113. advise recruits concerning their perceived

snortcjngs in the Navy and what can be

rile to work within the syster to improve

things or to cope with reality

') 121 111 151

11v (2)

111 PI 1:11 (4) 151

5) 121 131 01 151

(11 121 131 (1) (51

(11 121 13) 11) (5)

110. (hole ry viewpoint after considering

the recruit's viewpointt;1 (I) 01 141 (51 (11 (21 (31 (11 (51

Lunge ry way of doing something when

other floor division sUSf members

(l, 12) 11.1 (1) (5) r: 01 lq (5) (II 121 (3) 111 (51

show d Petty way

8182

SfrIlCa II (continued)

IDOERSIIIP 2C3 IA5K 4k 1:(S15

4, On the overage, about now often




111 Rarely or Never

121 Occasionally

13) fairly Often

(4) Often

(S) Very often

8, Check the one response that best C.



a company commander,

(11 Detrimental

(2) Of no particular consequence

(31 Of some loportan(e


(S) Very important

for the tasks with which you are familiar check the one response


the task during the first few companies you led, if you have


(1) Wren* difficulty


(3) Some difficulty

(4) With ease


112, ta,plair future hardships it training/Navy

life to recruits and tell then the

difficulties they will encounter

(11 121 (3) 111 (51 (11 (21 01 141 (51 111 (21 (31 (41 15)

113, Admit my mistahes and explain why

they happened

01 121 (3; 44) 15! (1) 121 131 14) (51 (1) 12) (3) 14) 15)

Explain corrections to my mistakes

as "Changes'

1:1 111 (11 si111 IN (3) (4) (5)

(11 (2) (11 441 (5)

115, Analy:e recruits' mistakes and (11 (21 131 141 15) (31 411 (4) 15)111 121 13) (41 (51.give constructive Criticism

116. oe,,trm my critici. to what can

be used constructively

111 121 131 k41 151 111 121 131 (4) 15)(11 121 (3) (41 1)

111. Plan my work out step by step

before I proceed

111 121 131 141 11 III 421 131 441 (5)111 (2) (31 44) (51

118, beep notes on "lessor.; learned" to

help when cirkilar oruhlos arise

in future Manioc

01 121 411 141 (51 (1)(2) 411 141 111 (I) 12) 131 441 (51

119. make an effort to ,Jive directions111 121 131 141 151 111 (3) 131 141 151 11) 121 131 141 151In language understood by recruits,

11hii nay mean civilian as well

as navy terminology at different

points in the training cycle,)

13V. Speak and ace authoritatively in

order to demonstrate to recruit'sny role as leader

11) {21 13) (41 151

f

(I) (2) 111 14) 151 (1) 12) 13) 14) 15)

1:J. Use 'show and tell" mnien giving

directions to recruits

11) 131 141 151 111 421 (31 441 (51111 (21 (3) (41 (5)

122. Make an ktra effort 0 appear(I) 121 131 14, 151 (I) 121 (31 141 (4,1

111 42) (3) 141 15)Of assured to dat recruits to

Wicks; dkrWiCuks

dl

biCIIOV II (continued)

IDIOHNJO 165f, 4N10513

On the average, about 01 often

du 104 perform this task



(11 Rarely or Never

(2) Occasionally

(3) fairly Often

Lhed., the ore reSpov thot best

describes how ,Important doing this

task is to the suotoss of

3 company tommAnt57.

Detrimental


11) Of me importance

fur tht) tasks with y you are familiar rob . the one ropes()

that best describes ,.0ffal ease with whish yuu o0brossed

the task during the f how companies you 11'1) If you have

never encountered tree task leave blani,

11) btreme difficulty


111 Sue difficulty11) Often

(5) Yery often


15) Very important

(1) With ease


123. When listening to others, "filter

out information that is not

111 (21 13) 01 151 (11 121 01 01 (1 11) (21 (11 01 (51

Important

121, "Sense" when a recruit has a

problem

.111 (21 (3) (4) (51 (11 (21 131 (41 (51 01 121 01 (41 151

Distinguish which incidents I

should pay attention to and which

ones are unimportant

126, Make time for recruits to discuss

their problems with one

111 121 (31 01 151

(II 121 (3) (41 (5)

(11 (2) 191 (41 (51

(1) (21 (51 (4) 151.

(I) 121 01 0) 151

01 01 01 01 151

121, Hear the recruit through before I

start to give advice

(11 (2) (3) (41 (5) (1) 12) 111 01 111'1 (1) 121 o) (4) (5)

128, "sense" when there's some problem

affecting company performance

(11 (2) (3) 14) (5) 111 01 01 151 01 121 01 01 01

129. 'Go to but for my people when they

need my backing

(I) 12) (31 14) 15111) 01 (31 r, (51 01 121 Ul (4) 01

130, Negotiate conflicts between recruits(21 01 01 151 (11 (21 (31 (4) (51 (11 121 131 141 15)

131. Help recruits solve their disagreements(II (2) (11 01 (11 (21 (11 (41 (5) III 12) 01 01 (5)

131, Compromise andlor negotiate when my

partner and I disagree

01 (2) 0; 01 (5) (1) (21 (3) (41 (5)111 121 01 01 (5)

133, force my people to meet face to

face and talk over their disagreements

01 RI 01 01 151 111 121 131 141 151 111 12) (3) (a1 15)

114 Discourage ,npre sions of conflict

between recruits bitkerfngi

01 1 01 01 151 111 (2) 0) 14) 15) III 121 131.141 151

195 Give a "pat r the bock' when 1 on 01 (3) (4) (5) 11) 121' 01 (41(51111 (2) 131 01 (51partitu1ar leased with a

recruit", ,erfirmanrd

8b

86

CO

hillION 11 (continued)

IDDIRS4111 U011 1/61( a1i Alr5IS

On the amisge, about how oftendo you perforn this task

during the training cycleof a typical

company.

(11 Rarely or Never

(2) Occasionally

111 fairly Often

(11 Often

(5) Very often

Check the one response that best C.

describes new Important doing thistask Is tO the success of

a company coinniander,

(I) Detrimental

(21 Of no particularconsequence

(9) Of sore importance

(1) RaI r important

',1y important

for the fasts with which you are familiar check the one response


the task during the first few bumoanies you led. If you have


(I) Carpet difficulty(2) Considerable difficulty

(3) Some difficulty

(4) With ease

(5) With considerable ease135, When the work schedule is hem, do

sore of the recruit's work(1) (2) 131 (4) (5) (I) (2) (11 (41 (51

(11 121 (1) (41 (51

III, Express openly Iry pleasure/displeasure

with a recruit's behaviorII) (11 13 ) (4) (5)

(3) (2) (11 (11 151(11 12) 13) 14) (5)

138, Exceed limitations of authority duringginewims of extreme frustration

111 (2) (11 (4) (51II) (2) 131 (11 (51 (1) (2) (3) (11 (5)

135, leech recruits not to question my

orders or intentions(31 121 (31 14) 151

(1) (21 (31 (41 (51(I) (2) (3) (4) (5)

130, Explain why 1 find it necessary togive a certain larder

(11 121 (3) (11 (5) (I) (21 (1) (1) 15)(1) (3) (5)

141, Makp it plain to recruits what the

consequences are for disobeying

my orders

(11 (2) (31 (41 (5)(11 (2) (1) (4) (5)

(1) (2) (3) (4) (51

142, Persuade recruits to see thingsmy way (I) (2) (1) (4) (51

(2) (3) (4) (5) (II (31 (3) (41 r141, Make decisions

which may hurt ru

or the company in the short run

but are the right thing to do

nevertheless

(I) (21 (31 (1) (51(11 (21 (3) (31 (5) (11 (5) (41 (5)

144. Divide work load with p,''tner on thebasis of trailing ores (e.g., barracks,

counseling, locker)

(11 (2) (31 (4) (5) (I) r 131 111 (51 (1) 131 111 (1) 15)

135. 6ive temporary control of minor

individual odicr company discipline

to recruit petty officer(s)

(I) (21 .131 (4) (5) (1) (21 (3) (1' (5)11; 1 131 (4) 151

146, Give advice to more experienced(1) ("I ill '41

111 (21 (3) (4) (5) (1) I?)(31

141 151

CO partner

ON II (continued)

LEADERSHIP JOB TASK ANALYSIS

141, Check the five areas to which you generally lust devotethe most effort In counseling/advising

recruits.

Career planningHomesickness

Girl/boyfriend troublesRape/Rape Prevention

VD PreventionRacial

FinancialAbortion

MarriageMedical

Military AttitudeMilitary Performance

Uniform AppearanceAcademic Performance

Release from PuvyFamily Problems

Legal Problems

Drug Problems

tack of Self-Confidence

Sense of "Betrayal" by Recruiter

148. Check the five most lellortant methods that you rely on to tellyou that you are being successful as a ccripiny coma*,

Academic Tests Results

Military Inspection Results

General Attitude of Company

Stand Tall" Inspections

Compang

Verbal Reports from Individual Recruits

Verbal Reports from REPPs

Division Staff Feedback

Feedback from Other CCs

Feedback from Partner

Coppay Appearance

Flaq Awards

SECTION II (continued)

LEADERSHIP JOB TASK ANALYSIS

119. lit Is different about successfully leading recruits In colpirlson to other Navy leadership Jobs you've hid1 (optional)

SIIIIuN III

1.1141/4.1', 1Np 1111111!i1011 1114',

1, on the avorale dim to yod, ,opany (omunder in the talk to 11n !,11.dilo lodiviorl.(I In le (tit, number 110! indlcItmyour Ido,t aw.wor)

Al loo.! ,dwo:

laih re, t 1(1(1h/11011y

h. htnrr Lorwny t:04mrlt-,

(ns trig tor,

d, 0114y,ion Officer

e. DIvhinn Staff Per,od'

f, Academic training OffIcer

9, Military lroinind Offl,rr

4. ovvdnalna Cffi'offlor,

(1) Pally

(2) Weekly

(3) lkiery two weeks

14) Ivory company

(5) Rarely or New

I. Medical Personnel W (3) (4) (5)

Oental Personnel(1) 12) (3) (4) (5)

k, Chaplains(1) (2) (3) 0) (5)

I. Ned Cross Personnel(I) (2) (3) (4) (5)

m. HRM kunselors11) 12) 13) (4) (5)

n. ;:e(ruit Evolution '.Jnit Personnel (1) (2) (3) (4) (5)

o, PO Officer(1) (2) (3) 14) (5)

p. AMTO Officer(1) (2) (3) (4) (5)

Cornell Master Chiefi, Y2) 13) II) (5)

Tamiequa aq up) 1)140P.11 111 aJninj jo

ssauakmajja 'Jolkliqaq puy Gullulqi

tenor, Jno4 paljaA somsup .100)(

11100a 11111 0.1 '50100 pull 5101r1 .10.1

S10101 olul 'ipp dnuAl) 01 Al1)1A15

pav aq IIIM 5,11ASuP tvnpoipul IN

dlJlllllt iov411111 lunge JO JO SlUdolpis

I5P panAlm aq pro Juu

poublsap luu koqi .4)usulop1d

quullon mop Pgp u0110111..01

p,oir111,1,1 nu11111 oi 'mop 110

110111)' slip ill 0111$11 511111o1P15 k1111

H II II H

H II H

H H II II H

On° upol iJOw s;INAI 01 suowlitp

u!PleUfa 01 aw AOJ 4Apssa)au oall0 SI 11 'SI

alepatps ylipp kw ui

..,abueo 011Pui 01 kiPSSaOau 1I pull allo I

la[ a:whip Lana

aoupodojad pod, JOJ AuPdx7, )(4! pONJ 1

pauupld se of 1,14 shu!ul 0aus iA I

jjo lubp os 611q/Aau Hal I pup ,uosJad

AAIN quelJodo UP 51 10.1)aj mau pe3

potion SN1 10 s)) 1ww

urq) Jallaq Jo SP pool, SP 5l aprolv iw

illssoo0 alpuniniun

UP saapapos sl 510A)a.1 61,10100wPV

111

'Zl

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'6

51Ilwa, Jo 010,16

ihJP1 01 [1001 uao algpljap)O wp I .8

51A00.1d

Allai JO 091)q 1.1014 AB 01 0011wilt lin)

iw J100P 01 110)!IJIP kJa^ sawIlaws SI 11 '1

qinA)a., punoAv suollowa 41 'mum 01

01(1155044 11 11111) 1 too sauul all hatil '9

maim 01 s110J)a.1

dul JOJ lopou pouf, P $1 J00009 4W 'S

oimmun saullaws

sI 1101)u JO julpivk IOOIIJgd

$10.19.1 X111

JOJ ..1110 loan 0 1)w,, 01 hill WP 1

sJ11111111110) Aurdm

Jam Ill luoluAlAua ,a00,100) pup

immiadao p UI ,110,1.10Jom Ijom UP) 1

011111;00H III

aolti4 01 WO u! 40600) Lill

1 I 1 I 1 I l l 111'11 1 m011 411M 1)115110 LIIIrI51111P I

od.div 1,1,IhV uiviwun odihvi(1,

11,11[1.11,,

'y1041'001% 101N110) X1111 101A ,uouod.60',1010A161111 Ant4 111 luoiwd .00 owl phi 141 jo,,ur 041 1)04)

111 I III 1111V S 1111111110 1\

I 11011,1

',Il 1111N 1 (I( l000l

mil I yduwtt A l 1 1 1 1 1 1 1 ( ) MOl lti I ')

nM.11',trolo11y

01')4[114' llottql.1)1) AT.14" Aln)

Ire I1 Ihe towI )

10.1,01,110o the 111,11vIrlo I

In itkr "iy1 fir ryuyll

it,,,ionp,11110 tO

1)1

1 1 ( ) II I) ( )

I t ow, t4tv tlI'I 1 f No' If II (I

( 1 I (n, re, rIJIt t 4,1 it

III Ih,, t I '1",I'10;t11' ,j1,1,10t1",, r1; 1'141!tio., ono' to '110 11111 reSpinn 011111'y!,)1 !,)/1'., 1S ifilVy 111,10('

I I r, iroor I I ly ur tm51o! when 1 leavop,Irl "Pr to hl! n mY Ib''r1(1'

"o(",r) 'id& too p.1,0 i,loorl!); (holr11)01

'111' althority to 1.' Ion

1 1M 3t tlnIb 1 war, to reward

rt')1.1,1k for '1,Prollnt)

),01 '11)11/or o'a)11,1( ) ) ( )tAlw my 1141 0

`,111;)MIto`, (r,tW p()Jor rer.r[J1I',) treo:o.nt1 y I ( 1 I I (f1r my ))1y1,):

wi'viito don't hC)ItIti to to imp' ( ) ( ) ( )CNI(h ololt11C7'%

:) ilon't C1rC )L))),,r !he of IC

r)',:rult,); 1 1)an train their

H H I) )

( I 4 1 I 1 I 1

1 4 I O ( I (

( ) ( ) ( 1 ( )

1. I did 1 f trjt rf2,-rutt51 i !:1ItS

! AlY4dy; '.,trtO! r,1r f{11

10, 'he goal i of re to whit 1t

used to bi2

( I ( 1 ( ( I ( I

( ( I t ) I1 ( )

( ) ( ( ) H I

;'ir! into '1 )"1 ;)( IS J1 I I ( ( ) ( (bey,ist, '1-".i 1-1,10.!

