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8/14/2019 US Navy Course NAVEDTRA 14233 - Naval Construction Force Seabee 1 & C
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DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.
NONRESIDENTTRAINING
COURSEMarch 1995
Naval ConstructionForce/Seabee 1 & CNAVEDTRA 14233
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DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.
Although the words he, him, andhis are used sparingly in this course toenhance communication, they are notintended to be gender driven or to affront ordiscriminate against anyone.
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COMMANDING OFFICERNETPDTC
6490 SAUFLEY FIELD RDPENSACOLA, FL 32509-5237
ERRATA #1 23 Oct 2001
Specific Instructions and Errata forNonresident Training Course
NAVAL CONSTRUCTION FORCE/SEABEE 1 & C, NAVEDTRA 14233
1. No attempt has been made to issue corrections for errors in typing,punctuation, etc., that do not affect your ability to answer thequestion or questions.
2. Delete the following questions, and leave the correspondingspaces blank on the answer sheets:
Questions
1-372-307-87-287-458-168-30
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PREFACE
By enrolling in this self-study course, you have demonstrated a desire to improve yourself and the Navy.Remember, however, this self -study course is only one part of the total Navy training program. Practicalexperience, schools, selected reading, and your desire to succeed are also necessary to successfully round
out a fully meaningful training program.THE COURSE : This self-study course is organized into subject matter areas, each containing learningobjectives to help you determine what you should learn along with text and illustrations to help youunderstand the information. The subject matter reflects day-to-day requirements and experiences of personnel in the rating or skill area. It also reflects guidance provided by Enlisted Community Managers(ECMs) and other senior personnel, technical references, instructions, etc., and either the occupational ornaval standards, which are listed in the Manual of Navy Enlisted Manpower Personnel Classificationsand Occupational Standards , NAVPERS 18068.
THE QUESTIONS : The questions that appear in this course are designed to help you understand thematerial in the text.
VALUE : In completing this course, you will improve your military and professional knowledge.Importantly, it can also help you study for the Navy-wide advancement in rate examination. If you arestudying and discover a reference in the text to another publication for further information, look it up.
1995 Edition Prepared by EQCM(SCW) Douglas E. Joyner
EAC(SCW) Michael R. Mann
Published byNAVAL EDUCATION AND TRAINING
PROFESSIONAL DEVELOPMENTAND TECHNOLOGY CENTER
NAVSUP Logistics Tracking Number0504-LP-026-8710
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Sailors Creed
I am a United States Sailor.
I will support and defend theConstitution of the United States of
America and I will obey the ordersof those appointed over me.
I represent the fighting spirit of theNavy and those who have gonebefore me to defend freedom anddemocracy around the world.
I proudly serve my countrys Navycombat team with honor, courageand commitment.
I am committed to excellence andthe fair treatment of all.
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CONTENTS
CHAPTER Page
1. Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 1-1
2. Project Planning and Management . . . . . . . . . . . . . . . . . . 2-1
3. Construction Management . . . . . . . . . . . . . . . . . . . . . . 3-1
4. Advanced Base Planning and Embarkation . . . . . . . . . . . . . 4-15. Seabee Battalion Turnover and Tool Management . . . . . . . . . 5-1
6. Naval Construction Force Camp Maintenance . . . . . . . . . . . 6-1
7. Environmental Pollution Control . . . . . . . . . . . . . . . . . . . 7-1
8. Contract Quality Assurance . . . . . . . . . . . . . . . . . . . . . . 8-1
9. Facilities Maintenance Management . . . . . . . . . . . . . . . . . 9-1
APPENDIX
I . References Used to Develop the TRAMAN . . . . . . . . . . . . AI-1
INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INDEX-1
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INSTRUCTIONS FOR TAKING THE COURSE
ASSIGNMENTS
The text pages that you are to study are listed atthe beginning of each assignment. Study thesepages carefully before attempting to answer thequestions. Pay close attention to tables andillustrations and read the learning objectives.The learning objectives state what you should beable to do after studying the material. Answeringthe questions correctly helps you accomplish theobjectives.
SELECTING YOUR ANSWERS
Read each question carefully, then select theBEST answer. You may refer freely to the text.The answers must be the result of your ownwork and decisions. You are prohibited fromreferring to or copying the answers of others andfrom giving answers to anyone else taking thecourse.
SUBMITTING YOUR ASSIGNMENTS
To have your assignments graded, you must beenrolled in the course with the NonresidentTraining Course Administration Branch at theNaval Education and Training ProfessionalDevelopment and Technology Center(NETPDTC). Following enrollment, there aretwo ways of having your assignments graded:(1) use the Internet to submit your assignmentsas you complete them, or (2) send all theassignments at one time by mail to NETPDTC.
Grading on the Internet: Advantages toInternet grading are:
you may submit your answers as soon asyou complete an assignment, and
you get your results faster; usually by thenext working day (approximately 24 hours).
In addition to receiving grade results for eachassignment, you will receive course completionconfirmation once you have completed all the
assignments. To submit your assignmentanswers via the Internet, go to:
http://courses.cnet.navy.mil
Grading by Mail: When you submit answersheets by mail, send all of your assignments atone time. Do NOT submit individual answersheets for grading. Mail all of your assignmentsin an envelope, which you either provideyourself or obtain from your nearest EducationalServices Officer (ESO). Submit answer sheetsto:
COMMANDING OFFICERNETPDTC N3316490 SAUFLEY FIELD ROADPENSACOLA FL 32559-5000
Answer Sheets: All courses include onescannable answer sheet for each assignment.These answer sheets are preprinted with yourSSN, name, assignment number, and coursenumber. Explanations for completing the answersheets are on the answer sheet.
Do not use answer sheet reproductions: Useonly the original answer sheets that weprovide reproductions will not work with ourscanning equipment and cannot be processed.
Follow the instructions for marking youranswers on the answer sheet. Be sure that blocks1, 2, and 3 are filled in correctly. Thisinformation is necessary for your course to beproperly processed and for you to receive creditfor your work.
COMPLETION TIME
Courses must be completed within 12 monthsfrom the date of enrollment. This includes timerequired to resubmit failed assignments.
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PASS/FAIL ASSIGNMENT PROCEDURES
If your overall course score is 3.2 or higher, youwill pass the course and will not be required toresubmit assignments. Once your assignmentshave been graded you will receive coursecompletion confirmation.
If you receive less than a 3.2 on any assignmentand your overall course score is below 3.2, youwill be given the opportunity to resubmit failedassignments. You may resubmit failedassignments only once. Internet students willreceive notification when they have failed anassignment--they may then resubmit failedassignments on the web site. Internet studentsmay view and print results for failedassignments from the web site. Students who
submit by mail will receive a failing result letterand a new answer sheet for resubmission of eachfailed assignment.
COMPLETION CONFIRMATION
After successfully completing this course, youwill receive a letter of completion.
ERRATA
Errata are used to correct minor errors or delete
obsolete information in a course. Errata mayalso be used to provide instructions to thestudent. If a course has an errata, it will beincluded as the first page(s) after the front cover.Errata for all courses can be accessed andviewed/downloaded at:
h t tp : / /www.advancemen t . cne t .navy.mi l
STUDENT FEEDBACK QUESTIONS
We value your suggestions, questions, and
criticisms on our courses. If you would like tocommunicate with us regarding this course, weencourage you, if possible, to use e-mail. If youwrite or fax, please use a copy of the StudentComment form that follows this page.
For subject matter questions:E-mail: [email protected]: Comm: (850) 452-1001, Ext. 1826
DSN: 922-1001, Ext. 1826FAX: (850) 452-1370(Do not fax answer sheets.)
Address: COMMANDING OFFICERNETPDTC (CODE N314)6490 SAUFLEY FIELD ROADPENSACOLA FL 32509-5237
For enrollment, shipping, grading, orcompletion letter questions:E-mail: [email protected]: Toll Free: 877-264-8583
Comm: (850) 452-1511/1181/1859DSN: 922-1511/1181/1859FAX: (850) 452-1370
(Do not fax answer sheets.)Address: COMMANDING OFFICER
NETPDTC (CODE N331)6490 SAUFLEY FIELD ROADPENSACOLA FL 32559-5000
NAVAL RESERVE RETIREMENT CREDIT
If you are a member of the Naval Reserve, youwill receive retirement points if you areauthorized to receive them under currentdirectives governing retirement of Naval
Reserve personnel. For Naval Reserveretirement, this course is evaluated at 12 points.(Refer to Administrative Procedures for Naval
Reservists on Inactive Duty, BUPERSINST1001.39, for more information about retirementpoints.)
COURSE OBJECTIVES
In completing this nonresident training course,you will demonstrate a knowledge of the subjectmatter by correctly answering questions on the
following subjects: administration; project andconstruction planning management; advancedbase planning and embarkation; battalionturnover and tool management; NCF campmaintenance; environmental pollution control;contract Quality Assurance; and facilitiesmaintenance management.
