cello

To outline general responsibilites and authority of NCOs

• airman tier
• NCO tier
• Senior NCO tier

• Airman tier-progress from apprentice and worker and finally to journeyman an supervisor.
• NCO TIER --individual is primarily a craftsman an supervisor
• Senior NCO Tier- Transition the individual from craftsman/supervisor/manager to superintendant

Get out of the office and into the field. Keep up to date

• 1-ensure feedback takes place
• 2-use the EES system properly without inflating your ratings.
• 3-Counsel your subordinates
• 4-reward and punish as needed

both on and off duty

• -poor morale
• -saftey hazards
• - a loss of respect for your authority
• -continued poor judgement or pefromance

• -Secure and promote PME
• -Ensure safe keepingof AF property
• -Execute all duties in a timely manner
• -possess a thorough understanding of standards,customs&courtesies
• -actively support "zero tolerance"
• -conduct individual and group training

Helps the NCO develop supervisory & leadership skills while projecting a positive military image.

NCO learn and improve leadership and management skills through PME

completing PME,,formal civilian education,demonstrate explemplry attributs expected of an NCO both of and off duty.

Holds 7 skill level, performs highly complex technical duties and provide responsible supervision.

NCOs must set the example an maintain standards before they can hold anyone else accountable

• must develop initative
• motivation
• and positive attitudes in subordinates and peers

They must use manpower,material,money,space and time in an efficient manner

the NCO supervisor is the key element in planning,conducting an evaluating training.. The NCOs role as a counselor falls in 3 categ. Career counseling,Performance Counseling,Personnel Counseling

• Mentors
• Teachers
• Record keepers,
• evaluators and counselors

To provide ratees with specific standards of performance and to provide an official record of performace

The procedures are pretty much the same. ITs the process used toadjust for the various levels of responsibilty among NCO&airman that differ

subordinates may not know their performance needs improvment

tells the ratee what is expected on the job, how well he or she is performing ,an it geerates a formal reocrd of that performance

supervisor

immeditate supervisor

observation

determining and evaluating "typical" performance

EPR

ensure that the most deserving individual have the best chance for promotion

It allows the AF to manage people an select them for postions of increased resposibility where they can best serve the needs of the AF

a formal system where raters effectivly communicate responsibilty ,dutyperformance,an expectations to their subordinates.

• -INITIAL FEEDBACK within 60 days of thre rater being assigned
• -MID-PERIOD FEEDBACK completed mid way between the date supervision began an EPR close out date.
• -FOLLOWUP FEEDBACK given within 60 days after the closeout date of the EPR

AF form 931 - to conduct performance feedback

provides a sence of direction and help develop motivation in ratees

• -Are my expectations realistic
• -attainable
• -compatible with AF instructions

provide the ratee a performance progress report and the oppurtunity to improve that performance if needed

when the last EPR was prepared as a result of change in rater.

sessions should be scheduled far enough in advanced so both the rater and the ratee have enough time to adequately prepare for the session

sign and date the PFW the day of the session

rater

schedule the next feedback session

• -prepares comments
• -documents duty performance
• -makes a promotion recommendation

it will help increase the productivity of hte ratee and ensure the raters credibility as a supervisor

the right people get promoted and personnel decisions are made easier

Provides material necessary to the support ratings in the EPR

supervisor/reporting official

To keep endorsement levels at the lowest possible level and reduce admin burden

SECTION2

DISAGREEMENT

Ratees perfromance an promotion potential compared with others in the same grade and AFSC

-the rater's rater provied minimum grade requirments is met

when it contains 1 or more ratings in the far left block of any performance factor or a promotion recommendation of "1"

• physiological motives
• safety motives
• social motives
• self -esteem motives
• self -actualization motives

parents . peers. self

• values- come form feelings we have inside
• personality- formed from patterns, habits,or conditoned responces to various stimuli

the varios force , such as phyiscal,moral , economic, that operate in any field

the needs, wants,drive or impulse from within an individual that directs that person towards some goal

values are beliefs that about what does or does nt constitute a worthwhile goal

whenever we accept an idea ,preceive a relationship, or take a principle for granted

• opinions -are altered through education,awarness,peer pressure, etc.
• values- will not change unless some strong ,life changing event occurs

as how a person consistently behaves an reacts to people an the environment

display characteristics of being slow and meticulous in decision making to be sure they have all the facts

display characteristics of somone who always takes the time to consider other peoples feelings and points of views.

the differnece on person behavior can have on another individual within the group

• MOTIVES
• VALUES
• PERSONALITY

Your motives are goal-directed. If individuals have different goals the effectivemess of a grouo could be impacted in ever a positive or negative way

differnt motives, misunderstanding circumstancesm conflicting prioriteis, and unrealistic goals

conflict can be a positive when it comes to group problem solvong. As individuas seek to impress their opinions and views on other group, the rest of the group must interpret these views.

