Beruflich Dokumente
Kultur Dokumente
1 Oct 13
Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers.
2nd. ed. Portsmouth, NH, Heinemann.
STUDENT PREPARATION:
1. Read the student guide (18,154 words, approximately 150 minutes)
2. Complete exercise.
3. Read The Tongue and Quill, pages 17-103, 115-149, 215-216 and review grammatical
terms and uses on pages 265-336.
4. Read Appendix 2 and 3.
5. Read pages 3, 36, and 55-71 in Speaking Effectively, A Guide for Air Force Speakers.
PART IA
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA
communicate rank-appropriate tasks more effectively.
SUPPORTED COMPETENCIES/DIRECTIVES:
The Introduction to Managerial Communicator Assignments lesson supports the following
AF Institutional Competencies:
1. Enterprise Perspective Strategic Communication
2. Communicating Speaking and Writing
The Introduction to Managerial Communicator Assignments lesson provides the
information NCOs need to effectively execute their responsibilities outlined in AFI 362618, The Enlisted Force Structure.
The Introduction to Managerial Communicator Assignments lesson supports the following
Culture of Engagement learning outcomes:
1. Value of Communication
2. Personal and Air Force Narrative Development
TERMINAL COGNITIVE OBJECTIVE: Comprehend how effective communication
impacts NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:
1. Summarize how effective communication impacts NCO, unit, and mission
effectiveness.
2. Give examples of how effective communication impacts NCO, unit, and mission
effectiveness.
3. Predict the impact of effective communication on NCO, unit, and mission
effectiveness.
4. Apply effective communication.
AFFECTIVE OBJECTIVE: Value effective communication.
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PART IB
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP 1. Introduction To Managerial Communicator Assignments
MP 2. Assignments And Assessment Instruments
MP 3. Homework Review
MP 4. Effective Communication
CONCLUSION: Summary, Remotivation, and Closure
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PART II
STUDENT READING
Just like the previous level of Enlisted Professional Military Education (EPME), the
NCOA offers plenty of opportunities to improve your communication skills. The learning
outcome for this module is NCOs who communicate rank appropriate tasks more
effectively.
Conduct a quick review of the objectives and samples of behavior and you will discover
they do not addresses grammar, sentence structure, paragraph development, and other basic
communication concepts. At this level of EPME, NCOs should be able to demonstrate
effective communication skills. However, we recognize some students may need a
refresher in basic communication concepts so we have provided some material and
homework to assist in this area.
The formal and informal communication assignments focus on effective communication
emphasizing the importance of proactively seeking feedback, demonstrating a willingness
to consider the feedback, and considering how feedback can improve behavior and
communication effectiveness. Formal communication assignments are graded and count
towards graduation requirements. Informal communication opportunities include small
and large group out briefs and other impromptu briefings and speeches. Since formal
communication assignments count towards graduation, we will look at them right after a
short discussion on effective speaking and writing.
Effective Speaking and Writing
Effective communication is focused. It addresses an issue directly and completely without
getting sidetracked and uses the least amount of words necessary to get the point across.
High quality, well-focused communication follows the rules of language and grammar,
presents ideas in a logical, systematic manner, does not hide ideas in a jungle of words, and
takes the audiences experience, background, and expectations into account. Moreover,
effective communication uses logic and credible support to inform, persuade, or entertain
an audience.
During your time at the NCOA, you will complete a series of communication projects.
The projects help increase proficiency at synthesizing, composing, and framing messages
to meet the needs of audiences from all organizational levels, using terms, examples, and
analogies that are meaningful to these same audiences while simultaneously adjusting your
delivery style based on the needs of the audience and the type of message. In short, these
projects will make you better at applying effective communication concepts in all
communication situations.
The purpose of this guide is to set you up for success, but it cannot possibly answer all
questions concerning the communication projects. Therefore, we have also scheduled a
flight room discussion to provide clarification. As you read, take notes and be prepared to
ask questions during this session. We will begin with an overview of the assignments and
evaluation instruments.
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enables self-awareness.
helps us realize why our successes were successful and why our failures occurred.
Questioning is the essence of reflection. During this process, you will question what you
have learned throughout the course as you reflect on the previous weeks activities, to
include lessons, briefings, discussions, exercises, study groups, and independent work.
Although the process of reflection can be uncomfortable at first, it is the catalyst for real
change and growth.
Assessment: Rated as a Go / No-Go; No-Go must re-fire, and it is a Summative (counts
towards graduation).
Specific Requirements (3 Parts):
Part 1: Self-directed activity that occurs outside the classroom
1. Work alone and use the guidance provided in attachment 1 to compose essays.
2. Bring essay to class on assigned date.
Part 2: Group Discussion/Briefing Composition
Working in groups of three or four depending on class size, students review and
discuss their essays looking for commonalities and differences; each group synthesizes
its discussion and then develops a 3 to 5 minute briefing.
Note 1: Briefings must synthesize the groups discussion. Simply stating each
members individual thoughts and ideas does not meet the intent of this exercise.
Note 2: Essays are typically due the first academic day of each week, just prior
to the start of the first flight room session (see schedule for actual due dates).
Note 3: Though instructors do not assign grades, they do collect essays to 1)
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ensure every student accomplishes the assignment, 2) ensure essays meet the
assignments intent, and 3) provide students with candid, straightforward
feedback.
3. Be prepared to discuss your essay with other students (see attachment 2 for essay
discussion example).
Note: All assigned reflective thinking essays are shared openly in the flightroom.
Although not a requirement, students are welcomed and encouraged to maintain a
separate personal reflective notebook to record their private thoughts and ideas.
Part 3: Briefing
A spokesperson from each group delivers his/her groups briefing (see attachment 2
for essay briefing example).
Note 1: Use terms, examples, and analogies that are meaningful to the audience.
Note 2: Spokesperson must be someone who has not yet given an essay briefing.
Note 3: When a student briefs, all other students must actively listen and be
prepared to provide informal peer-to-peer feedback to the speakers about their
performance. Likewise, those who deliver briefings should actively seek feedback
from their peers. The idea here is to improve active listening skills, help one
another become effective speakers, and reinforce the habit of developing others
and ourselves.
That wraps up the first communication project lets move on to the Personal AF
Narrative Briefing.
Personal AF Narrative Briefing (covered in flight room)
Overview: Students develop a 3-5 minute Personal Air Force narrative. The assignment
focuses on responding to questions from key audiences that want to know what you do for
the Air Force, why you joined, why you are still a member, and so forth.
