Attachment_4.pdf

SECTION 1: RIC PROGRAM OVERVIEW AND PREPARATION

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

PROGRAM OVERVIEW AND PREPARATION

OVERVIEW

RIC is dedicated to familiarizing the new RI Shop member with their new roles and responsibilities. The program is designed to align with RMC, since the RI Shop member will participate in week two of RMC after RIC.

The program focuses on the importance of and responsibilities related to developing Marines in the RS to their full potential and interacting effectively with Command Group members.

LEARNING OBJECTIVES

Each module has its own set of learning objectives for the participant:

RI Shop Roles and Responsibilities Learning Objectives Upon completion of this module, you will be better able to:

• Understand the important roles and responsibilities of the RI Shop member

• Consider and use the tools available to support the work of the RI Shop member

The Annual Training Plan Learning Objectives Upon completion of this module, you will be better able to:

• Identify the key components of an Annual Training Plan

• Recognize gaps in an Annual Training Plan

• Develop an effective Annual Training Plan

Ongoing RS Training Learning Objectives

• Use data available in a variety of reports, to identify RS training needs

• Observe and Diagnose knowledge, skills and attitude improvement opportunities that can be addressed through training

PAR and R&R Training Learning Objectives

• Plan and execute effective PAR and R&R training

• Apply best practices from other RI Shop members

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Training Library and Facilitation Learning Objectives Upon completion of this module, you will be better able to:

• Use, and support the use of the training library to address a variety of training needs throughout the RS

• Apply best practices for using the training library and facilitating any training

Command Group Development Learning Objectives

• Understand the details of each Command Group members responsibilities in the

RS

• Support the Command Group in its development, and develop yourself in order to do so

• Play the role of Trusted Advisor to Command Group members

Developing 8411s Learning Objectives Upon completion of this module, you will be better able to:

• Understand the timelines and requirements associated with developing 8411s

• Support the SNCOIC in executing the Recruiter Evaluation process

• Apply SMART technique to the Recruiter Evaluation Summary

• Consider the important responsibilities of the SNCOIC and RI Shop members leading up to valid RFC and GOS packages

Developing 8412s Learning Objectives

• Understand and execute on the Role of the RI Shop in building 8412s

Developing MEPS Learning Objectives Upon completion of this module, you will be better able to:

• Identify an effective potential MEPS liaison

• Support the quality control work of MEPS

• Provide training that addresses the unique needs of MEPS Liaisons

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Developing the OST Learning Objectives Upon completion of this module, you will be better able to:

• Understand the Officer Procurement Process (OPP), and how it is similar and different from the Enlisted Recruiting Process

• Articulate the components of the Officer Mission and how it impacts the RS

• Understand the OPP “Battle Rhythm”

• Execute the RI Shop’s role in the OSS Inspection and Evaluation process

RI / OPS Synergy Learning Objectives

• Understand and execute on the important working relationship between the RI Shop and the Operations Section

Maximizing MPA Impact Learning Objectives

• Understand and support the important role of the MPA in the RS

Professional Written Communication Learning Objectives Upon completion of this module, you will be better able to:

• Respect the connection between professional written communication skills and being able to fulfill the role of Trusted Advisor

• Apply tips and techniques for creating professional written communication to your own work

Supporting Personnel Learning Objectives

• Understand and execute the important role the RI Shop plays in supporting Personnel Planning for the RS

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

FACILITATOR GUIDE ICONS

For ease of facilitation, refer to these icons throughout this guide:

Activity Timing

Say This, Make These Points, Review These Points, etc.

Display or Refer to Wall Chart, Prepared Turn Chart, Slide, etc.

Distribute or Refer to Materials

Provide Instructions

Ask These Questions or Debrief

Play DVD segment

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

FACILITATION GUIDELINES

The style of this guide assumes that the facilitator has classroom instruction experience. It typically does not provide specific scripted language or overly detailed transitions. As a facilitator, you should apply your own experience in facilitation, recruiting, etc. combined with your knowledge of the Marine Corps to expand or enhance the facilitation instructions provided.

Keep these guidelines in mind:

• When giving reading assignments, write page numbers on a turn chart for reference.

• Supplement examples and questions provided, and encourage discussion as time permits.

• Set the expectation that participants should volunteer answers to questions when you ask.

• Answers to look for in response to suggested questions are often indicated in this guide.

They follow the question and are printed in bold italics.

• Allow time for participants to ask questions of their own.

• Breaks and lunch are not written into the guide; provide them according to your schedule.

POLLING

This program contains cell-phone based polling throughout. If this is not possible or appropriate, refer to the Polling Instructions Document behind the Support Materials Tab, and ask the questions verbally, requesting a show of hands for each answer. Read all answers choices through once, then ask participants to raise their hand to indicate their choice when you re-read each one.

For Poll #5, ask participants to express one word or short phrase aloud, one at a time.

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

PROGRAM MATERIALS CHECKLIST

Facilitator Materials

ITEM QUANTITY

For Week 1 RMC Kickoff (only needed if RIC is conducted separately from RMC)

RMC Facilitator Guide – Kickoff RMC Videos DVD RMC Kickoffs, Week 2 Modules and Wrap Up

PPT CD

Power Opening Cards Tent Cards RS Anytown ERP Cards RS Anytown Table Visual

1 per facilitator 1 per facilitator 1 per facilitator

1 set per room 1 set per table 1 per table 1 per table

RIC Facilitator Guide 1 per facilitator

RMC Wall Chart of RS Anytown with ERP completed 1 per room

RIC Video DVD 1 per facilitator

RIC PPT CD 1 per facilitator

Blank turn chart paper 2 - 3 pads

Markers 1 full set of chart markers

Timer 1 per facilitator

Participant Materials

ITEM QUANTITY

For Week 1 RMC Kickoff (only needed if RIC is conducted separately from RMC)

RMC Participant Guide

Continue to the next page.

