TRAIN, PREPARE & DEVELOP: PROVIDE FEEDBACK
Sometimes "leaders" encourage the wrong things or at least encouraging things that are out of order. We are about our
nation's defense, not about getting an education or bake sales. Sure, those are things that we can do, and there are benefits
to them; however, at no time should those things be the primary things that we are coaching our Airmen on as the
“important stuff!”
USE THE MILITARY DECISION- M A K I N G PROCESS
I encourage you to read joint publication 5-0 to understand this concept more deeply. We are rarely required to use
the MDMP at the tactical level in the Air Force (that is changing); however, in my experience, it does help when you
know and uses the process. In short:
The MDMP consists of seven steps:
- Receipt of mission
- Mission analysis
- Course of action (COA) development
- COA analysis
- COA comparison
- COA approval
- Orders production
The MDMP offers a proven analytical process that assists the commander and staff in developing, integrating, and
synchronizing their plans. It will help you be better prepared to support and lead your Airmen! When you present your
requirements, requests, and ideas in this manner, it is difficult for your chain of command to resist.
TRAIN & DEVELOP YOUR AIRMEN
We serve in the Air Force to support and defend the Constitution, and to do so, we must prioritize training our Airmen.
Training cannot be left to chance; it must be deliberately incorporated into our schedules. Expect pushback from those
focused on immediate tasks, but we cannot afford to neglect training. Without it, we risk losing the next conflict. It’s a
"do" mentality, not "try." As experts in your fields, it’s your responsibility to dive into core documents and develop
effective training plans.
Certifications, PME, and continuous professional development are essential. Treat them as ongoing processes, not one-
time events. Look for ways to enhance training, including joint opportunities, to ensure our Airmen are prepared to lead
and excel in the future.
PROVIDE FEEDBACK
Feedback is critical for both personal and professional growth. Do you know your current performance level, how it’s
assessed, and what feedback you’re receiving? If you don’t, fix that immediately. Feedback should be ongoing, not just a
formal process. Airmen should never wonder where they stand. As NCOs, it’s our responsibility to provide continuous,
constructive feedback and ensure it’s aligned with the standards.
The first time you review your subordinate’s performance records shouldn’t be at their EPB. Feedback should start early
and be revisited regularly. Always seek to understand before offering corrections, as it helps create a path for
improvement, not just a critique.
EXPLORE THE SITUATION, BEHAVIOR & IMPACT TECHNIQUE
Performance conversations are an effective and essential method for providing feedback that drives talent development.
NCOs, as the primary leaders and coaches, are in the best position to inspire and guide Airmen toward growth. These
conversations should be a two-way dialogue, not just a one-sided directive.
By offering honest, consistent feedback-both positive and constructive-you create an environment of trust and rapport.
This encourages ongoing development and ensures feedback is never a surprise. When Airmen trust you, they are more
likely to act on the feedback, leading to improved performance and outcomes.
Ongoing Performance Conversations Can
- Inspire Airmen to continue or reinforce behavior
that increases their effectiveness and impact.
- Advise Airmen to stop a behavior that reduces their
development or impact.
- Counsel Airmen to implement or alter behavior that
will make them more effective.
- Cultivate a more significant commitment to their
mission and the Air Force.
The SBI feedback model. It’s a simple way for NCOs to structure performance conversations to capture and
clarify the following:
Situation, describe the specific Behaviors and explain the Impact of the Airman’s behavior.
The SBI feedback model can be used to give both positive and corrective performance feedback.
3 Simple Steps
Describe the specific situation in which the behavior occurred. Include the time and place to reduce any confusion.
Describe the actual, observable behavior being discussed. Keep to facts only and avoid inserting any opinions or judgments.
Describe the results of the behavior in terms of the impact it had, whether the effect was positive or negative.
NCOs should seek to understand the "why" behind their Airmen's actions, turning feedback into a two-way dialogue.
Performance conversations should be approached as talent conversations, offering NCOs an opportunity to coach Airmen
toward improved performance and development.
Types of Proficiency Level Conversations
NCOs should be prepared to hold four types of talent conversations based on an Airman’s performance. These
conversations will differ depending on how the Airman is performing.
