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NCOER Resources

This page lists resources for the various sections on the NCOER. To contribute information, e-mail it to [email protected] or use the form at the bottom of the page.

No matter how hard you work or how many hours you put in, all your work will be for nothing if your achievements aren't recorded in your annual evaluation. It will be as if everything you did never happened. Because promotions, assignments and other personnel actions are based on your records and decided by people who don't know you. Your NCOER is the single most important document you'll encounter in your military career. That single sheet of paper affects your chances for promotion, your assignment options, training opportunities, and your entire future in the Army. No other document has as much effect on your career or your life.

The good thing is that the content of your NCOER is in your hands. It's as if your supervisor gave you a blank check and said, fill in whatever amount you want. Because you can determine what is written in your evaluation! Your actions and the information you provide will make your supervisor's job easier and your report the best it can be. Make sure you give it the attention it deserves.

Rater Guidance: Words Matter!

NCOER Support Form Example

NCOER Support Form

NCOER Bullet Comments

How to Quantify NCOER Bullets

NCOER Examples

NCOER Duty Descriptions

Part III, Areas of Special Emphasis

Part IV, Performance Goals and Expectations

Part V, Performance Evaluation

Part V C, Successive/Broadening Assignments

NCOER Bullets by Additional Duty

NCOER Bullets by MOS

Needs Improvement Bullet Comments

NCOER Powerpoint Presentation

How to Write an NCOER

How to Write Strong NCOER Bullets

How to Write Bullet Comments that Match the Rating

Action Verbs for NCOERs (.docx) thanks, SSG Jones

NCOER Adjectives

NCOER Phrase Examples

NCOER Thesaurus

NCO Counseling Checklist Examples

DA Pam 600-67, Effective Writing for Army Leaders

DA Form 2166-9-1, NCO Evaluation Report, SGT   Local Copy

DA Form 2166-9-1A, NCOER Support Form, SGT   Local Copy

DA Form 2166-9-2, NCO Evaluation Report, SSG-MSG   Local Copy

DA Form 2166-9-3, NCO Evaluation Report, CSM/SGM   Local Copy

DA Form 2166-8, NCO Evaluation Report

DA Form 2166-8-1, NCOER Counseling and Support Form

AWARD PHRASE GENERATOR

How to improve your ncoer score.

Read DA Pamphlet 623-3 and AR 623-3. Understanding how the process works is the first step in improving your score. Don't waste time on areas that you can't control and concentrate on those that you can. Target areas that provide the most points first.

Talk with your supervisor about your NCOER. Ask him or her how you're doing and what you can do to improve. This may be the single most effective step you can take and can't be over-emphasized. Listen carefully to what he or she says. Often, it's difficult for supervisors to directly criticize their troops and they may offer advice in a tone that sounds more like a suggestion than an order. Try to read between the lines and ask questions if their meaning isn't clear. Then act on what your supervisor said. Follow up periodically and don't hesitate to ask for further advice. Supervisors love that.

Fill out an NCOER on yourself and see what areas are rated and which areas might be improved. Do this as soon as possible because it takes time to change behavior and even longer for others to become aware of it.

Keep track of your performance. Write down your accomplishments as they occur so that you can remember them when it comes time to provide material for your NCOER. You can be the best troop in the world but if you can't remember what you've accomplished, it's the same as if you didn't do anything. The best way to do this is to develop a habit that works for you -like every Friday after lunch, write down what you accomplished during the week. Or make a habit of recording your accomplishments when you have some other writing requirement, like a weekly report or weekly checks. Whatever method you choose, just make sure you do it regularly. This will pay big dividends when it's time to provide material for your NCOER or even a quarterly award.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Delegate a Special Project • Example Letters, Guides and Samples

Be specific so that the reader knows what to do, when to do it, and what means to use.

How to write this delegation letter:

• Delegate the task directly.
• Specifically state how you expect the reader to proceed.
• Offer your assistance.

Example Letter #1

During her stay with us January 12-14, General Secretary Doe will be reviewing the four alternative sites proposed for our memorial fountain. We are assigning you to host Secretary Doe in the afternoon of January 14 on a visit to Site B (adjacent the Springfield Botanical Gardens) and would like you to assist during that time in any way that will make her visit as informative and enjoyable as possible. In the course of the afternoon, would you please see to the following specific items:

(1) Meet Secretary Doe at 1:30 p.m. in the front lobby of our downtown office.