1 per participant

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

Participant Materials, continued

ITEM QUANTITY

RIC Participant Guide 1 per participant

Volume I, Volume III 1 each per participant

Notepads and pens/pencils 1 per participant

RI Roles and Responsibilities 11x17 1 per participant

RIC Annual Training Plan 1 per participant

RIC Command Group Self-Assessment 1 per participant

RIC Officer Procurement Battle Rhythm 11x17 1 per participant

PREPARATION

Prepare the following turn charts in advance:

Kickoff

Roles and Responsibilities

Ongoing RS Training

PAR and R&R Training

Training Library and Facilitation

Command Group Development

Developing 8411s

Developing 8412s

Developing MEPS

Developing the OST

RI/OPS Synergy

Maximizing MPA

Supporting Personnel Planning

OVERALL SCHEDULE

RMC KICKOFF (3 HOURS, 45 MINUTES)

KICKOFF (1 HOUR, 10 MINUTES)

Activity Timing

Kickoff 60 minutes

Objectives, Agenda and Housekeeping 10 minutes

RI SHOP ROLES AND RESPONSIBILITIES (1 HOUR)

Activity: RI Shop Roles and Responsibilities 40 minutes

RI Shop “Tools of the Trade” 20 minutes

ANNUAL TRAINING PLAN (1 HOUR, 45 MINUTES)

Annual Training Plan 30 minutes

Activity: Annual Training Plan Challenge 45 minutes

Practical Application: The State of Your Annual Training Plan 30 minutes

APPROXIMATE END OF DAY 1

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ONGOING RS TRAINING (2 HOURS, 25 MINUTES)

Activity Timing

Discussion: Identifying RS Training Needs Through Reports 45 minutes

Identifying Ongoing Training Needs Through Observation and Diagnosis 40 minutes

Case Study: Ongoing Training at RS Anytown 60 minutes

PAR AND R&R TRAINING (2 HOURS, 10 MINUTES)

Welcome and Case Study: PAR Training at RS Anytown 30 minutes

Case Study: R&R Training at RS Anytown 40 minutes

Activity: Best Practices Before, During and After PAR and R&R Training 60 minutes

TRAINING LIBRARY AND FACILITATION (2 HOURS, 15 MINUTES)

The Training Library – What’s In It and How to Use It 45 minutes

Case Study: The Training Library 45 minutes

Activity: Facilitation Best Practices 45 minutes

COMMAND GROUP DEVELOPMENT (1 HOUR, 45 MINUTES)

The Command Group – Who Does What 45 minutes

Activity: Self-Assessment 30 minutes

The Role of Trusted Advisor 30 minutes

APPROXIMATE END OF DAY 2

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DEVELOPING 8411S (3 HOURS)

Activity Timing

The 8411 – PAR, Observation, Production & Evaluation Timeline 10 minutes

The Recruiter Evaluation Process – Roles of the SNCOIC and the RI Shop 45 minutes

Activity: What Events Should a Recruiter be Certified on Within Each Evaluation Period? 60 minutes

The Recruiter Evaluation Summary 20 minutes

Case Study: Is Relief of the Recruiter Justified? 45 minutes

DEVELOPING 8412S (1 HOUR, 30 MINUTES)

Activity: The RI Shop’s Role in Building 8412s 90 minutes

DEVELOPING MEPS (2 HOURS, 45 MINUTES)

Introduction and Activity: The KSAs of a Good MEPS Liaison 45 minutes

MEPS Liaisons: Quality Control 60 minutes

MEPS Communication Skills: What the RI Shop Needs to Know 20 minutes

Case Study: An MEPS Problem at RS Anytown? 40 minutes

APPROXIMATE END OF DAY 3

DEVELOPING THE OST (5 HOURS, 45 MINUTES)

Introduction and Video Part 1: The Officer Procurement Mission and Process 30 minutes

The ERP and the OPP: Same Language, Different Dialect 45 minutes

Video Part 2 and Reading: The Officer Procurement Mission and Process 60 minutes

Video Part 3 and the OPP Battle Rhythm 60 minutes

OSS Inspection: The RI Shop’s Role 60 minutes

MOJT Checklists and Evaluations: The RI Shop’s Role 45 minutes

Activity: RS Willowbrook Trip Report – Recommendations Needed 45 minutes

RI/OPS SYNERGY (1 HOUR, 15 MINUTES)

Activity: Operations and the RI Shop – Synergy 75 minutes

APPROXIMATE END OF DAY 4

MAXIMIZING MPA IMPACT (1 HOUR, 15 MINUTES)

Activity: What Does an MPA Do for the RS? 45 minutes

Case Study: The MPA and the RI Shop – Supporting the MPA 30 minutes

PROFESSIONAL WRITTEN COMMUNICATION (1 HOUR, 25 MINUTES)

SUPPORTING PERSONNEL PLANNING (2 HOURS, 15 MINUTES)

Activity: RS Personnel Planning – Partnering With the Command Group 45 minutes

Case Studies: RS Personnel Planning and the RI Shop 60 minutes

Practical Application – Back at Your RS 30 minutes

WRAP UP (35 MINUTES)

After RIC/RMC Action Planning 20 minutes

RMC Participation Expectations 15 minutes

END OF PROGRAM

Activity: Professional Written Communication 45 minutes

Tips and Techniques for Creating Professional Written Communication 20 minutes

Practical Application: Writing Samples 20 minutes

SECTION 2: RIC – KICKOFF PROGRAM FACILITATION INSTRUCTIONS

PROGRAM FACILITATION INSTRUCTIONS

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

FACILITATOR NOTES

RIC is ideally conducted with round tables of approximately 4 to 6 participants each.

