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Deckplate leadership: a promising practice study of chief petty officer development

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Deckplate Leadership:
A Promising Practice Study of Chief Petty Officer Development
by
Sylvester Sullivan

A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2020

Copyright 2020 Sylvester Sullivan

ii

DEDICATION
This dissertation is dedicated to my wife, Theresa Sullivan, and to my beautiful daughter,
Madison Sullivan. Thank you for being patient with me, thank you for supporting me, and thank
you for encouraging me. I could not have done this without both of you by my side. I love you.

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ACKNOWLEDGMENTS
I am humbled and forever grateful to the United States Navy Chief Petty Officers that
participated in this study. I much appreciate your time and energy. The raw and honest
information you shared granted me exclusive access and insight into your world of deckplate
leadership. You are real superheroes. Thank you to the University of Southern California faculty,
support staff, and members of OCL Cohort 7. Saturday Warriors, Fight On! Thank you to my
committee, Dr. Kimberly Hirabayashi, Dr. Jennifer Phillips, and Dr. Eric Canny. Your sage
advice and guidance through this process were invaluable.

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TABLE OF CONTENTS
Dedication ii
Acknowledgments iii
List of Tables vi
List of Figures viii
Abstract ix
Chapter One: Deckplate Leadership 1
Background of the Problem 1
Deckplate Leadership 3
Importance of Addressing the Problem 6
Organizational Mission and Context 7
Organizational Performance Goal 8
Description of Stakeholder Groups 9
Stakeholder Group of Focus and Stakeholder Goal 10
Purpose of the Project and Questions 11
Methodological Framework 12
Definitions 13
Project Organization 14
Chapter Two: Literature Review 14
The Chief Petty Officer 15
Deckplate Leadership Challenges 20
Deckplate Leadership Development 23
Clark and Estes’ (2008) Gap Analysis Conceptual Framework 27
Stakeholder Knowledge, Motivation, and Organizational Influences 29
Conceptual Framework: The Interaction of Stakeholders’ Knowledge,
Motivation, Organizational Context 42
Summary 26
Chapter Three: Methodology 48
Research Questions 48
Research Design 49
Data Collection and Instrumentation 50
Data Analysis 53
Credibility and Trustworthiness 56
Ethics 57
Summary 58
Chapter Four: Findings 59
Participating Stakeholders 59

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Knowledge, Motivation, Organization influences: Findings 64
Research Question 1: What is stakeholder knowledge related to deckplate
leadership? 67
Research Question 2: What is stakeholder motivation related to deckplate
leadership? 94
Research Question 3: To what extent is the organization meeting its goal
of developing deckplate leadership? 122
Summary 142
Chapter Five: Recommendations 144
Introduction and Overview 144
Recommendations for Practice to Address KMO Influences 145
Limitations and Delimitations 157
Recommendations for Further Research 158
Conclusion 160
References 162
Appendices 162
Appendix A: Chief Petty Officer Mission, Vision, and Guiding Principles
(MVGP) 176
Appendix B: General Order No. 409 177
Appendix C: U.S. Navy Regulation Circular No. 1 178
Appendix D: Chief of Naval Operation’s Charge of Command 179
Appendix E: Chief of Naval Operation’s One Navy Team Memo 180
Appendix F: Sailor 360 leadership development (360 approach) 181
Appendix G: Interview Protocol 182
Appendix H: Documents and Artifacts Collection Protocol 184
Appendix I: Participating Chief Petty Officers Invitation to Participate in
Study 186
Appendix J: Participating Chief Petty Officers Invitation to Participate in
Study (Email) 188
Appendix K: Levels 1 and 2 Evaluation 189
Appendix L: Blended Evaluation (Level 1, 2, 3, 4) 190
Appendix M: Integrated Implementation and Evaluation Plan 192

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LIST OF TABLES
Table 1. Navy Paygrades, Ranks, Rates and Classifications 10
Table 2. Organizational Mission and Stakeholder Performance Goals 11
Table 3. Master Chief Petty Officers of the Navy (Chronological Order) 18
Table 4. MCPON’s Leadership Mess 19
Table 5. Assumed Knowledge Influences 32
Table 6. Assumed Motivational Influences 37
Table 7. Assumed Organizational Influences 41
Table 8. Sampling Strategy and Timeline 50
Table 9. Interview Participants 61
Table 10. Knowledge Influences, Emerging Themes, and Interview Questions 67
Table 11. The Definition of Deckplate Leadership Is Developing Others 69
Table 12. The Definition of Deckplate Leadership Is a Visible and Engaging Presence 73
Table 13. The Definition of Deckplate Leadership Is Setting the Tone for Commands 75
Table 14. Developing Others Using Formal Training 79
Table 15. Developing Others Using Informal Training 80
Table 16. Developing Others Using Mentoring 82
Table 17. Establishing a Presence Through Leadership by Walking Around 85
Table 18. How Participants Establish or Have Established a Visible and Engaging
Presence 88
Table 19. How Participants Set or Have Set the Tone for Commands 91
Table 20. Motivation Influences, Emerging Themes, and Interview Questions 94
Table 21. The Importance of the Ability to Developing Others 96

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Table 22. The Importance of Presence in a Deckplate Leader 100
Table 23. The Importance of Setting the Tone for Commands 104
Table 24. The Importance of Deckplate Leadership to Mission Accomplishment 107
Table 25. Confidence in the Ability to Demonstrate Deckplate Leadership 113
Table 26. Confidence in Overall Ability as a Deckplate Leader 116
Table 27. Contributors to the Level of Confidence 119
Table 28. Organization Influences, Emerging Themes, and Interview Questions 122
Table 29. Skills or Knowledge Needed for an Effective Deckplate Leader 126
Table 30. Things That Have Helped Develop Deckplate Leadership Skills 132
Table 31. Training Most Helpful to the Development of Deckplate Leadership 136
Table 32. Training the Participating Chief Petty Officers Wish They Had 140
Table 33. Summary of Knowledge Influences and Recommendations 147
Table 34. Summary of Motivation Influences and Recommendations 150
Table 35. Summary of Organization Influences and Recommendations 154
Table 36. Outcomes, Metrics, and Methods for External and Internal Outcomes 193
Table 37. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 196
Table 38. Required Drivers to Support Critical Behaviors 199
Table 39. Recommended Evaluation of the Components of Learning for the Program 209
Table 40. Recommended Components to Measure Reactions to the Program 211

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LIST OF FIGURES
Figure 1. Navy Management Structure 4
Figure 2. Clark and Estes Gap Analysis Model 15
Figure 3. Conceptual Framework for Force Command 43
Figure 4. Performance Evaluation Performance Traits 60
Figure 5. Chief Petty Officer Guiding Principles 66
Figure 6. Brilliant on the Basics (sailor) 129
Figure 7. CPODG Final Qualification Card 130

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ABSTRACT
As the U.S. Navy seeks to grow a suitable battle force with a corresponding workforce,
deckplate leaders must demonstrate a visible and engaging presence, develop others, and set the
tone for commands. The Navy Chief Petty Officers, led by their mission, vision, and guiding
principles, represent the essence of deckplate leadership. The Navy Chief Petty Officers function
as strategic, operational, and tactical middle-management deckplate leaders who exercise a high
degree of influence on the workforce. The Navy, as an organization, recognizes the importance
of effective leadership to the workforce and has established on-the-job training strategies and
frameworks to achieve its leader development goals. The purpose of this study is to measure
knowledge, motivation, and organizational influences of deckplate leadership development and
its effect on Chief Petty Officers’ ability to demonstrate deckplate leadership in their practice.
The critical analysis of deckplate leadership allows for examination of policy and practices
designed to build deckplate leaders. The stakeholder group interviewed for this study was 25
Chief Petty Officers. The sample was selected using a purposeful snowball method and included
active duty, reserve, and retired Chief Petty Officers, ranging from pay grades E7 through E9.
Documents and artifacts were studied to determine the current status of the stakeholders’ and
organization’s efforts in terms of deckplate leadership development. The findings revealed an
on-the-job training program that uses robust policy and practice to meet its leader development
goals. The findings also revealed that participating Chief Petty Officers were knowledgeable and
motivated in terms of their ability to demonstrate deckplate leadership. Future research may
include a focus on a) leader development execution earlier in the career progression, b) the
intersection of gender with race/ethnicity, c) analysis across multiple command types, and d) a
research method that includes a triangulation method that includes observations.
DECKPLATE LEADERSHIP
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CHAPTER ONE: DECKPLATE LEADERSHIP
World events and threats from global adversaries necessitate a future U.S. battle force
that is increasingly agile (U.S. Department of Defense, 2018a). The National Defense
Authorization Act for Fiscal Year 2018 legalized funds to meet that world demand
(GovTrack.us., 2019). Accordingly, the U.S. Navy’s battle force is projected to grow from 286
ships to approximately 355 (Larter, 2017). One of the primary challenges of building a battle
force is managing the workforce. Existing workforce management strategies for the Navy are
projected to be insufficient to meet future workforce requirements (U.S. Chief of Naval
Operations, 2017a; Werner, 2018). Unfortunately, aggressive workforce draw-downs from
previous years ended in low workforce numbers, which led to approximately 23,000 shipboard
vacancies (Faram, 2017; Hodge-Seck, 2018). The Navy reacted quickly with direct measures to
address the vacancies (Faram, 2017a; Faram, 2017b). However, the impending requirement for a
more significant battle force adds a critical retention challenge to the Navy’s workforce
management strategies. Navy leadership acknowledges the difficulty of retention and insists it
requires the full engagement of its deckplate leaders (U.S. Chief of Naval Operations, 2017a).
This study identifies deckplate leadership development practices specifically for U.S. Navy
Chief Petty Officers assigned to Force Command.
Background of the Problem
The origin of deckplate leadership as a theory was difficult to identify and isolate within
the breadth of Navy folklore. For this study, I did not uncover any definitive documentation that
claimed to be the single-source authority on the theory of deckplate leadership. However, in a
case study focused on Chief Petty Officer development, Leuci (2015) documented leader
development practices designed to cultivate performance behaviors closely associated with the

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definition of deckplate leadership. The case study highlighted the history of leadership
development practices, specifically for Chief Petty Officers. Additionally, the case study
highlighted the need for the continued advancement of a leader development policy and practice.
The Navy’s research and development for the continuous improvement of its leadership
development policy and practice directly affect workforce retention.
Snodgrass and Kohlman (2014) reported in their independent survey that a critical reason
junior enlisted personnel was not renewing their contracts was because of distrust in their senior
leaders. Additionally, the survey results reflected that senior leaders were failing to demonstrate
the inspirational and motivational traits required for senior leadership (Snodgrass & Kohlman,
2014). The failure of senior leaders to inspire and motivate fosters distrust and challenges not
only for development but the retention of quality personnel (Snodgrass & Kohlman, 2014). To
grow a workforce that concurrently meets present and future demands require an intentional
organization-wide effort. Accordingly, the Navy has embraced a deliberate multi-leveled
approach that includes the design for maintaining maritime superiority, a Navy leader
development framework, Sailor 360, and the Mission, Vision, and Guiding Principles of the
Chief Petty Officer. The Chief of Naval Operations acknowledged that deckplate leadership is
critical to growing and sustaining a battle force that the nation needs to meet world demands
(U.S. Chief of Naval Operations, 2017a). The information contained in this study is essential to
current and future Chief Petty Officer deckplate leadership development practices. This study
highlighted leader development aimed at cultivating deckplate leadership performance behaviors
in Chief Petty Officers that support the organization’s leadership development goal.

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Deckplate Leadership
The theory of deckplate leadership has been a common practice in the Navy since the
days of sailing. Generally speaking, “deckplate leadership” is Navy leadership that is rooted in
specific performance behaviors outlined by the organization. More specifically, the Navy defines
the performance behaviors in the Chief Petty Officer Mission, Vision, and Guiding Principles
and the Chief Petty Officer performance evaluation as developing others, a visible and engaging
presence, and setting the tone for commands. The term deckplate leadership refers broadly to
Navy-specific leadership performance behaviors that support good order and discipline, core
values, ethos, and mission objectives. The Navy officially documented the term deckplate
leadership in 2008 (Houlihan, 2008). In that year, Joe Campa, the Master Chief Petty Officer of
the Navy, implemented the Chief Petty Officer Performance Evaluation (U.S. Department of the
Navy, 2015), which characterized deckplate leadership as the principal Chief Petty Officer
leadership trait. Before the 2008 implementation of the Chief Petty Officer Performance
Evaluation, the leadership performance of Chief Petty Officers was evaluated using the same
performance evaluation form as Navy officers. The Chief Petty Officer Performance Evaluation
was instituted to not only measure leadership performance but to realign the mission, vision, and
guiding principles of Chief Petty Officers (See Appendix A).
Deckplate
The expression “deckplate” was adapted and combined with the word leadership to
symbolize and represent Navy personnel and workspaces. In shipbuilding terms, plates
manufactured from plastic, steel, or wood are used to cover the framing of ships. The explicit
usage or direct function of the plate determines its name or designation in the construction of
ships. For example, the plates used to construct the outer shell or side of a vessel are known as

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the shell or hull plates. Accordingly, the plates used to build the horizontal structure or walking
surface of a ship’s hull are called deckplates. Deckplates serve as a ship’s primary working
surface. The deckplates also serve a dual purpose of strengthening a ship’s hull plates by
providing a watertight covering or roof for its interior compartments. The Navy combined the
words “deck” and “plate” to symbolize the primary working surface of Navy ships and the Navy
personnel who work on those surfaces. Thus, deckplate leaders must ensure they are developing
others, demonstrating a visible and engaging presence, and setting the tone for commands.
Deckplate leadership epitomizes the influence of the Chief Petty Officers’ corporate network.
Their fraternal and professional influence extends beyond physical boundaries and into the
historical folklore of celebrated deckplate leaders. The conduct and behavior of Chief Petty
Officers directly influence enlisted and officer personnel within the chain of command, their
position within which affords them middle-management capabilities to effect strategic,
operational, and tactical levels within the chain of command (see Figure 1). Therefore, deckplate
leadership development is a critical component to growing and sustaining a battle force that the
nation needs to meet world demands.

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Figure 1
Navy Management Structure

Source: Navy rate training manual (NAVEDTRA 10049)
Management by Walking Around
The theory of deckplate leadership is not exclusive to Chief Petty Officers, but it is
synonymous with performance behaviors most associated with Chief Petty Officers. One of
those performance behaviors defined as deckplate leadership is a visible and engaged presence.
However, the concept of leaders in the workspace who are visible and engaged is not exclusive
to the military. Deckplate leadership is, to a degree, closely aligned with a corporate
management style known as “management by walking around” or MBWA (Anastasia, 2017).
Peters and Waterman (1982) introduced the MBWA management style to the public with a study

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evaluating companies commonly recognized as successful. The study revealed one common
factor among the evaluated companies was leaders who spent more time in the workspace
instead of the office. According to the authors, those “visible” leaders were more cognizant of
organizational procedures and better positioned to address management challenges. One of the
companies they evaluated was Hewlett Packard, which popularized the MBWA management
style as part of their HP way report (Peters & Waterman, 1982; Hewlett Packard Company,
1977). The report was a 1977 organizational correspondence designed and published to
communicate the company’s working philosophy to its stakeholders. Hewlett Packard identified
11 concepts that embodied the HP way, one of which was MBWA (Hewlett Packard Company,
1977; Packard et al., 1995; Tucker & Singer, 2015). The essence of Hewlett Packard’s MBWA is
that leaders are more useful when they are visible and engaged in the workspaces. The Hewlett
Packard’s MBWA principles are comparable to the Navy’s deckplate leadership theory.
Importance of Addressing the Problem
It is important for the Navy to consistently review its deckplate leadership development
policies and practices to ensure quality deckplate leaders. In this case, if the Navy fails to meet
its deckplate leadership development goals, the next generation of Chief Petty Officers will be
underdeveloped and will demonstrate substandard leadership performance behaviors. It is
common knowledge across all military components that leaders who demonstrate inferior
leadership performance behaviors are counterproductive to good order and discipline (Weber,
2017). The Navy, in particular, has produced various instances of leaders’ demonstrating
substandard leadership performance behaviors. The cases resulted in “loss of confidence”
judgments, adverse performance reports, and in extreme cases, leaders being fired or reassigned
to new duty stations.

