LESSON OBJECTIVES:

503.1 Comprehend the commanderís role in managing military and civilian personnel issues.

503.11 Describe the counseling and feedback processes.

From the first reading: Counseling is a critical rehabilitative tool for commanders. The wisdom and maturity of the supervisor, first sergeant, or commander frequently provides the guidance needed to improve job performance or off-duty behavior before more serious action is required. Counseling should be initiated to correct habits or shortcomings which are not necessarily criminal or illegal, but which can ultimately affect job performance and good order and discipline.

From the second reading : Feedback quite simply is letting your people know what you expect, and how theyíre doing on the job. Experts agree that feedback is the single most important means for changing behavior. Typically, feedback lets a person know where he or she stands in relation to some goal or standard, and is most effective when delivered openly and honestly in a constructive attempt to improve performance. Feedback as a process can range from immediate ìpats on the backî for a job well done to a more formal, planned session. How does feedback work? It serves both as a source of information and motivation. As a source of information, feedback provides information about the outcomes of behavior. Given a specific goal, or standard, a person with feedback has a direction for improvement. Without feedback, the person has no way of knowing if his or her performance is adequate or what he or she needs to do to improve it.

How is Feedback used to improve someoneís performance?

• Explain the Job requirements. Tell people what their duties and responsibilities are when they first report for duty.
• Establish Performance Expectations. Tell how you will evaluate performance, what you will look for, and how you will measure performance.
• Tell your people if they are performing as expected. Compliment your people on a job will done and offer constructive criticism on areas where improvement is needed.

503.12 From a commanderís perspective, describe Officer Professional Development (OPD), Officer Evaluation System (OES), and Officer Assignment System (OAS) to subordinate officers.

OPD is essential to support the Air Force mission. Officers who are professionally prepared to assume responsibilities that go with each promotion and assignment will be more effective at carrying out this mission.

Several other important OPD factors are: professional military education (PME), the officer evaluation system, promotion policies, assignment policies, and commander or supervisor involvement.

The goal of professional development is to develop a well-rounded, professionally competent officer corps to meet current and future mission requirements.

The objective of professional development is to emphasize individual duty performance and motivate officers to develop skills that continue to contribute to the Air Force and the defense establishment as job responsibility increases. The Air Force needs career-oriented officers concerned with their own growth.

OPD contains three basic elements:

Assignments that provide depth and breadth.

Training and education that support a specific career path.

Counseling that provides feedback on performance, training, and future assignments.

Different types of assignments are recommended during an officer's career. This includes joint duty assignments to provide Air Force expertise in joint operations and career broadening assignments which include special staff and command assignments.

A training and education plan should include career specific training, PME, and advanced academic degrees beneficial to present or projected job performance.

Each supervisor and commander use job and career counseling to communicate the Air Force's long-term needs as well as recommended professional development moves, training, and education to their officers.

Commander and key supervisor involvement and interaction with the officer is the cornerstone of OPD.

Objective of the OES. With increased emphasis on job performance, the objective of the OES is to accurately appraise performance and provide feedback.

The OES is an integral part of the Air Force OPD Program and strongly supports the program's goal (see paragraph 1.3). The OES is designed to provide:

Meaningful feedback to officers on performance expectations, i.e., advice on how they can improve;

A reliable, long-term, cumulative record of performance and potential based on that performance;

Central selection boards with sound information to assist them in selecting the best qualified officers.

The OES focuses on performance and documents it through performance feedback and the Officer Performance Report (OPR). Performance feedback is a cornerstone of the OES.

The OAS has six basic tenets:

1. AFPC will fill all valid Air Force requirements up to the MAJCOM level of entitlement.

2. AFPC will select from the most eligible, qualified volunteers;

3. In the event there are no qualified volunteers, AFPC will select the most eligible of all qualified officers.

4. Officers should consult with their commanders to actively review OPD goals and specific career plans.

5. Officers should have access to a listing of all openings.

6. Officers should have a voice in the assignment process.

Assignment Factors. Air Force requirements, commander's recommendations, officer's eligibility, availability, and qualifications, as well as the officer's preferences, are factored in the assignment selection process.

503.13 Describe the Air Force Officer Selection Board process and the responsibilities of Air Force Officer Selection Board members.