KICKOFF (1 HOUR, 10 MINUTES)

Kickoff 60 minutes

Objectives, Agenda and Housekeeping 10 minutes

60 MINUTES

KICKOFF

DISPLAY

SLIDE

DISPLAY SLIDE

SAY

• Welcome to the Recruiter Instructor Course.

• First, we’ll provide “big-picture” context for RIC and make some connections to RMC.

• Then we’ll look at the agenda and housekeeping for the rest of the week.

See Facilitator Guide Section 1 page 6 for alternative polling instructions if cell phone polling is not available, and use the alternative method throughout the program if necessary.

MAKE THESE

POINTS

• You may recall the Peak Performance model from the Career Recruiter Course – it’s related to the KSSA model for developing Marines.

• It shows the development climb of individuals from dependent to self-confident to self-developing to other-developing and beyond.

CONDUCT

POLL #1

• Let’s conduct a quick poll to get your thoughts on this.

• Provide instructions using the polling instructions behind the Facilitator Support Materials tab.

• Review poll results, and briefly ask for observations/insights.

• Let participants know that these topics will be covered throughout RIC.

• It’s not easy to “push someone up a ladder.”

• As you can see, the RI needs to be high on the Peak Performance model on all of these topics in order to help develop recruiters, SNCOICs, 8412s, Command Group members and others.

• In this course we will help you begin to make that climb.

REVEAL TURN

CHART

• Recall the Big Themes for RMC that were covered in the RMC kickoff.

• We’ll link our work back to these throughout RIC. Keep this turn chart posted throughout RIC.

INTRODUCE

ACTIVITY

• Purpose: To link RIC to the “Big Themes” of RMC.

• Let’s look at this more closely by considering the RMC Big Themes and how the RI Shop supports these themes in the RS.

RMC “Big Themes”

1. Every Command Group member’s primary responsibility is to enable the success of every recruiter.

2. Command Group members are Marines on recruiting duty.

3. The Command Group must be full service.

4. Recruiting is a marathon, not a sprint.

PROVIDE

INSTRUCTIONS

• You will work in small groups.

• Each group will work with one or more of the Big Themes from RMC.

• Write your assigned Big Theme at the top of a turn chart.

• Create two columns labeled:

− How the RI Shop supports it

− Knowledge, skills or attitudes needed to support it

• Spend 8 minutes filling in information, and then we’ll rotate every 4 minutes until each group has worked with each Big Theme.

• Don’t repeat information that other groups have written.

You have 20 minutes.

SHOW SAMPLE

TURN CHART

FACILITATE

• Create 4 groups of at least 2 participants each, and assign each one a Big Theme (see Facilitator Notes on facing page). If there are not enough participants to create 4 groups, ask one group to create 2 turn charts.

Provide timing updates often to alert groups to rotate.

DEBRIEF

• After 20 minutes, ask each group to debrief a chart.

• Encourage discussion on important points, but keep it brief.

Conclude by asking if anything was missed.

TRANSITION

• The RI Shop supports development of the necessary knowledge, skills and attitudes for the entire RS to make mission.

Let’s see how we’ll help you move up toward Peak Performance this week by looking at our learning objectives, agenda and housekeeping.

10 MINUTES

OBJECTIVES, AGENDA AND HOUSEKEEPING

• This week, you will experience RIC – a training program designed for your unique needs as an ARI or RI.

• Next week, you’ll return to RMC as both a participant and as support for the new Command Group members attending that program.

• Let’s look at the learning objectives for RIC.

REFER TO

MATERIALS

• Read the RIC learning objectives on Participant Guide page 1.

• Write down any additional objectives you have.

• You have 3 minutes.

• What questions do you have about the objectives? Gather a few responses, and discuss.

• What additional objectives, if any, did you identify? Capture additional objectives on a turn chart, and post for later reference.

REVIEW AGENDA

• Review the RIC agenda for the week, and answer any questions.

REVIEW

HOUSEKEEPING

• Review RIC housekeeping details (ground rules, uniforms, etc.) for the week, and answer any questions.

REFER TO RMC

WALLCHART

REFER TO RMC RS ANYTOWN WALLCHART

• Throughout this week, you will stay in touch with the RS Anytown Marines as you learn more about the RI Shop roles and responsibilities.

• Next week, you will explore RS Anytown in more detail as you work with new Command Group members learning the business of running an RS.

• Next, let’s dive into your specific roles and responsibilities in the RI Shop.

Polling Instructions RIC

To sign in and access polls:

Go to Polleverywhere.com Log in using:

o Username: darlenecoker@mindspring.com o Password (case sensitive): Marines

Click on My Polls in the light blue box on the upper left hand side of the screen.

To Conduct a Poll Click on the Poll you want to use by hovering over the words of the poll until it turns red with an underline, then click on it Click on the Full Screen Icon The poll is now live.

To move to the next poll, hit ESCAPE then click on the grey right arrow at the bottom left of screen, and click on the Full Screen Icon again to activate this poll.

Only the poll that is in full screen mode is active.

Tips:

• For polls in which respondents can choose more than one answer, be sure they text the letters with spaces between (e.g., A C D)

Closing out the Polls, Saving Responses

• Click on Reports at the top of the screen

• Click Add to Report next to each Poll for which you want a report

• Click Generate Report – you can also click on the Download Spreadsheet in the upper right hand corner to save the report in Excel.

• From the Reports area, you can also look at a Map of the states where responders’ phones are from, you can see a Summary of responses, and other fun ways to look at the data.

Clear Results so Polls Can be Used Again

• Before you start the next RIC be sure to go back to My Polls, check the box in front of each poll and then check the Clear Results box above to clear the results from the previous poll. Also check the boxes in front of each poll and check Unlock above if the poll is locked because it has been unused for a while.