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For example, the Commanding Officer of an overseas-based guided-missile cruiser was
relieved of duty for ethical breaches, dereliction of duty, and assault, and the subsequent
Commanding Officer of the same ship was relieved of responsibility for having an extramarital
affair (Robson, 2014). Next, the entire leadership team (the Commanding Officer, Executive
Officer, and Senior Enlisted Advisor) of an east coast-based guided-missile destroyer was
relieved of duty in the middle of deployment because of a poor command climate (Szoldra,
2014). The leadership team of another such ship was relieved of responsibility based on a loss of
confidence judgment by superior authority related to unlawful gambling and illegal fireworks
stored onboard a Navy vessel in direct violation of regulations (U.S. Naval Surface Force
Atlantic, Public Affairs Office, 2016). The most conspicuous event to challenge the Navy was
the resignation of the highest ranking Chief Petty Officer in the Navy. The 14th Master Chief
Petty Officer of the Navy resigned from the role of senior enlisted advisor to the Chief of Naval
Operations and immediately submitted a retirement request amid allegations of creating a toxic
and hostile work environment (Faram, 2018c). Because of instances like these, continuous
review of deckplate leadership development is necessary because it allows commands to analyze
and measure policies and practices related to preventing or mitigating demonstration of
substandard leadership performance behaviors.
Organizational Mission and Context
Today, the Navy is a global profession of arms that represents 21st-century maritime
superiority. However, current world events are beginning to shift the balance of geopolitical
power and military influence. Maintaining maritime superiority is a significant element in the
nation’s defense strategy to remain a powerful military influence. The primary mission of the
Navy is “to maintain, train, and equip combat-ready Naval forces capable of winning wars,

8

deterring aggression and maintaining freedom of the seas” (U.S. Department of Defense, 2018.
The Navy’s workforce is the most critical factor in ensuring the Navy meets its objectives and
supports its primary mission. The Navy has a workforce of over 320,000 active, reserve, and
civilian personnel. The structure and purpose of the Navy demand the engagement of deckplate
leadership at every level of the chain of command and in the workforce (U.S. Chief of Naval
Operations, 2017a).
Organizational Performance Goal
The performance goal of the organization as it relates to deckplate leadership is to
develop deckplate leadership practices that strengthen the Navy team (Richardson, 2018;
Richardson, 2019). The Navy recognizes the need to renew efforts to advance all leader
development strategies and initiatives (U.S. House Armed Services Committee, 2018). The Chief
of Naval Operations established the Navy Leader Development Strategy to provide a foundation
for Navy leader development within the organization (Greenert, 2013). The enhancement of the
leadership development strategy occurred with the introduction of the Navy’s design for
maintaining maritime superiority. The Chief of Naval Operations introduced an updated revision
of the design for maintaining maritime superiority a few years later (Richardson, 2018).
According to the design, maritime superiority is essential to a sovereign nation’s capacity to
meet the demands of complex world affairs and events (Richardson, 2018). As such, the design
presented multiple elements that interconnected the vision of the strategic environment, core
attributes, lines of effort, and the Navy’s approach to maintaining maritime superiority
(Richardson, 2018). The “lines of effort” element relate most directly to deckplate leadership to
“strengthen the Navy team” (p. 12) and is a clear signal to fortify and expand all Navy leadership
development programs (Richardson, 2018). The performance goal of this study focused

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specifically on the organization’s capacity to develop Chief Petty Officer deckplate leadership.
Document analysis and participant interviews measured the performance goal regarding
deckplate leadership development by August 1, 2019.
Description of Stakeholder Groups
The stakeholder groups in this study represent the organization’s enlisted and officer
paygrade structure that determines wages and benefits and corresponds with military rank and
privilege (Cutler, 2017). Stakeholder groups break down into eight distinct paygrade categories:
junior enlisted, noncommissioned officers, senior noncommissioned officers, senior enlisted
advisors, warrant officers, junior officers, senior officers, and flag officers. E1–E3 paygrades
characterize the junior enlisted personnel; E4–E6 are the noncommissioned officers' corps; and
E7–E9 are senior noncommissioned officers. Paygrades W2 to W5 typify the organization’s
warrant officers, O1–O4 are junior officers, and O5–O6 paygrades are considered senior officers.
The last paygrade classification is flag officers in paygrades O7–O11. Table 1 outlines the
United States Navy paygrades, ranks, rates, and classifications.

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Stakeholder Group of Focus and Stakeholder Goal
A complete analysis of all Navy paygrades would provide a broad representation of the
stakeholder groups as it relates to deckplate leadership development. However, practicality
dictated an explicit focus on Chief Petty Officers (E7-E9 paygrades), which exercises middle-
management duties (U.S. Department of the Navy, 1990). Chief Petty Officers are the
“backbone” of the Navy and are renowned as the bridge between the officer and enlisted
community (Leahy, 2004; Russell, 2000). As the backbone of the Navy, Chief Petty Officers are

11

expected to develop, organize, and motivate, to accomplish organizational goals (U.S.
Department of the Navy, 2015). Organizational success or failure largely depends on the quality
of the Chief Petty Officers assigned to a command or unit (U.S. Department of the Navy, 1990).
Table 2 displays the organization’s mission and performance goals.
Table 2

Organizational Mission and Stakeholder Performance Goals

Organizational Mission
To maintain, train, and equip combat-ready Naval forces capable of winning wars, deterring
aggression and maintaining freedom of the seas

Organizational Performance Goal
By June 1, 2020, Force Command will develop deckplate leadership practices at the command.

Force Command

Chief Petty Officers

Chief Petty Officers

By June 1, 2020, Force
Command will support
command deckplate
leadership development.

By June 1, 2020, Chief Petty
Officers will participate in
deckplate leadership
development.

By June 1, 2020, Chief Petty
Officers will demonstrate
deckplate leadership in their
practice.

Purpose of the Project and Questions
The purpose of this study was to measure knowledge, motivation, and organizational
influences of deckplate leadership development and its effect on Chief Petty Officers within
Force Command (Clark & Estes, 2008). Force Command is a pseudonym used to encompass the
entirety of the organization and protect stakeholder anonymity. The analysis examined deckplate
leadership development policy and practice related to Chief Petty Officers and the challenges
they faced. The Laying the Keel: Developing the Backbone of Our Navy initiative introduced by
the Office of the Master Chief Petty Officer of the Navy guides deckplate leadership

12

development. Laying the Keel aligns with the Chief of Naval Operations’ Design for
Maintaining Maritime Superiority and Leader Development Framework. Laying the Keel also
introduces Sailor 360, on-the-job leadership training, to continue leader development momentum
at the command. The primary focus is Sailor 360 because it is delivered on-the-job or on the
deckplates where the sailors work. Sailor 360 supports the Chief of Naval Operations’ demand
for the full engagement of deckplate leadership to ensure the development and retention of a
Navy workforce the nation needs (Richardson, 2018; Richardson, 2019; U.S. House Armed
Services Committee, 2018).
The guiding questions for this qualitative promising practice study are:
1. What is stakeholder knowledge related to deckplate leadership development?
2. What is stakeholder motivation related to deckplate leadership development?
3. To what extent is the organization meeting its goal of developing deckplate leadership?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organization resources?
Methodological Framework
This study used two qualitative methods to gather and analyze deckplate leadership
development data. First, the stakeholder group of focus’ demonstration and the organization’s
development of deckplate leadership was assessed using document analysis of regulations, laws,
and manuals. Second, I conducted interviews with a select sample of Chief Petty Officers
recognized as model examples of deckplate leadership. I recognized that the inclusion of
observation would have provided specific triangulation of the data collected. However,
observation of deckplate leadership development practices was excluded from this study’s
analysis process because operational security (OPSEC) protocols restricted access to Force

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Command. As such, future research of deckplate leadership should, if applicable, observations of
deckplate leadership practices.
Definitions
Force Command is a military organization with a specific hierarchical structure and
culture. A multitude of words, phrases, and terms is unique to this structure and culture.
Therefore, for this promising practice study, I provide the following definitions:
Chief: A United States Navy Chief Petty Officer in paygrade E7.
Chief Petty Officers: United States Navy Chief Petty Officers in paygrade E7 through E9.
Command Master Chief: A United States Navy Chief Petty Officer in paygrade E9 that is
designated by a specialty rating separate and distinct from their occupational field.
Deckplate Leadership: An organizational term conceived to encapsulate the essence of particular
leadership performance behaviors analogous to the CPO mission, vision, and guiding principles.
Master Chief: A United States Navy Chief Petty Officer in paygrade E9.
Non-Petty Officer: A United States Navy junior enlisted in paygrades E1 through E3.
Paygrade: Represents organizational pay-bands commensurate with the appropriate authority,
accountability, benefits, privileges, rights, and responsibilities.
Petty Officer: A United States Navy noncommissioned officer in paygrades E4 through E6.
Rank: Represents the organizational officer title or designation that corresponds to the related
paygrade, for example, Lieutenant (O3), Captain (O6), or Admiral (O10).
Rate: Represents the organizational enlisted title or designation that corresponds to the related
paygrade, for example, Petty Officer Third Class (E4) or Chief Petty Officer (E7).
Rating: Represents the occupational title or designation that corresponds to the related job
specialty, for example, Boatswain's Mate Third Class (BM3) or Boatswain's Mate Chief (BMC).

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Senior Chief: A United States Navy Chief Petty Officer in paygrade E8.
Senior Enlisted Advisor: A classification title or designation for Chief Petty Officers assigned by
specialty rating to only command leadership roles.
Senior Enlisted Leader: A classification title or designation for Chief Petty Officers assigned by
collateral position authority, not specialty rating, to command leadership roles.
Project Organization
For this qualitative study, I examined the policy and practice of deckplate leadership
development related to Navy Chief Petty Officers. Specifically, I analyzed aspects of Sailor 360
that focused on developing Chief Petty Officers to demonstrate model deckplate leadership
performance behaviors in their practice. Chapter 1 provided an overview of this study, giving its
purpose and significance. Chapter 2 reviews the literature related to the topics of strengthening
the Navy team through leader development, leader development framework, on-the-job leader
development, and deckplate leadership, as well as addresses the value of deckplate leadership
development. Chapter 2 also explains the theoretical framework and the significance of the
outcomes of the research. Chapter 3 provides a detailed description of the methodology used for
this study and the data collection process. The findings of the study are reported and discussed
in-depth in Chapter 4. Chapter 5 presents a summary of the results followed by the implications
for practitioners and me, along with the conclusion and recommendations for further study
related to my findings.

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CHAPTER TWO: LITERATURE REVIEW
This chapter reviews literature on the knowledge, motivation, and organizational
variables related to deckplate leadership development of Navy Chief Petty Officers. The
literature review divides into four principal sections. Section one presents deckplate leadership
performance behaviors, Chief Petty Officer leader development, and organization-specific
examples of leadership performance and conduct. Section two is an overview of current Navy
leader development strategies and methodologies. Section three examines the organizational and
cultural variables that impact on-the-job leader development practices. Finally, section four
analyzes knowledge, motivation, and organization influences related to Chief Petty Officer
deckplate leadership development through the lens of the Clark and Estes (2008) gap analysis
model. Figure 2 is a representation of the Clark and Estes gap analysis model.
Figure 2
Clark and Estes Gap Analysis Model

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The Chief Petty Officer
Deckplate leadership theory stems from the extensive and rich history of the Navy Chief
Petty Officers (Juergens, 2010) and their mission, vision, and guiding principles (see Appendix
A). The first recorded use of the title “Chief” happened in 1776. Jacob Wasbie was a Cook’s
Mate aboard USS Alfred and was referred to as the “Chief Cook.” The title was informal and
was used to denote his position on the ship as the head cook (U. S. Naval History and Heritage
Command, 2018). The United States did not recognize the Chief Petty Officer rate as an official
paygrade until February 25, 1893 (Juergens, 2010). On that date, President Benjamin Harrison
issued General Order No. 409 to take effect on April 1, 1893, which established the rate of Chief
Petty Officer in the U.S. Navy (see Appendix B). The Navy followed the issuance of General
Order No. 409 with U.S. Navy Regulation Circular No. 1 dated March 13, 1893 (see Appendix
C). The circular decreed Chief Petty Officer as an enlisted classification and designated April 1,
1893, as the official Chief Petty Officer birthday (Anthony, 2014; U.S. Naval History and
Heritage Command, 2018b). Sixty-five years later, the United States government expanded
enlisted classifications throughout the military. On May 19, 1958, Public Law 85-422 authorized
the addition of E8 and E9 to the military paygrade structure (Military Pay Act of 1958). In the
Navy, the E8 paygrade became the Senior Chief Petty Officer or Senior Chief rate classification
(U.S. Chief of Naval Personnel, 2007). Also, the E9 paygrade became the Master Chief Petty
Officer or Master Chief rate classification (U.S. Chief of Naval Personnel, 2007).
Specialty Ratings
The unique, sea-bound mission of the Navy necessitated the designation of Chief Petty
Officers for specific “command” leadership support and organizational development.
Accordingly, the Chief of Naval Operations promulgated the “Command Master Chief Program”

17

instruction introducing the five specialty ratings of Command Senior Chief, Chief of the Boat,
Command Master Chief, Force Master Chief, and Fleet Master Chief (U.S. Chief of Naval
Operations, 2016). The Command Master Chief Program delineates these specialty ratings as
separate and distinct occupational fields and assigns them exclusively to command leadership
and senior advisory roles (U.S. Chief of Naval Operations, 2016).
Master Chief Petty of the Navy (MCPON)
In the Navy, the highest-rated Chief Petty Officer is the Master Chief Petty Officer of the
Navy (MCPON). The MCPON and the corresponding office were established in January 1967 to
serve as the enlisted community’s senior enlisted leader and the Chief of Naval Personnel’s
senior enlisted advisor. The MCPON role was initially known as The Office of Senior Enlisted
Advisor of the Navy. The role was re-designated in April 1967 to align with comparable senior
enlisted advisors from other military components. The first Master Chief Petty Officer to serve in
the role of Senior Enlisted Advisor of the Navy was Master Chief Delbert D. Black. As of the
date of this study, 15 Master Chiefs have been selected to serve in the Office of Master Chief
Petty Officers of the Navy. Table 3 lists Master Chief Petty Officers of the Navy in
chronological order.

18

Table 3
Master Chief Petty Officers of the Navy (Chronological Order)
No. Master Chief Petty Officer of the Navy (MCPON) Tenure
1 MCPON Delbert Black 1/13/1967 - 1/4/1971
2 MCPON John "Jack" Whittet 1/4/1971 - 9/25/1975
3 MCPON Robert Walker 9/25/1975 - 9/28/1979
4 MCPON Thomas S. Crow 9/28/1979 - 10/1/1982
5 MCPON Billy C. Sanders 10/1/1982 - 10/4/1985
6 MCPON William H. Plackett 10/4/1985 - 9/9/1988
7 MCPON Duane R. Bushey 9/9/1988 - 8/28/1992
8 MCPON John Hagan 8/28/1992 - 3/27/1998
9 MCPON James L. Herdt 3/27/1998 - 4/22/2002
10
MCPON Terry D. Scott 4/22/2002
-
7/10/2006
11 MCPON Joe R. Campa 7/10/2006 - 12/12/2008
12 MCPON Rick D. West 12/12/2008 - 9/28/2012
13 MCPON Michael D. Stevens 9/28/2012 - 9/2/2016
14 MCPON Steven S. Giordano 9/2/2016 - 6/21/2018
Interim FLTCM Russell L. Smith 6/22/2018 - 8/29/2018
15 MCPON Russell L. Smith 8/29/2018 - Present

The MCPON is essential to the Navy because the role and office provide discernible flag-
level senior enlisted leadership that supports organizational regulations and order (U.S. Chief of
Naval Operations, 2012). “Flag level” is defined as authority, accountability, and responsibility
at the Navy Flag Officer or Admiral level. MCPONs are assigned an initial 2-year term. The
Chief of Naval Operations, the Navy Flag Officer in Charge of Navy Organizations, has the
option of extending a MCPON term an additional 2 years. The maximum term limit for a
MCPON is 4 years. The MCPON is supported by a team of Master Chief Petty Officers that are
assigned to specific commands. The team is known as the MCPON’s Leadership Mess. Table 4
lists the MCPON’s leadership mess, which is comprised of Fleet (FLTCM), Force (FORCM),
and Flag-level Master Chief Petty Officers (CMDCM).

