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Navy Chief Petty Officer (CPO) 365 AssessmentEvi denced-Cent ered AssessmentProj ect (ECAP) Present at i onRebecca OwensWa...
• A continuous training program for 1stClass Petty Officers, conducted eachmonth.• Reinforces the Navy Core Values of Hono...
• Delivered by Chief Petty OfficersNavy CPO 365Description (Continued)
– In a classroom, lecture-based settingNavy CPO 365Description (Continued)
– With no assessments, tests, quizzes orpractical applicationNavy CPO 365Description (Continued)
• Purpose of training is to ready theseSailors to advance to CPO, and provides:— Leadership discussions— Policy and progra...
• Perception by many 1st Class PettyOfficers is that the training is:— Repetitive, as the topics do not changeannually— A ...
—Boring and regularly uninterestingNavy CPO 365Description (Continued)
and focusECAP OverviewCompetencies are applicable tothe Navy, and to current andfuture Chief Petty Officers.Introduce 21st...
Competencies and Sub-CompetenciesCreativity &InnovationInternal &ExternalAwarenessStrategicVisionResponsibilityDelegationD...
Resolve ChallengesSub-Categories - DefinedRelates to the ability toassess one’s ownmental, emotional, andphysical state, i...
ResponsibilitySub-Categories - DefinedMust think in a logicaland orderly fashion, andplan for every possibleevent that cou...
Evaluates Actions and EffectsEvidence ModelActions of the1st Class PettyOfficer.Evaluateeffectivenessof mission andSailorr...
Evidence-Centered Model - Resolves ChallengesEvidence-Centered Assessment Project (ECAP) Competency ModelResolve challenge...
Evidence-Centered Model - ResponsibilityEvidence-Centered Assessment Project (ECAP) Competency ModelResponsibility Centeri...
Task ModelsProvides bullet tasks in sequencePetty Officer fails to activelyengage with both leadershipand junior Sailors.P...
Your own sub headlineTemplatesTask 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...
Remove redundancy, and make better use of training timeThe Navy gains stronger CPOs, and future CPOs, as these principles ...
Use of Knowledge and Future StepsLessons need to be passed in order for others, such as the CPO community, tobenefit. Sinc...
ReferencesYour LogoMCPON Releases CPO 365 Training Guidance. (2013,January 7). Retrieved from U. S. Navy:http://www.navy.m...
References (Continued)Your LogoGreenstein, L. (2012). Assessing 21st century skills: Aguide to evaluating mastery and auth...
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ECAP

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Transcript of "ECAP"

  1. 1. Navy Chief Petty Officer (CPO) 365 AssessmentEvi denced-Cent ered AssessmentProj ect (ECAP) Present at i onRebecca OwensWalden UniversityEDUC 8405
  2. 2. • A continuous training program for 1stClass Petty Officers, conducted eachmonth.• Reinforces the Navy Core Values of Honor,Courage and Commitment (MCPON Releases CPO365 Training Guidance, 2013).Navy CPO 365Description
  3. 3. • Delivered by Chief Petty OfficersNavy CPO 365Description (Continued)
  4. 4. – In a classroom, lecture-based settingNavy CPO 365Description (Continued)
  5. 5. – With no assessments, tests, quizzes orpractical applicationNavy CPO 365Description (Continued)
  6. 6. • Purpose of training is to ready theseSailors to advance to CPO, and provides:— Leadership discussions— Policy and program discussions— Conflict resolution discussionsNavy CPO 365Description (Continued)
  7. 7. • Perception by many 1st Class PettyOfficers is that the training is:— Repetitive, as the topics do not changeannually— A “Check in the box”, since it’s mandatory— Lastly, and most importantly…Navy CPO 365Description (Continued)
  8. 8. —Boring and regularly uninterestingNavy CPO 365Description (Continued)
  9. 9. and focusECAP OverviewCompetencies are applicable tothe Navy, and to current andfuture Chief Petty Officers.Introduce 21st Century CompetenciesCaring for Sailors, personally andprofessionally, maintainingsafety, and completing themissionResponsibilities3Mitigating conflict, balancingpersonal needs and missionrequirements, and networkingfor solutions.Resolving Challenges1. In a perfect world, 21st century skills wouldbe constructed on fortified foundations ofcore skills, and technology would beinfused in these processes to enhance andsupplement learning (Greenstein, 2012).2. Responsibility includes: Delegation,decisiveness, technical ability and riskmanagement3. Resolving Challenges includes: Creativity,innovation, awareness, and strategic vision21