Purpose of the OPS. The overall purpose of the officer promotion system is to select officers for advancement who have clearly demonstrated the potential to serve in more demanding leadership positions in the Air Force hierarchy. To do this, the Air Force should promote officers in sufficient numbers as vacancies occur to maintain the strength of the Air Force in each grade and provide reasonable progression to retain a highly qualified and motivated officer force.

What Criteria Do Boards Use to Select Officers for Promotion? The Air Force does not select officers for promotion as a reward for past performance. It promotes officers based on their potential to successfully serve in the next higher grade and in positions of greater responsibility.

The most important factor in the selection process is job performance. In addition to this, each board member reviews the total selection folder and makes a subjective evaluation by secret vote on the officer's relative potential to serve in the next higher grade.

Selection Boards.

• Officer promotion board results are important to the Air Force because they help identify future Air Force leaders. As a result, the Air Force selects only highly qualified senior officers with extensive experience and mature judgment to serve as board members. Collectively, they represent the broadest practical scope of Air Force activities. To provide a balanced perspective on the Air Force mission, the Air Force selects officers to serve on boards who mirror the officers they are considering with respect to race, gender, aeronautical rating, career field, and command of assignment. In addition, joint duty, acquisition, and Reserve officers participate as board members. It is important to understand, however, that while the Air Force uses these demographic characteristics in selecting board members, these officers don't represent or sponsor any particular officer group, interest, or command. Board members are required to perform their duties based on the best interest of the total Air Force, and they take an oath affirming that they will do so.

• The basic eligibility criteria are established approximately 150 days prior to the convening date of a board. Current grade and date of rank determine eligibility. In most cases (includes all line officers), officers who have not served on extended active duty for 6 months before the board convenes are not eligible for consideration, nor are those officers who have a retirement or separation date within 90 days.

• About 60 to 90 days before a board convenes, eligible officers receive officer preselection briefs (OPB) through their servicing MPF. The OPB contains the same information as the officer selection brief that is a part of the selection folder evaluated by board members. Officers are responsible for reviewing their OPB and having any errors or omissions corrected through their servicing MPF.

• The board president (a general officer) reviews a select number of records after they are scored. If there is any question about a particular score, the president directs the record to another panel for a comparison score. This procedure ensures that nothing in the record is overlooked.

• Once all of the records are scored, an order-of-merit listing is developed using the total score for each eligible. Records that score 50 points are at the top with the other records in descending order down to those scoring 30 points at the bottom. The quota is then applied to this listing. Normally, the promotion quota will run out at a score category where several officers received the same total score. This is called the ìgrayî area, and must be resolved. The records in the gray area are re-scored by all the board members to determine which of the group are selected for promotion.

• After the gray area is resolved, the board assesses the highest scoring non-select to determine if the officer is ìfully qualifiedî for promotion. If the highest scoring non-select is determined to be fully qualified, then those selectees who scored higher are also considered to be fully qualified. If the highest scoring non-select is not fully qualified, then the board moves up the order of merit listing until they find records they do consider fully qualified.

• After the board adjourns, the board report is sent through channels in turn to: Air Force Deputy Chief of Staff, Personnel; Chief of Staff of the Air Force; Secretary of the Air Force; Chairman, Joint Chiefs of Staff; Office of the Secretary of Defense; and to the President for nomination to the Senate.

• The results of selection boards are released after the Assistant Secretary of Defense (Force Management Policy) approves the report. Usually, promotion board results are released 4 to 6 weeks after a board adjourns, with notification of selection made by the local MPF through the respective commander.

503.14 Explain how well-written Enlisted Performance Reports (EPR), Performance Feedback Worksheets (PFW), and personnel records convey an enlisted memberís past job performance and demonstrated potential for promotion.

Although not specifically addressed, The performance feedback worksheet (PFW) is important in that it conveys the ratees performance to the rater for a given time period. It can be useful later in writing good quality EPRís. The EPRís are of course important as they are the primary source of information on and individual for a particular board.

503.15 Describe the role feedback plays in the EES and the underlying requirements for enlisted personnel assignments and enlisted performance reports.

Feedback is the single most important means for changing behavior. The primary purpose of feedback is to improve performance and to professionally develop personnel to their highest potential.

