1. Navy Chief Petty Officer (CPO) 365 Assessment
Evi denced-Cent ered Assessment
Proj ect (ECAP) Present at i on
Rebecca Owens
Walden University
EDUC 8405
2. • A continuous training program for 1st
Class Petty Officers, conducted each
month.
• Reinforces the Navy Core Values of Honor,
Courage and Commitment (MCPON Releases CPO
365 Training Guidance, 2013).
Navy CPO 365
Description
3. • Delivered by Chief Petty Officers
Navy CPO 365
Description (Continued)
4. – In a classroom, lecture-based setting
Navy CPO 365
Description (Continued)
5. – With no assessments, tests, quizzes or
practical application
Navy CPO 365
Description (Continued)
6. • Purpose of training is to ready these
Sailors to advance to CPO, and provides:
— Leadership discussions
— Policy and program discussions
— Conflict resolution discussions
Navy CPO 365
Description (Continued)
7. • Perception by many 1st Class Petty
Officers is that the training is:
— Repetitive, as the topics do not change
annually
— A “Check in the box”, since it’s mandatory
— Lastly, and most importantly…
Navy CPO 365
Description (Continued)
9. and focus
ECAP Overview
Competencies are applicable to
the Navy, and to current and
future Chief Petty Officers.
Introduce 21st Century Competencies
Caring for Sailors, personally and
professionally, maintaining
safety, and completing the
mission
Responsibilities
3
Mitigating conflict, balancing
personal needs and mission
requirements, and networking
for solutions.
Resolving Challenges
1. In a perfect world, 21st century skills would
be constructed on fortified foundations of
core skills, and technology would be
infused in these processes to enhance and
supplement learning (Greenstein, 2012).
2. Responsibility includes: Delegation,
decisiveness, technical ability and risk
management
3. Resolving Challenges includes: Creativity,
innovation, awareness, and strategic vision
2
1
11. Resolve Challenges
Sub-Categories - Defined
Relates to the ability to
assess one’s own
mental, emotional, and
physical state, in
addition to the mental,
emotional, and physical
state of those who are
under his or her charge.
This includes signs of
financial issues, suicidal
ideation, drug and
alcohol issues, and any
other environmental
influence (Control,
2013)
External/Internal AwarenessCreativity/Innovation
Requirements to meet
the tenets of the Chief
of Naval Operations
(CNO), which include
fiscal challenges,
maintaining defense
strategic guidance,
harnessing teamwork
and having the know-
how to make use of all
available resources
(Navy, Chief of Naval
Operation's (CNO)
Navigational Plan,
2013).
Strategic Vision
Leaders are tasked
with resolving
challenges, and must
stay abreast of
technologies, in
combination with
creativity, to train
and prepare junior
Sailors for positions
of greater
responsibility (MCPON
Releases CPO 365
Training Guidance,
2013)
321
12. Responsibility
Sub-Categories - Defined
Must think in a logical
and orderly fashion, and
plan for every possible
event that could occur.
The Navy leader must
anticipate and consider
the ramifications of each
decisions.
Risk management deals
with the safety and
security of people,
assets, and mission
accomplishment (Creed,
2012, p. 1-5-16)
Decisiveness/Risk ManagementDelegation
t{Be proficient in one’s
speciality, and have the
skills to train junior
Sailors in their
respective skills.
Keep up to date with
policies, programs, and
technologies to enhance
work performance.
Know how to utilize
resources.
Technical Ability
Used in every level of
leadership within the
ranks of the military,
and when tasks are
delegated by a
leader, instructions
must be clear,
concise, provide
detailed
expectations, and
deadlines (Creed,
2012, p. 1-5-15)
321
13. Evaluates Actions and Effects
Evidence Model
Actions of the
1st Class Petty
Officer.
Evaluate
effectiveness
of mission and
Sailor
responsiveness
Effects upon
junior Sailors.
Shute and Torres (2012) noted that learning is best
when it is active and goal-oriented.
Assesses active processes of engagement and
interactions. Leaders, and the styles they use, can
affect team effectiveness and, subsequently, mission
success and personnel safety (Boies & Howell, 2009).
This manner of evaluation will provide a unique
viewpoint, and one that is very important to the
health of the Navy; understanding how the junior
Sailors view their leaders and perceive leadership
methods, in addition to evaluating mission
accomplishment.
14. Evidence-Centered Model - Resolves Challenges
Evidence-Centered Assessment Project (ECAP) Competency Model
Resolve challenges Centering on caring for Sailors (personal and professional issues) and meeting mission requirements)
**Includes creativity/innovation, internal and external awareness and vision strategy
Possible 1st Class Petty Officer Evidence Possible Sailor Evidence
*Provides clear target goals with expectation *Shows pride regarding work accomplishment
*Is available and approachable for questions *Knows what is expected of him/her
*Acknowledges Sailors who are excelling those who are not *Can explain duties and responsibilities
>Nominations for Sailor of the Quarter/Year *Sharp uniform appearance (meets physical fitness standards)
>Letters of appreciation/commendation *Medically ready
>Effective mid-term counseling and evaluations *Clearance is valid
>Providing effective mentoring *Is financially stable
*Test scores and advancement within division/department *Has completed all required qualifications
are high
Unsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3
Petty Officer fails to actively
engage with both leadership
and junior Sailors.
Petty Officer engages with
Junior Sailors and leadership.
Ensures junior Sailors meet
minimum standards.
Ensures mission is completed.
Petty Officer works side by
side with Junior Sailors, and
provides feedback up and
down the chain of
command.
Actively monitors junior
Sailors' progress with
qualifications.
Exceeds mission
expectations
Challenges Sailors beyond
their own notions of
expertise, and recognizes
front runners with awards;
mentors those who are
struggling
Advocates for college,
community service events,
and leads by example.