(2) Provide transportation from the office to Site B.

(3) As necessary, review with her the various advantages and disadvantages of Site B as discussed in our last chapter meeting. Solicit her own observations on the site.

(4) From Site B, escort her directly to Terminal 3 at the airport, arriving there no later than 4:00 p.m., and assist her to make her 5:00 p.m. flight.

Should you have any questions or need assistance with this hosting assignment, please call me. We are eager to make Secretary Doe's visit a pleasant one.

Example Letter #2

I want to give you a special assignment that I believe you will find enjoyable. Would you please coordinate this year's holiday gala. I recommend that you first meet with Jane Doe, who organized last year's party, and get her recommendations. She should have kept records on caterers, costs and other details. You should plan on the same budget as last year.

So we don't repeat the same thing each year, I suggest you get ideas from others outside the company. Perhaps even check out some party books from the library. Finally, please stay within the budget and advertise the party well in advance so everyone can plan to attend. Keep me up to date on your progress and let me know if I can be of further help. I know you will do a great job.

Example Letter #3

Mr. Doe has requested that you form a committee from all of our departments to explore the feasibility of expanding our operations to Springfield. You are authorized to devote up to 200 wage-hours to this project, to be divided however you see fit.

This is sure to be a demanding project, but I have no doubt you are up to the task. Please call me anytime if I can help. The final report is due on November 1.

Example Letter #4

I am sure you are aware that Doe is hosting a delegation from the Governor's office next week. I need your help in preparing the day's activities. Your duties will include:

You will need to call Eric in the Governor's office to get the details for items 1 through 3. If you have any questions about number 4, see me. Please give me a progress report this Friday before noon. This assignment should be your number one priority until you have made all the arrangements. Thank you.

Write Your Letter Step-by-Step

1 Delegate the task directly.

Sample Sentences for Step 1

• Would you please make arrangements for the visitors' tour of the plant next week?
• You have been assigned to direct the department's preparation for accreditation next June.
• I would like you to do a special project in order to improve our food service. As you know, there have been many complaints about the menu choices in the cafeteria.
• We have decided to bid on the Springfield Middle School construction project, and we need you to devote all of your time to preparing a bid for submission on April 30.
• Your work on the Doe account was so successful that we want you to head this year's advertising project.
• We have selected you to follow up on the Doe contract.

Sample Phrases for Step 1

• a special project
• am turning over to you
• are confident that you
• because of your
• handle the arrangements for
• have decided to
• have been assigned
• have recommended you for
• have selected you to
• have chosen you to
• make arrangements for
• need you to
• the outstanding job you did on
• to assume responsibility for
• to make sure that
• want you to
• were the obvious choice for
• would like to have you
• would you please
• your previous experience with

2 Specifically state how you expect the reader to proceed.

Sample Sentences for Step 2

• This task will include the following steps: 1. Confirm times with each department and make sure the assigned guides understand what to do. 2. Be sure that there are refreshments available for each group.
• You may wish to greet the guests yourself, but that can be delegated, if you are too busy.
• You worked with John on a similar project two years ago, so you are familiar with the process.
• Please come to a meeting in my office at 11 a.m. on Wednesday to discuss what needs to be done.
• Please collect the proposed menus for next month from the cafeteria manager, prepare a survey listing the choices, along with check-off options, and distribute the survey to all employees. Your biggest challenge will be getting the completed surveys back!
• You are aware of what needs to be done, so I won't attempt to micromanage this, but I would appreciate weekly reports on your progress.
• John Doe will provide technical support.

Sample Phrases for Step 2

• are familiar with
• are already aware of
• confirm the final details
• discuss what needs to be done
• expect weekly reports
• get underway by
• have done this before
• have scheduled a meeting for
• in order to help
• information is available from
• involves the following steps
• keep me up-to-date on your progress
• know what is expected
• may wish to
• need this project to
• please note the time constraints
• report directly to
• the attached file
• to be completed by
• will include the following
• will have considerable freedom

3 Offer your assistance.

Sample Sentences for Step 3

• I think you will find this task both interesting and enjoyable. If you need any help or further information, please call me.
• This is an enormous task, and all members of the department need to be involved. Your responsibility is, of course, to coordinate efforts, not to do all the work yourself.
• Kindly give this project top priority for the next few days. Jane will help with your normal duties.
• If you have any other tasks underway that cannot be shelved temporarily, please discuss them with John. We want you to be free to work on the bid.
• Let me know what assistance you will need, and I will do whatever I can to get it for you.
• Let me know when you have completed the job. If you need any help from my office, please call.

