A 500-0101 Chapter 2 LPO Leadership Course SG

LEADING PETTY OFFICER
LEADERSHIP COURSE

STUDENT GUIDE

JANUARY 2006
“The Individual assigned the leadership roles and
responsibilities for planning and executing divisional
functions; to include the professional and personal
growth of those personnel assigned within that division.”

STUDENT GUIDE A-500-0101

TOPIC SHEET 2-1
PROFESSIONAL INTERACTIONS

A. INTRODUCTION

The ability to convey your thoughts clearly, both orally and in writing, will help you as a
Leading Petty Officer maintain professional interactions with the people you work with, and
help you develop your Sailors.

B. ENABLING OBJECTIVES

Discuss requirements for delivering a brief.

Apply communication techniques to maintain open lines of communication.

Describe how Sailors’ welfare issues can be resolved using proper resources and
programs.

Develop a counseling strategy.

Demonstrate an effective counseling session.

List useful resources for written communications.

Discuss techniques for effectively communicating ideas when writing correspondence.

Discuss quantitative and non-quantitative factors and their impact on performance
evaluations.

Develop standards to evaluate the performance of personnel to determine opportunities
for development.

Identify conflict management modes.

Apply negotiation techniques to influence others.

C. STUDENT PREPARATION PRIOR TO THIS TOPIC

Read in the Student Guide:

Outline Sheet 2-1: Oral Communication

Outline Sheet 2-2: Counseling

Information Sheet 2-2-1: Navy Counseling Categories

Leading Petty Officer Leadership Course SG 2-1
Professional Interactions


Outline Sheet 2-3: Performance Evaluation

Information Sheet 2-3-1: Written Communication

Outline Sheet 2-4: Conflict Management

Outline Sheet 2-5: Influencing and Negotiating

Complete Assignments in Workbook:

Assignment Sheet 2-1: Brag Sheets

D. STUDENT REFERENCES

1. None

E. SUPPLEMENTAL REFERENCES

1. Baker, John. 1998. How to Negotiate. Iowa State University.

2. Creativity and Leadership. (n.d.) Center for Service Leadership. Retrieved 4/11/05 from
http://www.gmu.edu/student/csl/creativity.html.

3. Covey, Stephen R. 1991. Principle-Centered Leadership. New York, NY : Fireside.

4. Decker, B. 1966. The Art of Communicating. Menlo Park, CA: Crisp Publications.

5. Shenk, Robert. 1997 The Naval Institute Guide to Naval Writing. Annapolis, Maryland:
U.S. Naval Institute.

6. U.S. Navy, NAVEDTRA 11121, Educational Services Officer.

F. STUDENT GUIDE MATERIALS

1. Topic Sheet 2-1: Professional Interactions

2. Outline Sheet 2-1: Oral Communication

3. Outline Sheet 2-2: Counseling

4. Information Sheet 2-2-1: Navy Counseling Categories

5. Outline Sheet 2-3: Performance Evaluation

6. Information Sheet 2-3-1: Written Communication



7. Outline Sheet 2-4: Conflict Management

8. Outline Sheet 2-5: Influencing and Negotiating



OUTLINE SHEET 2-1
ORAL COMMUNICATION

1. Introduction

Oral communication skills are essential for a leader. The content covered here will provide
guidance on how to prepare and deliver a brief, but is also helpful in becoming a better
communicator.

2. Elements of Effective Communication

The principles of effective communications serve both one-on-one and public speaking.
There are nine behavioral skills that form the key elements of interpersonal communication.

a. Eye Communication

Your eyes are the only part of your central nervous system that directly connects with
another person. For instance, staring at someone for more than 10 seconds suggests
involvement, intimacy, or intimidation. In public speaking, we are interested only in
involvement. To be more effective, hold eye contact with each of your audience
members for about three seconds. Also beware of eye-dart and slow-blink. Eye dart
conveys nervousness and makes the listener feel uncomfortable. Slow blink conveys the
message: “I really do not want to be here.” When addressing a group, such as your
division at morning quarters, hold your eye contact for about three seconds with an
individual because people around them will feel you are involving them directly in your
speech.

b. Posture and Movement

Stand tall. Lean forward with knees slightly flexed. When you are speaking and you are
confident, your message comes across effectively. This helps offset distracting effects,
e.g., rocking, bouncing, etc.

Proper movement projects confidence. Movement adds to your energy, reflects
confidence, and adds variety to your communication. This is not to be confused with
rocking and pacing. This will help you to connect with the group you are addressing.

c. Gestures/Facial Expressions

To be effective at interpersonal communication, you should have your hands and arms
relaxed and natural when at rest. You should gesture naturally when animated and
enthusiastic. You should learn to smile under pressure.

• How do you look? Find out how you look to others when you are under pressure.
You can get this through feedback from other people or by video taping yourself.



• Find your nervous gestures. What do you do with your hands when you are
speaking and do not have anything to hold on to?

• Very few people exaggerate their gestures or facial expressions. Try to
exaggerate your positive gestures. Do not worry about overdoing it.

• Smiling – which third describes you? One third of people have open, smiling
faces; 1/3 of people have neutral faces; and 1/3 have serious and intense faces.
Find out which 1/3 you are in and work on developing a smiling face when you
communicate. When it is appropriate, a smile conveys warmth and sincerity.