19

Table 4
MCPON’s Leadership Mess
Rank
Abbreviat
ion
Command
Fleet Master Chief Petty
Officer
FLTCM United States Fleet Forces Command
Fleet Master Chief Petty
Officer
FLTCM United States Pacific Fleet
Fleet Master Chief Petty
Officer
FLTCM United States Naval Forces, Europe/Africa
Fleet Master Chief Petty
Officer
FLTCM
Navy Total Force/Manpower, Personnel, Training
and Education
Fleet Master Chief Petty
Officer
FORCM Bureau of Medicine and Surgery
Fleet Master Chief Petty
Officer
FORCM Naval Air Force, U. S. Atlantic Fleet
Fleet Master Chief Petty
Officer
FORCM Naval Air Forces
Fleet Master Chief Petty
Officer
FORCM Naval Education and Training Command
Fleet Master Chief Petty
Officer
FORCM Naval Facilities Engineering Command
Fleet Master Chief Petty
Officer
FORCM Naval Special Warfare
Fleet Master Chief Petty
Officer
FORCM Naval Surface Force, U. S. Atlantic Fleet
Fleet Master Chief Petty
Officer
FORCM Naval Surface Forces
Fleet Master Chief Petty
Officer
FORCM Navy Cyber Command
Fleet Master Chief Petty
Officer
FORCM Navy Expeditionary Combat Command
Fleet Master Chief Petty
Officer
FORCM Navy Installations Command
Fleet Master Chief Petty
Officer
FORCM Navy Personnel Command
Fleet Master Chief Petty
Officer
FORCM Navy Recruiting Command
Fleet Master Chief Petty
Officer
FORCM Navy Reserve Forces
Fleet Master Chief Petty
Officer
FORCM Submarine Force, U. S. Pacific Fleet
Fleet Master Chief Petty
Officer
FORCM Submarine Forces

20

Command Master Chief
Petty Officer
CMDCM Flag Officer-level commands

Deckplate Leadership Challenges
Deckplate leadership in the Navy has not been without its challenges. Listed below are
four examples of naval incidents that highlighted leadership behaviors that did not meet Navy
occupational standards (U. S. Chief of Naval Personnel, 2020). Additionally, the incidents
provided a body of facts that supported my reasoning or justification for a critical assessment of
the Navy’s leadership development efforts related to Chief Petty Officers.
Tailhook (1991)
One of the most significant incidents that impacted the Navy and demonstrated what
Lewis (1993) called a catastrophic failure in leadership was the 1991 Tailhook scandal (Healy,
1992; Kempster, 1993). The Tailhook scandal was the epitome of a hierarchical culture of
degenerative thoughts and behaviors that undermined regulations and eroded Navy core values,
ethos, and trust (Lewis, 1993). The department reported that the perpetrators of the 90 reported
sexual assaults exceeded 100 officers (Healy, 1992; U.S. Department of Defense, Office of
Inspector General, 1992). Upwards of up to 140 court-martials, resignations and separations
were executed for those associated with the scandal (Ogden, n.d.; Robertson, 2016). Tailhook
forced the Department of Defense and the Department of the Navy to publicly address the
systemic failure of leadership to cultivate a culture of authority, accountability, and responsibility
for equal access and opportunity in the workplace (Beck, 2016; Lewis, 1993). As a result, (a)
women earned the right to fly combat missions, (b) a zero-tolerance policy for sexual harassment
was initiated, and (c) leadership and ethics development were intensified (Beck, 2016).

21

The Navy continued throughout the remainder of the 1990s to introduce new practices
aimed at leadership and ethics development. Three strategies and methodologies included the
emergence of a leadership management program: a structured leadership development
continuum, and formal leadership development courses (U.S. Department of the Navy, Office of
the Master Chief Petty Officer of the Navy, 2019). The Navy’s efforts of practice also combined
the implementation of private industry initiatives such as Total Quality Leadership (U.S.
Department of the Navy, Navy Internal Relations Activity, 1991) and introduced formal Navy
core values (Bauer, n.d.). However, despite corrective measures, that the organizational
leadership challenges persisted remains a matter of extreme significance.
Fat Leonard (2013)
In recent times, the public was made aware of a bribery scandal involving the Navy and a
defense contractor known as Fat Leonard (Drew & Ivory, 2013). Leonard Glenn Francis, or Fat
Leonard as he came to become known, pled guilty to providing high ranking Navy officials with
bribes in return for highly sensitive information (Brake, 2018). He would later use that same
information to defraud the Navy before his conviction (Whitlock, 2016). The bribes included
gifts, favors, and sex parties (Giaritelli, 2017; Whitlock, 2017). The consequences of the Fat
Leonard scandal are still affecting the Navy today (Whitlock, 2018a). Three more indictments
related to the Fat Leonard scandal were filed in the summer of 2018. The indictments brought the
total criminal charges filed by the United States Justice Department to approximately 35 since
the scandal was first made public in 2013, (Whitlock, 2018b).
At-Sea Mishaps (2017)
More recently, four high profile at-sea mishaps occurred involving three shipboard
collisions and a ship running aground (Spencer, 2017). First, in January 2017, the guided-missile

22

cruiser USS Antietam (CG 54), attempting anchorage shortly after leaving her berth in Yokosuka
Japan, ran aground in the shoal water inside Tokyo Bay (Davidson, 2017). Second, in May 2017,
the guided-missile cruiser USS Lake Champlain (CG 57), while performing escort duties for
aircraft carrier operations, collided with a Korean fishing vessel (Davidson, 2017). Third, in June
2017, the guided-missile destroyer USS Fitzgerald (DDG 62) tried to cross a crowded sea lane at
night, collided with a commercial containership, and killed seven U.S. Navy sailors (Davidson,
2017). Lastly, August 2017, the guided-missile destroyer USS John S. McCain (DDG 56), while
transiting the Singapore Straits headed for Sembawang, collided with a merchant's vessel and
killed 10 U.S. Navy sailors (Davidson, 2017).
All operations were halted, and a review of the root cause of these unfortunate events was
promptly executed (Moran, 2017). The review concluded that the mishaps were all the result of
human error. Additionally, the review disclosed several areas of concern that combined to create
a culture of complacency in training and performance (Davidson, 2017). The review uncovered
three overarching areas of concern for the Navy battle force. The concerns included global
demands, maintenance cycles, and the human performance element (Davidson, 2017). Based on
paygrade or duty assignment, influence on global demands and maintenance cycles fall outside
the direct control of deckplate leaders at the command or unit level. However, the outcomes of
the human performance element correspond directly with the influence of leaders demonstrating
established deckplate leadership performance behaviors (U.S. Department of the Navy, 2015).
The substandard behaviors demonstrated in the instances above undermine good order and
discipline, which erodes trust with sailors. Trust, according to the Chief of Naval Operations,
effects retention. Intrinsically, Snodgrass et al. (2015) reported that a sailor’s decision to renew
an enlistment contract is influenced by the trust they have in their senior leadership. Because of

23

their middle-management position and their standing as the backbone of the Navy, Chief Petty
Officers carry the most significant trust-building influence within the Navy’s chain of command.
For this reason, deckplate leadership development, as recognized by the Navy, remains a matter
of vital importance to building trust and retaining a Navy workforce our nation needs.
Deckplate Leadership Development
The high-profile at-sea mishaps of 2017 that resulted in 17 deaths proved to be the
tipping point that compelled the Navy to renew its approach to leader development (Brake,
2018). Stable deckplate leadership remains the principal contributory factor that influences
success at the command or unit (Greenert, 2013). “Success” in this study is the ability of a
command or unit to meet its mission objectives effectively and efficiently with no loss or
degradation of resources. The resources may include but are not limited to aircraft, ships,
facilities, and personnel. The primary resource that is imperative to the Navy’s success is its
leaders (Richardson, 2018; Richardson, 2019). The Navy’s renewed focus on leader development
emphasizes explicit attention to the development of deckplate leaders with competence and
character (Brake, 2018).
Design for Maintaining Maritime Superiority
The Chief of Naval Operations instituted a design for maintaining maritime superiority
that supports the National Defense Strategy to build a more lethal force through the cultivation of
the military workforce (Eckstein & LaGrone, 2016; U.S. Department of Defense, 2018). The
maritime design places emphasis on non-classical approaches to the depth and breadth of global
challenges faced by the Navy. The design addresses three major (global maritime system, the
information system, and technology) and two interconnected (global competitors and budgetary
constraints) global forces. The design expresses the Navy’s professional identity through four

24

core attributes: integrity, accountability, initiative, toughness, as well as four lines of effort to
achieve the goal of the maritime design (a) focus of war fighting, (b) accelerated learning, (c)
team building, and (c) strategic partnerships (Richardson, 2018). Specifically, as it relates to
deckplate leadership development, the team building line of effort directly aligns with the goal of
building a more lethal force through the cultivation of the workforce. Team building mainly aims
to strengthen the workforce through broad organizational leader development programs
(Richardson, 2018).
Leader Development Framework
In 2017, Chief of Naval Operations Admiral John Richardson signed into existence the
Navy Leader Development Framework. In 2018, the framework was updated and reissued as a
2.0 version. The framework’s 2.0 version incorporated an updated Chief of Naval Operations’
Charge of Command (Appendix D) and the “One Navy Team” memorandum (Appendix E). It
also included a new section highlighting leader development advocacy and mentorship. In May
2019, the most recent published iteration of the framework was the 3.0 version (Richardson,
2019). The 3.0 release added a third leader development lane to the framework entitled
connections. Connections relate to relationship building.
The framework communicates a vision of “how to” grow Navy leaders. The framework is
designed to build leadership performance behaviors along the competency, character, and
connections lanes. The framework formally cultivates and strengthens these lanes through (a)
schools, (b) on-the-job training, and (c) self-guided learning approaches. The framework’s
combined-venue approach of schools, on-the-job training, and self-guided learning develops
Navy leaders and offers “a rich environment for growth” (Richardson, 2019, p. 6). Although not
listed as an official leadership development lane, the framework also mentions advocacy and

25

mentorship as vital to developing leaders with competency, character, and connections.
Competency is technical expertise and includes service schools, type duty assignments,
command-delivered training and qualifications, leadership symposiums, and professional
military education courses (Richardson, 2019). Character is morals and values demonstrated in
policy and practice, which includes general military training, command-level training and
qualifications, leadership symposiums, and foundational leader development courses
(Richardson, 2019). Connections are intellectual and personal relationships that build teamwork,
trust, and confidence through the sharing of knowledge, experiences, and resources (Richardson,
2019).
Laying the Keel
Laying the Keel is a leadership development practice initiated by the Officer of the
Master Chief Petty Officer of the Navy (Burke, n.d.; U.S. Department of the Navy, Office of the
Master Chief Petty Officer of the Navy, 2019; Weatherspoon, 2016; Wilkinson, 2018) and
influences a renewed focus on enlisted leader development (Richardson, 2019). Laying the Keel
reinforces the Navy’s leader development framework, which supports the design for maintaining
maritime superiority (Richardson, 2019). The practice is an integrated conglomerate of
foundational development courses and command-delivered training. Its delivery methodology is
designed to be interactive and facilitated by certified Navy instructors. The content is organized
to provide training aimed at developing and strengthening leadership competencies, character,
and connections behaviors (U.S. Department of the Navy, Office of the Master Chief Petty
Officer of the Navy, 2019; Smith, 2018). All foundational training courses in Laying the Keel
focus on developing leaders with character, self-awareness, and ethical decision-making
qualities. The Sailor 360 program was adjoined to Laying the Keel for on-the-job training

26

purposes and continuing the leader development conversation after completion of foundational
courses.
Sailor 360
Sailor 360 is a component of Laying the Keel designed to be an on-the-job deckplate
leadership development practice. Sailor 360 directly correlates to the evaluated deckplate
leadership performance behaviors associated with Chief Petty Officers (U.S. Department of the
Navy, 2015). Sailor 360 is the evolution of an old program known as CPO 365, which was on-
the-job deckplate leader development training explicitly geared to preparing First Class Petty
Officers for promotion to Chief Petty Officer (U.S. Department of the Navy, 2013). Sailor 360
continues the practice of on-the-job deckplate leadership development. Sailor 360 emphasizes
the “brilliant on the basics” practice, which is a command level development and retention effort
(U.S. Chief of Naval Operations, 2018b; U.S. Chief of Naval Operations, 2018c; U.S. Chief of
Naval Personnel, 2017). Brilliant on the basics provides the framework that enables the
execution of deckplate leadership performance behaviors. Also, it expands the on-the-job leader
development practice to include all enlisted paygrades.
Additionally, Sailor 360 formalized the Chief Petty Officers creed (U.S. Naval History
and Heritage Command, 2018a; U.S. Department of the Navy, Office of the Master Chief Petty
Officer of the Navy, 2019) and updated the verbiage to reflect the expectations of every Chief
Petty Officer to align their conduct and behavior with the Chief Petty Officer’s Creed (Leuci,
2015; U.S. Department of the Navy, Office of the Master Chief Petty Officer of the Navy, 2019).
Sailor 360 complements formal foundational training and strengthens deckplate leadership
performance behaviors. Sailor 360 aligns with the on-the-job training aspect of the Navy leader
development framework through command-delivered adversity, challenges, feedback, and

27

mentoring as tools to cultivate a growth and development culture. Sailor 360 uses a 360-degree
leader development approach that includes seven key leadership elements (see Appendix F). The
seven elements are designed to provide direction to leader development efforts in support of
organizational integrity, accountability, initiative, and toughness (Richardson, 2018). In closing,
Sailor 360 is an on-the-job deckplate leadership development policy and practice that's flexible
enough to be delivered across multiple paygrades. Sailor 360, as a complement to “Laying the
Keel,” reinforces the Navy leader development framework and supports the Chief of Naval
Operations’ design for maintaining maritime superiority.
Clark and Estes’ (2008) Gap Analysis Conceptual Framework
The Clark and Estes gap analysis conceptual framework is an examination approach
designed to critically evaluate performance outcomes and identify practical methods and
strategies to improve performance outcomes related to performance goals. The gap analysis
conceptual framework is rooted in research-based models and theories. Additionally, it offers
simple guiding principles for replication in a straight-forward manner. The framework seeks to
identify the root causes of gaps in organizational performance and presents solutions that can
potentially help mitigate those performance gaps. A significant element of the Clark and Estes
gap analysis conceptual framework includes a systematic approach to the evaluation of potential
influences and their effect on performance outcomes. The influences within the gap analysis
conceptual framework are knowledge, motivation, and organizational.
The knowledge influence, as it relates to the gap analysis, is an understanding. There are
four knowledge-influence types associated with performance outcomes. Factual knowledge is
factual and discrete. Conceptual knowledge is sophisticated and organized around information

28

processing. Procedural is specific and involves skills/steps. Lastly, metacognitive knowledge is
cognitive self-awareness or understanding of one’s awareness.
Motivation, at the core, is specified by the indices of active choice, persistence, and
mental effort. First, the definition of active choice is the conscious and deliberate decision to
pursue a goal or objective. Second, persistence is the willingness to continue the pursuit of a goal
or aim despite barriers, distractions, and obstacles. Lastly, mental effort reflects the cognitive
investment rendered to the given pursuit of the goal or objective. Closely related to mental effort,
but not one of the motivation indices is confidence. Confidence is the underlying influence that
determines mental effort toward a goal or objective. Overconfident and under-confident
individuals fail to execute adequate mental effort. Overconfident individuals fail because they
see the task related to a goal’s mission as something simple. Under-confident individuals also
fail because they believe their endeavors will fail. The individuals who choose to begin and
persist toward a goal with balanced confidence tend to exert the maximum amount of mental
effort.
Motivational influences within this gap analysis framework include utility-value and self-
efficacy. Utility-value is the belief in the benefit of seeing the value of the result of a task, goal,
or objective. Self-efficacy is a belief and judgment of one’s ability and expectation to perform a
task successfully. Self-efficacy can be further defined as individual self-efficacy (one individual)
and collective self-efficacy (a collection of individuals). The last gap-analysis influence,
recognized as a critical component of the framework, is related to the organization. Culture is a
significant influence on organizational performance. Two aspects of the organization’s culture
relate heavily to the cultural influences on performance: cultural models and cultural settings.
Cultural models represent the organization’s internal and typically invisible values, beliefs, and

