The document outlines the purpose, composition, tone, responsibilities, and topics that can be discussed during Career Development Boards (CDBs) for enlisted Navy personnel. CDBs aim to provide sailors opportunities to develop professional skills, discuss career goals and plans, address advancement or schooling issues, and receive guidance from experienced personnel to enhance career progression and retention. Membership includes the Command Master Chief, Career Counselor, Personnel Officer, and sailor's supervisor. CDBs should be conducted in a comfortable environment and provide confidential advice, feedback, and information to help sailors achieve their professional objectives.
Here is the compilation on what may matter to your Career & your Sailor’s from July-August 2010. Please review, pass & post. This is an opportunity to talk to our Sailors about the many tools they should be taking advantage now. This month it is focus on Career Development Board, share this to your CDB board members (LCPOs, Supervisors, Mentors and Departments) - so they know the importance of CDB nowadays and hope that this will help assist, guide or simplify your CDBs
The document provides a resume for Oscar Poyer, an Operations Manager and 20-year military veteran with experience leading teams of 25-150 people in dynamic environments both domestically and abroad, who is seeking a new position utilizing his expertise in areas such as personnel management, process improvement, and risk management. Poyer has a proven track record of success in training and developing personnel, accounting for millions of dollars in equipment and supplies, and planning complex operations. He holds several certifications and awards and has extensive experience with software like Microsoft Office and operating systems.
The document introduces an e-portfolio tool called Assessment Manager that can:
1) Manage the assessment process for qualifications by tracking learner progress, assigning assessments, and providing reporting.
2) House full qualification structures and unit standards and allow assessors to mark assessments online.
3) Accommodate the three different forms of assessment (knowledge & theory, practical skills, work experience) required by the Quality Council for Trades and Occupations (QCTO).
The document describes the duties of a Vessel Traffic Management Training Coordinator position. The coordinator develops, administers, and maintains a comprehensive training program for vessel traffic service personnel. This includes creating lesson plans, tests, and on-the-job training. The coordinator also ensures personnel are qualified and certified according to national standards. Additional responsibilities include coordinating meetings on training issues, assisting with development of a national certification course, and studying training effectiveness to improve curriculum.
Roy Cherry is a retired Marine with 21 years of experience in leadership and management roles. He has extensive experience in recruitment, sales, and personnel management. His background includes overseeing over 200 personnel and $2 million in resources. He now seeks new opportunities to apply his skills in leadership, operations, training, and customer service.
Martin Changa is a trainer, facilitator, and management consultant based in South Africa. He has over 20 years of experience in financial planning, management consulting, education, and training. He holds numerous qualifications and accreditations in assessment, facilitation, financial advising, and human resources. Changa specializes in topics like change management, leadership, project management, and financial training. He has developed and delivered many short learning programs to organizations. Changa aims to provide participative training that empowers trainees and ensures their individual needs are met.
The document discusses skills development legislation in South Africa. It outlines several key acts that regulate training: the Skills Development Act, Skills Development Levies Act, SAQA Act, and Employment Equity Act. These acts work to ensure training takes place according to industry needs, is affordable, standardized, equitable, and of high quality. The legislation benefits skills development but also faces challenges of complexity that burden employers. Learnerships provide both workplace experience and formal assessment to benefit graduates and employers.
Deonita Damons & Linda Meyer Workplace RPLLinda Meyer
This document discusses recognition of prior learning (RPL) in South Africa. It defines RPL and outlines the four levels of competencies that should be assessed in the RPL process according to SAQA. New legislation is discussed, including the Quality Council for Trades and Occupations (QCTO) which is responsible for quality assurance of occupational qualifications. The document also examines catalysts like workplace competitiveness and inhibitors like cost that impact the RPL process.
Here is the compilation on what may matter to your Career & your Sailor’s from July-August 2010. Please review, pass & post. This is an opportunity to talk to our Sailors about the many tools they should be taking advantage now. This month it is focus on Career Development Board, share this to your CDB board members (LCPOs, Supervisors, Mentors and Departments) - so they know the importance of CDB nowadays and hope that this will help assist, guide or simplify your CDBs
The document provides a resume for Oscar Poyer, an Operations Manager and 20-year military veteran with experience leading teams of 25-150 people in dynamic environments both domestically and abroad, who is seeking a new position utilizing his expertise in areas such as personnel management, process improvement, and risk management. Poyer has a proven track record of success in training and developing personnel, accounting for millions of dollars in equipment and supplies, and planning complex operations. He holds several certifications and awards and has extensive experience with software like Microsoft Office and operating systems.