Epitome of physical fitness,
and PTs with his/her Sailors
Exceeds mission
expectations
15. Evidence-Centered Model - Responsibility
Evidence-Centered Assessment Project (ECAP) Competency Model
Responsibility Centering on leadership, task assignment and accountability, and Sailor safety
**Includes delegation, decisiveness/risk management, and technical ability
Possible 1st Class Petty Officer Evidence Possible Sailor Evidence
*Provides descriptive guidance on tasks *Sailors know and can explain the steps of each task
*Is alongside Sailors until task is mastered *Have been briefed on all safety hazards, and know precautions
*Determines what tasks can be delegated based upon *Can explain duties and responsibilities
competence and seniority *Know who is in their chain of command
*Conducts risk management to assure safety *Feel comfortable asking for assistance from the 1st Class
*Keeps senior leadership apprised of progress/delays Petty Officer
*Takes responsibity for actions of his Sailors *Is qualified to work on the job/stand the post
*Strives to increase his/her own technical aptitude *Willing and excited to follow orders/instruction
are high
Unsatisfactory - 0 Satisfactory - 1 Proficient - 2 Superior - 3
Petty Officer does not offer
direction or guidance, and
does not delegate
assignments
Petty Officer delegates, but
but does not follow up on
progress.
Limited dialog with chain of
command on progress
Ensures mission is
completed, and safety is
maintained.
Petty Officer effectively
delegates to a trained Sailor,
and maintains continious
communication for status.
Effective dialog with chain of
command.
Proactive on safety
standards and requirements.
Exceeds mission
expectations
Accepts positive and
negative feedback, and uses
transformational leadership
to lead his/her Sailors
towards goal completion.
Provides updates to chain of
command BEFORE required
Is the technical expert, and
passes the knowledge on to
his/her Sailors
Exceeds mission
expectations
16. Task Models
Provides bullet tasks in sequence
Petty Officer fails to actively
engage with both leadership
and junior Sailors.
Petty Officer engages with
Junior Sailors and leadership.
Ensures junior Sailors meet
minimum standards.
Ensures mission is completed.
Challenges Sa
their own no
expertise, an
front runners
mentors thos
struggling
• Tasks are a “Road-Side Clean up” and a
counseling event
– Used in conjunction with the Competency
and Evidence Models
– Assesses practical abilities relating to:
• Responsibility
• Conflict Resolution
17. Your own sub headline
Templates
Task Model for Resolving Challenges
19. Promotes 21st Century Learning
Understanding personal responsibility for one’s actions,
and effects of actions upon others
Instills the determination to overcome obstacles
Applies technical skills and collaborative efforts, and
Makes use of available resources (Greenstein, 2012)
20. Remove redundancy, and make better use of training time
The Navy gains stronger CPOs, and future CPOs, as these principles are practiced and
applied
1st Class Petty Officers strengthen their trust of CPOs, and seek out additional knowledge
and wisdom
During the course of the various practical applications, community relations can be
strengthened
1st Class Petty Officers will be “practicing” leadership lessons, which are observed and
adopted by junior Sailors
Commands receive a 1st Class Petty Officer who can “perform” at the level of a CPO, well
before he or she is actually advanced
CPOs increase their collective knowledge and skills in teaching, training, and mentoring
Impact
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3
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5
6
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21. Use of Knowledge and Future Steps
Lessons need to be passed in order for others, such as the CPO community, to
benefit. Since CPO 365 is instructed by Chiefs, this method of making lessons
relevant by adding practical applications can motivate other creative ideas.
Share with CPO Community
Create additional task models that align with the CPO 365 curriculum
Design Additional Task Models
Once created, evaluate for effectiveness and Sailors’ perceptions; adjust as
needed, and reevaluate annually.
Propose a “Think Tank” to Implement a Revised CPO 365 Program
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22. References
Your Logo
MCPON Releases CPO 365 Training Guidance. (2013,
January 7). Retrieved from U. S. Navy:
http://www.navy.mil/submit/display.asp?story_id=71350
Boies, K., & Howell, J. M. (2009). Leading military teams
to think and feel: Exploring the relations between
leadership, soldiers' cognitive and affective processes and
team effectiveness. Military Psychology, 21, 216-232.
doi:10.1080/08995600902768743
Control, N. O. (2013, April). Building a Resilient Navy.
Retrieved from Navy Stress Web site:
http://navynavstress.com/
Creed, C. (2012, June). CPO Leadership Course CIN P-
500-0021 (Principles of Naval Leadership). Retrieved April
2013, from Slideshare:
http://www.slideshare.net/CpoCreed/cpo-leadership-
course-cin-pprinciples-of-naval-leadership-cpo-course-
cin-p-5000021
23. References (Continued)
Your Logo
Greenstein, L. (2012). Assessing 21st century skills: A
guide to evaluating mastery and authentic learning.
Thousand Oaks, CA, SAGE Publications Ltd.
Navy, U. S. (2013). Chief of Naval Operation's (CNO)
Navigational Plan. Retrieved from Navy Web Site:
http://www.navy.mil/cno/Navplan2012-2017-V-Final.pdf
Navy, U. S. (2013, April). United States Navy Ethos.
Retrieved from United States Navy Web site:
http://www.navy.mil/features/ethos/ethos_poster.jpg
Shute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., &
Johnson, T. E. (2012). Where streams converge: Using
evidence-centered design to assess quest t learn. In M. C.
Mayrath, J. Clarke- Midura, & D. H. Robinson (Eds.),
Technology-based assessments for 21st century skills:
Theoretical and practical implications from modern
research (pp. 91-124). Charlotte, NC: Information Age
Publishing, Inc.
