1-8 PROGRESS CHECKS As mentioned earlier, you begin a job by develop-ing a plan and organizing the steps and the resources needed. Without a definite job plan and organized steps, you will have no way to judge the progress of the job. Answer these five basic questions before you begin: 1. What must be done? 2. Where should it be done? 3. When should it be done? 4. How should it be done? 5. Who should do it? Having decided on these basic considerations, you can begin the job. But wait; how are you going to know whether you are doing a good job or not? Are you going to finish on schedule? Will the finished product meet set standards?  Standards  are  the  key  to  answering  these questions. To keep  track  of  your  crew’s  progress,  you must measure the progress against some standard. What is a standard? A standard is a basis by which you    can    compare    your    performance    against    the performance level expected by your chain of command. Standards  can   consist   of   specifications   for   tasks   or equipment or a time span allowed for completion of a test  or  action.  For  example,  the  semiannual  Physical Readiness Test (PRT) measures your physical abilities in strength and endurance against an established standard for your age group and gender. As  a  third  class  petty  officer  you  will  sometimes function as a first-line supervisor. In that capacity you must be aware of the performance standards that apply to your assigned tasks. Usually either your supervisors or the  technical  manuals  or  PMS  cards  that  apply  to  the particular job set the performance standards. Occasionally you will have to set your own standards for performance. That may sound difficult; but, actually, we all set standards everyday. For example, if you  decide your car is “clean enough,” then you have set a personal standard for the appearance of your vehicle. When you tell your workers a field day is “good enough,” you set a standard they will apply to other jobs. Keep that in mind when you set standards. Make certain your standards for “good  enough”  and  “best  possible”  are  the  same.  A superior performer does more than just meet standards. The  true  professional  makes  every  effort  possible  to exceed standards. STATUS REPORTING As  a  supervisor  you  will  often  encounter   your immediate superiors. There are three basic reasons why you would want or need to contact your immediate chain of  command.  First,  you  might  go  to  an  upper-level supervisor when you need help. Second, you may wish to seek advice when trying to solve an unfamiliar problem. Third, you may be called upon to relay information to your boss. The type of information you relay will often involve the  status  of  work  in  progress  or  the  mission readiness of your particular area of responsibility. When called upon to report information to your superiors, be careful to report accurate up-to-date information. Don't stretch the truth to make your section look better. Often, critical   decisions   have   their   basis   on   the   reported readiness of several seemingly minor areas. Remember the four “B's” when reporting to superiors: · Be on time · Be accurate · Be brief · Be gone PERFORMANCE FEEDBACK The   most   important   performance   feedback   is POSITIVE FEEDBACK. When your people do a good job, tell them so. You may be unable to recommend them for a medal or letter of commendation, but make sure they  know  you  appreciate  their  good  performance.  In addition, make sure their coworkers know you appreciate their good performance. Place positive counseling sheets in  division  folders,  and  through  your  division  head express appreciation at quarters. Those types of feedback provide  informal  recognition.  Few  things  cost  less  or accomplish more than a pat on the back. The   second   type   of   performance   feedback   is CONSTRUCTIVE   FEEDBACK.  When  your  sub- ordinates  fail  to  meet  established  standards,  you  are responsible  for  correcting  the  problem.  Although  that may sound simple, correcting a problem involves more than simply informing a worker that his or her work is substandard and must improve. Often, there is a reason behind poor performance. Personal problems, thinking