According to a 1993 review by the Air Force Inspector General, performance feedback is important to the enlisted force and impacts their effective contribution to the mission. During this review it showed 58 percent of the ratees who received written feedback said it improved their performance. More than 90 percent of both raters and ratees agreed that performance feedback is a positive factor within the Enlisted Evaluation System. ìThe primary purpose of feedback is to improve performance and professionally develop personnel to their highest potential,î says Lee. ìPerformance feedback is the single most effective means for changing behavior.î

503.16 Describe some of the unique aspects of the civilian personnel system, such as the merit promotion program, discipline, union representation, and leave policies, etc.

The Merit Promotion Program

Air Force promotion policy is based on strict compliance with merit principles specified in Federal Personnel Manual chapter 335. A sound promotion program, fully supported and properly administered by supervisors and employees of all levels is essential to the staffing of an effective and highly motivated civilian work force. This program is designed to ensure that employees who perform well and have potential for the next higher grade are referred for promotion.

Program Aims:

A. Accomplishing mission goals by staffing positions with high quality employees.

B. Providing career opportunities for employees and making sure that all employees are fully informed of these opportunities.

Merit Promotion Program:

A. Making sure management is aware of high quality employees who have the capacity to perform in more responsible assignments.

B. Encouraging employees to be mobile in the interest of broadening their experiences and increasing their qualifications.

C. Making sure employees are placed in positions for which they are best qualified.

D. Encouraging employees to improve their performance and develop their knowledge, skills, and abilities.

Promotion to higher level positions and changes to positions with promotion potential are normally effected on a competitive basis

Employees who meet basic eligibility requirements are rank ordered by the civilian personnel office based on ranking criteria.

Civilian performance and promotional appraisal system used for ranking employees under merit promotion system.

Disciplinary Actions (Civ)

General Guidelines: Commanders must be aware of standards of conduct, then follow regulations in administering fair, impartial, uniform, and proper adverse actions and disciplinary programs when standards are not met. Disciplinary actions for unacceptable performance can range from a verbal counseling to removal for cause. All actions must be well documented and coordinated with the Employee Relations Section at the base CPF. Supervisors must observe employee rights to union representation.

Standards of Conduct Awareness

Commanders and supervisors at all levels should be aware of the following selected standards of conduct:

1. Employees are obligated to follow orders and instructions.

2. Employees are obligated to furnish testimony or information to authorized representatives.

3. Employees are authorized to participate in public or civic activities to support or oppose causes, policies, or programs of the government as long as participation does not interfere with mission accomplishment, bring discredit to the Air Force, or interfere with the duty performance of other employees.

4. Employees are expected to discharge their financial obligations in a timely manner. The Air Force cannot divert any part of an employees salary to pay a private debt except to enforce the legal obligations of providing child support or making alimony payments.

5. Employees are obligated to be present for duty unless there is authorization for absence.

6. Employees are expected to comply with reasonable apparel and grooming standards that derive from considerations of health,safety, and type of position occupied.

Disciplinary Actions Against Civilians: Disciplinary actions you can take against civilian employees include:

I. Oral admonishments

A. Least formal and least severe punishment

B. Includes only an interview between the supervisor and employee

C. Supervisor annotates AF Form 971 after the admonishment

II. Reprimand

A. Given for repeated lesser infractions to improve conduct

B. Considered a severe action by civilians

C. Given as a letter and stays in official record for two years

III. Suspension

A. Places the employee involuntarily in a nonpay, nonduty status

B. Very severe disciplinary action because of financial impact

C. Last step in process before removal and cannot exceed 30 days

IV. Removal for cause procedures vary depending upon whether the employee is working in the initial probationary period or is a career employee

A. Probationary period employee

1. Begin corrective actions early in the one year probationary period

2. Work with CPF if an employee fails to improve to an acceptable level

3. Remove the employee if performance does not improve

B. Career employee

1. Removal for cause is the most severe disciplinary action

2. Similar to AFI 36-2108 procedures except you work with CPF

3. Begin actions prior to end of a rating period

4. Define performance deficiencies and course of action for improvement

5. Maintain complete record demonstrating opportunities given to meet performance requirements

6. Provide 30 day notice of demotion or termination identifying critical element(s) in question

7. Reassign, demote, or remove the employee as appropriate

A word of advice. Documentation of disciplinary actions is critical regardless of severity. As inappropriate behavior continues or degrades, consider more severe disciplinary actions after coordination with your CPF. AFI 36-704 includes suggested penalties for infractions you may encounter and procedural protections for disciplinary actions and adverse actions.