• Remember the personality factor. People will buy your ideas and be persuaded
much more readily if they like you. Interpersonal communication means
connecting with another person on an emotional level, not just an intellectual
level. If you want friends, you have to be friendly.

d. Dress and Appearance

We form immediate and vivid impressions of people during the first five seconds we see
them. Experts estimate that it takes another five minutes to add 50 percent more
impressions (negative or positive) to the impression we made in the first five seconds.
These first impressions are long lasting.

• Wear your uniform with pride and look sharp. Solicit feedback on your personal
appearance, starting with your peers and friends.

• Dress appropriately at social functions. Your appearance should be appropriate to
the company you are in, your position, and the social situation.

• Never underestimate the impact your appearance makes. The effect of your initial
appearance on others is far greater than you think. Your personal appearance is
an upward manifestation of your ability to set and maintain a standard.

e. Voice and Vocal Variety

Your voice transmits energy. Use a tape recorder to record your voice to become aware
of how much or how little energy you transmit to others.

• Your vocal tone and quality can count for the majority of your message. If people
cannot see you (i.e., telephone, radio, 1MC) the majority of believability comes
from intonation and resonance.

• Do not read speeches. Use notes and outlines of main ideas when you speak.
This will allow you to let your mind spontaneously select words and maintain
contact with your audience.



f. Language, Pauses, and Non-words

• Direct language. Language is made of both words and non-words. People
communicate most effectively when they are able to select the right words.

An example of a non-word is “huh.”

• Pause. A pause is better than a non-word. Use this technique to solicit feedback.
Practicing and receiving feedback will assist you in recognizing how natural you
appear when you pause.

• Non-words. Replace non-words with pauses. “Umm,” “O.K.,” “you know,”
“well,” “and,” etc., are not only sloppy, but also distracting when repeated as a
habit. Pauses are an integral part of language. Do not be afraid to use a pause for
emphasis. Replacing non-words with pauses makes your language stronger.

g. Listener Involvement

The more involved your listener is, the more you can convince and persuade that person
of your message. Decker (The Art of Communicating, 1966) identifies nine techniques
for involving listeners. These techniques are divided into three areas:

• Style
Drama. Create a strong opening by announcing a serious problem or making a
startling statement. Develop a sense of drama by telling a moving story. Bring it
to life by being as descriptive as possible.

Eye communication. Survey your listeners, constantly ensuring they are watching
you. Try to gauge reactions of your audience by using proper eye contact.

Movement. Purposeful movement transmits a sense of energy and keeps the
audience focused on you.

Visual aids. If possible, use visual aids. This adds to the stimulation and
reinforces learning.

• Interaction
Questions. There are three types of questions that help obtain a deeper level of
involvement:

Rhetorical questions. Use these when you do not have time to actually discuss an
issue but want to make them think.

Calling for a show of hands in response to a question (voting). This gets your
listeners involved and gives you a quiet way to gauge reactions.



Asking for volunteers to answer questions. Even though only one person gets up,
the energy level of the group will increase.

Demonstrations. A demonstration, by yourself or a volunteer, adds variety to the
way information is presented. A good example of this is role-playing.

Gimmicks. Have fun with your listeners. Get them involved, but always stay in
control of the session. Keep things appropriate for your organization and your
listeners as well. Use creativity while keeping things in good taste.

• Content
Interest. Be sensitive to short attention spans. Remember that we exist in the
sound bite era. Before you speak, ask yourself, “How will I benefit my
listeners?” Make sure your information is current, appropriate, and delivered in a
dynamic fashion.

Humor. Make your humor appropriate to your listeners and relevant to your
point. Be professional.

h. Humor

Humor, properly used, adds to the attraction of the content and helps hold interest.

• Using humor. Humor is one of the most important skills for effective
interpersonal communication.

• Do not tell jokes. Only a very few people tell jokes well, and you are taking a risk
that the jokes may not be politically correct.

• Do tell stories and anecdotes and remember to smile. There is much to be gained
in telling humorous stories, anecdotes, or incidents. Everyone has a humorous
story, and the fact that it is personal adds to the comfort level of delivery and the
warmth of the talk. Remember, people prefer to look at a smiling face.

i. The Natural Self

Be authentic. Be yourself in all communication circumstances, understanding and using
your natural strengths, and building communication weaknesses into strengths. You must
do a self-assessment.

• Acknowledge your strengths and your weaknesses. Once you have acknowledged
your natural strengths and weaknesses, work on both of them.

• Convert your weaknesses into strengths. Establish a routine in which you polish
and perfect your strengths and turn your weaknesses into strengths.



3. Oral Briefs

An additional administrative duty you may have as an LPO is to prepare a brief. Military
briefs differ from public speaking in several ways. Typically, military briefs are relatively
short and to the point. Since the audience is a “command audience,” attention-getting
devices are normally not needed.

a. Purpose

The primary purpose of a brief is to inform, but it also may have other purposes; first, to
ensure the listener’s understanding of a particular mission, operation, or concept; second,
to enable the listener to perform a specific procedure; and third, to provide the listener
with information on which to base decisions.

Often, several people participate in a brief. In a briefing for an operational plan, for
instance, one group may cover the administrative, tactical, logistical, and operational
phases, and another group may explain the mission. To enable the listeners to grasp all
this information as a unit, each briefer must give only the essential information in as few
words and as few minutes as completeness and clarity will permit.

b. Types

The two major types of oral briefs are formal and informal. A daily, informal brief of the
members of your work center will require a different approach and degree of preparation
than a formal brief of your XO.

c. Techniques

(1) Preparation

Formal briefs usually allow a period for preparation. In this preparation, consider
the:
• Purpose (to inform, persuade, or both)
• Nature of the audience
• Complexity of the topic
• Characteristics of the briefing space
• Requirement for practice and feedback.