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Student Comments
Course Title: Naval Construction Force/Seabee 1 & C
NAVEDTRA: 14233 Date :
We need some information about you :
Rate/Rank and Name: SSN: Command/Unit
Street Address: City: State/FPO: Zip
Your comments, suggestions, etc .:
Privacy Act Statement: Under authority of Title 5, USC 301, information regarding your military status isrequested in processing your comments and in preparing a reply. This information will not be divulged withoutwritten authorization to anyone other than those within DOD for official use in determining performance.
NETPDTC 1550/41 (Rev 4-00)
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CHAP TER 1
ADMINISTRATION
LEARNING OBJECTIVE: Identify the administrative duties and responsibilities of a petty officer first class within a Naval Construction Force occupation in relationto the Personnel Readiness Capabil i ty Program, crew member training,
preparation of work assignm ent/ schedules, and w riting of evaluations.
As you atta in each higher rat e in your rat ing, bothyou and the Navy benefit. This is understandable sinceyou have more experience in your particular rating,you ha ve probably been t o severa l Navy schools, andyour overall attitude is generally well oriented to Navylife. You are now better qualified and in a betterposition to impar t your kn owledge and experience toth e personnel und er you. Your bearin g, actions, anddisposition are under scrutiny not only by your
seniors, but also by your subordinates.Advancement brings both increased rewards and
increased r esponsibilities. These include h igher pa y,greater prestige, more interesting and challengingassignments, and the satisfaction of getting ahead inyour chosen car eer. As a first class pet ty officer, youwill have many responsibilities added to those you hadas a second class petty officer. You have acquiredvaluable knowledge, and now it is your turn to passthis technical know-how on to others.
In addition to supervising and training lower-ratedpersonnel, you must be able to perform variousadministrative duties. These duties include givingPersonnel Readiness Capability Program interviews,maintaining repor ts , draf t ing rough evaluat ionreports, and organizing daily work assignments forteam/crew leaders.
The command to which you are assigned willdetermine the way you should carry out youradministrative responsibilities. But it is your skills inp l a n n i n g a n d o r g a n i z i n g , a p p l y i n g e f f e c t i v etechniques of supervision, and getting along withpeople that will help you succeed in the Navy,
regardless of your assignment.
T H E P E R S O N N E L R E A D IN E S SCAP ABILITY P ROGRAM
The Personnel Readiness(PRCP) is a management tool
Capability Programused throughout t he
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active and r eserve Naval Constr uction F orce (NCF).It is a skill inventory designed to provide managers aa l l l eve l s o f the NCF wi th t ime ly pe r sonne lin fo rmat ion . Th i s in fo rmat ion too l inc reasesmanagements capabilities in planning, decisionmaking, control, and determining unit readiness.
B e f o r e P R C P w a s d e v e l o p e d , p e r s o n n e linformation was kept on an as-required basis byvarious members of the unit in personal notebooks,files, and records. This information was collected asmanagement required it to determine military andconstruction capabilities, training requirements,logistics support, and so forth. The collection of thisinformation was usually a time-consuming, laborioutask that required a piecemeal inventory of thecomm an ds capabilities and r equiremen ts. Anotherway of getting this informa tion was th rough th e use rough estimates. Neither way, however, produced thaccuracy or rapid response desi red. PRCP hasestablished standard procedures for identifying,collecting, processing, and using this information.
The PRCP requires each comma nd to gather andcont inuously upda te inform at ion on each mem ber of the unit. Most of this information concerns skillsacquired through actual job experience or throughsome type of training program. Other information,such as expiration of enlistment or rotation date, isrequired for accurate planning. This information isplaced in a document called a skill update record. Eachenlisted individual within an NCF unit is required thave a skill update record, which is maintained at thcompany/department level. Regular updates are
forwarded to the units PRCP manager.
SKILL INVENTORY
An accurate and current skill inventory is thebackbone of PRCP. Without it, th e reliability of anyplanning based on information stored in the PRCP
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data bank is questionable. Unreliable data can resultin unnecessary re t ra ining, reduced manpoweravailability, or skill deficiencies. The PRCP is themana gement tool used to determine a u nits readinessand skill deficiencies, It is used in conjunction withthe requirements established by the Commander,Second Naval Construction Brigade (COM2ND-NCB), and the Comman der, Third Na val Constr uctionBrigade (COM3RDNCB), which are issued in their
joint instruction COMSECOND/COMTHIRDNCB-INST 1500.1 (series). Additionally, these skills havebeen conveniently classified into the following fivemajor categories:
1. Individual general skills (PRCP 040 - 090).T h e s e a r e e s s e n t i a l l y n o n m a n i p u l a t i v e s k i l l s(knowledge) related to two or more ratings, such asmate r i a l l i a i son o ff i ce ope ra t ion (PRCP 040) ,instructing (PRCP 080), and safety (PRCP 090).
2. Individual rating skills (PRCP 100 - 760). Theseare primarily manipulative skills associated with one of the seven Occupational Field 13 (Construction) ratings.Some examples are light-frame construction (PRCP150) for the Builder, cable splicing (PRCP 237) for theConstruction Electrician, and shore-based boileroperation (PRCP 720) for the Utilitiesman.
3. Individual special skills (PRCP 800 - 830).These ar e technical skills perform ed by personnel inseveral ratings, including people that are not inOccupational Field 13; for example, forklift operation(PRCP 800), ham radio operation (PRCP 804), andtyping (PRCP 803).
4. Military skills (PRCP 901 - 981). These skillsare fur ther c lass i f ied in to three subcategor ies :mobilization, disaster recovery, and Seabee combatreadiness. Examples are aircraft embarkation (PRCP902); M-16 rifle use and familiarization (PRCP 953);and disaster recovery, heavy rescue (PRCP 979).
5. Crew experience skills (PRCP 1000A - 1010A).These skills are gained by working with others onspecific projects. Most of these projects are related toadvanced base construction, such as observation tower
(PRCP 1002A), fire fighting (PRCP 1009A), andbunker construction (PRCP 1008A).
A skill inventory has three principal steps. First,each skill is closely defined and broken down into taskelements. Second, a standard procedure for obtainingthe information is developed. This procedure helps toensure that the information, regardless of where it is
collected or by whom, meets certain standards of acceptability. The third step is the actual collectionthe ski l l data and includes the procedures forsubmitting the data to the data bank.
Ski l l Def in i t ions
PRCP, NAVFAC P-458, volume I, Skill Defini-tions, contains a definition for every PRCP skill
identified in the PRCP. Each definition has been jointly approved by COM2NDNCB and COM3RD-NCB and applies to the entire NCF.
P R C P S t a n d a r d s a n d G u i d e s
The skill definitions alone do not containsufficiently detailed information to accurately classpeople, nor do they provide any classificationprocedures. Recognizing this, the Civil EngineerSupport Office (CESO) conducted special Seabeeworkshops where the PRCP, NAVFAC P-458,volume II, Standards and Guides, was developedunder the guidance of CESO. This volume consistsseven separate manualsone for each Seabee ratinThe PRCPStandards and Guides is the principal toolused in col lect ing and updat ing ski l l data . Byfollowing the interviewing procedures in the PRCPStan dards and Guides, a t rained interviewer is a ble toclassify people to a predetermined skill level with acceptable degree of uniformity. With a thoroughknowledge of the tasks required of each skill, anyoso authorized can classify others to an appropriate sklevel by actually observing them perform the tasks,
either in t raining or on th e job.Skill information obtained by interview or
observation is recorded on the individuals skillu p d a t e r e c o r d (fig. 1-1 ) . Sk i l l i n fo rmat ion i sforwarded to the units training department where it r e c o r d e d o n t h e S e a b e e A u t o m a t e d M o b i l eManagement System (SAMMS) and forwarded to tappropriate Naval Construction Regiment (NCR). Ti n f o r m a t i o n i s r e v i e w e d , s k i l l d e f i c i e n c i e sdetermined, and training requirements established maintain the units readiness. Complete instructioand information for using the PRCP skill update
record, and other PRCP data processing informatiocan be obtained from t he t ra ining officer of the u nitsparticipating in the program.
As a c rew/squad l eade r, you a re d i r ec t lyresponsible for using the PRCPStandards and Guidesto assist a designated interviewer in maint aining anaccurate skill profile on your personnel. You also a
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responsible for providing the initial information forthe PRCP data bank. Subsequent updating of thisinitial information for each person is based onperformance on the job (which you observe) ,completed training, and regular interviews. Newlyreporting personnel, regardless of previous assign-ment, require interviewing within 30 days.
P R C P I N T E RV I E W S
There are two types of PRCP interviews. The firstand most important is the individual rating skillinterview. The second type is simply called otherinterviews. Both types require the use of the PRCPStandards and Guides.