Union Representation:

Civilian employees, including those paid from nonappropriated funds, may belong to any labor organization which does not advocate the overthrow the government, practice discrimination in membership, or reserve the right to strike against the government. The law requires the Air Force to pursue a policy of affirmative willingness to deal with labor organizations. A labor-management agreement---a labor contract---negotiated under exclusive recognition has the force and effect of a regulation and must be observed by both parties. The Air Force practices the following policy in labor management relations:

1. Employees have the right (without fear of penalty or reprisal) to form, join, and assist a labor organization or to refrain from such activity.

2. Management officials, supervisors, and employees engaged in nonclerical personnel work also may join any labor organization, but they may not act as representatives or participate in the management of the union.

3. Employees may solicit membership of other employees during nonduty time in the work area.

Labor Organization Rights and Recognition

Recognition and rights of labor organizations:

1. Subject to normal security regulations, labor organization representatives who are not US Air Force employees may solicit membership and distribute literature in non-work areas and during the non duty time of the employees involved.

2. A labor organization is granted exclusive recognition only when designated and selected by a majority of eligible employees.

3. When employees have chosen a union, Air Force management shall establish cooperative and constructive relationships with it.

4. The union holding exclusive recognition is entitled to act for and negotiate agreements covering all employees in the unit without discrimination.

5. The Air Force activity and the union are obligated to meet at reasonable times and confer in good faith regarding personnel policies and practices and matters affecting working conditions.

Policy and Procedures for Annual Leave

Authority to administer leave policies includes approving/ disapproving leave requests; scheduling leave so work requirements are met; and taking appropriate action when employees are suspected of abusing leave privileges. When an employee requests leave, consider the following factors in determining whether to approve the request:

Leave Administration (Civ)

1. The workload requirements of the employee and their office. In some situations, it may be necessary to notify all employees that during a particular period, no leave requests will be approved.

2. The workforce size needed to ensure efficient operation of the office. This is particularly important during times of the year when many employees wish to be off.

3. Prior leave approvals for other employees. If a leave request is denied because the employee cannot be spared, the supervisor should discuss alternate dates the leave can be approved.

The leave year for civilians begins in January. Establish leave schedules for people early in the year to give them a chance to select a vacation time, permit scheduling around known TDYs, provide a tool for balancing leave against work load, and allow time to resolve scheduling conflicts. Except in an emergency, annual leave must be requested and approved in advance. Annual leave accrues based on years of service.

Sick Leave Procedures

Sick leave is an important right of all civilians, but unfortunately is susceptible to wide abuse if unchecked by supervisors and commanders. Civilians earn 4 hours of sick leave per pay period regardless of years of service and there is no limit on the amount of leave that is accumulated or carried forward to the next year. Allow sick leave only under the following circumstances:

1. When the employee is incapacitated for duty due to sickness, injury, pregnancy, or vaccinations.

2. For medical, dental, or optical examinations or treatment. These absences must be requested in advance.

3. When exposed to a disease requiring quarantine or isolation as identified and required by a local health authority. This absence must be supported by a health certificate regardless of duration.

4. To participate in drug or alcohol counseling programs.

Advice to commanders: As a commander and supervisor of civilians, granting leave and considering the viability of various absences is a significant responsibility. Make sure you understand the requirement and have an alternate approving authority also well versed.

503.17 Explain the role of the Civilian Personnel Office in management of the civilian workforce.

This office was described as both a rescourse and OPR for Commanders to work with to administrate Civilian Employees.

503.2 Comprehend the complexities of the decision making process.

503.21 Describe the variety of factors affecting the decision process.

This question is best answered with the following from the reading as the actual factors were never formally listed.

Leaders Must Understand the Decision making and Implementation ProcessesóHow are decisions made? How do leaders want to make decisions? Which decisions do they want subordinates to make? How much control do they have over decisions? What decisions do they have to get approved by higher authority? These are the sort of questions leaders should be able to answer. Leaders also must understand how to implement decisions. Decisions made are of little value if they are not implemented, so leaders must know how to develop implementing strategies. They must have follow-up systems to ensure that decisions are not only carried out, but carried out faithfully, in both substance and spirit.