12. friution,, :ot in VIE) WI( It any

handl 1^flH ( 1

93

Imps I'm t n [lied ,1 the 1011 to

think clearly h. fore 1 aII

14, 1 11,0 my iounand uresew is an

Important tool In IT lull training

ite(ruits understand my directions

4ithout needing to be told more than no

4,ti I rlh ly (1 ontioned

1,41111 A111111014 atili 1111 Ill

Strongly litrongly

Ilisagree illsagree hiertain Ave Aim

lb. Or, I first one here my corriand

"resen(e needed polishing

1/. My OM feeling of ielf.tonfideno affects(

(

how successful my recruits are

1H, I am the first to discipline my people if

they make a mistake

11, My word is the last woril when recruits

can't let along

40, Sonvtlmes other C(s cunt to me to help thirty (

solve their conflicts iiith their superiors

41. Most problems will solve themselves, if

you give them time

42, Recruits millit lose their tempers if I

forre them to talk nut their differences

with each other; therefore, 1 usually

let things alone for awhile

4), You generally have to give more consider-

ation to woryn recruits because woetn are

more emotional

44. Off duty social interaction between

stiff members and recruits (of 3 personal

na,ure) should not appreciably affect

training and/or discipline,

Stiff member's occasionally doing cony of

',low recruit's work for him/her does

not appreciably affect training and /or

discipline,

46 I can eipress my pleasure/displeasure with

a recruit'', behavior and still maintain

my professionalism

sicrIoN (..oritinuedi

NoilsoR fiji I ut[s ILI

`.stronglyStrongly

LlisTiree Disagree Uncertain lgree ;4k lree

41, It i unprofe;;ional to It a recruit 1 ()

know you are pleased with hi; sower,; by

such behavior a; ;lapping 1114hor 00

the back or showiol et(itement

48, My recruit; know I will support then no I I ) I I 7flitter what

49, 1 don't tolerate recruit; que;tioninq fly I I I I I l Ic)

order; or intentionsCU

50, I usually CO por;uade recruit; to 'de 1I I

I II l

thing; illy way N

51, Male recruit; cometinies misinterpret l )I )

female cc profe;sional attention/help/C)

discipline a', personal friendshipfintere;ttt

5/, "tand 1al1" inspections are important I ) 1 I 1 ( ) 1

In the training of recruit;

1-4

53, P54; have too much authority for I) l I I) I) I) 420

their operiente level

SECTION V

PEER INFLUENCE DATA

Leadership instructional development trends in the Navy have begun to focus on the attributes, skills and attitudes, of

officers and petty officers that are judged influential in shaping/modeling effective leadership behavior, Please circle the

names of the ten company commanders currently assigned to the command from the following list that you would most want to

serve as your partner in lead! ,a a company, Upon completion of that task, also circle the names of any additriil company

commanders that you particularly trust to give you good advice about leading recruit companies.

NAME RATE NAME RATE NAME RATE

I. AANERUD, 0, P. ABCM 41. CARTER, L. D. OM( 81, FOX, L. E. SKI

2. ADAIR, V. C. AZ1 42. CASSATA, A., JR. AMHI 82. FOX, W. M., III KMI

3. AL10EA, E. BIC 43. CATO, O. D. MR2 83. iRISCH, C. S. 0K2

4. AMOS, S. A. YN1 44, CERSOSIMO, A. J. RMC 84. FROST, L. M. CHI

S. ANDERSON, G. A, AWE 45. CHADWICK, C. L. A11 85. FULLER, G. R. HTCM

6, ANDERSON, J, 1. 052 46. CHAMBERS, R. H. ABHC 86. GANUNG, J. D. MMC

1, ARMOND, F, L. QMC 41. CHAMBLESS, W. S.GMGC 81. GARCIAHENG, S. F. SK2

8, AYCOCK, R. E. MSC 48. CHAPLIN, R. M. DPC 88. GEDRIN, P. S. JOC

9. AYERS, J. D. AQI 49, CHAPMAN, S. 0, GMGC 89. GENTRY, J. A. C11(

O. BACHELLER, H. E. ENC 50. CHARLTON, J. D. PNI 90. GEOGRAGAN, L. S. H11

I. BAILS, J. 0., JR. MRC 51. CHRISTIANSEN, K. 11112 91. GLAS',,, L. M. YN1

2. BAIRD, R. A. ETC; 52. CLARK, I. 1. PMC 92. GOFF, R. G. OSC

3. BAKER, C. J. ATI 53, CLASSON, R. K. SK2 93. GOODE, A. N. A72

4. BARD, C. J. CTOI 54, CLOUSER, D, E. RMC 94. GOODMAN, C. H., JR, BIC

5. BARCOMB, W. D. ETC 55. COLE, E. H. E01 95. GOODYEAR, T. A. AEC

6. BARTLEY, B M. BIC 56. COOPER, W. J, EM 1 96. GREENE, S. L. ABM'

1. BEAVER, C. O. GMII Si. CORADI, J. R. MCS 91. GRIFFIN, R. S. OMC

B. BETTENCOUR , R. F. MMI 58, CORLEITE, N. A. HII 98. GUTIERREZ, P. A, ET?

9. BLACK, A. 1. YN1 59, CORTEZ, C. S. YN2 99. HAGER, J. 8, E01

O. BLANKS, D. K. SHI 60. CROSBY, S. L. AFCM 00. HAIR, R, A, SHCS

1. BOWEN, J. OSI 61. CULLUM, R, F JR, ABHI 01. HALES, J. P. BMI

2. BOWcN, R. W. EMC 62. DAILEY, E. L. ABE1 02, HAMILTON, D. E. ABF I

3. BOWEN, W. C. MMI 63, DANIEL, J. X, , JR. MM1 03, HAMILTON, T. M. SM I

4. BOYD, J, R. 511( 64. DANIELS, K, A, AD1 04. HAND, R. I , HTC

5. BRADBURY, L. 1, HTC 65. DANIELS. M. C. 811 05. HANSON, B. J. SKI

6. BRADOSKY, R. A, SK2 66. DAVIS, W. R. ABCS 06. HARRIS, L, L. YN2

7. BROWN, J. C. APC 61. DEMATTEO, L. A, TM? 07. HAWKINS, F. 0., JR. MSC

8, BURKHARDT, R. M, SM2 68, DONALDSON, S. E. RMC 08. HEAGY, J. A. EW:

9. BURNS, J, A. 052 69. EASTMAN, J. B. HT1 09. HERTLEIN, R. L. GMGC

O. BURTON, D. L. AME2 10. ElCHHORN, J. A. BMCM 10. HILL, C. J. NCI

1, BUTTS, L. K. NCI 11. ELBLING, C, B. CTR2 11. NIMROD, N, M, ET?

2. BYRD, M. J, AEI 12. ENERSEN, F. L. 5K2 12. HOLICKY, S. L. APE

3. CAMPBELL, J. M. NCI 13. EVANS, J. A., Ill HTC 13. HOOD, C, J. TD2

4. CAMPBELL, S. M. BMI 14. EVERETT, J. SK2 14. HOOKER, 1, M, MMC

5. CANTRELL, P. J. RM2 15, EVERETT, S. M. B. MM1 15. HOPKINS, G. P. SMCM

6. CARAWAY, A, J. MMCM 16. FAIRWEATHER, R. E. GMGC 16. HOPKINS, J. D. SMC

7. CARLSON, L. G. RN1 11. PINCHER, D. W. NMI 17, HOUSAND, P. C., BUC

B. CARLSON, C. C. 91 18. FINZEL, A. K. C1T2 18. HOUSTON, r. S. BMC

9. CARRICO, M. W, BM1 19, FLEMING, E. C. QM I 19, HUGHES, D. SM2

0, CARROLL, F. M, BT(M 80, FOLEY, S. C. RM2 20. (OVINE, J. 052

NAME RATE NAML 4A1C NAME RATE

21, ISBELL, U, ,NI 1/I. 01,MAHUN, 0. 6, rISI 211. 80616, G. L. 011

22. JEOIGAN, A. 111,9. I/2, 01411805, 8, 1. is;' 222. POSSUI, 5, 8. 11,1..c,

21. JOPN'AN, 4. 10.,12 173. REEKS, 0, R. ADI 223, WERT, L. 6. 851

24, Ju9I1',60, J. 412 171, MILLER, C. 1, ABCS 224, 88010, M. k, H11;

25. JOBN'10, 3. L. 1!5, MILLER, U. M, PNI 225, 541110, L. A. PN2

26, .10011'. ;, E,, 176. 0111000, o, 0. 1'510 276. SLM111.176, J. 8. So

27, ROM, 111. MONTGOMERY, P. 0, B10 227, 5100555, R, A, '-.,,t,

20, JONES, J, O. ;'hl 7B, MOUE, 0, E. VI 228. 5101143, L. (.. AC I

29, JONES, P. P42 14. MODREHE40, C. 1, ABHI 229. SEPNA, E. PM?

30, JONES, F. B. 80, MOOSE, J. A. 111,5 230. SEVERII, L, L. I111

31. JORDAN, V. SHE 81. MORRIS, W. 1. MI 731, SEYVANG, J, E. 1511

32, JOREIAN, L, 3, 81, MUELLER, D. E. ADI 232. SHAMA, M. E. TM?

33, KAP, ;1'. N., III OS? 81. MUELLER, S. 0. N(I 233. 580015, R. 9, 0912

34. YELLEY, 1. J. GMLS 04, MURRAY, 9, 5, PNC 234, SHEA, R, E, 991

35. 4P,P1P, 0. 99(91 85, NEL5011, D, A, 592 235, SHDLER, A. L., II ABTS

16. H.NPito, P. 1)6, 511500, L. L, PIIC 736. 51104, 0, 9, DP2

31. )111.14N, 1 . A,

111m1i'llo, W, P.

1o3

Ivp

H.

00.

'IlEBIA, P. 1,

NORRIS, S. K.

005

PN2

237.

238.

SIMS, J. 13,

SENOR, M. F.

S1I1

AN

LNAPP, I., 1. Vv! 89. NOWN, L. B. Tv? 239, SINGLETARY, 1, E. CM2

40. LoPPAPI, J. c r1PC 90. OATES, E. E. PNI 24(1. 50111), B. J. 8111

41, 140.1, 0. NI, OLSON, G. J, AM52 241. 911118, D. A., J1, 016

4?. LANOUPEO, 76{. 92, OLSON, R, u, EMI 242, 50711!, J. M. MS2

43, LAP., 1 A. 43. LlfAL, P, R. ABEL 243. SMUH, P. A. T1

44. LASSA80, Y. T. pm? 14, OJEY, J. E. 011(5 744. 5911h, R. 1. 1)52

45, L4'3601,16, 1. 'IS, PA51169J1, K. P551 245. 9[11)'18, C., BICH

46, 1181751, E. 0., .18, 001 Ys. PAWN', L. L. 9112 246, TRAWL, W, E. Ill!

47, 1.11'1181',, V, 80550011, II, EMI 241, 5k1)01, D. L. AII

48, LEN, D., JP, 46111 98. PA1PYAS, D. A, IN? 248, STACY, D. G. 011

49, LIND(08, W. 0, 99. PAUE, C. F. EMI 249. 51405, m, I. 772

50. 1005, 0. 852 700, PRI, J. L, M. 89C 250, GTELMAI, 1. R. 081;"

51, 1.015, L. H, 40(,) 201.. PENBERNY, Ii. W. i, MI, 251, SEEOS, J. A. ILI

52. LOSS, S. J. 171 202, PEE,NICE, J. E. EN1 252. 51015, 3. R. WA53, LOrt/, P. L. 11111 20], 41111.41N, L. 0, 012 253, STRONG, 2. A. IS!

54, LUNA, 8, L. ,N2 204, OHILLIPS, 0, l.. HI( 254. 191LLIVAN, D, L. So(

55, MAD., m, fol 205. 0005E061'1, G. A. dl 255. ULNA, J. D., SR. 01'I1.1,

56. MADRIGAL v !ILL 206. POEPELL, L. ',I, 695 256. 104718, N. A, ;:,91

57, 0405E1, 1. 1. 11! 2117. MUER, B. E, PEI? 251. SWARTFIGOIP, 0, L. 5E2

53. mANNINci, R. 3. 208. ('8711, C. P. OPI 258. SWEET, P. A. ABF2

69, 0051811, L. A, YN1 209, 880V0ST, W, PS? 259, TALLENC, A. D. 802

60. MANE:, 0, 3, Pr? 210. PE, W. J. '7415 260. TAPPLE0, D, R., JP, 012

61, 0001.00, J. L. 211, 8ANDAILL, S. A. col 261. THOMAS, M. O. CM,I

62. 0400110, M. m, C.111? 212. 516001, D. E. CMTIS 252. 180915, ',I, M. 1.112

63, 001010), P. I 091 213. PCP, '. W. I'M 263. 190141, 1, 011 OI

64. MC1LLI51P, P. E. p.s 214. REEVES, C, 0, 80? 264. TPOWR, A. M.

65. MCCALL, J. C. 215. 8IE0E1, J. A. 811 265. 10101411, v 3. ;,'912

66, MCDANIEL, 1, 4, 716. PIPREY, D. E. 011 1166. TIPP[( A. J. '311

67. MCDOUGALL, 6. L. mir 217. PREY, J. 1. 052 267. TNA11',00, 0, W., Ill TI

68. 0(00011), L. W. 01 2111. 1,110117, C. E.oxy 268, 1840061, I. L. r.K.!.

69, MCEOwELI., 0, M. 01E 213. 00615505, G. T. 0111 259. I1;8NE8, 4.. C.Ly?

70. 110111, I 11, 220. 8005E05, O. L. G032 210. 181,A, B. P. 'III

NAM(

11, VARNER, E. H.

12, WAI.(10, J. L.

13, WARD, J. L,

14, WARD, R.

15, WARK, W. J.

/A. WARREN, C. S.

;1. WATERS, D, A.

18, WATKINS, A.

19, WATSON, G. R.

BO, WATTS, P. 11

81. WEIL, 1. A.

182. WESENDERG, G. R.

RATE

AD(

PR?

YH

P11

PH

RM

MM

YN

GMG(

BMCM

NAME

283, WESENBERG, N, I,

284. WEST, C,

285. WHEADON, M. A,

286. WHITE, N, A,

281. WILLIAMS, J, D.

288, WILLIAMS, M. L., JR.

289, WILLIAMS, W. E., JR,

290. WOOD, A, F.

291. WOOD, O. M.

292. WOOD, R, O.

293, WOODALL, 8, M.

RA1(

NC(

AMHI

IN?

SH2

EMCM

MRS

MRC

SMC

IN2

A01

IT I

NAME

294. WOODSON, R, A,

296, W0001, L. M,

296, WRIGHT, C. E.

291, WRIGHT, K. L.

298. WYMAN, R. U,

299, YOCHELSON, C.

300, YOUNG, R. I.., JR,

301, ZEITERHUM, P. E.

302. 21EGEN8EIN, W. A.

303. /INN, G. G.

301, 2UPANOVIC, M. J.

RATE

MNCS

9111

AMCS

PCI

AOC

A81

AGH1

CRCS

HICS

RM1

MAI


APPENDIX C

RECRUIT COMPANY COMMANDER AND "A" SCHOOL INSTRUCTOR

LEADERSHIP COURSE DEVELOPMENT SURVEY

("A" SCHOOL INSTRUCTOR FORMAT)

9j

79

RECRUIT COMPANY COMMANDER

AND "A" SCHOOL INSTRUCTOR

LEADERSHIP COURSE DEVEL.

OPMENT SURVEY

A comprehensive serve for NTC Orlando Recruit Company Commanders, "A" School

instructors and higher ch Jon leaders, regarding leadership concerns, vales and ideas

for NAgOTRACOM Pei y Officer Leadership course developmeg

JULY 19 81

NTC, RTC,

and

''SERVSCOLCOM, ORLANDO

TRAINING ANALYSIS AND EVALUATION GROUP

ORLANDO, FLORIDA 32813

1U I

RECRUIT COMPANY COMMANDER AND 'A" Nom Vellum

I EADIRSII IP COURSE DEAF LOPMENt ',NV( V

("A' ',COON_ INSIROCIIIR/AWINOR EOPAT)

the training Analysis and [valuation Group (TAEG) has been tasked by the Chief of tllv,ll Edwation and !raining to de,elop hapini

Objeitives for reComendallon in fotore Naval Education and Training [01mand petty nfli(er inurw doolopmonl, l', an

important part of that study.

,,urey to be filled out by all "A" school instruclors/lhilitary advisors at Neiviie CqihIn(1, Orl Rh!. I

responses will riot be Iiidosed to anyone outside the IAFG. All data will be ;11191r1P1 In ippropi 1Ati

pobEIC LAW 93.5n, (AILED III( PRIVACY Arl OI lu %1, HiQDIREN 111,11 hill !A

Of Illf PURPOSE. AND IISIS In IIE MADE DE INIOlImAIION 1-0, !

INE DI PAR EMENI Of NI NAP MAY COLLECI NI PIIIIPED IN 11111

QIIEIJIIINNAIRE. ANDER NE AuNoRI ly 51 11'.)C 1111, Are flu [III II 1'1 IPA

5150 Jr I/ APRIL PO, WII E

ONO EopNE PURPOSE or DE4ELOPIV,A4610)40,1.., Nm,y0

NRuijr;i1 Nvirtiniugy.(gutili I PR ';i0111

Ar,ou.DitATI011)0UKT.-NLiikt To NmpiLli Iii !),It

TarTrUg-TriPiAirs A1111.IIY IA MIE IRAININN

WRIT[ Y01111 NAM( NtI 10 lii[ IIIUI N'1.'11111

Your name will he seen only briefly by personnel ing ihn 1,10 nil of illt 1, II oil I 1 II id ' '

other sources. It will then be dis!arded and rio lecord of nyiws will mist,

n

z(D

0

r+

MIRUCIIONS

this form is divided intu four sections. Cuploto the form independently of other personnel,

Brief instructions for each section are given below,

Section 1, BACKGROUND INFORMATION, This section asks for information concerning your educational,

work background. All information requested is considered to 'rave some (arim) un

determining necessary leadership training objectives,

, Section iI. LEADERSHIP JOB TASK ANALYSIS, This section deals with leadership fipirlions that HA'a)

scRiiT7tructors/advisors may perform. Please read the questions across the top and answer eachC)

question for each function,Answer the questions from the point of view of what you personally do or

:r

think as an "A' school instructor/advisor,

:3

.J.