In preparing to brief others, you must analyze the data, choose the significant
facts, and organize them carefully. Your explanation should be simple, precise,
and factual. Jokes and anecdotes rarely have a place in a brief. If you are able,
however, you may occasionally use humor to help you make a point or clarify a
problem. Assume the listeners are ready for a serious talk ─ they want to hear the
vital information on a specific subject presented as clearly as possible. When you
give a brief, you are likely to face a captive audience. Analyze the rank and
experience of the people you are to brief, and try to determine what your best



approach will be. You cannot always say what your listeners want to hear, but
you can try to speak in the manner they will most easily understand, which is
necessary in a good brief.

(2) Organization

As a member of the Navy, you need to be adept at stating your ideas accurately,
briefly, and clearly. Logical organization of your material will help your listeners
understand it. When organizing the introduction, body, and conclusion of the
brief, keep the purpose of the communication in mind. The purpose could be to
give your listeners an understanding of a certain mission, operation, or concept.
Alternatively, the purpose could be to enable them to perform a specific
procedure. In either case, organize your material as you would for a speech. On
the other hand, if the purpose is to provide your listeners with information on
which to base decisions, a problem-solving plan to organization can be most
effective.

(a) Introduction

Since your listeners need and want to know about your subject, you will not
need time-consuming, attention-getting devices. If another speaker introduces
you and your subject, you need only give a quick overview of the subject and
proceed immediately to the main points. If you are not introduced, you might
simply say, “Good morning. I’m Petty Officer Jones; I’ll be briefing you on
_____________.”

You should state the point clearly and concisely at the beginning of your brief
so that your audience knows what they are listening to and what they can
expect from the rest of your brief.

(b) Body

You must amplify the point you are trying to make or the area you are trying
to cover. You should support that point. You must bring the audience enough
information to inform them or to help them make a decision, whatever the
purpose of your presentation happens to be.

The information for the body of your brief requires careful consideration from
the standpoint of content as well as delivery. If possible, present only the
facts. Your facts should be provable, and you should have the proof with you
in case your listeners ask for it. Because you must be brief, you may have to
omit many details from your talk. This can cause you to oversimplify a
difficult subject. One way to avoid over-simplification is to prepare a folder
of “documentation” for your listeners to refer to after you finish the brief. In
your opening remarks, tell them it is available. You gain in several ways from



letting your listeners know at the outset that they will have access to complete
information on your subject.

1) First, your listeners are more apt to accept the validity of your
information because they know they can check your evidence.

2) Second, they are less likely to ask needless questions or to interrupt for
other reasons.

3) Third, they will go along with very simple visual aids because they
know they can get information that is more detailed if they need it.

Another way is to prepare “backup” slides that present detailed information on
specific issues. If questions are asked, you will be ready and will increase the
confidence your audience has in you. If certain facts are not available and you
must make an assumption, identify the assumption, say that it is necessary,
and continue. If your listeners wish to challenge the assumption, they can do
so during the question-and-answer period, at which time you should be able to
explain your rationale. Normally, you do not interpret the information in your
brief. Present the facts and let your listeners draw the conclusions. Such
phrases as “In my opinion,” “I think,” and “I take this to mean” are generally
signs that the briefer is going beyond the mere presentation of information and
is interpreting the meaning of the information. Emotional appeals have no
place in a brief. Your listeners will be justified in doubting your objectivity if
your presentation is charged with emotion. This does not mean that your
delivery should be dry and lifeless ─ rather, quite the contrary. Because you
must present pertinent information and nothing more, you should strive for an
animated and interesting delivery.

Visual aids can help you show quickly and clearly many things that you
would have trouble putting into words. One glance at a map would show your
listeners more about air bases in Communist China than 15 minutes of words
alone. Practice the brief with your visual aids until you can use them
smoothly. They should be an integral part of your presentation. If you do not
practice your brief, such simple acts as uncovering or recovering a chart can
cause awkward breaks in a brief.

(c) Conclusion

You must end your brief appropriately. The conclusion should bring the brief
together in a concise manner; reviewing the topic but keeping it short.

This part of a brief should be short but positive. Summarize your main points
if you feel it is necessary. Since a question-and-answer period usually follows
a brief, one concluding sentence might be “Ladies and gentlemen, are there
any questions?”



If a question period is not to follow, you might simply say, “Ladies and
gentlemen, this concludes my brief.” Know your subject forward and
backward. You will face challenges no matter how rational you are. As an
experienced speechwriter might say, “Nothing is more embarrassing than to
have some know-it-all in the back of the room raise a hand and ask a question
that succeeds in wresting control of the subject matter from you.”



OUTLINE SHEET 2-2
COUNSELING

1. Introduction

Your Sailors’ performance and welfare are integral to your success as a leader. Conducting
counseling is a means to address any concerns or issues your Sailors may have. This topic
will introduce characteristic of an effective counselor, as well as steps to take for an effective
counseling session.

