This document provides guidance for a student attending a Leading Petty Officer leadership course. It outlines topics on professional interactions, including oral communication, counseling, performance evaluations, conflict management, and influencing others. The document provides enabling objectives, student preparation requirements, references, and materials to aid student learning.
This document outlines a course on business communication and personality development. It covers 7 units: fundamentals of communication, communication barriers, language proficiency, oral communication, written communication, resume writing, and non-verbal communication. Key topics include the purpose and importance of business communication, types of communication, overcoming communication barriers, developing language skills, oral communication methods and skills, and written communication styles and formats. The goal is to improve participants' communication competence for professional settings.
This document discusses the importance of communication skills for students and professionals. It outlines various activities and techniques to enhance students' communication abilities, including using technology for collaboration, conducting activities to promote interpersonal skills and cross-cultural understanding, and dividing students into groups to ensure all students participate. Sample communication skills taught are proper handshake, eye contact, and avoiding distracting body language. The document emphasizes that communication skills are essential for personal and professional success.
The document provides information about an upcoming presentation by a group of students on effective speaking, public speaking, and presentations. It includes an index listing the topics to be covered, as well as sections on effective speaking, public speaking, advantages and dos/don'ts of public speaking, and preparing a presentation. The group members and their roll numbers are also listed.
The document provides information on effective speaking and public speaking. It lists 12 aspects of effective speaking including facial expressions, eye contact, gestures, energy, volume, pitch, speed, pronunciation, accent, stress, silence, and space. It then discusses public speaking, noting the importance of training through clubs. It lists dos and don'ts for public speakers, advising to plan speeches, maintain eye contact, speak slowly and clearly, and be confident.
Epgp 09 10 -cfl project - term 1 - group viiiRajendra Inani
The document provides guidance on planning and delivering effective oral presentations. It discusses that oral communication is an important skill for business graduates and managers. It emphasizes the importance of listening skills, providing feedback, and accounting for differences between oral and written communication. The document then outlines best practices for planning a presentation, including determining the purpose and audience, and incorporating an opening, main ideas, overview, and conclusion. It also covers rehearsing and practicing a presentation, as well as techniques for delivering an effective talk and using visual aids.
The document discusses conversation skills, providing an overview of key factors that determine a conversation's outcome. These include the individuals involved, their relationship, the conversation goal, and setting. The document then outlines basic conversation skills, including preparing a plan, leading effectively, assertive communication, active listening, and evaluation. Conversation skills are important for business discussions to avoid misunderstandings and have a desired outcome.
Soft skills are important for career success. Soft skills include communication skills, teamwork, interpersonal skills, time management, leadership, and professional ethics. Effective communication involves speaking clearly, using appropriate vocabulary, body language, and written communication skills. Presentation skills require planning, preparation, and delivering messages while making eye contact and engaging the audience. Teamwork and interpersonal skills are important for collaborating with others and respecting different views. Managing time well and reducing stress can improve work-life balance.
The document discusses various topics related to presentation skills including principles of effective presentations, types of graphics that can be used in presentations such as tables, bar graphs, line charts and pie charts. It also discusses the steps involved in preparing a presentation and using overhead projectors. Other topics covered are group discussions, interviews, meetings and conferences. For group discussions, it explains the important aspects and ingredients required. It differentiates between various types of interviews such as selection, appraisal and exit interviews. Key aspects for effective meetings such as preparation, notice, agenda and minutes are outlined. Different types of conferences and their advantages and disadvantages are also summarized.
This document outlines a course on business communication and personality development. It covers 7 units: fundamentals of communication, communication barriers, language proficiency, oral communication, written communication, resume writing, and non-verbal communication. Key topics include the purpose and importance of business communication, types of communication, overcoming communication barriers, developing language skills, oral communication methods and skills, and written communication styles and formats. The goal is to improve participants' communication competence for professional settings.
This document discusses the importance of communication skills for students and professionals. It outlines various activities and techniques to enhance students' communication abilities, including using technology for collaboration, conducting activities to promote interpersonal skills and cross-cultural understanding, and dividing students into groups to ensure all students participate. Sample communication skills taught are proper handshake, eye contact, and avoiding distracting body language. The document emphasizes that communication skills are essential for personal and professional success.
The document provides information about an upcoming presentation by a group of students on effective speaking, public speaking, and presentations. It includes an index listing the topics to be covered, as well as sections on effective speaking, public speaking, advantages and dos/don'ts of public speaking, and preparing a presentation. The group members and their roll numbers are also listed.
The document provides information on effective speaking and public speaking. It lists 12 aspects of effective speaking including facial expressions, eye contact, gestures, energy, volume, pitch, speed, pronunciation, accent, stress, silence, and space. It then discusses public speaking, noting the importance of training through clubs. It lists dos and don'ts for public speakers, advising to plan speeches, maintain eye contact, speak slowly and clearly, and be confident.
Epgp 09 10 -cfl project - term 1 - group viiiRajendra Inani
The document provides guidance on planning and delivering effective oral presentations. It discusses that oral communication is an important skill for business graduates and managers. It emphasizes the importance of listening skills, providing feedback, and accounting for differences between oral and written communication. The document then outlines best practices for planning a presentation, including determining the purpose and audience, and incorporating an opening, main ideas, overview, and conclusion. It also covers rehearsing and practicing a presentation, as well as techniques for delivering an effective talk and using visual aids.
The document discusses conversation skills, providing an overview of key factors that determine a conversation's outcome. These include the individuals involved, their relationship, the conversation goal, and setting. The document then outlines basic conversation skills, including preparing a plan, leading effectively, assertive communication, active listening, and evaluation. Conversation skills are important for business discussions to avoid misunderstandings and have a desired outcome.
Soft skills are important for career success. Soft skills include communication skills, teamwork, interpersonal skills, time management, leadership, and professional ethics. Effective communication involves speaking clearly, using appropriate vocabulary, body language, and written communication skills. Presentation skills require planning, preparation, and delivering messages while making eye contact and engaging the audience. Teamwork and interpersonal skills are important for collaborating with others and respecting different views. Managing time well and reducing stress can improve work-life balance.
The document discusses various topics related to presentation skills including principles of effective presentations, types of graphics that can be used in presentations such as tables, bar graphs, line charts and pie charts. It also discusses the steps involved in preparing a presentation and using overhead projectors. Other topics covered are group discussions, interviews, meetings and conferences. For group discussions, it explains the important aspects and ingredients required. It differentiates between various types of interviews such as selection, appraisal and exit interviews. Key aspects for effective meetings such as preparation, notice, agenda and minutes are outlined. Different types of conferences and their advantages and disadvantages are also summarized.
This document discusses communication for work purposes. It outlines three learning outcomes related to creating clear materials, presenting ideas persuasively, and adopting audience awareness. It then provides an outline covering workplace communication, business letters, and memos. For each topic, it defines the concept and provides examples and guidelines. For workplace communication, it discusses purpose, audience, and tone. It also outlines broad categories of communication and ethics in workplace communication. For business letters, it defines the parts and formats. It also lists frequently written letter types. For memos, it discusses definitions and guidelines for writing them.
Communication involves a sender encoding a message and transmitting it through a channel to a recipient who decodes the message. Effective communication requires the recipient to understand the message similarly to how the sender intended. There can be barriers at each stage of the communication process that cause misunderstandings. Some key parts of communication include the sender, message, and recipient. Nonverbal cues and active listening are also important for fully understanding messages.
The document outlines objectives and tips for improving communication skills. It defines communication and discusses the communication process, barriers to effective communication like noise and emotions, and types of communication like downward, upward, and lateral. It emphasizes the importance of listening skills over just hearing and provides tips for active listening. The document also provides dos and don'ts for verbal and non-verbal communication best practices and suggestions for improving existing communication abilities.
The document provides guidance on improving communication skills. It discusses the importance of communication and defines it as imparting or exchanging ideas. It then covers communication processes and types, as well as objectives, purposes, barriers, and components of communication. The document emphasizes listening skills and provides tips for overcoming misunderstandings, having clear and concise communication, and establishing effective communication habits.
This document discusses various aspects of oral communication and developing oral skills. It begins by defining oral communication as the process of communicating through spoken words. It then provides five golden rules for teaching oral skills, which are to give students practice speaking, provide listening practice, create opportunities for real communication, expand topics discussed, and build discussion skills. The document also discusses other important rules like pronouncing words clearly, avoiding filler words, making eye contact, and using body language. It describes different settings for oral communication like interpersonal, group discussions, and speaking to large audiences. Finally, it discusses what can make speaking difficult, such as clustering, redundancy, rate of delivery, and interaction.
To improve conversational skills, one must focus on actively listening to others, making them feel comfortable, and finding common interests to discuss. A good conversation involves both verbal and nonverbal communication like body language and eye contact. It is important to appear interested in others, ask follow up questions, respect different opinions, and not interrupt or dominate discussions. Developing strong conversational abilities can help one succeed in various areas of life by creating social networks and making a good first impression.
In this lesson you will learn some great conversation tips from Dawn. She is one of the teachers from Skype English School. Visit us at http://skype-englishschool.com
This document discusses drafting speeches and good communication skills in the workplace. It emphasizes that speaking well, listening well, avoiding slang, and being clear and concise are soft skills valued by employers. It also stresses customizing speeches for the audience, having a clear purpose and main message, and allowing time for questions.
This document outlines the course content for a communications module. It includes sections on theory, personal writing, formal writing, speaking skills like group meetings and oral presentations, reading comprehension, and information and communications technology. The document provides learning objectives, definitions of key terms, exercises to complete, and examples of documents like reports, letters, agendas, and presentations. The overall aim is to develop students' communications and ICT skills through exploring various topics and practicing different formats and techniques.
This document discusses strategies for effective informative speaking. It begins by explaining the different types of informative speeches: speeches of description, definition, and demonstration. It then provides general principles for informative speeches such as limiting information load, using an appropriate complexity level, highlighting relevant information, and balancing abstract and concrete ideas. Specific strategies are also outlined for each speech type, such as using vivid descriptions, providing similarities and differences, and employing presentation aids, an overview, and time ordering for demonstration speeches. The document emphasizes applying these principles and strategies to ensure informative speeches are clear and understandable for audiences.
This document discusses various communication skills including oral communication, written communication, listening skills, questioning skills, feedback skills, presentation skills, and group discussion skills. It provides details on the differences between oral and written communication. It also outlines best practices for skills like telephone communication, public speaking, conducting presentations, active listening, asking effective questions, and giving constructive feedback. The overall document serves as a guide to developing strong interpersonal and professional communication abilities.