Sample Phrases for Step 3

• are confident that you can
• can adjust your other duties
• feel free to call
• for further information
• happy to help you
• if you have any questions
• if you need any help
• let me know
• please discuss with me
• rely on you to
• see what can be arranged
• set up a meeting to
• use the resources of
• what assistance you will need
• what kind of help you will need
• when the job is complete
• will take over your
• will provide technical support
• will be available to
• will help you with

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How Do You Get A Special Assignment You Want?

By:  michael fernandez.

How do you get a special assignment you want? What makes you stand out in a crowd of ten plus candidates for one spot? As an Anaheim Police Sergeant I am often asked by officers, “What do I do to get a special assignment? What can I do differently? Why do I continue to get passed over?” The following is based on my personal experience of 17 years. My experience consists of Patrol, Traffic Unit including Motor Officer, Resort Policing Team, Vice Unit, Criminal Intelligence Unit and Patrol Sergeant. I completed my Bachelor of Science and the Supervisory Leadership Institute.  It is also based on numerous conversations with many officers, detectives, investigators, sergeants, special assignment sergeants and lieutenants throughout the years. I wrote this in the interest of career development for an officer relatively new to an organization.  Every organization is different. What each organization emphasizes in an officer’s development to make that officer more marketable changes from place to place. However, this article describes the “intangibles” applicable to any organization.

One factor out of your control is the needs of the special assignment, like if it requires extensive investigative experience. That aside and regardless of how the selection process is accomplished, there are several factors which separate an individual from the pack. These are factors you can personally impact and shape because time on the job is NOT usually good enough.

Personality goes a long way: Everyone has his or her own unique personality. Because we are human, the factor of personality and its impact on a selection cannot be overstated. Think of it this way: What kind of person do you want to be around and rely on day in and day out? Compatibility is the key and the only way to accomplish this is for you and the assignment personnel to know each other.

Immediately traits come to mind such as humility vs. arrogance, team player vs. individual, modest vs. egotistic, friendly vs. rude, considerate vs. inconsiderate, pleasant to be around vs. unpleasant to be around, and on and on. Consider your own personality, put yourself in the shoes of the special assignment sergeant and officers, and ask yourself if you would choose yourself for the special assignment. If you have to answer “no,” then consider a change in your behavior.

Work ethic: A definition of work ethic from Dictionary.com: A belief in the moral benefit and importance of work and its inherent ability to strengthen character. Some people are thankful for having a job, believe they owe their employer an honest day’s work and are happy to contribute. Some people believe their employer should be thankful they work for them, believe they do not owe their employer anything, spread their cynicism about even the most mundane departmental and supervisory decisions and begrudgingly contribute at the minimum. A lot of people are somewhere in between. Who are you? This speaks volumes of your character, so consider it carefully.

A special assignment or unit wants someone with a solid work ethic who is willing to learn, help those around him or her and eager to contribute to the mission. Your work ethic is obvious to everyone around you and it will be clear to the special assignment supervisor and personnel if you are a hard worker. This is often more important than the other factors, personality excluded. The special assignment can usually mold a person into a knowledgeable expert in their field if the person has the good work ethic. A solid work ethic, like personality, is developed throughout a lifetime.  They cannot tolerate a weak work ethic regardless of how knowledgeable you are.

Knowledge and expertise: How much do you know about the special assignment and their work product compared to that of the other candidates? If you’re interested in gangs, have you developed an expertise in the field of gang investigations? If you set your sights on a particular special assignment, know as much about the unit’s responsibilities and develop an expertise in their investigations and responsibilities.

Your work product from patrol related to the special assignment you are interested in will reach that special assignment, and you should make sure they know about it. For example, you should bombard gangs with field identifications or traffic with citations and traffic collision reports. Continuously develop your knowledge and expertise. This is a great opportunity for you to reach out to personnel in respective special assignments with questions. For those working graveyard and weekends this can be accomplished with a simple phone call or email. Special assignment personnel are usually willing to help.

