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
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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
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December 198313. NUMBER OF PAGES
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Approved for public release; distribution is unlimited.
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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.
Technical Report 154
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
Technical Report 154
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
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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
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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
Technical Report 154
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.
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Technical Report 154
(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.
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Technical Report 154
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.
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Technical Report 154
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.
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Technical Report 154
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.
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Technical Report 154
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
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Technical Report 154
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.
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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'
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Technical Report 154
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.
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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
Technical Report 154
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.
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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.
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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.
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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
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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
Delegating Authority
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
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Technical Report 154
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.
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Technical Report 154
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.
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Technical Report 154
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
Delegating Authority
Taking Initiative
Conceptualizing
Understanding
Planning andOrganizing
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.
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1
2
3
4
5
6
7
8
9
10
11
12
13
14
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Technical Report 154
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
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3
4
5
6
7
8
9
10
11
12
13
14
15
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Technical Report 154
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
RANK OF RELATIVE DIFFICULTY
3 2
Figure 2. Rank of Relative Importance Versus Rank of Relative Difficultyfor Women RCCs.
27
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2
3
4
5
6
8
9
10
11
12
13
14
15
16
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Technical Report 154
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
RANK OF RELATIVE DIFFICULTY
3 2
Figure 3. Rank of Relative Importance Versus Rank of Relative DifficultyFor "A" School Instructors.
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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
Planning and organizing
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
Projecting realistic
expectations
Influencing,
Developing.subordinates
Maintaining control of
assigned units'
Advising and counseling
Resolving conflicts
Projecting realistic
expectations
Reduced Understanding
Team building
Maintaining control of
assigned units
Resolving conflicts
Counseling
Team building
Understanding
Planning and organizing
Monitoring results
Projecting positive
expectations
Optimizing use of
resources
Team building
Delegating authority
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Technical Report 154
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
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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.
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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
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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
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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.
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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
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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
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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.
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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.
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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.
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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)
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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
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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).
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Technical Report 154
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.
Technical Report 154
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Salter, J. A. and Jacobs, T. O. Leadership Instruction for Infantry Officer
Candidates: Terminal Training Objectives. July 1977 Human ResourcesResearch Organization, 300 North Washington Street, Alexandria, VA
22314. Prepared for Office of the Chief of Research and Development,
Department of the Army, Washington, DC 20310.
Sennett, R. Authority. New York: Alfred A. Knopf, 1980.
Sgro, J. A., Pence, E. C., and Orbon, J. A. Performance Based Leadership
Development in Organizational Settings. September 1979. U.S. Army
Research Institute for the Behavioral and Social Sciences, 5001
Eisenhower Ave., Alexandria, VA 22333. Contract No. DAHC 19-77-C-0035.
Siegel, A. I.', Schultz, D. G., and Federman, P. Post-Training Performance
Criterion Development and Application. January 1961. Applied
Psychological ServicesTgayne, PA. Contract No. ONR - 2279 (00).
Spencer, G. J., Hausser, D. L. Use of Com uter Assisted Instruction for
Interpersonal Skill Training - o udy. NAVFRAEQUIPCEN 737C7
0133-1, March 1975. Naval Training riuipment Center, Orlando, FL
7\ 32813.
Vroom, V. H. The Social Structure of Decision Making. May 1977. School of
Organization and Management, Yale University. Office of Naval Research
Contract No. N00014-76-C-0024, NR-170-768.
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
Technical Report 154
BIBLIOGRAPHY (continued)
,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
Technical Report 154
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
Technical Report 154
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
never encountered the task leave blank,
(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
during the training cycle
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
describes how important doing this
task is to the success of
'a company ccrriaTier,
41) Detrimental
(21 Of no particular consequence
(3) Of some importance
(4) Rather important
(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
during the training cycle
of a typical company.
(tech the one response that best
describes how important doing this
task is to the. Clicce', of
a company trader,
O, 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.