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESSRahila Khan
Effective communication is important for business success. Communication involves sharing information between individuals through various means. To achieve effective communication, one must carefully analyze the purpose and audience. Key aspects to consider about the audience include their information needs, technical background, culture, knowledge of the subject, and ability for creative thinking. Effective communication in an organization includes downward, upward, and horizontal exchanges. It also involves external communication with other companies and the public. Communication has various components, including the context, sender, message, medium, receiver, and feedback. Both verbal and nonverbal forms of communication are important to consider. Factors like appearance, body language, silence, space and time influence nonverbal communication.
Public speaking & presentations (advanced) midterm grading rubricAmy Hayashi
This scoring rubric evaluates midterm presentations on a scale of 1 to 4 in several categories, including visual organization, analysis/coherence, delivery, and timing. For visual organization, an expert presentation would have an engaging opening and conclusion as well as clear transitions. For analysis/coherence, an expert presentation would focus tightly on the topic without tangents. For delivery, an expert presenter would make eye contact, vary voice for emphasis, and use body language appropriately. Timing is also considered, with experts staying within the allotted time period. Self-evaluation, peer evaluation, comments, and signposting are also included.
This document provides an overview of oral communication skills training. It discusses what oral communication is, the need for training, and what will be covered. The training will address developing listening and speaking skills, non-verbal communication, handling conflicts, and communication etiquettes. Key points include the importance of clear, concise, and consistent messaging; using appropriate body language, facial expressions, and words; and having a positive disposition when communicating with others. The goal is to enhance interpersonal performance and effectively interact with a range of audiences.
This document discusses the importance of effective communication. It provides tips on communication skills like active listening, avoiding verbal turnoffs, and principles of effective communication. Some key benefits of communication mentioned are building good relationships and trust. Overall, the document emphasizes that communication is an important skill that requires practice of both verbal and nonverbal elements like body language and listening, in order to have productive interactions.
Effective communication & presentationNirooj Fidin
Some tips and tricks on how to give a presentation and communicate effectively. If you like it and find it helpful, please share. Also, comment below and let me know your thoughts.
Listening is the most important communication skill. It requires attention and is an active process of analyzing, organizing, interpreting sounds to understand messages. Many problems in relationships stem from poor listening skills. Effective listening involves hearing, filtering, comprehending, remembering and responding to the message. It is important for learning, understanding, advising others, and reducing boredom. Barriers to listening include physical obstacles, physiological factors, and psychological influences like preconceptions, anxiety, impatience and ego. Developing focused attention, letting the speaker finish, asking questions and providing feedback can improve listening abilities.
Developing effective communication skills seemacareer14
This document provides information on developing effective communication skills. It covers basics of communication including defining communication as a two-way process of exchanging messages. It also discusses telephone etiquettes, listening skills, questioning, and barriers to communication. The key aspects covered include the 7 C's of communication, processes of communication, essential do's and don'ts, and types of questions. The overall document aims to improve individuals' communication and listening abilities.
This document provides information on various communication skills. It discusses the importance of communication and lists some key communication skills like speaking, writing, listening, and reading effectively. It also covers topics like negotiation, difficult communication situations, understanding others, presentations, communicating in person and in writing, feedback, meetings, and cross-cultural communication. Effective communication skills are critical for professional success. The document emphasizes keeping writing concise, tailored to the audience, and free of negative criticism in areas like CVs, reference letters, and cross-cultural exchanges.
The document discusses the importance of communication skills, both verbal and nonverbal. It notes that effective communication can increase business performance and is important for personal relationships and success. The document provides examples of verbal skills like active listening and clear language. It also discusses nonverbal communication cues and their meanings. Tips are given for improving verbal and nonverbal communication abilities. An activity is proposed to quiz people on nonverbal cues through a team game.
The document discusses the features of academic writing, including that it is formal, objective, clear, precise, well-structured and well-sourced. Some features of academic writing are that it uses complex vocabulary and grammar, a formal style, precise terminology, and presents information objectively without personal opinions. The document also provides examples of different types of academic writing and strategies for effective interpersonal communication and interviews.
This document discusses communication for work purposes. It outlines three learning outcomes related to creating clear materials, presenting ideas persuasively, and adopting audience awareness. It then provides an outline covering workplace communication, business letters, and memos. For each topic, it defines the concept and provides examples and guidelines. For workplace communication, it discusses purpose, audience, and tone. It also outlines broad categories of communication and ethics in workplace communication. For business letters, it defines the parts and formats. It also lists frequently written letter types. For memos, it discusses definitions and guidelines for writing them.
Communication involves a sender encoding a message and transmitting it through a channel to a recipient who decodes the message. Effective communication requires the recipient to understand the message similarly to how the sender intended. There can be barriers at each stage of the communication process that cause misunderstandings. Some key parts of communication include the sender, message, and recipient. Nonverbal cues and active listening are also important for fully understanding messages.
The document outlines objectives and tips for improving communication skills. It defines communication and discusses the communication process, barriers to effective communication like noise and emotions, and types of communication like downward, upward, and lateral. It emphasizes the importance of listening skills over just hearing and provides tips for active listening. The document also provides dos and don'ts for verbal and non-verbal communication best practices and suggestions for improving existing communication abilities.
The document provides guidance on improving communication skills. It discusses the importance of communication and defines it as imparting or exchanging ideas. It then covers communication processes and types, as well as objectives, purposes, barriers, and components of communication. The document emphasizes listening skills and provides tips for overcoming misunderstandings, having clear and concise communication, and establishing effective communication habits.
This document discusses various aspects of oral communication and developing oral skills. It begins by defining oral communication as the process of communicating through spoken words. It then provides five golden rules for teaching oral skills, which are to give students practice speaking, provide listening practice, create opportunities for real communication, expand topics discussed, and build discussion skills. The document also discusses other important rules like pronouncing words clearly, avoiding filler words, making eye contact, and using body language. It describes different settings for oral communication like interpersonal, group discussions, and speaking to large audiences. Finally, it discusses what can make speaking difficult, such as clustering, redundancy, rate of delivery, and interaction.
To improve conversational skills, one must focus on actively listening to others, making them feel comfortable, and finding common interests to discuss. A good conversation involves both verbal and nonverbal communication like body language and eye contact. It is important to appear interested in others, ask follow up questions, respect different opinions, and not interrupt or dominate discussions. Developing strong conversational abilities can help one succeed in various areas of life by creating social networks and making a good first impression.
In this lesson you will learn some great conversation tips from Dawn. She is one of the teachers from Skype English School. Visit us at http://skype-englishschool.com
This document discusses drafting speeches and good communication skills in the workplace. It emphasizes that speaking well, listening well, avoiding slang, and being clear and concise are soft skills valued by employers. It also stresses customizing speeches for the audience, having a clear purpose and main message, and allowing time for questions.
This document outlines the course content for a communications module. It includes sections on theory, personal writing, formal writing, speaking skills like group meetings and oral presentations, reading comprehension, and information and communications technology. The document provides learning objectives, definitions of key terms, exercises to complete, and examples of documents like reports, letters, agendas, and presentations. The overall aim is to develop students' communications and ICT skills through exploring various topics and practicing different formats and techniques.
This document discusses strategies for effective informative speaking. It begins by explaining the different types of informative speeches: speeches of description, definition, and demonstration. It then provides general principles for informative speeches such as limiting information load, using an appropriate complexity level, highlighting relevant information, and balancing abstract and concrete ideas. Specific strategies are also outlined for each speech type, such as using vivid descriptions, providing similarities and differences, and employing presentation aids, an overview, and time ordering for demonstration speeches. The document emphasizes applying these principles and strategies to ensure informative speeches are clear and understandable for audiences.
This document discusses various communication skills including oral communication, written communication, listening skills, questioning skills, feedback skills, presentation skills, and group discussion skills. It provides details on the differences between oral and written communication. It also outlines best practices for skills like telephone communication, public speaking, conducting presentations, active listening, asking effective questions, and giving constructive feedback. The overall document serves as a guide to developing strong interpersonal and professional communication abilities.
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESSRahila Khan
Effective communication is important for business success. Communication involves sharing information between individuals through various means. To achieve effective communication, one must carefully analyze the purpose and audience. Key aspects to consider about the audience include their information needs, technical background, culture, knowledge of the subject, and ability for creative thinking. Effective communication in an organization includes downward, upward, and horizontal exchanges. It also involves external communication with other companies and the public. Communication has various components, including the context, sender, message, medium, receiver, and feedback. Both verbal and nonverbal forms of communication are important to consider. Factors like appearance, body language, silence, space and time influence nonverbal communication.
Public speaking & presentations (advanced) midterm grading rubricAmy Hayashi
This scoring rubric evaluates midterm presentations on a scale of 1 to 4 in several categories, including visual organization, analysis/coherence, delivery, and timing. For visual organization, an expert presentation would have an engaging opening and conclusion as well as clear transitions. For analysis/coherence, an expert presentation would focus tightly on the topic without tangents. For delivery, an expert presenter would make eye contact, vary voice for emphasis, and use body language appropriately. Timing is also considered, with experts staying within the allotted time period. Self-evaluation, peer evaluation, comments, and signposting are also included.
This document provides an overview of oral communication skills training. It discusses what oral communication is, the need for training, and what will be covered. The training will address developing listening and speaking skills, non-verbal communication, handling conflicts, and communication etiquettes. Key points include the importance of clear, concise, and consistent messaging; using appropriate body language, facial expressions, and words; and having a positive disposition when communicating with others. The goal is to enhance interpersonal performance and effectively interact with a range of audiences.
This document discusses the importance of effective communication. It provides tips on communication skills like active listening, avoiding verbal turnoffs, and principles of effective communication. Some key benefits of communication mentioned are building good relationships and trust. Overall, the document emphasizes that communication is an important skill that requires practice of both verbal and nonverbal elements like body language and listening, in order to have productive interactions.
Effective communication & presentationNirooj Fidin
Some tips and tricks on how to give a presentation and communicate effectively. If you like it and find it helpful, please share. Also, comment below and let me know your thoughts.