Polling Instructions RIC

Poll Questions RIC: 1. To be an effective RI/ARI, for which of these should you be at Peak Performance? (To choose more than one, text letters with spaces between) A. MC3 and MC4 Skills B. Recruiter Evaluation Process C. Planning and Developing Training D. Command Group Responsibilities E. Officer Recruiting F. Operations G. MEPS H. MPA duties I. Personnel Planning 2. How often have you used the Training Library? A. I have NEVER used the Training Library B. I OCCASIONALLY use the Training Library C. I OFTEN use the Training Library 3. Add up your scores for each Command Group Billet and for the Command Group as a whole. Into which range does your total fall? A. 39 – 69 B. 70 – 100 C. 101 – 131 D. 132 – 163 E. 164 - 195 4. How would you rate yourself regarding the specifics of the Officer Procurement Process? A. Dependent B. Self-confident C. Self-developing D. Other-developing E. I am at Peak Performance! 5. Text a word or short phrase that describes the biggest insight you gained from this course.

SECTION 2: RIC – DEVELOPING MEPS PROGRAM FACILITATION INSTRUCTIONS

DEVELOPING MEPS (2 HOURS, 45 MINUTES)

45 MINUTES

INTRODUCTION AND ACTIVITY: THE KSAS OF A GOOD MEPS LIAISON

TOPIC

• MEPS Liaisons play a critical role in applicant processing, pool management, quality control and shipping.

• MEPS Liaisons are the Commanding Officer's personal representatives and must support the procedures and policies of the CO.

• The CO assigns MEPS Liaisons by appointment letter and delegates authority for them to act on his/her behalf.

• In this module, we’ll look at the MEPS quality control mission and how the RI Shop supports MEPS Liaisons to accomplish that mission.

Activity Timing

Introduction and Activity: The KSAs of a Good MEPS Liaison 45 minutes

MEPS Liaisons: Quality Control 60 minutes

MEPS Communication Skills: What the RI Shop Needs to Know 20 minutes

Case Study: An MEPS Problem at RS Anytown? 40 minutes

• First, let’s take a look at what an MEPS Liaison does on a given day.

• Then, based on those tasks and responsibilities, we’ll consider the knowledge, skills and attitude of a good MEPS Liaison.

• Purpose: To identify the knowledge, skills and attitude of a good MEPS Liaison so that the RI Shop can help select qualified MEPS Liaisons and train them appropriately.

• Read Participant Guide pages 1-2 and 7-G-1 through 7-G-8 in the Volume III.

• In groups, use turn charts to list the KSAs required based on what you read about the MEPS Liaison’s day.

• Rotate to the next chart when I alert you, and add to them it exception.

• If you disagree with another group’s contribution, place an “X” next to it.

• 15 minutes to build the first chart, then 5 minutes and 5 minutes to rotate.

PREPARED

TURN CHARTS

PROVIDE PREPARED TURN CHARTS

• Divide participants into 3 groups.

• Provide turn charts and markers.

• Circulate to ensure participants are on track.

• Tell groups when to rotate.

• Provide timing updates.

• Call on a group to read out its original turn chart. Discuss and resolve any entries with an “X” before moving on to the next chart.

• Continue until all 3 charts have been reviewed and discussed.

ASK

• What can the RI Shop do to make sure that the MEPS Liaison has the KSAs needed to succeed in that role? Gather responses; should include: provide ongoing training, coaching, counseling.

• Now that we all share an understanding of what it takes to succeed in the MEPS Liaison role, let’s examine the quality control part of the role in more detail.

MEPS LIAISONS: QUALITY CONTROL

• Purpose: To examine the details of the quality control role of the MEPS Liaison.

• Read the Volume III, Chapter 7 pages I assign to your group.

• On a turn chart, prepare a teach-back of what you read.

• Include the 2 or 3 things from your reading that everyone should know.

• Also include answers to these 3 questions:

− What information was new to you?

− Based on your section of the reading, what aspects of the QC role are most challenging for MEPS Liaisons?

− What are the implications for the RI Shop in terms of how you coach and develop MEPS Liaisons?

• You have 30 minutes to prepare your teach-back.

• You have 5 minutes to deliver your teach-back.

• Assign the Volume III, Chapter 7 reading as follows (write on turn chart):

− Group 1: F001 – F004 − Group 2: F005 – F007 − Group 3: F008 – F013

• Circulate to ensure participants are on track.

• Ask Group 1 to deliver its teach-back.

• Encourage participants to ask questions (if necessary).

• Continue until all teach-backs are completed.

• How can an RI Shop best support the quality control role of an MEPS Liaison?

Gather a few responses.

• Strong interview skills are a critical part of what an MEPS Liaison brings to his/her role in quality control.

• MEPS Liaisons get training in advanced interview techniques called MEPS Communication Skills.

• Because it’s your responsibility to maintain and enhance the skills of MEPS Liaisons, you need to be familiar with those skills. Let’s examine them next.

20 MINUTES

MEPS COMMUNICATION SKILLS: WHAT THE RI SHOP NEEDS TO KNOW

• As we’ve seen, MEPS Liaisons manage a lot of information.

• Effectively dealing with applicant information they receive through paperwork, verbally or even through body language can be a critical factor in their success.

• They gain insight into potential problem areas when they observe and diagnose discrepancies or omissions in the paperwork or verbal information applicants provide.

− Understanding why applicants sometimes withhold or provide inaccurate information and gaining clues from listening and observing body language can help them identify and deal with these discrepancies and omissions.

• A big factor in an MEPS Liaison’s success is how he/she explores those discrepancies or omissions in Quality Control Interviews through questioning techniques unique to the MEPS Liaison role.

