Navy Chief Petty Officer (CPO) 365 Assessment

Evi denced-Cent ered AssessmentProj ect (ECAP) Present at i on

Rebecca Owens

Walden University

EDUC 8405

• A continuous training program for 1st

Class Petty Officers, conducted each

month.

• Reinforces the Navy Core Values of Honor,

Courage and Commitment (MCPON Releases CPO

365 Training Guidance, 2013).

Navy CPO 365Description

• Delivered by Chief Petty Officers

Navy CPO 365Description (Continued)

– In a classroom, lecture-based setting

Navy CPO 365Description (Continued)

– With no assessments, tests, quizzes or

practical application

Navy CPO 365Description (Continued)

• Purpose of training is to ready these

Sailors to advance to CPO, and provides:

— Leadership discussions

— Policy and program discussions

— Conflict resolution discussions

Navy CPO 365Description (Continued)

• Perception by many 1st Class Petty

Officers is that the training is:

— Repetitive, as the topics do not change

annually

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

— Lastly, and most importantly…

Navy CPO 365Description (Continued)

—Boring and regularly uninteresting

Navy CPO 365Description (Continued)

and focusECAP Overview

Competencies are applicable to

the Navy, and to current and

future Chief Petty Officers.

Introduce 21st Century Competencies

Caring for Sailors, personally and

professionally, maintaining

safety, and completing the

mission

Responsibilities

3

Mitigating conflict, balancing

personal needs and mission

requirements, and networking

for solutions.

Resolving Challenges

1. In a perfect world, 21st century skills would

be constructed on fortified foundations of

core skills, and technology would be

infused in these processes to enhance and

supplement learning (Greenstein, 2012).

2. Responsibility includes: Delegation,

decisiveness, technical ability and risk

management

3. Resolving Challenges includes: Creativity,

innovation, awareness, and strategic vision

2

1

Competencies and Sub-Competencies

Resolve ChallengesSub-Categories - Defined

Relates to the ability to

assess one’s own

mental, emotional, and

physical state, in

addition to the mental,

emotional, and physical

state of those who are

under his or her charge.

This includes signs of

financial issues, suicidal

ideation, drug and

alcohol issues, and any

other environmental

influence (Control,

2013)

External/Internal Awareness Creativity/Innovation

Requirements to meet

the tenets of the Chief

of Naval Operations

(CNO), which include

fiscal challenges,

maintaining defense

strategic guidance,

harnessing teamwork

and having the know-

how to make use of all

available resources

(Navy, Chief of Naval

Operation's (CNO)

Navigational Plan,

2013).

Strategic Vision

Leaders are tasked

with resolving

challenges, and must

stay abreast of

technologies, in

combination with

creativity, to train

and prepare junior

Sailors for positions

of greater

responsibility (MCPON

Releases CPO 365

Training Guidance,

2013)

321

ResponsibilitySub-Categories - Defined

Must think in a logical

and orderly fashion, and

plan for every possible

event that could occur.

The Navy leader must

anticipate and consider

the ramifications of each

decisions.

Risk management deals

with the safety and

security of people,

assets, and mission

accomplishment (Creed,

2012, p. 1-5-16)

Decisiveness/Risk ManagementDelegation

t{Be proficient in one’s

speciality, and have the

skills to train junior

Sailors in their

respective skills.

Keep up to date with

policies, programs, and

technologies to enhance

work performance.

Know how to utilize

resources.

Technical Ability

Used in every level of

leadership within the

ranks of the military,

and when tasks are

delegated by a

leader, instructions

must be clear,

concise, provide

detailed

expectations, and

deadlines (Creed,

2012, p. 1-5-15)

321

Evaluates Actions and Effects

Evidence Model

Actions of the

1st Class Petty

Officer.

Evaluate

effectiveness

of mission and

Sailor

responsiveness

Effects upon

junior Sailors.

Shute and Torres (2012) noted that learning is best

when it is active and goal-oriented.

Assesses active processes of engagement and

interactions. Leaders, and the styles they use, can

affect team effectiveness and, subsequently, mission

success and personnel safety (Boies & Howell, 2009).

This manner of evaluation will provide a unique

viewpoint, and one that is very important to the

health of the Navy; understanding how the junior

Sailors view their leaders and perceive leadership

methods, in addition to evaluating mission

accomplishment.

Evidence-Centered Model - Resolves Challenges

Evidence-Centered Assessment Project (ECAP) Competency Model

Resolve challenges Centering on caring for Sailors (personal and professional issues) and meeting mission requirements)

**Includes creativity/innovation, internal and external awareness and vision strategy

Possible 1st Class Petty Officer Evidence Possible Sailor Evidence

*Provides clear target goals with expectation *Shows pride regarding work accomplishment

*Is available and approachable for questions *Knows what is expected of him/her

*Acknowledges Sailors who are excelling those who are not *Can explain duties and responsibilities

>Nominations for Sailor of the Quarter/Year *Sharp uniform appearance (meets physical fitness standards)

>Letters of appreciation/commendation *Medically ready

>Effective mid-term counseling and evaluations *Clearance is valid

>Providing effective mentoring *Is financially stable

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

are high

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

Petty Officer fails to actively

engage with both leadership and junior Sailors.

Petty Officer engages with

Junior Sailors and leadership.

Ensures junior Sailors meetminimum standards.

Ensures mission is completed.