The document introduces an e-portfolio tool called Assessment Manager that can:
1) Manage the assessment process for qualifications by tracking learner progress, assigning assessments, and providing reporting.
2) House full qualification structures and unit standards and allow assessors to mark assessments online.
3) Accommodate the three different forms of assessment (knowledge & theory, practical skills, work experience) required by the Quality Council for Trades and Occupations (QCTO).
The document describes the duties of a Vessel Traffic Management Training Coordinator position. The coordinator develops, administers, and maintains a comprehensive training program for vessel traffic service personnel. This includes creating lesson plans, tests, and on-the-job training. The coordinator also ensures personnel are qualified and certified according to national standards. Additional responsibilities include coordinating meetings on training issues, assisting with development of a national certification course, and studying training effectiveness to improve curriculum.
Roy Cherry is a retired Marine with 21 years of experience in leadership and management roles. He has extensive experience in recruitment, sales, and personnel management. His background includes overseeing over 200 personnel and $2 million in resources. He now seeks new opportunities to apply his skills in leadership, operations, training, and customer service.
Martin Changa is a trainer, facilitator, and management consultant based in South Africa. He has over 20 years of experience in financial planning, management consulting, education, and training. He holds numerous qualifications and accreditations in assessment, facilitation, financial advising, and human resources. Changa specializes in topics like change management, leadership, project management, and financial training. He has developed and delivered many short learning programs to organizations. Changa aims to provide participative training that empowers trainees and ensures their individual needs are met.
The document discusses skills development legislation in South Africa. It outlines several key acts that regulate training: the Skills Development Act, Skills Development Levies Act, SAQA Act, and Employment Equity Act. These acts work to ensure training takes place according to industry needs, is affordable, standardized, equitable, and of high quality. The legislation benefits skills development but also faces challenges of complexity that burden employers. Learnerships provide both workplace experience and formal assessment to benefit graduates and employers.
Deonita Damons & Linda Meyer Workplace RPLLinda Meyer
This document discusses recognition of prior learning (RPL) in South Africa. It defines RPL and outlines the four levels of competencies that should be assessed in the RPL process according to SAQA. New legislation is discussed, including the Quality Council for Trades and Occupations (QCTO) which is responsible for quality assurance of occupational qualifications. The document also examines catalysts like workplace competitiveness and inhibitors like cost that impact the RPL process.
The document outlines the purpose and composition of Career Development Boards (CDB) in the Navy. CDBs provide enlisted personnel opportunities to develop professional skills, enhance career mobility, job satisfaction, and retention. Members include the Command Master Chief, Command Career Counselor, Personnel Officer, and Leading Chief Petty Officer. CDBs are scheduled for sailors within 2 weeks of reporting and annually to discuss goals, programs, advancement, education, rating changes, and other career-related topics. The goal is to provide expertise, advice, and information to sailors to help guide their careers.
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.
This document provides information on leadership, supervision, counseling, training, and evaluations for Navy personnel. It defines key terms and concepts, such as the three elements of an effective Navy leader being moral principles, personal example, and administrative ability. It outlines the responsibilities of supervisors in managing work centers, conducting counseling, and ensuring accurate evaluations. The importance of programs for morale, continuous improvement, and training are also discussed.
The document describes the Navy's CPO 365 training program for first class petty officers, which aims to prepare them for advancement to chief petty officer. It notes the program is currently delivered through repetitive classroom lectures without assessments or practical application. The presentation proposes an alternative evidence-centered assessment model incorporating 21st century competencies like responsibility, creativity, and resolving challenges. Sailors and petty officers would be evaluated based on evidence demonstrating their proficiency in these areas, such as through tasks involving leadership, delegation, and community service. The goal is to make the training more engaging, applicable to real-world situations, and ensure sailors have mastered chief-level skills before advancing.
1. The Navy CPO 365 program provides monthly leadership training for First Class Petty Officers to prepare them for advancement to Chief Petty Officer.
2. The training is delivered through classroom lectures but lacks assessments or practical application. As a result, many First Class Petty Officers see it as repetitive and uninteresting.
3. The presentation proposes an evidence-centered assessment model to evaluate First Class Petty Officers on competencies like resolving challenges and responsibility. It includes potential evidence, rubrics, and task models to assess skills in a more practical manner.