2. Characteristics of Effective Counselors

An effective counselor combines several traits to be successful.

a. Desire to help others

An effective counselor displays a sincere interest in people. Successful counselors also
know their limits, are aware of referral sources, and are willing to make necessary
referrals as necessary.

b. Patience

Effective counselors remain in control in an atmosphere of excitement, discontent, or
hostility, and they manifest self-control when provoked.

c. Emotionally Stable

It is important for effective counselors to maintain a calm demeanor.

d. Courteous

Generally, effective counselors are polite and courteous. However, there may be specific
examples where confrontation is necessary for counseling to be effective.

e. Non-judgmental

It is important that an effective counselor does not convey his/her personal standards.

f. Empathetic

An effective counselor needs to be empathetic. This involves the ability of seeing a
situation from where the Sailor being counseled sees it. The counselor does not pass
judgment against the Sailor being counseled for personal views, but addresses wrong
ideas and attitudes firmly, fairly, and dispassionately.



g. Active listener

Active listening or effective listening skills are critical to be an effective counselor. The
counselor listens to what is said as well as what is implied by observing tones and
reaction.

3. Steps for an Effective Counseling Session

a. Prepare

Preparation for a counseling session is necessary to observe and adequately document
behavior.

Gather as much information as possible about the problem and the Sailor being
counseled. Talk to peers, other people in the chain of command, and check any available
records.

Part of your preparation is to review counseling records, if any exist, on the Sailor being
counseled.

Consider where you want to be at the end of the session. Determine the purpose of the
counseling session.

Preparation is the key to successful counseling. Sometimes planning may not be
possible, such as when a Sailor asks for help or when we give a pat on the back for an on-
the-spot observation. In such situations, counselors who know their people, their
people’s responsibilities, and can mentally prepare, can respond to their needs.

b. Initiate the Session

The counselor needs to initiate the session.

• Indicate that you want to talk with the Sailor being counseled. In some instances,
the Sailor being counseled may initiate the session.

• Choose an appropriate place to meet.

Be aware of the CO’s counseling policy before conducting cross-gender or closed-door
counseling. Ensure consistency when selecting the counseling location. If there is
concern about cross-gender or closed-door counseling, consult the Equal Opportunity
program specialist and command directives.

• Agree on a time to meet.

Whether by memo, telephone, or face-to-face, stress the importance of maintaining the
Sailor’s dignity and keeping private issues private to the extent possible (confidentiality).



Belittling the Sailor being counseled in front of shipmates or showing little respect for
feelings will hinder your counseling attempts.

c. Create Suitable Conditions

• Ensure physical comfort, if possible (e.g., chairs, coffee, or other things to help put
the Sailor being counseled at ease).

• Guarantee confidentiality within your legal and ethical bounds. Do not joke with
anyone about the counseling session.

• Be attentive to what the Sailor being counseled is saying.

• Consider what you will do to eliminate interruptions.

d. Explore and Understand the Real Situation

• State the reason for the meeting. In a career counseling session, the Sailor being
counseled may often initiate the meeting. If so, the Sailor being counseled should
state the reason for the meeting.

• State your concerns regarding the Sailor being counseled. (Include your observations
of the Sailor’s behavior.)

• Elicit relevant information from the Sailor being counseled. Be sure to use open-
ended questions.

• Discuss the situation fully so you both understand it. Ask clarifying questions to
determine how well the Sailor being counseled understands the discussion.

e. Define Goals and Develop a Plan

Move toward the ideal (where the Sailor being counseled would like to be or should be).
The Sailor being counseled needs to state the goal. In order to move toward the goal the
following steps should be taken.

• Have the Sailor being counseled verbalize the ideal state (goal). Stating the goal
demonstrates that the Sailor being counseled is taking responsibility for solving the
problem and demonstrates your positive expectations of the Sailor being counseled
concerning his or her own ability to solve the problem.

• State your realistic expectations about the Sailor being counseled.

• Identify blocks to problem resolution that are created by an external source, such as
the Navy, family members, etc.



• Identify blocks to problem resolution that are created by the Sailor being counseled.

• Identify potential sources of help.

• Outline options for action steps; assist the individual and make the individual take
responsibility.

• Encourage the Sailor being counseled to make a commitment to action steps that
support the goal. You may even ask, “How committed are you to this action plan?”

• State your positive expectations about the Sailor being counseled. Determine the
measures to identify progress toward the goal.

f. Monitor and Follow-up

• Agree on who is responsible for monitoring measurable change – the counselor, the
Sailor being counseled, or others in the chain.

• Agree on what will be done if the planned action steps are not implemented. By
whom? When? Also, discuss what the Sailor being counseled should do if there are
problems in implementing the action plan.

• Agree on a time and place for the follow-up session(s). Mention what the agenda for
the next meeting will include.

g. Document

The heart of a successful counseling program is good documentation. This applies to
both positive and corrective counseling experiences. NAVPERS 1616/25 (5-90), Record
of Enlisted Counseling is an excellent form to document the counseling session. This
form can be used for a variety of counseling purposes and helps to structure the
documentation of the session.



INFORMATION SHEET 2-2-1
NAVY COUNSELING CATEGORIES

A. INTRODUCTION

There are four general types of counseling sessions. These include personal, career,
performance, and disciplinary.

B. INFORMATION

1. Personal

Personal counseling is necessary when a Sailor has difficulty coping with situations,
either on or off the job. Personal problems may be financial, legal, educational, moral, or
religious. They may also include rank and promotion, job assignment, or any problem
involving the individual’s well being. Supervisors need to be concerned about a
member’s personal life because personal problems frequently affect work performance.
Supervisors who know their people can more effectively work with their personal
problems.