Member consistently illustrates this quality in their behavior and proactively influences others' growth in this quality at an
organizational scale.
- Highly Proficient Member understands the quality and consistently illustrates it in their behavior while influencing other
members in the organization to further develop the same quality.
Member understands the quality and demonstrates it consistently, illustrated through the Airman's behavior, forming a part
of their character.
Member understands the quality and how that quality is illustrated in behavior but requires prompting to consistently
demonstrate.
Member needs further growth to enhance understanding and/or performance.
Performance Conversation Structure
1. Clarify the goal: What’s the purpose of the performance conversation? What exactly does each person want to
accomplish?
- Explore the issues: The best word to describe the true nature of this step because, exploring has a sense of adventure and
the unknown. You want to look for and explore strengths, vulnerabilities, development needs, and performance. Identify
motivation and career aspirations.
- Identify the options: Produce plans and opportunities for knowledge gain and development.
4. Set expectations: What do you and the Airman want to do first? What are the obstacles or opportunities?
5. Inspire: What support is needed, and can you (should you) provide any? Are you both sure the goals are meaningful and
fit the SMART model? How can you help, and what else is needed?
6. Identify the plan: How will you both know they are on target? How will you track efforts and outcomes?
SBI Example
Many NCOs feel anxious about constructive performance conversations, as they can be awkward and unpredictable.
While we can’t control how an Airman reacts, we can control our approach. Here's how to use the SBI model for
effective feedback:
- Situation: "I want to discuss the projects you've been working on this past month, and I need us both to be candid in this
conversation."
- Behavior: "I’ve noticed that you've had to push back deadlines on three projects over the last two weeks."
- Impact: "These delays may affect our ability to execute the mission."
Team Feedback
When an issue arises involving an individual, the team is often already aware and looking to you, the NCOs, to address it.
It’s crucial to build trust with your Airmen and the chain of command before such events occur. At times, the team must
trust that you and the leadership have handled the situation appropriately, as not everything is suitable for widespread
discussion. However, when appropriate, an open and professional conversation can benefit the team.
EFDP, EPBs, Decorations & Promotions
Follow AFI 36-2406 for clear guidance on EFDP. Ensure Airmen understand the process, even if they don’t know the
specifics of peer evaluations. NCOs must understand the process to provide actionable feedback. Be transparent with your
Airmen about their standing and what’s needed for improvement.
Feedback and Transparency
Ensure your Airmen know the standards and expectations. If an Airman is recommended for "MP" or "PN," advocate for
them with full knowledge of their performance. Follow AFI guidelines for feedback, maintaining the integrity of the
process, focusing on performance and potential rather than groupthink or bias.
EPBs: Eradicating Paper Tigers
Avoid exaggerated or misleading statements on EPBs, such as inflated savings or mentoring claims. Often, statements
like "saved $XXXXM" or "mentored X, XXX people" lack accuracy. Mentorship should be meaningful and not
overstated, as it’s impossible to mentor large numbers effectively in one year. Ensure EPB content is precise, honest, and
reflective of true accomplishments.
"Paper tigers" refer to Airmen who appear exceptional on paper but lack true leadership skills or competence in their
AFSC. This often results from inadequate performance feedback or supervisors avoiding difficult conversations about
weak EPBs. Supervisors of supervisors must also address this. Not all Airmen are top performers; some are merely
meeting basic expectations. The board cannot assess true capability if everyone appears to be a superstar. It's time to stop
creating paper tigers.
Decorations
Should be awarded to Airmen who exceed expectations and outperform their peers, not for simply meeting minimum
standards. The Air Force is not a "coddling corporation," and an "everyone gets a trophy" mentality undermines our
mission. Airmen who do their job without causing issues should be thanked for their service, but this does not
automatically merit a decoration. As NCOs, ensure Airmen understand where they stand through regular performance
feedback and clear communication of expectations.
AAR
Key Points:
- Feedback is critical and falls in line with good
conversation techniques.
2. Do not wait; feedback is continuous.
- Use facts, not feelings, when conducting feedback.
Reflective Questions
1. Do you listen to understand or respond?
2. Do you provide good feedback as a leader?
- Do you & your Airmen know the applicable
process/requirements regarding EFDP,
EPBs, & Decorations?
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