Chapter 11 Flashcards
Who is responsible for knowing when feedback sessions are due, for requesting a feedback if needed, and notifying the rater or chain of command when a required or requested feedback session does not take place? (11.2.)
ratee
On the topic of Individual Responsibilities, who has responsibilities both during the performance feedback process and during performance reporting? (11.3.)
rater
While the ratee is responsible for knowing when feedback sessions are due, the _______ is responsible for preparing for, scheduling, and conducting feedback sessions and providing realistic feedback to help the ratee improve performance. (11.3.1.)
rater
Who is responsible for ensuring the ratee knows who is in the rating chain? (11.3.2.)
rater
The rater must _______. (11.3.2.)
-consider the significance and frequency of incidents when assessing total performance-record the ratee’s performance, ensuring all data on the EPR matches the data on the EPR notice-make a valid and realistic recommendation for promotion, if appropriate
What must a rater do before preparing the performance report? (11.3.2.)
review the ratee’s Personnel Information File and UIF, if any
The ratee should not write or draft any portion of his or her own performance report; however, the ratee: (11.3.2.)
is encouraged to provide the rater input on specific accomplishments
Whose responsibility is it to review the PIF and UIF and returns performance reports to the rater for reconsideration, if necessary, to ensure an accurate, unbiased, and uninflated report? (11.4.)
Additional Rater
This individual reviews the PIF and UIF and, if applicable, returns performance reports to previous evaluators for reconsideration, when necessary. He or she may complete Section VII of SNCO EPRs to differentiate between individuals with similar performance records. (11.5.)
Reviewer/Senior Rater/Final Evaluator
This individual may complete Section VII of SNCO EPRs to distinguish between individuals with similar performance records, to meet minimum grade requirements, when the ratee is a CMSgt or CMSgt-selectee, or when the ratee is TIG eligible. (11.5.)
Reviewer/Senior Rater/Final Evaluator
Whose responsibility is it to manage the performance report program for the organization? (11.6.)
Unit Commander
To meet his or her Enlisted Evaluation System responsibilities, the Commander: (11.6.)
-manages the performance report program for the organization-ensures first-time supervisors receive specific, mandatory training-ensures performance reports accurately describe performance and make realistic recommendations for advancement
Whose responsibility is it to determine the rating chain for assigned personnel based on Air Force and management-level policy, and ensure first-time supervisors receive specific, mandatory training? (11.6.)
Unit Commander
Whose responsibility is it to review all EPRs before the commander and advise the commander of quality force indicators? (11.7.)
First Sergeant
What is performance feedback? (11.8.)
a private, formal communication tool used to tell a ratee what is expected and how well the ratee is meeting expectations
Performance feedback should: (11.8.)
-explain to ratees their duty performance requirements and responsibilities-explain whether or not the ratee is performing as expected-be clearly stated and received
Who is responsible for providing performance feedback? (11.9.)
the rater
The rater is responsible for providing performance feedback. Who is eligible to be a rater? (11.9.)
-an officer or NCO of a U.S. or foreign military service in a grade equal to or higher than the ratee-a civilian (GS-5 or higher) in a supervisory position higher than the ratee in the ratee’s rating chain-active duty members in the grade of SrA and above if they have completed Airman Leadership School
Performance feedback sessions are _______ for all enlisted personnel. (11.9.)
mandatory
When is an initial feedback due? (11.10.)
within 60 days of when a rater initially begins supervision
For Airman Basic through Senior Master Sergeants who receive EPRs, a “midterm” feedback session is due _______. (11.10.1.)
midway between the date supervision began and the projected EPR closeout date
For Airman Basic through SMSgts who receive EPRs, a midterm feedback session is held midway between the date supervision began and the projected EPR closeout date. A midterm feedback is not required for _______. (11.10.1.)
CMSgts
For Airmen who do not receive EPRs, a midterm feedback session is due _______. (11.10.2.)
approximately 180 days after the initial session
For Airmen who do not receive EPRs, a midterm session is due approximately 180 days after the initial session. This cycle should continue until: (11.10.2.)
there is a CRO or the Airman begins to receive EPRs
In general, feedback sessions are due: (11.10., 11.10.1., 11.10.3.)
when a rater begins supervision, midway between when supervision began and the EPR closeout date, and when an EPR is written
Raters conduct feedback sessions for AB through TSgt when an evaluation report is written without a subsequent change of rater. The rater conducts the feedback session within ___ days of the EPR closeout. (11.10.3.)
60
In addition to normal performance feedback requirements, feedback sessions are also held if the rater determines there is a need for one or within 30 days of a request from a ratee, provided that at least ___ days have passed since the last feedback session. (11.10.4.)
60
If a CRO is expected or the projected EPR closeout date limits the period of supervision to less than 150 days, a feedback session should take place
60
When a performance feedback session is completed, the rater _______. (11.11.)
gives the completed PFW to the ratee and keeps a copy for personal reference
At the conclusion of the feedback session, the rater gives the completed performance feedback worksheet to the ratee and keeps a copy for personal reference. The Performance Feedback Worksheet cannot be used in any personnel action unless: (11.11.)
the ratee first introduces it
Although a performance feedback session is a private formal communication between the rater and the ratee, it’s not really private because: (11.11.)
the rater’s rater is authorized access to the PFW for AB through TSgt; the commander is authorized access for all grades
When a performance feedback is conducted for a SrA, it is normally documented on an _______ and may be typed or handwritten. (11.11. and 11.12.)
AF Form 931
AF Form 931, Performance Feedback Worksheet (AB thru TSGT), Section II lists blocks for 4 types of feedback: (11.12.2.)
initial, midterm, ratee requested, or rater directed
The most important objective when using the AF Form 931 during a performance feedback session is: (11.12.4.)
for the ratee to clearly understand the rater’s position regarding performance and directions to take
When evaluating Personal/Professional Conduct On/Off Duty during a performance feedback session, it should be noted that this session is not a substitute for official counseling related to significant misconduct but _______. (11.12.4.2.2.)
is a good opportunity to share general impressions and reinforce expectations
When providing performance feedback, consider the following types of feedback to ensure the effective development of the ratee: (Fig 11.1.)
encouragement and advice
When providing performance feedback, encouragement and advice should be used as types of feedback to ensure the ratee’s effective development. Encouragement is: (Fig 11.1.)
-intended to motivate people by letting them know what they’ve done well and rewarding them for it-intended to encourage the person to continue or even increase the performance
When providing performance feedback, encouragement and advice should be used as types of feedback to ensure the ratee’s effective development. Advice is: (Fig 11.1.)
-intended to let people know what to improve and how to make the improvement-intended to advise people on how to perform better next time
Encouragement and Advice can be very powerful feedback tools. Separating or splitting these two forms of feedback can be very important because: (Fig 11.1.)
-if you give only encouragement following performance, you help people gain confidence-if you provide advice separately, you help them do better next time, increasing competence-giving both encouragement and advice at the same time sends a mixed message with less than effective results