Listening is the most important communication skill. It requires attention and is an active process of analyzing, organizing, interpreting sounds to understand messages. Many problems in relationships stem from poor listening skills. Effective listening involves hearing, filtering, comprehending, remembering and responding to the message. It is important for learning, understanding, advising others, and reducing boredom. Barriers to listening include physical obstacles, physiological factors, and psychological influences like preconceptions, anxiety, impatience and ego. Developing focused attention, letting the speaker finish, asking questions and providing feedback can improve listening abilities.
Developing effective communication skills seemacareer14
This document provides information on developing effective communication skills. It covers basics of communication including defining communication as a two-way process of exchanging messages. It also discusses telephone etiquettes, listening skills, questioning, and barriers to communication. The key aspects covered include the 7 C's of communication, processes of communication, essential do's and don'ts, and types of questions. The overall document aims to improve individuals' communication and listening abilities.
This document provides information on various communication skills. It discusses the importance of communication and lists some key communication skills like speaking, writing, listening, and reading effectively. It also covers topics like negotiation, difficult communication situations, understanding others, presentations, communicating in person and in writing, feedback, meetings, and cross-cultural communication. Effective communication skills are critical for professional success. The document emphasizes keeping writing concise, tailored to the audience, and free of negative criticism in areas like CVs, reference letters, and cross-cultural exchanges.
The document discusses the importance of communication skills, both verbal and nonverbal. It notes that effective communication can increase business performance and is important for personal relationships and success. The document provides examples of verbal skills like active listening and clear language. It also discusses nonverbal communication cues and their meanings. Tips are given for improving verbal and nonverbal communication abilities. An activity is proposed to quiz people on nonverbal cues through a team game.
The document discusses the features of academic writing, including that it is formal, objective, clear, precise, well-structured and well-sourced. Some features of academic writing are that it uses complex vocabulary and grammar, a formal style, precise terminology, and presents information objectively without personal opinions. The document also provides examples of different types of academic writing and strategies for effective interpersonal communication and interviews.
This document provides guidance for students taking a Leading Chief Petty Officer leadership course. It discusses the importance of communication skills for LCPOs, including communicating effectively with subordinates, peers, and seniors. Specific topics covered include understanding personality types, utilizing proactive leadership, maintaining open communication, conducting meetings, and managing conflicts. The document provides references and materials to help students improve their communication and leadership abilities.
The document provides strategies for effective interpersonal communication, including explaining the communication process, types of interpersonal communication, and techniques like using good non-verbal behavior, showing acceptance, and striving for understanding. It emphasizes the importance of interpersonal skills for social interaction and career success. Learners are asked to reflect on and demonstrate their understanding of effective listening and speaking.
This document provides information about a training on effective communication in the workplace. It introduces the two facilitators, Brenda Watkins and Celeste Fenton, and provides brief biographies of each. It then outlines the training agenda which covers developing awareness of personal communication style, skillful listening, expressing yourself clearly, and managing emotions. The document provides details on the content that will be covered in each section of the training.
This document outlines important skills for guidance counselors, including attitudinal skills, listening skills, verbal communication skills, and giving leads. It discusses attitudinal skills like respect, genuineness, unconditional positive regard, empathy, self-disclosure, and confrontation. It emphasizes the importance of listening skills and describes the content and emotional phases of verbal communication. It also identifies five levels of communication: cliches, facts, beliefs, emotions, and intimacy. Finally, it defines leads as statements counselors use and categories them into restatement of content, questioning, reflection of feeling, reassurance, and interpretation.
Active Listening, Questioning Skills & Coaching ConversationsMostafa Ewees
The document discusses active listening skills, questioning techniques, and the GROW coaching model. It defines active listening as focusing attention on the speaker to improve understanding. The 4 steps of active listening are outlined. Open, closed, and probing questions are defined and their uses explained. The GROW model is introduced as a structure for coaching conversations, with the stages of Goal, Reality, Options, and Wrap-up described. Activities to practice these skills are proposed.
This document provides an overview of a module aimed at improving communication skills for adults with autism spectrum disorders. The module covers topics like effective communication, writing communication, customer communication, comprehending body language, and communicating in teams. It identifies some of the specific communication challenges faced by individuals with autism and provides learning objectives and methodology to help develop their competencies. The module utilizes various educational methods like interactive games and role playing to help empower participants' employability by improving their ability to communicate and integrate effectively in a work environment.
This document provides an introduction to a lesson on communication skills for healthcare providers. It covers key vocabulary words used in healthcare, the importance of communication skills like listening, speaking, writing and body language. It also discusses the three parts of the communication process - the sender, the message, and the receiver. Later sections provide examples and skills checks to practice effective listening, speaking, writing and understanding nonverbal communication.
This document discusses effective communication. It defines communication and outlines its key objectives, including defining the communication process, identifying barriers, and improving active listening skills. It then discusses the communication process in more detail, identifying common communication methods, types of communication flows, and potential barriers. Finally, it provides tips for effective communication, such as focusing on the speaker, managing stress, and using body language appropriately.
Here are the meanings of the gestures in Set 2:
- Hand to cheek - Evaluation, thinking
- Touching, slightly rubbing nose - Anger, frustration, apprehension
- Rubbing the eye - Doubt, disbelief
- Hands clasped behind back - Rejection, doubt, lying
- Pinching bridge of nose - Stress, fatigue
The gestures in Set 1 are:
- Brisk, erect walk - Confidence
- Standing with hands on hips - Readiness, aggression
- Sitting with legs crossed, foot kicking slightly - Open, relaxed
- Sitting, legs apart - Boredom
- Arms crossed on chest - Defensiveness
You can contact me at my email if you want me to made an assignment for you on Microsoft PowerPoint Or Google Docs.. Charges Rs.800 Pakistani.
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The document discusses the basic factors of speech delivery including body position, pronunciation, enunciation, and gestures. It explains that delivery is the presentation of a planned speech using both verbal communication through language and nonverbal communication such as body language. The document provides examples of activities to practice and improve speech delivery skills like introducing oneself in a short speech to qualify for a student government position.
This slide about on Presentation strategies. And it is included in 1st year engineering syllabus of Gujarat technical university. this is my first slide on Slideshare so, I hope this will help you.
This document discusses group discussions and provides guidance on how to effectively participate in one. It defines a group discussion as a collection of individuals who regularly interact and work together towards common goals. The key points made are:
Group discussions are an important tool for problem solving, decision making, and personality assessment. They evaluate a candidate's subject knowledge, oral communication skills, leadership abilities, and ability to work as part of a team. Good discussion skills can lead to academic and career success. Participants must listen to others, express their views clearly, and play various roles like initiating topics, seeking opinions, summarizing, and managing tensions. Proper preparation and avoiding domination or interruptions are also important for effective participation.
The document provides guidance on developing and maintaining effective workplace relationships. It discusses communicating effectively, developing rapport with colleagues and customers, and using business technology to facilitate relationships. Developing trust and confidence through high performance standards is also covered. Specific tips include expressing ideas clearly, considering audience needs, acknowledging individual differences, and following organizational requirements in all communications.
Similar to A 500-0101 Chapter 2 LPO Leadership Course SG (20)
Morale Survey (It Gets Better After ORSE).pdfGlenn Mallo
This document appears to be a survey given to sailors to assess various aspects of their command. The survey contains 12 statements about expectations, leadership, initiative, rules, rewards, goals, mission, loyalty, and trust within departments. Sailors are asked to rate their level of agreement with each statement on a scale of 1 to 5, with space provided for additional comments at the end.
What CMCs do and Programs they support (CTF20 CMC memo).pdfGlenn Mallo
The document outlines 25 authorities and responsibilities that Command Master Chiefs (CMCs) must perform according to Navy instruction, as well as 69 programs that CMCs are responsible for supporting. Some of the key duties of CMCs include providing leadership to the enlisted force, advising on policies concerning personnel issues, and upholding high standards of conduct. CMCs are also expected to support a wide range of programs focused on areas such as career development, family support, equal opportunity, and command readiness.
ADM Gehman USS Cole and Shuttle Columbia (BOBB)Glenn Mallo
ADM Gehman USS Cole and Shuttle Columbia investigation
USNA Lecture ETHICAL CHALLENGES FOR ORGANIZATIONS: LESSONS LEARNED FROM THE USS COLE AND COLUMBIA TRAGEDIES
http://www.usna.edu/Ethics/_files/documents/GehmanPg1-28_Final.pdf
(BOBB) Big Organizations Behaving Badly
CVN70 Case Study (Ethics DUI Secret) CIT Leadership SeminarGlenn Mallo
PO1 Lahr's wife told Terri, the wife of the assistant, about PO1 Lahr's recent DUI arrest which caused financial difficulties for their family. Terri promised to keep this a secret but told the assistant about it. The assistant must now decide whether to keep this a secret or take other action, considering his friendship with PO1 Lahr and where his loyalty should lie. The case study questions discuss the ethics of the situation and how the assistant's decision may change based on different circumstances.
CVN70 Case Study (INSURV Standards) CIT Leadership SeminarGlenn Mallo
- Two US Navy ships, the destroyer Stout and cruiser Chosin, recently failed their INSURV inspections and were deemed "unfit for sustained combat operations." The inspections uncovered widespread deficiencies, including inoperable weapons systems, corrosion, and failed lifesaving equipment.
- The poor results from the inspections of the two advanced Aegis-class ships indicated a broader problem in standards and maintenance across the surface fleet. Issues included a lack of preventative maintenance and oversight from leadership.
- Experts said responsibility lay with crews for not properly maintaining equipment, but also with leadership for not ensuring standards were met and problems
CVN70 Case Study (Decision Making) CIT Leadership SeminarGlenn Mallo
- A hospital has a limited kidney machine that can sustain the lives of 5 people. A committee must choose 2 of 5 candidates to use it.
- The candidates are: Alfred (42), a scientist; Bill (27), an auto mechanic; Cora (30) a homemaker with 5 kids; David (19), a student; and Edna (34), a career woman.
- A psychological evaluation provides more context: Alfred is brilliant but disturbed; Bill is devoted to his family but his career is limited; Cora is extremely religious but resigned to death; David is bright but risks his future; and Edna is self-contained and offered her spot to someone else.
TSC Great Lakes CIT Case Study (Do more with less - Wallenberg effect)Glenn Mallo
Raoul Wallenberg was a Swedish diplomat who saved tens of thousands of Hungarian Jews from the Holocaust during World War 2. In 1944, he established safe houses and issued fake passports designating people as Swedish citizens to protect them from deportation by Nazis. He boldly intervened directly by boarding trains to Auschwitz and redirecting death marches. Through courage and conviction, he inspired hope and helped many escape who never directly encountered him. Though facing immense danger, he refused to stand by as innocent people suffered. Wallenberg emerged as a symbol of compassionate leadership in confronting humanity's darkest evils.