Work product: Ask yourself if you write thorough and accurate reports. Ask yourself if you conduct detailed investigations. I’m sure you’ve heard it a million times: those in special assignments know you only by the paper you write. We’re cops, so it only takes one or two shoddy work products for you to earn a lousy reputation with a special assignment. Like the saying goes, “you’re only as good as your last screw up.” When a report goes to a special assignment, a detective or investigator can tell how many corners you cut by how many holes in your report they have to fill. Many detectives and investigators routinely read the author’s name even before they read the report to gauge going in how much will have to be fixed in your investigation. You want to be the officer that gets this reaction from the reader, “This was written by Johnny Law. Great, because that means it’s a tight report.” Don’t be that officer who gets the reaction, “This officer cuts corners on everything. Now I have more work to do.”

Standing out: There are many ways to separate yourself from the pack based on the additional work you do. Separate yourself from other candidates by putting in work for the special assignment and showing the special assignment that everything else being equal, you already know how to write search warrants, or already know how to run a community meeting.

If your interest is to be a detective or investigator, your field sergeant will assist you with writing search warrants. If your interest is traffic, volunteer for as many traffic collisions as you can. If your interest is the community policing team, request to go to neighborhood meetings and assist with their projects. Continued training and professional development are vital for standing out. Whether you do this in-service or on your own, these actions demonstrate motivation and desire for growth.

Networking, networking, networking:  Express interest in a special assignment long before an opening is announced. Expressing an interest is about letting the people in the special assignment, including the sergeant, know you’re interested. If you do something noteworthy related to the special assignment of your choice, let someone in the special assignment know. Discuss your interest in the special assignment with your field sergeant, and your field sergeant can be your strongest advocate. Reach out to special assignment personnel, ask questions related to their expertise, and produce a work product that reflects the knowledge learned. Request a temporary assignment to the special assignment if your agency allows, so you and the special assignment personnel can gauge how well you work with each other. Ask to assist them when they need it. Become the special assignment’s patrol go-to officer for cold stops, uniform presence, search warrant assistance, and probably most importantly, tracking people down for them on nights and weekends. The special assignment needs to know you genuinely want the job and would be grateful to be selected. Doing this work ahead of an opening lets everyone know that you are applying out of genuine interest, rather than applying to get out of patrol.

In a perfect world, “it’s who you know” would not be a consideration. However, we are all human, so it would be foolish to ignore it. This is about bridges you build and burn over the long term. Your peers today could conceivably have input in candidate selections for a special assignment. Your field sergeant today could be the special assignment sergeant tomorrow. The impressions you make on the watch commander today could positively or negatively affect you when that lieutenant runs a bureau.

Networking is important, and here are some examples. Work special assignment overtime if available, and try to partner with someone from a different assignment so they get to know you. Volunteer to be on various committees, such as the awards banquet committee. Baker to Vegas (running or supporting) is another way to interact with folks with whom you wouldn’t normally interact. If you have the time, attend crime meetings, caps meetings, gang meetings, assist with the Explorers, etc. There are countless avenues, work related or otherwise, to develop your network so you are a known quantity when openings come up. Please note I make a distinction between networking and “apple polishing.”

Willingness to accept constructive criticism: If you test for a special assignment, but don’t get it, contact the special assignment sergeant to find out why. This can give you valuable information about what the sergeant perceived were your shortcomings and where you can improve. Sometimes an issue can be corrected quickly, and sometimes there are long-term solutions. Either way, you can only improve by hearing the criticism. It may open your eyes to how others perceive you.

This is a two-way street. You must be willing to accept the constructive criticism, and you must hope the sergeant isn’t pulling punches. It’s irritating to be ready for the criticism and you get the old, “keep doing what you’re doing.” This gives you no direction. If that happens, respectfully press him or her for specifics. Afterward, be willing to accept the criticism no matter how bruised your ego may be. How you receive the criticism will be viewed as a measure of your maturity and willingness to improve. Do not focus on the criticism and become bitter. This will only harm your chances going forward. The most important part of accepting constructive criticism is acting on it. If you take the advice, trumpet your success. Let the person know if the advice was beneficial.

Conclusion: For those who think special assignments are given to the best “apple polishers” and saw that in the above factors, your potential for getting a special assignment is already decided by your own actions and inactions. For those who think, “It’s about who you know,” you are partly correct. Human nature dictates people always prefer a known quantity to an unknown quantity. If you follow the suggestions above, you will soon see YOU are who they know. The opinions of your peers in special assignments are based on the above factors.