An attempt to minimize or alleviate disoutes between people

through advoidance, accomaodation, compromise, force, collaboration, or consensus.

A passive approach of dealing with conflict, rather then dealing with the situation , a person avoids conflict all together

1The issuse is trivial 2 there in no chance of statisfying your own concern 3 others can solve the conflict more effectively 4 the damage of confronting outweighs the benefits of resolution

acoomadation s to provide service or give in to anothers will while sacrficing your own needs for the sake of others

accomadation is appropriate when 1 the issue is more important to other than it is to you 2 you realize you are wrong 3 you want to build up social credits for later issues or 4 continued competition would only damage the cause

compromise is appropriate when 1 goal are moderately important but not worth effore or disrution 2 necessary to arrive at solutions under timer pressure or 3 you want to achieve temporary settlement to a complex issue

forcing is when one or both sides use power threats or formal authority to satisfy need regardless of the impact or feelings of other group memebers

it may be ecesaary to use force when 1 quick decisive action is needed 2 unpopular actions are required 3 issues are vital for mission accomplishment

collaboration is appropriate when 1 both sets of concerns are too important to compromise 2 commitiment is necessary or 3 hard feelings that need to be delt with have been interfering with interpersonal relationships

Consensus is agreeing with others in a group a win/win way of reaching closure on an issue and a situation whre all parties discuss an issue until group arrives at a decision

because descions made via consensus get more support than other methods of descion making

Avoid arguing, approach the task on the basis of logic and avoid changing your mind, support only decsions with which you are able to agree, view differences of opinion as helpful rather than a hinderance

the individual is affected and so is the groups performance ability

frustrtion, greater cooperation, or decision may be forced or based on emotions

Idividuals might loose sight of group goals while trying to satisfy their own goals, commitment to group goals would decrease or commitment to group goals would increase because sense of shared commitment and understanding

teams have a clearly defined objective as opposed to groups which often have just similar intrest or like a temas existense is normaly defined by a predetermined period of time

Normally formed by senior management to solve an urgent specific problem

Process Action Teams can be formed at any orginizaion level to analyze and improve a targeted process

A team in which members are not nesccarily experts in the area but are tasked to design ne w processes

The process to be improved is owned an operated by members of the group

Task needs deak with what it takes to get the job done

individual needs

behaviors necessary to strengthen and maintain the team

Forming, storming, nooning, and performing

Anxiety and fear of the chalenage to come, tentative attachment to the team, excitement anticipaion, and pride in being part of the team

Tema members asking a lot of questions, expressing doubts about their ability, trying to get to know other team members, expressing excitement about being team members . expressing anxiousness

individual needs, maintenance

the team need to get to know each other, the task at hand needs to be defined, the team has to decid how the task will be accomplished, how to deal with any problems that asrise, leader must decide on if not formally selected and the team will need to establish team members roles such as recorder timekeeper and so on

• anxiety
• fustration
• doubt

team members may realize the task is more comlicated than they orignally perceievd, resist collaborating with the team and try to over zealously assert their own opinoins and knowledge,, become impatient

how much influence they will have on the team and on who they will allow to influence them

-team members begin to understand each other

• Team starts to make progress towards its goal an accomplish something.
• -group cohesion is evident
• -functional relationships are developed among memebers
• -there is a recognition of others contribution

• Team members work together in constructive ways
• -offers assistance to others an recognize the skills of others
• -majority of the teams efforts are directed towards task completion.
• -decision making is effictive

NO..teams can slip back into any one of the previous stages for any number of reason

• the team may go back to the NORMAL stage whe a new member is added to the team
• - if a new task is assigned,then a team might slip back into the STORMING stage.

if a persons know each other and are warm and freindly , the forming may happen quickly, if persons are strangers, the forming may be a long process

Group the consist of strong willed, the storming stage will probabl be more difficult to get through than it would be if the group consisted of more passive, agreeable type persons

The norming stage is driven by what happend in the forming an storming stages.

