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Performance Evaluations

Performance Evaluations. Agenda. Reference Bottom Line Up Front Basics Format What Should Be in There What Shouldn’t Be in There Outline Examples Excerpts Summary. Reference. BUPERS INSTRUCTION 1610.10C NAVY PERFORMANCE EVALUATION SYSTEM (20 Apr 11).

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Performance Evaluations

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  1. Performance Evaluations

  2. Agenda • Reference • Bottom Line Up Front • Basics • Format • What Should Be in There • What Shouldn’t Be in There • Outline Examples • Excerpts • Summary

  3. Reference • BUPERS INSTRUCTION 1610.10C • NAVY PERFORMANCE EVALUATION SYSTEM (20 Apr 11)

  4. BLUF:Set Sailors Up (For Success) • Review the governing instruction. • Gaps in evaluations are very bad. • Errors on evals reflect on the individual • Use your own style but know that boards are looking for specific things • Evals are writing themselves year-round. • Encourage sailors to keep a brag sheet on their computer desk top. • Spending only 10 minutes on a sailor’s evaluation who worked their tail off for the last 365+ days – appropriate? • Take the time to mine the data. • They did something worth talking about – document it.

  5. Format • Opening (1-2 lines) • Grab the reader’s attention – overall impact/potential • Ranking among peers (if appropriate) • 4 of 19 carries more weight than 1 of 1 • Transfer evals “If ranked today would be #2 of 10.” • Impact Statements • Quantity and Effect Writing • “EM1 Sailor devoted 40 hours to training 5 division personnelresulting in 3 EPT qualifications and 2 advancements.” • Closing (1-2 lines) • Qualitative recommendation for advancement/assignment/officer programs • EOA, 3MC, CSC, CMC, CWO, LDO, etc. - put it in there (“…recommended for…”).

  6. Basics • Accuracy • Important for all blocks • Spelling/grammar • Misspelled words and misuse of grammar distract the reader from the content. • Review twice • Once for format/spelling/grammar • Once for content • Acronyms • New/obscure acronyms might be confusing – briefly explain or spell out. • Audience is Master Chiefs but not necessarily in-rate

  7. Basics • Efficient Use of Space • Get to the point. • 16 lines to document 365 days of performance • Put biggest impact statements first. • Don’t take up 4 lines when 2 lines can say the same thing. • Board members review hundreds of records in a few days. • Use “&” instead of “and” – saves 2 spaces. • Use common abbreviations • Don’t spell out numbers • Numbers draw reader’s attention to quantitative data points • Saves space

  8. Basics • Efficient Use of Space • Collateral Duties • If it is not worth mentioning in the narrative block, then don’t put it on the front. • Remove the fluff and leave the crunchy goodness • White Space is OK • What the words and numbers say is far more important • Did you capture all the data points relative to performance and potential?

  9. What Should be in There • Leadership • How many? • Don’t forget TAD personnel led/trained • Junior Officer training • Impact • What did she/he/you do? • Led • Trained • Mentored • Qualified (not you; the people you trained) • Department-wide? • Command-wide? • Navy-wide?

  10. What Should be in There • Retention • Above Fleet/Navy average? • PFA results (for those led) • Advancement • Above Navy or rating average? • What is the trend? (…an increase of X% over the last 3 cycles/since reported.) • Awards/Recognition (for those led) • Sailor of the Quarter/Tri-Mester/Year (How many?) • Medals/LOC/LOA • Education/Vocational Training • Inspection/Testing results • Compare to fleet/waterfront (ATG has data)

  11. What Should be in There • CPO/FCPO Mess Involvement • “Leads Peers” • What? • How? • What was the impact? • CPOs - Outside CPO Induction • More weight than CPO Induction involvement • Shows year-round commitment • CPO Training • CPO Teams • CPO 365 training • CO/XO/CMC projects • Other Sailorization initiatives • Community service events • CPOs - CPO Induction • Coordinator or committee lead/member • Some involvement expected of every CPO

  12. What Should be in There • Major Qualifications • OOD, JOOD, EEOW, ATO, CICWO, TAO • Impact of qualification • Community Service • Get to the point – how much and what was the impact? • “Led” or “Coordinated” is better than “Participated” • Potential • “3-M acumen on par with 3MC” • “Future Command Senior Chief” • This list is not all inclusive, but what you include should speak to performance and attempt to differentiate the sailor from peers (did more and did it better than the next guy).

  13. What Shouldn’t be in There • Stuff that isn’t true • Fluff • Attempts at being clever • “…could cure cancer…” • “…the Tony Robbins of the Chief’s Mess…” • Ridiculous statements • “…better than the MCPON…” • “…the last selection board made a mistake…” • Quality with no quantity (save for closing statement) • “The best…” with no quantifiable info as to why • Education • Unless it bears directly on performance, document Navy schools, off-duty education & NKO courses on PG 4s. PG 4s are part of the OMPF and reviewed by the board. PG 4s not already in the OMPF should be submitted as supplemental information (board package).

  14. What Shouldn’t be in There • Non-Major Qualifications • Document on PG 4 • Re-qualified ESWS • Basic DC

  15. Examples • LCPO • Peer comparison • Numbers • E6 & below led (including those TAD/LCSRON) • CPOs led • Junior Officers trained • Sailor qualifications • Retention • Advancement • Sailor recognition • PFA • Sailor education • Collateral duties • CDBs held

  16. Examples • Work center supervisor • Number of personnel in work center • Number of checks completed • Overall spot check results • Resultant equipment reliability • Comparison among all work centers • Collateral duties

  17. Examples • Watch stander • How many hours of watch? • Did he/she/you train and help qualify anyone? • What was the quality of their watch standing? • Special/unique situations • CO confidence and trust • Comparison with other watch stander performance • Collateral duties

  18. Examples • Technician • Evolutions/equipment up-time • Maintenance actions (PMS/corrective) • Innovative solutions to complex problems • How many technicians did she/he/you train and qualify? • What was the quality of their work? • Collateral duties

  19. Excerpts - Opening

  20. Excerpts – Impact Statements

  21. Excerpts – Impact Statements

  22. Excerpts - Closing

  23. Summary • Reference • Bottom Line Up Front • Basics • Format • What Should Be in There • What Shouldn’t Be in There • Outline Examples • Excerpts

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