Enlisted Evaluation Report- Naval Formatted Resume

 

1. BUPERSINST 1610.10 (series),   Navy Performance Evaluation and Counseling System, 2005, Exhibit 18-1.

 

 

                               ENLISTED EVALUATION REPORT INPUT SHEET

 

 

 

1.    Administrative data

 

1. Full name (indicate if changed during period)

 

Geoffrey David Fuller

 

1. Rate and warfare/qualification designator(s)  (Indicate if frocked or selectee)

 

OS2(SW/AW) 

 

1. Social security number

 

XXX-XX-XXXX

 

1. USN or USNR

 

USN

 

1. Date reported to present command

10  JAN 11

 

 

1. Ending date of last regular report

14 MAR 11

 

 

1. Date of rate

15 JUN 05

 

 

 

2.     Duties assigned and number of months assigned during this report period, listed by                           duty title

 

1. Division, Air Crew, etc. to which assigned

 

N3 Future Exercises

 

1. Primary duties

 

N3F Slider Manager

 

1. Collateral duties

 

Multi-Cultural Committee (President)-9, MWR-9, N3 Portal Manager, COMMNECC Mentor-12, CTT-7, Bayside Middle School Mentor-12

 

1. Watch standing duties

 

ASDO-12, Quarterdeck-12

 

1. TEMADD/TEMDU (where, when, and why)

 

1. Significant periods not available for duty, if any

 

If first report at this command, include any delay or TEMDU prior to reporting.  Do not include brief illness or normal leave.

 

None to report

 

       Job information

 

1. Principal activities and responsibilities

 

N3F Slider Manager

 

1. Include equipment operated or qualified to operate and “customers” served, if applicable.

 

None to report

 

Individual accomplishments, including experience gained and contributions to team achievements.

 

Bachelor’s Degree, Spearheaded Community Service partnership with Church of the Holy Family

 

 

1. Responsibilities for classified material

 

Daily basic usage

 

 

4.     Supervision and leadership

 

1. Personnel directly supervised

 

None to report.

 

1. Personnel supervised through subordinates

 

None to report.

 

1. Equipment and material for which responsible

 

Secret material

 

1. Size of budget managed

 

None to report

 

1. Leadership activities and accomplishments.

 

Spearheaded Community Service partnership with Church of the Holy Family, President of Multi Cultural Committee

 

1. Performance as instructor (classroom or on-the-job)

 

CTT, Petty Officer Indoc

 

1. Counseling given (formal or informal)

 

None to report

 

1. Retention efforts and results

 

None to report

 

 

           5.   Special achievements

 

1. Qualifications achieved during period (or during prior period if not mention in previous report)

 

None to report

 

1. Educational courses completed and diplomas or certificates awarded

 

Bachelor’s Degree (University of Memphis)

 

1. Personal awards and letters of commendation or appreciation received

 

Good Conduct award (2^nd)

 

1. Off-duty activities

 

Educational courses attended

 

 

1. Civic activities

 

Bayside Middle School Community Service projects

 

 

1. Voluntary public relations on behalf of the Navy

 

None to report

 

 

1. Reservist’s civilian employment

 

None to report

 

          Note promotions or special accomplishments during period.

 

1. Future duties/schools desired

 

Instructor Duty, Master Training Specialist Program

 

1. Other items for consideration

 

Consideration for flight/control time at NAS Oceana to maintain AIC proficiency

How to better manage workers across the generational divide

How can supervisors effectively manage workers across the generational divide:

1. Understand the differences in younger workers and what they need in a job.
2. Value all workers, young and old, for their contributions.
3. Promote Cross-Generational Teams and Knowledge Sharing.
4. Tailor management to generational values and complaints

There are generational differences in the workplace that are a function of age. Events in history, music choice, politics, and economics unite generational group members. Differing views on leadership, work ethic, technology, and home/life balance are evident across generational groups. These generational differences affect a supervisor’s ability to manage and motivate young workers. Each generation in the workplace has both positive and negative attributes. Older workers are often an underutilized resource and younger workers are often misunderstood. It is important for supervisors to be aware of generational differences between workers and what each generation needs in a job. Co-workers from older generations and older managers should interact with younger workers with the desire to understand. They should not criticize, but offer trust and support. More significantly, though, conflict between generational groups in the workplace can cause one group to feel they know more than the other group and they are more valuable.

 

Four generations in the workforce: Veterans/Matures, Baby Boomers, Generation X/Gen Xers, and Nexters/Gen Y/Millennials

Generations are defined as sociological groups differentiated by birth year and world events.  Many generational differences in the workplace are a function of age.  Historical events, music preferences, politics, and economics can unite members within each generational group. Differences in leadership views, work ethic, work/home life balance, and technology are apparent across generational groups.  Currently, four generations are present in the workplace: Veterans/Matures, Baby Boomers, Generation X/Gen Xers and Nexters/Gen Y/Millennials (Newstrom, 2009).