Charting Your Course in the USCG Auxiliaryandrewdwelch
This presentation has been uploaded for use on Andrew Welch's blog. The purpose of this course is to facilitate an in-depth discussion of items useful to new and seasoned United States Coast Guard Auxiliarists. It draws on extensive resources freely available from the USCG and USCG Auxiliary. It was originally developed by Flotilla 054-25-12 for use with that unit’s new members, but may be freely used by individual units wishing to provide such training.
This document provides guidance for the Master Chief Petty Officer of the Navy's 2014-2015 CPO 365 program. It outlines the two phases of the program, which are designed to continuously develop and train First Class Petty Officers to become Chief Petty Officers. Phase 1 focuses on building foundations through year-round training, while Phase 2 prepares selectees for entry into the Chiefs' Mess, culminating in a final test and pinning ceremony. The guidance emphasizes the importance of safety, family involvement, and ensuring training enhances leadership and reinforces Navy core values. Command Master Chiefs are responsible for overseeing the local CPO 365 process.
The document provides guidance on the principles of "Brilliant on the Basics" for Navy leaders to ensure the success of Sailors. It discusses the importance of sponsorship, assigning mentors, effective indoctrination, conducting career development boards, utilizing ombudsmen, and recognizing Sailors. Leaders are encouraged to apply these principles daily to prepare Sailors for success and create conditions for their continued growth and advancement in the Navy.
Career Development Boards (CDBs) provide guidance to sailors to help them make informed career decisions. CDBs occur at both the command and department levels. Command-level CDBs include the CMC/COB/SEL as chair and include representatives from various departments, while department-level CDBs include the LCPO as chair and division CPOs and LPOs. CDBs are held for sailors at various career milestones and life events, or when requested, to discuss career progress, goals, and opportunities. An Individual Career Development Plan is prepared for each sailor and reviewed at CDBs to chart a path for success.
Talal Shehab Al Din is a bilingual (Arabic-English) First Aid trainer with over 7 years of experience working with the United Arab Emirates Armed Forces. He has certified over 100 emergency responders in various first aid courses. Al Din has additional professional certifications in scuba diving instruction, rock climbing instruction, sea kayaking, mountain leadership, and computer skills. His previous work experience includes serving as an Outdoor Development Trainer for Al Shaheen Adventure LLC, where he designs and delivers first aid and leadership training programs. He also has experience as a Duty Manager for a duty free shops company, where he managed a team of 50 employees.
This document is a trainee guide for the First Term Success Workshop that provides information on various career development and educational topics for sailors. The guide includes sections on career development and management, career development boards, staying in the Navy, enlisted advancement, and educational opportunities. It emphasizes that sailors are responsible for their own career and should utilize the many Navy resources, such as their career development team, NKO, credentialing programs, and educational benefits to help set and achieve their goals.
Training is a basic component of staffing strategy and other HR functions flow from it. It is based on anticipating future HR needs in light of current capabilities. Training identifies competency gaps between what is required for jobs and the current abilities of employees. It develops the skills and abilities of employees to meet organizational goals. There are different types of training, including functional, soft skills, mandatory, and various levels from vocational to directorship. Training needs are identified through analysis at the organizational, departmental and individual levels. The roles of managers include identifying competency gaps and budgets, while HR executes training and ensures objectivity. Training has become a lucrative business with many international and local schools and programs offered.
This document provides guidance on writing evaluations for Navy Career Counselors (NCCs/NC1s) being considered for selection to Chief Petty Officer. It discusses areas the selection board considers important like command impact, leadership, collateral duties, and professional development. It offers examples of strong wording to use in the opening statement, when discussing leadership accomplishments, sailor development, and closing remarks. The document also reviews the Navy Counselor Labor Distribution Report and selection precepts to understand expectations for the rating. Overall, it aims to help NCCs craft evaluations that best highlight their qualifications and merit selection to Chief.
Moving the Canadian Armed Forces Towards a Competency Based ArchitectureRemi Tremblay
This presentation provides an overview of some of the initial drivers to move the Canadian Armed Forces towards a competency based approach to enhance professional development.
This document contains Eric M. Johnson's resume. It lists his contact information, qualifications including 20 years of leadership experience in business management, logistics, and supply chain management. It details his education including a Master's in Business Administration and Bachelor's in Business Management. It lists military certifications and skills in areas like food safety management and warehouse management. It provides details on his professional experience including roles as a Navy Recruiter and as a Division Officer serving as a Human Resource Manager. It lists awards received like the Navy & Marine Corps Achievement Medal.
1. Session 2013-2014 focused on consolidating initiatives from the previous year and refining operations with an emphasis on exchange participant experience and leadership development programs.