  10. 10. Competencies and Sub-CompetenciesCreativity &InnovationInternal &ExternalAwarenessStrategicVisionResponsibilityDelegationDecisiveness& RiskMngmntTechnicalCredibilityResolveChallenges
  11. 11. Resolve ChallengesSub-Categories - DefinedRelates to the ability toassess one’s ownmental, emotional, andphysical state, inaddition to the mental,emotional, and physicalstate of those who areunder his or her charge.This includes signs offinancial issues, suicidalideation, drug andalcohol issues, and anyother environmentalinfluence (Control,2013)External/Internal AwarenessCreativity/InnovationRequirements to meetthe tenets of the Chiefof Naval Operations(CNO), which includefiscal challenges,maintaining defensestrategic guidance,harnessing teamworkand having the know-how to make use of allavailable resources(Navy, Chief of NavalOperations (CNO)Navigational Plan,2013).Strategic VisionLeaders are taskedwith resolvingchallenges, and muststay abreast oftechnologies, incombination withcreativity, to trainand prepare juniorSailors for positionsof greaterresponsibility (MCPONReleases CPO 365Training Guidance,2013)321
  12. 12. ResponsibilitySub-Categories - DefinedMust think in a logicaland orderly fashion, andplan for every possibleevent that could occur.The Navy leader mustanticipate and considerthe ramifications of eachdecisions.Risk management dealswith the safety andsecurity of people,assets, and missionaccomplishment (Creed,2012, p. 1-5-16)Decisiveness/Risk ManagementDelegationt{Be proficient in one’sspeciality, and have theskills to train juniorSailors in theirrespective skills.Keep up to date withpolicies, programs, andtechnologies to enhancework performance.Know how to utilizeresources.Technical AbilityUsed in every level ofleadership within theranks of the military,and when tasks aredelegated by aleader, instructionsmust be clear,concise, providedetailedexpectations, anddeadlines (Creed,2012, p. 1-5-15)321
  13. 13. Evaluates Actions and EffectsEvidence ModelActions of the1st Class PettyOfficer.Evaluateeffectivenessof mission andSailorresponsivenessEffects uponjunior Sailors.Shute and Torres (2012) noted that learning is bestwhen it is active and goal-oriented.Assesses active processes of engagement andinteractions. Leaders, and the styles they use, canaffect team effectiveness and, subsequently, missionsuccess and personnel safety (Boies & Howell, 2009).This manner of evaluation will provide a uniqueviewpoint, and one that is very important to thehealth of the Navy; understanding how the juniorSailors view their leaders and perceive leadershipmethods, in addition to evaluating missionaccomplishment.
  14. 14. Evidence-Centered Model - Resolves ChallengesEvidence-Centered Assessment Project (ECAP) Competency ModelResolve challenges Centering on caring for Sailors (personal and professional issues) and meeting mission requirements)**Includes creativity/innovation, internal and external awareness and vision strategyPossible 1st Class Petty Officer Evidence Possible Sailor Evidence*Provides clear target goals with expectation *Shows pride regarding work accomplishment*Is available and approachable for questions *Knows what is expected of him/her*Acknowledges Sailors who are excelling those who are not *Can explain duties and responsibilities>Nominations for Sailor of the Quarter/Year *Sharp uniform appearance (meets physical fitness standards)>Letters of appreciation/commendation *Medically ready>Effective mid-term counseling and evaluations *Clearance is valid>Providing effective mentoring *Is financially stable*Test scores and advancement within division/department *Has completed all required qualificationsare highUnsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3Petty Officer fails to activelyengage with both leadershipand junior Sailors.Petty Officer engages withJunior Sailors and leadership.Ensures junior Sailors meetminimum standards.Ensures mission is completed.Petty Officer works side byside with Junior Sailors, andprovides feedback up anddown the chain ofcommand.Actively monitors juniorSailors progress withqualifications.Exceeds missionexpectationsChallenges Sailors beyondtheir own notions ofexpertise, and recognizesfront runners with awards;mentors those who arestrugglingAdvocates for college,community service events,and leads by example.Epitome of physical fitness,and PTs with his/her SailorsExceeds missionexpectations