− These techniques enable MEPS Liaisons to make sure there are no surprises during pre- and post-enlistment screening by operations interviewers at MEPS or RLS.

• Purpose: To learn about MEPS Communication Skills.

• Read Participant Guide pages 3-5.

• You have 10 minutes.

• Why is it important for the RI Shop to understand these skills? Answers will vary; should include: to provide coaching, counseling and training in support of the skills.

• What is the best way for the RI Shop to determine an MEPS Liaison’s knowledge and use of these skills? Answers will vary; should include:

observe and diagnose.

• What can the RI Shop do to support the MEPS Liaison’s use of these skills?

Gather a few responses.

SLIDES

DISPLAY SLIDES

REVIEW

WALL

CHARTS

Review MEPS Communication Skills Wall Charts 1 and 2 briefly to provide more details on the specific skills that are taught in the MEPS course.

• As part of their training, MEPS Liaisons also are directed to avoid statements that implicate the recruiter or SNCOIC (e.g., “I know your recruiter probably told you to lie about that…” or “Recruiters tell applicants not to say yes, but…”).

• MEPS Liaisons also learn that they can make the same point without discrediting the Marine Corps (e.g., “Someone may have told you that you shouldn’t tell me…” or “You may have been told that you won’t be able to enlist if you tell the truth…”).

• Let’s look at RS Anytown and some processing issues at an RSS and at

MEPS.

3 4

40 MINUTES

CASE STUDY: AN MEPS PROBLEM AT RS ANYTOWN?

• Purpose: To allow participants to practice problem solving and solution development for an MEPS-related issue.

• Let’s look at an RS Anytown case study so that you can identify MEPS-related issues at an RSS and make recommendations on how to address those issues.

• Work in groups.

• Read and review all case study materials on Participant Guide pages 6-11.

• Discuss and answer the case study questions.

• Be prepared to share your work.

• You have 20 minutes.

• Assign case study groups.

Reports

1. What do the MEPS Quality Control Report samples indicate about packages coming from

RSS Mainville?

2. What do the reports say about how well the applicants have been sold on enlisting in the

Marine Corps?

At the MEPS

3. What questions would you ask the MEPS Liaison to better understand why his interview style was different with the 2 applicants?

4. What other information could the MEPS Liaison provide to help the RI understand the cause of processing issues at RSS Mainville?

At RSS Mainville

5. What would you look for when you visit RSS Mainville to help diagnose the problem RSS

Mainville applicants have at MEPS?

6. What questions would you ask the SNCOIC to better understand the cause of the processing ratio issues?

7. Based on what you know about the situation, what would you say to the Command Group about the cause of the problem, and what would you recommend to remedy the situation?

• Ask one group to share the answers to each question.

• Debrief by exception, asking other groups to share anything different in their answers. Accept all reasonable answers.

• Answer any questions, and discuss ideas as time permits.

• Next, let’s look at how the RI Shop supports and develops RS Operations.

SECTION 2: RIC – DEVELOPING THE OST PROGRAM FACILITATION INSTRUCTIONS

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

DEVELOPING THE OST (5 HOURS, 45 MINUTES)

Activity Timing

Introduction and Video Part 1: The Officer Procurement Mission and Process 30 minutes

The ERP and the OPP: Same Language, Different Dialect 45 minutes

Video Part 2 and Reading: The Officer Procurement Mission and Process 60 minutes

Video Part 3 and the OPP Battle Rhythm 60 minutes

OSS Inspection: The RI Shop’s Role 60 minutes

MOJT Checklists and Evaluations: The RI Shop’s Role 45 minutes

Activity: RS Willowbrook Trip Report – Recommendations Needed 45 minutes

30 MINUTES

INTRODUCTION AND VIDEO PART 1: THE OFFICER PROCUREMENT

MISSION AND PROCESS

• The RI Shop plays a significant role in the success of the OST in every RS.

• That role requires the RI Shop to understand the officer mission and recruiting process used by the OST. It’s also critical that the RI Shop appreciates the differences between enlisted and officer recruiting and uses that knowledge to align with OST members, thereby supporting their efforts.

• As we focus on officer recruiting in this module, keep in mind the following “wrong turns” that can derail your best efforts to support the OST.

• Why would those 2 statements work against you as you work with the OST?

Accept and discuss any reasonable answers.

CONDUCT

POLL

• We will now conduct a quick poll to get your thoughts on this.

• Provide instructions, using the polling instructions behind the Facilitator Support Materials tab.

• Review results of the poll, and briefly ask for observations/insights.

• This module is designed to move you even further up the ladder toward Peak Performance for Officer recruiting.

VIDEO

• As we go over the officer mission and the similarities and differences between the “E” world and the “O” world, you will see that while both the OST and enlisted recruiters speak the same language, the OST speaks in a dialect that reflects how their world differs from the E world.

• We will use an animated video to drive our exploration of the officer recruiting world.

• I will stop the video periodically so that we can discuss what we’ve seen and get more detailed information, as needed.

PLAY DVD

• Show video Part 1: The Officer Procurement Mission and Process

STOP/PAUSE

DVD

• Stop the video when indicated on screen.

• Before we examine the differences between the 2 processes, I’d like you to raise your hand if you’ve been in an RS that did not make Superior Achiever because the RS did not meet the requirements of the officer mission.

• As an RI Shop member, part of your role is to help the OST make the officer mission so that your RS can make Superior Achiever.

• You may find it useful to take notes on the differences in your Participant Guide. You will find space for notes under each question on pages 1-2.

THE ERP AND THE OPP: SAME LANGUAGE, DIFFERENT DIALECT

• Purpose: To establish key differences between the OPP and the ERP and indicate how the RI Shop can work with the OST to support the OPP.