Purpose: NCOs need to understand the requirement and rationale for all Airmen to
engage the American public to tell the Air Force story. Therefore, NCOs must be
prepared to tell their own positive Air Force story to key audiences. To do this
successfully, NCOs must compose a personal narrative that tells their story while also
staying in their lane and without compromising OPSEC. This assignment gives students
an opportunity to demonstrate/hone/improve their writing and speaking skills.
Assessment: Instructors assess this briefing using the Go- No-Go Briefing Assessment
Instrument (attachment 3). To pass this project, briefings must receive a Go on 17 of the
25 items on the instrument. This is a summative assignment and counts towards
graduation.
Note: Students who fail to achieve an overall GO rating must re-fire the briefing
and become ineligible for awards.
Specific Requirements:
This briefing is informational in nature.
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1. Students compose a positive personal Air Force narrative that is in their lane and
that does not compromise OPSEC.
2. No acronyms.
Note: No two students may have the same topic unless authorized by instructor.
3. A talking paper is mandatory (see attachment 9 and The Tongue and Quill).
Note: A talking paper must be turned in to the instructor prior to the briefing.
This paper is used by the instructor as a roadmap to follow the students briefing.
As a memory jogger, students may use a copy of the talking paper, note cards, or
a keyword outline. The note cards and keyword outline do not have to mirror the
talking paper. No manuscript reading allowed; students must be prepared to
deliver a briefing with minimal memory aids and very little reading. Limit
reading to quotes and information that must be read to be accurate.
4. Visual aid(s) prohibited!
5. Briefing is 3 to 5 minutes.
Note: Briefings less than 3 or more than 5 minutes earn a NO-GO rating.
6. If using sources other than yourself, fully integrate and qualify each source.
Note: No outside sources required, and although sources can add support to your
briefing, primary support should come from your own experience.
That is it for the Personal Leadership Narrative briefing. Next, we will briefly touch on the
Strategic Initiative Briefing.
Strategic Initiative Briefing (covered in flight room)
Overview: Students develop a 3-5 minute briefing based on an Air Force Strategic
Initiative.
Purpose: NCOs must be prepared to brief Air Force strategic initiatives to subordinates
and other key audiences. To do this successfully, NCOs must be able to conduct research
about strategic initiatives and then prepare briefings that capture the essence of the
initiatives. This assignment gives you the opportunity to demonstrate, hone, and improve
your research, writing, and speaking skills sets.
This assignment focuses on responding to questions from key audiences who want to know
what the Air Force is doing around the world and the human relations issues the Air Force
is involved with and why. Students may use strategic initiatives that are up to three-years
old.
Assessment: Instructors assess this briefing using the Go-No-Go Briefing Assessment
Instrument (attachment 3). To pass this project, briefings must receive a Go on 17 of the
25 items on the instrument. This is a summative assignment and counts towards
graduation.
Note: Students who fail to achieve an overall GO rating must re-fire the briefing
and become ineligible for awards.
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Specific Requirements:
This briefing is informational in nature.
1. Student selects an Air Force strategic initiative to brief.
Note: No two students may have the same topic unless authorized by instructor.
2. A talking paper is mandatory (see attachment 9 and The Tongue and Quill).
Note: A talking paper must be turned in to instructor prior to the briefing. This
paper is used by the instructor as a roadmap to follow the students briefing. As a
memory jogger, students may use a copy of the talking paper, note cards, or a
keyword outline. The note cards and keyword outline do not have to mirror the
talking paper. No manuscript reading allowed; students must be prepared to
deliver a briefing with minimal memory aids and very little reading. Limit reading
to quotes and information that must be read to be accurate.
3. Visual aid(s) are prohibited.
4. Briefing is 3 to 5 minutes.
Note: Briefings less than 3 or more than 5 minutes earn a NO-GO rating.
5. At least one outside source is required; students must fully integrate and qualify
each source.
Examples of USAF Strategic Initiatives include:
a. Stand up of the AF Culture and Language Center
b. Contingency Support (AEF and JET)
c. Financial Initiatives
d. Support for Survivors (war, accidents, suicides, etc.)
e. Cyberspace
f. Nuclear Enterprise
g. Institutional Competencies List
h. Air Force Learning Council
i. Wingman (Sexual Assault, Suicide Prevention, etc.)
j. Policy Changes (Manning, recruiting, re-training, dont ask-dont tell)
k. Chaplain issues (Religious Freedom/diversity)
l. Communication issues (security, infrastructure, training, etc.)
m. Weapons programs (Ground, Air, Space, etc)
n. Environmental Issues
That is it for the Strategic Initiative briefing. Next, we will briefly touch on the briefing
assignment, the Key Air Force Leadership Message.
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sufficient detail to identify the item uniquely. At the NCOA endnotes are used to
indicate where you got your information.
There are several ways to cite sources shown in the reference books, but the NCOA
mandates using the sources name in the text and the source information in the
endnote entries. The Tongue and Quill, pages 344 and 353, provides guidance on
endnotes.
Example: Dr. Green said that stress accounts for over 60% of heart attacks.1
In this example, superscript 1 (citation) number sends the reader to the endnote
entry located at the end of paper where the source of the information resides.
Spoken Projects
Integration and qualification are the two requirements for source support in spoken
projects.
Integration: This lets the listening audience know where you obtained your
information. If you were using Dr. Greens material, you could say:
Dr. Green said that stress accounts for over 60% of heart attacks.
Qualification: Your audience will not have the benefit of a citation page so
qualification is the only way to indicate the validity of your material. Let us look
at the best way to qualify Dr. Greens material in a briefing.
Example: Dr. Green, a heart specialist at the Mayo Clinic, says stress accounts
for over 60% of all heart attacks.
The qualification of Dr. Green as a heart specialist at the Mayo Clinic tells the
audience he is a credible expert on heart attacks.
To be clear, integrate and cite source support in papers and integrate and qualify
source support in speeches/briefings. Now let us examine what to do when you need
to use a source more than once in a project.
Using Sources More Than Once
Papers: When you want to use a source more than once in the same project,
reintroduce the source in the text (integrate) and endnote the source information
(citation). For an example of this look for the names Bassett and Leedy on page 353
of The Tongue and Quill.
Speeches/Briefings: You do not have to fully integrate and qualify the source each
time. In other words, once you have qualified the source in your presentation, simply
reintroduce the name of the author, book, etc. to communicate the source information.
Support Material
Examples: The Tongue and Quill states, An example is a specific instance
chosen to represent a larger fact in order to clarify an abstract idea or support a
claim. Examples must be appropriate, brief, and attention arresting.i
Types of support material include real life examples, imaginary, brief examples,
statistics, testimony, comparisons, and explanations.
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- Ratio examples:
a. She makes three times more a year than I do.
b. Only 1 in 10 people floss their teeth daily.
c. Insurance companies estimate 1 in 10 drivers do not wear their
seatbelts consistently.