1) The story describes an interaction between a ship's captain and executive officer regarding the uniforms of sailors on sentry duty. The captain wanted sailors to wear pea coats instead of foul weather jackets, but this order was misinterpreted down the chain of command.
2) Sailors complained that the "damn exec" was responsible for changes like wearing pea coats and polishing brightwork, showing a breakdown in leadership.
3) The captain overheard these complaints and called the officers together, telling a story from his experience to illustrate the importance of direct leadership instead of passing along orders while citing their originator.
Senior Chief Flowers reported to her new command after the evaluation period had ended, meaning she had no previous evaluation. The following year, she believed her performance exceeded her peers who had received high evaluations previously. However, at the evaluation boards, while ranked number 1 by her peers, her reporting senior only gave her the number 1 promotable rating, not the highest rating. Shocked, Senior Chief Flowers loudly complained about the evaluation to anyone who would listen.
Relevance of Midway (CVN70CMC corner 1Jun07)Glenn Mallo
The CMC Corner discusses the 65th anniversary of the Battle of Midway and its significance. It highlights how the battle showed the importance of teamwork and grit among sailors. It draws parallels between the sailors who fought in World War II and those serving today, honoring their courage. For the crew of the USS Carl Vinson, their mission to restore the ship echoes the efforts of sailors after the Battle of Midway who rapidly repaired carrier damage. The spirit of the sailors at Midway inspires the crew to adapt to current challenges and deliver results through confidence in their training.
By the Book CPO365 reference (Chapter18 BUPERSINST1610.10C) Performance Couns...Glenn Mallo
This document provides guidance on the Navy's performance evaluation system. It revises how physical fitness assessment results are documented and cancels the previous instruction. The enclosure provides an overview of performance counseling policies and procedures. Counseling is required at the midpoint and end of each evaluation period and involves discussing performance using the evaluation form as a worksheet. The objectives are to identify strengths and weaknesses, address problems, and set goals for improvement before the next evaluation. Suggestions are provided for preparing for and conducting counseling sessions.
This document provides a summary of the requirements for senior and master chief petty officers as outlined in NAVEDTRA 12048. It covers topics such as military requirements, training command manuals, distribution statements, and purchasing instructions for non-federal government personnel wanting a copy. The document was prepared in 1991 by QMCS(SW) Michael N. Scherck and provides guidance on the roles and responsibilities of more experienced petty officers.
Navy Chiefs Lead, Develop, Communicate, SupportGlenn Mallo
This document outlines the terminal learning objectives for Chief Petty Officers after completing indoctrination training. It details four core competencies: 1) leading sailors and enabling mission accomplishment, 2) developing enlisted and junior officers, 3) communicating Navy core values and information, and 4) supporting the chain of command and fellow Chiefs. For each competency, specific objectives are listed that the new Chief Petty Officer will be able to demonstrate after training, such as constructing training regimens, employing leadership tools, and explaining the role of work centers in accomplishing the Navy's mission.
This document provides an overview of training resources for Chief Petty Officer (CPO) leadership fundamentals. It lists several Navy publications that cover topics such as leadership styles, goal setting, counseling, performance evaluations, and problem solving. It also mentions responsibilities of division officers and leading chief petty officers. The document emphasizes that leadership training is an ongoing process throughout one's career in the Navy Leadership Continuum program. This program includes mandatory courses at various career milestones to develop skills in values, leadership responsibilities, and total quality leadership.
Rely on Everyday Words & other good stuff no more (Chapter 3 of superseded SE...Glenn Mallo
New Correspondence Manual revised in 2010 axed Chapter 3 "Naval Writing Standards" of the 1996 revision that called for "THE NEED TO IMPROVE" in Section A and listed practical techniques and tips for Organized, Natural, Compact, and Active Writing (Good stuff starting on page 99)
You have just checked into your new squadron as a division LPO. In your first week, you notice several issues that need to be addressed including cleanliness in the hangar, deficiencies from the last inspection not being corrected, and discrepancies in the FEP monitor report. You conduct a spot-check of aircraft maintenance and find flight critical equipment not properly installed. At a meeting, you overhear comments about Airman watchstanding. As your meeting with the CMC approaches, you prepare notes on the various issues you encountered in your first week.
This document provides an update from July 2013 for CMC on the themes of Always Ready, Mission Focused, Committed to Excellence, and Motivated to Succeed. It emphasizes maintaining readiness for worldwide missions, focusing on success through teamwork and proper equipment maintenance. It encourages striving for the highest standards of performance and training to excel in the Navy's missions. Upcoming squadron events are also listed.
This document provides a summary of upcoming events and training for HM-15 in May and June 2013. It discusses maintenance of aircraft and systems to ensure readiness for worldwide missions. It emphasizes commitment to excellence, motivation to succeed, and pride in service. It also lists specific dates for operations, inspections, boards, and ceremonies during the given time period.
Clear the Way. Move the Fleet. Save the Day. (Blackhawks CMC update 130324)Glenn Mallo
The document is a note from the skipper of the Blackhawks congratulating the crew on their hard work and progress. Over the past two weeks they completed 41 flight events and flew 114 hours, with one day of 41.5 hours flown. If they fly 140 hours next week between Norfolk and Bahrain they will achieve their quarterly flight hour goal of 778 hours for the first time since June 2012. The skipper notes the crew is qualifying pilots and crews at a fantastic rate while gaining valuable experience, and that the Blackhawks crew in Bahrain has 17 dedicated runners who go on long runs after hard work days.
This document provides an update from the skipper of the BLACKHAWKS squadron on their recent flying activities and accomplishments. It summarizes that they had a successful day of flying with four Blackhawk aircraft completing seven missions totaling 29.4 flight hours. It also recognizes four crew members for their hard work and dedication, as well as lists several other crew who received awards for their performance.
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
The Department of Veteran Affairs (VA) invited Taylor Paschal, Knowledge & Information Management Consultant at Enterprise Knowledge, to speak at a Knowledge Management Lunch and Learn hosted on June 12, 2024. All Office of Administration staff were invited to attend and received professional development credit for participating in the voluntary event.
The objectives of the Lunch and Learn presentation were to:
- Review what KM ‘is’ and ‘isn’t’
- Understand the value of KM and the benefits of engaging
- Define and reflect on your “what’s in it for me?”
- Share actionable ways you can participate in Knowledge - - Capture & Transfer
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
QA or the Highway - Component Testing: Bridging the gap between frontend appl...zjhamm304
These are the slides for the presentation, "Component Testing: Bridging the gap between frontend applications" that was presented at QA or the Highway 2024 in Columbus, OH by Zachary Hamm.
Discover the Unseen: Tailored Recommendation of Unwatched ContentScyllaDB
The session shares how JioCinema approaches ""watch discounting."" This capability ensures that if a user watched a certain amount of a show/movie, the platform no longer recommends that particular content to the user. Flawless operation of this feature promotes the discover of new content, improving the overall user experience.
JioCinema is an Indian over-the-top media streaming service owned by Viacom18.
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
AI in the Workplace Reskilling, Upskilling, and Future Work.pptxSunil Jagani
Discover how AI is transforming the workplace and learn strategies for reskilling and upskilling employees to stay ahead. This comprehensive guide covers the impact of AI on jobs, essential skills for the future, and successful case studies from industry leaders. Embrace AI-driven changes, foster continuous learning, and build a future-ready workforce.
Read More - https://bit.ly/3VKly70
From Natural Language to Structured Solr Queries using LLMsSease
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
This approach leverages the LLM’s ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation F...AlexanderRichford
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation Functions to Prevent Interaction with Malicious QR Codes.
Aim of the Study: The goal of this research was to develop a robust hybrid approach for identifying malicious and insecure URLs derived from QR codes, ensuring safe interactions.
This is achieved through:
Machine Learning Model: Predicts the likelihood of a URL being malicious.
Security Validation Functions: Ensures the derived URL has a valid certificate and proper URL format.
This innovative blend of technology aims to enhance cybersecurity measures and protect users from potential threats hidden within QR codes 🖥 🔒
This study was my first introduction to using ML which has shown me the immense potential of ML in creating more secure digital environments!
Astute Business Solutions | Oracle Cloud Partner |
A 500-0101 Chapter 2 LPO Leadership Course SG
1. LEADING PETTY OFFICER
LEADERSHIP COURSE
STUDENT GUIDE
JANUARY 2006
“The Individual assigned the leadership roles and
responsibilities for planning and executing divisional
functions; to include the professional and personal
growth of those personnel assigned within that division.”
2. STUDENT GUIDE A-500-0101
TOPIC SHEET 2-1
PROFESSIONAL INTERACTIONS
A. INTRODUCTION
The ability to convey your thoughts clearly, both orally and in writing, will help you as a
Leading Petty Officer maintain professional interactions with the people you work with, and
help you develop your Sailors.
B. ENABLING OBJECTIVES
Discuss requirements for delivering a brief.
Apply communication techniques to maintain open lines of communication.
Describe how Sailors’ welfare issues can be resolved using proper resources and
programs.
Develop a counseling strategy.
Demonstrate an effective counseling session.
List useful resources for written communications.
Discuss techniques for effectively communicating ideas when writing correspondence.
Discuss quantitative and non-quantitative factors and their impact on performance
evaluations.
Develop standards to evaluate the performance of personnel to determine opportunities
for development.
Identify conflict management modes.
Apply negotiation techniques to influence others.
C. STUDENT PREPARATION PRIOR TO THIS TOPIC
Read in the Student Guide:
Outline Sheet 2-1: Oral Communication
Outline Sheet 2-2: Counseling
Information Sheet 2-2-1: Navy Counseling Categories
Leading Petty Officer Leadership Course SG 2-1
Professional Interactions
3. STUDENT GUIDE A-500-0101
Outline Sheet 2-3: Performance Evaluation
Information Sheet 2-3-1: Written Communication
Outline Sheet 2-4: Conflict Management
Outline Sheet 2-5: Influencing and Negotiating
Complete Assignments in Workbook:
Assignment Sheet 2-1: Brag Sheets
D. STUDENT REFERENCES
1. None
E. SUPPLEMENTAL REFERENCES
1. Baker, John. 1998. How to Negotiate. Iowa State University.
2. Creativity and Leadership. (n.d.) Center for Service Leadership. Retrieved 4/11/05 from
http://www.gmu.edu/student/csl/creativity.html.
