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Flashcards in Section 11C - Performance Feedback Deck (96):
1

Performance feedback is a(n) ____, formal communication tool used to explain duty performance requirements and responsibilities and to let the rate know if he or she is performing as expected.

Private.

2

Performance feedback, if clearly stated and received, should explain duty performance requirements and responsibilities, and tell rates if they are performing as expected. How does this help the ratee?

It contributes to positive communication, improves their performance and helps them grow professionally.

3

In performance feedback, why is he rater usually the immediate supervisor?

The rater is usually responsible for the total job effort and is in the best position to observe daily duty performance. (also, the rater normally has the knowledge and experience necessary to discuss expectations related to the AFS.)

4

In performance feedback, who can be raters?

An officer or NCO of a US or foreign military service in a grade equal to or higher than the rate, or a civilian (GS-5 or a comparable grade or higher) in a supervisory position higher than the rate in the ratee's rating chain.

5

In the performance feedback process, when may SrA serve as raters?

After completing ALS.

6

Performance feedback sessions are mandatory for all enlisted personnel. (T/F)

True.

7

Initial performance feedback sessions are held within ____ days of when a rater initially begins supervision.

60 days. (The rater uses this session to clearly define expectations for the upcoming rating period.)

8

What is a midterm feedback session and who must receive one?

A session is held midway between the date supervision began and the projected EPR closeout date focusing on how well the rate meets expectations. All AB-SMSgt who receive EPRs receive one. (They are not required for CMSgts.)

9

When is a midterm feedback session due for Airmen who do not receive EPRs?

Approximately 180 days after the initial session. (This cycle continues until there is a Change of Rating Official (CRO) or the airman begins to receive EPRs.)

10

When do raters conduct a feedback session for AB - TSgt when evaluation report is written without a subsequent change of rater?

The session is conducted within 60 days of the EPR closeout.

11

Feedback sessions are held if the rater determines there is a need for one or within ____ days of a request from a rate (provided at least 60 days have passed since the last feedback session.)

30 days.

12

If a Change of Reporting Official (CRO) is expected or the projected EPR closeout date limits the period of supervision to less than ____ days, a feedback session should take place approximately 60 days before the EPR closeout.

150 days.

13

The Performance Feedback Worksheet (PFW) is a guide for conducting feedback sessions covering what topics?

Objectives, standards, behavior and performance.

14

Performance Feedback Worksheet (PFW) comments must be handwritten. (T/F)

False. (They may also be typed.)

15

When does the rater give the completed Performance Feedback Worksheet (PFW) to the ratee?

At the end of the feedback session. (The rater also keeps a copy for personal reference.)

16

When may the Performance Feedback Worksheet (PFW) be used in any personnel action?

Only if the ratee introduces it.

17

In performance feedback, the rater's rater is authorized access to the completed Performance Feedback Worksheet (PFW) for which ranks?

AB-TSgt. (The commander is authorized access for all grades.)

18

What is the rater's main goal when completing AF Form 931, Performance Feedback Worksheet (PFW)?

To develop the ratee. (The form itself is just a tool.)

19

How many sections are on the AF Form 931, Performance Feedback Worksheet (PFW)?

Five.

20

On AF Form 931, where do you enter the ratee's name, grade and unit assigned?

Section I, Personal Information.

21

On AF Form 931, where do you indicate whether the feedback is initial, midterm, ratee requested or rater directed?

Section II, Types of Feedback.

22

The ratee's major job-specific duties are listed in Section III, Primary Duties on AF Form 931. If additional space is needed, where should you continue the description?

In Section V, Strengths, Suggested Goals and Additional Comments.

23

Which section of AF Form 931 incorporates both primary duty factors and general military factors into one major category?

Section IV, Performance Feedback.

24

What primary duty factors are covered in Section IV of AF Form 931?

AFS - related factors with feedback based on occurrences in the work environment.

25

What is the focus of the general military factors in Section IV of AF Form 931?

Characteristics considered essential to military order, image and tradition.

26

Each subheading in Section IV of AF Form 931 is rated by placing an "X" in the performance assessment block that most accurately identifies the ratee's performance. Name the possible ratings.