Veterans/Matures, Baby Boomers, Generation X/Gen Xers, and Nexters/Gen Y/Millennials.  Veterans (born 1900-1945) were born twenty years before World War II and were exposed to the Great Depression. Because of this, Veterans believe in financial responsibility, hard-work, sacrifice, patriotism, law and order, and respect for authority.  Baby Boomers (born 1946-1964) witnessed the birth of television, the civil rights movement, the beginning of the women’s liberation movement and experienced the possibility of greater wealth. Baby Boomers value teamwork, involvement, personal growth, and self-gratification.

Generation X (born 1965-1979) witnessed the development of the computer, the beginnings of MTV and the AIDS epidemic. Gen Xers are technologically literate, risk-takers, skeptical, and informal.  Gen Xers welcome diversity, think on a global scale, but  keep family first. Nexters (born 1980 – 1999) experienced the rise of terrorism, school violence and liberal television talk shows. Nexters are internet-saavy, impatient, persistent, optimistic, and love to learn.

How to better manage out-groups

In order to integrate the out-group members into the larger group, the leader must listen to out-group members, show empathy to out-group members, recognize the unique contributions of out-group members, and help the out-group members feel included. A leader needs to also create a special relationship with out-group members, give out-group members a voice, and empower them to act (Northouse, 2009).

How do I handle managing out-groups?

I would describe my attitude toward out-group members as positive. I try hard to help out-group members feel included. I often listen to group members with differing points of view. I know that listening to the minority perspective and the majority view is important is making the group effective.

I believe it is very important to empower out-group members and give them a voice. I feel fairly competent in my ability to empower out-group members. I try to respect out-group members ideas and actions. I also attempt to let out-group members participate in planning and decision making (Northouse, 2009). It is very hard at times to relinquish control and give the out-group some of that control. It can be scary not knowing how out-group members will act. I have to remind myself of the big picture and realize that relinquishing some control is necessary in order to be a more effective group leader.

Northouse, P. (2009). Introduction to Leadership: Concepts and Practice. Sage: Thousand Oaks, CA.

USS Nassau LHA-4 (Decommissioned)

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Here is the USS Nassau sailing on the water!

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From 2005 to 2011, I served on the USS Nassau LHA-4. This ship known as Top Gator was commissioned July 28, 1979 and was decommissioned on March 31, 2011. I really began my naval career on this ship on June 15, 2005 and it is dear to my heart. I sailed on a total of three deployments on this ship (5 month, 6month, and 7month tours). See important dates below on timeline for LHA-4(A U.S. Carrier):

• November 7, 2005 USS Nassau departed Naval Station Norfolk for a six-month deployment in support of the Global War on Terrorism.
• May 4, 2005 USS Nassau returned to Naval Station Norfolk after a six-month underway period.
• February 20, 2008 USS Nassau Expeditionary Strike Group departed Norfolk for a scheduled underway period in support of maritime security operations and theater security cooperation efforts in the U.S. 5th and 6th Fleet areas of responsibility.
• July 11, 2008 USS Nassau ESG returned to Naval Station Norfolk after a five-month deployment
• January 18, 2010 USS Nassau departed Naval Station Norfolk for a seven-month underway period in the U.S. 5th and 6th Fleet Areas of Responsibility.
• August 15, 2010 LHA 4 returned to Norfolk after a seven-month deployment.
•  March 31, 2011 USS Nassau was decommissioned in a ceremony at Norfolk Naval Station after nearly a 32 years of service. The ship will be towed to Beaumont, Texas, later this year and placed in the Navy’s reserve fleet. 

Want to learn more about the U. S. Navy ? This link will provide you information about how to join the Navy, the Navy today, and Naval Leadership. You can also check out the USS Nassau on Facebook and connect with former Nassau unit members on Millitary.com.

Naval Leadership- Officer Candidate School

Before graduation, I have been preparing my application to Candidate School (OCS). If selected, and I am commissioned as an officer, I can really begin my career as a naval leader. OCS is one of five Officer training schools located at Naval Station Newport in Rhode Island.  The 12 week OCS course is designed to give one a working knowledge of the Navy (afloat and ashore) and to prepare one to assume the responsibilities of a Naval Officer.

Officer Candidate School Purpose: To take men and women from civilian and prior enlisted life and train them to be competent, confident and disciplined Naval Officers. Scope: Academics: 8 weeks of instruction in Naval Leadership, Seamanship, Navigation, Naval Administration, Naval Organization, Sea Power (Military History), Military Indoctrination, Naval Warfare and Damage Control. Physical: Third Class Swim Test, Intense Physical Conditioning to increase endurance and stamina.

Hello world…I am OS2 Geoffrey Fuller!

I am OS2 Geoffrey Fuller ! I am currently in the United States Navy and will be graduating with my degree in Interdisciplinary studies with a concentration in Organizational Leadership. This blog is a compilation of my college and professional work in leadership. Browse around and learn more about supervision and my naval career!