Every agency strives for a great reputation with the DA’s Office and surrounding agencies. Each special assignment contributes to this reputation by being professional and having all personnel produce a quality product. Every special assignment sergeant understands the importance of carrying on and building on the reputation of those who came before them. They must decide if you are the one to carry on this tradition. It can only help your chances of being one of the top candidates for a position desired if you follow the above suggestions.

About the author: Michael Fernandez is a Patrol Sergeant for the Anaheim Police Department, and he has worked Traffic, Resort Policing, Community Policing, Vice, Criminal Intelligence, and promoted to Sergeant in his 17 years there. Before the Anaheim Police Department, Sergeant Fernandez worked for the El Monte Police Department for 11 years where he was a Police Cadet, a Jailer and a Reserve Police Officer. Sergeant Fernandez holds a B.S. degree in Business Administration from the California State University at Los Angeles.

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Can Your Scheduling Handle the Universe of Special Assignments? It’s More Important Than Ever

March 3, 2021 March 3, 2021 • Articles

J eff Duce, Senior Manager of Product Management

From pencil, paper and the expertise of the person writing the schedule to sophisticated scheduling technology, scheduling systems have come a long way. But the purpose has always been the same—to put the right people in the right place at the right time. Advanced scheduling systems allow the consideration of many factors, and the best of them can schedule “Special Assignments.” In this post, I will explain what “Special Assignments” are, why the ability to schedule special assignments is important, provide some common examples and discuss why special assignment compliance reporting is crucial.

What are special assignments?

“Special assignments” as I am using the term means scheduling a person because they have unique skills or certifications that fulfill requirements that are in addition to performing usual job or task duties. Historically, scheduled jobs or tasks are things like stocking in grocery, wrapping in the meat department, or clerking in the deli. Special assignment skills are different. Stores almost always have other considerations that need to be incorporated into the schedule. These considerations create no dedicated or scheduled hours but must be taken into account to assure that properly qualified associates are available to provide double duty—that is for both their task work and the special skills, qualifications or certifications.

Let me give a real-life example to help you better understand the idea behind special assignments. It is very common for retailers to have a policy where at least one person that is CPR certified be available on-premises during store open hours. This may be increased to two CPR certified associates during peak times. It makes more sense to have a smart scheduling system automatically schedule trained associates to the specific requirement at the same time task work is assigned versus having to edit a schedule and manually add associates with this qualification or skill at the times needed.

How to schedule special assignments

What is required in a scheduling system to accommodate special assignments? Each special assignment—the specific skill, qualification or certification—must be identified. Those attributes also must be present on the profile of qualified employees so the system can identify the proper candidates. Additional functionality may be useful to ensure the special assignment rotates among qualified associates rather than selecting the same person each time or to select the most qualified associate using skill ratings.

Initially an administrator would need to specify the associates meeting the requirement. Next the store or departments that have such a special assignment would be configured. Additional configuration would include timing—what days of the week, what times of the day—the number of associates required at the identified times, whether the assignment is to be rotated among associates and, finally, if necessary, an effective date.

Reporting on special assignments

Simply scheduling someone to perform a special assignment does not mean someone was actually on the clock for the scheduled times. It is critical that leaders monitor whether special assignments are actually carried out, particularly as many special assignments fulfill regulatory or policy requirements. Exception reporting is required so leadership can view whether stores are fully complying with special assignment scheduling. For example, where only one of a required two associates are scheduled or on the clock during the required time segment, there is a failure to comply and either situation should be reported as such.

The universe of special assignments

The need for special skills, qualifications and certifications arises in all forms of retail, from grocery to specialty to big box operators. I am sure you have a few ideas that come to mind that cannot be scheduled independently as a traditional job or task. The list of special assignments is almost infinite, but here are some examples for your consideration and to spark your imagination.

Manager on duty (MOD) is a very common need in retail stores. In larger stores this may be scheduled as a labor task, but in small stores this is usually an add-on responsibility. In those situations, select associates may be trained for MOD responsibilities. MODs are likely to be required to be working whenever the store is open to the public. Their MOD duties may be to carry the keys, access change, deal with customers, execute emergency procedures, and so on. The schedule must be built with MOD coverage in mind.

Another example may be a liquor license holder. Local ordinances usually require someone with a liquor license to be working on-premises while the liquor store or liquor department is open to the public. Failing to schedule such a person could result in a fine or even loss of the liquor license. In this circumstance it is certainly ideal to have a scheduling system ensure that this scheduling criteria is met.