- Raw Number examples:
a. Nine Alabamians died on the highways to date.
b. He spent $400 on a new DVD player.
c. She is 39 years old.
- Percentages:
a. In 85% of accidents, human error was involved.
b. Ninety percent of the worlds population has no health care.
c. The current promotion rate to Chief Master Sergeant is 12
percent.
d. Clarification support: "Seventy five percent of NCOA test
failures can be attributed to....
e. Proof support: The F-117 flew only 2 percent of all the Desert
Storm sorties, but caused 40 percent of the bomb damage.
Testimony
A few basic methods of providing testimony include:
1. Direct Quote: using words exactly as they appear or were said. Quote only
the parts you need. Use ellipsis as needed: Ellipses () are used in writing
to indicate an omission of words or phrases not necessary for understanding
or purpose.
2. Paraphrase: using your own words to restate what the author said.
3. Testimony can be used as proof and/or clarification support.
Note: If your quote contains an error (incorrect date, grammatical error,
etc.), put the letters sic in brackets, for example [sic], after the error. This
is Latin and means, thus to indicate that you are copying the quote as
written, although you recognize the error.
Example: and George Washington, the vice president [sic] was
4. Testimony must be relevant and appropriate.
5. Testimony Rules:
a. Keep testimony as brief as possible.
b. Use testimony in context.
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b. If your audience does not understand the term or jargon, define the
term or jargon in words the audience will understand.
Explanations must be relevant and appropriate. There are two types of
explanations: analysis and description.
c. Analysis: break into small parts and provide the who, what, why,
where, when and how.
d. Description: similar to definition but adds more adjectives or adverbs
and lets the audience see, hear, or feel the expanded definition.
While understanding the types of support is important, understanding how to evaluate
sources is critical and doing it effectively requires you to analyze, interpret, synthesize, and
evaluate your sources.
Analyze: separate the reading into parts or elements. Ask yourself why you are
reading the materialwhat question are you trying to answer?
Interpret: determine the meaning or understand the significance of the elements and
how the elements fit into the whole. To interpret means to make assumptions, to form
opinions or beliefs.
Synthesize: put different elements together to form a new whole; to draw conclusions
about the relationships and implication.
Evaluate: make judgments about the workto judge a work as it stands and as it
seems to you, against your own unique bundle of experiences, observations, and
attitudes.ii
Now let us use what we have learned so far to examine and evaluate content in sources.
Evaluating Sources
Sometimes the hardest part of a task is getting started. Here is a guideline from Purdue
University Online Writing Lab that may help evaluate the content in your sources.
An online article, Evaluating Content in the Source from the Purdue University Online
Writing Lab (OWL) states:
1. Read the preface: What does the author want to accomplish?
2. Browse through the table of contents and the index:
a. Overview the source
b. Is the topic covered in enough depth
3. Look for related material
4. What is the intended audienceabove or below your level
5. Make a judgment callis the material factual
a. Are the facts clear
b. Is there enough evidence
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With that said, most students immediately ask, Do I have to acknowledge myself as a
source?
Suppose you met CMSAF (Retired) Rodney J. McKinley, decided to write an article about
the experience, and then submit it to your base paper. In the article, you wrote about your
feelings and impression of the chief. Additionally, you conducted research to find out how
many of the other former Chiefs have visited your base. If all the information in your
article is your own knowledge, experience, and research, there is no requirement to formally
acknowledge yourself as the source.
Common Knowledge
Common knowledge can be used in the same manner as your own personal knowledge and
experiences; there is no need to acknowledge the source. Some examples of common
knowledge are:
Standard Information
Sometimes you know a fact, but you dont know how you know it, where you learned it, or
where you could find it to give the source credit. According to the Little Brown Handbook
(LBH), standard information includes facts commonly known, including historical facts.ix
For instance, on 7 December 1941 Japanese aircraft attacked the naval base at Pearl Harbor,
on 18 September 1947 the Air Force became an independent service, and on 3 April 1967
Paul W. Airey became the first CMSgt of the Air Force.
How many references do you think acknowledge these facts, dozens, or perhaps hundreds?
The LBH states you dont have to acknowledge the source even if you had to look the
information up.x While standard information can often be found in multiple references, the
second area of common knowledge, folk literature, has more elusive origins.
Folk Literature
Folk literature can be thought of as folklore, myths, legends, and traditions. As you can
imagine the origins of folk literature are almost impossible to trace. Folk literature does not
require the author to acknowledge the source. The most obvious reason is because the
author generally doesnt know the source. As the LBH notes, folk literature is popularly
known and cannot be traced to a particular writer.xi
For example, you could compare former CMSAF Aireys strength to Hercules, his
vision to Superman, and his wisdom to Aristotle, and you wouldnt need to
acknowledge any sources. Sometimes folk literature just doesnt have the analogy you
need.
If you wanted to discuss how former CMSAFs have continued to support the Air
Force even after retirement, you could say the former CMSAFs had miles to go
before they slept. Do you recognize the phrase? Perhaps you doits from Robert
Frosts poem Stopping by Woods on a Snowy Evening. Even if you slightly
modified the well-known sentiment, you used Robert Frosts work and you must
acknowledge the source {annotated in the endnote (qtd. in Fowler: 571).
So folk literature need not be acknowledged but published literature belonging to an author
does. Does that mean anything that is published must be acknowledged? The answer
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isnot necessarily.
Commonsense Observations
It is not necessary to acknowledge commonsense observations. As the LBH states,
Commonsense observations are something most people know, such as that inflation is
most troublesome for people with low and fixed incomes. An economists idea about the
effects of inflation on Chinese immigrants is not a commonsense observation.xii
To continue our example using the former CMSAFs, lets suppose you said, To be the first
at anything is a great honor, but it also carries a great responsibility. With all the articles
and books written about former CMSAF Airey, youre confident you could find a
supporting source, but you dont need toits commonsense.
Work of Others
You must always acknowledge the work of others. Does that mean articles, books, and
documents? Yes. How about movies and interviews? Yes. How about? Yes! Yes!
Yes! Whether you quote verbatim, paraphrase, or put an authors words into your own
words, you must give credit to the author.
According to The LBH, put quotes around a writers exact words making sure you dont
make grammatical changes. This applies to single words, short phrases, and even if the
writer used it in a special or central way.xiii To do otherwise would be considered
plagiarism.
The LBHs Checklist for Avoiding Plagiarism
- Are you using your own independent material, common knowledge, or someone
elses independent material? Always acknowledge another authors material
- If you are quoting someone elses material:
-- Is the quotation exact?
-- Have you inserted quotation marks around the quoted material?