Rat ing Sk i l l I n t e rv i ews
When conducting an individual rating skillinterview, the interviewer uses a discussion technique
to classify Seabees in the skill levels of the variousindividual rating skills. This technique requites athorough u ndersta nding of the sk ills and task s definedin the PRCPStandards and Guides. Few individualspossess th e ta lent required t o interview in all the skillof a rating. Interviewers must be mature enough torecognize their own limitations and be willing to seekassistance from qualified individuals. For example,the interviewers could use t he cran e crew supervisorto assist in interviewing personnel for crane skills.
O t h e r I n t e r v i e w s
Other interviews are used t o classify people intothe individual general and special skills, militaryskills, and crew experience. With few exceptions,these skills do not require an experienced interviewerIn many cases, skill levels can be assigned toindividuals on the basis of their service or trainingrecord a nd by completed t rainin g evolutions, such as
Figure 1-1.PRCP sk i l l upda t e r eco rd .
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contingency construction crew training or block military training. Skill level classification should bedone whenever possible to cut down on interviewingtime. Then, when a person is scheduled for inter-viewing, it will be just a matter of verification orupdating.
U S I N G T H E S TA N D AR D S A N D G U I D E SF O R I N D I V I D U A L R AT I N G S K I L L S
When assigned as an interviewer, you must obtairead, understand, and use t he PRCP Standards and Guides. The forma t is sta ndar d. After the sk ill title,you will find the contents, the skill definitions, and ttasks, which a re broken down into task elements. (Sfigs. 1-2 t hrough 1-4.)
Sk i ll Tit l e and Con ten t s
The title identifies the skill; for example, figure1-2 identifies the individual Utilitiesman skill of 710
Plumbing. The number 710 is a numerical code for thskill. The contents can be used to ensure there are Figur e 1-2.Title and content of the PRCPS t an da rd s an d
Gu ides . missing pages. The skill definition is always listed
Figure 1-3.Individual rating skill definition.
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first and directly beneath it is .1 Skill Level 1. Thetasks are listed under each skill level. You mustinterview each candidate to see if he or she is qualifiedfor that skill level.
Skill Definit ions
The purpose of the skill definition in the PRCP
Standards and Guides is to introduce the skill materialto the interviewees.Figure 1-3illustrates an individualrating skill definition. The definition shown is forPlumbing and is a statement of tasks to be performedat each skill level.
There are one, two, or three skill levels, dependinupon the complexity and number of tasks. Each levewithin a given skill is more difficult than the previouone and requires a broader knowledge in bothapplication and theory. For example, a person havinSkill Level 1 in Plumbing performs comparativelyeasy tasks. Whereas, at Skill Levels 2 and 3 a persomust demonstra te a skill and kn owledge factor for amu ch more complex pha se of th is specific ar ea of th etrade.
Task and Task E lemen t s
A TASK is a specific portion of the overall skilllevel. (Seefig. 1-4.) Some tasks cover relatively broad
Figure 1-4.Typical task analysis with task elements and related act ion statements.
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areas. Others may be quite specific and brief. Eachtask is further broken down into several smaller jobscalled task elements.
A TASK ELEMENT is a basic part of each t ask.When interviewing, you use the task elements andtheir related ACTION STATEMENTS to determinethe interviewees qualifications. Action statementstell you the type of information you should get fromth e person being inter viewed. Ea ch action st atem entis identified in the guides by a capital letter(A, B, C,and so forth). Capital letters are listed near the top, andhow many are used varies from task to task. The firstaction statement in figure 1-4 is, Describe thesequence of steps of this procedure and explain thereasons for each. A mat rix is used to show how thestatements relate to the task elements.
To gain familiar ity with the m at rix, refer to task element .01, Perform as hea d chainma n. Under th etask element subparagraph a, you find Select and settraverse station. If you follow this line and look to the
right of this statement at the matrix, you see Xs underletters A, B, E, F, and G, indicating which actionstatements apply to this task element.
I N T E RV I E W I N G S T E P S
When int erviewing, the first t hing you sh ould dois to attempt to put the interviewee at ease. A good wayof doing this is to explain the purpose of the interview.For example, explain to the interviewee that theint erview will cover t he following:
1.
2.
3.
what he or she is actually expected to know andto do,determine what he or she can actually do so theright job can be assigned, and
what his or her deficiencies are so that he or shecan receive proper training.
Next, explain to the interviewee that he or sheshould discuss the knowledge of the skill honestly.There should be no embarrassment if an individualdoesnt know every item covered in the guides. Telleach interviewee what skill and skill level he or she isbeing interviewed for. Read the skill definition aloudto see if the person is knowledgeable of the subject.
Task In t e rv i ewing
Begin int erviewing by reading aloud t he t ask. Thisdirects the interviewees concentration to the rightar ea. Then rephr ase th e task in your own words. For
example, you could rephrase it as follows: The firstthing we will discuss in surveying is the performancof th e chainm an.
Now read a loud the f i rs t TASK ELEMENT(Perform as head chainman) (fig. 1-4) . When youapply this task element through ACTION STATE-MENT A (Describe the sequence of steps of thisprocedure and explain the reasons for each), it sound
similar to the following: Describe the sequence of steps a h ead chainman should tak e in selecting andsetting traverse stations, and explain the reason foreach step.
This rephr ased sent ence is not a quest ion. It is astatement that directs the interviewee to tell you whahe or she knows about performing the steps requireand the reasons for performing them. There are noquestions in the PRCPStandards and Guides; there-fore, no an swers a re pr ovided. The guides point outthe areas to be discussed (in terms of TASK
ELEMENTS and ACTION STATEMENTS). Theinterviewees replies are evaluated by the intervieweon the basis of his or her own personal experience,knowledge, and judgment.
It should be obvious now why all rating skillinterviewers MUST be experienced in the skills forwhich they in te rv iew. The on ly way you candetermine that the interviewee knows the task elemenis to thoroughly know it yourself. If you are unfamiliawith, or ru sty in, any t asks in the guides, you m uststudy these areas thoroughly before attempting tointerview anyone. Also, if you do not understand howa particular action statement is used with a task element, you mu st resolve th is before interviewing.One way of doing th is is to discuss th e problem withothers who are familiar with the skill.
Discuss the task element ONLY with th e actionstatements indicated in the columns to their right ban X in the matrix. For example, in figure 1-4, onlyaction st atemen ts A, B, D, F, and G a re used with ta selement .02a. In task element .03a of the same figure
only action stat ements A, C, F, and G are applied. Aan expert in the skill, you may want to ask questionabout tasks not covered by the guides. You must avoidoing this, as you would have no applicable standaraga inst which to gau ge inter viewees replies. If youfeel strongly that the guides can be improved, discusyour recommendations with the PRCP coordinator.
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S c o r i n g I n t e r v i e w s
If int erviewees have a N avy En listed Classifica-tion (NEC) in the skill for which they are beinginterviewed, they are aut omatically assigned to th atskill level without being interviewed for any of thelower skill levels. When interviewing, you should usea positive approach. If th e inter viewees say th ey cando the related work, you may continue with the
interview for the skill level; however, if they say theyCANNOT do th e work, it is obvious t ha t you shouldgo on to some other sk ill. The inter viewees either door do not know the skill. The decision is left up to theinterviewer. ALL TASKS mu st be a ccomplished foreach skill level. The r esults of th e inter view ar e thenintroduced into the PRCP system. The proceduresused for doing t his a re contain ed in N AVFAC P-458,volume III, Systems Documentation.
T R A I N I N G
Each training program is formulated to providepersonnel with the skills needed to accomplish currentmissions a nd mobilization m issions. The p rogram isdeveloped according to the pattern, priorities, andtempo established by the commanding officer. Itcovers many phases from orientation courses tospecial technical courses. The success of a trainingprogram depends upon operational commitments,policies, and directives from higher au th orities. Theexper ience , previous t ra in ing of the personnelassigned, and the availability of training facilities also
impact on a training programs success. Althoughmuch of the construction training is provided by classA and C-1 ad van ced schools an d special const ru ctionbattalion training (SCBT) courses, additional skill andexperience must be acquired.
TRAINING ORGANIZATION
Navy regulations state that the naval mobileconstruction battalion (NMCB) executive officersupervises and coordinates the work, exercises,training, and education of personnel in the command.The executive officer supervises the training of officers, coordinates the planning and execution of thetraining program and, when necessary, acts to correctdeficiencies in the program. The executive officerdoes this in the capacity as chief staff officer (CSO).The executive officers principal assistant is the plansand training officer.
Company commanders are directly responsiblefor training their company personnel and for fulfillitraining goals established by the commanding officThe company commanders help to formulate trainiprogram s, supervise tr ainin g of subordina te officers,and direct technical military and general training of their companies. The battalion service departmentheads are responsible for individual training in th
departments. They conduct training for advancemeand adminis ter the OPNAV-sponsored generaltraining. Platoon leaders monitor the training progreof personnel in their platoons. They directly supervon-the-job construction and military training. Allpetty officers assume the responsibility for trainingtheir members. Good petty officers are able to condueffective training courses using lectures, discussioproject work, a nd so on.