The smoothness of the performing stage will depend on how well the different forces involved have fit together up to this point.

selects the team leader as wel as the team members, supports the team and its efforts toward completing its goal and selects an advisor or facilitator for the team

the person who manages the team gives direction and guidance, resolves internal group problems, encourages participation and keeps the process owner up to date

under directive leader a lack of direction will cause team members to floumder, become frustrated and give up, the leader will lose trust and confidence of team members. Over directive the team may become so depedent on the direction of the leader that they never learn to function on its own and team members may respond with anger

functions as a coach and moderator for a group, team, or organization, focuses on the process while the team leader focuses on the content of the improvement

focuses on the team energy toward meeting its goals provides guidance to the team but does not provide direction, focuses on how descions are mande within the team

the ability to think creatively a willingness to contribute to group efforts an ability to put the good of the team ahead of personal goals a willingness to compromise when needed

Providing accurate info, working toward building an enviroment where members work together in harmony and being both assertive and creative

the team can effectively accomplish its mission

• 1Recognize the problem
• 2 gather data
• 3 list possible solutions
• 4 test possible solitions
• 5 how much is the solution going to cost in terms of time money or people
• 6 Choosing the solution your boss wants

An individual an obtacle and a goal

By first identifying the three elements of a problem the individual the obstacle and the goal

creative thinking and brainstorming

expierencem ability to think logically and your ability to think creatively

habit fear ineria prejudice

withhold judgement encourage freewheeling ideas aim for quality hitchhike (piggyback) ideas

we do that by applying our criteria and standards to each possible solution

feasibility suitability acceptability

are resources tangible and intagible needed to implement he solution available or will you be able to get them in time

will the soltion solve the problem the solution msut not only allow you to achieve the goal but it must also meet the standards you develop in step 2

select the best solution

implement and follow up

it allows you the supervisor to review possible solutions and choose the best solution for whatever your problem may be

is a rational systematic and precise form or organization in which rules regulations and technequies of contrl are precisley defined

To exploit aerospace power versatility and felxibility you ensure the aerospace forces remain responsive survivable and sustainable

the extent to which authority is passed down to lower levels in an orginization

Innovation

retention and recruitment

leadership is the art of influencing and directing people to accomplish the mission

the mission and the people

the capacity to follow a leader or one in the service of another one that follows the opinions or teachings of another

Willingness service and acceptance of authority

Duty, title rank and job

acknowledge a job well done with verbal praise an LOA or medal

it ensures greater cooperation between boss and subordinates, it bukds great trust respect between boss and subordinates it fosters team work in the work center and allows input to improve work center process

leaders and follwers are dependent upon one another leadership is the art of influencing and directing other people to accomplish the mission followership is the the willingness to serve and accept the authority of another being the leader

free-reign

y manager

the leaders behavior must be based on a diagnosis of the developmental level of subordinates and other situational factors

• Technical skills-involves methods process procedures or techniques
• Interpersonal- the ability to work effectively within a team
• conceptual skill-ability to see the orginization as a whole or see the "big picture"
• Diagnostic skills-supervisors ability to investigate problems, determine best solution and implement solution
• Political skill- acquistion of power and connections necessary within an orginization to reach goals and objectives

political skills

techincal skill

commitment

instructing

deligated

supportive

job demands

AF will conduct its affairs free from unlawfull discrimination and sexal harrasement

• individual discrimination accures when an action is taking by an individual to deprive a person or group of a right because of color race sex ext...
• organizational descrimination may be an action by institution through its policies and procedures

a form of sex descrimination that involves unwelcome sexual advances, requests for seual behaviors and other verbal or physial conduct of a sexual nature

there is no tolerence for unlawful discrimination or harrassment of any sort within the AF

API 51-903

article 92

Establish the proper atmosphere in your duty section, clear polocies support and attend special observences and allow your subordnece to do the same

activities which impact the profresional enviroment includes preventing MEO problems and identifying them

Advise the offensive person to stop immediatly if the offender is your supervisor report it to the next level or encourage the recipient to do the same act promptly and take corrective action if you supervise the offense

AFI44-121

decrease in moral discipline degrades unit productivity

• 1 promote readiness and health and wellness through prevention and treatment of SA
• 2 minimize the negative consiquences of SA on the individual and family members
• 3 provide comprehensive education and treatment to individuals
• 4 return identified substance abusers to unrestricted duty status

help subordinance adjust to the enviroment and observing and counseling and correcting subordinates

the primary responsibilities of the supervisor during subordinate rehabilationare to monitor the progress of the individual help reduce the sigma associated with substance abuse and coordinate all efforts with the life skills office