Purpose

Personal counseling is used to help an individual reach a solution to a personal problem.

Available Resources

Navy Fleet and Family Support Centers, www.persnet.navy.mil/pers66/index.htm
offers a wide range of command programs for service members and their families. Some
of the programs offered are listed below.

• Information and Referral – These services include information about NFSC
programs and services, community agencies and resources available in both the
military and civilian communities. Volunteer opportunities are also available for
active and retired military and family members.

• Relocation Assistance – Relocation Services help service members and families
deal with the stress of moving by providing education, information, and
individual assistance.

• Exceptional Family Member Program (EFMP) – The EFMP ensures military
family members with special needs are able to receive required services wherever
they are assigned.

• Personal Financial Management – This program assists active duty military and
family members to enable them to manage finances effectively and avoid debt.



• Employment Assistance – These programs and services assist transitioning and
retiring military personnel in building employment skills. Services are also
available for family members seeking employment assistance.

• Parenting Workshops/Stress Management – These prevention and enrichment
programs are designed for individuals, couples, and families.

• Counseling – Clinical counseling services are available for individuals, couples,
and groups.

• Volunteer Opportunities – Consider volunteering with your Navy Family Service
Center.

Navy Marine Corps Relief Society, www.nmcrs.org, exists to help those eligible, to
cope with unusual financial needs, and to continue living within their means. To do this,
counseling, loans, grants, various services, and referral to other community resources are
available. There are no fees for such help. Depending on the circumstances of the need,
financial assistance can be provided in the form of an interest-free loan, a grant, or a
combination loan and grant. The form of financial assistance is determined by analyzing
the individual's budget that is prepared with the help of one of the Society's trained
budget counselors or interviewers.

The American Red Cross, www.redcross.org, is uniquely equipped to provide an
exclusive worldwide communications and support network that serves as a lifeline
between military service members and their families. For the American Sailor and his or
her family, the Red Cross is the connection to home, relaying urgent information ─ a
family crisis, a death in the family, a financial emergency, or a joyous birth.

The Department of Veterans Affairs (VA), www.va.gov, is a worldwide resource that
provides information on VA programs, veterans’ benefits, VA facilities worldwide, and
VA medical automation software. The VA serves several major constituencies, including
the veteran and his/her dependents, Veterans Service Organizations, the military, the
public, and VA employees around the world.

The Naval Personnel Command has set up a Quality of Life Mall on its Web site,
(www.persnet.navy.mil/). Other services the Naval Personnel Command provides are
easily linked, such as the Navy Family Ombudsman Program, Navy Wifeline
Association, etc.

For information on:

• Burial at sea, visit www.history.navy.mil/faqs/faq85-1.htm#anchor148456.
• Deaths and funerals, see U.S. Navy Regulations, Chapter 12, Section 10,
neds.nebt.daps.mil/regs.htm.
• Decedent Affairs, see NAVMEDCOMINST 5360.1 (series), Decedent Affairs
Manual, navymedicine.med.navy.mil/instructions/external/5360-1.pdf.



Impact or Outcome

Since personal counseling is used to help an individual reach a solution to a personal
problem, the resolution to this type of problem would lead to a happier person in general,
and to a happier more content Sailor on-the-job. Clearly personal problems can lead to
problems at work, and having a support system to aid in the resolution of personal
problems leads to a better work environment in general.

2. Career

Career counseling is an important component of Sailor development. Career counseling
is called for when a Sailor is making a significant decision concerning career change,
seeking options or ideas to plan career paths, or considering further education or training.
A supervisor is responsible to ensure a Sailor has all the appropriate assistance and
guidance to fully consider all aspects of the career decision.

Purpose

Career counseling is used to help an individual make decisions about career changes,
career paths, education, and training.

Available Resources

For information on career counseling, see:

• Your Command Career Counselor.
• Your Command Retention Team.
• NAVPERS 15878, Retention Team Manual, available: www.npc.navy.mil
• NAVPERS 15909, Enlisted Transfer Manual available: www.npc.navy.mil
• The BUPERS Web site at www.npc.navy.mil
• The CNET Web site at www.cnet.navy.mil.
• The CANTRAC Web site at
https://cetarsweb.cnet.navy.mil/pls.cetars/main.action?V_LOC=home

For information on the Naval Reserves, see www.navres.navy.mil/navresfor/.

Impact or Outcome

Having career counseling available to Sailors enables them to define their career
options and paths. When guided in a positive manner this career counseling and
guidance can lead to well-trained personnel, and a higher level of retention.



3. Performance

Performance counseling is conducted to help Sailors achieve and sustain a high level of
performance. Counseling is appropriate for the individual who is not performing at a
level consistent with unit or command standards as well as the individual who is
performing in an average or above average manner. Performance counseling can also be
positive and involve setting goals for personal and professional development. Mid-term
counseling and scheduled counseling are major focuses of the Navy’s performance
evaluation system. Counseling shall be performed at the midpoint of each evaluation
cycle and when the fitness or evaluation report is signed.

Purpose

The purpose of performance counseling is to enhance professional growth, encourage
professional development, and improve communication among all command members.