-- Are graphs, statistics, and other borrowed data identical to the source?
-- Have you shown omissions with ellipses and additions with brackets?
- If you are paraphrasing or summarizing someone elses material, have you:
-- Used your own words and sentence structures?
-- Does your paragraph or summary employ quotation marks where you use
the authors exact language?
- Is each use of someone elses material acknowledged in your text?
- Are all your sources complete and accurate?
- Does your list of works cited include all sources used?xiv
ELEMENTS OF EFFECTIVE COMMUNICATION
All good communications include three main components: introduction, body, and
conclusion. In the next few pages, we examine each component and provide a few tips
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speech (27). Using phrases such as these are clear, but very heavy-handed and
mechanical. xv
Jefferson D. Bates in his book, Writing with Precision, provides the following
questions to answer while you are developing your purpose statement:
a. What is the real reason I am writing this?
b. What is the main idea I want to convey?
c. What response do I desire to elicit from the reader?xvi
Motivation/Hook
An effective motivation/hook tells WHY the audience needs to listen, HOW they can
use the information, and makes the audience WANT to listen.
Overview
A good overview provides a road map for the audience. It gives clues to the structure
of the communication (main points), tells the audience where you will begin (main
point 1) and end (main point X), and tells how youre going to accomplish your
purpose. A good overview not only sets up your audiences expectations about the
length and direction of your communication, it smoothly moves your audience
forward as you transition to your first main point.
The introduction is critical to gaining an audiences attention, but keeping it requires
good organization and support. With that in mind, lets explore the next component of
basic communication, the Body.
BODY
The body is where you deliver your message and achieve your objective (inform,
motivate, persuade, etc.). A well-written body systematically guides the audience
through your communication using a logical pattern.
The body is made up of an orderly sequence of main ideas (main points) using one or
more paragraphs. Each paragraph has unity. That is everything in the paragraph relates
to a single idea. The body also has coherence, which means it follows an appropriate
pattern, contains effective transitions, and uses nouns, pronouns, and verbs correctly.
Unity
Unity means all sentences support the topic sentence, which, in turn, supports the main
point. One of the most effective methods for checking unity is called the because
test. Simply place the word because at the end of each supporting sentence, to see
if it supports the topic sentence. Likewise, place because at the end of the topic
sentence to see if it supports your purpose.
Read the following paragraph and use the because test to determine whether
everything in paragraph supports the topic sentence.
Texas is a hunters paradise. Fox, quail, and other small game abound in the piney
woods of east Texas. In the high plains of northwest Texas, coyotes, jackrabbits,
and prairie dogs challenge the hunter who prefers the wide-open spaces. In south
Texas hill country, numerous small lakes, and rivers invite the angler to try his
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hand at catching bass and trout. In the hills and dry washes of west Texas, the
hunter must be constantly alert for desert cats and rattlesnakes as he stalks wild
goats and sheep. There is probably no other place in the world in which such a
diversity of game is so near at hand as in Texas.
Did you catch it? The sentence about fishing flunks the because test.
In south Texas hill country, numerous small lakes, and rivers invite the angler to
try his hand at catching bass and trout because Texas is a hunters paradise.
At this point, the writer should either remove the line about fishing, or revise the topic
sentence. What would you do?
Note: Although some colleges allow topic sentences to be placed anywhere in a
paragraph, here the topic sentence is ALWAYS the first line of paragraphs in the
Body of your communication projects. This standardizes the process for grading.
Remember, topic sentences introduce the main idea (theme) of a paragraph by
summarizing what the paragraph is all about. They provide focus for the paragraph,
order for the audience, and they tie back to the overview by answering the why, how,
or when of the purpose statement.
Coherence
Internal transitions help ensure your communication is coherent by tying ideas and
sentences together. They can be simple (and, but, nor, for, yet, or and so) or complex
(however, moreover, nevertheless, therefore, hence, anyway, furthermore and on the
other hand). External transitions are sentences used to provide a link between
paragraphs within your communication. Transitions help an audience know where
youve been and where youre going, and they allow the audience to shift mental
gears as you proceed through your communication.
Read the following two paragraphs out loud for a demonstration of how transitions
can make a difference in coherence.
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CONCLUSION
The last element of a good communication is the conclusion. Many professional speakers
and writers consider the conclusion the most important part of the communication because
its the final thought and because research shows people remember best what is said last.
A good conclusion lets the audience know where youve been, how they can benefit, and
that the communication is over. All good conclusions include three elements: summary,
restatement of purpose and/or remotivation, and closure.
Summary
A summary is a brief and concise review of all main points and supporting ideas
that are critical to achieving your goal. Well-developed summaries show a logical
relationship between the main points and the purpose of the communication. In
addition, summaries act like brake lights alerting your audience the presentation is
about to end. Finally, summaries must never contain new information.
Restatement of Purpose/Remotivation
If your purpose was to inform, tell the audience why they should remember or use
the information. If your purpose was to persuade, you have two options. 1) Make
a recommendationtell the audience what you want them to do with the
information. 2) Restate your position and make a final appeal to the audience. The
most effective restatement/remotivation ties back to the motivation used in the
introduction while clearly indicating how the audience can benefit from the
information presented.
Closure
An effective closure signals the paper or speech is over. It brings the paper or
speech full circle by reminding the audience of your introduction. Therefore, you
must plan a definite, obvious ending that provides a sense of finality.
Techniques used in the opening can be used to close as well. One of the most
effective techniques is to tie closing remarks back to your opening statement. For
example, Let me close by asking a single question. Can we live with the results if
this problem isnt fixed? I say no!
Mind-Mapping
Many writers struggle when it comes to developing main points. Fortunately, there is a
very simple, powerful technique called mind-mapping that not only helps you come up with
main points, it often results in supporting content as well.
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straightforward manner and hear only what they need to know and nothing more.
Terms, Examples, and Analogies Meaningful to the Audience: Defined as familiar
expressions (words, phrases, acronyms, etc), illustrations, and comparisons that are
typically used by members of the audience based on their collective knowledge, skills, and
experiences.
Example: Most Air Force audiences would understand, I start PME tomorrow at
the NCOA on Maxwell AFB; most non-Air Force audiences would not.
Example: Enlisted members wear stripes to indicate rank, similar to civilian police
and fire department members. In corporate settings, business attire often indicates
rank, e.g. management.
Compose Message: Defined as putting similar thoughts, words, ideas, etc, together to form
a complete meaning about a specific subject for a specific audience.
Example: The first sergeant composes a message to inform the organization about
the commanders new training policy with special emphasis on supervisor
responsibilities.
Synthesize Message: Defined as combining different ideas, concepts, and influences into
one new message.