29

attitudes. Cultural settings are an external representation of the organization’s visible and
tangible exemplification of its values, beliefs, and attitudes.
Stakeholder Knowledge, Motivation, and Organizational Influences
Leadership development is an essential component of performance outcomes. Research
indicates that leadership that includes the leader contributes immensely to individual and
organizational performance outcomes (Văcar & Miricescu, 2013). Therefore, in terms of
performance outcomes, the study of leader development theory and practice becomes just as
important as the study of leadership theory and practice. Day (2001) defined “leader
development” as a process of evolution focused primarily on the individual, where “leadership
development” engages a multitude of individuals. According to Day et al. (2014), intrapersonal
and interpersonal skills are two critical factors within the leader and leadership development
process. Both skills include but are not limited to experience, personality, self-development, and
social mechanisms (Day et al., 2014). Lord and Hall (2005) further suggested that the leadership
development process is grounded in the progressive development of cognitive skills like
information processing and knowledge structures. Ultimately, a strong predictor of achievement
can be found within the performance outcomes influenced by knowledge dimensions, cognitive
skills, and organization goals (Clark & Estes, 2008). At the core of performance, results are
knowledge of what the goal is, what is required to achieve the goal, and knowing if one
possesses the knowledge and skills necessary to complete the goal. Four knowledge dimensions
encapsulate the idea of maintaining an understanding of the goal, required tasks or resources, and
essential knowledge and skills.
Krathwohl (2002) and Rueda (2011) outlined a two-dimension structure of educational
outcomes focused on knowledge and cognitive process dimensions. The knowledge dimension is

30

the primary focus of this study because it relates to the stakeholder and organizational goals. The
knowledge dimension contains sub-categories that include factual, conceptual, procedural, and
meta-cognitive knowledge. Factual knowledge is fundamental and includes discrete details,
definitions, and terminology. Conceptual knowledge is a more complicated form of organized
experience that contains concepts, processes, and procedures. Procedural knowledge is an
understanding of how to perform a task or procedure in a specific circumstance or situation to
reach a particular goal or outcome. Meta-cognitive knowledge is an awareness of one’s thinking
and how to apply their abilities as it relates to outcome goals (Krathwohl, 2002). An example
that includes all four knowledge dimensions is the Navy work center supervisor and a
command’s planned maintenance under the 3M system. 3M is a material and maintenance
management tool used to maximize operational readiness of equipment. The work center
supervisor demonstrates factual knowledge through familiarity with 3M requirements and
schedules. The work center supervisor engages conceptual knowledge through the understanding
of why the 3M system exists and how it supports overall mission objectives. The work center
supervisor exercises procedural knowledge through an understanding of the steps and procedures
required to perform 3M planned preventive maintenance. Finally, the work center supervisor
demonstrates meta-cognitive knowledge in mindful self-assessment and reflection related to
preventive maintenance application in support of mission objectives. All four knowledge
dimensions are essential to overall organizational achievement. However, this study focuses
explicitly on the procedural knowledge type and primarily three knowledge influences.
Knowledge
The goal of Sailor 360 is on-the-job leadership training and development of personnel in
support of organization mission objectives and global goals. According to Aguinis and Kraiger

31

(2009), some of the benefits of training and development include improved individual and team
performance. This aligns with Force Command’s goal of producing combat-ready forces through
policy and practice designed to cultivate leaders of character, competence, and connections.
Aguinis and Kramer (2009) further asserted that training improved declarative and procedural
knowledge. In this study, Chief Petty Officers’ knowledge of what defines deckplate leadership
and how to demonstrate the associated performance behaviors of developing others, including
implementing a visible and engaging presence, and setting the tone for commands, was
examined.
In this study, the foundation of Force Command’s Chief Petty Officers leadership
development is outlined in leadership performance behaviors delineated in the Navy’s
performance evaluation system (U.S. Department of the Navy, 2015). Individually, as it relates
to knowledge influence, deckplate leadership is the foremost performance trait evaluated for
Chief Petty Officers. From a declarative knowledge perspective, the definition of deckplate
leadership is knowledge all stakeholders need to know. From a procedural knowledge viewpoint,
the performance behaviors of deckplate leadership is knowledge all personnel need to know and
is evaluated, at varying levels, annually (U.S. Department of the Navy, 2015). However, at the
Chief Petty Officer level, deckplate leadership is a more significant point of emphasis regarding
declarative and procedural knowledge.
Consequently, for the organization to achieve its leader goal, its development strategy
must include declarative and procedural knowledge of deckplate performance traits. All enlisted
performance traits are scored utilizing a 5.0 Likert-type scale (U.S. Department of the Navy,
2015). A performance trait scored at 1.0 is an assessment of an individual performing below
standards. Conversely, a performance trait score of 5.0 is an evaluation of an individual’s

32

performance that is greatly exceeding standards. A single stakeholder’s performance believed to
be meeting the standard is awarded a performance trait score of 3.0. Performance traits are
common knowledge among all military stakeholders in this study because they are essential to
career progression. However, from a declarative and procedural knowledge perspective, Chief
Petty Officers should be intimately familiar not only with the performance traits but also the
definition of deckplate leadership and its associated performance behaviors as outlined in the
performance evaluation system (U.S. Department of the Navy, 2015). The Chief Petty Officers
who embody deckplate leadership, which greatly exceed performance standards, demonstrate
inspiring and motivating behaviors. They train junior officers and enlisted personnel to reach
their growth and development potential. The Chief Petty Officers set the tone that advances
organizational mission and vision through presence and engagement by gainfully employing
resources. Also, the Chief Petty Officers who greatly exceed performance standards are superb
organizers with great foresight and persevere through challenges. From a declarative and
procedural knowledge perspective, performance behaviors and evaluations are basic military
requirements that are indoctrinated into every service member and are progressively reiterated
throughout their career. Table 5 reflects the assumed knowledge influences, types, and
assessments used to gain insight into the Force Command Chief Petty Officers’ knowledge
related to deckplate leadership.
Table 5
Assumed Knowledge Influences

Organizational Mission
To maintain, train, and equip combat-ready forces capable of winning wars, deterring
aggression, and maintaining freedom of the seas.

Organizational Goal

33

The mission of the Force Command is to provide, through augmentation and reinforcement, a
force that supports the primary mission of the organization.

Stakeholder Goal
By June 1, 2020, Chief Petty Officers will demonstrate deckplate leadership in their practice.

Assumed Knowledge
Influence

Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural, or
metacognitive)

Knowledge Influence
Assessment

Chief Petty Officers need to
know the definition of
deckplate leadership

Chief Petty Officers need to
know how to demonstrate an
ability to develop others

Declarative

Procedural

Chief Petty Officer’s
knowledge on deckplate
leadership will be assessed
through interviews and
document analysis

Chief Petty Officer’s
knowledge on how to
demonstrate an ability to
develop others will be
assessed through interviews
and document analysis

Chief Petty Officers need to
know how to demonstrate an
engaging and visible
presence

Procedural

Chief Petty Officer’s
knowledge on how to
demonstrate an engaging and
visible presence will be
assessed through interviews
and document analysis

Chief Petty Officers need to
know how to demonstrate the
ability to set the tone for
commands

Procedural

Chief Petty Officer’s
knowledge on how to
demonstrate an ability to
establish a positive tone for
commands will be assessed
through interviews and
document analysis

Motivation
The Navy strives to operate an efficient and effective leadership development platform,
and stakeholder motivation is a crucial component. Stakeholders who are motivated are more

34

likely to accomplish their personal and organizational goals (Mayer, 2011; Cerasoli et al., 2014).
The Sailor 360 program provides the practice framework that supports the deckplate leadership
development goal of the organization and its stakeholders (Richardson, 2018). Consequently, this
section of the literature review focused on motivational indicators and influences that are
relevant to successful deckplate leadership development of Force Command Chief Petty
Officers. In this study, Chief Petty Officers’ that see value in demonstrating deckplate leadership
and are confident in their ability to develop others, establish a visible and engaging presence, and
set the tone for commands produce combat-ready forces capable of achieving overall mission
objectives. The Chief Petty Officers’ motivation in terms of the value of demonstrating deckplate
leadership is important because according to Mayer (2011), an organization, group, individual, or
program that is responsible for stimulating and influencing the beliefs, thoughts, words, and
behavior of others toward a goal should possess a general understanding of the impact
motivation has on achievement. The achievement of mission objectives is vital to the
organization’s global goal, and deckplate leadership is a key element in meeting those mission
objectives. Chief Petty Officers' personal experiences with developing others, establishing a
visible and engaging presence, and setting the tone for commands shape their view of deckplate
leadership. As it relates to utility-value, Chief Petty Officers’ motivation to demonstrate
deckplate leadership builds with their perception of its benefit to their personal experience,
which, if positive, ultimately supports the overall mission and global goal of the organization.
This assertion aligns with the Hulleman et al. (2010) study that associating tasks or activities
with personal experiences increases the perception of its utility-value and triggers and maintains
interest and performance.

35

In terms of self-efficacy, or confidence in one’s ability to perform and task or action,
Chief petty Officers must be confident in the ability to demonstrate deckplate leadership. Sailor
360 provides the training and development platform for defining and communicating the value of
demonstrating deckplate leadership. The program also utilizes training and development
designed to cultivate self-efficacy in its leaders. The organization’s goal is to develop leaders
with character, competence, and connections. The result of achieving that goal is leaders that are
confident in their ability to demonstrate deckplate leadership in their practice. Sailor 360
provides the training and development platform to cultivate a learning environment that makes
the best use of the opportunity to increase the self-efficacy of its leaders in demonstrating
deckplate leadership. This assertion aligns with Pintrich’s (2003) claim that learning that is
aligned with motivation serve as contributors to achievement in education and training. More
specifically, motivation, as a reciprocal agent to learning, accounts for up to 50% of achievement
in terms of goal-directed education and training efforts (Pintrich, 2003). The Sailor 360 takes full
advantage of the opportunity to deliver training material by using fellow Chief Petty Officers
who model the superior deckplate leadership behavior. This is important because the Sailor 360
training topics tend to resonate with more impact and increase self-efficacy when taught or
facilitated by a respected peer that is recognized as a subject matter expert and provides
feedback. This assertion aligns with Schunk and Pajares’ (2009) claim that learning from others
who model the “to-be-learned” behavior and feedback increases learners’ self-efficacy, which
influences their active choice, persistence, and effort.
Motivation Indices
Schunk et al. (2009) referred to active choice, persistence, and effort as the three indices
related to motivation. First, active choice is consciously deciding to choose one activity over

36

another. Second, persistence is a commitment to an activity or action over some time. Lastly,
effort is the mental work exerted toward an activity or action (Schunk et al., 2009). According to
Clark and Estes (2008), a degradation in one or more of these motivational indices could affect
motivation and invariably performance behaviors. Despite the Chief of Naval Operations’
mandate to strengthen the Navy team through leader development (Richardson, 2018), Sailor 360
did not eliminate active choice, persistence, or mental effort as indicators of potential challenges
to motivation. The potential exists for Chief Petty Officers not to actively choose, persist, or
exert mental effort toward Sailor 360 unless they see the utility-value and feel efficacious in their
ability to perform deckplate leadership in their practice. However, Sailor 360 does provide a
platform of established resources that are used to motivate sailors. As it relates to Chief Petty
Officers, well respected peers that are recognized as subject matter experts have the greatest
impact on training and development. Other motivational resources include increased authority,
responsibility, and the opportunity to be recognized, in the future, as the subject matter expert
among your peers. The indices function as the cognitive variables that serve as reliable indicators
of motivated behavior within the utility-value and self-efficacy model related to this study.
Motivational Influences.
Chief Petty Officers are the backbone of the Navy and function as enlisted middle
managers who exercise immense influence as deckplate leaders. Challenges to their ability to
perform or demonstrate deckplate leadership performance behaviors have the potential to
influence their motivation. Consequently, Sailor 360, in alignment with Laying the Keel,
implores command leadership to play a crucial role in advocating and supporting leadership
development efforts (U.S. Department of the Navy, Office of the Master Chief Petty Officer of
the Navy, 2019; Richardson, 2018). Self-efficacy is associated with motivation toward success,

37

central to development, and influences willingness to seek out development opportunities (Ross,
2014). Hence, it is crucial what Chief Petty Officers believe in terms of their ability to
demonstrate deckplate leadership since their beliefs will influence their perception and behavior.
Accordingly, individuals need to perceive that a learning situation can facilitate change in a
direction acceptable to them (U.S. Naval War College, College of Leadership and Ethics, 2017).
Stakeholders believe that deckplate leadership at the command-level is vitally essential for
command success but may distrust the command leadership (Snodgrass & Kohlman, 2014). They
also view operational tempo as a work and family life balance barrier (Snodgrass & Kohlman,
2014), which eventually leads to a lack of motivation (Ross, 2014) for deckplate leadership
development effort practices like Sailor 360. As such, the foundational courses outlined in Sailor
360 cultivate relatively high self-efficacy amongst Chief Petty Officers as they relate to their
ability to demonstrate deckplate leadership. However, self-efficacy cultivation from a group
perspective relies on command or organizational support, which invariably tends to influence
individual self-efficacy (Bandura, 2000). Therefore, self-efficacy (individual and collective) is
crucial to deckplate leadership development and Chief Petty Officers’ belief in their ability to
demonstrate deckplate leadership. Table 6 indicates two assumed motivational influences that
were used to gain insight into Force Command’s Chief Petty Officers’ motivation.
Table 6
Assumed Motivational Influences

Organizational Mission
The global organizational goal is to maintain, train, and equip combat-ready forces capable of
winning wars, deterring aggression, and maintaining freedom of the seas.

Organizational Goal
The mission of the Force Command is to provide, through augmentation and reinforcement, a
force that supports the primary mission of the organization.

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Stakeholder Goal
By June 1, 2020, Chief Petty Officers will demonstrate deckplate leadership in their practice.

Assumed Motivation Influences

Motivational Influence Assessment

Utility-Value: Chief Petty Officers need to
see value in demonstrating deckplate
leadership

Chief Petty Officer’s utility-value will be
assessed utilizing semi-structured interview
questions
Self-efficacy: Chief Petty Officers need to
feel confident in their ability to demonstrate
deckplate leadership

Chief Petty Officer’s self-efficacy will be
assessed using semi-structured interview
questions

Organizational Influences
This section focuses on organizational influences and explicitly their connection to Force
Command. The primary goal of Force Command is to provide, through augmentation and
reinforcement, a force that supports the primary mission of the organization (Library of
Congress, 2016). Germane to that mission is the organization’s deckplate leadership.
Accordingly, increasing the probability of an organization meeting its mission is ensuring its
processes and culture are in alignment with its goal (Clark & Estes, 2008; Schein, 2017). Force
Command relies on its deckplate leaders to ensure that organizational processes and culture align
with mission objectives. Therefore, deckplate leadership becomes a critical component of the
regulatory processes and culture in terms of strengthening the Navy team (Richardson, 2018).
Cultural models and settings are discussed as they relate to Force Command’s support of
deckplate leadership.
Cultural Model
Force Command supports deckplate leadership through the cultivation of a shared belief
in the Chief Petty Officer’s Mission, Vision, and Guiding Principles (Leuci, 2015). The shared

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belief in the Chief Petty Officer’s Mission, Vision, and Guiding Principles are well represented
within the organization’s hierarchical structure (Schein, 2017). Force Command ensures a shared
belief through on-the-job training that includes the “why” of Chief Petty Officer’s Mission,
Vision, and Guiding Principles and aligning it with the organization’s mission and vision.
Training efforts that include the “why” improves learning outcomes (Walters et al., 2003).
Improved outcomes increase enthusiasm and successful results (Conger, 2013). According to
Schein (2017), when an organization is successful, the beliefs and values of the organization
become a shared part of the culture. The shared belief in Chief Petty Officer’s Mission, Vision,
and Guiding Principles, among command personnel, produces a “unity of effort” within the
organization that supports deckplate leadership. The execution of Force Command’s “unity of
effort” reinforces a shared belief in Chief Petty Officer’s Mission, Vision, and Guiding
Principles by supporting the on-the-job training for strengthening deckplate leadership and the
Navy team (Richardson, 2018). In this study, the Chief Petty Officer’s Mission, Vision, and
Guiding Principles serve as the organizational norm, and Sailor 360 is the on-the-job training
platform that aligns and cultivates a shared belief that supports deckplate leadership (U.S.
Department of the Navy, Office of the Master Chief Petty Officer of the Navy, 2019). During
Sailor 360, the organization’s shared belief in the Chief Petty Officer’s Mission, Vision, and
Guiding Principles and how it relates to the mission and vision of the organization are aligned
and cultivated, which improves on-the-job training results. Force Command’s on-the-job training
alignment and results are critical because, according to Walters et al. (2003), instructional efforts
that are aligned with the organization’s vision improves learning outcomes or as it relates to this
study, on-the-job training results. Force Command’s on-the-job training results, when aligned
with its vision, increase interest and enthusiasm that supports the cultivation of a shared belief in

