This document provides guidance on Navy personnel evaluations. It emphasizes that evaluations are an ongoing process to document a sailor's performance and improvement over 12 months. Leaders are instructed to provide objective evaluations of sailors' abilities in different traits and to document accomplishments and deficiencies to support grades and determine if sailors are qualified for advancement. The document stresses the importance of grooming sailors and allowing them to grow as leaders and technical experts.

2.  There are no secrets!
 The Navy tells you what to do!
 Bibliography
 Precept Letters
 Evaluations (traits provide the
standards)

3.  An ongoing process throughout the
evaluation period. Usually 12 months.
 Work on deficiencies to improve.
 Take off your blinders. See the whole Sailor.
 Develop your writing style and comply with
the style of the reporting senior.
 Make your case for the Sailor in block 43!
 Use allotted space wisely.
 KEEP THE ENTIRE CHAIN OF COMMAND
IN THE PROCESS!

4.  Advanced to Petty Officer Second Class.
 Career Development Board.
 Don’t be afraid to ask questions! This is how we
learn.
 Learn the evaluation process, it’s your path to
success.
 Five Questions:
 Why did you join the Navy?
 Why did you pick your rate?
 What did you expect to get from the Navy?
 What do you think of the Command?
 Where do you want to be 5-10 years from now?

5.  BUPERSINST 1610.10C
 OPNAVINST 6110.10J
 SECNAVINST 5210.2 (SSIC)
 SECNAVINST 5216.5 (Correspondence)
 Mentors
 Study Guides

6.  A Mentor! Someone who is where you
want to be!
 Learn your rate and how the Navy
works.
 Exercise your knowledge and ability.
 It’s ok if you don’t know
something, you can learn!
 Observe CDB, mid-term counseling, etc.

7.  Demonstrate the Sailor’s technical skill and
ability.
 Demonstrate the Sailor’s progress as a leader
and technical expert.
 Utilize the mid-term counseling as the
foundation for the Sailor’s evaluation.
 Has the Sailor improved? If not, is there
counseling to document the deficiency and
improvement?

8.  Are you providing an objective evaluation of
the Sailor’s ability in the traits?
 Are you observing the Sailor and asking the
Sailor about their job and what they do?
 Are you documenting pertinent information
in block 43? Good and not so good.
 Does the write-up support the grades?
 Do the grades support the write-up.

9.  Write the evaluation to “the Board”!
 CPO selection, officer program
boards, school and special duty boards.
 You are telling the reader whether or
not the Sailor is qualified.
 Is the Sailor ready for advancement to
E6?

10.  Professional Knowledge vs Institutional &
Technical Expertise
 Quality of Work vs Professionalism
 Command Climate/EO vs Character
 Military Bearing vs Character/Heritage
 Job Accomplishment/Intiative vs
Professionalism/Communication
 Team Work vs Loyalty/Communication
 Leadership vs Deckplate Leadership

11.  Observed CDBs and has developed into an
excellent member of the CDT.
 Demonstrated mentoring/leadership ability
in the cross-training of personnel within the
department.
 Maintained active communication up and
down the chain of command which provided
increased understanding and development of
personnel.

12.  Demonstrate the Sailor’s technical expertise.
 Document proven leadership ability.
 Identify knowledge of Navy heritage and
ability to share information with
subordinates.
 Document accomplishments with regard to
collateral duties.
 Actions taken to develop Sailors into
technical experts and leaders.

13.  Are you providing an objective evaluations of the
Sailor’s ability in the traits?
 Are you observing the Sailor in the performance
of “your” job and asking the Sailor about their
job and what they do?
 Are you documenting pertinent information in
block 43? Good and not so good.
 Does the write-up support the grades?
 Do the grades support the write-up.
 Are you allowing this Sailor to grow as a leader?

14.  Write the evaluation to “the Board”!
 CPO selection, officer program boards, school and
special duty boards.
 You are telling the reader whether or not the Sailor
is qualified.
 How many times have you ask, “How did he make
Chief?”
 Is the Sailor ready for advancement to E7?
 Recommendations for officer programs can send
an unwanted message to the CPO selection board.

15.  Professional Knowledge vs Institutional &
Technical Expertise
 Quality of Work vs Professionalism
 Command Climate/EO vs Character
 Military Bearing vs Character/Heritage
 Job Accomplishment/Intiative vs
Professionalism/Communication
 Team Work vs Loyalty/Communication
 Leadership vs Deckplate Leadership

16.  Avoid overuse of phrases and terminology.
 “Already performing at the level of a Chief
Petty Officer.” Is this true?
 “Select NOW!” Is this Sailor really ready?
 “A future Command Master Chief.” On an E6
evaluation?
 “Chaired 56 CDBs which resulted in…” How
about “contributed to.”?
 Leadership is not limited to numbers!

17.  It takes a commitment to the Navy.
 If you want “it” you have to go out there and
get “it” for yourself.
 Diversity of Navy experience and knowledge.
 Sailor first, rating second, NEC third.
 Get out of the box.
 The more senior you are the more you need to
know. Get started now and beat the rush.

18.  Each Sailor is responsible for his/her career.
 Each leader is responsible for the
development of each Sailor.
 If you want more, you have to know more.
 The more you know, the more qualified you
become.
 With each advancement comes increased
responsibility. To accept that responsibility
is to grow and develop as a leader, technical
expert and Sailor.

19.  Each Sailor should be groomed.
 Grooming is not “doing for” it is “teaching
how” and letting the Sailor demonstrate their
ability.
 Follow the Navy’s career path.
 Lose the just get it done mentality.
 This is about leadership!