The plans and training officer is assisted by apermanently assigned staff of three or four petty
officers and by additional personnel on a part-timebasis as necessitated by the formal training work loaThis group is hea ded by a chief pett y officer. Groupmember s fun ction as th e units cent ra l trainingcoordinators. Responsible for the entire trainingprogram, this group is concerned with the formulatiand administration of both the formal military trainiprogram and the t echnical training program . Theseprograms include formal schools, SCBT, advancedbase construction, and disaster recovery. Individualclass a ssignments are formu lated an d adm inisteredwithin each company and must correspond to theguidelines established by the plans and trainingofficer.
In the Amphibious Const ruct ion Bat ta l ion(Ph ibCB), the tr aining officer may serve as a ssistan tto the operations officer. The training officer arrangand schedules all formal training of officers andenlisted personnel. The PhibCB training officerperforms essentially the same duties as the plans atra ining officer in th e NMCB. However, the t ra iningprogram plan ned by th e tra ining officer of a P hibCB
is tailored to meet the specialized mission of thePhibCB. This specially tailored training programprovides the knowledge that operational team s an dcrews apply in carrying out all phases of their primamission. Included are seamanship, installation andoperation of causeway piers, fuel systems, and beasalvage techniques.
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T R A I N I N G G U I D E L I N E S
In general, training should be consistent with thefollowing guidelines:
. Training must be closely integrated and coordi-nated with daily operations of the battalion. Theadopted plan must not interfere with essential construc-tion functions.
. Not withstan ding the guideline just l isted, theconst ru ction schedu le should be flexible so it can useopportunities for training that might even expedite theconstruction schedule.
l Maximum advantage should be taken of the op-portunity to derive training benefits from routine opera-tions.
Figure 1-5 shows a typical battalion trainingorganizational chart.
T R A I NI N G N E E D S
Training for advancement is a continuous concernof all personnel within a battalion, whether at thecompa ny or platoon level.
In home port, training programs become theprimary mission. The NMCB is expected to spendabout 75 percent of the avai lable man-days informalized technical, military, and general training. Inaddition, the plan ning and estimating group m ay beconsidered to be involved with on-the-job training(OJT). Approximately 2 months before an NMCB
returns to home port, it sends a training conferenceteam to the home port regiment to prepare the traininschedule for the battalions home port stay. This teamschedules the t raining required for th e batta lion t omeet its readiness and construction tasking for its nedeploymen t. They also coordina te h ome port supp ortfor bert hing, supplies, and recreat ion. All personnelare trained in the areas of technical, mili tary, andgeneral topics. However, the program may be tailore
to meet the specialized mission of the battalions nexdeployment. If one of the projects scheduled is theconstruction of an airstrip, there will undoubtedly ba great deal of site preparation occurring. You willneed to know how many qualified ConstructionMechanics are available and if you need to train mopersonnel to maintain and repair specific equipmenTake advanta ge of any opportu nitites to train as manof your personn el as possible on t he jobs expected t ocome up on the next deployment.
Take inventory of the skills possessed by crewmembers, whether through actual job experience orthrough some type of training program. After youmake this study, you can easily see whether therequired skills for a particular job match the availablskills. When they do not match, you know that traininis needed. You may need to conduct refresher traininor provide instruction on new techniques.
As an ind ividua ls sup ervisor, you m ay check service r ecords, conduct P RCP in terviews, an d selectthose best suited for training given at a Navy C-1advanced school or at a special construction battaliotra ining course.
ON-THE -J OB TRAINING
Figure 1-5.Training organizat ional chart .
There ar e man y forms of OJ T. It may be in th eform of an especially tailored, well-organizedprogram, such as one designed to help Utilitiesmenacquire advanced skills in air conditioning andrefrigera tion. Then a gain, OJT ma y be in th e form of simple instruction, like explaining and showing aperson how to tie a certain type of knot. In other wordwhen one person helps others to learn to do a job anmakes sure they learn the right way, it is a form of OJT
In the Seabees, OJT goes on around us all the timeFor instance, two strikers were assigned a job of copper pipe installation. Although they had performemany comparable jobs, they had not done thatp a r t i c u l a r o n e . T h e i r s u p e r v i s o r a s s i g n e d a nexperienced crew member to guide them. This persoexplained the exact procedure for laying out the pipe
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how it was marked, cut, and joined; and why thatparticular joint was necessary. The strikers understoodand easily proceeded with the job.
There are as m any examples of OJT as t here arecontacts between personnel in the Seabees. In aSeabee organization, OJT is important because of thecontinuous changes in equipment and personnel. OJTprovides continuous opportunities for new and bettermethods of doing construction work.
In the Seabees, as well as in private industry, theterm on-the-job training means helping an individualacquire the n ecessary kn owledge, skill, and h abits t operform a specific job. This definition implies that the
job trainin g applies not only to the Const ru ctionma nor to the n ew personnel in a n organization, but also toany other person who is assigned a new job. Itindicates t hat iob tra ining is a continu al process in theSeabees. No one is completely tr ained. Performa ncecan alway be improved. It is by keeping interest highand by sha r ing d i r ec t ions , sugges t ions , andinformation that we increase proficiency.
Bear in mind, however, that OJT is an activeprocess and requires supervisors who are aware of theneeds of the tr ainees and who can motivate t hem t olearn. Use meth ods tha t add m eaningful experiencesto the t ra inees st orehouse of kn owledge.
A supervisor who does a good job of trainingpersonnel benefits in many ways. For one thing,we l l - t r a ined c rew members b rag abou t t he i rsupervisor, especially to their buddies in other crews.If you have a valuable skill, knowledge, or attitude andimpar t tha t sk i l l , knowledge, or a t t i tude to 10
othersyou have multiplied your effectivenessconsiderably.
S e t t in g U p a P r o g r a m
In setting up an OJT program, one of the firstth ings you should do is an adm inistra tive analysis todetermine the training needs.
One of the t raining n eeds may be for a dvancementin ra te for your pers onnel. Few t hings will make youas proud as seeing Constructionmen that you have
tr ained m ake thir d class pett y officer. Do you k nowwhat they are thinking? Their comments may be, Ohboy, no more mess cooking. But their real thoughtsare probably that they cannot wait until they can sewon the next stripe. In preparing a program, keep threethings in mind:
. The subjects t o be tau ght
. Your broad knowledge pertaining t o the t rainingobjectives
. Ways you can best share your experienceWhen breaking the subjects down into lessons,
consider the length of time to be devoted to eachsubject, and determine if you are going to teach thesesubjects in a classr oom, field, or sh op. You ma y ha veto determine lesson objectives, establish lessonsequence, analyze reference materials, prepare lessonplans, and so on. Remember that in any type of trainingprogram, the objective is to help the trainee learn themost information in the shortest time possible.
I m p l e m e n t in g a P r o g r a m
You should consider various courses of action inimplementing an OJT pr ogra m. To th e supervisor ortrainer, some of the most important are as follows:
Survey unit assignments and be sure each as-signment fits an individuals classification and specificskills background.
Determine the exact need for training. To deter-mine this need, establish two things: (A) the specific jobrequirements and (B) the individual skills of the traineewhen A and B are known, the OJT required can bestated in a simple formula.
A + B = OJ T required
Determine the most effective method or meth-ods of training. The number of people, time availablefacilities required, nature of the training, and individuacapabilities are factors that will affect your decision.
Select the individuals who will actually con-duct the training. You should remember that the endproduct will be no bett er th an t hose who conduct t hetraining program.
Procure all available materials that may helpsupplement the program.
Monitor the program continually. You need tobe sure th at t he OJT does not lag, that training recordsare kept current, and that newly developed skills areproperly applied.
This is truly a large order. But now, more thanever, our Navy depends upon quality training. It is animportant job, and it is one that never ends.
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Tr a i n i n g M e t h o d s
In OJT, you must tai lor the training methodsaround the nature of the subject, the time available,and the capabilities of the t rainee.
No other method of training is as effective, asintelligent, or as interesting as coach-pupil instruction.In addition to being a quick way of fitting a newworker into the operation of a unit, it serves as one of the best methods of training. Without specificdirections a nd guidan ce, a worker is likely to wast etime and m aterial and form bad work h abits. Manyindustries have apprenticeship programs designed totrain workers in a trade or skill. Most apprenticetraining consists both of coach-pupil instruction withskil led worker supervision and periodic groupinstruction.
Self-study should be encouraged. Skilled andsemiskilled jobs require a considerable amount of jobknowledge and judgment ability. Even in simple jobs,
there is much basic information a worker mustacquire. But the more complicated technical jobsinvolve highly specialized technical knowledge andrelated skills that must be tau ght.