503.22 Identify the informal and formal environments that may impact upon the leaderís decision making process.

During Olds speech he hit on the concept of formal and informal authority. He sighted that during his earlier command he had far greater formal authority than currently is available. He owned practically everything surrounding his unit and could exercise formal authority. In contrast todayís Air Force has been for a large part stripped of formal authority and is more reliant on implied or informal authority. He stated it best when he said ìFormal versus informal authorityóthat is really the greatest trick of the century nowadaysóto fulfill a command position and to understand the limits of your formal authority and the horizons of your informal authority.î

503.3 Comprehend accountability is an essential element of leadership and command.

503.31 Describe accountability.

Accountability is usually vaguely defined as ìimplying liability for which one may be called into account Ö being held accountable for oneís behavior.î The author Prefer the understanding given by John Gaus, who describes accountability as the ìinner checkóa mix of internalized professional and humane values

503.32 Explain to whom leaders are accountable.

In describing accountability Lt Col Galloway in his article on Accountability says --We also have an ultimate liability to our military profession. ìEach of us is accountable to the state for managing violenceówe are to be expertly and collectively responsible for this immense task.î We are accountable for knowing our jobódeveloping an expertise by which we perform. Then, we are responsible for a devotion to duty, to overall mission, and our place within it. ìThat person who understands and seeks the power of corporate knowledge, skill, and devotion to duty is an accountable leader.î

503.33 Explain how accountability is determined.

Responsibility and accountability are practically the same. ìAccountability begins when we accept responsibility, and it is the acceptance that initiates accountabilityóthe heart of leadership.î The moment a person accepts a responsibility, they become accountable for that responsibility.

503.34 Summarize the impact accountability has on leadership.

Accountability takes the form of moral courage, a courage that is so strong that most recognize it only after the ordeal of battle.

It takes moral courage to assume the responsibility for menís lives, yet moral courage is even more in demand when the situation calls for the commander to order men to take an action that clearly puts their lives at risk. Unhappily, this is part of the loneliness of command.

Additionally the other readings give a historical perceptive on the effect of accountability on command. Those leaders that were accountable for there actions took the time to understand what they were in charge of and deal with itís day to day operations. Problems occurred when they didnít understand the nature of what they commanded. The text book case being the Blackhawk shoot down which was cataloged toward the end of this reading.

503.4 Comprehend the relationship of managing diversity and organizational performance.

503.41 Explain the individual-level, group/intergroup, and organizational factors in understanding diversity

In his book, Cultural Diversity in OrganizationsóTheory, Research and Practice, Dr. Taylor Cox, Jr., provides a conceptual model (figure 1) showing the impact of diversity on an organization. He ties together his research and uses information on gender, racioethnicity, nationality, age, and other areas of diversity to create this model. When developing this model, not only did Cox use the traditional areas of diversity such as race, gender, and nationality, he also used areas that are just as important in the military such as job function, background, and values. Another point about this model is that it treats group identities in a more sophisticated way instead of the traditional way. For example, we have traditionally grouped people together based solely on physical characteristics such as black, white, or Hispanic. Yet, this categorical treatment ignores how the individual identifies with the culture of the group. A final point about this model is that it proposes that the impact of diversity on an organization is an interaction of the environment and individuals.

The logic of the model shows that a personís group affiliations such as age, gender, and race can be analyzed on three levels: individual, group/intergroup, and organizational. These collectively will define the diversity climate of the organization. This climate may influence individual and organizational outcomes either as affective outcomes or achievement outcomes. These individual outcomes may impact organizational factors such as work quality and productivity.

Figure 1 Interactional Model of the Impact of Diversity on Individual Career Outcomes and Organizational Effectiveness

503.42 Describe the interrelationship between how diversity is managed within an organization and the organizationís performance.