Petty Officer works side by

side with Junior Sailors, andprovides feedback up and

down the chain of command.

Actively monitors juniorSailors' progress with

qualifications.

Exceeds mission

expectations

Challenges Sailors beyond

their own notions of expertise, and recognizes

front runners with awards; mentors those who are struggling

Advocates for college,

community service events, and leads by example.Epitome of physical fitness,

and PTs with his/her Sailors

Exceeds mission

expectations

Evidence-Centered Model - Responsibility

Evidence-Centered Assessment Project (ECAP) Competency Model

Responsibility Centering on leadership, task assignment and accountability, and Sailor safety

**Includes delegation, decisiveness/risk management, and technical ability

Possible 1st Class Petty Officer Evidence Possible Sailor Evidence

*Provides descriptive guidance on tasks *Sailors know and can explain the steps of each task

*Is alongside Sailors until task is mastered *Have been briefed on all safety hazards, and know precautions

*Determines what tasks can be delegated based upon *Can explain duties and responsibilities

competence and seniority *Know who is in their chain of command

*Conducts risk management to assure safety *Feel comfortable asking for assistance from the 1st Class

*Keeps senior leadership apprised of progress/delays Petty Officer

*Takes responsibity for actions of his Sailors *Is qualified to work on the job/stand the post

*Strives to increase his/her own technical aptitude *Willing and excited to follow orders/instruction

are high

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

Petty Officer does not offer

direction or guidance, and does not delegate

assignments

Petty Officer delegates, but

but does not follow up on progress.

Limited dialog with chain of command on progress

Ensures mission is

completed, and safety is maintained.

Petty Officer effectively

delegates to a trained Sailor, and maintains continious

communication for status.

Effective dialog with chain of

command.

Proactive on safety standards and requirements.Exceeds mission

expectations

Accepts positive and

negative feedback, and uses transformational leadership

to lead his/her Sailors towards goal completion.

Provides updates to chain of command BEFORE required

Is the technical expert, and passes the knowledge on to

his/her Sailors

Exceeds mission

expectations

Task ModelsProvides bullet tasks in sequence

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

Petty Officer engages with Junior Sailors and leadership.

Ensures junior Sailors meetminimum standards.

Ensures mission is completed.

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

Advocates for college,

• Tasks are a “Road-Side Clean up” and a

counseling event

– Used in conjunction with the Competency

and Evidence Models

– Assesses practical abilities relating to:

• Responsibility

• Conflict Resolution

Your own sub headlineTemplates

Task Model for Resolving Challenges

Task Model for Responsibility

Promotes 21st Century Learning

Understanding personal responsibility for one’s actions,

and effects of actions upon others

Instills the determination to overcome obstacles

Applies technical skills and collaborative efforts, and

Makes use of available resources (Greenstein, 2012)

Remove redundancy, and make better use of training time

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

applied

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

and wisdom

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

strengthened

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

adopted by junior Sailors

Commands receive a 1st Class Petty Officer who can “perform” at the level of a CPO, well

before he or she is actually advanced

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

Impact

1

2

3

4

5

6

7

Use of Knowledge and Future Steps

Lessons need to be passed in order for others, such as the CPO community, to

benefit. Since CPO 365 is instructed by Chiefs, this method of making lessons

relevant by adding practical applications can motivate other creative ideas.

Share with CPO Community

Create additional task models that align with the CPO 365 curriculum

Design Additional Task Models

Once created, evaluate for effectiveness and Sailors’ perceptions; adjust as

needed, and reevaluate annually.

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

1

2

3

References

Your Logo

MCPON Releases CPO 365 Training Guidance. (2013,

January 7). Retrieved from U. S. Navy:

http://www.navy.mil/submit/display.asp?story_id=71350

Boies, K., & Howell, J. M. (2009). Leading military teams

to think and feel: Exploring the relations between

leadership, soldiers' cognitive and affective processes and

team effectiveness. Military Psychology, 21, 216-232.

doi:10.1080/08995600902768743

Control, N. O. (2013, April). Building a Resilient Navy.

Retrieved from Navy Stress Web site:

http://navynavstress.com/

Creed, C. (2012, June). CPO Leadership Course CIN P-

500-0021 (Principles of Naval Leadership). Retrieved April

2013, from Slideshare:

http://www.slideshare.net/CpoCreed/cpo-leadership-

course-cin-pprinciples-of-naval-leadership-cpo-course-

cin-p-5000021

References (Continued)

Your Logo

Greenstein, L. (2012). Assessing 21st century skills: A

guide to evaluating mastery and authentic learning.

Thousand Oaks, CA, SAGE Publications Ltd.

Navy, U. S. (2013). Chief of Naval Operation's (CNO)

Navigational Plan. Retrieved from Navy Web Site:

http://www.navy.mil/cno/Navplan2012-2017-V-Final.pdf

Navy, U. S. (2013, April). United States Navy Ethos.

Retrieved from United States Navy Web site:

http://www.navy.mil/features/ethos/ethos_poster.jpg

Shute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., &

Johnson, T. E. (2012). Where streams converge: Using

evidence-centered design to assess quest t learn. In M. C.

Mayrath, J. Clarke- Midura, & D. H. Robinson (Eds.),

Technology-based assessments for 21st century skills:

Theoretical and practical implications from modern

research (pp. 91-124). Charlotte, NC: Information Age

Publishing, Inc.