Example: When asked by her commander to provide one best solution to a security
issue, a SNCO uses her own thoughts along with input from several subordinates to
compose one succinct message/solution for the commander.
Frame Message: Defined as communicating in a context that the audience (or any
receiver) can best understand and/or relate to and accept.
Example: How one communicates bad news to one person directly affected by the
news can be considerably different than communicating the same bad news to
another person unaffected by the bad news.
Adjust Message: Defined as changes made to a message (content, length, timing, tone,
quality, etc.) in order to best meet the needs of an audience.
Example: Pre-briefings to supervisors/commanders are typically very detailed, but
when presented as a final briefing to higher authorities, the brief is often very brief
and concise.
Example: Communicating with peers may be informal and free flowing, where
communicating with supervisors, commanders, and other military or civilian
leaders would more than likely be quite formal.
Delivery Style: Defined as the manner and tone in which speakers choose to
communicate. Examples include formal vs. informal (conversational), serious vs.
lighthearted, factual vs. emotional, prepared vs. impromptu, enthusiastic vs. inspirational,
jovial vs. somber, and so forth.
Example: While communicating the circumstances surrounding his subordinates
near-fatal automobile accident, the NCO uses a formal style, sticks to the facts, and
speaks in a very serious tone to deliver his message.
MC01SG - 32
Conclusion
Although we have briefly covered writing assignments, evaluations instruments, and tips
for success, we strongly encourage you to review chapters 1 through 8 of The Tongue and
Quill for more detailed information as you prepare each communication assignment. As
you develop your assignments, refer back to the assessment/evaluation instruments to help
ensure you are hitting the points you need to.
Lack of good communication skills will not only diminish your abilities as NCOs and
managerial communicators, but can be detrimental to your organizations performance.
Therefore, you must be concerned with communicating effectively. To do this, you will
need to use your understanding of the communication process to ensure the message,
whether written or spoken, is received as you intend. Regardless of your current
communicative skills, you are bound to improve your abilities if you focus on the basics
presented in this lesson.
MC01SG - 33
P=Pronoun
V=Verb
ADJ=Adjective
ADV=Adverb
MC01SG - 34
MC01SG - 35
4. The first sergeant had a harsh voice, a weather-beaten face, and was very stocky in
build.
Exercise #10 - Identifying Plain Language
Rewrite the following sentences using plain language.
(Note: add or delete words/text as needed)
1. In this work center, we are altruistic for our customers and their specific situations.
2. You should heretofore be made aware that your signature verifies receipt and is not
an admission of culpability.
3. Prior to the automobile accident, the Airmen were deferential, acquiescent, and
always willing to execute their duties on a daily basis.
MC01SG - 36
MC01SG - 37
MC01SG - 38
Attachment 1
Reflective Thinking Essay Questions
Reflective thinking essays do not need a formal introduction or conclusion. However, all
essays must be typed, double spaced, use 12 point Times New Roman font, have one inch
margins all around, be no longer than two pages, include an identification line, and be on plain
bond paper.
Essay One: Your Leadership Manifesto
Answer the following questions:
1. How would your subordinates describe you as a leader?
2. How would your supervisor describe your followership?
3. What leadership style do I use? Do you consider it to be effective or ineffective? Why?
4. How would you describe yourself as a NCO?
5. How would your supervisor describe you as a NCO?
6. What are my strengths?
7. What is my essence? (what qualities make you who you are)
Essays Two through Four
Consider the statements and questions below as guides and/or prompts to help you compose
your essays. Although there is no requirement to use them, previous students found them to be
quite useful in addressing the central issue of, what insights have you gained from the
previous weeks activities, to include lessons, briefings, discussions, exercises, study groups,
and independent work?
The most significant thing I learned last week was
- My aha moment was
- What have I learned that is causing me to interact differently?
- What new behaviors do I plan to exhibit and why?
- If I could change one thing about my leadership, it would be
- The most frustrating part of last week was
- I contributed to the learning process by
- My dj vu moment was
- What new behaviors am I exhibiting?
- What have I learned from my individual projects?
- What have I learned from group projects?
- What coursework is/was frustrating and why?
- Do I consider alternative perspectiveswhy or why not?
- How has my problem solving skill changedwhy or why not?
Essay Five
For your final essay, review your first essay concerning your leadership manifesto and look
back to your experience at the NCO Academy. Consider what you have learned about yourself
as an NCO and leader, and what you can change or take with you. Explain how you can use the
information and why/how it can benefit you.
Note: All assigned reflective thinking essays are shared openly in the flightroom.
Although not a requirement, students are welcomed and encouraged to maintain a
separate personal reflective notebook to record their private thoughts and ideas.
MC01SG - 39
Attachment 2
Essay Discussion Example
Essay Group Members: TSgt Brown, SSgt White, and TSgt Green
Discussion: Essays and discussion centered on aha moments and most frustrating part of
last week
Significant Commonality:
- TSgt Brown discovered her Four Lenses Temperament is just like her supervisors
temperament, which finally explains why they get along so well.
- SSgt White figured out his subordinates temperament and now he understands why
she behaves the way she does.
- TSgt Green learned that his primary temperament serves him well most of the time,
but some aspects of his temperament create conflict with his peers.
Significant Differences:
- TSgt Brown found the most frustrating part of last week was the pace of the course
because she was constantly playing catch-up.
- SSgt White, who is a tactile learner, was frustrated by the length of time spent in the
auditorium and he feels the pace of the course is too slow.
- TSgt Green believes the pace of the course is just right but was frustrated because he
had a hard time following lectures and discussions due to the amount of Air Force
verbiage.
Essay Briefing Example
Introduction
Attention: Good morning, Im TSgt Green and
Purpose: Im going to brief what my group discovered during our essay discussion
Overview: Ill cover significant commonalities first and then go over significant differences.
Transition: We were surprised to learn that all three of us focused on Four Lenses and that
our aha moment was nearly identical.
Body
MP 1: All three of us realized by knowing our own temperaments and the
temperaments of our subordinates, peers, and supervisors, we are better prepared to
interact with these individuals. We agreed Four Lenses provided us with insight into
how to adjust our actions, decisions, and behaviors to lead and follow more
effectively.
Transition: As interesting, as it was discovering our similar aha moments, it
was even more interesting to find out what each of us found to be the most
frustrating part of last week.
MC01SG - 40
MP 2: We learned what frustrates one may actually motivate others. This helped us
realize that, since each of us perceives different parts of the course as either
frustrating or motivating, we should tap into this knowledge. For example, those who
like the pace of the course, or even believe it to be too slow, should consider taking
on more additional duties to stay motivated and to help those of us who are struggling
with the pace.