3. Covey, Stephen R. 1991. Principle-Centered Leadership. New York, NY : Fireside.
4. Decker, B. 1966. The Art of Communicating. Menlo Park, CA: Crisp Publications.
5. Shenk, Robert. 1997 The Naval Institute Guide to Naval Writing. Annapolis, Maryland:
U.S. Naval Institute.
6. U.S. Navy, NAVEDTRA 11121, Educational Services Officer.
F. STUDENT GUIDE MATERIALS
1. Topic Sheet 2-1: Professional Interactions
2. Outline Sheet 2-1: Oral Communication
3. Outline Sheet 2-2: Counseling
4. Information Sheet 2-2-1: Navy Counseling Categories
5. Outline Sheet 2-3: Performance Evaluation
6. Information Sheet 2-3-1: Written Communication
Leading Petty Officer Leadership Course SG 2-2
Professional Interactions
4. STUDENT GUIDE A-500-0101
7. Outline Sheet 2-4: Conflict Management
8. Outline Sheet 2-5: Influencing and Negotiating
Leading Petty Officer Leadership Course SG 2-3
Professional Interactions
5. STUDENT GUIDE A-500-0101
OUTLINE SHEET 2-1
ORAL COMMUNICATION
1. Introduction
Oral communication skills are essential for a leader. The content covered here will provide
guidance on how to prepare and deliver a brief, but is also helpful in becoming a better
communicator.
2. Elements of Effective Communication
The principles of effective communications serve both one-on-one and public speaking.
There are nine behavioral skills that form the key elements of interpersonal communication.
a. Eye Communication
Your eyes are the only part of your central nervous system that directly connects with
another person. For instance, staring at someone for more than 10 seconds suggests
involvement, intimacy, or intimidation. In public speaking, we are interested only in
involvement. To be more effective, hold eye contact with each of your audience
members for about three seconds. Also beware of eye-dart and slow-blink. Eye dart
conveys nervousness and makes the listener feel uncomfortable. Slow blink conveys the
message: “I really do not want to be here.” When addressing a group, such as your
division at morning quarters, hold your eye contact for about three seconds with an
individual because people around them will feel you are involving them directly in your
speech.
b. Posture and Movement
Stand tall. Lean forward with knees slightly flexed. When you are speaking and you are
confident, your message comes across effectively. This helps offset distracting effects,
e.g., rocking, bouncing, etc.
Proper movement projects confidence. Movement adds to your energy, reflects
confidence, and adds variety to your communication. This is not to be confused with
rocking and pacing. This will help you to connect with the group you are addressing.
c. Gestures/Facial Expressions
To be effective at interpersonal communication, you should have your hands and arms
relaxed and natural when at rest. You should gesture naturally when animated and
enthusiastic. You should learn to smile under pressure.
• How do you look? Find out how you look to others when you are under pressure.
You can get this through feedback from other people or by video taping yourself.
Leading Petty Officer Leadership Course SG 2-4
Professional Interactions
6. STUDENT GUIDE A-500-0101
• Find your nervous gestures. What do you do with your hands when you are
speaking and do not have anything to hold on to?
• Very few people exaggerate their gestures or facial expressions. Try to
exaggerate your positive gestures. Do not worry about overdoing it.
• Smiling – which third describes you? One third of people have open, smiling
faces; 1/3 of people have neutral faces; and 1/3 have serious and intense faces.
Find out which 1/3 you are in and work on developing a smiling face when you
communicate. When it is appropriate, a smile conveys warmth and sincerity.
• Remember the personality factor. People will buy your ideas and be persuaded
much more readily if they like you. Interpersonal communication means
connecting with another person on an emotional level, not just an intellectual
level. If you want friends, you have to be friendly.
d. Dress and Appearance
We form immediate and vivid impressions of people during the first five seconds we see
them. Experts estimate that it takes another five minutes to add 50 percent more
impressions (negative or positive) to the impression we made in the first five seconds.
These first impressions are long lasting.
• Wear your uniform with pride and look sharp. Solicit feedback on your personal
appearance, starting with your peers and friends.
• Dress appropriately at social functions. Your appearance should be appropriate to
the company you are in, your position, and the social situation.
• Never underestimate the impact your appearance makes. The effect of your initial
appearance on others is far greater than you think. Your personal appearance is
an upward manifestation of your ability to set and maintain a standard.
e. Voice and Vocal Variety
Your voice transmits energy. Use a tape recorder to record your voice to become aware
of how much or how little energy you transmit to others.
• Your vocal tone and quality can count for the majority of your message. If people
cannot see you (i.e., telephone, radio, 1MC) the majority of believability comes
from intonation and resonance.
• Do not read speeches. Use notes and outlines of main ideas when you speak.
This will allow you to let your mind spontaneously select words and maintain
contact with your audience.
Leading Petty Officer Leadership Course SG 2-5
Professional Interactions
7. STUDENT GUIDE A-500-0101
f. Language, Pauses, and Non-words
• Direct language. Language is made of both words and non-words. People
communicate most effectively when they are able to select the right words.
An example of a non-word is “huh.”
• Pause. A pause is better than a non-word. Use this technique to solicit feedback.
Practicing and receiving feedback will assist you in recognizing how natural you
appear when you pause.
• Non-words. Replace non-words with pauses. “Umm,” “O.K.,” “you know,”
“well,” “and,” etc., are not only sloppy, but also distracting when repeated as a
habit. Pauses are an integral part of language. Do not be afraid to use a pause for
emphasis. Replacing non-words with pauses makes your language stronger.
g. Listener Involvement
The more involved your listener is, the more you can convince and persuade that person
of your message. Decker (The Art of Communicating, 1966) identifies nine techniques
for involving listeners. These techniques are divided into three areas:
• Style
Drama. Create a strong opening by announcing a serious problem or making a
startling statement. Develop a sense of drama by telling a moving story. Bring it
to life by being as descriptive as possible.
Eye communication. Survey your listeners, constantly ensuring they are watching
you. Try to gauge reactions of your audience by using proper eye contact.
Movement. Purposeful movement transmits a sense of energy and keeps the
audience focused on you.
Visual aids. If possible, use visual aids. This adds to the stimulation and
reinforces learning.
• Interaction
Questions. There are three types of questions that help obtain a deeper level of
involvement:
Rhetorical questions. Use these when you do not have time to actually discuss an
issue but want to make them think.
Calling for a show of hands in response to a question (voting). This gets your
listeners involved and gives you a quiet way to gauge reactions.
Leading Petty Officer Leadership Course SG 2-6
Professional Interactions
8. STUDENT GUIDE A-500-0101
Asking for volunteers to answer questions. Even though only one person gets up,
the energy level of the group will increase.
Demonstrations. A demonstration, by yourself or a volunteer, adds variety to the
way information is presented. A good example of this is role-playing.
Gimmicks. Have fun with your listeners. Get them involved, but always stay in
control of the session. Keep things appropriate for your organization and your
listeners as well. Use creativity while keeping things in good taste.
• Content
Interest. Be sensitive to short attention spans. Remember that we exist in the
sound bite era. Before you speak, ask yourself, “How will I benefit my
listeners?” Make sure your information is current, appropriate, and delivered in a
dynamic fashion.
Humor. Make your humor appropriate to your listeners and relevant to your
point. Be professional.
h. Humor
Humor, properly used, adds to the attraction of the content and helps hold interest.
• Using humor. Humor is one of the most important skills for effective
interpersonal communication.
• Do not tell jokes. Only a very few people tell jokes well, and you are taking a risk
that the jokes may not be politically correct.
• Do tell stories and anecdotes and remember to smile. There is much to be gained
in telling humorous stories, anecdotes, or incidents. Everyone has a humorous
story, and the fact that it is personal adds to the comfort level of delivery and the
warmth of the talk. Remember, people prefer to look at a smiling face.
i. The Natural Self
Be authentic. Be yourself in all communication circumstances, understanding and using
your natural strengths, and building communication weaknesses into strengths. You must
do a self-assessment.
• Acknowledge your strengths and your weaknesses. Once you have acknowledged
your natural strengths and weaknesses, work on both of them.
• Convert your weaknesses into strengths. Establish a routine in which you polish
and perfect your strengths and turn your weaknesses into strengths.
Leading Petty Officer Leadership Course SG 2-7
Professional Interactions
9. STUDENT GUIDE A-500-0101
3. Oral Briefs
An additional administrative duty you may have as an LPO is to prepare a brief. Military
briefs differ from public speaking in several ways. Typically, military briefs are relatively
short and to the point. Since the audience is a “command audience,” attention-getting
devices are normally not needed.
a. Purpose
The primary purpose of a brief is to inform, but it also may have other purposes; first, to
ensure the listener’s understanding of a particular mission, operation, or concept; second,
to enable the listener to perform a specific procedure; and third, to provide the listener
with information on which to base decisions.
Often, several people participate in a brief. In a briefing for an operational plan, for
instance, one group may cover the administrative, tactical, logistical, and operational
phases, and another group may explain the mission. To enable the listeners to grasp all
this information as a unit, each briefer must give only the essential information in as few
words and as few minutes as completeness and clarity will permit.
b. Types
The two major types of oral briefs are formal and informal. A daily, informal brief of the
members of your work center will require a different approach and degree of preparation
than a formal brief of your XO.
c. Techniques
(1) Preparation
Formal briefs usually allow a period for preparation. In this preparation, consider
the:
• Purpose (to inform, persuade, or both)
• Nature of the audience
• Complexity of the topic
• Characteristics of the briefing space
• Requirement for practice and feedback.
In preparing to brief others, you must analyze the data, choose the significant
facts, and organize them carefully. Your explanation should be simple, precise,
and factual. Jokes and anecdotes rarely have a place in a brief. If you are able,
however, you may occasionally use humor to help you make a point or clarify a
problem. Assume the listeners are ready for a serious talk ─ they want to hear the
vital information on a specific subject presented as clearly as possible. When you
give a brief, you are likely to face a captive audience. Analyze the rank and
experience of the people you are to brief, and try to determine what your best
Leading Petty Officer Leadership Course SG 2-8
Professional Interactions
10. STUDENT GUIDE A-500-0101
approach will be. You cannot always say what your listeners want to hear, but
you can try to speak in the manner they will most easily understand, which is
necessary in a good brief.