1) N/A Initial Feedback; 2) Does Not Meet; 3) Meets; 4) Above Average; 5) Clearly Exceeds; and 6) Exempt (for the fitness factor only.)

27

Why does every marked block in Section IV of AF Form 931 require discussion with the ratee?

So the ratee clearly understands the rater's position regarding performance and the directions to take. (Space is also provided to explain ideas and to give examples of the behaviors noted.)

28

What factors comprise the Primary/Additional Duties subheading in Section IV of AF Form 931, which focuses on the ratee's AFS?

Adapting, learning, quality, timeliness, professional growth and communication skills. (For SSgt/TSgt, additional factors are supervisory, leadership and technical ability.)

29

When considering the quality of work factor under the Primary/Additional Duties subheading in Section IV of AF Form 931, what standard does the rater measure the ratee's typical performance results against?

The minimum quality standards established for each job.

30

What does the timeliness of work factor under the Primary/Additional Duties subheading in Section IV of AF Form 931 focus on?

The ratee's awareness of, and responses to, the job's time constraints.

31

In the performance feedback process, good ____ skills help Airmen listen, organize and express ideas verbally and in writing.

Communication.

32

In the performance feedback process, supervision and ____ go hand-in-hand while managing people and resources.

Leadership.

33

In the performance feedback process, ____ ability is the specialized knowledge and skills obtained through experience and training.

Technical.

34

What should the rater consider when evaluating the Primary/Additional Duties subheading in Section IV of AF Form 931?

Does the ratee 1) display an ability to learn rapidly and adapt quickly to changing situations?; 2) demonstrate accuracy, thoroughness and orderliness in performing work assignments?; 3) use systematic methods to accomplish more in less time?; 4) actively support professional organizations?; and 5) communicate management decisions to achieve understanding and acceptance?

35

What factors comprise the Standards, Conduct, Character & Military Bearing subheading in Section IV of AF Form 931?

Dress and appearance, and personal/professional conduct on/off duty. (For SSgt/TSgt, additional factors are enforcement of standards and customs and courtesies.)

36

Dress and appearance is a distinction of military service. In the performance feedback process, what is everyone's duty in this regards?

To ensure Airmen reflect pride in self, unit, and the Air Force by abiding with and exceeding its requirements.

37

Since military members are on duty 24 hours a day, every day, what does "off-duty behavior" on the AF Form 931 refer to?

Behavior that occurs away from the normal workplace. (The AF Form 931 is an opportunity to reinforce expectations in this area.)

38

What should the rater remember when discussing the enforcement of standards factor in the Standards, Conduct, Character & Military Bearing subheading in Section IV of AF Form 931 with the ratee?

Use specific examples, whether positive or negative, when explaining expectations versus actual performance.

39

Customs and courtesies involve the ability to create esprit de corps, morale, discipline, and an atmosphere where respectful behaviors signal readiness and willingness to serve. What should the rater discuss when providing performance feedback on this factor?

Trends and standards.

40

What should the rater consider when evaluating the Standards, Conduct, Character & Military Bearing subheading in Section IV of AF Form 931?

Does the ratee 1) meet or exceed Air Force standards for dress and appearance?; 2) project a positive military image according to AFI 36-2903?' 3) achieve success when confronted with limited resources?; 4) effectively overcome personal and organizational obstacles to achieve results?; and 5) support organizational, base and/or community activities (on-duty or off-duty hours)?

41

When completing the Fitness subheading in Section IV of AF Form 931, the rater considers whether the ratee maintains physical fitness standards and participates in the Air Force physical training program. What are te possible rating for this factor?

Does Not Meet, Meets or Exempt.

42

When completing the Training Requirements subheading in Section IV of AF Form 931, the factors are upgrade, ancillary, OJT and readiness. What are the additional factors for SSgt/TSgts?

PME, off-duty education, technical growth and upgrade training.

43

When completing the Training Requirements in Section IV of AF Form 931, an individuals training is rated in what four categories?