Transition: Discovering our peers have similar feelings about lesson
principles and that we all have totally different perceptions about the course
has been an eye-opening experience, one we look forward to next week.
Conclusion (Summary)
In conclusion, my group discovered one significant commonality was how we can
adjust our actions, decisions, and behaviors using Four Lenses principles to lead and
follow more effectively. We also realized we all perceive the course differently, and
we might be able to reduce frustrations all around by tapping into this knowledge.
MC01SG - 41
Attachment 3
Briefing Assessment Instrument
_____________________
Topic
__________
Student No.
____
Rank
_______________________________
Last Name
__________
Flight No.
Check one
Strategic Initiative: ______
Category
Item
No-Go
Item
Introduced self
No sense of purpose/confusing
Purpose
clear/understandable
No Transition to first MP
Transition to first MP
Organization
No identifiable
pattern/confusing
Identifiable pattern/not
confusing
Flow
Choppy flow
Smooth flow
Transitions
Hindered flow
INTRODUCTION
BODY
Appropriate for
audience
Not appropriate
Appropriate
Stayed in lane
Outside lane
Stayed in lane
OPSEC
Violated OPSEC
NO OPSEC violation
Scope of
responsibility
Within scope of
responsibility
Support
integrated and
qualified
Total Page 1:
MC01SG - 42
Go
No-Go
Go
Note usage
Distracting
Not distracting
Eye contact
Body
movement
Distracting
Not distracting
Hand gestures
Distracting
Not distracting
Acronyms
Not defined*
Defined
Voice Variation
Words
mispronounced
3 or more
0-2
Vocal pauses
3 or more
0-2
Tailored to
audience
Not appropriate
Appropriate
Time
3-5 minutes
Summary
1 or more MP(s)
missing; no key ideas
from MP(s)
Closure
CLOSING
Total Page 2
Total Page 1
Overall Total
No-Go
Final Disposition
Go
MC01SG - 43
Attachment 4
Domains of Culture are broad categories under which humans commonly organize
cultural knowledge, belief, and behavior. It is through cultural domains that NCOs can
understand and identify these critical elements of cultural differences.
The 12 Domains of Culture
The twelve domains of culture are broad categories (domains) under which humans
commonly organize cultural knowledge, belief, and behavior. These domains are rarely
mutually exclusive and almost never independent. Understanding these domains requires
that we first understand a cultures worldview, that is, how people within a culture see the
world. Listed below are some aspects of culture that shape worldviews:
Family & Kinship: This domain refers to both blood descent and marriage. It provides
continuation of society through the generations and defines a universal other that a
person depends on for aid. In most societies, inheritance (transfer of property) and
succession (transfer of social position) take place within kin groups. Elements: marriage,
children, family size, & structure, mating, descent, inheritance, residence, and relations.
Religion & Spirituality: Religion is a process every culture uses to provide meaning,
unity, peace of mind, and control over events in society. It often helps preserve the social
order. By defining the individuals place in society, religion provides people a sense of
personal identity and belonging. Elements: origins, deities, worship, community,
birth/death/life/afterlife, rules, and rituals.
Sex & Gender: While sex refers to the biological differences between male and female,
gender provides the cultural and social classification of masculine and feminine. Every
culture distinguishes between male and female, although different societies attach their
own social meanings to these categories. Gender often determines social relations
involving power, individuals, group identities, and meaning and value. Elements:
categories, roles, identities, responsibilities, reproduction, labor, etc.
Political & Social Relations: Political organization is the patterned way society applies
power to regulate behavior lawfully. It exists in all societies, yet different cultures have
unique complexities and accepted methods of social interactions. Cultures also include
various social groups that interact differently in each society. The authority to make
decisions that affect public interest is part of social relations and is linked to kinship,
economics, and religion. People become leaders because of their positions (heads of
families, lineages, or clans or based on claims of divine right to rule). In some societies,
the coordination and regulation of behavior are in the hands of a religious practitioner.
Elements: community, ethnic, regional, national, status/leadership, and law.
Economics & Resources: These refer to ways in which society produces, distributes, and
consumes goods and services. They reflect choices people make regarding their
livelihood. Notably, economics and resources are equally influenced by culture, traditions,
technologies, and environment. Related Elements: Productions, redistribution,
accumulation, and exchange.
MC01SG - 44
Time & Space: Time management differs among cultures. A culture with a highly linear
orientation towards time, as is customary in America, sees it as a limited commodity to be
used efficiently towards problem solving or coming to agreement. Non-linear cultures,
such as Iraqs, have a more expanded view of time. Consequently, there may be less
pressure to accomplish things quickly. Elements: orientation, purposes, measurement, and
relations.
Language & Communication: Human language is a unique system of communication.
Although all animal species exchange information to survive, only human language
actually recreates complex thought patterns and experiences in words. Without human
language, human culture could not exist. Language is crucial to establishing social
relationships. By translating experience into language, humans gain knowledge that can be
communicated to new members of the group or societywe use language to teach culture.
Elements: verbal & non-verbal, direct & indirect, high & low context, emotional &
neutral.
Technology & Material: Societies use technology to transform the material environment.
Technology includes the raw materials, tools, knowledge, and procedures needed to
produce and manufacture material goods, whether in a basic agrarian or a complex
industrial society. The development and uses of technology is determined by cultural
values. Values and patterns in this domain have a significant impact on the environment.
The management of the natural environment is clearly one of the most pressing concerns in
the industrialized world. Two of the most important sources of environmental impact are
consumer desires and the energy needs of industrial nations. Elements: production,
adoption, functions, and changes.
History & Myth: History is the study of the past. It is a component of human knowledge
in general, along with cultural and scientific knowledge. Pioneer historians relied on
peoples stories about their first-hand experiences as primary sources, rather than
secondary accounts or hearsay. They then validated source reliability by comparing stories
and examining different perspectives. Myth and history are interrelated. While myth is
often associated with fiction and the supernatural, it also embodies popular ideas about the
natural world and historical events in a given culture. It implies that a group or society
telling a myth believes that it is true, and in societies throughout the world, these mythical
truths become customs that are passed on through the generations. Elements: creation,
origins, ends, events, individuals, and agency.
Sustenance & Health: Societies have different methods of transforming natural resources
into food. The different food-getting or subsistence strategies are an essential part of
human culture and serve as a basis for cultural differences. Sustenance influences
residential patterns, family life and kinship systems, methods of exchange, and structures
of power and prestige. Elements: food & drink production, distribution, collection,
consumption, illness, healing, and wellness.
MC01SG - 45
Aesthetics & Recreation: In every society, people express themselves in ways that
surpass the need for physical survival. Every culture has its own forms of creative
expression that are guided by aesthetic principles of imagination, beauty, skill, and style.