BUILD SLIDE

• Let’s walk through each difference and discuss what it is, why it’s important and how it’s different from what happens in the enlisted world.

• Build the slide to reveal each question. Interactively pose and discuss each one, ensuring the following information is covered:

1. Why is it that qualified applicants may never become Marines?

− What: The officer process has a board approval step (similar to the board approval process for NROTC applicants, with competition among very qualified applicants).

o Competition means some very-high-caliber applicants won’t be selected. This means some hard work for the OST, potentially with no reward.

o The OST can’t predict which candidates will not be selected; the board looks at candidates from across the country, not just from the RS, district or region.

− Why important:

o The RI Shop needs to understand that the OST can perform productive, time-consuming sales and admin work and still not fill a slot to make mission.

2. Officer prospects are different, so is prospecting for them different as well?

− What: The prospects have plans that are more solidified.

o They don’t need the Marine Corps to give their lives direction. They expect the Marine Corps to enhance whatever plans they have in place for their future.

− Why important:

o The OST must approach these young adults as young professionals and be sensitive to their time and activities (e.g., when they are obviously studying is not a time to try to engage).

o The OST must make eye contact and step forward to engage only under appropriate circumstances. In addition, engage statements cannot be as casual as they can be on the E side.

o Building rapport is more adult-to-adult and serious, as college students don’t have time to waste and understand the importance of making decisions about the future.

o When the RI Shop observes an OSO or OSA building rapport, it will not look like what takes place on the E side. The rapport-building and engage skills must be coached accordingly.

3. What do you look for when you do a visual screen when ACing for officer prospects?

− What: The OST visually screens more critically than recruiters on the E side.

o Prospects have to “look the part” right off the bat and not show obvious need for waivers related to fitness or other observable characteristics.

− Why important:

o The OST is time constrained for prospecting due to workload and territory to cover.

o Can’t waste time talking to prospects who should be passed over because of observable characteristics. Can’t even contract until PFT is at least 225. The OST will say to a prospect, “Come back when there is less of you.” On the E side, a good recruiter will work an overweight applicant into shape in the pool.

4. How is a TC defined in the OPP?

− What: A TC on the O side is not the same as a TC on the E side.

o On the E side, each time a number is dialed in an attempt to reach a prospect, it’s counted as a TC.

o On the O side, a TC is the act of calling a prospect on the phone and personally talking to him/her, with the intent of scheduling an appointment to discuss commissioning programs in the Marine Corps. All subsequent contacts are follow-ups.

− Why important: The number of TCs that an OST records will be far fewer than what a recruiter on the E side would record.

o The RI Shop needs to understand that when it reviews TC numbers on the O side.

5. An OSS has one-third the manpower and 5 times the AO of an RSS. How does that impact ACing?

− What: There are very few OST members to cover the area of each RS, so OSO/OSA must be careful with his/her time and choice of AC locations. On the E side, a recruiter may have 600 qualified seniors; on the O side, the OSO/OSA may have 50,000 to 60,000 students.

− Why important: Officer mission requirements must define what schools and activities get the OSO’s/OSA’s time and effort.

o The OST must know how to use data to help make time investments.

o The RI Shop must be able to help the OST analyze data and make data-based determinations to be as effective as possible when ACing.

6. OST admin time requirement is >50%. How does that impact prospecting?

− What: Systematic recruiting on the O side has more requirements than on the E side.

o Both the OSO and the OSA are like enlisted recruiters and

SNCOICs in terms of their admin workload.

− Why important: A wise man once said, “Just because an OSO is not doing something does not mean he is not doing SOMETHING.”

o The RI Shop must consider OST admin workload when looking at

TC and AC numbers.

o A completed officer package in ACP has twice the number of requirements as an enlisted package. More requirements mean more admin work (much of which only the OSO can do), which means less time for selling activities.

7. How is family and influencer involvement different on the officer side?

− What: Because O prospects are adults, there may be less or no need to involve parents. So it isn’t always necessary.

− It depends on the person – if the person has Needs and Motivators around family and influencers, it will be important.

o Home visits are much less frequent.

− Why important: The RI Shop needs to be aware of this difference and not push for parental or influencer involvement with O prospects or applicants – unless it is important to the prospect.

8. What pool-management challenges does an OST face?

− What: Just like in the E world, the O pool must be well managed to prepare applicants for OCS.

− Why important: It’s possible for O world poolees to be in the pool for up to 7 years. In fact, some poolees will have been in the pool under 2 or 3 Pool program managers.

o The OSO or OSA will probably have poolees that were recruited by previous generations of the OST. The standards for an effective Pool program may not be the same, and the OST may get rid of poolees that fail to meet requirements such as a 2.0 GPA, etc.

o The RI Shop must coach the OST in ways that help maintain poolee commitment for the duration that the applicant is in the Pool.

o As on the E side, pool management includes keeping IST scores

up. On the O side, a PFT of at least 250 is needed, with a 270 potentially being not competitive. The RI needs to help the OST make sure that submitted candidates are worked with to be competitive.

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

Provide each participant with a set of OPP benefit tags at the start of the benefit tags discussion.

9. What additional benefit tags are used in officer procurement, and why are those tags important?

− What: Just like in the E world, the O interview includes the use of benefit tags. There are 14 OPP tags – 5 intangible and 9 tangible.

− Why important: On the O side, the tangible tags are sometimes more important to a career and future opportunity-focused adult.

o The intangibles still matter, but an RI Shop member should not be surprised if the prospect prefers the tangible tags. The OSO or OSA conducting the interview should use the intangible benefits of the Marines Corps as a way to make the tangibles that were selected by the prospect “stick.”

o A key benefit tag for officer prospects is the “No Obligation Until Graduation” tag. That way, candidates who decide they don’t want to continue with the process have plenty of time to pull out of the program. That works well for the Marine Corps because the Corps only wants leaders who want to be in the Corps and lead Marines.

o The Volume II, Chapter 9 has detailed information on the use of benefit tags in officer interviews.