Section III. CUNtACTS AND COMNJNICAtIONS,this section asks you about your' contacts and

communications with other command personnel. When asked for average frequency of contact, please

.4

'choose the answer that is most accurate.70

(D

Section H. PROFESSIONAL ATII1UDES AND HUFFS, This sectie deals with attitudes or beliefs

possiblated to leadership behavior, Please read the statements and indicate your

agreemont/disagreement,

rt

1-1

in

After you have coinpleted theform, please deliver it to the proctor, All survey data will he hold in the oirlusive custody of:

Director

training Analysis and Evaluation group

Attn: Leadership Study Croup

Naval Training Center

Orlando, FL 32813

SCCTION I

BACKGROUND INfORMAIION

nilA. ND.

[tie Information collected in this section will assist in determining the degree to which personal background/characteristics should

it or,; Hre,1 in shaping leadership instruction, (fill in or circle correct answer).

J. RIte/rdttag

Age

d. lime In service (years completed)

e. lime at this coolland (mouths completed)

f, (ears assigned a sea duty billet (years completed)

g. Months of service in a ramibat lone (months completed)

h. Highest number of individuals directly supervised prior to this assignment

1. Number of cusses you have taught/led

J,Did you volunteer fur this assignment/

Highest educational level atlained ((heck one)

(I) did not graduate from high school

(i) 1119h school diploma or 6. E, O.

(I) none college or technical school (Civilian)

(1) associate degree

bachelor degree

(6) graduate school, no degree

(!1 graduate s(luhil, (It voe

Arc yun 1,11(01 Ind in a part ( ollut at evil hroljr,n1

haul you Mt (miry'

ivr yon ill vi IMlI ow ?

YES NO

YES HO

01; NO

of', NO

o,

p.

SECTION I (continued)

BACKGROUND INFORMAflO

flow would you describe vour physical fitnPss? (Circle best choice)

Excellent Good Satisfactory Fair , Poor

Height? (inches)

Q, Weight?

.4

C)

r, Which level of students do you routinely instruct/advise? Fleet returnees

Personnel enruute to first fleot

assignment

:r

S,

t.

Which level course do you instruct/advise?

Which type billet do you currently hold?

A C

Instructor (Groupaced)10

Instructor (Self-paced) 11

Military/Parrarks Advisor

u. Ilme In Rating (months completed)

Other

)! 1,1 ,H I h

.r11

11114,11 hf1,111',"i'!) 11 h

1 !

Sli1l"ri'1111, rt ihn,11

% 011 1, t 1, t

tta Into ti t r ! t

It) tht PAtirr1 yoot in!,,,tr% I I' ^1 I IIIin,1 ,nft,., , t

SSC $t,tt 1,1 I, 1',

11'1 I I Ir1 'i1,11', !III ll i hill ,I11, 1 1, rt

11111/11 111',/ h I1r11.01

111110,11' 11.1%n ,11.114 prm

111VP1111iill '1111.1t 111110 1.111 1n1

telP 1r I 1;111111116

3, 11,1 woof II. tio!)inq (,4

4 10101 1,,`,,j11,11r0 11111t

Aht)111 111111 TillS

5, hipllin 111Y/ Intl Y)(. ttIr 11111

to 4o4nntc

6,

1,

9,

II),

Implment my non 14r,1', Ibnot

trilnIng %t o!IPritc lo 114,ot in

rr4ll rd «,itittInd St 111,11rd%

ripsitli to or% in !of 1,1 tlol

111, tt lot! Mont ,I"111 Uhl

I 1,11

moo I I n olot 11111111; or 01'

011 11 1 tel 0%% lek,%t!'pot flo Tod

Itpdr,1 %td,11,0%

II, olt,01,14,.

p4ilv in 1' 11 1 141!

intilrol pt Ho 111',1 1'. 1111pIrl

11' 1111,1

I I.V,c

IOW

I'M 11

,q00;11 :041 L1 r AhIX

A

y' 1 Irrr r. 111V

tr1'N"r1 '1r I I t.r'" Il

Ii '

'1 VI ly ",f!Prl

111 '11tiri

Lj 'v11)

II MI 'I 151

1 I.') 1 11 A) Ihl

III 1,1 (1) 151

111 (,1 0) 0) M

III 0 !),1 (4) N

III i41 151

II, rho, the Jr,e hie.!

1:11ort,n1 Snip 11)1s

I, 1,1

" 11

I in,on1 11

11 If no Hrl ,,o,s'11,,ron

111 I Il %urn,. ni-Holln,t

14)

)'') '41"1 In'In144t)4

II) 111 111 K1

11) (1) 01 Ih)

L. for thc,t,tql with which you Ire Ittoil 11 tr

(het6 the nee todify6, thlt het! (loci! Itiet

ion,r41 eAst, wJib t(11 you 111, eStorI the

f tr!,t few (1,1;r,p% jou led.

I f yott hale neer pre9,elere4 Ihr t444

IvIvo 1)1411k,

II) Illreme

I?) lon01Prell. lllllluully(I) 'Arne 111111(ulty

W11111'1%0

151 WWI ion'odcre)1P

r,

11) 11))

II) (51

MI MI II) 0) IS)'

MI MI MI 01 m

.J.

73

14) 11)) MI MI 0) N100

1,41 KI 01 0 II) (4)

T 1 II LI 10 111 I'd (11

4

11 Y1 II MI 11 MI 00

111

111 P, '1 III II) III

(11 i; i , I '41

106

MI 11 11 MI PO

13, Tighten class/unit disciplinewhen

1 see that my control is slipping

M, Under unusual conditions sometimes

weed limits of authority In order

to deal strongly withundesirable

student behavior

15, Try new training techniques

16. Under unusual conditions, makedecisions

on my own when managementguidelines

are not clear to me

11, Make alternative plans in case last

minute changes occur

16.Request transfer of militarily

troublesome students to other

ratings

19.Nold "rap" sessions as a means

of

Identifying and solving student

problems

20. Call to division staff's attention

any problem areaswith which I'm

having a lot of trouble

21.Recomend changes to (nand

procelureS

21. In unusual .ituations where

guidelines don't apply lake

a chance for the good of my

students

23. 'Sire up" situations anddo things

to keri from "blowing up"

SECTION II

lEAVERSIIIP JOB TASK 4NA1S15

A, On the average, about how often B.

do you perform this task during

the training cycle of a typical

(lass,

(I) Rarely or borer

(2) Occasionally

(3) Fairly Often

(4) Often

(5) Very often

cheek the OAP response that best C,


task is to Ihe success of on

instructor/ais;

(I) Detrimental


(3) Of ;ome importance

(4) Rather Important

(5) Very important

for the tasks with which you are familiar

check the one response that best describes

general ease with which you addressed the

task dur' the first few classes you led.

If you nave never encountered the task

leave blank,

(I) Extreme Difficulty


(3) Some difficulty

(4) With ease


II) 12) (3) 141 151 11) (2) (3) (4) (5) 11) (2) (31 14) 15)

(1) (2) (3) (4) (5) (I) (2) (1) (4) (5) (I) (2) (3) (4) (5)

(1) (21 (3) (4) (5) 111 (21 (31 (4) (51 (II (21 (3) (41 (51

111 121 131 14) 151 111 (2) (3) 14) i5) (I) (2) 13) (4) 15)

(I) (2) 13) (4) (5) (I) (1) (3) (4) (5) (1) (2) (3) (4) (5)

(1) (21 (3) (4) (5) (I) (2) (3) (4) (5) (1 121 (31 (41 (51

111 (2) (3) (4) 151 11) 12) 131 14) 15) 11) 12) (3) (4) (5)

(1) Ili (3) (4) (5) (1) (1) (31 (4) (5) (I) (2) (3) (4) (5)

(11 (2) (31 (4; (51 (II 121 131 (41 (51 12) 131 14) (5)

111 (21 13) (41 (51 11) (2) 131 (4) 151 11) (2) 13) (4) (5)

(11 (2) (3) (4) (5)(I) (11 (3) (4) (51 (11 (2) (31 141 151

Investigate all sides of i problem

before I decide to discipline a Student

Create opportunity to relax and

unwind during off duty hoort

Set an enryle for my students

ml Iltary appearance

31, hkiliyati, my Students to do what I

wilt without elceedir9 the limits ,

of my authority

211, fedi h Navy terms

tall to large groups of students

loll to students oneonnne

II. Oerise rewards and disciplinary

procedures which are within the

limits of my authority

32, know students to tell me their

problems so I on help them

33, Project my uolee and/or avoid monotone

Speak

34, Mike an Wort to maintain i good

altitude about students

35. Set ar, ekeple for Students, that IS,

show the Students I on do what I

tell them to do

SIC11111i 11

It311.33lllI 1,101 14Si0123151;

On the average, about how Utten

do you [Trturin this task during

the tedium() (yele eta typical

CUSS.

3, l3herk the one i.ecionse mai hrsl

describe, hew import* doing Ibis

task IS to the wily, of in

instructor/10v inck,

r, Itn 1/d I r)s with whlth odd )uhildu

thilS the 0111-. response Oil hest dowilu's

rruoivl ease with whi(h yod the

task first low r /CU lid

II yIU h.IVI. rover 1111 MOM 1111, Iasi

1""' I look,

I ll Orely or hem

(2) Ocosiunally

(31 fairly Of ten

(4) Often

151 ldry often

....

OPtrile)1131

(2) Of no partitolir iunsolonce

10 Ill sine import we

141 rather important

(5) Very important

11) 12) fll 141 151 10 PI VI 04 111

01 (2) (31 141 151 111 PI PI 01 151

10 (2) 01 01 15) (n (21 (3) (4

01 P1 (3) 01 151 (3) 141 151

111 PI (3) 01 151111 (21 (31 141 (51

111 PI 01 151 (11 (21 (3) (4) (51

CI (2) 14 (41 151 (I) (2) (4)19

III PI (31 141 151(I) (21 (31 141 (5)

111 12) 131 14) 151 111 12) 131 (1) 151

10 RI 13; 01 151

RI 13i PI (51

111

11)

11

01

01

131

141

(4)

(51,

(5)

III 121 01 I4) (5)II) 121 131 141 151

fAtreme 11111 vully

(;'1 (01',1(11-,thlo ,11(thruitty

10 Some (11(1r-oily

III With else

(5) With roc. iilorati le ease

III 17) 111 111 151

171 111 131 151

111 171 111 111

(I) 111 13! 111 151

111 PI IU 111 1`.11

III 11 131 (41 (5)

1)) 12) 111 141 I'd

11) 121. 01 (4) (5)

(I) (?) (3) (4) 151

(I) (2) (3) 141 (i)1

108 109

CO

110

SECTION II

tfil0ERSHP JOU fASK Ah4tf51S

P On the average, about how often B.

do you perforl this task during


claSS,

Rarely or Never

12) Occasionally

131 fairly Often

1,11 Often

Very often

Check the one response that best 8,

describes how important :lug this

task Is to the success of an

instructor/A(17ot,

111 Detrimental

1E1 Of no particular consequence

(31 Of some Importance

111 Rather important

151 ;WI Important

16, Give students individual

Instruction

31, Double check to ensure that

student thoroughly understands

assigned duties

38, Give top students additional leadership


19, follow up on assigned duties to

see that the job Is done

satisfactorily

40, Use ideas from student critique

sheets

11, loll students when they are doing

a good jot

Assist a student who gets in

trouble

41, 4nalyte my class's /unit's Hit!,

to make a good team

44. Check strengths and weaknesses of

individuals to see how to best fit

them into the "group" effort

15, Encourage students to take part in

sports activities

1E, Encourage competition between classes

)e.g., current class vs, previous class

or between barracks)

for the tasks with which you arc tardily'

[Nick the roe respite that best describes

general case with which you addressed the

task during the firs! low classes Ice led,

If you have never encountered the task

leave blank.

111 Extreme Difficulty


(3) Some difficulty

(4) With ease

(5) With rousiderable PAP

111 RI (3) (4) (5) 11) (2) 13) 11) 15)

II) (2) I)) 11) 15) 11) 12113114) 151

(11 181 13) 111 151 111121131 111 151

[11 121 (11 111 (51 (11 (2) (1) (01 (5)

III 121 131 111 15) 111 111 131 111 151

111 121 131 (4) (5) 111121111 (4)

111 121 131 141 151 (11 111 13) (4) (5)

(11 ill 111141 (5) (I) (2) (1) (4) (JJ)

11) 111 01111 15) () 13) 11) 11

(I) 111 101141 151(81 111 111 15)

111 18I (11 (11 (5)([ 0 (1)

±41(51

'11111oli II

IA'i

On 111, how of ten

do you pull)! n this 110 doring

the thdininq ty le of a typItal

h I p,s.

41.

411,

49,

11110,1,1110 ,,tudeot, I') 4' Invtlior

and help their huddles who lie less

(411hli,

moorage I I Issplarh 1., oil III Icy In

salve I(i (mit1101,, hefere

to me

[num IasSlhlrrrrSc jolt to horn

el(h stremthS and use

III 'irely or

(.' hc .1011111,111y

len

(41 Allen

IS) Very often

III In Iii MI (51

I 11 (21 (1) (5)

(11 MI o) ro

them to theft advantage

50, Assign projects (duties) to V1111

groups and lot Irnop leader

assign respontlhiOty

LPt classlunit prettynunh run itself

when it IS do log 4 good Joh

52, loll "wa 111r ir,"

53, Plan ahead several day',

fors new c iSliun t

54, NI; a list of the o)st rport ant

thing; to h first

55, Haie entries Ina notPkink nt

things that happen SO that

rt wiil he easier to

trpr my not rIlsctinit

56, [leC Ido which military 3r04%/turi je( to

require tra ing/reinediat inn

(1) 12) 01 (4)

P) MI (4) 15)

(1) PI MI MI 151

HI (.1) (3 (4) (5)

IU PI M ;41 (5)

iholi !lilt host

1,11.: OS how nhpiollel doinq Iles

10 IS In VIP ;q1r101,:, Pf en

ihstru( tor dads, Isor

r

01111) p.r111u1or env ugnenre

(

(1) patun oporlant

y Import ,tot

II) PI IP (4) 151

HI (1 IP MI (51

Cl) (2) 01 MI 151

11 I'21 01 MI (5)

(Ii I/ (1) 01

I or the tasis with which you are familiar

rluwl tint nn,' tespolhe !hal bust describes

lonera I PAV WIth whufl pH addressed the

task dui Ing the first few rlJSSet you led,

If you have never ern nonterod the task

leave blink.

!droll', Wilfully

losidorahle dilloully

Ill !oh, 4101001p

(1) With ease

(5) With ons Ider al) le NW

MI Pl. MI 01,151

MI 0 0) (4) N

111-0 (3) (1) I'd

0) (2) (1) (4) I'd

MI PI PI in Fd

01

a

5/. Plan my Instructional dayin blocks of time

58, Figure out ahead flow much time to

devote to various activities

59, Anticipate major last minoto changes

to daily schedule

60, Assist students in using their time

to the best advantage

61, Arrange for other instructor/advisor

to take charge of class/unit for pert

of the day

62, Renlace student leaders when selected

Ones don't pan out

6). Match the job to the student's

abilities/potential

64,Encourage students to give no

feedback on problems they encounter

in following my directions

65. Revise orders when individuals are

obviously fatigued

66. Determine if class/unit is "burned nut.'

51.Pursue activities that enhance my

Own morale

68. to something specific to keep

class/barracks unit morale up

A,

SECTION II

ItAUIR5818 ,J08 TASK ANALYSIS

On the average, about how often



class.

(11 Rarely or Never

(21 Occasiona)ly

(3) Fairly Often

(4) Often

(5) Very often

111 (21 131 (4) 151

(11 (2) (31 141 (51

111 121 131 (41 15)

111 12) 131 141 (5)

111 121 131 141 151

111 121 131 141 151

111 121 131 (4115)

(i) (?) (31 (4) (51

111 121 131 (41 151

01 (21 (31 (41 (5)

111 In 13) 141 (5)

(2) (31 (41 (51

8, Check the um' response that best


task is to the success of an

instructor/aTylsor.