We see these expressions in art, music, sport, clothing, rest, and leisure. Examples: art,
music, sport, clothing, adornment, rest, and leisure.
Learning & Knowledge: Human beings depend on the social, not biological,
transmission of knowledge for survival. Teaching children the skills and knowledge they
will need to function as adults in society is practiced in every culture, although societies
vary in their teaching approach. Human social organization and group living provide the
basic context for growth and learning whereby we learn from our parents. In Western
societies, the long period of human childhood dependency provides for cultural learning.
Examples: experiential, community, professional, and formal.
MC01SG - 46
Attachment 5
Domains of Culture Writing Evaluation Instrument
Student No. ______
Date: __________________
Comments:_______________________________________________________________________________________________
_______________________________________________________________________________________________________
ORGANIZATION--How well was the paper organized? How well developed were paragraphs? How well were
paragraphs and ideas linked together?
6 or 7
8 or 9
10 or 11
A marginal paper will:
- Have main points unrelated to
intro, confuse readers, etc.
- Use facts, source support, etc. as
topic sentences
- Use topic sentences that dont
cover theme of paragraph
- Not use transitions or use some
that are choppy and undeveloped
Comments:_______________________________________________________________________________________________
_______________________________________________________________________________________________________
CONCLUSION--How well did the conclusion summarize the main ideas, sub points, and key ideas? How well did the
conclusion re-motivate readers? How smooth was the ending?
4 or 5
6 or 7
8 or 9
A marginal conclusion will:
- Have no summary, leave out main
points; fail to show key ideas, etc.
- Not attempt to re-engage readers
- Leave readers confused or unsure
as to completion of paper
Comments:_____________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
TOPIC:____________________________________________________
MC01SG - 47
9 or 10
An excellent paper has minimal
distracters and enhances
communication.
Minor (4 to 6 overall):
- Subject/verb/tense disagreements
- Sentence fragments/run-ons
- Modifier errors
- Parallelisms
- Pronoun antecedent errors
- Punctuation errors
- Spelling/capitalization errors
Comments:___________________________________________________________________________________________
FORMAT
How well do the identification line, page numbers, margins, text spacing, citation (Notes) page, paragraph numbering,
citation, typeface follow the prescribed format?
Format Points
Total Page 1:
Total Page 2:
Final Score:
MC01SG - 48
Attachment 6
Domains of Culture Briefing Evaluation Instrument
Student No. ______
Date: ________________
4 or 5
Marginal intros:
Are problematic (e.g. go straight into
purpose, briefer failed to introduce
themselves)
Have no sense of purpose or leave
audience confused about purpose
Omit one or more main points in
overview
6 or 7
Good intros:
Have briefer introduction
Tell reason for briefing by
stating, purpose of speech is,
Identify main points
mechanically First, second,
third, etc.
Excellent intros:
Have briefer introduction
Are motivational and linked to intent of
the briefing
Clearly and smoothly integrate overview
of main points w/key ideas
Comments:________________________________________________________________________________________________________
ORGANIZATION: How well did the briefer organize the message? How suitable was the pattern? How logical was the
arrangement? Did transitions link ideas together?
6 or 7
8 or 9
10 or 11
Marginal briefings:
Good briefings:
Excellent briefings:
Have main points that are unrelated to
Have main points that align with
Use main points that move audience
intro, confuse listeners, etc.
the purpose of briefing
effortlessly from intro to conclusion
Frustrate audience with unrelated
Allow audience to follow
Flow so well that audience is able to
material, rambling, etc.
briefers pattern with no
follow pattern and anticipate next
confusion
thought/idea
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
or
or
or
Transitions
I
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
Comments:________________________________________________________________________________________________________
CLOSING: How well did the briefer provide a summary and final remarks Was any new information introduced?
4 or 5
Marginal closures:
Have no summary, leave out main
points; fail to include key ideas, etc.
Introduce new information
Final remarks leave audience confused
or unsure the briefing has ended
6 or 7
Good closures:
State main points
Do not introduce new information
End on a note of completion
8 or 9
Excellent closures:
Fully summarize all main points with key
ideas
Final remarks are positive, inspirational,
and/or motivational
No new information presented
Have a positive sense of completion
Comments:______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
TOPIC:______________________________________________________
MC01SG - 49
TOTAL PAGE 1
TECHNICAL ACCURACY AND COVERAGE: How well did the briefer provide adequate and relevant support and
use support to promote main ideas?
6 or 7
8 or 9
10 or 11
Briefings with marginal content:
Briefings with good content:
Briefings with excellent content:
Have support that is not accurate or
May have 1 or 2 pieces of support
Has accurate and relevant support
relevant
thats not accurate or relevant
Promotes main points
Do not support main ideas
Adequately promote main ideas
Properly integrates and qualifies all
outside sources (if used)
PRESENTATION and DELIVERY
PHYSICAL BEHAVIOR: How well did the briefer convey meaning via the use of: Eye contact, body movement, and
gestures? VOICE: How well did the briefer use voice quality, intelligibility, and variety?
7or 8
9 or 10
11 or 12
Marginal briefing:
Good briefing:
Excellent briefing:
Read manuscript, note cards, etc.
Reading limited to essential quotes
Minimal use of memory joggers (talking
throughout briefing
and/or pertinent information
paper)
Eye contact: Marginal;
many people left out; notes distracting;
or eyes on notes most of presentation
Gestures: Marginal;
poorly timed; none at all; distracting, or
repetitive
Gestures: Good;
most were natural; sometimes
awkward, robotic/mechanical
helped clarify and show emphasis
Gestures: Excellent;
spontaneous; clarified and emphasized
message
Word choice:
Marginal; many unfamiliar words,
acronyms undefined, and redundancies
Word choice:
Good; few unfamiliar words,
acronyms, and redundancies
Word choice:
Excellent; clear understandable language;
acronyms defined as needed; no
redundancies
Articulation/Variation: Marginal;
- Little voice variation (monotone,
little/no enthusiasm, unconvincing,
insincere)
Articulation/Variation: Good;
- Voice variation added to message
(appropriate, somewhat pleasant,
some enthusiasm, sincere)
Articulation/Variation: Excellent;
- Voice variation enhanced message
(pleasant, enthusiastic, inspirational,
convincing sincerity)
- Word usage
(few misused words (1 3,
mispronounced, undefined acronyms)
Time: Minutes: _______, Seconds: _____ (-2 points 30 sec <5 or >7 min)
Total Page 1:
Total Page 2:
Sub Total:
Time Deduction:
Grand Total:
MC01SG - 50
Attachment 7
Formative _______
Student No. ______
Summative _______
Date: ________________
OPENING SKILLS
How well did the manager: Establish rapport, convey purpose/objective of meeting, encourage participation?