Available Resources

For information on performance see BUPERSINST 1610.10A, Navy Performance
Evaluation and Counseling System, or the BUPERS web site at www.npc.navy.mil.
Performance evaluations will be discussed in more detail in Topic 3-4, Performance
Evaluation.

Impact or Outcome

Performance counseling serves as a means for small corrections and guided improvement
as well as identifying growth areas. It helps ensure quality work and is an appropriate
setting in which to identify retraining needs. It is the perfect place for professional goals
to be identified and mentoring relationships established. The outcome of performance
counseling can serve as improvement in average or below average performers, as well as
guidance and identification of growth areas in above average personnel. This ultimately
affects the work center in improved performance of its entire staff.

4. Disciplinary

Disciplinary counseling is conducted when an individual has violated a specific order or
regulation. Disciplinary counseling is directive and one-way guidance. It should include
a discussion of the violation and necessary changes in performance or behavior. It may
also include discussion of the options available to the individual within the chain of
command. Emphasis should still be focused on retaining the Sailor being counseled as a
full, productive member of the work center.



Purpose

Disciplinary counseling is used to help an individual understand the seriousness of
violating a specific order or regulation, and to ensure this type of violation will not occur
in the future.

Available Resources

Resources may include those up the chain of command as well as the Equal Opportunity
(EO) program specialist, Personnel, LCPO, and Command Master Chief. In addition,
personal counseling may be appropriate. For information on:

• Standards of Conduct, see U.S. Navy Regulations, Chapter 11,
neds.nebt.daps.mil/regs/htm.

• Uniform Regulations, see
http://buperscd.technology.navy.mil/bup_updt/508/unireg/uregMenu.html

• JAGINST 5800.7 (series), Manual of the Judge Advocate General (JAGMAN).

• The Uniformed Code of Military Justice may also be helpful.

Impact or Outcome

Disciplinary counseling ultimately is intended to correct and improve an individual’s
performance. It is generally directed to a specific incident, or set of behaviors. Often the
work center would be affected adversely by any behaviors requiring disciplinary
counseling. Clearly, improvement after such a counseling session would affect the work
center in a positive manner.



OUTLINE SHEET 2-3
PERFORMANCE EVALUATION

1. Introduction

For the LPO, a common type of written communication is the performance evaluation.
Performance evaluations are also an opportunity to apply performance-counseling skills such
as the evaluation process and feedback.

2. Performance Evaluations

a. Factors that Impact Performance Evaluation

Factors that impact performance evaluation generally fall into two categories:
quantitative and non-quantitative.

(1) Quantitative Factors

“Figures, numbers, percentages, dollars, ratios, grades – whatever you can quantify
might conceivably be more meaningful to a selection board sweating hard to judge
one person against another fairly. Figures and graphics are hard to dispute and
sometimes seem to be more objective than descriptive statements. Seek them and
make use of them, within reason, and with good knowledge of their likely effect
(Shenk, 1997, p. 166).”

(2) Non-quantitative Factors

“Details regarding nonquantifiable achievements are equally useful and usually more
plentiful. Accomplishments affecting the primary mission are perhaps most
significant, and the variations of actual achievements require description. Adjectives
without supporting details are weak, so support the accolades with facts (Shenk,
1997, p. 167).”

b. Documentation

Routine documentation is the key to a successful evaluation program. It provides the
basis for a realistic appraisal that reflects a Sailor’s performance. Documentation
involves positive as well as negative performance.

The Privacy Act of 1974 places limitations on files that may be maintained on
individuals. Personal notes or records (such as wheel books) may be kept as memory
aids regarding performance, conduct, and development of persons supervised, and are not
prohibited as long as:

• They are kept and maintained only for the personal use of the supervisor who
wrote them.



• They are not circulated to anyone else.

• They are not under the control of, or required by, the Navy.

• They are kept or destroyed as the supervisor who wrote them sees fit.

• The information is safeguarded and protected to preclude unauthorized disclosure.

• They are not regarded as a “secret file” and are used openly as memory aids when
discussing a member’s performance and general counseling.

c. Using Standards-Based Evaluation

The evaluation report creates an objective record of performance on which official
actions may be based. Evaluation preparation has several important components; the
mid-term counseling, the brag sheet, and the written EVAL.

Superior commands pay special attention to establishing, communicating, and enforcing
standards. They are concerned about job performance standards, knowing how well they
perform affects safety, accomplishing their mission, and ultimately the security of our
country. In superior commands:

• Standards are clear and consistent.

• Standards are realistic and high.

• Standards are continuously monitored.

• Positive and negative feedback is frequently given.

• Performance problems are handled quickly and appropriately.

• All levels participate in enforcing standards.

d. BUPERINST 1610.10A

This instruction provides guidance in performance evaluations. Refer to it as you
research the following for the LPOLC:

• Individual Trait Average
• Summary Group Average
• Promotion Recommendation
• Block 51.



INFORMATION SHEET 2-3-1
WRITTEN COMMUNICATION

A. INTRODUCTION

Even if writing is not significant a part of the job, every Sailor needs to be able to write well.
Advancements and increased responsibilities require greater versatility in writing. You
should improve your writing skills to ensure your message is properly transmitted. Your
credibility as a leader depends on your ability to communicate effectively.

B. WRITTEN COMMUNICATION CONCEPTS

1. The Writer’s Triangle

As in navigation, good writers look for fixed points of reference from which to plot
their positions and ideal headings. The classic writer’s triangle is:

Writer

Audience Subject

“By knowing your audience, your subject, and yourself, you can gauge your position
with respect to any written communication (Shenk, 1997, p.5).”