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
(5) With considerable 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,
do you perform this task
during the training cycle
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
describes how important doing this
task is to the success of
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
that best describes the general ease with which you addressed
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
(51 With considerable 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,
do you perform this task
during the training cycle
of a typical company,
(1) Rarely or Never
Check the one response that hest
describes how important doing this
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
the task during the first few companies you led, If you have
never encountered the task leave blank.
(11 Wrote difficulty
.^-
(2) Occasionally
(31 fairly Often
(4) Often
(5) Very often
121 Of no particular consequence
(3) Of some importance
(4) Rather important
(51 Very iintiortani,
(21 Considerable difficulty
(1) Some difficulty
(4) With ease
(5) With considerable 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
never encountered the task leave blank,
(I) (Arne difficulty
(2) Considerable 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
never encountered the task leave blank.
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'
(5) With considerable ease
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
do you perform this task
during the training cycle
of a typical company,
111 Rarely or Never
121 Occasionally
13) fairly Often
(4) Often
(S) Very often
8, Check the one response that best C.
describes how important doing this
task is to the success of
a company commander,
(11 Detrimental
(2) Of no particular consequence
(31 Of some loportan(e
(4) Rather important
(S) Very important
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) Wren* difficulty
(2) Considerable difficulty
(3) Some difficulty
(4) With ease
(51 With considerable 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
during the training cycle
of a typical company,
(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
(2) Of no particular consequence
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
(2) Considerable difficulty
111 Sue difficulty11) Often
(5) Yery often
(4) Rather important
15) Very important
(1) With ease
(51 With considerable 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
that best describes the general ease with which you addressed
the task during the first few bumoanies you led. If you have
never encountered the task leave blank.
(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)(
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pav aq IIIM 5,11ASuP tvnpoipul IN
dlJlllllt iov411111 lunge JO JO SlUdolpis
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jjo lubp os 611q/Aau Hal I pup ,uosJad
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dul JOJ lopou pouf, P $1 J00009 4W 'S
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'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\
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10.1,01,110o the 111,11vIrlo I
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1 1 ( ) II I) ( )
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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
Technical Report 154
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,
describes how important doing this
task is to Ihe success of on
instructor/ais;
(I) Detrimental
(2) Of no particular consequence
(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
(2) Considerable difficulty
(3) Some difficulty
(4) With ease
(5) With considerable 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
the training cycle of a typical
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
responsibilities as training progresses
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
(2) Considerable 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
do you perform this task during
the training cycle of a typical
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
describes how important doing this
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
check the one response that best describes
general ease with which you addressed the
task during the first few classes you led,
If you have never encountered the task
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.
do you perform this task during
the training cycle of a typical
Rarely or Never
(2) Occasionally
(3) Fairly Often
(II Often
161 Very often
Check the one response that best
describes how Important doing this
task is to the success of an
instNclor/Odsor,
ill Detrimental
(21 Of no particular consequence
(3) Of some importance
(4) Rather important
161 Very Important
C, For the tasks with which you are familiar
check the one response that best describes
general ease with which you addressed the
task during the first few classes you led,
If you have never encountered the task
leave blank.
(I) EAlreme Difficulty
(2) Considerable difficulty
(31 Some difficulty
(4) With ease
(6) With considerable 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
task is to the success of an
11) Detrimental
(1) Of no particular consequence
(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
general ease with which you addressed the
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'
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'pi) tr '101 ))1(1(1 )u()11 .01
10 S fotulsoo) now,
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idA did11.01111,, S!
'111101,110 1110111,1{' 'AO; 11101.1 Iul 1111)001 u)
111551 11111 11 pll I 1 I 11,,qg 0.1.1111
molliq 01 spopl%
Au .111 I,Ill01u p)1(111
1 1111A11011 Aw
,11VPH11'11(1 WWI 11101'1 Id
001,1111. I in '''I III/11111'
AuJ LUl
41 ij1611: 11'1 0, .11,111 (I' I 11M 411. I I
11/111,,
',It'4l' IV 1111110111111A111 i,AIII 111111111
I III A
HI' 1111111011 flow IR I I
1111 1 11 1,)1;111)1 111111 1,111'
'Jo hill oh A II 1111l11 III ".',,11 .1A,111111
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)
HMI 1 Yill/NAI All 1 111111 11 ANTI 111 1 1 1 1 '.