1) upgrade training (OJT/CDC); 2) PME; 3) proficiency and qualification training; 4) contingency, mobility and other training.

44

What are the rater's responsibilities with regard to PME and the performance feedback process?

The rater must know the various PME courses available to the ratee and ensure he or she enrolls in and successfully completes and all courses necessary for their overall improvement.

45

What should the rater consider when evaluating the Training Requirements subheading in Section IV of the AF Form 931?

Does the ratee 1) complete training in the minimum time allowed?; 2) accomplish readiness requirements in a timely manner?; 3) have required PME for current grade completed?; 4) translate innovative or better ways to do things into a plan of action?; and 5) display a high level of technical competence.

46

When completing the Teamwork/Followership subheading in Section IV of AF Form 931, the factors tare team building and support of team and followership. What are the additional factors for SSgt/TSgts?

Leadership, team accomplishments, and recognition/reward others.

47

In the performance feedback process, how can raters encourage teamwork and followership, ensuring trust and pride in mission accomplishment within the unit?

Stimulate subordinates to share their expertise with each other to become a cohesive team that achieves goals and expectations.

48

What should the rater consider when evaluating the Teamwork/Followership subheading in Section IV of AF Form 931?

1) Is the ratee easy to work with?; 2) does the ratee have a positive attitude?; 3) does the ratee complain or foster teamwork to accomplish the task?; 4) do the other unit, flight or section personnel enjoy working with the ratee?; 5) does the ratee display appropriate leadership traits?; and 6) does the ratee display the ability to stimulate others?

49

When completing the Other Comments subheading in Section IV of AF Form 931, the factors are promotion, future duty/assignment/education recommendations and safety, security and human relations. What should the rater mention in this section?

1) Future assignments to help the ratee achieve breadth of experience within their career field; 2) educational requirements needed to complete CCAF or higher degree; 3) whether the ratee practices safety and security measures daily; and 4) whether the ratee works harmoniously and effectively with others.

50

What should the rater's typed or handwritten comments in Section V, Strengths, Suggested Goals and Additional Comments, of AF Form 931 focus on?

It should 1) continue comments on performance factors; 2) discuss other areas of interest; 3) pinpoint strong characteristics; and/or 4) outline the goals to work on until the next feedback session.

51

What factors are covered under Section V, Strengths, Suggested Goals and Additional Comments of AF Form 931?

Enlisted Professional Deelopment Enlisted Evaluation System (EES), assignments, PME, mentoring, career advice, etc.

52

When completing the Section V, Strengths, Suggested Goals and Additional Comments heading of AF Form 931, why should you not give encouragement and advice at the same time?

It sends a mixed message. Separate the feedback to ensure both messages get through.

53

What is the purpose of AF Form 932?

For the rater to provide candid comments about an SNCO's duty performance and an uninflated assessment of applicable performance factors.

54

Which section of AF Form 932 differs between AF Form 931 and 932?

Section IV, Performance Feedback. (The requirements are similar, only the subheadings identifying the requirements for SNCO performance are different.)

55

What factors comprise the Primary Duties subheading in Section IV of AF Form 932?

Quality, quantity, timeliness, technical knowledge, leading, managing and supervising.

56

When completing the Primary Duties subheading in Section IV of AF Form 932, what forms the basis of raters' evaluations?

How SNCOs accomplish their assigned specific duties to achieve job effectiveness - how they actually perform and meet expectations.

57

What should the rater consider when evaluating the Primary Duties subheading in Section IV of AF Form 932?

Does the ratee 1) show professional concern for quality work?; 2) constantly produce more than expected?; 3) identify and eliminate timewasters?; 4) possess the knowledge to handle the most complex work?; 5) inspire cooperation and confidence of others?; 6) stimulate management efficiency and effectiveness?; and 7) recognize the important relationship between rewards, reinforcement and results?

58

What factors comprise the Standards: Enforcement and Personal Adherence, Conduct, Character, Military Bearing, Customs and Courtesies subheading in Section IV of AF Form 932?

Dress and appearance and personal/professional conduct on/off duty.