Other candidates for special assignment scheduling might be backup customer service manager, someone who can run the front end in case the scheduled service manager is out or must be relieved during breaks and/or lunches. In a department like Deli or Service Meat, consider a lead counter clerk to ensure that among those who are scheduled is a person with leadership training capable of providing direction to other team members. Perhaps some stores have a need for a cash office key holder during the evening to access the change bank. Or there may be a need for a forklift operator at certain times.

Warning Will Robinson, warning!

Excessive use of special assignments will constrain the scheduling system’s ability to optimize the scheduling of task requirements and may drive more overs and shorts. This is a legitimate concern so be warned. Systems must have qualified employees configured and available to perform the work to fulfill your assignments. It cannot schedule when no one has the availability or skill.

Having the ability to schedule special assignments really is an important new tool within scheduling, and I am sure you can see the practical need for it. Because there is an underlying complication to trying to manually schedule special assignments yourself, you can see why it is so important to have this functionality built within the scheduling system. If your current scheduling system has it, that is great for you and your company. If your current scheduling system does not provide this feature, well then, I guess you are simply “Lost in Space.”

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SPECIAL DUTIES. EXTRAORDINARY ROLES.

Marines often serve in a variety of special capacities, whether protecting our Nation’s embassies abroad, recruiting the next generation of United States Marines, or even serving the United States Special Operations Command as a MARSOC Raider. These duties are earned by Marines who have proven their exceptional ability to fight and win in the primary Military Occupational Specialties (MOSs) .

Every Marine takes on a Military Occupational Specialty (MOS) for which he or she is optimally trained, but beyond these roles are the opportunities to take on special duty assignments. Many of these advanced opportunities are called “B” Billets, a designation separate from a Marine’s primary MOS. Explore these critical but atypical roles in the Corps.

Recruiting duty is a vital assignment in the Marine Corps, as it puts Marines in the position of ensuring the standards of our Corps remain high. Those Marines selected for recruiting duty carry the essential duty of screening, selecting, and preparing the next generation of Marines for the physical and mental rigors of recruit training.

Those Marines selected to serve on Drill Instructor Duty carry the essential responsibility of directly shaping the future of the Marine Corps, providing guidance, discipline, and direction for future Marines.

“These recruits are entrusted to my care. I will train them to the best of my ability. I will develop them into smartly disciplined, physically fit, basically trained Marines, thoroughly indoctrinated in love of Corps and country. I will demand of them, and demonstrate by my own example, the highest standards of personal conduct, morality and professional skill."

—Excerpt from Drill Instructor's Creed

The Marine Corps is the only military service that is entrusted with the responsibility of providing security for U.S. Embassies and Consulates around the world. Marines selected for these special duty assignments will have the opportunity to serve at embassies and consulates located in various countries around the globe.

Security Force duty is among the most challenging the Corps offers, and Marines who take on this opportunity must be highly-trained in advanced security procedures. Our Nation places special trusts in these Marines, as they are assigned the responsibility of maintaining a worldwide presence, guarding and protecting key naval assets and special strategic weapons.

MARINE CORPS SPECIAL OPERATIONS COMMAND

Ready to stand on the frontline of any battle, the Marine Raiders of MARSOC are built up in their Corps ethos, warfighting philosophy and values and represent the Marine Corps contribution to the United States Special Operations Command (USSOCOM). Two of the prominent roles within the Marine Raider community include Critical Skills Operators, who support the full spectrum of special operations on a global scale, and Special Operations Capability Specialists, who provide combat support expertise in intelligence, fire support, communications, EOD, and canine operations.

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• QQI Level 6 6N1957 Special Needs Assistant (SNA) Assignment Sample Ireland

This QQI Level 6 Special Needs Assistant (SNA) online course focuses on equipping learners with essential skills to ensure that individuals with special needs have equal access to education. The program delves into various educational options available in Ireland, exploring current legislation. Emphasis is placed on understanding the distinction between inclusive and integrated educational environments. The QQI Level 6  course covers the impact of special needs on behavior and teaches techniques to address maladaptive behavior. Stress management is also a key aspect of the curriculum. This flexible distance learning course allows students to study from home or work, offering an internationally recognized qualification upon completion: QQI Level 6 Certificate in Special Needs Assisting (6N1957). The comprehensive package includes a Course Manual, Assignments, Efficient Study guide, and ongoing one-to-one Tutor Support.