Group instr uction is a pra ctical adjun ct to directsupervision and self-study. It is a time-saver whenseveral workers need the same job-related knowledgeor procedures. The supervisor or trainer can check training progress and clarify matters that are difficultfor the trainees to understand. Group instruction, if intelligently used, can speed up production. Forexample, suppose you ha ve six tr ainees learn ing the
same job. Four of the tr ainees ar e ha ving trouble witha certa in job element, while th e other two have learn edit. The four people having trouble can be brought overto the other two, and in a short time the difficulty willmost likely be solved. In OJT, this is called groupinstruction. As you can see, group instruction is notthe same as classroom or academic instruction.
Another type of OJT is piecemeal instruction. Forinstan ce, a crew member asks you for information an dyou supply it. That is piecemeal instruction. Asupervisors orders are, in a sense, a piecemeal method
of instruction because they should let others knowwhat, when, where, how, and why. Other examples of piecemeal instruction are explaining regulations,procedures, and orders; holding special meetings;indoc t r ina t ing a new pe r son ; and conduc t ingorganized meetings.
Tr a i n e e D e v e l o p m e n t
In any type of effective training where oneindividual is working directly under th e super visionof another, the t rainers and trainees must un derstanthe objectives of the training. Factors deservingcareful consideration include determining the traininneeds of the trainees, defining the purpose of traininand explaining or discussing job training concernswith the trainees.
In deter mining tr aining needs, it is often a goodidea to in terview the t ra inees . A summary of previously acquired skills an d kn owledge relat ive tothe job can be learned by proper questioning. Compar
jobs the trainees know how to do with those they wibe doing. Determine t ra in ing needs ( requiredknowledge and skills minus the knowledge and skilthe t ra inees already possess). Training needs shouldbe determined for each job pertaining to the traineeposition assignm ent. Ana lyze th e job to be done andhave all the necessary equipment and materials
available before each job training situation.In defining the purpose of training, you should
clearly explain the purpose of the job, duty, or task tbe perform ed by th e tr ainees. You should also pointout to the tr ainees their place on th e team a nd explaito them how they help in getting t he un its missiondone. Stress the advantages of doing the job well, anhow the training benefits them, their organization, anthe Seabees.
The trainers should also explain facts about the jobto be done, principles th at ar e proven a nd workable,and directions on ways to do the job safely, easily, aneconomically. The trainers should explain anytechnical terms or techniques that will improve theskill of the trainees. The importance of teamwork anatt ention to detail in each operation in a job should bstressed.
The trainers and trainees should discuss theproblems th at arise in doing a job, and t ry to clear uany questions the trainees may have concerning the
job. Trainers should point out to the trainees thesimilari ty of different jobs. The relationship of procedures in a particular job, to things with which th
trainees are acquainted, should also be discussed. Thiallows the trainees to learn through association withpast experiences. It also is important for the trainerto discuss the progress of the trainees.
The most valuable end product of a peacetimemilitary operation is trained personnel. Regardless o
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your units mission, you must have trained personnelto carry it out. All petty officers in the Navy areresponsible for training the personnel under theiri m m e d i a t e s u p e r v i s i o n . D o N O T t a k e t h i sresponsibility lightly.
SYSTEMATIC TRAINING
Effective training requires a great deal of planningand directed effort. To prevent a haphazard approachto the job of training, you must organize materials intological sequence and have an accurate method formeasuring the results. If any learning takes place,there m ust be some results. If you push as h ard a s youcan on a n object a nd t her e is no resultif you fail tomove itno work has been done regardless of theenergy you expended.I f no l ea r n ing t a kes p l ace , youh a v e n o t t r a i n e d . Three steps tha t ma y help you inplanning and carrying out your training programs areas follows:
1.
2.
3.
Encourage learning by using the comet trainingmethods.
Measure achievement at regular intervals toassure that learning is taking place.
Record results to document progress and toimprove your training system.
Eva lua t i on
Evaluations are worthwhile tools. Both you andthe trainee will want an evaluation of the work accomplished. Generally, the most valid trainerevaluations are obtained by testing the trainees. If theyhave learned to perform in a highly satisfactorymanner, th is is an indication that tra ining has occurred.Personnel must be t ra ined correct ly. Impropertraining, in man y cases, is worse tha n n o training atall.
P e r f o r m a n c e Te s t i n g
Performance testing can help you do a better job
of conduc t ing an OJT p rogram. You can useperformance tests to find how well your trainees aredoing their jobs. However, it is difficult to find a testthat truly assists you in evaluating performance.
Performa nce tests should enable you t o rate t hework of subordina tes accura tely enough to carry outthe following objectives:
l
l
l
l
l
To help you determine the qualifications of personnel entering OJT programs.
To aid you in rating the improvement of personundergoing OJT.
To help determine whether trainees can actuallperform the tasks they are being trained to do
To assist you in assigning new people to
particular jobs.To help you locate the strengths and weak-nesses in OJT programs.
Since it is a pra ctical check on a work project, aperformance test mu st be a sample work situa tion inwhich the trainee performs some active piece of worthat can be examined. The test is not designed tomeasur e what a person knows about the job (a writteor ora l test m ay fill that need for you). Instead , it isinten ded to help you ra te th at per sons ability toactually do the job. Do the best you can in organizin
and administering the performa nce test . There willalways be room for improvement in most of the testinthat you do.
WORK ASSIGNMENTS/SHOPS C H E D U L E S
Being the supervisor of a crew or shop is ani m p o r t a n t r e s p o n s i b i l i t y. Yo u h a v e p e r s o n n e lassigned to you whom you must employ effectivelyand safely. Your supervisor expects you not only tomeet production, but also to conduct training. Thefollowing section contains information that will assiy o u i n t h e d a i l y p l a n n i n g , o r g a n i z i n g , a n dcoordinating of work assignments and shop scheduleYou must master these skills to meet the productionschedule safely.
P L A N N I N G
In planning, you determine requirements anddevise or d evelop m eth ods an d schem es of action forconstructing a project. In addition to day-to-dayplanning, consider the following primary matters inconst ruct ion: work e lement es t imates , mater ia lestimates, equipment estimates, manpower estimate
job or job site layout, m at erial delivery an d stora ge.These matters depend upon each other and a ll are paof any well-planned project. The success of anyproject depends to a great extent u pon t he at tention detail and the care taken in planning.
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Proper planning saves time and m oney, makes thework easier and more pleasant for your crews, andexpedites the work. It can eliminate friction, jealousy,and confusion. Good planning can free you from manyof th e deta ils of the work, thu s giving you time to carryout o ther important dut ies . Also i t e l iminatesbottlenecking (remember that the neck of the bottleis always at its top).
As the pett y officer in cha rge of a crew, you a reresponsible for crewmember time management as wellas your own. You must plan constructive work foryour crew. Always remember to PLAN AHEAD! Asur e sign of poor plan ning is crewmem bers sta ndingidle each morning while you plan the days events. Atthe close of each day, you should confirm plans for thenext workda y. In doing so, you m ay need a nswers onthe availability an d u se of man power, equipment, a ndsupplies. Keep th e following quest ions in mind :
1. Manpower. Who is to do wha t? How is it to be
done? When is it to be finished? Since idleness maybreed discontent, have you arranged for another job tostart as soon as the first one is finished? Is everycrewmember fully utilized?
2 . E qu ip m en t . Are a l l necessa ry tool s andequipment on hand to do the job? Is safety equipmenton h and?
3. Sup plies. Are all necessary su pplies on ha nd t ostart the job? If not, who should take action? Whatsupply delivery schedules must you work around?
Have a definite work schedule and inspectionplan . Set up da ily goals or quotas. Plan to personallycheck at intervals the work being done and theprogress toward meeting the goals. Spot check foraccuracy, workmanship, and the need for training.
Seabees must be tra ined to do a wide variety of jobs. The r otation m ethod, OJ T, and classr oom work require you t o plan t ra ining tim e. Allow time too forhandling personnel problems and mili tary duties.Your planning must include time for records, reports,and other paper work necessary for the control of personnel and materials under your charge.
ORGANIZING
As a Seabee Petty Officer First Class, you must beable to organize. This means th at you mu st an alyze therequirements of a job an d stru ctur e the sequence of events tha t will bring about desired results.
You mu st develop the a bility to look at a job an destimate how many man-hours are required forcompletion. You will probably be given a completiondeadline along with the job requirements. Next (orperhaps even before making your es t imate of man -hours), plan th e job sequences. Make sure tha tyou know the answers to the following questions.What is the size of the job? Are the materials on hanWhat tools are available, and what is their condition
Before assigning work, carefully consider theq u a l i f i c a t i o n s o f y o u r p e r s o n n e l . A r e t h e yexperienced, or do they need training? Is anyonescheduled for leave? Will you need to request outsidsupport? After getting answers to these questions, yoshould be able to assign your crews and set up tentativschedules. If work shifts are necessary, arrange for thsmooth transition from one shift to another with aminimum of work interruption. How well you do so directly related to your ability to organize.