11110011y tnmqly
11MT PP I/ lc ilyee Ihoett Ain Ayer V1 it
(I 11 II II II
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
11-'1 k
.1111 ...r
,':1 I 111,1 LI q, 11 1111 1, 1 I 1
1.111 1 11111. 1 11 1, 111 11I0 I I.!
11. 11 1. 191 H.1.1 I.. I 141 11. 1 , 111
»)., .1 I 110 1. 11 111 Ir. 11'1' 11 11 111,11,1
III .111' ) 1111.Ir111 11' 1 1111 11111 1 1..11',
11111'.(I ..IT II It. 1(.11 iihf 110.1 ow I.
11 My ,1111 100111(1 1,f ',HI oil I 11(11( 1( II I%
11044 ((ri.1011'. 1110
i.t1 1111. 111,1.,1 c111(. 1, II
ik no ',I 11
II My 1,, 1111i 1 whf.(1 ..1I I
)11.,.11111.11 drIInIUI 1111'111',I'lyl'1
'1011111 11010) 1111101 110)111)1 1 )11 ,, ,i(ly k ()I 1.1111'
1))) Iqr lu help 111011 No I 11)0 Ili I%
with iliirr
1.1111,1 Innblrnr, will 111,(1,.i. lvi",, 11
yhiJ 1110. 1114'111 I imr
(
(
lh, 1111,11. Inn's k It 1
I 1 ( )1 / 1 1 (
lurl0 I helm Its 'ilk 0111 it 1 ,(10111.,
with II( h thotelor 1,, 1
11,1 1111111 ,11,011, f .104h 110
31 Yr,(1 (Irfit(P I I y 11,1vr In Ilvr mort. no., LIt'r )( I
itllal Iii rd1.41(efl 111,0 wvol ars,Ir on.' I
wIwn perm! te,l, of 1 1101 y t
betroTli Sllllf (Protor,, 31( 11 I i}fper$ond I flit 10.0 1I1111111 nut Iriirer Inbly
If f I I r l i n 1 1 1 9 dn,l/or 111y 1p I (no
',1411 cmnlItv, (NO y 4111'01 ,1(0(5' (,f( ) (
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
FUNCTIONS AND DUTIES OF RECRUIT COMPANY COMMANDERS AND ITB
COMPANY COMMANDERS (AND "A" SCHOOL INSTRUCTORS PERFORMING
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
Technical Report 154
FUNCTIONS AN9 DUTIES OF RECRUIT COMPANY COMMANDERS AND ITB
COMPANY COMMANDERS (AND "A" SCHOOL INSTRUCTORS PERFORMING
MAJOR LEADERSHIP ROLES) (continued)
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
Technical Report 154
FUNCTIONS AND DUTIES OF RECRUIT COMPANY COMMANDERS AND ITB
COMPANY COMMANDERS (AND "A" SCHOOL INSTRUCTORS PERFORMING
MAJOR LEADERSHIP ROLES) (continued)
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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
Technical Report 154
APPENDIX J*
DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUIT
COMPANY COMMANDERS AT RTC, ORLANDO
120150
Technical Report 154
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
Technical Report 154
DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUIT
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
Technical Report 154
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
Technical Report 154
DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUIT
COMPANY COMMANDERS AT RTC, ORLANDO (continued)
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
Technical Report 154
DEMOGRAPHIC PROFILES OF MEN AND WOMEN RECRUIT
COMPANY COMMANDERS AT RTC, ORLANDO (continued)
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
Missing/Unknown 9 5.2 7 6.6
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
Missing/Unknown 5 2.9 10 9.4
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
Missing/Unknown 0 0.0 1 0.9
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
Technical Report 154
APPENDIX K
OEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORS
AT SERVSCOLCOM, ORLANDO
126
156
Technical Report 154
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
Technical Report 154
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
Technical Report 154
DEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORS
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
Technical Report 154
DEMOGRAPHIC PROFILE OF "A" SCHOOL INSTRUCTORS
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
Technical Report 154
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
Technical Report 154
APPENDIX L
RESULTS OF STATISTICAL CALCULATIONS REQUIRED FOR AN ANALYSIS
OF THE RELIABILITY OF SURVEY COMPETENCY SCALES
132 162
Technical Report 154
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
Frequency Importance Difficulty
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
Technical Report 154
TABLE L-2. CRONBACH'S COEF1-ICIENT ALPHA FOR 17 "A" SCHOOL
INSTRUCTOR LEADERSHIP COMPETENCIES
Competency
Coefficient Alpha
Frequency Importance Difficulty
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
Technical Report 154
APPENDIX M
COMPETENCY DEFINITIONS AND BEHAVIORAL INDICATORS
135 165
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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.)