(I) Detrimental

12) Of no particular consequence

11/ I,r sox,. Importance

(a) has.^r ;Octant

C. For the tasks with which you are laminar



task during the first few classes you led,


leave blank,

(I) Extreme Difficulty

(21 tonsiderahle difficulty

(1) Some :Wholly

(4) With ease

pd llportant (51 With considerable ease

111 111 141 151(1) (21 (11 (41 (51

CCD

(1) (2) 131 (41 151 111 (21 12) (41 151 rI

111 121 131 141 151 111 121 131 141 151

..0.

Ai

III 121 131 141 (51 111 12) 131 141 151

J

12) 131 141 151 III (2) (31 141 151(ti'00

111 121 131 (41 (5) (I) 121 (31 141 (5) r+

1-1

III 121 131 141 151 111 121 131 )4) 151

III 121 (1) (4) (51 11) 121 (31 141 15)

111 121 131 141 (51 111 121 131 141 151

11) 12) IP 14) 15) (1) 12) 13) 141 15)

(1) (2) (11 151 111 12) 131 141 151

(11 (21 (71 (4) (5) HI 121 (31 (41 151

0

!iiI. !!!ethwIs

rap sinsioos) to ['valuate

r, /litrrau'rs unit morale

If) (Innt an11111' overall

1!,;s/harr.i/V, twit dist: ip0m!

II, f' l',;11 if a 3io11 40 if oile req.v(I loss ql my

prrsnn.lI pIp1),, or poor Nvonse h/ the

class/harridiS unit

!I, ,..iluate when fioy can

tit., on strut responsible jobs

11. thy irlo lysponsibi lily for spec

lralnlnq areas with olher insIrip.tor/

aiivisor (e.g., military vs. achli./.115)

too, leccrin.)rliontrol cf minor

ani.1lor doss /unit roorils

cOirgted ,,tullents

pre authority to SelP1.11',)

!Adents used on remfineSS for

greater responsibility and policy Iits

feeithicf on CDripany

PrOress

!/, 1-spent prO,,,r(y, in .Vr

irlenal between oomel insonclions

tot 1nglvldutl s!i!elitc snow ha

oi,k1 I they are (1,iin.) in trAiniq

lit (tr.' flIrdOit aS a whale know

1,0 sell it is tr,m1,J

114

10101,11111,11.11 1:114, ANA( h1111)

(In P! avrragr ahtul how nl1Pu

,0 you peplum ISIS task Vim)

thp (rlinio9 iyi h! of a typir,i1

(lass.

(I) llort ly or Never

Ill 24,1siortIlly

11) fairly Illlrn(4) lit (en

15) VP! 1 of 50I1

I, ['hull Ihp one rSIrunSr 11131 lull

[1,S(1' 1411)1110 401111 (0,,

the COM, II! do

Ilehr10pnlal

(') Of no pet in 111,ir piostionme

(1) Ill saiir Hppor I Imo

(10 P.1111: r H11,11110

11 pi!

111 A 0! 11! (0

(.1) 111 (I) (5)

(i1 1) (41

(0 fril (0 0)

11i)

15)

0! (3) 0 01 01 Iit 1,!! (.1) (11 151

(I) (2) (3) (I) 151 11) ri 10 (0 110

(II 1:0 0! III 11')

F,0 V:.

f.. v Ih11 tarts with rohilh !poly,

mil (i& trip wpm, hut hrsI drslydrs

'inlioral (Tie 0101 you 1(14(!ssf .1 Po,

10 Irw lasses fod led,

If you have sour Ihki !1,31,

likm

II) II( /PIflP 1141111111y

(I) 1.011Sideralilo Off

(.1) 1.!!oi/

10 Willi ,,s1.

(si It! ,

1:1 (11 (41 ((.'')

II) 10 (11 (I) 1'd

(1) 1?) (I1 ;1!

II) 1;) ((I 11!1

.1!

11!

1Th

88, Witch student behavInr In order to

anticipate prof lent before they

ll'IPPen/ocour

L'Olrr progress of Al classAnit

to cavil Standards

110

lelt students when I am pleased

with their performance

di, Allow the use of ipecifIc privIleges

to students bated on meeting

certain definite ilandarilt

84, Go out of Al way to agreed a

student for a good job

85, 8diP official reconnendatInns for

rerognit Ion of peanplary student',

86. Asteet students' personalproblems and

give advi,e concerning best fol'itien(s)

81. Give advice to last eiperienced

InstructorsOlibre

8d. ;el aside temporarily someaspects of

my role As on Authority figure and

talk 10 3 student As one adult to another

89. Lister to and empathise with students

concerning personal problemswith limited

advice giving

98, Approach d student when I tense

the or he hat d problem

11 u

Iiii11111111

1A1r Atia1111

A, p11(hr average, ahaul haw afbin

tio yon orfonn that last ttut Int)

Pot 11'4101 to le of o 401

(lass,

III R,Ify or Bever

ttlt,/tu,1110114

(1) fairly Oft1,1

1,11 111 ten

111 1'1 11) 14)

13) 181

(I) Ill 131 (4)

l'Pry often

151

(5)

(5)

ti I Ino a the one teSporv,i( tli 11 ht

)1psf r Ibtts 43)0 Impollanl thlmi !tits

taut Is to !tit,

0 1111oi4)104

r6 p.trtioilar (oncripiriwn

(11 Of

141 Itittter illor/rt

(5) Very 711)1,11,in!

111 (?) (1)

11(31, wilt' 0(0 r(9 mr 1(1q1(,1

(((t(1 111' (((m t1(1(1,1',0 PI if 110)1

vfj1j1 wIttf It O') ittlt?'',,/ tam

ta durlt0q 1hr f II tl Iew 1,1t,&', V III 11'11

If you 100$ 11 pp, 1,11a

IP101)

idinne 1.11101.01!,

(,') I' ((Mildly

(11(f (HO)

(4) li(11( 1,rd.

111 N(1(((ll',1,!fl

(i) o o ro

(I) 111

11) 121

(I) 121

(31

13)

(3)

14)

14)

(4)

15)

15)

151

111 111 14) 151

(1) (I) 151

111 (?) O II) (5)

(I) tr, (ii If

1/1

(11 Y) HI Ill (S)

(II (2) (31 II) (5)

(I) (31 (41 (51

111 21 ft 181

111 (1) 13! 141 (5)

echnical Report 154

a'3

SECTION II

LEADERSHIP J00 I* ANALYSIS

A, On the average, about* often B.



Rarely or Never

(2) Occasionally

(3) Fairly Often

(II Often

161 Very often

Check the one response that best

describes how Important doing this


instNclor/Odsor,

ill Detrimental




161 Very Important

C, For the tasks with which you are familiar



task during the first few classes you led,


leave blank.

(I) EAlreme Difficulty


(31 Some difficulty

(4) With ease


102. Conduct evtra tough inspections designed111 (21 101 141 151 111 121 01 141 151 (II (2) 13) 15) (51

to "shape up' the class/barracks unit

103, Cooperate and communicate with In 121 Ill 141 01 11) 121 (31 14) (5) 111 (21131 141 (5)

other Instructors/advisors

104, Atterpt to see the student's III 121 01 (4) 151 (I) 121 (3) (4) 15) (I) 12) 131 141 151

viewpoint in settling disputes

la Advise students concerning their perceived111 121 131 141 151 111 121 111 01 151 01 (2113) (4) 151

shortcomings in the Navy and what can be

done to work within the system to improve

things or to cope with reality

106. Change my viewpoint after considering 111 121 01 141 (5) MI (2) 01 01 151 111 121 (31 141 151

the student's viewpoint

101, Change my way of doing something when (I) 121 01 (4) 151 111 (2) 01 01 151 111 121 131 (4) 151

other instructors/advisors or division

staff members show me a better way

1011, [plain future hardships of training/Navy 111 121 01 (4) 151(2) 01 01 151 III (21 (31 14) 151

life to students and tell them the

difficulties they will encounter

109, Admit my mistakes and explain why 111 121 (31 01 151 III (2) 01 01 151 01 (21 (31 (41 151

they happened

110. Explain corrections to my mistakes (11 121 131 0) 151 111 PI 01 01 (51 (11 ttl (3) 01 151

as "changes"

111, Analyse students' mistakes and 111 121 131 141 151 (11 PI 01 01 (51 (11 (21 (31 (41 151

give constructive criticism

112. Restrict my criticism to what can 111 121 131 141 151 01 121 01 01 01 III (21 (3) (4) (51

be used constructively

121

'qfD

J1

4

70

fD

13

0

Plan pry work ),t step by itee

before I proceed

111 leap notes or "lessons ledrnell" to

help who similar problems Arise

in future classes/barracks units

I), Mate an effort to give direrliens

in 1311(111,y understood by stoiliiiits.

(This may neon tiviliin as well

as 9ivy terminology At different

pints in the (133s/unit cycle)

116, ',peak And Art authoritatively in

order to demonstrate to stodents

my role is leader

III, Use 'shCw and tell" when giving

directions to students

110, 11,0e an extra effort to ippear

self Assured to get students to

follow my directions

119, Whin listening to others, "filter

out' information that is not

important

110, Recognize when 3 student hit a

problem

Distinguish which incidents 1

Should pay attention to and which

ones Are unimportant

0, Provide tole for students to bites

their problems with re

122

11011111',1111' J01.1 11)1,1S

1. Oil the loordle, 11rd how often

do you net form thiS [Ask Minn

fhe training (y10 of a 14101

loss.

I) Rainy or Never

i?) (lilt mlrlip

(3) fairly Often

(1) Often

(5) Very often

rhtl I, the one that Iosl

dosiritnis how irportiint dnnlq this

list IS to the success of 3n

idstratorialvi')r.

f. ei PIP Iasi, With M')1,11 , I I 1,9

dumk aim lion rrspnivd Ihal IH'd it,,,

nasty with whir h you i Hr 1,Yd 111.!

tall toeing the first liw mJassis rue led,

li yoo hive 111!yef IVIHIrqPIA

bare !I11111,.

(1) Ileirmientil II) fool, bin irdi,'21 (1( no pal 1 holor ennsiounino Id) Coviileralr ligh dly

I1) of some uvoriple III 'Ali, dif 1 ivulty

III Rather icountant (4) With !mil.

ly Very impor I Int 15) With iivi IllimiliIti ',Ise

01 0 01(4)

01

HI 111 (71 01151

111 (1) (II (11

11) 111131

(I) (31 (3) (41 01

(I) r) o) (4) (s)

III 111 (3) 14) III)

(II (1)

1.1) Idl (II (II 151

H III 11)

II) (1) (3) (4) (5) (1) (5) 111 (2) 01 MI 01

m (? o! (4)(5) 01 111 01 01 19 01 1?1 01 (1) 01

(I) (2) (.3) (4) (5) (II 01 01 01 151 HI 01 0101

(0 (1) (3) (4) 111 1:1 (3) 0119 HI 01 0! 01 (r1

111(1)(3)(4))51 01 (4) 1g 111 rl (11 (1! lc!:

(1) (1) (3) (4) 111 1:) 13) '141 1,1 181

123

%NON II

lie0015111P 309 11151t iltiPtt51

11, OP the Pub?, abouthow often

(IP you perform this NO during

the Ire Wog cycle of a typical

class,

(I) Rarely or Ileyer

111 Orcasiunally

(11 fairly (glen

19) Often

1, Lheck the one response that Des!

Mc* how imporlol doing this


11) Detrimental


(3) df some Imelor1ence

(4) gather Important

(5) Very often(5) Yery Imported

113. Neer the studet through De lore I

start to girt edelce

IX "Seise" when !here ! some problem

effecting (less/unit performance

1?5, "Go to tier for my people when they

need my Decking

111 (1) 13)

(I) (11(11

111 11) 1/1

14) (5)

(4) 15)

(4) (5)

01 (21 (3) (41 (51

(I) 121 131 II) (5)

III (21 (31 (01 (51

C.)koliale conflicts between students (11 (21111141 (51

01 11)131(4115)

Help students sole their disagreements 111121 011,11(5)(I) (1111) 14) 151

18, [Oral Ise end/ornegotiate when other (11(11 I1) (4) 15)

11) 11111) 101 (51

Instructors/4015aq end I disagree

119, Acquire my mole to meet Nee to

face end tali oyer their disegreements

(1) (1) 11) 141 15)(I) (21 (3) (4) (51

130, Pismirege expressions of conflict

between students 1e,g,, hieker1011

(1) (11 (3) (41 (51 11) I1) 131 (4) (51

5Ie 'pet oo the hack" when I am

pert lculerly pleased with

student's performance

(1) (11 (1) 14) (51 111 1/1 131 (4) (51

131, hi the or schedule Is heavy, Do 111 111 131 III 15) (II (2) (31 101 (51

Pie of the student's work

In. Evros! openly PT PINSUIMPIHSUrt

with HOW s heharior

111 (r) 13) (01 15111) 111 131 01 151

124

I, for the (Isis with which you are femiller

check the ono response that hest doscles

?Pal east Oil!! 01111(11 YOU addressed the

task during the Hrst few classes you led,

If you hero Peer encountered the Iasi

Isere hloi,

11) btreme Oiff levity

12) Considerable difficulty

(31 Some Off iculty

141 With else

151 1111h tonsiderOle cis!

1,111101111

I I A111611111 Jilt rAtt Aii4()V1`,

Uu the average, ihnoi hew often

do you Perform this lack doing

the trtininu rack n1 d 10111101

(I1W

0, 06 (he 11110 mcpunso Dill 1,0,1

(Kan len+ Invert int (bill tills

task is In Il,p SWUM 0 an

IVAriKtrIlmlyiSur

2. for the tasks with which you are familiar

chef) the one respoe,e that hest describes


lack during the (lilt few classes you led.

If you have never earloniered the task

leave blank.

111, React extessively during

worts of extreme frustration

(1) holy or Never

1)10y 011N1

(4) Often

15) VPI), inter

111 M (31 (4) 151

11) Deir imimIl 1

(2) Ill on pirtliolm rnosillence

(3I of sump brporlanII

141 Pit* imnolint

(51 Very Important

(11 (2) 0) (41 (5)

(1) litreme Oilfi idly

(21 Curslikrable Jiff ifully

(.1) (1orne

(4) With 0,),,e

(51 With Loot iterable ease

01 (3) 01 (51

Ilh. leach students not to question my

orders or intentions

(I) PI (31 01 (51 11) (III (31 (41 (51 0) PI 01 HI (51

116, Gpl01n why I f Ind it reresaary

give a certain order0) (2) (4) m (II (21 111 (4) (51 III (1) 111 (5)

Id/. Mike It plain to students what theII) (2) (3) (4) (5) 11) ()) (4) 151 111 1 ?1 01 HI (51

(DrIelucups are for disobeying

my orders

139, l'er snide students to see things

my way

(I) (2) (1) (4) (5) (I) 171 (1) (4) (5) (11 (2) (11 (4) (51

139. Make decisions which may hurt me

or the class/harracks unit In the short

run but are the right thing to to

nevertheless

III (2) (31 (41 (51 (I) (7) (1) 141 (5) 111 111 111 Ill (5)

140, Divide training load with another staff

member on the basis of training area

(e.g,, barracks, counseling,

technical instruction)

(I) (71 (1) (4) (5) (1) (2) (2) 14) (9) (1) (?) 01 1.41 (51

141. Give tmRorary. control of minor

individua l and/or class/Jolt

discipline to selected students

III I?I 131 14) 151 (1) (7) (1) (4) 15) 11 121 13) 111 151

142. Give advice to more experienced

instructors/advisors

II) 171 (31 (4) 15) (I) (7) 11) 14) (5) III 1?1 131 (4) 15)

i26

1 ) 1 C I ION I I ( c on t inued)

JADIRSHIP JOB TASK AN/4.'61S

141. Check the five Km which cause you the most difficulty In counseling/advising students. Circle those you counsel/advise on most often,

Career planning bfleSiCkneSS

Girl/boyfriend troubles Rape/Rape Prevention

VU Prevention Racial

Financial Abortion

Marriage Medical

Military Attitude Military Performance

Uniform Appearance Academic Performance

i+elease from Navy Family Problems

irgal Problems

Drug Problems

tack of SelfConfidence

Sense of "Betrayal" by Recruiter

144. Check the five roost important methods that you rely on to tell you that you are being successful as an instructor/advisor.