(2) Organization
As a member of the Navy, you need to be adept at stating your ideas accurately,
briefly, and clearly. Logical organization of your material will help your listeners
understand it. When organizing the introduction, body, and conclusion of the
brief, keep the purpose of the communication in mind. The purpose could be to
give your listeners an understanding of a certain mission, operation, or concept.
Alternatively, the purpose could be to enable them to perform a specific
procedure. In either case, organize your material as you would for a speech. On
the other hand, if the purpose is to provide your listeners with information on
which to base decisions, a problem-solving plan to organization can be most
effective.
(a) Introduction
Since your listeners need and want to know about your subject, you will not
need time-consuming, attention-getting devices. If another speaker introduces
you and your subject, you need only give a quick overview of the subject and
proceed immediately to the main points. If you are not introduced, you might
simply say, “Good morning. I’m Petty Officer Jones; I’ll be briefing you on
_____________.”
You should state the point clearly and concisely at the beginning of your brief
so that your audience knows what they are listening to and what they can
expect from the rest of your brief.
(b) Body
You must amplify the point you are trying to make or the area you are trying
to cover. You should support that point. You must bring the audience enough
information to inform them or to help them make a decision, whatever the
purpose of your presentation happens to be.
The information for the body of your brief requires careful consideration from
the standpoint of content as well as delivery. If possible, present only the
facts. Your facts should be provable, and you should have the proof with you
in case your listeners ask for it. Because you must be brief, you may have to
omit many details from your talk. This can cause you to oversimplify a
difficult subject. One way to avoid over-simplification is to prepare a folder
of “documentation” for your listeners to refer to after you finish the brief. In
your opening remarks, tell them it is available. You gain in several ways from
Leading Petty Officer Leadership Course SG 2-9
Professional Interactions
11. STUDENT GUIDE A-500-0101
letting your listeners know at the outset that they will have access to complete
information on your subject.
1) First, your listeners are more apt to accept the validity of your
information because they know they can check your evidence.
2) Second, they are less likely to ask needless questions or to interrupt for
other reasons.
3) Third, they will go along with very simple visual aids because they
know they can get information that is more detailed if they need it.
Another way is to prepare “backup” slides that present detailed information on
specific issues. If questions are asked, you will be ready and will increase the
confidence your audience has in you. If certain facts are not available and you
must make an assumption, identify the assumption, say that it is necessary,
and continue. If your listeners wish to challenge the assumption, they can do
so during the question-and-answer period, at which time you should be able to
explain your rationale. Normally, you do not interpret the information in your
brief. Present the facts and let your listeners draw the conclusions. Such
phrases as “In my opinion,” “I think,” and “I take this to mean” are generally
signs that the briefer is going beyond the mere presentation of information and
is interpreting the meaning of the information. Emotional appeals have no
place in a brief. Your listeners will be justified in doubting your objectivity if
your presentation is charged with emotion. This does not mean that your
delivery should be dry and lifeless ─ rather, quite the contrary. Because you
must present pertinent information and nothing more, you should strive for an
animated and interesting delivery.
Visual aids can help you show quickly and clearly many things that you
would have trouble putting into words. One glance at a map would show your
listeners more about air bases in Communist China than 15 minutes of words
alone. Practice the brief with your visual aids until you can use them
smoothly. They should be an integral part of your presentation. If you do not
practice your brief, such simple acts as uncovering or recovering a chart can
cause awkward breaks in a brief.
(c) Conclusion
You must end your brief appropriately. The conclusion should bring the brief
together in a concise manner; reviewing the topic but keeping it short.
This part of a brief should be short but positive. Summarize your main points
if you feel it is necessary. Since a question-and-answer period usually follows
a brief, one concluding sentence might be “Ladies and gentlemen, are there
any questions?”
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If a question period is not to follow, you might simply say, “Ladies and
gentlemen, this concludes my brief.” Know your subject forward and
backward. You will face challenges no matter how rational you are. As an
experienced speechwriter might say, “Nothing is more embarrassing than to
have some know-it-all in the back of the room raise a hand and ask a question
that succeeds in wresting control of the subject matter from you.”
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13. STUDENT GUIDE A-500-0101
OUTLINE SHEET 2-2
COUNSELING
1. Introduction
Your Sailors’ performance and welfare are integral to your success as a leader. Conducting
counseling is a means to address any concerns or issues your Sailors may have. This topic
will introduce characteristic of an effective counselor, as well as steps to take for an effective
counseling session.
2. Characteristics of Effective Counselors
An effective counselor combines several traits to be successful.
a. Desire to help others
An effective counselor displays a sincere interest in people. Successful counselors also
know their limits, are aware of referral sources, and are willing to make necessary
referrals as necessary.
b. Patience
Effective counselors remain in control in an atmosphere of excitement, discontent, or
hostility, and they manifest self-control when provoked.
c. Emotionally Stable
It is important for effective counselors to maintain a calm demeanor.
d. Courteous
Generally, effective counselors are polite and courteous. However, there may be specific
examples where confrontation is necessary for counseling to be effective.
e. Non-judgmental
It is important that an effective counselor does not convey his/her personal standards.
f. Empathetic
An effective counselor needs to be empathetic. This involves the ability of seeing a
situation from where the Sailor being counseled sees it. The counselor does not pass
judgment against the Sailor being counseled for personal views, but addresses wrong
ideas and attitudes firmly, fairly, and dispassionately.
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14. STUDENT GUIDE A-500-0101
g. Active listener
Active listening or effective listening skills are critical to be an effective counselor. The
counselor listens to what is said as well as what is implied by observing tones and
reaction.
3. Steps for an Effective Counseling Session
a. Prepare
Preparation for a counseling session is necessary to observe and adequately document
behavior.
Gather as much information as possible about the problem and the Sailor being
counseled. Talk to peers, other people in the chain of command, and check any available
records.
Part of your preparation is to review counseling records, if any exist, on the Sailor being
counseled.
Consider where you want to be at the end of the session. Determine the purpose of the
counseling session.
Preparation is the key to successful counseling. Sometimes planning may not be
possible, such as when a Sailor asks for help or when we give a pat on the back for an on-
the-spot observation. In such situations, counselors who know their people, their
people’s responsibilities, and can mentally prepare, can respond to their needs.
b. Initiate the Session
The counselor needs to initiate the session.
• Indicate that you want to talk with the Sailor being counseled. In some instances,
the Sailor being counseled may initiate the session.
• Choose an appropriate place to meet.
Be aware of the CO’s counseling policy before conducting cross-gender or closed-door
counseling. Ensure consistency when selecting the counseling location. If there is
concern about cross-gender or closed-door counseling, consult the Equal Opportunity
program specialist and command directives.
• Agree on a time to meet.
Whether by memo, telephone, or face-to-face, stress the importance of maintaining the
Sailor’s dignity and keeping private issues private to the extent possible (confidentiality).
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15. STUDENT GUIDE A-500-0101
Belittling the Sailor being counseled in front of shipmates or showing little respect for
feelings will hinder your counseling attempts.
c. Create Suitable Conditions
• Ensure physical comfort, if possible (e.g., chairs, coffee, or other things to help put
the Sailor being counseled at ease).
• Guarantee confidentiality within your legal and ethical bounds. Do not joke with
anyone about the counseling session.
• Be attentive to what the Sailor being counseled is saying.
• Consider what you will do to eliminate interruptions.
d. Explore and Understand the Real Situation
• State the reason for the meeting. In a career counseling session, the Sailor being
counseled may often initiate the meeting. If so, the Sailor being counseled should
state the reason for the meeting.
• State your concerns regarding the Sailor being counseled. (Include your observations
of the Sailor’s behavior.)
• Elicit relevant information from the Sailor being counseled. Be sure to use open-
ended questions.
• Discuss the situation fully so you both understand it. Ask clarifying questions to
determine how well the Sailor being counseled understands the discussion.
e. Define Goals and Develop a Plan
Move toward the ideal (where the Sailor being counseled would like to be or should be).
The Sailor being counseled needs to state the goal. In order to move toward the goal the
following steps should be taken.
• Have the Sailor being counseled verbalize the ideal state (goal). Stating the goal
demonstrates that the Sailor being counseled is taking responsibility for solving the
problem and demonstrates your positive expectations of the Sailor being counseled
concerning his or her own ability to solve the problem.
• State your realistic expectations about the Sailor being counseled.
• Identify blocks to problem resolution that are created by an external source, such as
the Navy, family members, etc.
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16. STUDENT GUIDE A-500-0101
• Identify blocks to problem resolution that are created by the Sailor being counseled.
• Identify potential sources of help.
• Outline options for action steps; assist the individual and make the individual take
responsibility.
• Encourage the Sailor being counseled to make a commitment to action steps that
support the goal. You may even ask, “How committed are you to this action plan?”
• State your positive expectations about the Sailor being counseled. Determine the
measures to identify progress toward the goal.
f. Monitor and Follow-up
• Agree on who is responsible for monitoring measurable change – the counselor, the
Sailor being counseled, or others in the chain.
• Agree on what will be done if the planned action steps are not implemented. By
whom? When? Also, discuss what the Sailor being counseled should do if there are
problems in implementing the action plan.
• Agree on a time and place for the follow-up session(s). Mention what the agenda for
the next meeting will include.
g. Document
The heart of a successful counseling program is good documentation. This applies to
both positive and corrective counseling experiences. NAVPERS 1616/25 (5-90), Record
of Enlisted Counseling is an excellent form to document the counseling session. This
form can be used for a variety of counseling purposes and helps to structure the
documentation of the session.
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17. STUDENT GUIDE A-500-0101
INFORMATION SHEET 2-2-1
NAVY COUNSELING CATEGORIES
A. INTRODUCTION
There are four general types of counseling sessions. These include personal, career,
performance, and disciplinary.
B. INFORMATION
1. Personal
Personal counseling is necessary when a Sailor has difficulty coping with situations,
either on or off the job. Personal problems may be financial, legal, educational, moral, or
religious. They may also include rank and promotion, job assignment, or any problem
involving the individual’s well being. Supervisors need to be concerned about a
member’s personal life because personal problems frequently affect work performance.
Supervisors who know their people can more effectively work with their personal
problems.
Purpose
Personal counseling is used to help an individual reach a solution to a personal problem.
Available Resources
Navy Fleet and Family Support Centers, www.persnet.navy.mil/pers66/index.htm
offers a wide range of command programs for service members and their families. Some
of the programs offered are listed below.