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Our focus includes providing insights into the provision of education under current legislation, summarizing key points, and detailing the assessment process involving NEPS reports and local SENO. A comprehensive overview of available aids and support is presented. Note that the learning outcomes provided here are just a sample, and when you place an order with us, you receive plagiarism-free assignment solutions tailored to your needs.

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Assignment Task 1: Evaluate the provision of education for people with special educational needs with reference to current legislation

In assessing the provision of education for individuals with special educational needs (SEN), it is essential to examine the existing legislation governing this sector. In the United States, the Individuals with Disabilities Education Act (IDEA) is a crucial legal framework. IDEA ensures that students with disabilities receive a free appropriate public education (FAPE) tailored to their unique needs.

To evaluate the provision, one must analyze how schools adhere to IDEA guidelines. This involves assessing the development and implementation of Individualized Education Programs (IEPs) for students with SEN. The IEP serves as a personalized roadmap outlining educational goals, support services, and accommodations to ensure a meaningful educational experience.

Additionally, recent amendments to IDEA, such as those pertaining to transition services for students aging out of the system, should be considered. Evaluating the alignment of educational provision with these legislative mandates is crucial for determining the effectiveness of support for individuals with SEN.

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Assignment task 2: assess the various educational options available in ireland for people with special educational needs.

In Ireland, the education system recognizes the importance of catering to the diverse needs of students, including those with special educational needs (SEN). One prominent option is mainstream education with additional support. This approach integrates students with SEN into regular classrooms while providing necessary resources, accommodations, and specialized instruction.

Special education schools are another option, offering a more focused environment with specialized staff and resources. These schools cater specifically to students with various disabilities, ensuring a tailored educational experience.

Furthermore, resource rooms within mainstream schools provide targeted support for students with SEN, allowing them to access mainstream education while receiving additional assistance as needed.

Assessment of these options should consider factors such as inclusivity, effectiveness of support services, and adherence to individualized learning plans.

Assignment Task 3: Examine relevant theories, skills and processes relevant to curriculum implementation

Curriculum implementation is a multifaceted process influenced by various theories, skills, and processes. The socio-constructivist theory posits that learning is a social endeavor, emphasizing collaborative and interactive learning experiences. This theory informs curriculum implementation by encouraging group activities, discussions, and real-world applications.

Skills relevant to curriculum implementation include effective communication, adaptability, and the ability to differentiate instruction. Teachers must be adept at conveying complex concepts, adjusting teaching methods to accommodate diverse learning styles, and tailoring content to meet individual needs.

The process of curriculum implementation involves planning, instruction, assessment, and reflection. A cyclic approach allows for continuous improvement based on feedback, assessment results, and evolving educational needs.

Assignment Task 4: Explore the differences between integration and inclusion

Integration and inclusion are often used interchangeably, but they represent distinct concepts in the context of education. Integration involves incorporating students with special educational needs into mainstream classrooms while providing necessary support. However, this approach may still maintain some level of segregation and does not necessarily address the diverse needs of all students.

Inclusion, on the other hand, goes beyond integration by fostering a sense of belonging for all students, regardless of their abilities. It emphasizes adapting the environment, curriculum, and teaching methods to accommodate the diverse needs of every learner. Inclusion strives to create an educational setting where students with and without special needs can learn together, promoting a more comprehensive and supportive learning environment.

Assignment Task 5: Organise learning opportunities in order to promote independence and responsibility

Organizing learning opportunities to promote independence and responsibility is crucial for the holistic development of all students, including those with special educational needs. Strategies may include fostering self-directed learning, encouraging goal-setting, and providing opportunities for decision-making.

Incorporating life skills into the curriculum is essential. These skills may encompass time management, problem-solving, communication, and self-advocacy, empowering students to navigate both academic and real-world situations independently.

Collaboration with families, support staff, and community resources is vital in creating a comprehensive approach to fostering independence. This ensures that students receive consistent support across various settings, reinforcing the development of essential life skills.

Assignment Task 6: Evaluate the importance of the multidisciplinary team in devising Individual Education Plans

The multidisciplinary team plays a pivotal role in devising Individual Education Plans (IEPs) for students with special educational needs (SEN). Each team member brings a unique perspective and expertise, contributing to a comprehensive understanding of the student’s abilities and challenges. This collaboration involves educators, special education professionals, parents, therapists, and other relevant specialists.

The team’s diverse input ensures that the IEP addresses academic, social, and emotional aspects of the student’s development. Through regular meetings and communication, the team can adapt the plan to meet evolving needs, fostering a holistic and personalized approach to education.