Academic Performance Tests

Military Inspection Results

General Attitude of Class/Barracks Unit

Feedback from Follow-on Class Instructors/Advisors (e.g., "C" School Instructors, Fleet Supervisors)

Class/Barracks Unit Morale

Verbal Reports from Individual Students

Verbal Reports from Student leaders

Division level feedback

feedback from Other Instructors/Advisus

leedhack from Counterpart InstructorsiAdyisors of My Class

Overill Impression of Class (e.g., Uniform/Barracks Appearance)

F f aq Awards

( I ION II (t i wird )

I I A11161111' ,11114 I/1'J; AIIAI

15, Whot d if f erent lit I ul ly leading "A" hoo I ,,tudenk (or "C y.hoo I udeul who have (loll' iu t ly I rem "A" y hoof )

In (moor Iwn to other Novy I elder,,h ip you've hod? (opt iono I )

For miry le 1,, the alp!, inoper Nice of s t udent,; noire rhol len9 inn - the ooture of the job more or les', &mond i nu

SIMON III

CONIACh AND COMMUN1fAIIIRA

I. Hi the average Ault how often du you, as 4o Instiudor, talk to the follolou Individuals?

(Circle the nuaer that Irwin At01 your host aw,wer)

At least once: II) Dally

(2) Weekly

I)) Every two weeks

ii. each student individually

b. Other instructors/advisors

not associated with class/unit

c. lhe class counterpart

instructor/advisor

4, Division Officer

e. Division level Staff Personnel

I, Training Officer

g, School Director/Department Head

h, Commanding Officer/Executive

Officer, SSC

i. General Medical Personnel

j. Dental Personnel

k. Chaplains

I. Red Cross Personnel

m, MPM/CAAC/Drug Exemption

n. Psychiatric Service Personnel

o. Career Counselor

p. Department Level Staff Personnel

(e.g., ICP0, Administrative

Personnel)

q, loquand Master Chief (I) (2) (3) (41 (51

(4) (very class unit

(5) Rarely or Never

(1) (?) (3) (4) (5)

111 12) Ill (4) 15)

-I

0

:3mli

()

111 (2) (1) (4) (5)gli

I

11) 12) (3) (4) ))

XICD

II) 12) (3) (4) 15)

'0

0./

111 (2) 13) (4) (5) ri.

() (2) (3) (4) (5)1-+

U1

111 12) (3) 14) 15)A

(1) 12) 13) 14) 15)

(1) 12) 13) (4) (5)

11) 12) 131 14) 15)

(1) (2) (3) (4) (5)

(1) (2) (3) (4) (5)

11) 121 (3) 141 15)

(1) (2) (3) (4) (5)

(1) (2) 13) 141 15)

.v,i tul,(0 Oil 0(1 kill' 1i 1 I' 1',

ICI I 11 I %',,111,1111 I 1.11 1.4 ylt1

11110111 11 1{111 II' PIO 11,11 1,11 ',1,1,C,111,

114/4 111 'Sd1101 1,111'

51JVIO iq 511110) 11111

)1.10 10111 )ill III, ,,itiw,o) 11)(1111

'pi) tr '101 ))1(1(1 )u()11 .01

10 S fotulsoo) now,

1).1(41)1',111 '041

(10(-01i L) i 1(1u41, do' Irul

IUIUI 0,101o.1 .1,110116 ul 1,'11111' 11,

1)ow,P,

(I H (I (I II

1 1 li I ) I )

I ) I1 II ( ) I

)

,1,1 11

V o 1111'1119111 ,11111 5111 '41'111

A111uu 11 111,1111

v

',1,111,00 v, .111#+' 1(04 Sim 'Ii1H 1"(1 I 1,P111 ,»N 1,1111

11III 'III filly PM1 1011"1

AI

U111115A11cpAulIII 1

.001g fhil

lob 1 diuuli.) AidAd aul.100,1(1

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I III A

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11 I 1,111111 111 111111 111. I Alli

I I Mull 1111, j'.111%1 1 '1 Al wi

(11

11, It I; often ne(1"Mry fill me hi elp1A10

dire( t Ions to students more than once

',II I 1IIN IV ((od 1010'1)

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11MT PP I/ lc ilyee Ihoett Ain Ayer V1 it

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15, In general, my "counterpart" and I are (I 1) I I II II

equally responsible for the successful

training of a iii5

lb, It's alright to do A lash myself if

the student can't do it

II 11 II II II

1/, By the time she/he graduates, students have 1

been trained to at(ept full responsibility

for their actions A Navy people

11 II II II

18, I have generally experleoced positive results ( ) I ) ( ) I 1 I )

when Ileave another staff molter in charge

In my absence

19, ties leaders have too much authority for (

their experience level

20, I have enough authority to do My job

11. Shipmates (staff and/or students) respect

my Advice

22. Students don't seem to hesitate to come

to me with problems

?), Generally, I don't care about the quality of

students; I can train them

24, I usually treat students like adults

25. It is important to me that my classes get

barracks flag awards

26, the quality of student; isn't what it

used to be

21, (motions sometimes interfere with my

judgment

132

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1.111 1 11111. 1 11 1, 111 11I0 I I.!

11. 11 1. 191 H.1.1 I.. I 141 11. 1 , 111

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or lomilit.r tijr,w,011141,it I pm.

133

SECTION IV (continued)

PROFESSIONAL ATTITUDES ANO BELIEFS

StronglyStrongly

Disagree Disagree Uncertain Agree Agree

40, I can express my pleasure/displeasure with O ( ) ( f ( ) ( )

a students' behavior and still maintain

my professionalism

()

)III, It Is unprofessional to let a student

know you are pleased with his success

by such behavior as slapping him/her

, on the back or showing excitement

42, My students know I will support them no

matter what

43, I don't tolerate students questioning my

orders or Intentions

(

(

(

)

) (

) ( )

) )

)( I

( )

44, I usually can persuade students to see

things my way

( ( ) ( )

45, Male students sometimes misinterpret

female staff members' professional

attention/help/discipline as personal

friendship /interest

( ) ( ) (

46, Extra tough "shaping up" Inspections are ( ) ( ) ( )

Important in the training of "A" school

students

47, Student MAAs have too much authority for

their experience level

( ( ) ( I

40. I may respond differently to the same

behavior depending upon the individual

) ( ) ( )

49, I am successful at finding ways to reward

students for doing a good job

( ) ( ) ( )

50. When I first came here my command presence

needed polishing

( ( (

I )

( )

( )

(

(

(

)

)

)

:3

-Is

(3)

(T1

01

( I ( )

I ) I )

I ( )

(I ( I

rM


APPENDIX D

COMPETENCY SCALE CONSTRUCTION PROCEDURES

Competency scales were constructed in two steps. In the first step,survey items about RCC and "A" School instructor leadership behavior were

classified as representing one of 25 competencies. The frequency of

performance was used as the empirical basis for the competency scales. This

was based on the belief that behaviors that are part of the same domain ofleadership activity should occur with similar frequency. Thus, a priiorrii

classifications of items were used to establish the initial version of thescales. Scale frequency scores were calculated by taking the mean frequencyfor all respondents of all the items constituting a competency scale andassigning that mean value as the frequency of performance score for thatcompetency. Scales measuring the other attributes of competencies (i.e.,

importance and difficulty of performance) were computed in the same mannerbased on responses to the appropriate questions.

In the second step, a step-wise item analysis was used to determinewhich items contributed to the reliability of the scale. This procedure

involved first calculating Cronbach's (1951) coefficient alpha for the

entire a priori scale using the RELIABILITY procedure in Hull and Nie's(1981) Statistical Package for the Social Sciences (SPSS Update 7-9). The

alpha for the scale with each 6fthe items removed and the correlation ofeach item with the sum of the remaining items were also calculated. The

rules for item exclusion were fairly simple. Any item with a negative orlow positive correlation with the rest of the scale was excluded. Any item

whose removal increased the coefficient alpha of the scale appreciably wasretained. This procedure was repeated for the remaining sets of items untilno items seemed appropriate for removal or until the scale was determined tobe unsalvageable not achieve an alpha of 0.55 or greater).

105

135


APPENDIX E

MISSION OF RECRUIT TRAINING, FOLLOW-ON BASIC TECHNICAL TRAINING

AND THE INTEGRATED TRAINING BRIGADE

RECRUIT TRAINING

The mission of Navy Recruit Training is to provide

indoctrination and orientation.in basic skills and know-

ledge for newly enlisted naval personnel which will

enable them to make the transition from civilian to the

Navy environment as dedicated and productive members of

the United States Naval Service, and prepare them lor

follow-on specialized training.1

FOLLOW-ON BASIC TECHNICAL TRAINING

The mission of a Service School Command is to admin-

ister those schools assigned by the Chief of Naval Educa-

tion and Training...in order to prepare (personnel) for

early usefulness afloat in their designated specialty... 2

INTEGRATED TRAINING BRIGADE

To provide the military organization traditional in

the Armed Forces of the United States and a General

Military Training Program for selected CNTECHTRA activity

students which will ensure that strong motivation for

Naval Service at sea or ashore is -inculcated into each

student by enhancing and building upon the foundation of

discipline and military training laid in Recruit

Training. To this end, the Integrated Training Brigade

shall:

a. Foster patriotism and the desire for service

to the nation in the Navy.

b. Instill high standards of military bearing,

conduct, and personal responsibility.

1 Chief of Naval Technical Training, Curriculum Outline for U.S. Navy

Recruit Training, X777-7770, December 1981, NAS Mempfis, MTlTington, TN.

2SERVSCOLCOMORLINST 5450.1A. Standard Organization Manual.(Follow-on basic technical training occurs at a variety of commands but the

mission statement of SERVSCOLCOM, Orlando, is considered typical of the

missions for follow-on basic technical training sites.)

106

136


MISSION OF RECRUIT TRAINING, FOLLOW-ON BASIC TECHNICAL TRAININGAND THE INTEGRATED TRAINING BRIGADE (continued)

c. Teach and develop the desire to observe navalcustoms and traditions.

d. Develop pride in the Navy and unit.

e. Promote physical fitness.3

3CNTECHTRAINST 5453.2, Recommended Standard Organization and RegulationsManual for the Integrated Training Brigade, Chief of Naval TechnicalTraining, NAS.Memphis, Millington, TN.

137107


APPENDIX F

FUNCTIONS AND DUTIES OF RECRUIT COMPANY COMMANDERS AND ITB

COMPANY COMMANDERS (AND "A" SCHOOL INSTRUCTORS PERFORMING

MAJOR LEADERSHIP ROLES)

RECRUIT COMPANY COMMANDERS'

When assigned to lead a company, the RCC is responsible

for the following duties and functions:

1. Receives and forms the company and provides an

initial indoctrination

2. Organizes the administration of the company;

selecting and instructing recruit petty officers;

instructing unit on proper watchstanding procedures,

liberty policy, and RTC /NTC regulations pertaining to

recruit activities

3. Conducts and supervises administrative

activities, including use of forms, records, and reports

required for the recruit training program

4. Monitors the current master training schedule,

ensuring that the company is present for all scheduled

activities

5. Establishes company discipline, in accordance

with RTC standards of individual and group behavior, and

initiates corrective action in instances of violations

and deficiencies

6. Provides individual and group instruction of

recruits in the following subjects:

RTC watchstandingMilitary courtesyPersonal hygieneBarracks orientationBarracks sanitationDaily routineClothes folding/stowageUniform wearingBasic military drillCompetitive system at RTC

Bunk makeupRecruit training unit orientation

RTC/NTC rules and regulations

'NAVCRUITCOMORLINST 5400.1, Company Commander's Guide, Recruit Training

Command, Orlando, FL

108 '1




MAJOR LEADERSHIP ROLES) (continued)

7. Conducts or supervises recruit physical

conditioning program.

8. Prepares the company for evaluations and

inspections.

9. Provides guidance and counseling for recruits,referring them to appropriate activities for assistancewith personal problems as necessary.

ITB COMPANY COMMANDERS2

The ITB Company Commander shall:

1. Execute the daily routine for the company as

prescribed by the Regimental Commander/OIC and higher

authority.

2. Conduct the approved General Military Training

Program as planned and scheduled by the Regimental

Adjutant.

3. Maintain the military training records of

assigned company personnel.

4. Submit training reports to the Battalion

Adjutant.

5. Conduct the Physical Training Program for

assigned company personnel. Maintain the individual

records of physical training.

6. Muster, form up, and march assigned company to

and from classes, meals, and other evolutions prescribed

by the daily routine of the company. Submit muster

reports to the Batallion Adjutant.

7. Conduct personnel, unaccompanied enlistedpersonnel housing (UEPH), security, sea bag, and otherinspections as directed by competent authority.

2CNTECHTRAINST 5453.2, Recommended Standard Organization and Regulations

Manual for the Integrated Training -8rigade, 15 SeptembeF-1980, Chief of

Technical Training, NAS Memphis, Millington, TN.

109 139


FUNCTIONS AN9 DUTIES OF RECRUIT COMPANY COMMANDERS AND ITB



8. Participate in the administration of the

Uniform Code of Military Justice by screening company.

personnel placed on report and making recommendations

for disposition of offenses. Accompany assigned

personnel to Captain's Mast or Officer-in-Charge Mast.

The responsibility for screening offenses may not be

delegated to the Assistant Company Commander.

9. Assign Extra Military Instruction in accordance

with local directives on appropriate cases and record

EMI assigned. Authority to assign EMI may not be

delegated to the Assistant Company Commander.

10. Maintain a log of members of his company who

are assigned restriction and/or extra duty or EMI in the

company UEPH.

11. Ensure the day-to-day cleanliness, storage,

and neatness of assigned UEPH spaces and exterior areas

assigned to the company.

12. Submit vandalism reports to the Batallion

Adjutant.

13. Promctly process special requests of assigned

company personnql. Action on request chits should be

completed and the requester notified of results within

twenty-four hours of submission.

14. Maintain a master log of theft reports.

15. Provide guidance and counseling on personal,

military, and administrative matters to assigned company

personnel, placing emphasis on preventing problems by

timely involvement when possible. The Company Commander

must continuously encourage assigned personnel to come

forward with problems before a disciplinary, academic,

or emotional crisis ensues.

16. Present'at all times the highest standards of

military integrity, appearance, bearing, courtesy, and

pride in service as a personal example to all student

personnel.

140110





17. Maintain the master key for company berthing

spaces and a log of changes to room locks and new keys

cut.

18. Issue refund applications to the companymember for money lost in NEX dispensing machines.

19. Initiate requests for unit funds and special

services gear for company parties.

20. Visit all hospitalized trainees assigned to

the company.

21. Perform such other duties as may be assigned.

111 141

Echelon


APPENDIX G

NAVY OFFICERS AND SENIOR PETTY OFFICERS INTERVIEWED

Officers and Petty Officers Interviewed

Master Chief Petty Officer of the NavyChief of Naval Operations

Deputy chief of NavalOperations (Manpower,Personnel and Training)/Chief of Naval Personnel

Chief of Naval Educationand Training

Chief of Naval TechnicalTraining

Commander, Naval Training

Center, Orlando

Commanding Officer, RecruitTraining Command, Orlando

Director, Total Force Planning DivisionDirector, Human Resource Management Division

Fleet Master Chief for Shore CommandsChaplain, Family Support Programs Branch

Principal Deputy, Chief of Naval Education

and Training and Chief of StaffForce Master ChiefSpecial Assistant for Human Resource

ManagementAssistant Chief of Staff for Recruit and

Special Training OperationsRecruit/Apprentice/Officer Indoctrination

and Warfare Training Officer

ChaplainOther Selected Staff Members

Chief of Naval Technical TrainingCommand Master ChiefAssistant Chief of Staff for Air Warfare

and Recruit and Apprentice Training

Commanding Officer, Naval Management

Schools GroupOther Selected Staff Members!