• Information and Referral – These services include information about NFSC
programs and services, community agencies and resources available in both the
military and civilian communities. Volunteer opportunities are also available for
active and retired military and family members.
• Relocation Assistance – Relocation Services help service members and families
deal with the stress of moving by providing education, information, and
individual assistance.
• Exceptional Family Member Program (EFMP) – The EFMP ensures military
family members with special needs are able to receive required services wherever
they are assigned.
• Personal Financial Management – This program assists active duty military and
family members to enable them to manage finances effectively and avoid debt.
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• Employment Assistance – These programs and services assist transitioning and
retiring military personnel in building employment skills. Services are also
available for family members seeking employment assistance.
• Parenting Workshops/Stress Management – These prevention and enrichment
programs are designed for individuals, couples, and families.
• Counseling – Clinical counseling services are available for individuals, couples,
and groups.
• Volunteer Opportunities – Consider volunteering with your Navy Family Service
Center.
Navy Marine Corps Relief Society, www.nmcrs.org, exists to help those eligible, to
cope with unusual financial needs, and to continue living within their means. To do this,
counseling, loans, grants, various services, and referral to other community resources are
available. There are no fees for such help. Depending on the circumstances of the need,
financial assistance can be provided in the form of an interest-free loan, a grant, or a
combination loan and grant. The form of financial assistance is determined by analyzing
the individual's budget that is prepared with the help of one of the Society's trained
budget counselors or interviewers.
The American Red Cross, www.redcross.org, is uniquely equipped to provide an
exclusive worldwide communications and support network that serves as a lifeline
between military service members and their families. For the American Sailor and his or
her family, the Red Cross is the connection to home, relaying urgent information ─ a
family crisis, a death in the family, a financial emergency, or a joyous birth.
The Department of Veterans Affairs (VA), www.va.gov, is a worldwide resource that
provides information on VA programs, veterans’ benefits, VA facilities worldwide, and
VA medical automation software. The VA serves several major constituencies, including
the veteran and his/her dependents, Veterans Service Organizations, the military, the
public, and VA employees around the world.
The Naval Personnel Command has set up a Quality of Life Mall on its Web site,
(www.persnet.navy.mil/). Other services the Naval Personnel Command provides are
easily linked, such as the Navy Family Ombudsman Program, Navy Wifeline
Association, etc.
For information on:
• Burial at sea, visit www.history.navy.mil/faqs/faq85-1.htm#anchor148456.
• Deaths and funerals, see U.S. Navy Regulations, Chapter 12, Section 10,
neds.nebt.daps.mil/regs.htm.
• Decedent Affairs, see NAVMEDCOMINST 5360.1 (series), Decedent Affairs
Manual, navymedicine.med.navy.mil/instructions/external/5360-1.pdf.
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Impact or Outcome
Since personal counseling is used to help an individual reach a solution to a personal
problem, the resolution to this type of problem would lead to a happier person in general,
and to a happier more content Sailor on-the-job. Clearly personal problems can lead to
problems at work, and having a support system to aid in the resolution of personal
problems leads to a better work environment in general.
2. Career
Career counseling is an important component of Sailor development. Career counseling
is called for when a Sailor is making a significant decision concerning career change,
seeking options or ideas to plan career paths, or considering further education or training.
A supervisor is responsible to ensure a Sailor has all the appropriate assistance and
guidance to fully consider all aspects of the career decision.
Purpose
Career counseling is used to help an individual make decisions about career changes,
career paths, education, and training.
Available Resources
For information on career counseling, see:
• Your Command Career Counselor.
• Your Command Retention Team.
• NAVPERS 15878, Retention Team Manual, available: www.npc.navy.mil
• NAVPERS 15909, Enlisted Transfer Manual available: www.npc.navy.mil
• The BUPERS Web site at www.npc.navy.mil
• The CNET Web site at www.cnet.navy.mil.
• The CANTRAC Web site at
https://cetarsweb.cnet.navy.mil/pls.cetars/main.action?V_LOC=home
For information on the Naval Reserves, see www.navres.navy.mil/navresfor/.
Impact or Outcome
Having career counseling available to Sailors enables them to define their career
options and paths. When guided in a positive manner this career counseling and
guidance can lead to well-trained personnel, and a higher level of retention.
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3. Performance
Performance counseling is conducted to help Sailors achieve and sustain a high level of
performance. Counseling is appropriate for the individual who is not performing at a
level consistent with unit or command standards as well as the individual who is
performing in an average or above average manner. Performance counseling can also be
positive and involve setting goals for personal and professional development. Mid-term
counseling and scheduled counseling are major focuses of the Navy’s performance
evaluation system. Counseling shall be performed at the midpoint of each evaluation
cycle and when the fitness or evaluation report is signed.
Purpose
The purpose of performance counseling is to enhance professional growth, encourage
professional development, and improve communication among all command members.
Available Resources
For information on performance see BUPERSINST 1610.10A, Navy Performance
Evaluation and Counseling System, or the BUPERS web site at www.npc.navy.mil.
Performance evaluations will be discussed in more detail in Topic 3-4, Performance
Evaluation.
Impact or Outcome
Performance counseling serves as a means for small corrections and guided improvement
as well as identifying growth areas. It helps ensure quality work and is an appropriate
setting in which to identify retraining needs. It is the perfect place for professional goals
to be identified and mentoring relationships established. The outcome of performance
counseling can serve as improvement in average or below average performers, as well as
guidance and identification of growth areas in above average personnel. This ultimately
affects the work center in improved performance of its entire staff.
4. Disciplinary
Disciplinary counseling is conducted when an individual has violated a specific order or
regulation. Disciplinary counseling is directive and one-way guidance. It should include
a discussion of the violation and necessary changes in performance or behavior. It may
also include discussion of the options available to the individual within the chain of
command. Emphasis should still be focused on retaining the Sailor being counseled as a
full, productive member of the work center.
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Purpose
Disciplinary counseling is used to help an individual understand the seriousness of
violating a specific order or regulation, and to ensure this type of violation will not occur
in the future.
Available Resources
Resources may include those up the chain of command as well as the Equal Opportunity
(EO) program specialist, Personnel, LCPO, and Command Master Chief. In addition,
personal counseling may be appropriate. For information on:
• Standards of Conduct, see U.S. Navy Regulations, Chapter 11,
neds.nebt.daps.mil/regs/htm.
• Uniform Regulations, see
http://buperscd.technology.navy.mil/bup_updt/508/unireg/uregMenu.html
• JAGINST 5800.7 (series), Manual of the Judge Advocate General (JAGMAN).
• The Uniformed Code of Military Justice may also be helpful.
Impact or Outcome
Disciplinary counseling ultimately is intended to correct and improve an individual’s
performance. It is generally directed to a specific incident, or set of behaviors. Often the
work center would be affected adversely by any behaviors requiring disciplinary
counseling. Clearly, improvement after such a counseling session would affect the work
center in a positive manner.
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22. STUDENT GUIDE A-500-0101
OUTLINE SHEET 2-3
PERFORMANCE EVALUATION
1. Introduction
For the LPO, a common type of written communication is the performance evaluation.
Performance evaluations are also an opportunity to apply performance-counseling skills such
as the evaluation process and feedback.
2. Performance Evaluations
a. Factors that Impact Performance Evaluation
Factors that impact performance evaluation generally fall into two categories:
quantitative and non-quantitative.
(1) Quantitative Factors
“Figures, numbers, percentages, dollars, ratios, grades – whatever you can quantify
might conceivably be more meaningful to a selection board sweating hard to judge
one person against another fairly. Figures and graphics are hard to dispute and
sometimes seem to be more objective than descriptive statements. Seek them and
make use of them, within reason, and with good knowledge of their likely effect
(Shenk, 1997, p. 166).”
(2) Non-quantitative Factors
“Details regarding nonquantifiable achievements are equally useful and usually more
plentiful. Accomplishments affecting the primary mission are perhaps most
significant, and the variations of actual achievements require description. Adjectives
without supporting details are weak, so support the accolades with facts (Shenk,
1997, p. 167).”
b. Documentation
Routine documentation is the key to a successful evaluation program. It provides the
basis for a realistic appraisal that reflects a Sailor’s performance. Documentation
involves positive as well as negative performance.
The Privacy Act of 1974 places limitations on files that may be maintained on
individuals. Personal notes or records (such as wheel books) may be kept as memory
aids regarding performance, conduct, and development of persons supervised, and are not
prohibited as long as:
• They are kept and maintained only for the personal use of the supervisor who
wrote them.
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• They are not circulated to anyone else.
• They are not under the control of, or required by, the Navy.
• They are kept or destroyed as the supervisor who wrote them sees fit.
• The information is safeguarded and protected to preclude unauthorized disclosure.
• They are not regarded as a “secret file” and are used openly as memory aids when
discussing a member’s performance and general counseling.
c. Using Standards-Based Evaluation
The evaluation report creates an objective record of performance on which official
actions may be based. Evaluation preparation has several important components; the
mid-term counseling, the brag sheet, and the written EVAL.
Superior commands pay special attention to establishing, communicating, and enforcing
standards. They are concerned about job performance standards, knowing how well they
perform affects safety, accomplishing their mission, and ultimately the security of our
country. In superior commands:
• Standards are clear and consistent.
• Standards are realistic and high.
• Standards are continuously monitored.
• Positive and negative feedback is frequently given.
• Performance problems are handled quickly and appropriately.
• All levels participate in enforcing standards.
d. BUPERINST 1610.10A
This instruction provides guidance in performance evaluations. Refer to it as you
research the following for the LPOLC:
• Individual Trait Average
• Summary Group Average
• Promotion Recommendation
• Block 51.
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24. STUDENT GUIDE A-500-0101
INFORMATION SHEET 2-3-1
WRITTEN COMMUNICATION
A. INTRODUCTION
Even if writing is not significant a part of the job, every Sailor needs to be able to write well.
Advancements and increased responsibilities require greater versatility in writing. You
should improve your writing skills to ensure your message is properly transmitted. Your
credibility as a leader depends on your ability to communicate effectively.
B. WRITTEN COMMUNICATION CONCEPTS
1. The Writer’s Triangle
As in navigation, good writers look for fixed points of reference from which to plot
their positions and ideal headings. The classic writer’s triangle is:
Writer
Audience Subject
“By knowing your audience, your subject, and yourself, you can gauge your position
with respect to any written communication (Shenk, 1997, p.5).”