How does diversity effect organizational performance? As Coxís model suggests, ìa set of individual, group, and organizational factors interact to influence a set of individual outcomes that in turn influence organizational outcomes.î Additionally, the individual and organizational outcomes can impact effective outcomes and achievement outcomes. Cox defines effective outcomes as to ìhow people feel and think about their jobs and their employers.... What people believe about their opportunities in the work environment is of vital importance regardless of whether or not these beliefs are consistent with the facts.î If an individual feels valued by the organization, they will contribute more to meeting the goals of the organization. Cox defines achievement outcomes as ìtangible measures that are, at least theoretically, indexes of the employeeís contribution to the organization.î These can include performance ratings and promotion rates. So, according to the model, ìby understanding the diversity climate we can predict effects on individual outcomes and ultimately effects of diversity on organizational effectiveness.î

There are direct effects of diversity on organizations. Processes such as problem solving, creativity, and communications will be effected by diversity. These processes are critical to any organization and diversity can either complement these processes or provide challenges to overcome. This is reflected in Coxís model by the arrow that extends from the diversity climate to the organizational outcomes.

Examining selected factors from the diversity climate listed in the model and how they can be applied to the military will provide the foundation of how diversity can impact an organization. Specifically, identity structures, prejudice, stereotyping, ethnocentrism, and informal integration will be defined. Although the other factors are also applicable to the military, because of the structured environment we operate in, change in those areas require more than self-examination.

503.5 Comprehend the leadership qualities required to effectively operate within the joint and/or multinational environment.

503.51 Describe leadership qualities necessary for success in the joint and multinational environment.

Qualities from the Marshalling paper included:

• Joint leaders must push jointness down the chain of command
• Joint leaders must keep the national interest in focus
• Joint leaders must be ìmore than military men
• Joint leaders must live outside themselves
• Joint leaders cannot give in to the ìluxury of sentiment
• Joint leaders must avoid ìthey-usî distinctions
• Joint leaders must build interservice ties through personal relationships
  

From the Pudas reading on preparing future coalition Commanders:

• Unity of purpose is the political glue that binds coalition members together. Operational commanders must understand ultimate political objectives and create military conditions which will achieve strategic goals in theater.
• Unity of effort is necessary to achieve success in combined and coalition operations. If unity of command is not possible, then cooperation and coordination are the keys to unity of effort. Coordinated planning staffs and assignment of liaison officers significantly enhance the process.
• Interoperability is best managed by appropriate force assignments and the retention of responsibility for logistical support by individual nations. Intelligence sharing, the treatment of prisoners, and rules of engagement are best handled by cooperative planning and coordination. Although interoperability is often the major obstacle to achieving unity of effort, there are measures which can be undertaken to minimize problems. Language training for liaison officers, targeted military sales and security assistance, and combined exercises can promote interoperability with potential coalition partners.
• Minimizing and preventing risks to personnel in combined operations with nontraditional allies and without formal treaties may lead to situations in which changing political events influence the military contribution of each partner. This may mean increased risk to American forces. Also, diverging national aims in the war-termination phaseóor a vulnerability to the coalitionís center of gravityómay be sources of risk for U.S. forces.

503.52 Describe limitations leaders face in the joint and multinational environment.

Although not specifically listed differences in culture, language, values, and overall objectives were mentioned. Different service objectives during the Desert Storm conflict were detailed in the reading ìthe Generals Warî. The air components goals differed drastically from the ground components. This split was echoed at the highest levels.

503.53 Describe leadership capabilities required to execute Joint Vision 2010. [I.1(a)]

The dynamic nature of Joint Operations in the 21st century battlespace will require a continued emphasis on developing strong leadership skills. Our future leaders at all levels of command must understand the interrelationships among military power, diplomacy, and economic pressure, as well as the role of various government agencies and non-governmental actors, in achieving our security objectives. They will require a sophisticated understanding of historical context and communication skills to succeed in the future. The evolution of command structures, increased pace and scope of operations, and the continuing refinement of force structure and organizations will require leaders with a knowledge of the capabilities of all four services. Without sacrificing their basic sense competencies, these future leaders must be schooled in joint operations from the beginning of their careers. This leadership development must begin with rigorous selection processes and extend beyond formal education and training. Hands-on experience in a variety of progressive assignments must stress innovation, dealing with ambiguity, and a sophisticated understanding of the military art. In short, our leaders must demonstrate the very highest levels of skill and versatility in ever more complex joint and multinational operations.

Distance Learning - LC 503 Thought Provoking Questions

1. What is the role of the commander/ supervisor in explaining to subordinates the intricacies of the Officer Assignment System, Officer Evaluation System, and Officer Professional Development process?