(a) Audience – The originator’s attention to the audience or recipient(s) can affect the
routing or attention of correspondence. What is the rank, position, or billet you
are addressing? Is the person senior, junior, or at the same level in the
organization? How important is the boss of the person you are writing to?
Personality – be aware of background and preferences. For example, unless the
reader is an aviator, avoid aviation phrases and terminology. Writing style and
use of acronyms and jargon should be tailored to the audience, and closely
monitored when writing to non-military audiences.

(b) Subject considerations – Readers tend to read the entire document if the subject
directly affects their lives; i.e., pay. Other subjects may not hold the reader’s
interest beyond the first two paragraphs, so the point must be made quickly.
Knowing the subject and the way readers usually treat a document is valuable. In
long documents, headings help alert readers to key information. Writing technical
material requires great patience and detail. Space considerations in briefings or



messages require word economy and discipline. Use of examples, statistics, and
graphics may be appropriate to support a position.

(c) In knowing yourself, writers should always remember who they are and the self-
image they want to project in the correspondence. Deference and respect are
always good qualities in writing to seniors, but this is sometimes forgotten when
juniors write to selection boards, criticizing their seniors or the service to explain
problems or low marks. Act to be believed and respected whenever you write or
speak. Know what your writing sounds like, and make use of that knowledge to
get your message across.

(d) One other perspective of writing, not included in the writer’s triangle, is writing
for “the boss.” Frequently, you may be drafting written correspondence or
documents for someone else’s signature. Writing for seniors can require
considerable adjustment. Advice can include: Keep the facts in, and leave the
adverbs out; give the senior more than needed; solicit feedback from your senior;
learn the senior's key phrases; obtain samples of previous CO/XO correspondence
to use as examples.

2. Purpose of Naval Correspondence

The major purpose of written communications is to establish a formal chain of
command, authority, procedures, tactics, and historical record. While most Sailors
should be familiar with memorandums and Naval letters, Naval correspondence
includes documents that serve virtually all the administrative functions of the Navy.



OUTLINE SHEET 2-4
CONFLICT MANAGEMENT

1. Introduction

Webster’s New World Dictionary provides synonyms for conflict that include “fight,”
“struggle,” and “contention” and defines it as a “sharp disagreement or opposition of
interests, ideas, etc.” The very nature of the LPO position guarantees that conflict will be a
part of his or her work experience. In general, all organizations, including the Navy are
becoming much more interested in understanding the causes and impacts of workplace
conflict.

2. Sources of Conflict

Workplace conflict is inevitable. Conflict exists in our work lives for several reasons: there
is competition for limited resources; we experience role conflict from competing demands or
expectations; there are personality clashes; or we have to cope with aggressive personalities.
One way of categorizing the many sources of conflict we experience is in terms of external
factors, internal factors, and the behavior of others (Schermerhorn 1994).

External factors are those factors that surround the work group and impact all members
equally. Examples are poorly functioning equipment, time constraints, and badly designed
policies or procedures. Any or all can contribute to workplace conflict.

Internal factors exist within work center personnel and include dissimilar values, biases, fear
of the unfamiliar, unrealistic expectations, and inflexibility. These factors are major sources
of conflict between individuals who work together toward a common goal (a work center
team).

The behavior of others that we perceive as annoying or irritating can be a source of
interpersonal conflict. Failure to listen, disrespectfulness, judgmental comments, repeated
excuses, clash of styles, offensive language or personal hygiene are all potential sources of
conflict to individuals who work or live together.

3. Conflict Management Modes

Conflict management modes or conflict management styles refer to the different approaches
that people use when they find themselves in a conflict situation. Individuals view conflict
differently. Some see conflict as something to be avoided at all costs. This may be because
these individuals have experienced the destructive effects of conflict, or their personality
types are not comfortable with confrontation or disagreement with others. Some individuals
see all conflicts as something to be dominated ─ winning at all costs. Other individuals
recognize which conflicts are important to win, which are to be negotiated, and which are not
important at all. Ideally, a leader will become the third type of individual, one who manages
conflict to enhance the work center and reduces the negative destructive effects of conflict.



The most common model for determining conflict management style is based on the balance
between satisfying your own concerns (assertiveness) and satisfying the concerns of others
(cooperativeness). Each of us has a preferred style of dealing with conflict, but individual
approaches to conflict can change, based on the stakes involved in winning or losing. For
example, a mild-mannered person who normally shuns conflict may become confrontational
if his or her family is threatened.

The following matrix identifies the five most common conflict management styles (adapted
from Thomas 1992 and Hersey 1996).