Commander, Naval Training CenterCommand Master ChiefStaff Judge AdvocateMarine Corps Liaison Officer,

Naval Training Equipment Center

Commanding OfficerExecutive OfficerCommand Master ChiefDirector, Military Training Department

Leading Chief Petty Officer,Military Training Department

Military Evaluation Division Officer

Human Resources Management Officer

Leading Chief Petty Officer,Company Commander School

Thirty Selected Company Commanders

112 1 42


NAVY OFFICERS AND SENIOR PETTY OFFICERS INTERVIEWED (continued)

Commanding Officer, ServiceSchool Command, Orlando

Commanding OfficerExecutive OfficerCommand Master ChiefDirector, Basic Electricity and

Electronics SchoolTorpedoman "C" School Division Officer

Career Counselor/Curriculum Instructional

Standards OfficerSixteen Selected "A" School Instructors

113

143


APPENDIX H

OTHER SERVICE OFFICERS AND NONCOMMISSIONED OFFICERS INTERVIEWED

ServicePersonnel Interviewed

Army

Marine Corps

Air Force

Initial Entry Training Director and Staff,

DCS Training - ATTG, U.S. Army Training and

Doctrine Command, Fort Monroe

Operations and Training Staff,

U.S. Army Training Center, Fort Jackson

Company Commander, 4th Combat Support Training

Brigade, Fort Jackson

Battalion Sergeant Major, 4th Combat Support

Training Brigade, Fort Jackson

Drill Sergeant, 4th Combat Support Training

Brigade, Fort Jackson

Marine Corps Liaison Officer, Naval Training

Equipment Center, Orlando

Commanding Officer, Recruit Training

Regiment, Marine Corps Recruit Depot (MCRD),

Parris Island

Executive Officer, Recruit Training Regiment

MCRD, Parris Island

Officer-in-Charge, Drill Instructor School,

MCRD, Parris Island

Sergeant Major, Drill Instructor School,

MCRD, Parris Island

Senior Leadership Instruc.tor, Drill Instructor

School, MCRD, Parris Island

Drill Instructors, Recruit Training Regiment,

MCRD, Parris Island

Operations Officer, Basic Military

Training School (BMTS), Lackland AFB

Squadron Commander, BMTS,/ Lackland AFB

Commandant, MTI School, BMTS, Lackland AFB

Military. Training Instructors, BMTS,

Lackland AFB

114

144


APPENDIX I

REVIEW OF MILITARY LEADERSHIP COURSES

Seven relevant military leadership courses, or course segments, were

identified and reviewed. They were the:

Leading Petty Officer (LPO) LMET course

Leading Chief Petty Officer (LCPO) LMET course

Past Recruit Company Commander school leadership trainingmaterials

Human Behavior and Leadership Nonresident Career Course (NAVEDTRA10058.B)

U.S. Marine Corps Drill Instructor School leadership trainingcourse segments

U.S. Army Drill Sergeant School leadership training coursesegments

Computerized Evaluation and Training System (CETS).

Three of the courses were selected for further detailed analysis becauseeach met the condition of (1) systematic design and (2) focus on the

intended student population (mid and/or senior level Navy petty officersand/or Navy recruit company commanders). These were the LPO LMET course,the LCPO LMET course and the CETS. The LPO and LCPO LMET course weregrouped together in this analysis due to their similarity in curriculum andmethod of instruction. Other service 1ET leadership training was examinedin order to determine general instructional techniques and the manner in

which leadership training was integrated with other job preparatory

training.

LPO AND LCPO LMET COURSE REVIEW AND ANALYSIS. The LPO and LCPO LMET coursesare 10-day leadership and management courses specifically designed for Navypetty officers or chief petty officers, respectively, who are en route to

fleet assignments as LPO/LCP0s. The instructional content is essentially

the same for each group but with application exercises and peer/studentmilieu controlled to maximize learning. The instructional content is based

on the following set of sixteen competencies organized into five groupswhich research (Klemp, Munger, and Spencer, 1977) has shnown to be thosecompetencies which distinguish superior Navy leaders from the average

performers:

Concern for Efficiency and Effectiveness

. Setting goals and performance standards

. Taking initiative

Management Control

115

145


Planning and organizing. Optimizing use of resources

.. Delegating

.. Monitoring results

.. Rewarding

.. Disciplining

Skillful Use of Influence

.. Influencing

.. Team building. Developing subordinates

.. Exercising self-control

Advising and Counseling

.. Expressing positive expectations

.. Expressing realistic expectations

.. Understanding

Conceptual Thinking

.. Conceptualizing

The LPO/LCPO LMET course design followed systematic development

procedures% One hundred eighty-two Navy leaders from mid-level petty

officers to senior 'officers comprised largely of fleet personnel from both

Atlantic and Pacific fleets were interviewed extensively concerning their

own leadership behavior -- good and bad. Systematic analysis of interview

data produced 27 competency areas that accounted for much of the difference

in superior and average leadership performance of the individuals

interviewed. During the course design process the 27 competencies were

consolidated into the 16 cited above for ease/clarity/appropriateness of

instruction.

To help determine the relevance of the LPO/LCPO LMET course for

training unit leaders .involved in the early military training of new

sailors, 281 RTC, Orlando, RCCs and 89 SERVSCOLCOM, Orlando, instructors

were surveyed. Approximately 21 percent of current RCCs and SERVSCOLCOM

instructors had, at the had, at the time of the survey, completed the

LPO/LCPO course. Because of sample size considerations, an assessment was

made of the LPO/LCPO course only as it applies to RCCs. For this purpose,

peer and staff performance data for all RCCs were collected as presented in

the body of this report. Performance assessments were made of 281 RCCs.

Rate and gender data were collected in order to assess the interplay of

course completion and these variables on performance as RCCs.

Table I-1 presents the frequencies of RCCs who fall into one of the

three performance levels by gender, rate, and LMET course completion.

116 146

I echnical Report 1!i4

From table 1-1, it appear .. that a disproportionate number of both men

and women P0?,-, who did not complete an LMET course are rated as below

average.

TARll I-I. FHE FREQUENCY OF THREE, LEVELS OF PERFORMERSAMONG LPO/LCP0 LMET COURSE COMPLFTERS ANDNONCOMPLETERS FOR MEN AND WOMEN RCCs

LMET

Gender Rate 1.nurt,

Completion

Levels of Performance

Relow Average Average Superior

WOMEN PO? NO 14 19 2

YES 2 1

P01 and NO 6 30 9

above YES 0 8 2

MEN P02 NO

YES

10

0

8

1

0

0

P01 NO 8 23 9

YES 0 8 1

-PO and NO 7 46 12

above YES 2 21 4

The effect is statistically significant overall (X2 = 42.40 df = 18,

p<.001).

Thus, there is an indication that prior LMET course completion maybenefit junior or less experienced personnel, particularly by reducing the

number of below average performers. However, this study was not designed to

evaluate the effectiveness of LPO/LCPOLMET. Therefore, the primary use of

these findings should be to assist in the design of an RCC and wA" School

instructor LMET course. In particular, this finding suggests that the

primary benefits of LMET may be realized among less experienced junior

personnel and that the competencies taught in the LPO/LCPO LMET course may

be relevant to the job of an RCC.

CETS REVIEW AND ANALYSIS. CETS was a multi-media self-paced computer

assisted training program designed to improve RCCs' leadership and human

117

147


relations skills. The CETS training was designed, tested and briefly

implemented at RTC, Orlando from 1975-1978. The conceptual framework of the

training was theoretical and involved a priori classification of effective

leadership behavior into three general job competencies.

setting goalsgiving instructionsproviding feedback

The methods for accomplishing those competencies were grouped into two

basic areas for instruction.

being clearbeing motivating.

Being clear involved teaching those behaviors designed to help subordi-

nates overcome deficiencies in knowledge and emphasized being concrete,

timely, and clear.

Being motivating involved behavior formulated Lo help subordinates

overcome deficiencies in execution and included being reasonable, relevant,

considerate and human.

The course design contained principles of industrial/organizational

leadership judged by the course developer to be important skills for the RCC

to possess. Considerable adaptation of materials to the particular student

group was made after extensive interviews with job incumbents. Some

conflict between students' perceptions of role success and course design

perceptions was evident and acknowledged.

Student performance was extensively evaluated on the basis of training

skill performance, on-the-job performance and company performance. Based on

test results, the skills taught to a group of RCCs with CETS techniques were

learned to a higher level than a control group in 14 of the 19 modules. No

significant differences were found between graduates and nongraduates in

actual on-the-job performance and in the performance of their companies on

standard training measures. Measures of recruits' attitudes toward and

perceptions of their RCC's behavior did reflect positive differences (better

recruit attitudes and higher reported frequency of trained behavior in RCCs)

in companies whose RCCs had received the training. The data did suggest

that some erosion of RCC leadership training effects may have occurred as

RCCs came into contact with nonCETS-trained but more experienced RCCs.

Subsequent instructional design improvements in CETS contained

extensive use of video tapes of actual RCC-recruit interactions displaying

'use/nonuse of the skill under instruction. In addition, an experimental

individual RCC diagnostic and remedial training capability was developed

through the use of computers based on company performance and attitude

data.

While the efficacy of the course in terms of improving standard

measurable performance of RCCs was not established, the course assessment

118

148


did demonstrate that computer assisted instruction in some areas of

leade ship or human relations training can effectively teach behavioral

skills which carry over into the recruit company environment. An important

observation was that training designed from a largely theoretical framework

can run into "acceptance" problems among prospective RCCs.

OTHER SERVICE IET LEADERSHIP TRAINING. Two features of other service IET

staff leadership training were noted. Regular use is made of short

videotaped vignettes of typical., leadership problems for students' reaction

and discussion. In addition, other service IET staff leadership training is

a regular segment of the required job preparatory training and is taught by

regular trainers who ,teach other segments of the training as well.

SUMMARY. Prior completion of an LMET course, even with its fleet

orientation, may be helpful to junior RCCs. Consequently, the 16 basic

competencies taught in the LPO/LCPO courses may comprise a rough benchmark

for development/specialization of an LMET course for RCCs. The CETS

training demonstrates that instructional systems/media such as computer

assisted instruction and video tapes can be effective in teaching RCC

leadership techniques. The problems associated with student acceptance of

CETS training material points to the requirement to use materials designed

to teach successful performance as defined by actual successful performers

and approach importation of theoretical leadership constructs from outside

(i.e., nonmilitary) sources with care. Other service IET staff leadership

training supports the use of videotapes of leadership iroblems as a teaching

technique.

119

149


APPENDIX J*

DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUIT

COMPANY COMMANDERS AT RTC, ORLANDO

120150


DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUITCOMPANY COMMANDERS AT RTC, ORLANDO

Rel. Rel.Rate Men Frequ. (%) Women Frequ. (X)PM- -19 MD-- 47- 44.3P01 54 31.4 48 45.3CPO 56 32.6 9 8.5SCPO 30 17.4 0 0.0MCP() 12 7.0 0 0.0Missing/Unknown 1 0.6 2 1.9Total 1/2 100.0 rOb 100:0

Rel. Rel.Rating Group Men Frequ. (%) Women Frequ. (%)IWF 32 18.6 3 2.8Ordnance 15 8.7 2 1.9Electronics 1 0.6 2 1.9Administration 17 9.9 69 65.1Engineering 53 30.8 3 2.8Construction 6 3.5 0 0.0Aviation 29 16.9 14 13.2Missing/Unknown 19 11.0 13 12.3Total 172 100.0 Fa [00.0

Rel. Rel.Age Men Frequ. (%) Women Frequ. (%)25 or younger 16 9.3 24 22.626-30 35 20.4 51 48.131-35 47 27.3 20 18.936-40 54 31.4 8 7.541 or older 20 11.6 3 2.8Total 172 100.0 106 100.0

Years InServiceor less

5-89-1213-1617-2021 nr moreotal

Men--T

Rel.

Frequ. (%) WomenRel.

Frequ. (%)0.6 4 3.8

34 19.8 71 67.031 18.0 17 16.030 17.5 6 5.746 26.7 7 6.630 17.4 1 0.9

172 T0T-6 106 100.0

121

151



COMPANY COMMANDERS AT RTC, ORLANDO (continued)

Months of Dutyat an RTC

7-1213-1819-2425-3031-3637-4243-4849 or moreTotal

YearsSea Dut

1-2

3-4

5-6

7-89-1011-1213-1415-1617 or moreMissing/UnknownTotal

Men

Rel.

Fre u Women

Rel.

Fre u

6

17 9.9 18 17.0

32 18.6 35 33.0

52 30.2 27 25.4

16 9.3 7 6.6

29 16.9 .9 8.5

5 2.9 2 1.9

4 2.3 0 0.0

4 2.3 2 1.9

172 100.0 106 100.0

Men--I

Rel.Fre u. % Women

78

1 0.6 15

27 15.7 11

31 18.0 1

27 15.7 0

30 17.4 0

20 11.6 0

24 14.0 0

6 3.5 0

5 2.9 0

0 0.0 1

-172 lb-EU 106

Rel.

Frequ

14.2

10.40.90.00.00.00.00.00.00.9

100.0

Months Rel. Rel.

Combat Dut Men Frequ. (%) Women flfaii_Al

0 87 50.6 105 99.

1-12 45 26.1 1 0.9

13-14 28 16.3 0 0.0

15-25 12 7.0 0 0.0

Total 172 100.0 106 100.0

122 152


DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUITCOMPANY COMMANDERS AT RTC, ORLANDO (continued)

Number ofPersons PreviouslySu.ervised

1-2

3-67-1011-1516-2021-3031-5051 or moreTotal

Men

Rel.

Fre u Women

Rel.

Fr2NL121q1.7 15 ---1472----

0 0.0 8 7.5

13 7.6 43 40.7

17 9.9 14 13.2

22 12.8 8 7.5

15 8.7 8 7.5

27 15.7 6 5.7

32 18.6 1 0.9

43 , 25.0 3 2.8

172 100.0 TU6 100.0

Number of Rel. Rel.

Com anies Lead Men Frequ. (%) Women Frequ. ( %)

0

1-2

3-4

5-67-89-10

11 or moreTotal

2

13

69

56

14

15

3

1.27.6

40.132.68.1

8.71.7

0

13

62

21

6

1

3

TU6

0.

12.3

58.5

19.8

5.70.92.8

172 100.0 , rooTo

RCC Rel. Rel.

Volunteer Men Frequ. ( %) Women Frequ. (%)

Yes T46 84.9 75 70.8

No 26 15.1 31 29.2

Total T-77 100.0 106 100.0

Rel. Rel.

Family Status Men Frequ. (%) Women Frequ. 1%)

Married, livingw/family 132 76.7 32 30.2

Married, notliving w/family 16 9.3 9 8.5

Single, not livingw /dependents 22 12.8 54 50.9

Single, livingw/dependents 2 1.2 11 10.4

Total 172 100.0 TU6 100.0

123

153




Number ofChildern

I1

2

3

4

5

6

7

Total

Number of

CommunityActivities

01

2

3

4

5

Total

Level of

EducationLess T an High

SchoolHigh School

DiplomaSome CollegeAssociate DegreeBachelor DegreeSome Graduate

School

Total

Current ParticipationIn Part-TimeEducationYes

No

Missing/UnknownTotal

MenRel.

Fre u (% Women

Rel.Fre u.

34 70 66 027 15.7 23 21.7

60 34.9 11 10.4

28 16.3 2 1.9

17 9.9 0 0.0

3 1.7 0 0.0

2 1.2 0 0.0

1 0.6 0 0.0

172 100.0 106 100.0

Men

Rel.Frequ. (%) Women

Rel.Frequ. (%)

T67 62.2 79 74.5

38 22.1 17 16.1

14 8.1 4 3.8

6 3.5 5 4.7

5 2.9 0 0.0

2 1.2 1 0.9

172 ITOT6 T06 TUEU

Men

Rel.

Frequ. (%) Women

Rel.

Frequ. (%)

13 7.5 0 0.0

98 57.0 44 41.5

54 31.4 52 49.1

5 2.9 10 9.4

0 0.0 0 0.0

2 1.2 0 0.0

172 100.0 106 TOT.T

Rel. Rel.

Men Frequ. (%) Women Frew. %IT 6.4 20 18.9

160 93.0 85 80.2

1 0.6 1 .9

172 100.0 Tig I00`76

124154




Rel. Rel.

LMT Course Men Frame Women Frequ. (%)

Yes 96 55. 38 35.9

No 75 43.6 67 63.2

Missing /Unknown 1 0.6 1 0.9

Total 17 100.0 106 100.0

Rel. Rel.

LMET Course Men frpyll Women Fri u.

Yes 37 22

No 124 72.1 82 77.4

Missing/Unknown 11 6.4 2 1.9

Total 172 TTO-76 06 TO-07151

Spouse Active Rel. Rel.

Outside Home Men Fre u % Women FrellSL.All

Yes gi 5 .9 30 213.73-

No 53 30.8 8 7.6

Not Applicable 19 11.1 61 57.5


Total T77 TOT:d rg 100.0

Necessary toHave Rel. Rel.

Second Income Men Fre u. % Women Frequ. (%)

Yes 59 3 40 37.8

No 108 62.8 56 52.8


Total T77 100.0 166 TO-676

Physical Fitness Rel. Rel.

(Self Report) Men Frequ. (%) Women Frequ. (%)

Excellent 46 26.7 19 17.9

Good 82 47.7 57 53.8

Satisfactory 36 20.9 17 , 16.1

Fair 8 4.7 10 9.4

Poor 0 0.0 2 1.9


Total T77 100.0 106 I-07U

Within Rel. Rel.