59

What should the rater consider when evaluating the Standards: Enforcement and Personal Adherence, Conduct, Character, Military Bearing, Customs and Courtesies subheading in Section IV of AF Form 932?

Does the ratee 10 respond positively on inconsequential issues?; 2) exceed and enforce a positive military image in accordance with AFI 36-2903?; 3) achieve success when confronted with limited resources?; 4) effectively overcome personal and organizational blocks to achieve results?; and 5) support organizational, base and/or community activities (on-duty or off-duty)?

60

What does the rater consider when completing the Fitness subheading in Section IV of AF Form 932?

Whether the ratee participates in the Air Force physical training program and meets standards. (Possible rating are Does Not Meet, Meets, or Exempt.)

61

What factors comprise the Resource Management and Decision Making subheading in Section IV of AF Form 932?

Efficiency, judgment and seeing and meeting goals.

62

What should the rater consider when evaluating the Resource Management and Decision Making subheading in Section IV of AF Form 932?

Does the ratee 1) achieve consistent effectiveness; 2) display a practical approach to solving problems; 3) display excellent intuitive judgment; 4) set goals compatible with the organization; and 5) establish methods for attaining goals?

63

What factors comprise the Training, Education, Off-Duty Education, PME, Professional Enhancement and Communication subheading in Section IV of AF Form 932?

Providing, supporting and personal growth.

64

What should the rater consider when evaluating the Training, Education, Off-Duty Education, PME, Professional Enhancement and Communication subheading in Section IV of AF Form 932?

Does the ratee 1) help subordinates reach new skill levels, knowledge and attitudes?; 2) encourage subordinates to improve abilities for greater responsibility?; 3) develop a climate providing motivation, participation and opportunities for subordinate initiative?; and 4) have required PME for current grade completed?

65

What factors comprise the Leadership/Team Building/Followership subheading in Section IV of AF Form 932?

Team accomplishments, leveraging personal experiences, community support and recognition/reward for others.

66

What should the rater consider when evaluating the Leadership/Team Building/Followership subheading in Section IV of AF Form 932?

Does the ratee 1) have a positive attitude?; 2) complain or foster team work to accomplish the task?; 3) have a good relationship with other unit, flight or section personnel?; 4) display appropriate leadership traits?; 5) display the ability to stimulate others; and 6) use award programs to recognize subordinate's outstanding accomplishments?

67

The rating factors for Other Comments in Section IV of AF Form 932 are promotion, future duty/assignment/education recommendations and safety, security and human relations. What should the rater mention in this section?

1) Future assignments to help ratee achieve breadth of experience within their career field; 2) educational requirements needed to complete CCAF or higher degree; 3) whether the ratee practices safety and security daily; 4) whether the ratee works harmoniously and effectively with others; and 5) to spell out uncommon acronyms.

68

How can you enhance the effectiveness of your performance feedback sessions?

1) Observe performance and keep notes; 2) schedule the time and place; 3) set the agenda; 4) choose the best approach; and 5) avoid pitfalls.

69

What is the most important factor in preparing for a performance feedback session?

Routinely observing the ratee's performance.

70

As a rater, what active involvement on your part makes the performance feedback process work?

1) Routinely take notes about ratee behavior and the impact of that behavior; 2) collect examples of the ratee's work or letters of appreciation; 3) walk to others who are knowledgeable about the ratee's duty performance; and 4) actively interact with rates.

71

What two steps in the observation process allow for meaningful insight and help the rater prepare for the performance feedback session?

1) Review performance without bias; and 2) keep good notes.

72

What should you look for when selecting the time for a performance feedback session?

Schedule the session far enough in advance for the rater and ratee to prepare, and make enough time to cover the entire agenda without rushing.

73

What should you look for when selecting the place for a performance feedback session?

Select a room that allows for privacy and face-to-face discussions, has proper lighting and ventilation, and prevents any outside distractions or interruptions.

74

To lay the foundation for an effective, productive working relationship, the agenda for your performance feedback session should include the ratee's 1) duty description and responsibilities; and 2) expectations. What else should this include?