HIGH

Win-Win
ASSERTIVENESS

Win-Lose Collaboration
Competition

Compromise

Lose-Lose Lose-Win
Avoidance Accommodation

LOW ACCOMODATION HIGH

a. Win-Lose/Competition - refers to the type of person who only worries about having their
own needs met and does not care much about other’s needs or concerns. This quadrant is
high in recognizing one’s own needs (assertiveness) and low in recognizing other’s needs
(accommodation). This competitive approach is appropriate in sporting events (winners
and losers). Since the winner gets all and the loser gets nothing, this approach is not
appropriate when the feelings and concerns of both parties need to be considered.
Feeling like a loser is not a positive emotion. When an individual has low power and is
in conflict with a higher-powered individual, he or she will most probably choose to stop
feeling like a loser by escaping from the situation – either literally or figuratively. For
example, leaving the Navy, or diverting most of his or her creative energy into other
areas of their life.

b. Lose-Win/Accommodation - These are the types of people who always give others what
they want without speaking their minds. They typically do not talk about their own needs



or what is important to them. Relationships are more important to them than their own
goals. They do not like to hurt anyone’s feelings, want to be liked and accepted, and
prefer to make everyone happy. They prefer to give in rather than face a confrontation or
anger. When the stakes are low, this is an appropriate style. If I would be happy either at
the beach or in the mountains, and my spouse really wants to go to the beach for
vacation, the accommodation approach makes him or her happy and me happy.
However, when this approach is used consistently, accommodators become doormats.

c. Lose-Lose/Avoidance - Avoiders neither stand up for their own needs, nor make sure the
other person is happy; they just retreat and avoid the issue by withdrawing from the
conflict. Located in the lower left quadrant (low assertiveness and low accommodation),
these individuals avoid conflict regardless of the importance of the issue. In doing so,
they save themselves from the risk associated with confrontation and the possibility of
losing, but also lose the opportunity to stand up for what they want, to discover the other
person’s needs and wants, and to achieve personal growth. In some cases, this style can
be useful to leaders because some conflicts, like those between co-workers, will work
themselves out and may even serve to tighten the bond between them. If the leader
intervened, the opportunity would have been lost or escalated, but not resolved.

d. Win-Win/Collaboration - These are individuals who see the benefits to conflict and work
toward a solution that will meet the needs and concerns of all parties. A collaborator
wants everyone to be satisfied and realizes that everyone needs to have a say in the
outcome of a conflict. By including all parties and listening to all concerns, the end result
is often a better outcome than just meeting the needs of one party. It is important to
remember that just feeling like your concerns are important, and that there is a genuine
attempt to reach accommodation, increases positive feelings and creates an atmosphere of
cooperation and productivity. This is always an appropriate approach to take if possible.
The win-win approach should always be tried first, before moving on to other
approaches. Although ideal, this approach is not always available to leaders due to time
constraints, or in a counseling or punitive situation.

e. Compromise - Sometimes mistakenly seen as collaboration, compromise means that each
party gives up a part of what he or she wants. Certainly this can be an effective way to
resolve some conflicts ─ especially when you need to reach a quick decision that keeps
both parties somewhat happy ─ but it also can be a way to avoid working for a true win-
win outcome. If a true win-win outcome is the desired goal, avoid a rush to compromise.
Additionally, compromise often results in a mediocre resolution that meets no one’s
needs. Remember the choice of the beach versus the mountains? Meeting half way
could put you in the Swamp View Hilton!



OUTLINE SHEET 2-5
INFLUENCING AND NEGOTIATING

1. Introduction

Leaders must possess and successfully demonstrate skills in influencing subordinates, peers,
and superiors, in addition to negotiating with personnel at all levels and communities in order
to achieve specific goals.

2. Influencing

Influencing is not manipulation, but rather a building of good working relationships. This
ability to persuade others to your perspective requires you to build good working
relationships through strong interpersonal and communication skills.

The following are methods to influence others, grouped into two categories:

a. Lead by Example

(1) Exercise patience with others
When stressed, impatience may get the better of us and we may say or do something
we never intended. Patience is the calm acceptance of reality, understanding life
and work is comprised of processes and cycles.

(2) Distinguish between the person and the behavior or performance
The ability to distinguish between the person and the performance in others requires
a personal sense of self-worth. Do not confuse or let your Sailors confuse their own
self-worth with their job performance.

(3) Keep promises you make to others
The ability to make and keep promises is a measure of our integrity.

(4) Focus on the circle of influence
Working positively within your realm of control will expand your circle of
influence.

b. Foster Professional Interactions

(1) Seek first to understand
Empathize; understand the other’s point of view.

(2) Create a climate for questions and new ideas
Do not criticize, judge, belittle other’s questions or ideas (Covey, 1998).



3. Negotiating

When there is a conflict of interest, what one wants is not what the other wants, negotiation is
where both sides discuss possible solutions. The following are negotiation techniques
everyone can use.

• Set the agenda
Identify the issue you are trying to resolve.

• Establish your goals
Know what you want to accomplish before you begin.

• Know your wants and needs
Negotiate to meet your needs, not your wants.

• Do not confuse your goals with the issue
Goals are what you want to accomplish and issues are differences that arise during the
negotiation.

• Mutual protection is better than mutual destruction
Negotiate to find a solution that will benefit all parties.

• Relationships are important
Do not destroy the relationship you have with the other party involved in order to
accomplish your goal.

• Avoid trying to exercise power or controlling the process of negotiations
Recognize the needs of the other party involved.

• Do not stereotype
Recognize people for who they are, not what you think they are.

• Do not bargain against yourself
Wait for a response from the other party involved.

• Identify interference
Identify what will interfere with meeting your needs.

• Seek a settlement
Respond to meet your needs and goals. Do not reciprocate emotion.

• Be proactive, not reactive
Do not wait for the other party to take the lead in seeking a solution, make a proposal.

• Be flexible
Be willing to “give” in order to “get” (Baker, 1998).



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A 500-0101 Chapter 2 LPO Leadership Course SG

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