Weight Standards Men Frequ. (%) Women Frequ. (%)

Yes M 89.0 97 91.5

No 19 11.0 9 8.5

Total 172 100.0 106 100.0

125 155


APPENDIX K

OEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORS

AT SERVSCOLCOM, ORLANDO

126

156


DEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORSAT SERVSCOLCOM, ORLANDO

Rate Frequency Relative Frequency (%)

P03 1 1.1

PO? 27 30.3

P01 36 40.4

CPO 18 20.2

SCPO 5 5.6

MCPO 2 2.2

Missing/Unknown 0 0.0

Total 89 100.0

Rating Group Frequency Relative Frequency (%)

Deck 16 18.0

Ordnance 35 39.3

Electronics 10 11.2

Administration 2 2.2

Engineering 15 16.9

Construction 0 0.0

Aviation 6 6.7

Missing/Unknown 5 5.6

Total rg TO670*

L9.!Frequency Relative Frequency (%)

25 or younger 23 25.8

26-30 23 25.8

31-35 27 30.3

36-40 11 12.4

41 or older 5 5.6

Total 11-13100.0

127157


DEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORS

AT SERVSCOLCOM, ORLANDO (continued)

Years InService Frequency Relative Frequency ( %)

4 or less 2 2.2

5-8 41 46.1

9-12 18 20.2

13-16 12 13.5

17-20 10 11.2

21 or more 6 6.7

Total 89 10075

Months of Duty

at SERVSCOLCOM Frequency Relative Frequency ( %)

6 or less 29 32.6

7-12 17 19.1

13-18 16 18.0

19-24 8 9.0

25-30 2 2.2

31-36 15 16.9

37-42 2 2.2

43-48 0 0.0

49 or more 0

-8-9

0.0

Total100.0

Years Sea Duty Freguency Relative Frequency (%)

0 5 5.6

1-2 5 5.6

3-4 23 25.8

5-6 27 30.3

7-8 11 12.4

9-10 9 10.1

11-12 4 4.5

13-14 2 2.2

15-16 3 3.4

17 or more 0 0,0

Total 89 100.0

128 158



AT SERVSCOLCOM, ORLANDO (continued)

MonthsCombat Duty Frequency Relative Frequency (%)

0 69 77.5

1-12 1213.5

13-24 77.9

25 or more 11.1

Total 89 100.0

Number of PersonsPreviously Supervised Frequency Relative Frequency (%)

0 1 1.1

1-2 4 4.5

3-6 12 13.5

7-10 16 18.0

11-15 16 18.0

16-20 6 6.7

21-30 11 12.4

31-50 9 10.1

51 or more 14 15.7

Total 89 100.0

Number ofClasses Taught Frequency Relative Frequency (%)

0 25 28.1

1-2 9 10.1

3-4 14 15.7

5-6 22.2

7-8 4 4.5

9-10 33.4

11 or more 32 36.0

Total 89 1-070.

129 159



AT SFRVSCOLCOM, ORLANDO (continued)

InstructorVolunteer Frequency Relative Frequency (%)

Yes 75 84.3

No 14 15.7

Total 89 TWO'

EducationalLevel Frequency Relative Frequency (%)

Less than High School 6 6.7

High School Diploma 40 44.9

Some College 28 31.5

Associate Degree 13 14.6

Bachelor Degree 2 2.2

Some Graduate School 0 0.0

Total100.0

Current ParticipationIn Part-Time Education Frequency Relative Frequency (%)

Yes 18 20.2

No 71 79.8

Total 89 100.0

LMT CourseCompletion Frequency Relative Frequency (%)

Yes 29 32.6

No 60 67.4

Total 89 100.0

LMET CourseCompletion Frequency Relative Frequency (%)

Yes 18 20.2

No 69 77.5

Missing/unknown 2 2.3

Total 89 100.0

130


DFMOGRAPHIC PROFILE or "A" SCHOOL. INS1ROC1OW:.AT SERVSCOLCOM, ORLANDO (continued)

Physical FitnessSelf kport) Frequency Relative Frequency_ ( %)

Excellent 21 23.6

Good 55rr 61.8

Satisfactory 9 10.1

Fair 3 3.4

Poor 0 0.0

Missing/unknown 1 1.1

Total 8.9 100TH

Within Weight

Standards FreEyency Relative Frequency (%)

Yes 77 86.5

No 12 13.5

Total ig 100.0

131 161


APPENDIX L

RESULTS OF STATISTICAL CALCULATIONS REQUIRED FOR AN ANALYSIS

OF THE RELIABILITY OF SURVEY COMPETENCY SCALES

132 162


This appendix consists of two tables. Table L-1 contains Cronbach's

coefficient alpha values for 16 RCC leadership competency scales, while

table L-2 presents the same values for 17 "A" School instructor competency

scales.

TABLE L-1. CRONBACH'S COEFFICIENT ALPHA FOR 16 RCC

LEADERSHIP COMPETENCIES

Competency

Coefficient Alpha


Taking Initiative .68 .60 .73

Planning and Organizing .67 .71 .86

Optimizing Use of Resources .77 .74 .89

Delegating Authority.68 .63 .71

Monitoring Results.61 .63 .81

Maintaining Control of

Assigned Unit.74 .75 .88

Influencing.71 .80 .86

Developing Subordinates.67 .70 .83

-eam Building.65 .72 .84

Projecting Realistic Expectations .56 .57 .65

undere,tanding.67 .70 .83

'-ing .63 .70 .79

Counselinf7 .77 .79 .82

h''.69 .74' .82

Res:' .,,g Conflicts.69 .65 .81

Compelling.66 .57 .83

3


TABLE L-2. CRONBACH'S COEF1-ICIENT ALPHA FOR 17 "A" SCHOOL

INSTRUCTOR LEADERSHIP COMPETENCIES

Competency

Coefficient Alpha


Taking Initiative .70 .69 .76

Planning and Organizing .85 .86 .86

Optimizing Use of Resources .88 .87 .91

Delegating Authority .81 .77 .88

Monitoring Results .80 .86 .83

Maintaining Control xfAssigned Unit .86 .86 .87

Influencing .76 .85 .90

Developing Subordinates .82 .83 .88

Team Building .86 .86 .85

Projecting Realistic Expectations .70 .70 .76

Understanding .81 .83 .85

Conceptual ding .66 .70 .77

Advising and Counseling .80 .84 .o^

Helping .77 .77 .89

Resolving Conflicts .87 .90 .92

Compelling .77 .78 .85

Projecting Positive Expectations .73 .68 .77

134 16,1


APPENDIX M

COMPETENCY DEFINITIONS AND BEHAVIORAL INDICATORS

135 165

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/sl!n.INJ awosaNno4 Ape;!uw JaJsueJ; qsanba8

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Jeap qou

;.12 sau![appb luau beuew uaym umo slauo uo suo!spap a)lew

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19T

Optimizing Use of Resources

(Matching subordinates and jobs

to get, the best performance,

using the human resources

available, determining the optimum

relationship between training

requirements and unit morale,

avoiding unit burnout.)


(Assigning responsibility for

task accomplishment, and

commensurate authority, to

subordinates; using the chain-

of-command to require

subordinates to share in task

management; encouraging

subordinates to seek responsibility

without waiting for direct orders.)

166

Anticipate major last minute changes to daily schedule

Assist recruits/students in using their time to the best

advantage

Divide work time with partner or arrange for other

instructor/advisor to take charge of class/unit for

part of day

Replace recruit petty officers/student.leaders

when certain ones selected do not pan out

Match the job to the recruit's/student's abilities

Encourage recruits/students,to give feedback on

problems they encounter in following directions

Revise orders when individuals are obviously fatigued

Do something specific to keep one's morale up

Do something specific to keep company/class/barracks'

morale up

Think about and analyze overall company discipline

Evaluate recruits/students to see when they can take on more

responsible jobs

Divide authority and responsibility for specific

training areas with partner/other instructor/advisor

Give temporary control of minor individual and/or company/

class rewards to recruit petty officers/student leaders

Delegate more authority to recruit petty officers/selected

students based on readiness for greater responsibility and

policy limits

Divide training load with partner/other staff member on the

basis of training area (e.g., barracks, counseling,

technical instruction)

169

Monitnring Results

(cbecking unit progress by

seeking information regarding

progress or by direct observation,

checking on results of own and

sutordinates' actions, evaluating

indiv, iva l and unit performance

against a standard of

performance.)

Maintain Control of Assigned Unit

(Elicit desired unit

behavior through use of authority

to reward and discipline and

otherwise maintain accountability

for subordinate performance.)

Give temporary control of minor individual and/or company/

class discipline to recruit petty officer(s)/selected

leader(s)

Analyze feedback on company/class progres

Inspect recruit/student progress in the interval between

competitive/regular inspections

Watch recruit/student hehavior in order to anticipai,

problems before they happen/occur

ComPare progress of assigned company/class to command

standards

Enforce regulations

Maintain accountability; ensure that all necessary tasks

are performed

Discipline recruits/students0

Recognize early cues (e.g,, low inspection scores, students

taking over class discussion) that control of the (J1

company/class is slipping

0

0-J.

0

Award specific privileges to recruits/students based on

meeting certain definite standards

"Bend over backward" to'reward a good job

Make official recommendations for recognition of exemplary

recruits/students

Tell recruits/students when pleased with their

performance

Tighten company/class discipline when control

is perceived to be slipping

Under unusual conditions, sometimes exceed limits of

authority in order to deal strongly with undesirable

recruit/student behavior

171

Influencing

(Persuading and convincing

others up, across, and down the

chain-of-command concerning

matters required to accomplish

company/class goals, using

military bearing, position, and

rank as a role model to

subordinates, peers, and seniors.)

Developing Subordinates

(Coaching subordinates toward

improved performance, helping

subordinates to be more

responsible' in getting the job

done at a quality standard.)

Team Building

(Promoting tea,j work and

cooperation within your own

company/class or with other units.)

172

Let the company as a whole know how well it is doing in

training

Set an example for assigned recruits/students in military

appearance

Motivato assigned recruits/students to do wiat is wanted

without exceeding the limits of one's aut rity

Devise rewards and disciplinary procedures which are

within the limits of authority

Encourage recruits/students to relate their problems

Project one's voice in order to be heard

Make an effort to maintain a good attitudeaboot

recruits/students

Show the recruits/students their ledder can do what he/she

tells them to do

Give recruits/students individual instruction

Double check to ensure that a recruit/student thoroughly

understands assigned duties

Give top recruits/students additional leadership


Followup on assigned duties to see that the job is done

satisfactorily

Tell recruits/students when they are doing a good job

Analyze the company's ability to make a good team

Check strengths and weaknesses of individuals to see how

to best fit them into the "group" effort

Encourage recruits to take part in sports activities

Encourage recruits to compete with recruits in other

companies

z

0Irt

17J

0

Proje(;t ing i),pa 1 kt ic [xpectations

(Maintaining an awareness

that some instructions will

not be followed or carried out

effectively; expressing

displeasure, disappointment,

and concern about shortcomings

of an individual or group.)

Understanding

(Accepts the feelings of

another person, responds to

persons appropriately in order

to get the job done, figures out

other people's difficulties

with rational explanation.)

In(ourago rp(rult0;indliik to work ilothor and lu

their !oldies who dIT Ir, , whip

k,ach wctionqwat(h wtionqoffinany to try lo r,olv0

problem heforp uming to the conimy coidionder/ivitructor

Assign projects (duties) to small groups and lit group

leader assign responsibility

Let company pretty much run itself when it is doing a

good job

fell "sea stories'

[valuate strengths and weaknesses of recru its /students in

determining one's own expectations for the company/class

Remind oneself that recruit,,N.uOnts are just adolescents

Remind recruits/students of vgalive consequences if they Proo

fail inspections0

rh

Recognize that sone companies/cIses cannot score the highest

ul

4Attempt to see the recruit's/student's viewpoint in

settling disputes

Advise recruits/students concerning their perceived Oort.

comings in the Navy and what can be done to work w.ithin

the system to improve things or to cope with reality

Change one's viewpoint after considering the

recruit's /student's viewpoint

Change one's way of doing something when other corguv

commanders/instructors/staff members show me a better way

Explain future hardships of training/Navy life to recruits/

students and tell them the difficulties they will encounter

17J

1,0

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lno ;Lqod a; )1UPJ kJP1ww ui

;uavap 41[Jou;ne 6q; buon)

bu!Liodwoj

Cpaus!les k[am;e[a.1 aJe (A!;JPd

;10q 12q4 os uoon[osaJ pissanns

e o; swalloJd Apeyaq/s1pujuop

/salndsu) ;ApS@J 'slaaci SP

LLOm SP 'sdlciHoqns bu!d[dH)

si)!Ijuo) *Nosq

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puP s4quJd ,s'61N4Jughs

0.1n1pu Uyj bui >s wiJA

Jul obolko 156;p440; oq

(11 dg Ate kuTN)

Projecting Pmitive heoctat ions

Showing subordivtes that

you are convinced they are fully

capah'e of doing good work when

given a chance, expressing

positive feelings about other

people's work, treating subordinates

so that they helieve you need them

and that they are a valuable

resource.)

iu

Tell students "You can make it through'

Encourage class in its competition for flags

Offer rewards for desirable performance

Treat students as one would want to be treated if

positions were reversed

Treat students like adults,

181

fechnical Report 154

APPENDIX N

RESULTS OF STATISTICAL CALCULATIONS REQUIRED FOR REGRESSIGN

ANALYSES OF PERFORMANCE LEVEL/GENDER ON COMPETENCIES FOR

RECNIT COMPANY COMMANDERS AND "A" SCHOOL INSTRUCTORS

18:2

144


this appendix consists of tables N-1 through N-6. Tables N-1 thrw.,ihN-4 present the competencies resuffing from regression analyses ofperformance on competencies for groups ol RCCs. Tables N-5 and N-6 containOle competencies resulting from regression analyses of gender oncompetencies. Iecau,;e of the way in which gender was coded, a negativerelationship between gender and a competency in tables N-5 and N-6 indicatesth,it women perform that competency more frequently, while a positiverelationship indicates that men perforii that competency more frequently.

TABLE N-I. STEPWISE REGRESSI OF ?rRFORMANCF ON COMPETENCIES FOR RCCs

Competencies BETA t SIG

Monitoring Results .14 2.2 .03

Delegating Authority -.15 2.4 .02

Taking initiative .14 2.3 .02

2810? .05

4.4, df = 3, 277, Sig = .005

TABLE N-2. STEPWISE REGRESSION OF PERFORMANCE ON COMPETENCIESFOR "A" SCHOOL INSTRUCTORS

CAmpetencies


BETA t SIG

.24 2.5 .03

N = 89R2 = .05

F = 4.9, df = 1, 82, Sig = .03

145

183

["Oho/co} Report 154

TAME N-3. STEPWISE REGRESSION N PERFORMANCE ON COMPETENCIES

FOR MEN RCCs

Cumpetenciw; BETA tSIG

Taking Initiative 0.25 3.? .002

Delegating Authority -0.19 -2.3 .002

Conceptualizing 0.26 3.0 .003

Understanding -0.25 -2.7 .008

N 1/2D? , .1?

- 5 7, df - 4, 16/, Sig - .002

TiVjr N-4. STEPWISE REGRESSION OF PERFORMANCE ON COMPETENCIES

FOR WOMEN RCCs

Competenci-s BETA tSIG

Monitoring Results .19

N = 106= .04

F - 3.8, df - 1, 104, Sig = .05

1.9

Iechnical Report 154

rABLF N-5. STEPWISE REGRESSION uCNDER ON COMPETENCIESFOR ALL RCCs

Competenciei; BETA t SIG_

Planning iiii -.30 -4.!, .0001

Orioni.ling

Team Building .35 5.0 .0001

(..,h,:i ii t i..i i i : iig .27 3.9 .0001

Developing -.20 -2.0 .005

Subordinate

De 1 eci t ng

Author i t y

-.19 -2.3 .00?

N 2819

R' = .1F",

F ~ 11.8, df = 5, 275, Sig = .0001

TABLE N-6, STEPWISE REGRESSION OF GENDER ON COMPETENCIES

FOR SUPERIOR RCCs

Competencies BETA t SIG

_

Planning and -.31 -2.3 .03

Organizing

Conceptualizing .50 3.3 .002

Developing -.37 -2.4 .02

Subordinates

N ~ 43

R2 -

F = df = 3, 39, Sig = .002

147185


APPENDIX 0

REc,POW,L, TO ATT11001NAL/BEHAVIORAL St ML TS BY

IFVfl Of PERFORMANCE, GENDER, AND LPO/LCPO LMET COURSE COMPLETION

Table 0-1 cuains the resporr,es of RCCs and "1," School instructors to

attitude/behavioral statements n section IV of the Recruit Company

Commander and "A" School Instr uctor Leadership Course Development Survey.