10. Why is OCS NOT recruit training for officers?

− What: Officer Candidate School does not take in young recruits and turn them into Marines.

o OCS is designed to train, screen and evaluate candidates.

− Why important: If the OST loses too many candidates because they don’t make it through OCS, that may be a sign of poor preparation in the Pool program or other problems in the way the OST works.

o The RI Shop can add value here through problem diagnosis and appropriate remediation with the OST.

• What other differences between the ERP and the OPP are you aware of that we did not discuss? Discuss any responses.

SUMMARIZE

AND

TRANSITION

• There are many differences between the ERP and the OPP. The good news is that there are many more similarities than differences.

• To add value to the OST as a trusted advisor, you must be very familiar with both the differences and the similarities.

• You will have to demonstrate your awareness of – and respect for – the differences when you work with the OST.

• Another area of difference that you need to understand is the officer mission and all of its components.

• Let’s go back to the video to learn more about that.

VIDEO PART 2 AND READING: THE OFFICER PROCUREMENT MISSION

AND PROCESS

• Show video Part 2: The Officer Procurement Mission and Process.

• Enlisted recruiting is straightforward; it targets male and female high school seniors and grads. Same for the Enlisted Reserve program.

• There are 2 officer procurement programs that have either 4 or 5 different categories identified by different component years.

• Let’s look at the commissioning programs and their categories and components to understand the challenges OSOs and OSAs face and learn to speak their language.

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

Questions about the reading assignment and possible answers:

1. Given what is said, how can the RI Shop work with the RSCO to support the OST?

Possible answer: The RI Shop must train and assist the OST and also work with the enlisted recruiting force so that force actively supports the officer mission. The RI Shop should encourage referrals from the E side and support awards and incentives for those referrals. The RI Shop also must advise RSCOs on the selection of 8412s as OSAs.

2. Station commanders are required to be fully engaged with their OSTs. What are some things that RSCOs must observe and support in that context?

Possible answer: Prospecting planning and execution; a sound Pool program and pool function attendance; coaching, mentoring and supervision.

3. What career recruiter qualities enable them to be “key enablers for the comprehensive approach that we must take that is so necessary for success?”

Possible answer: Recruiting knowledge (selling skills, planning, prospecting, pool management, etc.); experience as successful recruiters; can-do attitude; innovative expertise as recruiting problem solvers.

4. Why does the letter mention the monthly CGAP as a key element in successful mission planning? How does planning by the OST contribute to the CGAP and the OST’s success?

Possible answer: The CGAP enables the entire command to be engaged and in support of the officer mission. Through its planning processes, the OST provides the data needed by the Command Group to help the OST meet officer recruiting challenges.

5. What is said about the true measure of recruiting success, as opposed to just achieving “submission mission”? How does a well-run Pool program support that?

Possible answer: The true measure of success is the number of second lieutenants that are made. That requires disciplined recruiting of diverse applicants. The Pool program is one of the key ways to prepare diverse applicants for the mental, physical and even cultural challenges they will face at OCS.

6. There are numerous references to “disciplined recruiting.” What does that mean, and what can the RI Shop do to support it?

Possible answer: Disciplined recruiting means executing well-thought-out plans by leveraging all elements of systematic recruiting.

7. Training is specifically identified as the resource most important to the success of the OST.

What can the RI Shop include in the Annual Training Plan to best support ongoing training of the OST?

Possible answer: The Annual Training Plan must include specific OST training as part of R&R training events. That training should reflect and address knowledge and process gaps observed by the RI, ARI and other members of the Command Group.

The training plan for the OST should reflect the SRI, the OPP phase lines and the weekly and monthly training delivered by the OSO to the OST.

• Individually, read the commissioning programs and diversity information on Participant Guide pages 3-9.

• With your group, answer the questions that follow on pages 10-11.

• You have 30 minutes.

• Call on a group to share its answer to the first question.

• Shape all answers based on your experience and expertise.

• Ask the other groups to share their answers by exception.

• Continue until all questions have been answered.

• To make mission, the OST has to follow a “Battle Rhythm” of activities that play out across the year.

• That rhythm includes phase lines that must be hit to meet mission. Once a phase line is missed and the OST falls behind in officer recruiting, it’s very difficult to catch up.

• Let’s go back to the video to learn more about the OPP Battle Rhythm.

8. There is a need to consider the “whole person” in the final written evaluations of candidates for board consideration. How can the RI Shop work with the OST to ensure that candidates headed for OCS have what it takes to succeed in that very demanding environment?

Possible answer: The RI Shop can help the OST prospect for NWAs that have the highest likelihood of success. The RI Shop also can advise on Pool program best practices to help candidates succeed at OCS.

9. What specific actions do you think the RI Shop can take to support the OCC and PLC phase line requirements?

Possible answer: To help support those phase line requirements, the RI Shop must help the OST with its mission planning and Battle Rhythm so that the recruiting work necessary to meet the phase lines is accounted for in all plans and includes all tasks necessary for success. In addition, the RI Shop must make sure that planned tasks take place and are executed in the right way.

VIDEO PART 3 AND THE OPP BATTLE RHYTHM

• Show video Part 3: Battle Rhythm.

• Officer recruiting is like an ultra-marathon.

• It’s also fair to say that it’s like a combination ultra-marathon, chess game and juggling competition.

• Skills, strategy and pacing are all required for success – and all supported by coaching from the RI Shop.

• Let’s zoom in on the phase lines and activities and look at the support the RI Shop can provide.

• Look over the Battle Rhythm example on Participant Guide pages 12-13.