Delegating Authority
(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
responsibilities as training progresses
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.)
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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
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buoum bulpnop aq 4ew ssaA4s uaum a-olLo)Jd
sassep/sapedwop aJn4nJ u! aspe suo[qoJd
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puy tpireisJaun )apaci 'aJoidxa
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bupc,ip pup 's1D0.1 buriopLio
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)u.1 V(tiains '41Jpati but
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fourtpnloapuu]
auqdpsp
auol,aul qas o; suowads14 uko; eJ;xa asn
cPM kw sbum aas oq s;uppnis/sw4aJ apens,lad
sJapo slauo bu!kago4 JDJ aJe
samnbasuoo au; legm sluaoriqs/s1rJoaJ oq uL2[d 1! ;1%
suonual4 IsApas
JO slap o u(4;sanb oq ;ou sluapnls/s1p)4a [pea'
S10;3[1454
Jape) JO Au;.ied slap tilm agplgobau Jo/pue aspoJdwoj
squapn;s/s;onD uaamlaq spqjuo3 aqenobaN
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a)!.npe
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swapd Jiagq ssosp oq squapnls/s1pDaJ JC). awr; a)iew
;tielJodwun aJe sauo pqm
pup o; uo!qualle ked oq squol iu! ip!qm us!nburiN
waicpd e Sai luaprils/qnJ)a., e uayM 09suaso
sxonylsuoJapueuloD AodwoD Jaulo oq apApe anij
(14opliksd
(m[deup "G.a) sAasunop Jaulo oq sluDpnls/sloJNJ Jojod
(.amapqopnwJopad
aieupoqns ;roc,u paAsse
[aaj oq .iapJo ui aAL0,xj.lad
pepoeqsqns Jo oAeliojJad
-uou Jo salianbasuo) 3Atle6au
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
Luopsodsp agpl.dOJdde bup,Plu
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
Technical Report 154
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
Planning andOrganizing
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
Technical Report 154
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
Below Average PerformersAverage PerformersSuperior Performers
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
Technical Report 154
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
Technical Report 154
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
Below Average PerformersAverage PerformersSuperior Performers
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
Technical Report 154
APPENDIX P
RECRUIT COMPANY COMMANDER AND "A" SCHOOL INSTRUCTORCOMMUNICATION PATTERNS ANALYSIS
155
193
Technical Report 154
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
Technical Report 154
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
Technical Report 154
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Navy
OASN (M&RA)CNO (OP -115, OP-987H, OP-987, OP-11, OP-12; OP-15, OP-152)OUR (442 (3 copies), 270)CNM (MAT-0722)NMPC (6zE)CNET (01, 00A, N -15 (5 copies), N-201, N-231, N-31B, 012, 003, NTEC LNO)