2. Key achievements included expanding global citizenship programs, strengthening exchange participant recruitment and preparation processes, raising funds, and increasing social media engagement.
3. Six factors that contributed to the session's success were recruiting leaders focused on organizational interests, encouraging open communication, clearly defining roles, maintaining a shared purpose, encouraging discussion, and having a common goal beyond individuals.
This document provides an overview of human resource development (HRD) for directors of RCDC's HRD. It defines HRD and explains that it aims to help employees develop skills to meet current and future organizational needs. The document outlines the key features, objectives, functions and processes of HRD. It distinguishes HRD from human resource management, describing HRD as focused on training and development, career development, and organizational development. It also discusses challenges faced by HRD and concludes that HRD programs must be coordinated between HRD managers and line managers to be effective.
Paladin Consulting offers business consulting services including leadership training and skills development programs. Their Team Leader program is a 17-week accredited course that provides training and coaching to team leaders and middle managers. It aims to develop the core management skills and competencies required for leadership roles, including understanding the business environment, operations, and leveraging people performance. The program incorporates classroom learning, workplace implementation, and specialist performance coaching. It is delivered face-to-face by experienced facilitators and coaches, and involves engagement with participants' senior management throughout. The program aims to improve participants' leadership skills and drive at least a 30% gain in key performance measures.
Here are some key questions and answers from our discussion:
1. Have you completed the National Talent Management Survey yet? The results will help with national talent planning.
2. Are you aware of international opportunities for your TMP/TLP team like Global/Regional Academies? These can help with their development.
3. Have you started preparing for the upcoming NEC Talent Management Meeting on January 28th? It's a chance to discuss plans and get feedback.
4. Have you promoted the openings for the National Support Team? Applications are due soon so members are aware.
5. When will the new Talent Management jackets arrive? The team will appreciate the branding and recognition.
LinkedIn Strategic Guidelines for June 2024Bruce Bennett
LinkedIn is a powerful tool for networking, researching, and marketing yourself to clients and employers. This session teaches strategic practices for building your LinkedIn internet presence and marketing yourself. The use of # and @ symbols is covered as well as going mobile with the LinkedIn app.
The document outlines the purpose and composition of Career Development Boards (CDB) in the Navy. CDBs provide enlisted personnel opportunities to develop professional skills, enhance career mobility, job satisfaction, and retention. Members include the Command Master Chief, Command Career Counselor, Personnel Officer, and Leading Chief Petty Officer. CDBs are scheduled for sailors within 2 weeks of reporting and annually to discuss goals, programs, advancement, education, rating changes, and other career-related topics. The goal is to provide expertise, advice, and information to sailors to help guide their careers.
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.
This document provides information on leadership, supervision, counseling, training, and evaluations for Navy personnel. It defines key terms and concepts, such as the three elements of an effective Navy leader being moral principles, personal example, and administrative ability. It outlines the responsibilities of supervisors in managing work centers, conducting counseling, and ensuring accurate evaluations. The importance of programs for morale, continuous improvement, and training are also discussed.
The document describes the Navy's CPO 365 training program for first class petty officers, which aims to prepare them for advancement to chief petty officer. It notes the program is currently delivered through repetitive classroom lectures without assessments or practical application. The presentation proposes an alternative evidence-centered assessment model incorporating 21st century competencies like responsibility, creativity, and resolving challenges. Sailors and petty officers would be evaluated based on evidence demonstrating their proficiency in these areas, such as through tasks involving leadership, delegation, and community service. The goal is to make the training more engaging, applicable to real-world situations, and ensure sailors have mastered chief-level skills before advancing.
1. The Navy CPO 365 program provides monthly leadership training for First Class Petty Officers to prepare them for advancement to Chief Petty Officer.
2. The training is delivered through classroom lectures but lacks assessments or practical application. As a result, many First Class Petty Officers see it as repetitive and uninteresting.
3. The presentation proposes an evidence-centered assessment model to evaluate First Class Petty Officers on competencies like resolving challenges and responsibility. It includes potential evidence, rubrics, and task models to assess skills in a more practical manner.
Charting Your Course in the USCG Auxiliaryandrewdwelch
This presentation has been uploaded for use on Andrew Welch's blog. The purpose of this course is to facilitate an in-depth discussion of items useful to new and seasoned United States Coast Guard Auxiliarists. It draws on extensive resources freely available from the USCG and USCG Auxiliary. It was originally developed by Flotilla 054-25-12 for use with that unit’s new members, but may be freely used by individual units wishing to provide such training.