COORDINATING
A supervisor must be able to coordinate. Whenseveral jobs are in progress, you need to coordinatecompletion times so one can follow another withoutdelay. Possessing coordinating skill is also veryhelpful when working closely with your sistercompanies. Coordination is not limited to projectsonly. You would not wa nt to appr ove a leave chit fora crewmember and t hen r emember a school during thsam e time period. Nor would you wa nt to schedu le acrewmember for the rifle range only to find the rang
coaches unavailable at that time.
P R O D U C T I O N
The p rima ry r esponsibility of every su pervisor isPRODUCTION. You an d your crew can p roduce bestby doing the following: (1) planning, organizing, andcoordinating the work to get maximum productionwith minimum effort and confusion; (2) delegating amuch authority as possible, but remaining responsiblfor the final product; (3) continuously supervising ancontrolling to make sure the work is done properly.
S A F E T Y
Safety and production go hand in hand, since theonly efficient way to do anything is the safe way.When your personnel are absent because of injury,your shop equipmen t is down becau se of dam age, orcompleted work is dest royed by accident , production
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is sure to fall. Therefore, you must teach safetyconstantly and set examples by always observingsafety precautions. Teach safety as part of eachtra ining unit, and plan each job with safety in mind.
WORK ASSIGNMENTS
The assignment of work is an importa nt m atter.On a rush job, you may have to assign the bestqualified person available to meet the deadlines. Whentime an d workload permit, rotate work assignments soeach person h as a n opportu nity to acquire skil ls an dexperience in the different phases of their rating.When assignments are rotated, the work becomesmore interesting for the crew. Another good reason forrotating work a ssignments is to prevent a si tuationwhere only one person is capable of doing a certaintype of work. This specialization could be a severedisadvantage if that person were to be transferred,hospitalized, or go on leave for a len gthy p eriod.
You need to give special consideration to work
assignmen ts for str ikers. They should be assigned to jobs of gradually increasing levels of difficulty.Strikers may be useful assistants on a complicated job,but th ey may not fully understand the different ph asesof the job unless they have worked their way up frombasic task s.
In a ssigning work, be sur e to give the worker a smuch information as necessary to do the job properly.An experienced worker may need only a generalstatement concerning the finished product. A lessexpe r i enced worke r i s l i ke ly to r equ i re moreinstruction concerning the layout of the job and theprocedures to be followed.
Often, you may want to put more workers on a jobtha n it really requires. Normally the more workers, th eless time it tak es to get th e job done. But rem ember,there is a l imit to the number of workers that cansuccessfully work on one job at any given time. Donot overlook the a dvan ta ges of assigning m ore crewsor crewmem bers to a project when th eir services ar eneeded or when pr esented an opportunity to learn aunique pha se of the rat ing. Teamwork, versat ility, andnew skills can be learned from a variety of work
assignments.
E N L I S T E D P E R F O R M A N C EE VA L U AT I O N R E P O RT S
The Navy Enl is ted Performance Evaluat ionReport is a periodic recording of an individuals
qualifications, performance level in comparison tocont emporar ies, conduct, an d prospects for increa sedresponsibilities. This report is the most significantpersonnel management tool in the enlisted servicerecord. I t i s pr imar i ly des igned for use by theCommander, Naval Mili tary Personnel Command(COMNAVMILPERSCOM), in m ak ing adva ncementa n d a s s i g n m e n t d e c i s i o n s . I t i s a l s o u s e d i ndete rm ining a pers ons eligibil i ty for t he Good
Conduct Medal, reenlistment, and character of sat time of discharge. Various selection boards useperformance evaluation reports to select membeadvancement, continuation of active duty, retention,appointm ent to commissioned sta tus, assignment tospecial duties, and special educational programperformance appraisa l process cannot be over-emphasized and it demands command attention
As a first class petty officer, it is your job to seeth at t he rough dr aft of th e evaluat ion report is filledout clearly. You can get a copy of NAVMILPERS-COMINST 1616.1A or Military Requirements for Petty Officer First Class, NAVEDTRA 10046-A,chapter 3, to show you what information goes iblock. See that you have the Enlisted PerformanceEvaluation Report Individual Input, NAVPERS1616/2 1, filled out by each per son on whom you a remak ing an evaluation r eport . (Se e fig. 1-6 .) All of th eblocks must be filled in before you forward it ththe chain of command. (See figs. 1-7 and 1-8.)Preparation of rough evaluations reports is your most importa nt a dministrat ive task. It is importyou to be thorough, t imely, and fa i r. Give the
continuing evaluation of your personnel top prAs a first class petty officer, you will write
evaluations in the rough on people in paygrades E-1through E-5. The evaluations for people in pay E-1 through E-3 do not include nar rat ive rema rkevaluations for people in paygrades E-4 (PO3) include narrative remarks, but they should conlisting of significant qualifications achieved duringthe repor t ing per iod. Evaluat ions for people inpaygrades E-5 (PO2) include n arr ative remar ks, andall of th e blocks m ust be filled in. Some exam ples of comments that may help you are as follows:
Paragraph 1. First sentence. Use one to threeadjectives that best describe the person plus astatement concerning overall performance. State thepersons job within the sentence and how it relthe commands mission. Be careful not to useredundant adjectives.
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Figu re 1-6.Enl is ted Performance Evalua t ion Repor tIndividual Input .
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Figure 1-8.Enl is ted Per forman ce Evalua t ion Rep or t (back) .
Exam ple: Petty Officer Seabee is self-motivatedand resourceful, and can be relied upon to completedifficult assignments without direction or guidance.
He is aggressive and initiates workable ideas for waysof doing things more accurately, more quickly, andmore thoroughly with the same means and resourcesas his contemporaries.
Second sentence. Use words describing leadershipability and effectiveness in integrating people with themission. Discuss difficulty of billet, number of peoplebeing supervised, and wh ere a ppropriate, the dollarvalue of the equipment for which he is responsible.
Example: Sets and ma intains a high stan dard of performance for himself and subordinates. Maintains
a high state of operational and material readiness. Inthe supervision of five assigned personnel, he isextremely firm and fair. He is responsible for theoperation and working condition of equipment valuedat $2 million dollars.
Third sentence and rema inder of para graph 1. Usewords relat ed to techn ical compet ence on th e job.
Example: Continu ally maint ains a high state of operational and material readiness despite antiquatedequipment and nonavailabil i ty of spare parts andmaterial support.
Paragraph 2. List of solid accomplishments takenfrom individual input. Do not overdo the superlatives.Talk about facts that are a matter of record: This partshould be hard hitting, in bullet format, capitalized,and underlined for emphasis.
Example:
l
l
Major contributor to the department achieving
zero report deficiencies in FY 92s TYCOMInspection.
Received numerous super la t ive commentsfrom the inspection team - regarding conditionof the equipment.
Paragraph 3.Attaboys, if any. State the source of the citation. If signed by an admira l, state his nam e.For unit a tta boys, tie in personal performan ce as a keyto unit success if, in fact, the person was a significantcontributor to the successful evolution.
Example: Received COs letter of appreciation forsupe r io r p repa ra t ion o f f ac i l i t y fo r change o f command.
Received letter of appreciation from OIC, NASAnnex, for volunteer work on thei r emergencygenerator during a station power outage.
Paragraph 4. Specific aspects of performance.Comment on any particularly outstanding or adversemark assigned, Personal traits may be mentioned.Identify extracurricular activities that have been of benefit to the Navy. Comment on family involvementth at h as been a n influentia l factor in the persons
performance.Example: Petty Officer Seabee is deeply involved
in many community activities, He is a Boy Scout troopleader, a yout h counselor at t he local Boys Club, anda deacon on the First Baptist Church council. He and
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CHAP TER 2
P ROJ ECT P LANNING AND MANAGEMENT
LEARNING OBJECTIVE: Recognize the elements required to plan, manage,execute, and m onitor a constru ction project u sing precedence diagram s an d barcharts, Identify the techniques for estimating man-hours and material,
establishing safety responsibilities, and closing out a project.
Good construct ion planning and es t imat ingprocedures are essential to the ability of the NavalCons t ruc t ion Force (NCF) to p rov ide qua l i tyconst ru ction r esponse to the fleets operat iona lrequirements. This chapter contains information thatyou can u se in plann ing, estimat ing, and schedulingconstruction projects normally undertaken by theSeabees.
CONSTRUCTION MANAGEMENT
After World War II, the construction industryexper ienced the same cr i t ica l examinat ion themanufacturing industry had experience 50 yearsbefore. Large construction projects came under thesame pressures of time, resources, and cost thatprompted studies in scientific management in thefactories about the year 1900.
The emphasis , however, was not on actualb u i l d i n g m e t h o d s , b u t u p o n t h e m a n a g e m e n t
techniques of programming and scheduling. The onlyplanning methods being used at that time were thosedeveloped for use in factories. Management tr ied touse these methods to control large constructionprojects. These techniques suffered from seriouslimitations. The n eed to overcome t hese limitat ionsled to the deve lopment o f ne twork ana lys i stechniques.