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Chief Petty Officer’s Mission, Vision, and Guiding Principles. This assertion aligns with
research that shows as an organization’s instructional efforts and results are aligned, it increases
enthusiasm and potential for successful accomplishment (Conger, 2013). And according to
Schein (2017), organizational success cultivates shared beliefs and values that become a part of
the cultural model.
Cultural Setting
Force Command supports deckplate leadership through on-the-job training policy and
practice. Schein (2017) asserts that once an organization creates a shared culture of assumptions
and beliefs, it survives through teaching the culture to others new to the organization. In this
study, Sailor 360 provides an on-the-job training structure and process focused on supporting
deckplate leadership. Schein (2017) refers to the visible structure and processes of an
organization as visible and feelable artifacts. According to Schein (2017),
Artifacts include the visible products of the group, such as the architecture of its physical
environment; its language; its technology and products; its artistic creations; its style, as
embodied in clothing, manners of address, and emotional displays; its myths and stories
told about the organization; its published lists of values; and its observable rituals and
ceremonies. (Schein, 2017, p. 17).
Schein (2017) further states that “Observed behavior routines and rituals are also artifacts, as are
the organizational processes by which such behavior is made routine.” (p. 17). In this study,
Sailor 360 provides the organizational processes by which deckplate leadership is supported and
made routine. It allows a command’s leadership to exercise extreme autonomy in developing its
on-the-job training practices that support deckplate leadership policy. Force Command utilizes
Sailor 360 training policy and practices to support the goals of the organization’s Laying the

41

Keel and the design for maintaining maritime superiority. The execution of Force Command’s
Sailor 360 represents customary norms and practices of the organization supported by
regulations (U.S. Department of the Navy, 2017) and artifacts (Schein, 2017). Sailor 360 on-the-
job training is the visual representation of Force Command’s published messaging related to the
support of deckplate leadership. Sailor 360 on-the-job training, by instruction, is the essence of
Force Command's unity of effort and is represented by its policy and practices (U.S. Department
of the Navy, Office of the Master Chief Petty Officer of the Navy, 2019; Richardson, 2018).
Force Command’s Sailor 360 visually communicates customary norms related to authority and
accountability for the practical application of resources in planning, managing, and executing on-
the-job training. Sailor 360, through policy and practice, represents the observable processes and
behaviors of on-the-job training that reinforces a cultural setting that supports of deckplate
leadership. Each organizational influence below is a cultural factor related to the Force
Command’s support of deckplate leadership and how those influences affect Chief Petty
Officers' ability to demonstrate deckplate leadership in practice by June 1, 2020. Table 7 presents
two identified organizational influences and assessments proposed.
Table 7

Assumed Organizational Influences

Organizational Mission
The global organizational goal is to maintain, train, and equip combat-ready forces capable of
winning wars, deterring aggression, and maintaining freedom of the seas.

Organizational Goal
The mission of the Force Command is to provide, through augmentation and reinforcement, a
force that supports the primary mission of the organization.

Stakeholder Goal
By June 1, 2020, Chief Petty Officers will demonstrate deckplate leadership in their practice.

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Assumed Organizational Influences

Organizational Influence Assessment

Cultural Model Influence: The organization
needs to support deckplate leadership
development through the cultivation of a
shared belief in the Chief Petty Officer’s
Mission, Vision, and Guiding Principles

The cultural model influence will be assessed
through interviews and document analysis
Cultural Setting Influence: The organization
needs to support deckplate leadership
development through on-the-job training
policy and practice

The cultural setting influence will be assessed
through interviews and document analysis

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The study of leadership development is a vital element of leadership theory research (Day
et al., 2014). However, further research is necessary to understand the total effectiveness of
leadership development programs (Pinnington, 2011; Probert & James, 2011). The problem for
this analysis is the knowledge, motivation, and organizational influences related to deckplate
leadership development and the Chief Petty Officers’ capacity to demonstrate deckplate
leadership. Therefore, the qualitative method was selected to gather descriptive facts to evaluate
behaviors that verify or disprove a concept used to predict future behaviors (Allwood, 2012). A
qualitative methodology was used for this analysis to find essential clarifications through
interviews and document analysis that examine relationship variables (Creswell, 2014). The
primary stakeholders addressed were Chiefs Petty Officers affiliated with Force Command based
on their active duty, reserve, or retired status. Chief Petty Officers are the middle managers of
the organization and serve as the bridge between the enlisted and officer community. They are
also the primary discerners of potential knowledge, motivation, and organizational challenges

43

within the ranks of the organization. The various knowledge and organizational influences
identified and the inherent difficulties of deckplate leadership development may impact some
Chief Petty Officer’s motivation. Figure 3 represents Force Command’s knowledge, motivation,
and organization influences and how they interact with one another to achieve mission goals.
Figure 3
Conceptual Framework for Force Command

Knowledge
The declarative knowledge influence is for Chief Petty Officers to know the definition of
deckplate leadership. The first procedural knowledge influence is for Chief Petty Officers to
know how to demonstrate an ability to develop others. The second procedural knowledge

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influence is for Chief Petty Officers to know how to demonstrate a visible and engaging
presence. The third procedural knowledge influence is for Chief Petty Officers to know how to
demonstrate an ability to set the tone for commands. From a declarative knowledge perspective,
the codified definition of deckplate leadership is outlined in the Chief Petty Officers Mission,
Vision, and Guiding Principles. From a procedural knowledge perspective, demonstrated
deckplate leadership behaviors are clearly defined and described in organization policy (U.S.
Department of the Navy, 2016, U.S. Department of the Navy, 2015; U.S. Department of the
Navy, 2013). Therefore, Chief Petty Officers should demonstrate declarative knowledge and
procedural knowledge of the definition of deckplate leadership and its associated performance
behaviors that satisfy organizational standards. Declarative and procedural knowledge of
deckplate leadership and its associated performance behaviors are necessary to support Sailor
360, Laying the Keel, Navy Leader Development Framework, and Chief of Naval Operations
design for maintaining maritime superiority (Richardson, 2018; Richardson 2019).
Motivation
The motivation influence relates to the Chiefs’ ability to demonstrate deckplate
leadership and its utility-value in terms of developing others, a visible and engaging presence,
and setting the tone for commands. There are two motivational influences related to Chief Petty
Officers and deckplate leadership within Force Command: the utility-value and self-efficacy
motivation influencers. The utility-value for Force Command Chief Petty Officers’ is the belief
that there is value in demonstrating deckplate leadership in their practice. Additionally, the
utility-value for Force Command’s Chief Petty Officers is the belief in the value of deckplate
leadership development training. Force Support Command compels Chief Petty Officers to
engage in on-the-job deckplate leadership training. However, there is no compulsion for Chief

45

Petty Officers to actively choose, persist, or apply maximum mental effort toward deckplate
leadership development. Therefore, motivational behaviors of choice, persistence, and mental
effort are not removed as contributing factors in motivating Chief Petty Officers to participate.
Accordingly, the absence of one or more of motivational behaviors served as a reliable indicator
of the quality of the Chief Petty Officers’ performance behaviors (individually and collectively)
concerning deckplate leadership development training. Self-efficacy relates to Chief Petty
Officers’ need to feel confident in their ability to demonstrate deckplate leadership in their
practice. Each Chief Petty Officer retains within themselves their personal belief or expectation
in their capacity to demonstrate deckplate leadership. The personal belief or expectation can also
take the form of collective self-efficacy when there is a shared common belief or expectation
related to completing organizational missions.
Organization
The cultural model influence within Force Command relates to the organization’s
energies and unity of effort to align mission, vision, and guiding principles to deckplate
leadership development goals. Within the cultural model of Force Command, there is an
underlying belief that rate and rank have its privilege. For that reason, deckplate leadership
development becomes a standard of professional growth and a personal item of high priority
among junior enlisted and noncommissioned officers (Snodgrass & Kohlman, 2014). Chief Petty
Officers, armed with the belief that the organization will ensure adequate leader development
training, are influenced to participate in their development activities, which increases the
opportunity for success (Day et al., 2014).
The cultural setting influence within Force Command relates to the visible policy and
practice of aligning mission, vision and guiding principles to on-the-job training. Force

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Command is a highly structured military environment that relies on clearly defined policies and
practices (U.S. Department of the Navy, 2002). Force Command’s policies and practices
represent a cultural setting of customary norms that are supported by rules and regulations that
are enforced through an intra-legal system of justice (U.S. Chief of Naval Operations, 2012; U.S.
Department of the Navy, 2017; Uniform Code of Military Justice, 2012; U.S. Department of
Defense, 2016). The Force Command’s Sailor 360 program supports the deckplate leadership
development mission and goal through visibly-regulated command on-the-job training and
education.
Summary
Chapter 2 reviewed literature that identified various knowledge, motivation, and
organization influences that can support command deckplate leadership development at Force
Command. It also identified the knowledge, motivation, and organizational influences that
impact Chief Petty Officers’ ability to demonstrate deckplate leadership in their practice. A vast
majority of the literature highlighted the leader development strategies, framework, and
programs that the organization utilizes to develop deckplate leadership (Greenert, 2013;
Richardson, 2018; Richardson 2019; U.S. Department of the Navy, Office of the Master Chief
Petty Officer of the Navy, 2019). Also, research focused on individual and collective
motivational aspects related to deckplate leadership development and demonstration of deckplate
leadership performance behaviors. This section of the literature review highlighted deckplate
leadership performance behaviors expected of leaders and related several instances of leaders
who failed to meet minimum performance standards. Finally, the literature focused on the
influence of Force Command’s culture and its impact on deckplate leadership within the
structure (Schein, 2017). The areas associated with the organization’s culture are reflected in its

47

shared beliefs, visible norms, and practices, which individuals and groups implicitly follow
(Rueda, 2011). This study aimed to analyze and understand Force Command’s development
strategy and framework related to deckplate leadership development for Chief Petty Officer’s.
Chapter 3 will present the study’s data collection and analysis methodology.

48

CHAPTER THREE: METHODOLOGY
The purpose of this study was to analyze deckplate leadership development and evaluate
the ability of Chief Petty Officers to demonstrate deckplate leadership in their practice. (Clark &
Estes, 2008). The goal of the study was to scrutinize deckplate leadership development strategies
and programs aimed at developing Chief Petty Officers. The nature of this study was to review
the knowledge, motivation, and organization influences related to deckplate leadership
development. The organization postulates that deckplate leadership greatly influences combat
readiness (U.S. Chief of Naval Operations, 2017a). An indicator of combat readiness is the
competence, character, and connections of its deckplate leaders (U.S. Department of Defense,
2018). Multiple stakeholder groups were available regarding the exploration of deckplate
leadership development. However, this study focused on Chief Petty Officers because their
position within the organization wields the greatest impact on combat readiness and invariably
mission accomplishment. I interviewed 25 Chief Petty Officers associated with Force Command.
Particularly, the participating Chief Petty Officers are senior noncommissioned officers who
serve as strategic, operational, and tactical middle-management leaders. The participating Chief
Petty Officers are disciplined to consistently demonstrate an ability to develop others, establish a
visible and engaging presence, and set the tone for commands in support of combat readiness and
mission accomplishment. This chapter discusses research analysis, collection, design, ethics,
measurement, selection, validity criteria, and methods.
Research Questions
The questions below provided clarity and purpose in analyzing deckplate leadership
development and Chief Petty Officers’ ability to demonstrate deckplate leadership in their
practice:

49

1. What is stakeholder knowledge related to deckplate leadership development?
2. What is stakeholder motivation related to deckplate leadership development?
3. To what extent is the organization meeting its goal of developing deckplate leadership?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organization resources?
Research Design
The research questions above influenced the selection of a qualitative research design for
data collection—this a qualitative study using two qualitative methods (interview and document
analysis). In general, a qualitative approach was chosen to enhance the examination of the
participants’ interpretation and understanding of their experiences (Merriam & Tisdell, 2016;
Creswell, 2014). Specifically, the qualitative approach was chosen to gain more profound insight
into Chief Petty Officers’ deckplate leadership development and their ability to develop others,
establish a visible and engaging presence, and set the tone for commands. The design is fitting
for this study because it includes interviews and document analysis as the primary source of data
collection and evaluation (Merriam & Tisdell, 2016). Table 8 indicates the sampling strategy and
timelines for this study.

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Table 8
Sampling Strategy and Timeline
Sampling
Strategy
Number in the
stakeholder
group
Number of proposed
participants from
stakeholder group

Start and end
date for data
collection

Interviews:

Purposeful-
Snowball
(Combination
of audio
recorded face-
to-face and
phone
interviews)

25 total Chief
Petty Officers
(Chiefs, Senior
Chiefs, and
Master Chiefs)

Of the 25, Researcher
sampled 25 Chief
Petty Officers
(Active, Reserve, and
Retired)

May 1, 2020 –
June 1, 2020

Documents:

Public
Documents

N/A

N/A

December 1,
2018 – June 1,
2020

Data Collection and Instrumentation
Interviews
The interview protocol for this study included a semi-structured question format (see
appendix G). The purpose of utilizing a semi-structured approach was to present a framework of
questioning that ensured a smooth line of inquiry to stakeholders (Patton, 2002). Probing
questions were used to stimulate rich and descriptive responses related to this study’s research
questions (Patton, 2002). As necessary, follow up questions were used to gain additional
information and insight into the stakeholders’ experiences and perceptions (Merriam & Tisdell,
2016; Patton, 2002) of deckplate leadership development and demonstration. The semi-
structured interview protocol sought to understand the knowledge and motivational factors that
influence stakeholders (Clark & Estes, 2008).

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I interviewed a purposeful sample of 25 Chief Petty Officers for this study. Purposeful
sampling allowed me to select specific stakeholders who best provide rich and descriptive
responses to this study’s research questions (Maxwell, 2013). The sample included Chief Petty
Officers who were active duty, reserve, and retired military ranging from pay grades E7 through
E9. The sample of Chief Petty Officers was selected using the snowball effect. The initial sample
was selected based on a notable demonstration of deckplate leadership behaviors. Notable
demonstration for this study was defined as performance evaluation marks of 5.0 in deckplate
leadership on the Chiefs Evaluation (U.S. Department of the Navy, 2015). The initial study
samples were Master Chiefs with 5.0 deckplate leadership performance assessments on their
latest Chief Petty Officers performance evaluation. However, subsequent samples were selected
based on recommendations from the initial stakeholder sample. I did not have access to an
electronic or hard copy of the Chief Petty Officers’ performance evaluations. As a consequence,
performance evaluation marks were self-disclosed by each Chief Petty Officer before interviews.
Retired Chief Petty Officers were chosen to take advantage of thoughts and opinions not
influenced by the perceived threat of reprimand or reprisal. I contacted the Chief Petty Officers
via social media, email, and phone to participate in a 1-hour interview related to deckplate
leadership development. During the initial contact, I discussed voluntary participation, informed
consent, confidentiality, the right to withdraw, permission to record, data storage, and security. I
offered each Chief Petty Officer an opportunity to participate in the interview by phone or face-
to-face. Written notes and audio recordings were the preferred methods to capture interview
responses. However, notes and recordings strategies were adjusted to ensure the comfort level of
the Chief Petty Officers during interviews.