This document provides guidance for the Master Chief Petty Officer of the Navy's 2014-2015 CPO 365 program. It outlines the two phases of the program, which are designed to continuously develop and train First Class Petty Officers to become Chief Petty Officers. Phase 1 focuses on building foundations through year-round training, while Phase 2 prepares selectees for entry into the Chiefs' Mess, culminating in a final test and pinning ceremony. The guidance emphasizes the importance of safety, family involvement, and ensuring training enhances leadership and reinforces Navy core values. Command Master Chiefs are responsible for overseeing the local CPO 365 process.
The document provides guidance on the principles of "Brilliant on the Basics" for Navy leaders to ensure the success of Sailors. It discusses the importance of sponsorship, assigning mentors, effective indoctrination, conducting career development boards, utilizing ombudsmen, and recognizing Sailors. Leaders are encouraged to apply these principles daily to prepare Sailors for success and create conditions for their continued growth and advancement in the Navy.
Career Development Boards (CDBs) provide guidance to sailors to help them make informed career decisions. CDBs occur at both the command and department levels. Command-level CDBs include the CMC/COB/SEL as chair and include representatives from various departments, while department-level CDBs include the LCPO as chair and division CPOs and LPOs. CDBs are held for sailors at various career milestones and life events, or when requested, to discuss career progress, goals, and opportunities. An Individual Career Development Plan is prepared for each sailor and reviewed at CDBs to chart a path for success.
Talal Shehab Al Din is a bilingual (Arabic-English) First Aid trainer with over 7 years of experience working with the United Arab Emirates Armed Forces. He has certified over 100 emergency responders in various first aid courses. Al Din has additional professional certifications in scuba diving instruction, rock climbing instruction, sea kayaking, mountain leadership, and computer skills. His previous work experience includes serving as an Outdoor Development Trainer for Al Shaheen Adventure LLC, where he designs and delivers first aid and leadership training programs. He also has experience as a Duty Manager for a duty free shops company, where he managed a team of 50 employees.
This document is a trainee guide for the First Term Success Workshop that provides information on various career development and educational topics for sailors. The guide includes sections on career development and management, career development boards, staying in the Navy, enlisted advancement, and educational opportunities. It emphasizes that sailors are responsible for their own career and should utilize the many Navy resources, such as their career development team, NKO, credentialing programs, and educational benefits to help set and achieve their goals.
Training is a basic component of staffing strategy and other HR functions flow from it. It is based on anticipating future HR needs in light of current capabilities. Training identifies competency gaps between what is required for jobs and the current abilities of employees. It develops the skills and abilities of employees to meet organizational goals. There are different types of training, including functional, soft skills, mandatory, and various levels from vocational to directorship. Training needs are identified through analysis at the organizational, departmental and individual levels. The roles of managers include identifying competency gaps and budgets, while HR executes training and ensures objectivity. Training has become a lucrative business with many international and local schools and programs offered.
This document provides guidance on writing evaluations for Navy Career Counselors (NCCs/NC1s) being considered for selection to Chief Petty Officer. It discusses areas the selection board considers important like command impact, leadership, collateral duties, and professional development. It offers examples of strong wording to use in the opening statement, when discussing leadership accomplishments, sailor development, and closing remarks. The document also reviews the Navy Counselor Labor Distribution Report and selection precepts to understand expectations for the rating. Overall, it aims to help NCCs craft evaluations that best highlight their qualifications and merit selection to Chief.
Moving the Canadian Armed Forces Towards a Competency Based ArchitectureRemi Tremblay
This presentation provides an overview of some of the initial drivers to move the Canadian Armed Forces towards a competency based approach to enhance professional development.
This document contains Eric M. Johnson's resume. It lists his contact information, qualifications including 20 years of leadership experience in business management, logistics, and supply chain management. It details his education including a Master's in Business Administration and Bachelor's in Business Management. It lists military certifications and skills in areas like food safety management and warehouse management. It provides details on his professional experience including roles as a Navy Recruiter and as a Division Officer serving as a Human Resource Manager. It lists awards received like the Navy & Marine Corps Achievement Medal.
1. Session 2013-2014 focused on consolidating initiatives from the previous year and refining operations with an emphasis on exchange participant experience and leadership development programs.
2. Key achievements included expanding global citizenship programs, strengthening exchange participant recruitment and preparation processes, raising funds, and increasing social media engagement.
3. Six factors that contributed to the session's success were recruiting leaders focused on organizational interests, encouraging open communication, clearly defining roles, maintaining a shared purpose, encouraging discussion, and having a common goal beyond individuals.