  15. 15. Evidence-Centered Model - ResponsibilityEvidence-Centered Assessment Project (ECAP) Competency ModelResponsibility Centering on leadership, task assignment and accountability, and Sailor safety**Includes delegation, decisiveness/risk management, and technical abilityPossible 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 responsibilitiescompetence 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/instructionare highUnsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3Petty Officer does not offerdirection or guidance, anddoes not delegateassignmentsPetty Officer delegates, butbut does not follow up onprogress.Limited dialog with chain ofcommand on progressEnsures mission iscompleted, and safety ismaintained.Petty Officer effectivelydelegates to a trained Sailor,and maintains continiouscommunication for status.Effective dialog with chain ofcommand.Proactive on safetystandards and requirements.Exceeds missionexpectationsAccepts positive andnegative feedback, and usestransformational leadershipto lead his/her Sailorstowards goal completion.Provides updates to chain ofcommand BEFORE requiredIs the technical expert, andpasses the knowledge on tohis/her SailorsExceeds missionexpectations
  16. 16. Task ModelsProvides bullet tasks in sequencePetty Officer fails to activelyengage with both leadershipand junior Sailors.Petty Officer engages withJunior Sailors and leadership.Ensures junior Sailors meetminimum standards.Ensures mission is completed.Challenges Satheir own noexpertise, anfront runnersmentors thosstruggling• Tasks are a “Road-Side Clean up” and acounseling event– Used in conjunction with the Competencyand Evidence Models– Assesses practical abilities relating to:• Responsibility• Conflict Resolution
  17. 17. Your own sub headlineTemplatesTask Model for Resolving Challenges
  18. 18. Task Model for Responsibility
  19. 19. 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)
  20. 20. Remove redundancy, and make better use of training timeThe Navy gains stronger CPOs, and future CPOs, as these principles are practiced andapplied1st Class Petty Officers strengthen their trust of CPOs, and seek out additional knowledgeand wisdomDuring the course of the various practical applications, community relations can bestrengthened1st Class Petty Officers will be “practicing” leadership lessons, which are observed andadopted by junior SailorsCommands receive a 1st Class Petty Officer who can “perform” at the level of a CPO, wellbefore he or she is actually advancedCPOs increase their collective knowledge and skills in teaching, training, and mentoringImpact1234567
  21. 21. Use of Knowledge and Future StepsLessons need to be passed in order for others, such as the CPO community, tobenefit. Since CPO 365 is instructed by Chiefs, this method of making lessonsrelevant by adding practical applications can motivate other creative ideas.Share with CPO CommunityCreate additional task models that align with the CPO 365 curriculumDesign Additional Task ModelsOnce created, evaluate for effectiveness and Sailors’ perceptions; adjust asneeded, and reevaluate annually.Propose a “Think Tank” to Implement a Revised CPO 365 Program123
  22. 22. ReferencesYour LogoMCPON Releases CPO 365 Training Guidance. (2013,January 7). Retrieved from U. S. Navy:http://www.navy.mil/submit/display.asp?story_id=71350Boies, K., & Howell, J. M. (2009). Leading military teamsto think and feel: Exploring the relations betweenleadership, soldiers cognitive and affective processes andteam effectiveness. Military Psychology, 21, 216-232.doi:10.1080/08995600902768743Control, 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 April2013, from Slideshare:http://www.slideshare.net/CpoCreed/cpo-leadership-course-cin-pprinciples-of-naval-leadership-cpo-course-cin-p-5000021
  23. 23. References (Continued)Your LogoGreenstein, L. (2012). Assessing 21st century skills: Aguide to evaluating mastery and authentic learning.Thousand Oaks, CA, SAGE Publications Ltd.Navy, U. S. (2013). Chief of Naval Operations (CNO)Navigational Plan. Retrieved from Navy Web Site:http://www.navy.mil/cno/Navplan2012-2017-V-Final.pdfNavy, U. S. (2013, April). United States Navy Ethos.Retrieved from United States Navy Web site:http://www.navy.mil/features/ethos/ethos_poster.jpgShute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., &Johnson, T. E. (2012). Where streams converge: Usingevidence-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 modernresearch (pp. 91-124). Charlotte, NC: Information AgePublishing, Inc.
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