In the late 1950s, a new system of projectp lann ing , schedu l ing , and con t ro l came in towidespread use in the construction industry. The
critical path analysis (CPA), critical path method(CPM), and pr oject evaluation a nd r eview technique(PERT) are 3 examples of about 50 differentapproaches, The basis for each of these approaches isthe analysis of a network of events and activities. Thegeneric title of the various networks is network analysis.
The network analysis approach is now theaccepted method of construction planning in manyorganizations. Network analysis forms the core of project planning and control systems.
Construction management in the Seabees is bason the CPM. A major advantage to using the CPMmethod is training. CPM gives the new projectsupervisor exposure to the fundamentals of projectmanagement. These fundamentals can be broken
down int o the following step s:1.
2 .
3 .
4 .
Develop cons t ruc t ion ac t iv i t ies .
After careful review of the plans and specs, yofirst step is to break the job down into discreactivities. Construction activities are generalless than 15 days in durat ion an d require thesame resources throughout the entire duration
Es t ima te cons t ruc t i on ac t i v i t y r equ i r emen t s .
Evaluate the resource requirements for eachconstruction activity. Identify and list all of th
materials, tools, equipment (including safetrelated items), and man power requirements othe Construction Activity Summary (CAS)sheet .
Develop logic ne twork .
List the construction activities logically fromthe f i r s t ac t iv i ty to the l a s t , showingre la t ionsh ips o r dependenc ies be tweenactivities.
Schedu le cons t r uc t i on a c t i vi t i e s.
Determine an estimated st art and finish date feach activity based on the sequence anddurations of construction activities. Identify tcritical path. This will help focus managemeattention on those activities that cannot bed e l a y e d w i t h o u t d e l a y i n g t h e p r o j e c tcompletion date.
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5.
6.
Track r e s ou r c e s .
As the crew leader, you must be sure thenecessary resources are available on the projectsite on the da y the work is to be perform ed. Formaterials on site, this will be as easy assubmitting a material request, NAVSUP Form1250-1, to the material liaison office (MLO)several days in advance. For local purchaserequirements, such as a concrete request toMLO, a request may be required 2 to 3 weeks inadvance.
Con t ro l r e sou rce s .
As the crew leader, you are also responsible foron-site supervision of all work performed.Productive employment of available resoureesto accomplish assigned tasking is your greatestchallenge.
O P E R AT I O N S D E PA RT M E N T
An unders tanding of the opera t ions (Ops)organization and its responsibilities in the planningand execution of construction tasking is necessarybefore any further discussion of project management.You can r efer t o figur e 2-1 for a clear pictur e of th eorganization.
Oper a t i on s Off i ce r (S3 )
T h e S 3 h a s f u n c t i o n a l a u t h o r i t y o v e r t h econstruction and disaster preparedness programs inthe battalion. In this capacity he or she has directsupervisory authority over the line companies. The S3report s directly to the comma ndin g officer. The S3 isresponsible for the assignment of all construction
Figu re 2-1.Ope ra t i o ns d e p a r tmen t o rg a n i za t i on .
resourees: personnel, equipment, tools, and materialSince the project planning process involves allocatinthese resources to specific projects, the S3 controls thproject planning process, oversees each planningphase, and approves all final project packages.
Ass is t an t Ope r a t i on s Offi ce r (S3A)
The S3A i s gene ra l ly r e spons ib le fo r t he
administrative/executive efforts and record keeping othe Ops department. The S3Ain case of his or her absence.
O p e r a t i o n s C h i e f (S 3 C)
The S3C i s no rma l lyday-to-day coordination of
acts for t he Ops officer
re spons ib le fo r t hepersonnel within the
department and assists them in carrying out theirduties. The S3C also assists crew leaders through daivisits to the jobsites and generally assigns E6 andbelow OF-13 personnel within the battalion.
Engineer ing Divis ion
The engineering division provides a variety of engineering services including surveying, concreteslump and strength tests, compaction tests anddrafting. Engineering also maintains the as-builtdrawings for projects under construction.
O p e r a t i o n s Ad m i n i s t r a t i o n
In addition to typing operations reports such assituation reports (SITREPs), the Ops admin staff alsprovides centralized timekeeping and personneldistribution status.
Qua l i t y Con t r o l (QC) D iv is ion
The QC division is staffed with a gr oup of highlyskilled technicians capable of instructing personnel tperform the work in the plans and specifications. Thetechnicians are normally included in the planning anestimating and deployment planning groups. They havdeta iled k nowledge of all facets of a pr oject an d a reknowledgeable on the critical inspection items that mu
be followed for each network activity during each phasof construction. This group of technical experts, asagents of the Ops officer, is the group within the battaion most capable of resolving field problems with thindividual construction units.
The QC division develops a QC plan inten ded tobe a single-source document. This document outline
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the command policies and the detailed methods of implement ing , admin i s t e r ing , and moni to r ingconstruction to ensure the highest quality product. Inall aspects of construction work, the battalion isconsidered to be a contractor who works with andth rough th e officer-in-cha rge of constr uction (OICC),engineer ing field division (EF D), resident officer-in-charge of construction (ROICC), or the individuallydesignated customer representative to accomplish theproject.
All construction work done by the battalion isaccording to the construction quality control (CQC)program. This construction work is outlined in theP-445, Construction Quality Control Manual, andvarious implementing instructions provided by EFDs,OICC and ROICC offices, and COM2NDNCB/ COM3RDNCBINST 4355.1 series.
PRELIMINARY DEPLOYMENTP L A N N I N G
Plann ing fo r cons t ruc t ion t a sk ing beg insapproximately 10 months before deployment whenthe battalion receives the tentative tasking message.Many decisions m ust be made before t he crew leadercan begin detailed project planning. Most of thesedecisions a re a mong th e following:
1 . O f fi c e r / C h i e f P e t t y O f f ic e r A ss i g n m e n t s announced by the commanding officer.
2 . S a f e t y /Q C S t a f f As s ig n m e n t s a n n o u n c e dby the Ops officer.
3.
4.
5.
6.
D e ta c h m e n t M a n n i n g announced by Opswith input from detachment OICs, assistantofficers in charge (AOICs), and companychiefs,
P r i m e / S u b c o n t r a c t o r s assigned by Ops.The prime contractor is responsible for thesafety, quality, and timeliness of the construct i on e ffo r t and d i rec t s subcon t rac to r s
accordingly. The subcontractor is responsiblefor assigning resources in su fficient qu ant ityand quality to a ccomplish t heir portion of theproject according to the coordinated scheduleFigure 2-2 shows the prime/subcontractororganization and the line functional a uth ority execution of construction tasking.
C r e w L e a d e r s nominated by companycommander/detachment OIC and appointed bOps.
P l a n n i n g a n d E s t i m a t i n g Te a m mustinclude members of both the pr ime andsubcontractor crews. Crew leaders must worwith their chain of command to have their crewidentified as early in home port as possible.After the crews are assigned, planning effort cabe scheduled ar ound th e plann ing milestones
D E TA I L P R O J E C T P L A N N I N G
The entire history of each NCF project, from theinitial planning phase through the execution phase the closeout phase, is documented in a standard
Figu re 2-2.Const ruc t ion organiza t ion .
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STANDARD NCF P ROJ ECT P ACKAGE OUTLINE
F I L E #1 GENERAL INFORMATION FILE F I L E # 5 MATERIAL FILE
LEFT Project Scope Sheet LEFT List of Long Lead Time It emsTasking Letter 45-Day Material ListProject Planning Cheek List Material Tran sfer RequestsPr oject Pa ckage Sign-Off Sheet Add On/Reorder Justification Forms
Bill of Materials/Material Take-Off RIGHT Project Organ ization Comparison Worksheets
Deployment Calendar Material Take-Off WorksheetsPreconstruction Conference NotesPredeployment Visit Summary RIGHT Bill of Materials (including all
Add-On/Reorder BMs)FILE # 2 CORRESPONDENCE FILE
F I L E # 6 QUALITY CONTROL FILELEFT Outgoing messages and
correspondence LEFT Various Quality Contnrol FormsField Adjustment Requests (Design
RIGHT Incoming messa ges and Change Directives)correspondence
RIGHT Daily Quality Control InspectionF I L E # 3 ACTIVITY FILE Reports
Quality Control PlanLEFT Constr ution Activity Su mma ry
Sheets of completed activities F I L E # 7 SAFETY/ENVIROMENT FILE
RIGHT Master Activity Summar y LEFT Required Safety EquipmentLevel II Stand-Up Safety LecturesLevel II Precedence Diagram Safety Reports Accident ReportsMaster Activity Summary SheetsConstruction Activity Summary RIGHT Safety Plan H ighlighted E M 385
Sheets (Recommend Including filled Environmental Plan (if applicable)out 1250s an d minera l productsrequests.) F I L E # 8 PLANS FILE
F I L E # 4 NETWORK FILE LEFT Site LayoutShop Drawings
LEF T Comput er Pr in tou ts Detailed Drawings (if required)Level III Precedence Diagram Rebar Bending Schedule
Form Material WorksheetRIGHT Resource leveled plan for manpower
and equipment RIGHT Project PlansEquipment Requirement Summary
FILE # 9 SPECIFICATIONS FILE
LEFT Technical Data
RIGHT Highlighted Specifications
Figu re 2-3.Standard NCF projec t package out l ine .