This document provides an overview of human resource development (HRD) for directors of RCDC's HRD. It defines HRD and explains that it aims to help employees develop skills to meet current and future organizational needs. The document outlines the key features, objectives, functions and processes of HRD. It distinguishes HRD from human resource management, describing HRD as focused on training and development, career development, and organizational development. It also discusses challenges faced by HRD and concludes that HRD programs must be coordinated between HRD managers and line managers to be effective.
Paladin Consulting offers business consulting services including leadership training and skills development programs. Their Team Leader program is a 17-week accredited course that provides training and coaching to team leaders and middle managers. It aims to develop the core management skills and competencies required for leadership roles, including understanding the business environment, operations, and leveraging people performance. The program incorporates classroom learning, workplace implementation, and specialist performance coaching. It is delivered face-to-face by experienced facilitators and coaches, and involves engagement with participants' senior management throughout. The program aims to improve participants' leadership skills and drive at least a 30% gain in key performance measures.
Here are some key questions and answers from our discussion:
1. Have you completed the National Talent Management Survey yet? The results will help with national talent planning.
2. Are you aware of international opportunities for your TMP/TLP team like Global/Regional Academies? These can help with their development.
3. Have you started preparing for the upcoming NEC Talent Management Meeting on January 28th? It's a chance to discuss plans and get feedback.
4. Have you promoted the openings for the National Support Team? Applications are due soon so members are aware.
5. When will the new Talent Management jackets arrive? The team will appreciate the branding and recognition.
LinkedIn Strategic Guidelines for June 2024Bruce Bennett
LinkedIn is a powerful tool for networking, researching, and marketing yourself to clients and employers. This session teaches strategic practices for building your LinkedIn internet presence and marketing yourself. The use of # and @ symbols is covered as well as going mobile with the LinkedIn app.
Khushi Saini, An Intern from The Sparks Foundationkhushisaini0924
This is my first task as an Talent Acquisition(Human resources) Intern in The Sparks Foundation on Recruitment, article and posts.
I invitr everyone to look into my work and provide me a quick feedback.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Parabolic antenna alignment system with Real-Time Angle Position FeedbackStevenPatrick17
Introduction
Parabolic antennas are a crucial component in many communication systems, including satellite communications, radio telescopes, and television broadcasting. Ensuring these antennas are properly aligned is vital for optimal performance and signal strength. A parabolic antenna alignment system, equipped with real-time angle position feedback and fault tracking, is designed to address this need. This document delves into the components, design, and implementation of such a system, highlighting its significance and applications.
Importance of Parabolic Antenna Alignment
The alignment of a parabolic antenna directly affects its performance. Even minor misalignments can lead to significant signal loss, which can degrade the quality of the received signal or cause communication failures. Proper alignment ensures that the antenna's focal point is accurately directed toward the signal source, maximizing the antenna's gain and efficiency. This precision is especially crucial in applications like satellite communications, where the antenna must track geostationary satellites with high accuracy.
Components of a Parabolic Antenna Alignment System
A parabolic antenna alignment system typically includes the following components:
Parabolic Dish: The primary reflector that collects and focuses incoming signals.
Feedhorn and Low Noise Block (LNB): Positioned at the dish's focal point to receive signals.
Stepper or Servo Motors: Adjust the azimuth (horizontal) and elevation (vertical) angles of the antenna.
Microcontroller (e.g., Arduino, Raspberry Pi): Processes sensor data and controls the motors.
Potentiometers: Provide feedback on the antenna's current angle positions.
Fault Detection Sensors: Monitor for potential faults such as cable discontinuities or LNB failures.
Control Software: Runs on the microcontroller, handling real-time processing and decision-making.
Real-Time Angle Position Feedback
Real-time feedback on the antenna's angle position is essential for maintaining precise alignment. This feedback is typically provided by potentiometers or rotary encoders, which continuously monitor the azimuth and elevation angles. The microcontroller reads this data and adjusts the motors accordingly to keep the antenna aligned with the signal source.
Fault Tracking in Antenna Alignment Systems
Fault tracking is vital for the reliability and performance of the antenna system. Common faults include cable discontinuities, LNB malfunctions, and motor failures. Sensors integrated into the system can detect these faults and either notify the user or initiate corrective actions automatically.
Design and Implementation
1. Parabolic Dish and Feedhorn
The parabolic dish is designed to reflect incoming signals to a focal point where the feedhorn and LNB are located. The dish's size and shape depend on the specific application and frequency range.