Assignment Task 7: Analyse skills that can be used to aid the teacher in the administration of the national curriculum

Teachers administering the national curriculum require a range of skills to effectively meet the diverse needs of students, including those with special educational needs (SEN). Effective communication skills are crucial for conveying complex concepts and instructions in a clear and accessible manner.

Differentiation skills are essential for tailoring teaching methods and materials to accommodate various learning styles and abilities within a classroom. Classroom management skills help create an inclusive and positive learning environment, ensuring that all students can actively participate.

Assessment and data analysis skills enable teachers to track individual progress and make informed instructional decisions. Ongoing professional development is vital for teachers to stay abreast of innovative teaching methods and incorporate inclusive practices in line with the national curriculum.

Assignment Task 8: Assess interventions and behavior management techniques that may be used in the learning environment

Effective interventions and behavior management techniques are essential in creating a positive and inclusive learning environment. Positive behavior reinforcement strategies, such as praise and rewards, can motivate students and promote a supportive atmosphere. Clear and consistent expectations, coupled with well-defined consequences, help establish a structured environment.

Differentiated instruction and accommodations cater to diverse learning needs, minimizing potential behavioral challenges. Collaborative problem-solving, involving students, parents, and support staff, enhances the effectiveness of interventions and fosters a sense of shared responsibility.

Implementing proactive strategies, like teaching self-regulation skills and social-emotional learning, equips students with tools to manage their behavior independently. Regular monitoring and adjustment of interventions ensure a dynamic and responsive approach to behavior management.

Assignment Task 9: Manage meaningful activities that are suited to people¿s needs and connect with their experiences and interests in the learning environment

Creating a learning environment that aligns with individuals’ needs and interests is crucial for engagement and development. Tailoring activities to students’ abilities, preferences, and experiences enhances their sense of belonging and motivation to learn.

Implementing varied and hands-on activities accommodates diverse learning styles, allowing individuals to showcase their strengths. Incorporating real-world applications and linking activities to personal experiences fosters relevance and meaning in the learning process.

Regular communication with individuals and their families helps identify and understand their interests, allowing educators to integrate relevant content into the curriculum. Flexibility in activity planning ensures responsiveness to changing needs and interests, promoting a dynamic and inclusive learning environment.

Assignment Task 10: Identify strategies for dealing with stressors within the Workplace

Dealing with stressors in the workplace is essential for maintaining a positive and productive educational environment. Time management strategies, such as effective prioritization and organization, can help educators balance competing demands.

Establishing a supportive work culture, including peer collaboration and mentorship programs, can provide a valuable network for sharing experiences and coping strategies. Self-care practices, such as mindfulness and regular breaks, contribute to overall well-being and resilience.

Open communication with supervisors and colleagues allows for the identification of potential stressors and collaborative problem-solving. Professional development opportunities focused on stress management techniques further empower educators to navigate challenges successfully.

Assignment Task 11: Provision of Assistance in Education and Care for Individuals with Special Educational Needs

Assisting individuals with special educational needs requires a collaborative and person-centered approach. Providing individualized support based on the student’s unique needs and abilities ensures a tailored educational experience.

Working closely with the multidisciplinary team, including special education professionals, therapists, and parents, enhances the effectiveness of educational and care interventions. Regular communication fosters a cohesive and informed support system.

Implementing inclusive practices in the learning environment promotes a sense of belonging and actively involves individuals with special needs in educational and social activities. Ongoing professional development equips educators with the skills and knowledge necessary to address evolving needs and best support individuals with special educational needs.

Assignment Task 12: Reflection on Own Attitudes, Values, Beliefs, and Assumptions in Working with Individuals with Disabilities

Reflecting on personal attitudes, values, beliefs, and assumptions is crucial for educators working with individuals with disabilities. Recognizing and challenging biases and stereotypes allows for the cultivation of an inclusive and respectful mindset.

Cultivating empathy and understanding of diverse perspectives contributes to creating a supportive and non-judgmental learning environment. Ongoing self-reflection enhances cultural competence and sensitivity to the unique needs of individuals with disabilities.

Engaging in continuous professional development focused on diversity, equity, and inclusion helps educators stay informed about best practices and evolving perspectives. Collaborative discussions with colleagues and feedback from individuals with disabilities and their families further contribute to personal growth and effective support.

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