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nine-folder project package . Figure 2-3 is an outlineof the standardized NCF project package. You will useth is forma t on all ta sked pr ojects. The forms for ea chfile may be obtained from the r egiment al operationsdepartment. A flowchart showing the sequence of planning steps is provided in figure 2-4. We willexamine the planning sequence and see how theproject package is created step by step. These stepsalso are listed in th e project plann ing milestones list
in figure 2-5.Planning milestones should be assignedby Ops at t he beginning of home port.
RE VIEWING THE P LANS ANDS P E C I F I C AT I O N S
A thorough review of the plans and specificationsare absolutely necessary. Figure 2-6 provides achecklist for th is review. In a ddition to t he checklist
items, many questions, such as those in the followinglist, must be answered:
S c h e d u l i n g
What is t he scheduled progress at turn over?
Is sufficient time allotted?
Will long lead-time materials be available?
Is work required in occupied buildings?
Is roofing, sitework, or other weather-depen-dent work to be done in the rainy season?Do the specifications require phasing of work?
Si t e cond i t i ons
Are there any hazardous materials present (sucha s a s b e s t o s f l o o r t i l e , s i d i n g , r o o f i n g ,insulation)?
Figure 2-4.Project planning f lowchart .
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P R O J E C T P L AN N I NG M I LE S T O N E S
PROJECT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10 .
11 .
12 .
13 .
14 .
15 .
16 .
17.
18 .
19 .
20.
21.
22.
23 .
MILESTONE
Designate Crew Leader and Planning Team
Pre-Planning Conference
Review Plans and Specifications
Identify Long Lead Materials
Identify Required Skills and Training
Complete Project Scope Sheet
Complete Master Activity Listing
Develop Level II Network
Generate Construction Activity Listing
Develop Independent Material Take-Off
Develop BM/MTO Discrepancy List
Calculate Man-days and Durations
Complete Construction Activity
Develop Level III Network
Input Network into Computer
Resource Level Project
Summary Sheets
Complete Master Activity Summary Sheets
Develop Level II BarchartConsolidate
Consolidate
Consolidate
Consolidate
Tool Requirements
Equipment Requirements
Safety Plan
Quality Control Plan
Prepare Project Briefing
DATE DATEREQUIRED COMPLETED
Figur e 2-5.Pr ojec t p lann ing mi les tones .
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Figure 2-6.Redicheck plan and specification review.
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Is removal of existing debris/material specified? What types of permits are required?
Is the laydown area sufficient? M e t h o d s
Are other forces (public work s or cont ra ctors) Are methods specified more difficult/expensiveworking in the sam e area? than methods more common to Seabees?
Are clearances required for access to secured Do you have necessary skills (special training,spaces? tech reps, subcontracts)?
Figure 2-7.Possible long lead-time items.
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What tools ar e in t he centr al tool room (CTR)and what is available for rent from local vendors?
It is important that you identify long lead-timeitems as soon as possible. For realistic schedules, youmust take into account anticipated material deliverydates . Figure 2-7 is a list of possible long lead-timeitems. Any special training requirements must beaddressed to the chain of command as soon as
poss ib le . Spec ia l t r a in ing requ i res schedu l ingadditional training after home port has begun andrequires much coordination.
ESTIMATING
The crew leader is responsible for ensuring allrequired resources are identified. The crew leadermust estimate materials, tools, equipment, and laborrequired to complete each construction activity. All
required r esources are listed on t he CAS sheets. Thescheduled star t an d finish dat es for each activity aretaken from the level III barchart a nd shown on theCAS sheet. The resources are then tied to the schedule,
and any action required to track or request resourcan be monitored on the CAS sheet.
ACTIVITY LISTINGS
Before you go any further with detailed projectplanning, the project must be broken into smallerpart s. Each part can then be estimated individually.The project will first be broken into between 8 and
master activities representing large, functional paof the project. Each master activity will then be brointo between 5 and 10 construction activities.
Maste r Ac t iv i t i e s
The regiments usually assign master activitiesthe projects. The master activities can be broken at least 5 construction activities. Most commonly,master activit ies number between 8 and 10. Theseactivities identify functiona l par ts of th e facility an dare often tied to a particular company or rating. It mbe clear to all personnel involved in the planningprocess exactly what work is included in each maactivity. That is the purpose of the master activitylisting (fig. 2-8) . By providing a good narrative
Figur e 2-8.Master activity l ist ing.
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description of each m ast er a ctivity, it will be clear t oall where ea ch work element falls. A good nar ra tivedescription r educes the chance of omitting an y work items from the estimate. Master activities for a typicalbuilding might look like the following:
10XX Sitework
20XX Underslab Utilities
30XX Foundation and Slab40XX Walls
50XX Roof
60XX Rough Utilities
70XX Interior Finish
80XX Finish Utilities
90XX Exterior Finish
Cons t ruc t i on Ac t iv i t i e s
As the crew leader, you must break the masteractivit ies into construction activit ies. The work element checklist contained in appendix A to theNAVFAC P-405, S eabee Plann ers an d Estim ators
Handbook, is a good guide for the development of theconstruction activity list. A typical Naval MobileConstruction Battalion (NMCB) project might containbetween 15 a nd 50 const ru ction a ctivities. Const ru c-tion activity numbers are usually four digits. The firsttwo digits identify the master activity and the secondtwo digits show a specific construction activity within
a ma ster activity. The num ber also includes a pr efixassigned by Ops that identifies the specific project.Looking at th e list of ma ster activities exam ple, thisproject could have a construction activity for PullWire numbered 6025. The number 60 representsmaster activity Rough Utilities and 25 distinguishesPu ll Wire from other const ru ction activities in th atsame master activity.
a n d r e p o r t i n g a r e a l w a y s d o n e i n 8 -h o u r m a n -d a y s ,r e g a r d l e s s o f t h e l e n g t h o f t h e w o r k d a y.
MDs = QTY of WORK UNIT SIZE x MHRS PERUNIT 8 x DF
For example, to install 16,000 SF of 1/2-inch drywallover wall studs would require how many man-days?(See page 4-78 of the P-405.)
MDs = 16,000S F 1000S F x 33 MHRS 8 = 66 x DF
P roduc t ion E ff i c i ency Fac to r s
Production efficiency factors are the first step inadjusting man -day estimates based on your uniquecircumstances. The intent of a production efficiencyfactor is to adjust for factors that will make you moror less productive than the average Seabee. Incalculating a production efficiency factor, consideronly those factors th at affect the crew w h i l e on t h e
job . Table 2-1has listed eight production elements inth e far-left column . You need to consider th e impa ctof each of these pr oduction element s on ea ch activitygiven a specific crew, location, equipment condition,and such. You need to assign a production factorbetween 25 (low pr oduction) and 100 (high pr oduc-tion) for each element. A production factor of 67 isconsidered average. Average these eight factors tofigur e your p roduction efficiency factor (PE F).
Delay Fac to r s
Before you can adjust the man-day estimate, youmust convert the production efficiency factor to adelay factor. You can find the delay factor by dividin67 (the a verage pr oduction factor) by the productionefficiency factor (DF = 67/63.6 = 1.05). (See table2-1.) Using the delay factor of 1.05 you now can adjusthe original man-day estimate.
66 x 1.05 = 69.3 or 70 MDMAN-DAY ES TIMATES AND DURATIONS
You need to know how to calculat e man days an ddur at ion for each const ru ction activity, The P -405 isthe primary reference for Seabee man-day estimates.The P-405 lists how many ma n-hours it ta kes to do oneun it of work, Th e size of th e un it is a lso given. Thequantity of work is divided by the unit size andmultiplied by the man-hours required to do one unit.You then divide by 8 man-hours per man-day andmultiply by a delay factor (DF).Ta s k i n g , e s t im a t i n g ,
This mathematical procedure has limitations. If for example you are working outside in extremely baweather, and all other factors are considered averag(weather =25, all others = 67), you would obtain aproduction efficiency factor of 62 and a delay factorof 1.08. This 8 percent increase in the man-dayest imate would not adequate ly compensate forworking in extreme weather. You are not limited tothe method of delay factors in the P-405. Usec o m m o ns e n s e when impacted by extreme circumstances.
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Tab le 2-1.Pr oduct ion Eff ic iency Guide Factor Cha r t
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Come up with what you feel is a reasonable delayfactor and discuss it with your chain of command. Youare not bound by either the delay factors or theproduction rates in the P-405. To figure, man-dayestimates, you can use your experience to determe thelogical production rates to use. Keep in mind that thedelay factor is only used to determine the man-day