Data are pr,,sented by performance level and gender. Responses are also

pre;ented on the ba0,, of previous completion of an LPO/LCPO LMET coin-se.

Entries are mean scores on a scale with values from 1 to 5. In all three

comparisons, significance of differences between each group was determined

by an analysis of variance with the level of significance required at the

.05 level.

118

I ei.tin it. a 1 Report, 154

I Art; I 0-1. Mr At, ',1711 f RE '-iPONSFT, TO A11111/01011, /W. HAV1011A1. STATEMENTS FIASCO ON

r ln PI RFORMANL.C, GI.001 AND I PO/I CPO CM/ T COURSE COMP! Cl

'.t t t s

1. i d(11 ..,;13 1 ly sat t ied with

1 1"1 c"'"Pirr 1' in order,1,1111,t2 %W. e coeyoet it ion

Ian woru, comfortably in a

"crave t i it t' and con, t' ''at iVe"Iv Irmn,,ont with other company

«,,,,namt,f 5

I im willing to ",,t.1(.1( my neck

out" for fly recruit%

(p)2 (1)3

(0) (3)

4. Physical "handling" of it recruit (0) (4)

is somr,times unavoidable

5. My ben,!Jihr is a good model for (0) (5

my recruits to follow

6. There are times when I find it

impossible to control my emotions

around recruits

(R) (6)

I t is sr;rnot i7-,, very difficult (0) (7)

to devDte ivy fell attention tomy work bec ersn of tern ly problems

FL I am comfortable when talking to (0) (8)

large qroLips of recruits

admoninino recruits is sometl.oes '0) (9)

an unfortunate necessity

10. My attitude is As or

better than u Lc at this

command

(D)4

11. EaJ1 new recruit is an important (R) (10)

"Navy pers,n" ano 1 tell nor /him

so right c"i.

Below Average PerformersAverage PerformersSuperior Performers

iqrAn'n IMUT

Womenl kongraduates

Men Graduates

RCC Dist RCC Inst

3.8* 3.9 4.1 4.1* 4.1

4.? 4,3 4., 4.4 4.3

4.6

3.8* 4.2 4.0* 4.1* 4.1

4.2 4.2 4.3 4.5 4.1

4.6 4.3

3.2 3.7 3.5* 3.3 3.9

3.3 3.9 3.2 3.3 4.1

3.5 3.8

3.6 1,8 3.9* 3.6 2.3

3.6 2.5 3.4 3.5 2.7

3.6 2.1

4.2* 4.5 4.4 4.3* 4.3

4.4 4.1 4.4 4.6 4.3

4 6 4.5

3.5 2.2 3.5 3.5 '.1

3.5 2.1 3.', 3.6 2.3

3.7 1.8

3.5* 2.3 4.0 3,8* 1.8

3.9 2.2 3.8 4.2 2.2

4.0 1.6

4.0* 1.° 4.3 4.3* 3.9

14.4 3.9 4.4 4.6 4.2

4.6 4.4

3.6 3.4 3.6 3.6 3.5

3.6 3.7 3.5 3.8 4.1

3.7 4.0

3.7* 4.2 4.1

I.? 4.1 4.3

4.6

4.0 3.6 3.9 3.9* 3.6

4.0 3.5 4.1 4.3 3.3

4.2 3.6

1Data separated by gender for RCCs only

2 "R" indicates this statement wasrevised slightly for survey

administration to "A" School instructor

3 "A" School instructor version surveyitem number, see appendix C for actual wording

4 "D" indicates this statement wasdeleted from the "A" School instructor version

SIgnifIcant difference a 5 .05

149

18?

t'k hn i( o I I((i)()r 1 1')4

17.

IL

14.

15.

16.

17.

18.

19.

20.

f II IMI f Pf f0 A( 111910INAI /81HAVI011( Yr, I IS f4T% ff /frf 0 ON

I I tii t ill l'f PI 0PMANc.I , hi Nl11 R ANti 11'0/111'0 I MI I 1,01111',I t T ION ((wit intio.I)

Below Average PerformersAverage Performers Women ib at

'woe!' ior Performer', Mn , 1,1

PCC !w.f.

upc.et when thmii, 2.9 2.5 ?.it .(1

as planned 2.8 2.11.5

I r-Ard my company for good (R) (1?) 3.9 3.6 3.8

;,prtorumIt' every rhanpc I get 4.0 3.6 4.0 1

4.? 1.

I often find it necessary to make 3.7 3.7 3.2 3.4

chanie,, in my daily %fht1IJU)o 3.7 3.6 3.7 3.8

4.6 3.0

It is cfieo necessary for rlw. (8) (14) 2 4,1 2.8* 4.0' 4,1 3.5

to explae directions to 4.1 3.8 4.? 4.0 3.5

recruits -,'re than once 4.1 4.0

I may rus:,'.o.1 differ,:ntly to 3.7 3.4 3.9 3.8 3.5

the sa,e te'iavior depending 3.7 3.7 3.7 3.7 3.7

upon th,, individual 3.6

1- qeneral, my partner and I (R) (15) 4,4 3.6 4.3 4.3 3.6

e eq,ally responsible for 4.4 3.7 4.4 4.4 3.7

cressful training of 4.2 4.3

company

dn't nesitate to do a task (8) (16) 3.5* 2.1 3.9 3.8 2.0

,i-self if the recruit can't do 3.0 2.0 3.8 4.0 1.6

4.3 1.6

3y the time she /he graduates, (8) (17) 3.6 3.3 3.8* 3.6 3.1

recrlits have been trained 3.6 2.7 3.5 3.6 2.6

to take full respo^sibility 3.7 3.0

f r their actions as Navy people

1 am generally comfortable (8) (18) 4.1 3.4 3.9 cl.ii 2.7

,.:hen I leave my partner in 4,0 3.5 4.1 4.2 3.5

charge in my absence 3.9 3.5

*Significant difference E .05

150

S d

I f ir lin it 0.1

rtt0; (I 1. 1'101 %CP, 1 1+1 ',Vore;1', 10 411111101t4/0. /01 /1A+1101+41 SiAIfMlNIS IiA tb ON

1 VI t (IF PI i f 1 f o t m A f i f , Gl NOT 1 + AN0 I PO +, cpu I hi I collitS1 UOMPI I T ION (rant nued

Below Average PerformersAverage Performers Women

Superior Performers Men

RCC Inst

MP CPO it.'.11

NongraduatesGraduates

RCC lnst

ha,.. rar aIlt.l.ur It y WO 2.2 .1.4 2.0 2.2" 2.1

t tl$11r t.xt,t't 2.1 2.2 2.0 1.8 .",'

2.0 2.?

hoyf. enough authority to ?JP, 3.? 3.? 3.? 3.7

.1.) my J..h3.2 3.0 3.3 3.4 3.7

3.7 3.8

I am ,..urcessful at finding ways (P) (49) 4.2* 3.5 4.1 4.1* 3.7

to reward ro.( ruits for doing a 4.? 3.7 4.2 4.4 3.6

good jot, 4.4 3.9

24. Shimates (staff and /or recruits) (R) (21) 3.7* 4.0 3.7* 3.1* 4.0

usually take my advice 3.7 3.9 3.8 3.9 4.1

4.0 4.2

Sri pma tes ( staff and/or recruits) (0) 3.6* 3.7 3.7

frequently dr,k for my advice 3.9 3.7 3.8

4.2

,T6. Recruits don'i hesitate to come (R) (22) 4.1 4.0 4.0 3.9* 4.0

to me with problems 4.0 4.1 4.0 4.2 4.2

4.0 4.1

Generally, 1 don't care about the (R) (23) 2.7* 3.3 2.9 2.9 2.9

quality of recruits; I can train 2.9 3.0 3.0 3.2 2.8

them 3.5 2.6

?R. 1 usually treat recruits like (R) (24) 4.0 4.2 4.0 3.9 4.2

a.fult. 3.9 4.1 4.0 4.0 3.9

4.1 4.2

29. I always strive for flag awards (R) (25) 2.5* 2.1 2.8 2.9* , 6

3.0 2.7 3.1 3.3 2.5

3.5 2.5

30. The quality of recruits isn't (R) (26) 2.5 3.2 2.4* 2.7 3.4

what it used to ho 2.7 3.4 2.9 2.8 3.2

3.0 3.5

*Significant difference p .05

151

189

1 ecnn lc al-R-epyrt 154

TABLE 0-1. MEAN SCALE RESPONSES TO ATTITUDINAL/BEHAVIORAL STATEMENTS BASED ONLEVEL OF PERFORMANCE, GENDEI, ATYLPO/LCP0 LMET COURSE COMPLETION (continued)

Statements

31. I've gotten into diffi- (0)

culty as a RCC because ofdecisions I have made

32. Emotions sometimes get in the (R)

way of my handling problems

33. Sometimes I'm too tired on the (R)

job to think clearly before

I act

34. I think my command'presence is (R)

an important tool in recruittraining

35. Recruits understand my directions (R)

without needing to be told morethan once

36. When I first came here mycommand presence needed polishing

37. My own feeling of self-confidence; (R)affects how successful myrecruits are

38. I am the first to discipl4ne mypeople if they make a mistake

39. My word is the last word when (R)

recruits can't get along

40. Sometimes other RCCs come to me (R)

to help them solve their conflictswith their superiors


WomenMen

LPO/LCPO LMETNongraduatesGraduates

RCC

3.2*3.4

3.9

Inst

3.4

3.5

RCC

3.4

3.5

Inst

(27) 3.9 2.1 4.0 4.0 2.0

4.0 2.1 4.0 4.1 2.1

4.3 1.5

(28) 2.9* 2.2 3.2 3.1 2.1*

3.1 2.1 3.1 3.3 2,2

3.6 1.9

(29) 3.6* 3.7 3.8 3.9* 3.P

4.0 3.7 4.0 4.1 3.8

4.0 4.1

(30) 2.8 3.6 3.0 2.9 3.4

3.0 3.1 2.9 3.1 3.5

2.9 3.2

2.6* 3.1 3.0 2.9* 3.2

2.9 3.1 2.9 3,2 3.3

3.4 3.5

(31) 4.1* 4.1 4.3 4.3 4.1

4.3 4.3 4.3 44 4.1

4.6 4.1

4.3 3.9 4.3 4.2 4.0

4.2 3.9 4.2 4.4 3.7

4.4 4.4

(33) 3.8 3.5 4.0 4.0 3.6

4.0 3.6 4.0 4.2 3.8

4,0

(34) 2.8 3.1 3.1 3.0 3.2

3.0 3.3 3.0 3.2 3.6

3.3 3.5

*Sigrificant difference R < .05

152 150


TABLE 0-1. MEAN SCALE RESPONSES TO ATTITUDINAL/BEHAVIORAL STATEMENTS BASED ONLEVEL OF PERFORMANCE, GENDER AND LPO/LCPO LMET COURSE COMPLETION (continued)

Statements

Below Average Performers LPO/LCPO LMETAverage Performers Women

/Graduates/Superior. Performers Men Graduates

41. Most problems will solvethemselves, if you give themtime

42. Recruits might lose theirtempers if I force them to talkout their differences with eachother; therefore, I usuallylet things alone for awhile

43. You generally have to give moreconsideration to women recruitsbecause women are more emotional

(R)

(R)

44. Off duty social interaction (R)

between staff members and recruits(of a personal nature) should notaffect training and/or discipline

45. Staff member's occasionally doing (R)

some of a slow recruit's work forhim/her does not appreciablyaffect training and/or discipline

46. I can express my pleasure/dis-pleasure with a recruit's behaviorand still maintain my profession-alism

47. It is unprofessional to let arecruit know you are pleased withhis success by such behavior asslapping him/her on the back orshowing excitement

(R)

(R)

48. My recruits know I will support (R)

them no matter what

RCC Inst 't12;Inst

3.5 2.4 3.5 3.5 2.3

3.6 2.1 3.6 3:1 1.9

3.8 2.4

(36) 4.0 2.3 4.0 4.0 2.44.1 2.2 4.1 4.2 2.1

4.0 2.5

(37) 3.7 2.1 4.1* 3.8 2.23.8 2.4 3.6 4.0 2.53.8 2.5

(38) 3.3 2.5 3.8* 3.6 3.2

3.6 3.6 3.4 3.4 2.83.9 2.8

(39) 4.2 1.9 4.3 4.2 2.1*

4.2 1.8 4.1 4.3 1.6

4.2 1.9

(40) 4.2 4.2 4.3 4.3 4.2

4.3 4.3 4.3 4.4 4.3

4.4 4.0

(41) 3.6 4.2 3.4 3.4 4.23.4 4.3 3.6 3.6 4.3

3.6 . 4.0

(42) 3.6 2.9 3.6 3.4 3.23.4 3.3 3.4 3.6 3.1

3.3 2.7

*Significant difference 2 S .05

153

191


TABLE 0-1. MEAN SCALE RESPONSES TO ATTITUDINAL/BEHAVIORAL STATEMENTS BASED ONLEVEL OF PERFORMANCE, GENDER AND LPO/LCPO LNET COURSE COMPLETION (continued)

Statements

49. I don't tolerate recruitsquestioning my orders orintentions

50. I usually can persuade recruitsto see things my way

51. Male recruits sometimes mis-interpret female RCCs' profes-sional attention/help/disciplineas personal friendship/interest

52. "Stand Tall" inspections areimportant in the training ofrecruits

53. RMAAs have too much authorityfor their experience level


WomenMen

LPO/LCPO LMETNongraduatesGraduates

RCC Inst RCC Inst

(R) (43) 3.7 3.1 3.7 3.7 3.23.7 3.1 3.7 3.6 3.23.7 3.6

(R) (44) 3.8* 3.5 3.9 3.9 3.83.9 3.8 4.0 4.1 3.64.2 3.7

(R) (45) 2.6* 2.9 2.4 2.6 2.92.7 2.9 2.6 2.6 2.82.7 2.6

(R) (46) 3.0 3.6 2.9 3.1 3.53.1 3.6 3.2 3.1 3.83.0 3.6

(R) (47) 2.1 2.6 2.1 2.1* 2.32.1 2.3 2.0 1.8 2.31.7 2.1

*Significant difference p S .05

15419,2


APPENDIX P

RECRUIT COMPANY COMMANDER AND "A" SCHOOL INSTRUCTORCOMMUNICATION PATTERNS ANALYSIS

155

193


This appendix presents five groups of 'personnel with whom

RCCS/instructors communicate. Within each group of these personnel, RCCs/instructors report similar frequencies of communication, as determined byprincipal components factor analysis. Table P-1 presents the compositionsof these groups for both RCCs and "A" school instructors.

The correlations between an RCC/instructor's frequency of communicationwith these groups and the performance of RCCs/instructors, gender of RCCs,and prior LMET attendance are shown in table P-2. Positive correlations areassociated with higher performance levels, male gender and priGP LMET coursecompletion. None of the correlations are statistically significant at thep<.05 level.

TABLE P--1. COMPOSITION OF FREQUENCY OF COMMUNICATION FACTORIAL GROUPSFOR RCCs AND "A" SCHOOL INSTRUCTORS

TYPE INSTRUCTOR

CommunicationsFactorialAroup RCC

B

C

D

E

Commanding OfficerExecutive OfficerMilitary Training OfficerAssistant Military Training

Officer

Division OfficerDivision Leading ChiefPetty Officer

Other Division Staff MembersPartner CCOther CCs

Command Master ChiefChaplainPsychologistHuman Resource Management

CounselorRed Cross Representatives

Medical PersonnelDental Personnel

Basic Military Training OfficerTesting PersonnelInstructors

"A" School Instructor

Commanding OfficerExecutive OfficerCommand Master Chief

Training OfficerSchool DirectorDivision OfficerDivision StaffPersonnel

ChaplainMedical PersonnelDental PersonnelPsychiatrist/

PsychologistRed Cross Represen-

tativeHuman Resource

Management Counselor

Other InstructorsStudents

Department Level StaffAdministrative Person-

nel

Career Counselor

156

194


TABLE P-2. CORRELATION OF FREQUENCY OF COMMUNCIATION AND RCC / "A"SCHOOL INSTRUCTOR COMPARISON GROUPS AND COMMUNICATIONSFACTORIAL GROUPS

Comparison GroUps

CoMmunicationsFactorialGroup

.

'N

PerformanceLevel Gender

LPO/LCPO LMETCompletion

RCC/Instructor RCC RCC/Instructor

A -.04/.01 .01 .05/-.11

B -.10/-.08 -.10 .11/-.16

C - .05/ -.02 -.10 .09/-.09

D -.03/-.01 -.07 .09/-.15

E -.05/-.04 -.12 -.03/-.02

157

195


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1.98