2. Motors and Position Control
Stepper motors or servo motors are used to control the azimuth and elevation of
LinkedIn for Your Job Search June 17, 2024Bruce Bennett
This webinar helps you understand and navigate your way through LinkedIn. Topics covered include learning the many elements of your profile, populating your work experience history, and understanding why a profile is more than just a resume. You will be able to identify the different features available on LinkedIn and where to focus your attention. We will teach how to create a job search agent on LinkedIn and explore job applications on LinkedIn.
2. PURPOSE
To provide enlisted personnel the opportunity for
optimal development of their professional skills
(military and technical) thereby enhancing
individual upward mobility, job satisfaction, and
ultimately, the retention of better qualified
personnel.
3. COMPOSITION
Membership shall include, at a minimum,
the following:
Command Master Chief – chairperson , he/she presides and
coordinates the program, oversees entire process;
Command Career Counselor – schedules the board and prepares
CDB packages;
Personnel Officer or personnel office
representative – provides information/data from the Enlisted Service
Record and the EDVR; and
Leading Chief Petty Officer or Leading Petty Officer or
both – accompanies the sailor and provides the board the sailor’s DIVO
record and training jacket.
4. CDB Composition
can also include:
Training Officer
Educational Services Officer
Departmental Senior Enlisted
Other enlisted or officer, as the situation warrants
5. TONE and SET-UP
The Board
should not be overly formal in conduct.
should be conducted in an environment that provides the
individual with confidence in expressing their goals
openly.
the boardee should be encouraged to be comfortable
and not to feel intimidated, for him or her to be able to
speak freely without the fear of retribution.
6. The presence of the sailor’s immediate
supervisor, LPO or LCPO or department
head or all of them at the same time, could
give the boardee a feeling of
uncomfortability. It is not uncommon or
unwise to give the senior enlisted their
much needed breaks. Their temporary
absence could make the difference.
7. Location or venue also plays an important
factor. An environment that is well lit, clean
and properly set up is conducive for open
discussion and enhances the sailor’s thought
process.
9. Career Development Boards are
scheduled for E-1 to E-9 within 2
weeks of reporting onboard, and at
least annually thereafter.
or,
at anytime a service member requests for it.
10. WHAT CAN BE DISCUSSED? -
Professional growth and goal setting
- this is ideal for sailors for their Initial CDB, and for
most junior sailors, especially first termers. Topics
covered are career intentions, long and short term
goals, interest in special programs, commissioning
programs, education opportunities (on and off,
military and civilian).
11. Advancement
E-6 who didn’t make the selection board or have made
the selection board but was not advanced. Non
selection for Limited Duty Officer or Warrant Officer
Programs (Traditionally, advancement CDBs are held
for personnel who have PNAd 3 times, or have scored
lower than 40, or failed the exams)
• Commissioning programs – requests, applications or
non acceptance.
Education programs – to include academic skills or
basic skills and GED.
12. Rating accession or conversion - Undesignated
seaman, airman or fireman striking for a specific rating,
or petty officers in overmanned ratings requesting to
convert to a Creo group 1 or 2 rating.
Formal Navy schools –
requests for A (basic) or C (advanced) or P
(refresher) schools, or other formal schools related to
their current rating for a specific NEC, or schools to
better perform command collateral duties, i.e. DAPA,
etc., or other Training Assignments HARP, or
BJHARP. OTEIP requestees can also be boarded.
13. Physical fitness education –
physical fitness assessment failures.
AND for whatever reasons that will help the sailor’s
growth, militarily and professionally.
14. RESPONSIBILITIES OF THE
CAREER DEVELOPMENT BOARD
Provide expertise in complicated rating entry,
advancement, and special program procedures
Who can better steer a Sailor’s career but a group
of seasoned, experienced , well trained and
technical experts? What the CDB does is not to
force programs into the service member. We are
here for guidance.
15. Provide advice and specific information on subjects not
normally available at the supervisory and lower
management levels.
CDBs are important to the command’s structure. They
can serve as a catalyst to motivate sailor and show
them that their goals and aspirations are important
to the people they work for and work with.
16. Each CDB should function to anticipate the needs of a
member rather than wait for the member to request
assistance. CDBs are not designed to circumvent the
chain of command but to function within the chain of
command to give personnel accurate and up to date
information and sound advice.
It is our responsibility to monitor career progressions
and determine when a PDB may be necessary
Career Development Board is one of the major Navy Retention Program tools.
USNSE’s first ever CDB was held 22 May 2003 and our goal is to have one CDB a month until all USN Enlisted Personnel are boarded before the fiscal year ends. We find it timely though to do a CDB on the PO2s who PNAd the last Navy Wide exam cycle.
