Organizational Diagnosis Paper – Commander Support Staff
By M. April Fargher
I have chosen to write my organizational diagnosis paper on the organization I am currently working for. The National Air and Space Intelligence Center (NASIC), with headquarters at Wright-Patterson Air Force Base, Ohio, is the primary Defense Department producer of foreign aerospace intelligence. NASIC develops its products by analyzing all available data on foreign aerospace forces and weapons systems to determine performance characteristics, capabilities, vulnerabilities and intentions. The center's assessments are also an important factor in shaping national security and defense policies. As the DoD expert on foreign aerospace system capabilities, the center historically has also been involved in supporting American weapons treaty negotiations and verification. NASIC is a very large organization of military and civilian personnel representing multiple career fields among several units. I chose to closely diagnose the section I work for who is involved daily with every unit within NASIC. The section I work in is a support element of the center known as the Commander’s Support Staff (CSS). Our staff prepares and processes administrative support actions relating to unit programs such as military decorations, in-processing and out-processing of personnel, notification of drug testing, separations and retirements, and enlisted and officer evaluations. We manage the unit leave control program and maintain a suspense system for personnel actions and correspondence. We also maintain and monitor duty status changes such as deployment, prepare and process unfavorable information files and adverse actions. The CSSs are the building blocks of strong units, and they support commanders and their missions.
Following Basic Training, enlisted airmen attend and complete technical training school for their job specialty and are assigned to their first duty station. Upon arrival at their first duty station, each Airman is assigned to a supervisor who serves as his or her mentor. Airmen receive on-the-job training, continuous development courses, and upgraded level training through their supervisor. Training and learning are a continuous process and do not end after completion of technical training school. Each career field education and training plan identifies a life-cycle of education and training requirements, both mandatory and desirable. All training is managed by each applicable functional area manager (FAM) within the center. The managers are responsible for the development, implementation and maintenance of the career field education and training plan and other related programs. The FAM will also communicate directly with the Major Command functional to disseminate Air Force and career field policies and program requirements. Currently I am the FAM for my career field and only have 3 enlisted airmen to monitor, and all of them work in the CSS. As the section’s non-commissioned officer in charge, I am required to create an electronic Master Training Plan that dictates the training requirements for the CSS.
The supervisor is responsible for reviewing an airman’s computerized on-the-job training record to determine training requirements for assigned personnel, and conduct all necessary training. Each supervisor makes sure that his or her subordinates complete their qualification training for their duty position within the required time. A Go/No-Go Standard is used, the Go standard defines that one is capable and competent of performing tasks in terms of procedures, timelines, and performance. Airmen will not be upgraded in job skill level without completion of training requirements. Skill level upgrades are also required to be promoted. It is also the responsibility of the supervisor to become involved in this role as a mentor. His or her duty is to offer realistic evaluation of both performance and potential. The mentors discuss performance, potential, and professional development plans with their subordinates during required performance feedback sessions. When mentoring pertains to the career aspect, supervisors need to review a career path pyramid with the corresponding career guidance noting assignment and job level. It is the duty of the FAMs to ensure that the technical mentoring within their career field is available, and mentors should see to it that their protégés have continuous access to career-field-unique mentoring and expertise.
Training within the CSS is accomplished mostly on-the-job. The personnel career field requires a great deal of knowledge of and skill in interpreting Air Force Instructions. On-the-job training as well as guides online provides the training needed to utilize information systems that we use on a daily basis. There are so many different elements within my career field that allow multiple job opportunities as we move from base to base and even job rotation within our section. Airmen are also able to become program managers very early in their careers. Brand new airmen that are experiencing their first assignment will receive basic skills training, and also are given a lot of supervised hands-on time to practice. They are also required to accomplish career development courses as part of their upgrade training. These courses also include an end of course test. Failure to complete the course will result in separation from the military. When seasoned personnel move in to the section one on one interviews are accomplished to determine their capabilities. Needs assessment can be used to determine how much training is needed, the person’s level of job knowledge, and what programs within the section would be best to help them with their career development.
The CSS training program is in need of time. The high demand of service from our customers has pushed training requirements aside. Most training is accomplished on the spot and in a rushed straightforward fashion. This type of training is not very helpful or easy to retain for our younger Airmen. You’re juggling a million things but you know it’s important to have some strategic time and learn new things. People struggle to find time for training and it's a growing trend. With DoD budget cuts, more is needed to be accomplished with less. It is complicated to ask leadership to support us in having time for training, when it is leadership that our office is constantly supporting.