2. How do clear, concise, and accurate officer performance reports, promotion recommendation forms, and feedback aid in the development and selection of highly qualified officers for greater levels of responsibility?

3. Why is a knowledge of enlisted personnel systems and concerns important to Air Force officers?

4. How does good feedback contribute to enlisted/officer development and enhance mission accomplishment?

5. What roles do the legal and personnel offices play in aiding the commander or supervisor to address civilian personnel concerns?

6. What is the basic framework you use in your decision making process?

7. In the Czar 52 case study, what were some of the problems with the decision making process?

8. How does accountability differ from responsibility?

9. Concentrating now on our military profession, to whom are we accountable?

10. Why is diversity becoming more important as a leadership issue?

11. What exactly is meant by managing diversity?

12. What are some attributes you think you would need as a leader to be effective in the joint and multinational environment?

13. What are some of the limitations that are put on the leadership of joint and multinational operations?

LC 503 Challenges of Command (reading summary)

• In the first reading The Military Commander and The Law 1996 Published by the Air Force Judge Advocate General School, Oral and written counseling are covered very extensively as well as admonitions and reprimands. This reading is basically a good background on the legal aspects of counseling. And gives guidance for punitive counseling.

• The second reading AFPAM 36-2404 is a good introduction to the feedback process. And is were I gleaned the answers to describe feedback.

• The third reading Managing Conflict and Negotiating deals with conflict and resolution. It described all aspects of bargaining and five general approaches to managing conflict. It was easy reading but answered none of the Lesson Objectives so strike it up to FYI. There was and interesting article included towards the end that drew analogies between swimming with sharks and conflict management, definitely worth reading entitled ìHow to Swim with Sharksî.

• The fourth reading Supervisorís Guide to Performance Feedback gave information about the Performance Feedback System and is designed to assist raters and ratees in performing and receiving feedback It gives rational for accomplishing feed back and some common errors in feedback.

• The fifth reading consisted of several articles:

• AIR FORCE INSTRUCTION 36-2611 gave good guidance on the Officer Professional Development (OPD) program, the Officer Evaluation System (OES) program, Officer Promotion System/ Selection Boards, and the Officer Assignment System (OAS). Although lengthy it answered the brunt of questions 503.12 and 503.13.

• The article Demystifying Promotions: Masterís Degrees and Promotability discussed in depth about officer promotion rates relative to masters degrees and contained many facts and figures concerning rates of promotion with or without a DP relative to having an Advanced Degree. A majority of the officers meeting the majors board over the past four years had an advanced degree. Officers with an advanced degree were selected at a higher rate than officers without an advanced degree. As an officer progresses up the grade ladder, the percentage of eligibles with an advanced degree increases significantly, but the promotion opportunity decreases for both those with and those without an advanced degree. According to interviews of promotion board members from the last three boards held at AFMPC, job performance, as documented in performance reports throughout an officerís career and in the PRF rendered prior to a promotion board, is the most important factor in promotion success. The board members said they placed the greatest weight on job performance when they evaluated an officerís potential for promotion. Board members rated advanced education as the least important of the eight whole-person factors. However, board members also indicated that an advanced degree could be a ìtiebreakerî between two otherwise equal records.

• From the reading OES: DEMYSTIFYING THE PROCESS we were given a historical look at the OES system. It is also and excellent review of what the management-level review (MLR) board does prior to a promotion board.

• Promotion Lists: Why So Long Before Release? The process of releasing the board results is defined. The short answer, according to Air Force Military Personnel Center officials, is thereís an extensive review process that ensures results of the board are accurately recorded and that the board complied with the law. The end result is a process that takes around seven to eight weeks, from conclusion of the board to release of the results. Each office in the chain is vital in ensuring the results are accurate and in compliance with all applicable laws, directives and regulations. Notifying people of their promotion board results takes time because the Air Force wants to ensure the promotion process is fair and equitable and the released results are accurate.

• Officer Selection Records: Whatís In Them Every officer has an officer selection record, or OSR, at the Air Force Military Personnel Center. The Air Force selection boards review these records, so itís important for people to know what is in them and how to review their OSR. This short article tells you the howís and whyís of reviewing these records and there importance.

• Post Promotion Boards: Facing a Non-Select Officer This article really tells about the realties of facing a non select. It puts the odds more in real terms and gives aids for talking about the non select with people.