CNAVRES (02)COMNAVAIRSYSCOM (03, 340F, 413E)CNTECHTRA (016, N-6, N-611, N-7 (2 copies), N-3I, 005)CNATRA (Library (2 copies))COMTRALANT (00)COMTRALANTCOMTRALANT (Educational Advisor)COMTRAPAC (2 copies)CO NAVPERSRANDCEN (Library (3 copies))Superintendent NAVPGSCOL (2124, 32)Superintendent U.S. Naval Academy Annapolis (Chairman, Behavioral Science Dept.)CO NAVEDTRAPRODEVCEN (Technical Library (2 copies), PDM)CO NAVEDTRASUPPCENLANT (N-3 (g copies))CO NAVEDTRASUPPCENPAC (2 copies)CO NAVAEROMEDRSCHLAB (Chief Aviation Psych. Div.)CO FLECOMBATRACENPACCO FLECOMBATRACENLANTCO NAMTRAGRUCO NAVTECHTRACEN Corry Station (101B, 3330, Cryptologic Training Department)CO NAVTRAEQUIPCEN (TIC, N-001, N-002, N-09)Center for Naval AnalysesOIC NODAC (2)CO TRITRAFAC (2 copies)CO NAVSUBTRACENPAC (2 copies)CO FLEASWTRACENPACCO FLEASWTRACENLANTCO NAVSUBSCOL NLON (Code 0110)CO NAVTECHTRACEN Treasure Island (Technical Library)DIR NAVEDTRAPRODEVCENDET MemphisCO NAVTECHTRACEN MeridianDIR NAVEDTRAPRODEVCENDET MeridianCNET Liaison Officer, Williams Air Force BaseDIR NAVEDTRAPRODEVCENDET GLAKESCISO, SERVSCOLCOM GLAKESCISO, NTTC MeridianCO NAVAEROSPMEDINST (Code 13, Code 11)CO FLETRACEN, MayportCO FLETRACEN, San DiegoCO FLETRACEN, NorfolkCO FLEMINEWARTRACEN
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Navy (continued)
CO HUMRESMAN School, Memphis
CO NIC OrlandoCO NTC San Diegor0 NTC Great LakesCO NAVCRUITCOM Orlando (3 copies)
CO NAVCRUITCOM San Diego (3 copies)
CO NAVCRUITCOM Great Lakes (3 copies)
CO SERVSCOLCOM Orlando (2 copies)
CO SERVSCOLCOM San Diego (2 copies)
CO SERVSCOLCOM Great Lakes (2 copies)
CO NAVAVSCOLCOM (0212)
CO HSL-31 (Training Dept.)
Naval Contract Program (Dean Leahy)
Shipyard Training Support Center, Atlantic (1400)
OIC NAVSPSERVADMINACT (Head, Training Support Unit)
CO COMBATSYSTEMSCOLSCOMCO NAVTECHTRACEN Treasure Island
CO NAVGMSCOLCO NAVDAMCONTRACEN Philadelphia
CO NAVCONSTRACEN Port Hueneme
CO NAVCONSTRACEN GulfportCO NATTC MemphisCO NATTC Lakehurst
Air Force
Headquarters, Air Training Command (XPTD, XPT1A) Randolph Air Force Base
Air Force Human Resources Laboratory, Brooks Air Force Base
Air Force Office of Scientific Research/NL
Headquarters Tactical Air Command (DOOS), Langley Air Force Base
AFMTC/XR, Lackland Air Force Base
4235 Strategic Training Squadron, Carswell Air Force Base
Basic Military Training School, Lackland Air Force Base
Army
Commandant, TRADOC (Technical Library)
ARI (Technical Director, PERI-SM, PERI-IC, Library (2 copies))
ARI Field Unit - Fort Leavenworth
ARI (Reference Service)ARI Field Unit - Fort Knox (PERI-IK)
COM USA Armament Materiel Readiness Command (DRSAR-MAS)
COMDT, USAIPRM (ATSG-DT-R)U.S. Army Training Center, Fort Jackson
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Coast Guard
Commandant, Coast Guard Headquarters (G-P-1/2/42, GRT /54)CO Coast Guard Training Center, Cape May, NJ
Marine Corps
CMC (OT)CGMCDECDirector, Marine Corps InstituteCO MARCORCOMMELECSCOLCGMCRD, Parris Island (2 copies)CGMCRD, San Diego
Other
Military Assistant for Human Resources, OUSDR&E, PentagonInstitute for Defense Analyses
Information Exchanges
DTIC (12 copies)DLSIEExecutive Editor, Psychological Abstracts, American Psychological AssociationERIC Processing and Reference Facility, Bethesda, MD (2 copies)
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