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Documents
The next point of investigation for this qualitative study was document collection and
analysis. The document analysis was designed to establish a point of reference for the
organization and present its deckplate leadership development practices. Access to documents
was readily available via the internet and did not require special permission. Document analysis
reviewed organizational records related to deckplate leader development practices, performance
behaviors, foundational, and command training. Documents analyzed in this study included
organization directives, instructions, regulations, and standard operating procedures (see
appendix H). Specifically, the documents reviewed for this study included the Chief of Naval
Operation’s design for maintaining maritime superiority, the Department of the Navy’s Leader
Development Framework, the Master Chief Petty Officer of the Navy’s Laying the Keel
initiative, the Sailor 360 program, Brilliant on the Basics, and the Chief Petty Officers Mission,
Vision, and Guiding Principles. The documents were analyzed to determine the organization’s
authority and accountability related to deckplate leadership development strategy and execution.
The design for maintaining maritime superiority documents provides operational guidance to the
organization and is the first document in terms of aligning development strategy and execution.
The Department of the Navy’s Leader Development Framework supports the design for
maintaining maritime superiority by outlining how the organization will formally develop its
leaders in character, competence, and connections. The Laying the Keel document was
developed to support the Navy Leader Development Framework by providing specific leader
develop guidance from the Master Chief of Navy to the enlisted community. Laying the Keel
focuses on formal foundational training that begins day one of an enlisted sailor’s career
progression and continues with self-study, on-the-training, and Sailor 360.

53

A review of the Sailor 360 document disclosed that the program lays the foundation for
leadership development and is flexible in its application, which provides commands the
autonomy to create leadership development programs that suit their specific requirements.
Additional documents analyzed for this study included Brilliant on the Basics and the Chief Petty
Officers Mission, Vision, and Guiding Principles. Review of Brilliant on the Basics
documentation revealed six individual programs that are combined to influence the retention of
sailors and their families toward continued service. The subject matters that are covered under
Brilliant on the Basics include sponsorship, mentorship, indoctrination, career development,
ombudsman (family), and recognition. In terms of deckplate leaders, Brilliant on the Basics
provides a platform to produce the most significant value on deckplate leadership. The Chief
Petty Officers Mission, Vision, and Guiding Principles was the final document in this section
analyzed for this study. The Chief Petty Officers Mission, Vision, and Guiding Principles
establish the attitude and behaviors that deckplate leaders need to be effective when executing
Brilliant on the Basics, Sailor 360, Laying, the Keel, and the Navy Leader Development
Framework in support of the design to maintain maritime superiority.
Data Analysis
Data analysis is the process of ascertaining the meaning of collected information
(Merriam & Tisdell, 2016). This section describes my data analysis approach for this study. I
analyzed each data collection method through several noted strategies and tools. After
completion of interviews and review of documents, I reviewed recordings and notes (field and
reflective) to assure completeness of sessions. During the investigation of recordings and notes, I
completed additional notes to document specific thoughts and ideas concerning knowledge,
motivation, and organization influences related to the study’s research questions and conceptual

54

framework. I contracted transcription of interviews with a commercial transcription company.
Upon completion, I retrieved and reviewed transcripts for accuracy. Subsequently, I deleted
recordings to protect the participating Chief Petty Officer’s confidentiality. I used notes related
to the study’s documents review to capture potential researcher bias to disclose in a subsequent
chapter fully. I captured data coding for this study with Microsoft Word and Microsoft Excel
formats. Data coding was analyzed using the four levels of coding analysis.
Coding
The level-one analysis was open coding (Corbin & Strauss, 2018). The level-one
approach involved reviewing data and identifying emergent or open codes. For this study, I
examined the data from an “in vivo” and “a priori” perspective. In vivo coding is an inductive
process that draws emergent or open coding from within the data or literature (Corbin & Strauss,
2018). The a priori open coding is a deductive process that connects emergent or open coding
with the conceptual framework or research (Corbin & Strauss, 2018). Specifically, I reviewed
each transcript (interviews) and notes (documents) to highlight or emphasize keywords and
phrases with red italicized font, yellow highlight, pen, or pencil marks such as circles, squares,
and arrows. I focused on the words or phrases directly related to the knowledge, motivation, and
organizational influences associated with deckplate leadership development and demonstration
of deckplate leadership performance behaviors.
The level-two analysis was axial coding (Corbin & Strauss, 2018). The level-two
approach for this study involved relating level-one emergent or open coding and identifying
emerging categories. As with level-one coding, level-two coding is an inductive (in vivo) or
deductive (a priori) process. I used both in vivo and a priori approach to gain more in-depth
insight into the interviews and document data. I reviewed the transcripts and notes a second time

55

for level-two analysis. However, the second review took note of both in vivo and a priori open
coding connections or relationships to generate level-two categories or axial coding. I captured
the initial axial coding in the comments margins for transcripts (Microsoft Word) and the open
space margin of notes (hard copy notepads). The axial codes corresponded to the highlighted
words and phrases in the interviews and documents. Each comment in the margins contained a
header or title that represents a level-two coding category.
Level-three analysis was pattern or theme coding (Corbin and Strauss, 2018). The level-
three approach for this study involved identifying patterns or themes that emerge from level-one
and two codings. At level-three coding, I began to create the codebook for this study. The
codebook was designed to capture each level of coding and presents the interrelation variability
amongst the coding levels. I created one Microsoft Excel workbook for the study. Also,
worksheets for each collection method of interview and documents were generated to capture
each level of coding for each collection method. A final worksheet captured the level-four
findings of both collection methods. At level-three coding, I focused on the emerging patterns or
themes that included frequency, predictability, sequence, and similarities. I annotated the
patterns or themes in the study’s codebook. The patterns or themes were separated into columns
and filtered to quickly retrieve specific data related to corresponding level-one and -two codings.
Level-four analysis reflects the findings and assertions coding (Corbin and Strauss,
2018). The level-four approach involved my identification of the findings and asserting the
collected data. I performed a final review of level-one, -two, and -three codings captured in the
study’s codebook. Next, I sorted and filtered the data for the removal of conflicting codes
(typicality). More specifically, I created a Microsoft Excel “CountIF” formula for level-three
coding. The excel formula helped to uncover emerging data that supported, or did not support,

56

findings for assertions. Subsequently, I captured the emerging assertions concerning theory(s)
related to the study’s research questions and conceptual framework in a later chapter. I used
Microsoft Excel to generate charts and graphs to write up analysis findings for the following
sections. The planned timeline for the study’s interviews, after USC IRB approval, was 30 days
at the beginning of July 2019. The document review was an ongoing process that began in late
2018. I initially used the months of August and September to start write-ups for this study’s
finding.
Credibility and Trustworthiness
I ensured the creditability and trustworthiness of this study through scholarly rigor, due
diligence, and ethical responsibility. My use of interviews and documents maximized data
collection, minimized limitations, and enhanced trustworthiness (Creswell, 2014; Maxwell,
2013; Merriam & Tisdell, 2016). I am a retired Chief Petty Officer previously assigned to the
organization. Therefore, researcher bias and reactivity existed as potential threats to creditability
(Maxwell, 2013). I acknowledged the potential of inherent bias when evaluating an organization
through the lens of someone with an intimate connection.
Force Command is a military command, and all assigned military stakeholders wear very
distinct military uniforms. The military uniforms serve as a constant visual reminder of the
hierarchical structure within the organization. Donning, or putting on, a military uniform for
professional work is a clear distinction between civilian and military personnel. I have intimate
familiarity with the Chief Petty Officers but serve in a different role within this study. I
embraced the researcher's role in this study by wearing business casual civilian clothes and
applying mindful self-reflection. My approach refocused mental and physical energies on the
goal of the research and not on past connections with the Chief Petty Officer’s organizational

57

network. To enhance the credibility and trustworthiness of the study from a practical perspective,
I employed written, audio, and video memos to continuously challenge, reflect, and explore my
worldview. Merriam and Tisdell (2016) asserted the credibility and trustworthiness of the
researcher connect to research and the findings of the study, which influenced my approach.
Further, the study’s design, collections, and analysis followed all University of Southern
California’s Internal Review Board protocols.
Ethics
This study is a probe of Force Command’s deckplate leadership development and its
influence on Chief Petty Officers demonstrating deckplate leadership in their practice. Ethical
considerations, as they relate to validity and reliability, are essential to the credibility of the
researcher (Merriam & Tisdell, 2016). Therefore, my priority was to ensure that no harm came to
the Chief Petty Officers during the process of conducting research. Patton (2002) presented a
checklist of ethical issues to consider before, during, and after the research process. Accordingly,
the checklist prompted me to view such items as disclosure, informed consent, confidentiality,
and boundaries (Krueger & Casey, 2009; Patton, 2002). My ethical responsibilities and the intent
of the study were fully disclosed to the Force Command’s leadership and all participant Chief
Petty Officers to ensure ethical amenability. Before data collection, the University of Southern
California’s Institutional Review Board (IRB) evaluated my strategy and methodology
concerning protecting human subjects. Upon IRB approval, I executed data collection through
semi-structured interviews via phone and face-to-face over a 1-month period.
Access to the population currently assigned to Force Command was limited and based on
the Commanding Officer’s approval. My prior status with the organization reduced the potential
of not gaining access to Force Command’s Chief Petty Officers. However, my status did limit

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my access to the physical location of the building and its associated workspaces. My status as a
retired Chief Petty Officer of the organization revealed a vested interest in assessing deckplate
leadership development and the demonstration of deckplate leadership in practice. My dual role
as retired Chief Petty Officer and the researcher did not cause relationship and role confusion
among interviewed Chief Petty Officers. During the data-collection period, I reiterated my role
and highlighted the purpose and intent of the study. Notably, my status as a retired Chief Petty
Officer seemed to put the interviewed Chief Petty Officers at ease, which resulted in more
forthcoming and frank responses. My retired Chief Petty Officer role presented the potential for
bias to protect the institution of the Chief Petty Officer. However, I understood that deckplate
leadership development was vital to developing Chief Petty Officers who consistently
demonstrate deckplate leadership in their practice. Therefore, my recognition of personal
assumptions and biases to protect the institution of Chief Petty Officers served as the motivating
factor for unbiased analysis of Force Command’s deckplate leadership development. Deckplate
leadership development has changed considerably over the years (Leuci, 2015) and when
assessed with academic rigor (Pinnington, 2011; Probert & James, 2011) ensures the
advancement of Chief Petty Officers who develop others, demonstrate a visible and engaging
presence, and sets the tone for commands.
Summary
This chapter presented the main aspects of the research design for this study. It also
reflected on the reasoning for choosing the qualitative approach as a research methodology. I
further discussed interviews and document analysis as qualitative approaches to this qualitative
study’s data collection and instrumentation. Lastly, I presented efforts to ensure the credibility
and trustworthiness of this study, along with ethical considerations to support the data analysis

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used in this study. The following chapter will present the findings of this promising practice
study as it relates to the research questions and the conceptual framework.

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CHAPTER FOUR: FINDINGS
Chapter 4 reintroduces the stakeholder group of study and presents findings organized by
knowledge, motivation, and organization influences. The stated purpose of this study was to
identify practices related to deckplate leadership development of Navy Chief Petty Officers.
Specifically, the study examined deckplate leadership development, training, and experiences.
Accordingly, this chapter is structured to synthesize findings related to the following research
questions:
1. What is stakeholder knowledge related to deckplate leadership development?
2. What is stakeholder motivation related to deckplate leadership development?
3. To what extent is the organization meeting its goal of developing deckplate leadership?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organization resources?
Participating Stakeholders
This study used purposeful, snowball sampling in the selection of participants from the
Chief Petty Officer stakeholder group. The phrase Chief Petty Officers was used to capture the
participants as a collective senior enlisted force. The terms “Chief,” “Senior Chief,” and “Master
Chief” was used to distinguish the differing paygrade levels within the Chief Petty Officers
group. The Chief Petty Officers interviewed in this study were selected based on distinguished
achievement as deckplate leaders in their current or previous organizational roles. The definition
of distinguished achievement in this study was operationalized as a deckplate leadership
performance trait of 5.0 on participants’ most recent performance evaluations. A performance
trait of 5.0 demonstrates organizational performance that “greatly exceeds” standards. In terms of
deckplate leadership, the 5.0 criterion means developing others to reach their highest potential, a

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visible and engaged presence on the deckplates, and setting the tone for commands to maximize
mission effectiveness. Figure 4 shows the Chief Petty Officer performance evaluation section
related to performance traits.
Figure 4
Performance Evaluation Performance Traits

The purposeful snowball sampling for this study produced a 100% participation rate for
the Chief Petty Officers who were asked to take part. I asked each Chief Petty Officer
interviewed for recommendations of other Chief Petty Officers recognized as 5.0 examples of
deckplate leadership. Each participating Chief Petty Officer recommended at least one individual
to be interviewed. Future studies related to deckplate leadership and Chief Petty Officers may
consider larger sample size. The interview data from this study revealed particular thoughts,
opinions, and experiences associated with deckplate leadership. Notably, neither the participants’
responses nor this study’s findings profess to reflect the Navy or represent its military interests.
The privacy methods used for this study were used to reduce the potential release of
specific information that could potentially identify the participants in this study. I removed
names and used pseudonyms to increase participant discretion and confidentiality. Table 9
captures participant demographics sorted by name and includes rate, gender, years of service,
current military status, years retired, designation, and paygrade information.

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Table 9
Interview Participants

The rate column details the rate that corresponds with a participant’s proper paygrade and
is annotated as Chief, Senior Chief, and Master Chief. The Gender column is represented by M
for Male and F for Female as expressed in the Navy demographics report (U.S. Department of
the Navy, 2019). The Years of Service column is shown in a time-block format. The status
column reflects active duty as active, selected reserves as reserve, and retirees as retired. The
years retired column annotates, if applicable, the number of years a participating has been retired
Number Name* Rate GenderYears of service Status Years retiredDesignationPaygrade
1 Adelaide Master Chief F 25-29 years Retired 1-4 years CMDCM E9
2 Amy Chief F 15-19 years Active N/A N/A E7
3 Antwan Master Chief M 30+ years Retired 1-4 years N/A E9
4 Asher Master Chief M 30+ years Retired 1-4 years CMDCM E9
5 Atticus Chief M 25-29 years Retired 1-4 years N/A E7
6 Dario Chief M 15-19 years Active N/A N/A E7
7 Dusty Chief M 15-19 years Reserve N/A N/A E7
8 Etienne Chief M 20-24 years Retired 1-4 years N/A E7
9 Jaylen Chief M 20-24 years Retired 1-4 years N/A E7
10 Joaquin Senior Chief M 15-19 years Active N/A N/A E8
11 Kade Chief M 15-19 years Active N/A N/A E7
12 Leilani Chief F 20-24 years Retired 1-4 years N/A E7
13 Leonadis Senior Chief M 25-29 years Retired 1-4 years CMDCS E8
14 Lexi Chief F 20-24 years Active N/A N/A E7
15 Lydia Chief F 10-14 years Active N/A N/A E7
16 Makayla Senior Chief F 25-29 years Reserve N/A N/A E8
17 Malachi Master Chief M 30+ years Retired 1-4 years CMDCM E9
18 Milo Master Chief M 30+ years Retired 5-9 years CMDCM E9
19 Patryk Master Chief M 30+ years Retired 1-4 years FORCM E9
20 Raelynn Chief F 20-24 years Retired 1-4 years N/A E7
21 Seraphina Senior Chief F 15-19 years Active N/A N/A E8
22 Silas Chief M 20-24 years Active N/A N/A E7
23 Solana Senior Chief F 15-19 years Active N/A N/A E8
24 Tamre Chief F 20-24 years Retired 1-4 years N/A E7
25 Taryn Chief F 15-19 years Active N/A N/A E7
* Pseudonyms for participating Chief Petty Officers

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and is reflected in a time of block of 1–4 years or 5–9 years. The designation column illustrates
the Senior Enlisted Advisor roles if applicable. The senior enlisted advisors consist of Command
Master Chiefs depicted as CMDCM, Fleet Master Chiefs are FLTCM, and Command Senior
Chiefs are presented as CMDCS. The last column of Table 9 captured the paygrades for each
participant that are shown as E7, E8, and E9.
The demographics of the participating Chief Petty Officers reflected 14 were male, and
11 were female. The military rates of the Chief Petty Officers were 14 Chiefs, five Senior Chiefs,
and six Master Chiefs. Each Chief Petty Officer’s total number of years in service was captured
in time blocks as an additional layer of privacy protection for the participating Chief Petty
Officers. A single Chief Petty Officer had 10–14 years of service. Eight of the Chief Petty
Officers had 15–19 years of service. Seven had 20–24 years of service. Four had 25–29 total
years of service. Lastly, five of the Chief Petty Officers had an entire service of 30 years or
more, respectively.
The current military status of the participating Chief Petty Officers reflected 13 were
retired, 10 were active duty, and two were selected reservist. Among the 13 retired Chief Petty
Officers, 12 have been in retirement status from 1–4 years with one in retirement status from 5–9
years. There were three categories of senior enlisted advisor roles reflected in the interview data:
Command Senior Chief, Command Master Chief, and Fleet Master Chief. Six of the 13 retired
Chief Petty Officers served as senior enlisted advisors. Four of those six senior enlisted advisors
were designated CMDCM, one of the six was designated CMDCS, and one of the six was
designated FLTCM.
The Chiefs were the most significant number of contributors among all of the
participating Chief Petty Officers (Chiefs, Senior Chiefs, and Master Chiefs). The total count of