Do I have the authority to establish this standard does the standard address quanity auality and timelines can the individual meet the standard measurable

to help develop subordinate self control to do what is right all the time every time an which in turn will give you a means to measure progress and correct violations if required

prevention and correction

NCO's carry out orders of those appointed over them by virtue of the authority vested in rank . effectively employing personel, material, equipment and other resources under there cintrol

prevenitive correctove and punitive measure

verbal and written

one of the commanders most valuable toold for maintaing morale discipline and efficency, An artice 15 is not punishment but corrective nature

Counseling, admonition, reprimand, unfavorable info, control roster

Mandatory items such as records of non judical punishment when there is any period of suspension or when the punishment period is in excess of one month a record conviction by a civilian court, penalty of confinment or more then one year or death, records of court martial convictions, evidece of repeated failure to support dependents, information pertaining to alchol

that the member did or failed to do citing specific incidnets and their dates

Annorate the letter "member refused to acknowledge" sign and date. To ensure there is no problen in thisregar, LOA/LOR should be served in the presence of a witness

the commander

are those that contributes to the effective operation of the AF

negatively impact morale and discipline

the senior member

a relationship in which a person of greater expierence and wisdom helps guide the professional development of a more junior person

sociability dominance oppenness communicator and counseler

some of the psychological signs of stress are confusion depression and mood changes

positive include testing for promotion the birth of a child a move to a better apartment changing to a better daycare center. negative stress include death of a close realitive, stationed at a base you dont like

• education
• assistance an counseling
• referral

Assisting and counseling

Self-managment is using time wisley an effectively, setting clear priorities

goals and objectives

the fact or quality of being diverse,different

language,age, gender, cultural backround behaviors etc.

Prejudice, stereotyping, unlawful disrimination

collusion

promotes a healthy work environment

the results of the work being done

• it could be an ability problem or a willingness problem.
• Ability=provide more trainging or modify the standard
• willingness= time for corrective counseling

compare your observations of the worker with the standards that you initially established with the worker.

• Subjectivity= involves personal bias or opinion
• objectivity= involves only the facts

You should be as objective as possible, but keep in mind thatsometimes subjectivity is needed

actions taken to report on a subordinates performance or behavior,eitherin writing or verbally.

provides feedback to the worker on behavior or the results of efforts

helps those who work with us to improve themselves ans be more successful.

• establish clear standards
• observe
• measure

you must have the authority to establish the standard. the standard must address quality,quantity and or timelines

OBSERVATION.....must form the basis of evaluations an include direct observation of the workers behavior or performance

• Observation
• others observation
• looking at comlpeted work

• observation of trusted peers
• observation of the completed work or product
• talk to customers who were provided the service

You take the observations and measure them against the standards

to idnetify when a worker is meeting or exceeding a standard or if a worker is not meeting the standard

resistance to evalutations,one-way communication,closed-mindedness,and the avoidance of self-evaluations

they may not clearly understand what needs to be done or know what is expected

• compare the performance against the standard
• ensure you evaluate each factor seperately
• evaluate using current and relevant information

informal and formal

letting workers know how well they did in relation to the standard, can be done by an informal feedback session or just a simple pat on the back

let workers know how they met (or did not ) meet the standard

let workers know where they stand, formally or informally provides a record of performance, provides a concrete basis for both worker and supervisor decisions, when workers are meeting or exceeding the standards, reports can motivate

• positive or negative anticipation
• one-way communication
• abstract reports
• reports without data

to provide performance feedback to subordinates and to provide a longterm record of subordinates performance

its the basis upon which you base the decisions you make , the procedures you institute and the evalutaions you perform.

• 1-to match personal interst with jobs
• 2-predict subordinates responses to planned changes
• 3- increase the flow of subordinate suggestions
• 4- to have a basis for influence group members
• 5- have a basis for personal feedback

With the EES, decisions such as who is nominated for awards and decorations, who is given additional responsibilities, who will or will not be recommended for reenlistment, who will not be given compensatory time off are all applicable to PMP

develop performance expectations

they provide both the supervisor and the subordinate witha complete description of the subordinates specific duties and explain what duties are to be performed

job descriptions provide a word picture describing specifc duties to be performed in a given job/duty position

That the job description typically details what an employee does rather than the results to be achieved

workers may see the job description as defining the limits of their job and refuse to do anything not specifically listed in the duties

will address quality , and or timeliness, will be attainable and will be measurable

involves monitoring performance progress. Monitoring performance progress is purposeful observation over a period of time long enough to ensure a thorough look at a typical perfomance