Other than technical development, just like the other military branches the Air Force offers its members great opportunities to get a college education. These programs are generally referred to as Voluntary Education. The Community College of the Air Force (CCAF) offers programs to help airmen reach their education goals. Tuition Assistance is offered if you are Active Duty. The Air Force will pay up to 100% of your college Tuition. CCAF is the only degree-granting institution of higher learning in the world dedicated exclusively to enlisted people. If you are a motivated, career-oriented airmen or NCO, CCAF can offer you a unique opportunity to earn a job-related, two-year Associate in Applied Science degree. CCAF is regionally accredited by the Southern Association of Colleges and Schools/Commission on Colleges. You can take courses in your off-duty hours at or near military installations in the United States, and overseas. On-base education programs offer a full schedule of classes each quarter/semester. There are online, lunch time, evening and weekend classes available for civilian and military personnel as well as their spouses and dependents. Also, if you are a college student or graduate who qualifies for the Loan Repayment Program (LRP), the Air Force will pay, upon enlistment, up to $10,000 of your student loans acquired from a college level education. Every airmen in my office is currently enrolled in off-duty classes both in-classroom and online. Taking advantage of these opportunities is part of the standards that are set for them.
Air Force Enlisted Professional Military Education (EPME) complements training, experience, and other educational programs to provide enlisted leaders a continuum of learning via progressive courses concentrated on developing airmanship and war-fighting skills. EPME courses provide professional education to enlisted Airmen at specific and critical career points, and thus play a vital role in preparing them for increased supervision, leadership, and management challenges. More specifically, enlisted PME develops Air Force institutional competencies and sub competencies vital to the knowledge and skills required for sound decision-making and ultimately strategic thinking to provide the Air Force with agile combat support. The three levels of Air Force EPME are Airmen Leadership School, Noncommissioned Officer Academy, and the Senior Noncommissioned Officer Academy. All three levels of EPME are delivered at resident schools and are also available via distance learning (DL) courses. EPME provides career-long learning opportunities to prepare enlisted members for positions of greater responsibility and to increase their commitment to the military profession.
The Air Force has also provided airmen with My Enlisted Development Plan (MyEDP). MyEDP is a Web-based resource which provides a streamlined, self-service approach to enable enlisted Airmen to manage their professional development. MyEDP allows Airmen to view information and data related to their specific career field, as well as track and plan their individual career paths, stay informed, collaborate with peers, and track their professional progression. Through My EDP, Airmen can access information through a common interface that was once available only by accessing many separate systems. Additionally, special features include mentoring capabilities, discussion forums, and tools for Airmen to track their personal and professional accomplishments.
Currently, as resources become scarcer, the Air Force formed a cross-functional working group to examine all special duty programs and selection criteria. The group determined that for certain special duties, a more deliberate eligibility and selection process could help maintain manning levels in those positions as well as open a leadership development path for promising enlisted members. The selected special duties are those that create, develop and care for Airmen. The special duties identified are leadership positions with broad impact on Airmen, families and the future of the Air Force. Commanders will nominate their best performers for developmental special duty positions, and personnel teams will work with career field leaders to ensure the right people in the right numbers are selected.
The most important issue when it comes to developing Airmen is to ensure they are taking full advantage of the abundant opportunities that exist both functionally and institutionally. From an enterprise perspective, it is imperative to look at how an Airmen progresses through their career field and then into operational and strategic leadership positions. Functionally, the Air Force develops technical experts through career field progression planning. From the earliest stages of their careers, Airmen and their supervisors must comprehend the progression path for technical and tactical development. In the majority of career fields, the progression roadmap and pyramid provide sufficient direction to produce Airmen qualified for their current duties and for future responsibilities. It is incumbent upon career field managers to routinely review their progression strategy to ensure the career field‘s technical requirements are being satisfied. Institutionally, we develop experienced leaders. As Airmen demonstrate expertise and potential, they should be encouraged to take on more responsibility and increased leadership roles. Experience opportunities such as deployments, joint assignments and headquarters staff assignments offer a unique perspective on how the Air Force functions. Furthermore, special duty assignments provide skills and insight beneficial to an Airman‘s future capabilities. Effective career progression and Airman Development is dependent on continuous conversations between supervisors and subordinates regarding career field and institutional requirements; personal qualifications and goals; and available developmental opportunities. Routine counseling and performance feedback sessions should include these discussions.
Supervisors must take an active role in their Airmen‘s professional development. They must assist their people by providing realistic evaluations of both performance and potential. Supervisors must also be positive role models. At minimum, mentoring consists of a discussion of performance, potential, and professional development plans during the performance feedback session. The feedback should include promotion, PME, advanced degree work, physical fitness, personal goals and expectations, professional qualities, next assignment, and long-range plans, at minimum. Mentors must distinguish between individual goals, career aspirations, and realistic expectations. Each individual defines a successful career differently. There are numerous paths to meet individual career and success goals. While there is nothing wrong with lofty goals, mentors must ensure personnel realize what high but achievable goals are.
Personnel are required to be successful at their job on the basis of skills, abilities, knowledge, desire, and potential. There are number of key personnel who help guide the training program to ensure that enlisted personnel receive proper training and develop professionally, but the most influential person is the supervisor or mentor. The ultimate strength of our training program relies on the ability of each mentor to interpret and shape the program to develop personnel both personally and professionally and increase retention and motivation. This active role must be taken on by personnel who have the ability to offer career guidance, assist in on-the-job training, and offer performance feedback that will help guide individuals to reach their greatest potential. When such a step is taken, retention is increased and protégés remain motivated. Personnel will be able to improve the operational environment in which they work and develop future leaders with the required knowledge longed for by the service.