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Chiefs for this study was 14. There were seven female Chiefs and seven male Chiefs. The Senior
Chiefs had the smallest number of Chief Petty Officers at five with three female Senior Chiefs
and two male Senior Chiefs. The Master Chiefs, the most senior Chief Petty Officers by
paygrade, had a total number of six. There was one female Master Chief and five male Master
Chiefs. The number of female Chief Petty Officers varied among the Chief, Senior Chief, and
Master Chief levels. Related to this study, the female to male Chief Petty Officer breakdown was
even amongst the Chiefs at a 7:7 ratio. The number of females in the Senior Chief group
outnumbered the males by a ratio of 3:2. By contrast, the number of females in the Master Chief
group was far less than the males at a 1:5 ratio. The gender distribution related to female Chief
Petty Officers participating in this study was 44%.
This study’s gender distribution aligned with the United States Bureau of Labor Statistics
model related to total workforce representation. The Bureau reported that 47% of the United
States' entire workforce is represented by females (U.S. Bureau of Labor Statistics, 2019). This
study’s gender distribution of female Chief Petty Officers with Force Command, at 44%, is
representative of the larger U. S. workforce population, which is 47%. In contrast, the Navy’s
gender breakdown, as a total workforce, only reflects a female population of approximately 20%
(U.S. Department of the Navy, 2019). The implication is that, although the organization has a
very robust training and development program, continuous improvement in policy and practice is
needed to deliver a workforce that is characteristic of the total U. S. population.
In terms of Chief Petty Officer promotion, this study’s gender distribution does not
mirror the Navy’s total workforce demographics (U.S. Department of the Navy, 2019). This
study’s participant gender distribution revealed female Chief Petty Officers represented 50% of
the Chiefs, 60% of the Senior Chiefs, and 16% of the Master Chief group. Conversely, the

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Navy’s workforce demographics revealed that female Chief Petty Officers made up only 14% of
Chiefs, 10% of Senior Chiefs, and 8% of Master Chiefs.
I recognize the sample size for this study is not large enough to be generalized across the
Navy’s total population of Chief Petty Officers. However, the sample size does represent a
potential gender distribution related to promotion if the Navy’s total workforce was similar to the
U. S. total workforce. Unfortunately, in terms of gender, an equally distributed Navy workforce
does not guarantee the promotion levels represented in this study’s gender distribution. The
gender distribution in the Navy’s workforce demographics revealed that female Chief Petty
Officer representation decreased as the promotion levels increased. The Navy’s workforce
demographics concerning gender distribution in promotion levels are symbolic of a troubling
tendency also found in the private sector. Data shows that women in the private sector are less
represented at higher levels of promotion or advancement (Catalyst, 2019). The implication is
that women that make up approximately 20% to 50% of the total workforce in the military and
private sectors do not have the same level of promotion as their male counterparts. An over-
representation of female participants is helpful to understand their experiences and how the Navy
may better support females in the Navy.
Knowledge, Motivation, Organization influences: Findings
The Clark and Estes’ (2008) knowledge, motivation, organization (KMO) theoretical
framework was used to order the study’s data. I organized the findings by the study’s research
questions. Additionally, the findings were analyzed through identified KMO influences (Clark &
Estes, 2008; Merriam & Tisdell, 2019). I explored six KMO influences related to deckplate
leadership and Chief Petty Officers. The identified influences included declarative knowledge,
procedural knowledge, utility-value, self-efficacy, cultural model, and settings. Specific

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interview questions were used to uncover findings that helped to answer this study’s research
questions. Within the context of this study’s KMO influences, the findings were analyzed by
paygrade, gender, years of service, and current military status. The findings are presented by the
research question, assumed knowledge influence, and emerging themes.
The document analysis for this study revealed that in 2007, the most senior enlisted
member in the Department of the Navy, Master Chief Petty Officer of the Navy Joe Campa,
introduced the Chief Petty Officers Mission, Vision, and Guiding Principles (MVGP). The
MVGP sought to realign the actions and behaviors of Chief Petty Officers with their traditional
role as deckplate leaders (Leuci, 2015). The MVGP outlined the expectation that Chief Petty
Officers know and demonstrate deckplate leadership in their practice. The first section of the
MVGP is related to the mission of Chief Petty Officers. The mission stated Chief Petty Officers
are to “Provide leadership to the Enlisted Force and advice to Navy leadership to create combat-
ready Naval Forces” (Leuci, 2015, p. 87). The second section of the MVGP related to the vision
of Chief Petty Officers. The vision of Chief Petty Officers manifests as:
A senior enlisted force that serves first and foremost as deckplate Leaders committed to
developing sailors and enforcing standards; remains responsive, aligned, and well-
connected to both Leadership and sailors; and conducts itself in a consistently
professional, ethical, and traditional manner. (Leuci, 2015, p. 87).
The third section of the MVGP related to Chief Petty Officers’ guiding principles. The guiding
principles highlighted the seven most significant qualities or performance behaviors that need to
be demonstrated by Chief Petty Officers. Figure 5 presents the Chief Petty Officers guiding
principles.

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Figure 5
Chief Petty Officer Guiding Principles
Deckplate Leadership – Chief Petty Officers are visible leaders who set the tone. We will
know the mission, know our Sailors, and develop them beyond their expectations as a team and
as individuals.

Institutional and Technical Expertise – Chief Petty Officers are the experts in their field. We
will use experience and technical knowledge to produce a well trained enlisted and officer team.

Professionalism – Chief Petty Officers will actively teach, uphold, and enforce standards. We
will measure ourselves by the success of our Sailors. We will remain invested in the Navy
through self-motivated military and academic education and training and will provide proactive
solutions that are well-founded, thoroughly considered, and linked to mission accomplishment.

Character – Chief Petty Officers abide by an uncompromising code of integrity, take full
responsibility for their actions, and keep their word. This will set a positive tone for the
command, unify the Mess, and create esprit de corps.

Loyalty – Chief Petty Officers remember that loyalty must be demonstrated to seniors, peers,
and subordinates alike and that it must never be blind. Few things are more important than
people who have the moral courage to question the appropriate direction in which an
organization is headed and then the strength to support whatever final decisions are made.

Active Communication – Chief Petty Officers encourage open and frank dialog, listen to
Sailors, and energize the communication flow up and down the chain of command. This will
increase unit efficiency, mission readiness, and mutual respect.

Sense of Heritage – Defines our past and guides our future. Chief Petty Officers will use
heritage to connect Sailors to their past, teach values, and enhance pride in service to our
country.

The first guiding principle of deckplate leadership was the primary focus of analysis as it
related to this study. The deckplate leadership guiding principle stated Chief Petty Officers are
“visible leaders who set the tone” (Leuci, 2015, p. 87). They will know the mission, know their
sailors, and develop teams and individuals “beyond their expectations” (Leuci, 2015, p. 87).
Consequently, the definition of deckplate leadership operationalized from the MVGP was
competent leadership that develops others, demonstrates a visible and engaged presence, and sets
the tone for commands.

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Research Question 1: What is stakeholder knowledge related to deckplate leadership?

The first research question in this study revealed participating Chief Petty Officers’
knowledge related to deckplate leadership. Specifically, this section focused on the Chief Petty
Officers’ declarative knowledge regarding the definition of deckplate leadership and their
procedural knowledge concerning performance behaviors associated with deckplate leadership.
There are four assumed knowledge influences related to this research question. The findings
confirmed that the participating Chief Petty Officers were familiar with the definition of
deckplate leadership and knowledge concerning “how-to” develop others, demonstrate a visible
and engaging presence, and set the tone for commands. The emerging themes aligned with the
Chief Petty Officers Mission, Vision, and Guiding Principles (MVGP) and the organization’s
Sailor 360 leader development goals. The interview questions used in this section helped to
reveal the responses of the participating Chief Petty Officers. Table 10 captures information
related to knowledge influences, emerging themes, and interview questions for the first research
question.
Table 10
Knowledge Influences, Emerging Themes, and Interview Questions
KMO Influence Emerging Theme Interview Question
Chief Petty Officers need to
know the definition of
deckplate leadership
(Declarative)
Deckplate leadership is
developing others, a visible
and engaging presence, and
setting the tone for
commands
How do you personally
define deckplate leadership?
(Declarative)
Chief Petty Officers need to
know how to demonstrate the
ability to develop others
(Procedural)
Developing others is training
and mentoring
Tell me how you work or
worked to develop others?
(Procedural)
Chief Petty Officers need to
know how to demonstrate a
visible and engaging presence
(Procedural)
A visible and engaging
presence is leadership by
walking around and active
communication
Tell me how do (or did) you
establish a presence?
(Procedural)

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Chief Petty Officers need to
know how to demonstrate the
ability to set the tone for
commands (Procedural)
Setting the tone for
commands is leading by
example
Tell me how do (or did) you
go about setting the tone?
(Procedural)

Knowledge Influence 1: Chief Petty Officers need to know the definition of deckplate
leadership (Declarative)
The analysis of the interview responses confirmed participants’ declarative knowledge of
the definition of deckplate leadership. The definition of deckplate leadership operationalized
from the MVGP was the performance behaviors of developing others, demonstrating presence,
and setting the tone for commands. The performance behaviors are also annotated in the Chief
Petty Officers performance evaluations as deckplate leadership performance traits worthy of
evaluation. An alignment between interview responses and the Chief Petty Officer (CPO)
Mission, Vision, and Guiding Principles (MVGP) operationalized declarative knowledge in this
section. Analysis of the interviews communicated declarative knowledge commonalities with no
discernible differences. The responses were fairly consistent across the demographic categories
of paygrade, gender, years of service, and military status. The emerging themes related to the
definition of deckplate leadership were 1) developing others, 2) a visible and engaging presence,
and 3) setting the tone for commands. The findings revealed participants’ definition of deckplate
leadership aligned with MVGP’s description of deckplate leadership.
Developing Others
The first theme that emerged from the definition of deckplate leadership was developing
others. The responses indicated that participating Chief Petty Officers believed that developing
others began with a genuine commitment to the success of sailors and the organization. In this
section, the Chief Petty Officers stressed authenticity as very important to the responsibility of

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developing others. Deckplate leaders lose creditability when their subordinates know they are
insincere. The Chief Petty Officers also believed that training, guidance, and mentorship were
essential tools that effective deckplate leaders use to develop others. The Chief Petty Officers
held that it was vitally important that deckplate leaders be subject matter experts. The exception
to the rule of being the subject matter expert was a requirement for the deckplate leaders to
demonstrate proficiency for knowing where to find the answer. The participating Chief Petty
Officers asserted that getting to know your sailors and operating in their best interests helped to
develop others and contributed to mission effectiveness. Table 11 represents the participating
Chief Petty Officers' responses related to the definition of deckplate leadership as developing
others.
Table 11
The Definition of Deckplate Leadership Is Developing Others
Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
Adelaide
Master
Chief (F)
25/Retired-1
“Deckplate leadership is about developing your sailors.”
Amy
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”
Antwan
Master
Chief (M)
30/Retired-1
“Deckplate leadership defined as developing your sailors to the
point that they have the confidence to accomplish the mission
because you have trained them to their full potential.”
Asher
Master
Chief (M)
30/Retired-1
“I personally define deckplate leadership as a commitment to
developing sailors, personal and professional, while enforcing
standards. A leader should be able to encourage, inspire, teach, and
motivate all individuals of the organization to accomplish a goal or
mission.”
Atticus
Chief (M)
25/Retired-1
“The essence of deckplate leadership is developing your sailors.”
Dusty
Chief (M)
15/Reserve
“Leaders who are engaged with the people they lead and
understand the challenges first hand have a far better grasp of how
to develop their people and accomplish tasks.”

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Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
Etienne
Chief (M)
20/Retired-1
“Deckplate leadership means to lead by example with your
presence, lead from the front to set the tone for your command, and
lead sincerely to develop your troops.”
Jaylen
Chief (M)
20/Retired-1
“The leader must know his sailors’ names, hometown, family
situation, who raised them and what pulls at the sailors’
heartstrings. A deckplate leader must have this information to
effectively lead and develop his unit to accomplish the task and
goals assigned to the unit.”
Joaquin
Senior Chief
(M)
15/Active
“My definition of deckplate leadership is basically teaching,
showing and listening to your sailors, airmen, Marines, and
soldiers from E-1 up through the ranks on what our overall mission
is as a command and what we need to do in order to meet the
mission.”
Kade
Chief (M)
15/Active
“I personally define deckplate leadership as being at the forefront
of the tactical level. Chiefs function in the operational arena,
between the tactical and strategic levels, Chiefs are close enough to
both levels to make an influential impact on the command mission
by using leadership and development.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Deckplate leadership is a trusted teacher, mentor, and advisor; to
coach senior or junior personnel in leadership, enhance managerial
skills, and employ skill techniques in an operational environment.
Lexi
Chief (F)
20/Active
“Through constant personal engagement, a deckplate leader
influences good morale, provides guidance, and develops her
people through empowerment.”
Lydia
Chief (F)
10/Active
“Deckplate leadership is earning your sailors trust and building
team camaraderie to carry out the mission.”
Makayla
Senior Chief
(F)
25/Reserve
“Deckplate leadership is knowing your sailors, developing your
sailors, and being there for your sailors.”
Malachi
Master
Chief (M)
30/Retired-1
In my opinion, deckplate leadership is about the Chief's connection
with their sailors and being a visible leader around the command.
When we do this correctly, that is what gives us our credibility
with our leadership.” “By knowing our sailors and knowing the
tone of the command, we can provide solid input. Chiefs must be
out and about on the deckplate training and mentoring their sailors;
it will have a positive impact on every sailor in the Navy, both
officer and enlisted.”
Milo
Master
Chief (M)
30/Retired-5
“Deckplate leadership, in essence, is getting out from behind the
desk and knowing about the people you are leading. Know how
you can help them achieve their career goals and assist them in
excelling within their community.”

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Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
Patryk
Master
Chief (M)
30/Retired-1
You have to know your sailors because knowing your sailors
allows you the insight into what motivates them. When you know
what motivates your sailors, you are able to employ your bases of
power to influence their combat readiness. Employing your power
bases gives you multiple options to reach your sailors and build
combat readiness, which contributes to mission success.”
Raelynn
Chief (F)
20/Retired-1
“An effective and efficient leader and manager must step in to any
needed vacancy and personally get the job done if necessary. This
also means that the effective leader is more capable of training
others in any position needed because the leader has personally
done the job and is still capable of doing it.”
Seraphina
Senior Chief
(F)
15/Active
“Deckplate Leadership operates in the best interest of the followers
as well as the organization. The deckplate leader understands that
the Human Resources and the mission of the organization are
equally important, so they are greatly involved in the daily
operation to ensure that the men/women in their charge are
operating effectively to accomplish the mission or goal.”
Solana
Senior Chief
(F)
15/Active
“Deckplate leadership is personified in someone who cares about
the development of their sailors.”
Taryn
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”

A Visible and Engaging Presence
The second theme that emerged from the definition of deckplate leadership was a visible
and engaging presence. The responses indicated that participating Chief Petty Officers agreed
that a visible and engaging presence implied getting up from the desk and walking around the
workspaces. In this section, Chief Petty Officers recognized themselves to be middle-
management level deckplate leaders. They understood that as middle management, the
administrative workload inherent with the position tends to confine them to working at a desk.
Even though administrative work is an essential leadership aspect of middle management,
effective deckplate leaders will get up from their desks and walk around the workspaces. The

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concept of walking around the workspace is comparable to the Hewlett Packard management’s
walking around practice (Hewlett Packard, 1977). The workspaces for this study were
operationalized as the deckplates. Walking around the deckplates is said to open up the
opportunity for deckplate leaders to engage themselves on every tactical, operational, and
strategic level of the organization’s daily operations.
Consequently, the deckplate leader’s full engagement on all levels produces a well-
informed leader who is better prepared to be proactive instead of reactive in situational
circumstances. The aforementioned proactive approach to leadership was once referred to as
intrusive leadership. The Chief Petty Officers related their intrusive leadership experience as
exemplified in leaders who were actively involved, in every aspect, with the personal and
professional growth and development of their sailors, teams, and commands. Conversely, the
organization has moved away from the focus on intrusive leadership and switched to leadership
by walking around approach exemplified by a visible and engaging presence. The participating
Chief Petty Officers believed that demonstrating a visible and engaging presence communicated
a leading from the front mentality. Leading from the front was typified by setting the example
through military bearing and enforcing standards. The Chief Petty Officers held that adequately
demonstrated presence helped to foster a positive tone for commands. Table 12 represents the
participating Chief Petty Officers' responses related to the definition of deckplate leadership as a
visible and engaging presence.