(a) Audience – The originator’s attention to the audience or recipient(s) can affect the
routing or attention of correspondence. What is the rank, position, or billet you
are addressing? Is the person senior, junior, or at the same level in the
organization? How important is the boss of the person you are writing to?
Personality – be aware of background and preferences. For example, unless the
reader is an aviator, avoid aviation phrases and terminology. Writing style and
use of acronyms and jargon should be tailored to the audience, and closely
monitored when writing to non-military audiences.
(b) Subject considerations – Readers tend to read the entire document if the subject
directly affects their lives; i.e., pay. Other subjects may not hold the reader’s
interest beyond the first two paragraphs, so the point must be made quickly.
Knowing the subject and the way readers usually treat a document is valuable. In
long documents, headings help alert readers to key information. Writing technical
material requires great patience and detail. Space considerations in briefings or
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messages require word economy and discipline. Use of examples, statistics, and
graphics may be appropriate to support a position.
(c) In knowing yourself, writers should always remember who they are and the self-
image they want to project in the correspondence. Deference and respect are
always good qualities in writing to seniors, but this is sometimes forgotten when
juniors write to selection boards, criticizing their seniors or the service to explain
problems or low marks. Act to be believed and respected whenever you write or
speak. Know what your writing sounds like, and make use of that knowledge to
get your message across.
(d) One other perspective of writing, not included in the writer’s triangle, is writing
for “the boss.” Frequently, you may be drafting written correspondence or
documents for someone else’s signature. Writing for seniors can require
considerable adjustment. Advice can include: Keep the facts in, and leave the
adverbs out; give the senior more than needed; solicit feedback from your senior;
learn the senior's key phrases; obtain samples of previous CO/XO correspondence
to use as examples.
2. Purpose of Naval Correspondence
The major purpose of written communications is to establish a formal chain of
command, authority, procedures, tactics, and historical record. While most Sailors
should be familiar with memorandums and Naval letters, Naval correspondence
includes documents that serve virtually all the administrative functions of the Navy.
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26. STUDENT GUIDE A-500-0101
OUTLINE SHEET 2-4
CONFLICT MANAGEMENT
1. Introduction
Webster’s New World Dictionary provides synonyms for conflict that include “fight,”
“struggle,” and “contention” and defines it as a “sharp disagreement or opposition of
interests, ideas, etc.” The very nature of the LPO position guarantees that conflict will be a
part of his or her work experience. In general, all organizations, including the Navy are
becoming much more interested in understanding the causes and impacts of workplace
conflict.
2. Sources of Conflict
Workplace conflict is inevitable. Conflict exists in our work lives for several reasons: there
is competition for limited resources; we experience role conflict from competing demands or
expectations; there are personality clashes; or we have to cope with aggressive personalities.
One way of categorizing the many sources of conflict we experience is in terms of external
factors, internal factors, and the behavior of others (Schermerhorn 1994).
External factors are those factors that surround the work group and impact all members
equally. Examples are poorly functioning equipment, time constraints, and badly designed
policies or procedures. Any or all can contribute to workplace conflict.
Internal factors exist within work center personnel and include dissimilar values, biases, fear
of the unfamiliar, unrealistic expectations, and inflexibility. These factors are major sources
of conflict between individuals who work together toward a common goal (a work center
team).
The behavior of others that we perceive as annoying or irritating can be a source of
interpersonal conflict. Failure to listen, disrespectfulness, judgmental comments, repeated
excuses, clash of styles, offensive language or personal hygiene are all potential sources of
conflict to individuals who work or live together.
3. Conflict Management Modes
Conflict management modes or conflict management styles refer to the different approaches
that people use when they find themselves in a conflict situation. Individuals view conflict
differently. Some see conflict as something to be avoided at all costs. This may be because
these individuals have experienced the destructive effects of conflict, or their personality
types are not comfortable with confrontation or disagreement with others. Some individuals
see all conflicts as something to be dominated ─ winning at all costs. Other individuals
recognize which conflicts are important to win, which are to be negotiated, and which are not
important at all. Ideally, a leader will become the third type of individual, one who manages
conflict to enhance the work center and reduces the negative destructive effects of conflict.
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The most common model for determining conflict management style is based on the balance
between satisfying your own concerns (assertiveness) and satisfying the concerns of others
(cooperativeness). Each of us has a preferred style of dealing with conflict, but individual
approaches to conflict can change, based on the stakes involved in winning or losing. For
example, a mild-mannered person who normally shuns conflict may become confrontational
if his or her family is threatened.
The following matrix identifies the five most common conflict management styles (adapted
from Thomas 1992 and Hersey 1996).
HIGH
Win-Win
ASSERTIVENESS
Win-Lose Collaboration
Competition
Compromise
Lose-Lose Lose-Win
Avoidance Accommodation
LOW ACCOMODATION HIGH
a. Win-Lose/Competition - refers to the type of person who only worries about having their
own needs met and does not care much about other’s needs or concerns. This quadrant is
high in recognizing one’s own needs (assertiveness) and low in recognizing other’s needs
(accommodation). This competitive approach is appropriate in sporting events (winners
and losers). Since the winner gets all and the loser gets nothing, this approach is not
appropriate when the feelings and concerns of both parties need to be considered.
Feeling like a loser is not a positive emotion. When an individual has low power and is
in conflict with a higher-powered individual, he or she will most probably choose to stop
feeling like a loser by escaping from the situation – either literally or figuratively. For
example, leaving the Navy, or diverting most of his or her creative energy into other
areas of their life.
b. Lose-Win/Accommodation - These are the types of people who always give others what
they want without speaking their minds. They typically do not talk about their own needs
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or what is important to them. Relationships are more important to them than their own
goals. They do not like to hurt anyone’s feelings, want to be liked and accepted, and
prefer to make everyone happy. They prefer to give in rather than face a confrontation or
anger. When the stakes are low, this is an appropriate style. If I would be happy either at
the beach or in the mountains, and my spouse really wants to go to the beach for
vacation, the accommodation approach makes him or her happy and me happy.
However, when this approach is used consistently, accommodators become doormats.
c. Lose-Lose/Avoidance - Avoiders neither stand up for their own needs, nor make sure the
other person is happy; they just retreat and avoid the issue by withdrawing from the
conflict. Located in the lower left quadrant (low assertiveness and low accommodation),
these individuals avoid conflict regardless of the importance of the issue. In doing so,
they save themselves from the risk associated with confrontation and the possibility of
losing, but also lose the opportunity to stand up for what they want, to discover the other
person’s needs and wants, and to achieve personal growth. In some cases, this style can
be useful to leaders because some conflicts, like those between co-workers, will work
themselves out and may even serve to tighten the bond between them. If the leader
intervened, the opportunity would have been lost or escalated, but not resolved.
d. Win-Win/Collaboration - These are individuals who see the benefits to conflict and work
toward a solution that will meet the needs and concerns of all parties. A collaborator
wants everyone to be satisfied and realizes that everyone needs to have a say in the
outcome of a conflict. By including all parties and listening to all concerns, the end result
is often a better outcome than just meeting the needs of one party. It is important to
remember that just feeling like your concerns are important, and that there is a genuine
attempt to reach accommodation, increases positive feelings and creates an atmosphere of
cooperation and productivity. This is always an appropriate approach to take if possible.
The win-win approach should always be tried first, before moving on to other
approaches. Although ideal, this approach is not always available to leaders due to time
constraints, or in a counseling or punitive situation.
e. Compromise - Sometimes mistakenly seen as collaboration, compromise means that each
party gives up a part of what he or she wants. Certainly this can be an effective way to
resolve some conflicts ─ especially when you need to reach a quick decision that keeps
both parties somewhat happy ─ but it also can be a way to avoid working for a true win-
win outcome. If a true win-win outcome is the desired goal, avoid a rush to compromise.
Additionally, compromise often results in a mediocre resolution that meets no one’s
needs. Remember the choice of the beach versus the mountains? Meeting half way
could put you in the Swamp View Hilton!
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29. STUDENT GUIDE A-500-0101
OUTLINE SHEET 2-5
INFLUENCING AND NEGOTIATING
1. Introduction
Leaders must possess and successfully demonstrate skills in influencing subordinates, peers,
and superiors, in addition to negotiating with personnel at all levels and communities in order
to achieve specific goals.
2. Influencing
Influencing is not manipulation, but rather a building of good working relationships. This
ability to persuade others to your perspective requires you to build good working
relationships through strong interpersonal and communication skills.
The following are methods to influence others, grouped into two categories:
a. Lead by Example
(1) Exercise patience with others
When stressed, impatience may get the better of us and we may say or do something
we never intended. Patience is the calm acceptance of reality, understanding life
and work is comprised of processes and cycles.
(2) Distinguish between the person and the behavior or performance
The ability to distinguish between the person and the performance in others requires
a personal sense of self-worth. Do not confuse or let your Sailors confuse their own
self-worth with their job performance.
(3) Keep promises you make to others
The ability to make and keep promises is a measure of our integrity.
(4) Focus on the circle of influence
Working positively within your realm of control will expand your circle of
influence.
b. Foster Professional Interactions
(1) Seek first to understand
Empathize; understand the other’s point of view.
(2) Create a climate for questions and new ideas
Do not criticize, judge, belittle other’s questions or ideas (Covey, 1998).
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30. STUDENT GUIDE A-500-0101
3. Negotiating
When there is a conflict of interest, what one wants is not what the other wants, negotiation is
where both sides discuss possible solutions. The following are negotiation techniques
everyone can use.
• Set the agenda
Identify the issue you are trying to resolve.
• Establish your goals
Know what you want to accomplish before you begin.
• Know your wants and needs
Negotiate to meet your needs, not your wants.
• Do not confuse your goals with the issue
Goals are what you want to accomplish and issues are differences that arise during the
negotiation.
• Mutual protection is better than mutual destruction
Negotiate to find a solution that will benefit all parties.
• Relationships are important
Do not destroy the relationship you have with the other party involved in order to
accomplish your goal.
• Avoid trying to exercise power or controlling the process of negotiations
Recognize the needs of the other party involved.
• Do not stereotype
Recognize people for who they are, not what you think they are.
• Do not bargain against yourself
Wait for a response from the other party involved.
• Identify interference
Identify what will interfere with meeting your needs.
• Seek a settlement
Respond to meet your needs and goals. Do not reciprocate emotion.
• Be proactive, not reactive
Do not wait for the other party to take the lead in seeking a solution, make a proposal.
• Be flexible
Be willing to “give” in order to “get” (Baker, 1998).
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