2 or 3
4 or 5
6 or 7
MARGINAL:
GOOD:
EXCELLENT:
- Establish rapport: (cursory or
insincere effort)
- Purpose/objective expressed in an
unclear manner
ATTENDING SKILLS
How well did manager: Maintain eye contact, use body posturing, acknowledge gestures, receive verbal/nonverbal cues?
7 or 8
9 or 10
11or 12
MARGINAL:
GOOD:
EXCELLENT:
- Eye contact: inconsistent; left out
- Eye contact: consistent yet non- Eye contact: conveyed connection and
some group members
threatening
personal involvement
- Body posturing: contradictory or not - Body posturing: conveyed interest
- Body posturing: appropriate, enticed
responsive to situation or group
and support
subordinate to speak
member comments
- Gestures: appeared natural and
- Gestures: conveyed understanding
- Gestures: appeared awkward or
appropriate
- Reception of verbal/nonverbal cues:
mechanical
conveyed acceptance and support
- Reception of verbal/nonverbal
cues: appropriate and responsive
- Reception of verbal/nonverbal
cues: often inconsistent with message
RESPONDING SKILLS
How well did the manager: Prompt group members to open up (disclose and/or explore) throughout the session? Use
verbal skills (tone, volume, articulation, word usage)? Use non-verbal skills (facial expressions, proximity, gestures,
demeanor)?
Were the managers
respectful)? Consistent (agreement
between verbals
6 or 7responses: Suitable (appropriate, responsive,
8 or 9
10 or 11
and
nonverbals)?
MARGINAL:
GOOD:
EXCELLENT:
- Disclosure and/or exploration:
only initially prompted some group
members
- Tone, volume, articulation and
word usage often counterproductive
- Facial expressions, proximity,
gestures and demeanor difficult to
interpret; most were ineffective
- Suitability: several responses not
suitable, awkward, slightly delayed,
abrasive
- Consistency: occasional
inconsistency between verbals and
nonverbals
MC01SG - 51
RESOLVING SKILLS
How well did the manager facilitate the group: To resolve problems and/or reach goals? To generate solutions?
Were the solutions: Comprehensive? Appropriate? Feasible?
6 or 7
8 or 9
10 or 11
MARGINAL:
GOOD:
EXCELLENT:
- Solutions somewhat
comprehensive; address most key
issues
- Appropriate solutions
- Feasibility of solutions maximized
potential for success; all solutions were
easy and affordable
CLOSING SKILLS
How well did the manager: Summarize the session? Assign taskings to achieve goals/solutions? Provide closure?
Refrain from introducing new material?
4 or 5
6 or 7
8 or 9
MARGINAL:
GOOD:
EXCELLENT:
- Summary omitted key points
Comments: ___________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Total from this page:
Passing Score is 35
MC01SG - 52
Attachment 8
BACKGROUND PAPER
ON
NCOA BACKGROUND PAPERS
MC01SG - 53
Attachment 9
TALKING PAPER
ON
NCOA TALKING PAPERS
- The title above should be double-spaced and the spacing between the line NCOA
TALKING PAPERS and this bullet is triple-spaced.
- Use one dash in front of bullets, two in front of sub-bullets, and three in front of sub-subbullets. Also, use the space bar to put two spaces between the dash and the first letter of the
first word in the bullet.
- Use a single space between lines and a double-space between bullets.
-- Indent sub-bullets so the first dash of the sub-bullets aligns with the first letter of the
first word in the bullet above it.
--- Indent sub-sub-bullets so the first dash of the sub-sub-bullets aligns with the first
letter of the first word in the bullet above it.
- Use single-dash bullets for main points and sub-bullets and sub-sub-bullets for supporting
points.
- Add the Identification Line (ID) in the footer using the format outlined in the student
guide.
Attachment 10
PLDP Assessment Instrument
_______ ______________________________
_______
Student Rank
Last Name
____________
Student ID
Format
GO
Date
NOGO
Comments
Cover page
Narrative style writing (no bullets)
Times New Roman 12 point font
Double spacing between paragraph
Each section on separate page
Part I: Personal Values
Top 5 personal values in order of importance
Brief description of what values means to student
How top 5 values impact students life
How top 5 values impact students leadership
effectiveness
Part II: Leadership Vision Statement
Describes the type of leader student wants to be
Describes what student wants to accomplish as a leader
Part III: Strengths and Improvement Areas
3 strengths and explains why each is a strength
3 improvement areas & explains why area needs work
Part IV: Development Action Plan
3-5 year action plan
Addresses at least 3 strengths (identified in Part III)
Addresses at least 3 improvement areas (identified in Part III)
Action plan answers the following 5 questions
1. What student plans to improve/develop?
2. How student plans to improve/develop?
3. Whenhow long will it take (timelines)?
4. Resources identified (training, Edu, etc.)?
5. How will student measure success?
15 or more marked GO is passing
Total
__________ _______________
________ __________________________
Instructor Rank Last Name
Flight No.
Instructors Signature
MC01SG - 55
NOTES
The Tongue & Quill. (AFH 33-337) Maxwell AFB AL: Air Command and Staff College, 01 August 2004, 44.
ii
Fowler, H. Ramsey and Jane E. Aaron, The Little, Brown Handbook. 9th Ed. Addison-Wesley Educational
Publishers Inc., New York: 2003, 120.
iii
http://owl.english.purdue.edu
iv
Fowler, H. Ramsey and Jane E. Aaron, The Little, Brown Handbook. 9th Ed. Addison-Wesley Educational
Publishers Inc., New York: 2003, 669.
v
Ibid., 669
vi
Ibid., 670-671.
vii
The Tongue & Quill. (AFH 33-337) Maxwell AFB AL: Air Command and Staff College, 01 August 2004,
269.
viii
ix
x
Ibid., pg 688.
Ibid., pg 688.
xi
Fowler, H. Ramsey and Jane E. Aaron, The Little, Brown Handbook. 9th Ed. Addison-Wesley Educational
Publishers Inc., New York: 2003, 688.
xii
Ibid., 688.
xiii
Ibid., 689.
xiv
Ibid., 687-689.
xv
Fowler, H. Ramsey and Jane E. Aaron, The Little, Brown Handbook. 9th Ed. Addison-Wesley Educational
Publishers Inc., New York: 2003, 669.
xvi
Bates, Jefferson D. (1993) Writing With Precision, How to Write So That You Cannot Possibly Be
Misunderstood. Acropolis Books LTD., Washington DC: pp 203.
MC01SG - 56