Professional skills pertain to both military and technical skills.
Although USNSE JCSC does not have a serious retention issue yet, whatever advice and information we give and impart to USN personnel will surely have a significant impact on their future career plans and CDB when when organized properly, can significantly influence advancement and the retention of our sailors.
Case in point: For incoming personnel, Larissa is a 1 year unaccompanied, and 2 years accompanied. USN personnel who transfers to Larissa obligates prior to coming here for 2 years at a minimum, whether it be an extension or reenlistment. Others have to hard obligate for 6 if they guarded this tour. The earliest EAOS we have for the careerist, that is for sailors who have more than 10 years of service, , is 04 Feb.
For first timers, its 2005 May. And for second termers, its 2005 September. So, even for USNSE JCSC Personnel who transfers out of here still doesn’t need to obligate for their next set of orders.
Since USNSE JCSC stood up, we’ve only had ONE reelistment. That would be 2 by next month, only because SKC have maxed out his extension months to 48, otherwise he would have opted for a ONE month extension to obligate until 2005 July for his orders to London. By the way, extensions to be counted towards retention, it has to be a qualified extension, meaning extension of 24 months or more.
At a minimum, the board will have the CMC or the SEA, who presides and is the chair person, the one who coordinates the program.
The command career counselor does all the scheduling and preparation of the CDB packages. The package provides board members “statistics”, so to speak, about the personnel being boarded based from service record and edvr entries. The package gives the board member some kind of a perspective about the individual and can be a bases for their questions and inquiries, and recommendations.
The personnel officer or a personnel office representative, in a large command, provides the facts and figures that the CCC compile for the individual package..
LCPO or LPO or any senior enlisted representative who will accompany the individual, with DIVO record and training jacket or folder for board review.
The boardee is encouraged to be comfortable and not feel intimidated, for him or her to be able speak freely without the fear of retribution. Its funny how sometimes CDB, like Captain’s Mast or Page 13, has a bad rap. To some, it has a negative connotation. Like they are in deep trouble if they went to one. Also, the presence of their immediate supervisor, LPO or LCPO or department head or all of them at the same time, give the boardee a feeling of uncomfortability. If it does happen, it is not uncommon or unwise to give them their much needed smoke breaks . Their temporary absence could make the difference.
The location or venue also plays an important factor. An environment that is well lit, clean and properly set up is conducive for open discussion and enhances the boardess comfortability and thought process.
1. For general guidance, no specific topic for CDB. Usual topics of discussion are: career intentions, long and short term goals, interest in special programs suck as different navy schools, commissioning programs. Duty rotations, locations and preferences. Education endeavors, on and off duty, military or civilian.
For E-3 to E-5 who PNAd. E-6 who didn’t make the selection board or have made the selection board but was not advanced. Non selection for Limited Duty Officer or Warrant Officer Programs (Traditionally, advancement CDBs are held for personnel who have PNAd 3 times, or have scored lower than 40, or failed the exams.
Commissioning programs, both for Requests, applications or non selection.
Education programs to include academic skills or basic skills and GED.
Undesignated seaman, airman or fireman striking for a specific Rating, or petty officers in overmanned ratings requesting to convert to a creo group 1 or 2 rating.
Requesting for A(basic) or C(advanced) or P(refresher) schools, or other formal schools related to their current rating in order to have a specific NEC, or schools to better perform command collateral duties, i.e. DAPA, TCO, CCC, or other Training Assignments HARP, or BJHARP. OTEIP requestees can also be boarded.
Physical fitness education for personnel who fails Physical Fitness Assessment
Who can better steer a Sailor’s career but a group of seasoned, experienced , well trained and technical experts? What the CDB does is not to force programs into the service member nor do we order or direct them to do this or that. We are here for guidance.
It is our responsibility to monitor career progressions and determine when a PDB may be necessary. This is an except from USNSE’s instruction and it sums up the CDB’s responsibility.
You would be surprised how many junior personnel, specifically first timers, have no clue as to what they are eligible for when they first joined the Navy. But look at it this way, If we can get them to four years, we have a chance to show them that the Navy can become a career, and CDBs can reinforce that possibility and turn that possibility into a reality. I’ve personally witnessed possible discharges into retention numbers as a personnelman and a career counselor.
To sum it up, CDBs are important to the command’s structure. They can serve as a catalyst to motivate sailor and show them that their goals and aspirations are important to the people they work for and work with.