• I will assign each group one of the Battle Rhythm example events.

• Use the Volume II to research what has to happen for your assigned event to be a success.

• Answer the questions on page 14.

• Assign one highlighted event (RFA submission, flight physical, Annual Plan due, TBS ship) to each group.

• Call on a group to provide answers for its assigned event.

• Ask other groups for their input, and respond to any questions.

• Call on another group, and continue as above until all groups have answered the questions about their event.

• At the end of the activity, hand out copies of the Battle Rhythm chart, and explain that the chart contains open blocks so that other events can be added.

• A responsibility of the RI Shop is to conduct a Systematic Recruiting Inspection of the OST once a year and also when a new OSO is assigned to an OST.

• Let’s examine the Systematic Recruiting Inspection/SRI Checklist that you’ll use to record the results of an OST inspection.

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

FACILITATOR NOTES

There is a copy of the OSS SRI Checklist behind the Facilitator Support Materials tab in the Facilitator Guide.

OSS INSPECTION: THE RI SHOP’S ROLE

• Purpose: To detail the role of the RI Shop in the OSS inspection process.

• I will assign each group a few pages of the SRI Checklist to review. That checklist is in Appendix A of the Volume II, pages A-1 through A-14.

• Consult the Volume II for information about any of the checklist items.

• Use a turn chart to help teach back the contents of your assigned pages.

• You also will identify how an OSS inspection differs from an RSS inspection.

• Also include what you think the RI Shop really needs to know to prepare for the inspection process.

• Select someone to deliver your teach-back, or divide it up among group members.

• You have 30 minutes to prepare your teach-backs.

• When it’s your turn, you’ll have 5 minutes to deliver your teach-back.

DISPLAY PREPARED TURN CHART

or

• List on turn chart and assign SRI Checklist pages as follows:

If 4 groups:

1. A1 – A4.

2. A5 – A7 (stop before Profile Progress Data).

3. A7 (start with Profile Progress Data) – A11 (stop at Prospecting/

Advertising).

4. A11 (start with Prospecting/Advertising) – A14.

If 5 groups:

1. A1 – A4 (stop after Office Space/OSS Resources).

2. A4 (start with Recruiting Station/Officer Selection Station Relationship) –

A7 (stop before Pool Board).

3. A7 (start with Pool Board) – A9 (stop at Market Analysis).

4. A9 (start with Market Analysis) – A11.

5. A12 – A14.

• Provide turn chart paper.

• Call on each group in turn to deliver teach-backs.

• Ask questions as appropriate to have participants expand on their work.

• Encourage participants to ask questions of each teach-back group, as participants deem necessary.

• Along with the SRI Checklist, you need to be familiar with the 3-6-9 Month/ MOJT Checklist.

• Just as is the case for recruiters and SNCOICs, you will be called upon to complete the MOJT Checklists for OSOs and OSAs.

• Let’s examine those checklists now.

MOJT CHECKLISTS AND EVALUATIONS: THE RI SHOP’S ROLE

• Purpose: To understand the OSO and OSA MOJT checklists and how the RI Shop should prepare to complete them.

• You’ll find the OSO MOJT Checklist in the Volume II Appendix, pages B1-B2.

• You’ll find the OSA MOJT Checklist in the Volume II Appendix, pages C1-C2.

• You’ll find copies of the recruiter and SNCOIC checklists on Participant Guide pages 15-16.

• In your groups, use a turn chart to identify how the OST’s MOJT checklists differ from recruiter and SNCOIC checklists.

• Also indicate how the RI Shop should prepare to conduct the OST MOJT inspections.

• Provide turn chart paper.

• Call on a volunteer group to present the contents of its turn chart.

• Have the other groups share their responses by exception.

• Next, you’ll bring a lot of these concepts together as you examine a Trip Report.

ACTIVITY: RS WILLOWBROOK TRIP REPORT – RECOMMENDATIONS

NEEDED

• Purpose: To apply OPP and OST knowledge to make recommendations regarding the results of an OSO area canvassing Trip Report completed by an experienced RI.

• The Trip Report you’re about to examine was written by RI MGySgt D’Angelo.

MGySgt D’Angelo had just become the RI for RS Willowbrook. Back in the day, he was a recruiter in RS Anytown, which is a neighboring RS. When he got his new RI billet in RS Willowbrook, he was happy to be close to his old RS again.

• Right off the bat, he made a visit to the OSS in his new RS. As part of that trip, he went on an ACing trip to a university.

• Let’s take a look at what he observed.

• This is a real Trip Report. Other than the required redactions, details have not been altered in any significant way from the original report.

• This is an individual activity.

• Read the Trip Report on Participant Guide pages 17-21.

• In the space provided, note whatever recommendations you feel are appropriate. Focus on what the RI Shop can do first, and then add in actions for other members of the Command Group as you see fit.

• Be prepared to share your recommendations as part of the debrief.

• One Trip Report section at a time, call on a volunteer to present his/her recommendations.

• Have other participants share their recommendations by exception.

• Encourage discussion, especially if recommendations do not align with one another.

• Let’s move on to the next module.

SECTION 2: RIC – RI/OPS SYNERGY PROGRAM FACILITATION INSTRUCTIONS

© Copyright 2015 Marine Corps. All Rights Reserved. v 1.1

RI/OPS SYNERGY (1 HOUR, 15 MINUTES)

Activity: Operations and the RI Shop – Synergy 75 minutes

75 MINUTES

ACTIVITY: OPERATIONS AND THE RI SHOP – SYNERGY

• Take a look at the definition of synergy on Participant Guide page 1.

• Why do you think we have the word synergy on this slide and the definition in your Participant Guide? Gather a few responses; has to do with the relationship between the RI Shop and Operations.

• The RI Shop and Operations work best when they work together.

•…