• Memorandum of Instructions for CY96A Nonline Lieutenant Colonel Central Selection Board This is and actual letter to a promotional board. It gives specific instructions for conducting the board.

• Evaluation Reports Extracted from AU-2, Guidelines for Command This article gives perspective to the commander on the importance of reports and feedback.

• OAS: Shop Early! This article details the differences between the Volunteer system and the current system. Itís main points was that the new system identifies vulnerability and this helps to encourage movement. It also discussed the merits of volunteering before you get tagged with a must fill.

• AFI 36-2403 gave lots of practical information on administering the EES as a commander but spoke to none of the Lesson Objectives except to provide background information.

• Airman Assignment Information. In this article many different considerations with regard to assignment and reassignment were discussed from the commanders perspective.

• ENLISTED PROMOTION PROGRAMS FACT SHEET (1997). This sheet gives all the promotion approval authorities and is designed to provide you with an easy reference to the promotion eligibility criteria and factors used in the selection process for each grade. It describes in detail STRIPES FOR EXCEPTIONAL PERFORMERS (STEP) promotions and THE WEIGHTED AIRMAN PROMOTION SYSTEM (WAPS).

• The Command and Leadership toolbook, gave the reference for working with Civilian employees. It answered questions 503.16 & 501.37 with regulations specifying promotion discipline and leave policies.

• The Challenge of Leadership, Robby Olds reflects on a career spanning three wars and his style success and failure as a leader in the Air Force.

• The Five Pís of Ethical Power, The Power of Ethical Management, is and interesting article that asks us to use the 5 Pís Five Ps of Ethical Power:
  • Purpose
  • Pride
  • Patience
  • Persistence
  • Perspective

It also presented and ethical checklist to follow:

The Ethics Check Questions

-Is it legal?

-Will I be violating either civil law or company policy?

-Is it balanced?

-Is it fair to all concerned in the short term as well as the long term?

-Does it promote win-win relationships?

-How will it make me feel about myself ?

-Will it make me proud?

-Would I feel good if my decision was published in the newspaper?

-Would I feel, good if my family knew about it?

• Twenty Fundamentals to Remember, Taking Charge: A Practical Guide, provided the answers to this section of lesson objectives. Included a useful decision making checklist.

• Case Study CZAR 52, This article details the facts surrounding the B-52 crash during and airshow practice at Fairchild AFB. It is presented as a basis of discussion for the seminar.

• Accountability AWC research report, This was the most useful article in the Accountability section. I gained the definitions from this one.

• Habsonís Choice: Responsibility and Accountability, and interesting business veiw of accountability.

• Practical Leadership, is a reflection by General Thomas Richards on leadership and management.

• Good Leaders Should Accept Blame, A reflection of modern day leadership with light on the Black hawk shootdown, The B52 crash at Fairchild AFB, and the Pope AFB collision between the F-16 and the C-130.

• Black Hawk Shootdown report, a multi sourced detail account on the shoot down of 2 Blackhawk Helicopters in Northern Iraq.

• Understanding the Impact of Cultural Diversity on Organizations, The model discussed in this section provides ideas for consideration about the impact of diversity on individuals and organizations. Answered all of the Lesson Objective questions for this section.

• Valuing Diversity, Just like the title suggest is a reading to look at the positive aspects of diversity. It presents some tools for building strength in a divers organization.

• Setting the Example of Air Force Leadership Through Diversity, Sites the Air Force as and example of strength through diversity. Good insight from the Sec AF.

• The Army is Held up as a Model of Diversity, American society can begin solving its problems with race relations and equal opportunity if it studies the lessons of the most successfully integrated institution in the countryóthe US Army.

• Marshall-ing Joint Leadership, a historical view of Gen Marshall and his success during W.W.II in combining the services to fulfill common goals.

• Preparing Future Coalition Commanders, article answers questions about leadership qualities necessary for success in joint organizations.

• Senior Leadership in Multinational Organizations, A squadron commanders perspective on success and failure in leading a multinational squadron.

• The Generals War, and interesting view into the Joint community and its problems during Desert Storm. Specifically problems between Air and Ground component commanders and the use of airpower to conduct battle.

• Joint Vision 2010, as the name implies a road map of were the joint community is going. Insights on what types of weapon systems and leadership traits necessary.