3) Targets to meet those expectations; 4) a brief synopsis of the mission; and 5) the status of the unit. (The agenda for follow-up sessions should include a review of observed actions and results, work samples, etc. )

75

What four basic questions should you ask when establishing an agenda for feedback sessions?

1) What has happened in response to the discussion from the last feedback session? 2) What has been done well? 3) What could be done better? and 4) what new areas are there to discuss?

76

As a rater, what fundamental rule of performance feedback should you remember when choosing your approach?

Be yourself.

77

What are the three approaches for providing performance feedback?

Directive, nondirective and combined.

78

The ____ approach to giving performance feedback involves analyzing the situation, developing a solution or improvement plan and telling the Airman or NCO what to do.

Directive.

79

Which performance feedback approach includes giving advice, explaining and reassuring?

Directive.

80

Which performance feedback approach requires the rater have excellent listening and questioning skills? Why?

Nondirective. Because the rater must ask questions and draw the Airman or NCO into the process of developing a solution.

81

Which performance feedback approach relies on both the rater and ratee to develop solutions and offers the greatest flexibility?

Combined.

82

Name at least four pitfalls to avoid during the performance feedback process.

Any four of the following: 1) personal bias; 2) stereotyping; 3) loss of emotional control; 4) inflexible methods; 5) reluctance to provide feedback; 6) inadequate planning; or 7) focusing on the person instead of the behavior.

83

Why is it important to avoid common pitfalls during the performance feedback process?

Because the pitfalls always lead to a discussion of general impressions instead of specific aspects of performance.

84

As a rater, what two general guidelines help you avoid pitfalls in the performance feedback process?

1) Exhibit the proper attitude; and 2) practice good observations skills.

85

What can you do to practice good observation skills in the performance feedback process?

1) Gather supporting notes over a period of time; 2) discriminate between relevant and irrelevant informational 3) focus on specific behaviors and outcomes; 4) decide what aspects of the job are really measurable and important; 5) sample selectively when direct observation is infrequent; and 6) communicate regularly with rates.

86

What is extremely important when opening a performance feedback session?

Placing the ratee at ease. (Focus on a neutral topic or event, recap the last session or thank the person for his or her efforts during the observation period. Keep the opening conversation brief and be friendly and sincere.)

87

Why should you seek the ratee's ideas and opinions during the initial stage of the performance feedback session?

To help develop goals and objectives for improvement.

88

Full attention requires listening to what is being communicated, not just the words and symbols that are used. (T/F)

True. (Eye contact, posture, head nods, facial expressions, and verbal behavior are important indications of inner emotions and attitudes.)

89

What should the plan you and the ratee develop to implement a course of action during a performance feedback session include?

Objective and priorities that specify the quantity, quality, timeliness and manner of actions desired.

90

How can you ensure your performance feedback plan is used to its full extent?

Ensure all key points are written on the Performance Feedback Worksheet (PFW) and given to the ratee. (This gives the ratee a summary and a "memory jogger.")

91

Tips for better performance feedback include 1) develop the ratee's confidence in you; 2) don't present perceptions or opinions as facts; and 3) stick to specific relevant behavior in areas the ratee can control. Name six other.

4) Avoid personal opinions, likes, dislikes and biases; 5) praise to motivate, build self-confidence and reinforce performance; 6) listen carefully, paraphrase and ask questions that clarify; 7) communicate acceptance of the ratee as a worthwhile person; 8) avoid "loaded" terms that produce emotional reactions and heightened defenses; and 9) keep communicating.

92

What should you take a few minutes to do before ending the performance feedback session?

Review and summarize the key items discussed and reinforce the goals for the next observation period.

93

How should you end the performance feedback session?

On a positive, encouraging and forward-looking note.

94

What is the goal of the performance feedback process?

To improve individuals duty performance.

95

How does regular, informal performance feedback help the ratee?

It keeps him or her on the road to improvement, increases motivation and prevents new problems from developing.

96

How do the ratee, the rater and the Air Force benefit from the performance feedback process?

the ratee benefits professionally, the rater benefits from a more productive worker and the air Force benefits from increased mission accomplishments.

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