• 1-results
• 2-methods and procedures
• 3-work habits

• 1-make notes about behaviors and their impact
• 2-collect examples of work
• 3-monitor perfomance on a regular basis

to evaluate indiviual performance . evaluation is the act of measuring observed behavior

• ratability
• relevance
• variablity
• personal bias/general impressions
• logic

can become a pitfall when an evaluator attempts to evaluate factors that are essentially not ratable

essential elements of the job are omitted from consideration(deficiency),when undue weight is given to a particular incident( distortion), when the factors are included that do not contribute to a performance(contamination)

when evaluations of a group of indivuals does not show appropriate differnces in individual performance

When evaluators tend to give high ratings and are reluctant to give low ratings

evaluators standards are unreasonbly high

when evaluators rate everyone as average

when one factor or characteristic of a worker influences the evaluation of other factors

where an evalutator allows his or her personal feelings or general impressions of the individual being rated to inluence the evaluation.

• This can occur when the evalusation is disproportionately
• affected by recent performance or events

this occurs if and when n evaluator gives similiar ratings to traits that do not go together

providing relevant and credible feedback to subordinates after conducting performance evaluations

always compare performance against a predeterined performance standard

to provide info to a subordinate for the purpose of maintaining or improving performance,both on and off duty

• the reciever must be able to understand the feedback
• the receiver must accept the feedback
• the receiver must be able to do something with the feedback

formal feedback-feedback provided as part of a formalized system or program.within the AF ,the mandatory feedback given as a part of the EnlistedEvaluationSystem(EES) is an example of formal feedback . Informal feedback is provided at times other than those required by a formalized system

build on the employees strengths,accentuate their likes, an attempt to relate to their personal goals

• improve the employee
• improve the job
• improve the situation

to promote a change in behavior an to reinforce existing behavior

active communication process where the supervisor responds to the follower to either promote a change in behavior or reinforce present behavior

• sender
• message
• reciever
• feedback

the improved ability to cope with problems, increased ability to make decisions,improved relationship with the leader, and personal growth an development

it creates and reinforces trust, and builds credibilty

Mutual respect keeps the lines of communication open and helps both parties maintain objectivity.

• Trust
• Honesty
• Mutual respect
• Openness to feedback

Being involved in their daily activities.

• Attending
• Observing
• listening
• Responding

Skills that involve paying attention and focousing your full attention on the counselee

Observing means watching the counselee paying attention to both the verbal and non verbal messages.

content and feeling

It is remaining objective as you listen to what the counselee is telling you.

• Pre-counseling activities
• conducting the counseling session
• concluding the session

To determine the techinique you'll use: counselor-centered, counselee-centered, or combined

To let the counselee know what they need to do.

You as the supervisor/counseler

Determine the best solutions for the problem and how the counselee will implement the solution

The primary role of the counselor in this situation is to serve as a "listening post" or sounding board so the counselee can hear his or her ideas.

The counselee-centered approach techiquw puts the responsibiitiy for solving problem on the counselee

The counselee has determined a problem exists and has probraly developed some potential solutions to the problem.

To help the counselee by providing the information he or she needs to make an informed choice.

The counseler and counselee share the responsibility for the sessions success

When planning for a counseling session, determine the purpose and objective. Analyze the audience (the counselee). Organize your ideas and goals and have a plan for achieving them. Fianlly gather suppoer.

Being physically prepared and being mentally prepared?

Establish rapport and identify the objective of your time together?

When the counselee meets with you greet him or her by name shake hands and offer some refreshment. opwn the conversation by asking non threatining neautral questions to "break the ice" Replace feelings of fear and tension with trust and warmth

"I've asked to speak to you about..."

You could ask the counselee " What did you need to see me about"

The goal in this stage of the session is to develop a plan of action or to reach a decision about the problem. Once the goal has been achieve or when the session becomes unproductve, its time to close it out.

• Reviewing the sesion
• Scheduling the next step if the issue was not resolved

Summeries help ensure your counselee leaves the session with positive feeling and a belief they learned sometthing about their problem

document the session

after the session when it is fresh in your head. Use a local form or a LOC for you document info

By taking follow-up actions which involve through investigation to find out if your counselee are progressing toward resolvinh their problems.

Time, enviroment, privacy, personality conflict with the counselee, lack of helping relationship,poor counseling ability and poor communication skills

by lessingin the interaction since followers will feel they have no right to privacy, they may delibertly conceal important info later

You can't always help every one solve every problem. Referral agencies ensure the person gets the help you can't give them.

• Legal office
• Area defense counsel
• hospital
• chaplain
• MPF
• Human Resource advisor