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Table 12
The Definition of Deckplate Leadership Is a Visible and Engaging Presence
Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate leadership?
Adelaide
Master
Chief (F)
25/Retired-1
“You define your presence by getting from behind your desk and
leading from the front. This will earn you sailors’ trust, build team
camaraderie, and set the tone to carry out the mission.”
Amy
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”
Antwan
Master
Chief (M)
30/Retired-1
“You need to be out there with your troops. Seeing and training
them hands-on and not from behind a desk. That way, the troops
feel that you are willing to go in the trenches with them…setting
the tone.”
Atticus
Chief (M)
25/Retired-1
“Your presence sets the tone for your sailors and the command.
This is leading from the front and leading by example. Leading
from the front means that the deckplate leader would never ask you
to do something that they are not willing to do themselves.”
Dario
Chief (M)
15/Active
“Deckplate leadership is engaged on all levels from the most junior
enlisted up to the most senior officer, in the accountability of
personnel, and the active development of the team to meet the
mission.”
Dusty
Chief (M)
15/Reserve
“Deckplate leadership means having a total understanding of how
things are done, not just managing from an office based on theory.”
“This is achieved by being involved with the daily activities of the
people you lead and being out on the deckplates instead of in an
office.”
Etienne
Chief (M)
20/Retired-1
“Deckplate leadership means to lead by example with your
presence, lead from the front to set the tone for your command, and
lead sincerely to the development of your troops.”
Jaylen
Chief (M)
20/Retired-1
“I define deckplate leadership as the leader being fully engaged
with their work center, division, department, or command. A
deckplate leader is one who has the pulse of his unit at the tip of
his fingers.”
Kade
Chief (M)
15/Active
“I personally define deckplate leadership as being at the forefront
of the tactical level. Chiefs function in the operational arena,
between the tactical and strategic levels, Chiefs are close enough to
both levels to make an influential impact on the command mission
by using leadership and development.”
Lexi
Chief (F)
20/Active
“At its most basic definition, deckplate leadership is an engaged
style of leadership. Deckplate leaders are a part of the team; they
are present and visible, leads by example, and remain approachable

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Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate leadership?
to their people. A deckplate leader will know the mission and their
people both as a member of the team and an individual.”
Makayla
Senior Chief
(F)
25/Reserve
“Deckplate leadership is knowing your sailors, developing your
sailors, and being there for your sailors.”
Malachi
Master
Chief (M)
30/Retired-1
“By knowing our sailors and knowing the tone of the command,
we can provide solid input. Chiefs must be out and about on the
deckplate training and mentoring their sailors, it will have a
positive impact on every sailor in the Navy, both officer and
enlisted.” Additionally, sailors who are in leadership roles must
measure their success by the success of the sailors they lead, while
also maintaining a positive relationship with the wardroom.”
Milo
Master
Chief (M)
30/Retired-5
“Deckplate leadership, in essence, is getting out from behind the
desk and knowing about the people you are leading. Know how
you can help them achieve their career goals and assist them in
excelling within their community.”
Seraphina
Senior Chief
(F)
15/Active
“Deckplate Leadership is a leader who serves both on the scene
and behind the scene. The deckplate leader understands that the
human resources and the mission of the organization are equally
important, so they are greatly involved in the daily operation to
ensure that the men/women under their charge are operating
effectively to accomplish the mission or goal.”
Solana
Senior Chief
(F)
15/Active
“Deckplate leadership is being fully engaged with the work center,
division, department, or command.”
Taryn
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”

Setting the Tone for Commands
The third theme that emerged from the definition of deckplate leadership was setting the
tone for commands. The responses indicated that participating Chief Petty Officers defined
setting the tone for commands as a calling to motivate sailors and shape organizations. In this
section, there was a reaffirmation that a visible and engaged deckplate leader leads from the front
by setting the example. The Chief Petty Officers declared that similar actions and behaviors used

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to establish a visible and engaging presence also set the tone for commands. In this sense,
leading from the front means that the deckplate leader is always willing to step out front and
lead. Atticus, a retired Chief with 25 years of service, encapsulates this sentiment by stating,
“Leading from the front means that the deckplate leader would never ask you to do something
that they are not willing to do themselves” (Atticus, personal communication, July 16, 2019). As
a result of leading from the front, the deckplate leader sets the example because they are not
sitting behind a desk but rather engaged in the daily operations of the command. The deckplate
leader’s engagement in the workspace is crucial to setting the tone for commands.
Additionally, the deckplate leader’s engagement, to a higher degree, functions as a
characteristic of connecting with sailors. Fundamentally, the involvement of the deckplate leader
is demonstrated in teaching, showing, and listening to sailors. Further, the engaged deckplate
leader is consistently and dependably establishing and enforcing organizational standards.
Patryk, a retired Master Chief with 30 years of service, suggested one of the ways to ensure
active engagement is to employ your power bases. Patryk said, “Employing your power bases
gives you multiple options to reach your sailors and build combat readiness, which contributes to
mission success.” Table 13 represents the participating Chief Petty Officers' responses related to
the definition of deckplate leadership as setting the tone for commands.
Table 13
The Definition of Deckplate Leadership Is Setting the Tone for Commands
Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
Adelaide
Master Chief
(F)
25/Retired-1
“You define your presence by getting from behind your desk and
leading from the front. This will earn you sailors' trust, build team
camaraderie, and set the tone to carry out the mission.”

77

Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
Amy
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”
Antwan
Master Chief
(M)
30/Retired-1
“Deckplate leadership defined as developing your sailors to the
point that they have the confidence to accomplish the mission
because you have trained them to their full potential. You need to
be out there with your troops. Seeing and training them hands-on
and not from behind a desk. That way, the troops feel that you are
willing to go in the trenches with them…setting the tone.”
Asher
Master Chief
(M)
30/Retired-1
“I personally define deckplate leadership as a commitment to
developing sailors, personal and professional, while enforcing
standards. A leader should be able to encourage, inspire, teach, and
motivate all individuals of the organization to accomplish a goal or
mission.”
Atticus
Chief (M)
25/Retired-1
“Your presence sets the tone for your sailors and the command.
This is leading from the front and leading by example.” “Leading
from the front means that the deckplate leader would never ask you
to do something that they are not willing to do themselves.”
Dario
Chief (M)
15/Active
“Deckplate leadership is engaged on all levels, from the most junior
enlisted up the most senior officer, in the accountability of
personnel and the active development of the team to meet the
mission.”
Etienne
Chief (M)
20/Retired-1
“Deckplate leadership means to lead by example with your
presence, lead from the front to set the tone for your command, and
lead sincerely in the development of your troops.”
Jaylen
Chief (M)
20/Retired-1
“I define deckplate leadership as the leader being fully engaged
with their work center, division, department, or command. A
deckplate leader is one who has the pulse of his unit at the tip of his
fingers.”
Joaquin
Senior Chief
(M)
15/Active
“My definition of deckplate leadership is basically teaching,
showing, and listening to your sailors, Airman, Marines, and
Soldiers from E-1 up through the ranks on what our overall mission
is as a command and what we need to do in order to meet the
mission.”
Kade
Chief (M)
15/Active
“I personally define deckplate leadership as being at the forefront
of the tactical level. Chiefs function in the operational arena,
between the tactical and strategic levels, Chiefs are close enough to
both levels to make an influential impact on the command mission
by using leadership and development.”
Leilani
Chief (F)
20/Retired-1
“Deckplate leadership is provided (predominately) by seniors, but
also can be provided by peers, and occasionally juniors.
“Leadership” means training, guidance, and mentorship; deckplate

78

Name
Rate
(Gender)
Service
Yrs/Status
What is your personal definition of deckplate Leadership?
means specific to the Navy military experience and how the
military experience extends from the professional life to the
personal life.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Deckplate leadership is a trusted teacher, mentor, and advisor; to
coach senior or junior personnel in leadership, enhance managerial
skills, and skill techniques in an operational environment.”
Lexi
Chief (F)
20/Active
“Through constant personal engagement, a deckplate leader
influences good morale, provides guidance, and develops her
people through empowerment.”
Lydia
Chief (F)
10/Active
“Deckplate leadership is earning your sailors trust and building
team camaraderie to carry out the mission.”
Malachi
Master Chief
(M)
30/Retired-1
“When Chiefs are on the deckplates training sailors and setting a
positive tone, this will create a positive command climate.”
Milo
Master Chief
(M)
30/Retired-5
“We lead to get ships at sea, aircraft in the air, training, or task
completed.”
Patryk
Master Chief
(M)
30/Retired-1
You have to know your sailors because knowing your sailors
allows you insight into what motivates them. When you know what
motivates your sailors, you are able to employ your bases of power
to influence their combat readiness. Employing your power bases
gives you multiple options to reach your sailors and build combat
readiness, which contributes to mission success.”
Silas
Chief (M)
20/Active
“Deckplate leadership is a calling to influence, develop, train, test,
and validate a team, or teams, to perform complex functions,
independently and cross-functionally to meet mission objectives.”
Tamre
Chief (F)
20/Retired-1
“Deckplate leadership is the ability to motivate a diverse group of
sailors to want to work together to achieve the mission
Taryn
Chief (F)
15/Active
“Deckplate leadership is a leader who sets the example and
expectations, someone who is present and cares about the
development of their sailors.”

Knowledge Influence 2: Chiefs Petty Officers need to know how to demonstrate an ability
to develop others (Procedural)
The analysis of the interview responses confirmed participating Chief Petty Officers’
procedural knowledge related to developing others. The Chief Petty Officer Mission, Vision, and

79

Guiding Principles present deckplate leadership as a commitment by deckplate leaders to
developing individuals and teams to reach their fullest potential. The responses revealed that
participating Chief Petty Officers believed that a combined-venue approach of formal and
informal training and mentoring was an effective way to develop others. The emerging themes
related to developing others were (a) training and (b) mentoring. The findings revealed that
participating Chief Petty Officers know how-to develop others and effectively use training and
mentoring elements.
Training (Formal and Informal)
The first theme that emerged from the procedural knowledge of developing others was
the principal use of training in both formal and informal formats. The responses indicated that
participating Chief Petty Officers believed that training, combined-venue approach, contributed
to the development of others. The combined-venue approach is expressed as a method of using
schools, on-the-job training, and self-guided study as approaches to developing others
(Richardson, 2019). In this section, the definition of formal training as operationalized by the
Laying the Keel initiative is foundational courses delivered in a learning environment and
facilitated by certified instructors. Informal training is classified as flexible in content creation
and method of delivery. In this study, an example of informal training includes on-the-job
training such as Sailor 360 and Brilliant on the Basics. However, in some instances, civilian
training such as TED Talk seminars and LinkedIn Learning courses were included to support the
development of others. The Chief Petty Officers believed that effective deckplate leaders use a
combined-venue approach to develop their sailors. The combination of formal and informal
training in this study is operationalized as the Navy Leader Development Framework’s
combined-venue approach of schools, on-the-job-training, and self-guided learning (Richardson,

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2019, p. 6). An essential aspect of the framework’s combined-venue approach is feedback from
the sailors. The sailors’ feedback helps to measure the effectiveness of training and contributes to
assisting deckplate leaders in adjusting their development methodologies where appropriate to
achieve mission objectives. The Chief Petty Officers held that using a combined-venue approach
to training (schools, on-the-job training, and self-guided study) maximized options to develop
others in preparation for increased authority and responsibility. Table 14 and Table 15 represents
the participating Chief Petty Officers' responses concerning procedural knowledge related to
developing others using a combined-venue approach of formal and informal training.
Table 14
Developing Others Using Formal Training
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how you work or worked to develop others?
Amy
Chief (F)
15/Active
“I start with learning the person and where they want to be
personally and professionally in both short and long terms. I then
have them write down a plan of how they intend to get there and
“brief” me on it. At that point, I find out what works as motivation
for that person, since each one is different.”
Antwan
Master Chief
(M)
30/Retired-1
“Developing training tools and being there to see the process.”
Asher
Master Chief
(M)
30/Retired-1
“Chiefs actively teach, uphold, and enforce standards. To
accomplish this, it is important to build unit cohesion, maintain
continuous accountability and control of personnel, provide
frequent opportunities for personal and professional development,
keep sailors informed by providing means to communicate up and
down the chain of command, and by maintaining high standards of
military bearing and appearance while reinforcing traditions in
excellence.”
Atticus
Chief (M)
25/Retired-1
“Reinforced training and development standards.”
Kade
Chief (M)
15/Active
“I train them and ask for their feedback to improve training, but I
also ask what type of training would they like to receive and what
their personal goals are and give them the resources and tools to
succeed.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how you work or worked to develop others?
Milo
Master Chief
(M)
30/Retired-5
“Very simple, I talked to the sailors, asked them their goals, gave
them a road map of how to achieve their goals. I inspired them by
believing in them by communicating that. I treat them with respect
and give them examples of leadership, also known as “sea stories.”
Raelynn
Chief (F)
20/Retired-1
“Regular formal training, but I think the most effective technique I
used was that whenever a sailor I was charged with developing
came to me with a question, I would always ask, “What does the
manual say about that?” This took longer, but it taught them where
to find accurate, up to date information, and not to rely on the
answer of someone who might be mistaken.”
Solana
Senior Chief
(F)
15/Active
“Every sailor is different. I help them figure out what they want to
accomplish, and we map out a plan that includes some formal and
informal training.”
Tamre
Chief (F)
20/Retired-1
“Led by example and motivate sailors to volunteer for the hard jobs
and treated them all the same. They were tasked equally and held to
a high standard in work accomplishment, whether it was mopping
the head or writing evaluations and awards.”
Taryn
Chief (F)
15/Active
“I sit down with my sailors and let them know my expectations and
show them ways they can grow professionally and personally. If
they are not in school, they are enrolled in some type of military
course, training, or studying for the board to get their warfare pin.
Each month they must show what they have accomplished or made
a difference in.”

Table 15
Developing Others Using Informal Training
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how you work or worked to develop others?
Adelaide
Master Chief
(F)
25/Retired-1
“You have to get to know your sailors first to find out what training
[…] will work.”
Etienne
Chief (M)
20/Retired-1
“I got to know who my sailors were and what were their personal
and professional goals. Then we worked from there with training
[…].”
Jaylen
Chief (M)
20/Retired-1
“For example, if a sailor was strong in getting her division mates to
complete a task, but she yelled and screamed to get things
accomplished I would pull that sailor to the side and explained that

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how you work or worked to develop others?
she did not have to yell and scream to get the job done and that
some people did not react well to being yelled at.”
Joaquin
Senior Chief
(M)
15/Active
“I first get to know all my sailors and find out where they come
from, their morals, values, and ethics, what’s important to them. I
then find out what motivates them, their likes/dislikes.”
Leilani
Chief (F)
20/Retired-1
“I tried to continuously develop myself with all types of self-study
and training available on both the civilian and military side so that
my Sailors could get the best of me as a leader.”
Leonidas
Senior Chief
(M)
25/Retired-1
“I first attended leadership seminars, listened to audiobooks, and
watched Ted Talks weekly. I developed myself in order to lead by
becoming the benchmark. Then I inspired the subordinates by
challenging them.”
Lexi
Chief (F)
20/Active
“Developing others means not just giving someone answers, but
teaching them how to find the answer themselves. It sometimes
means forcing someone to work a little harder, so they develop
their skills. In times of training, it means you don’t stop at just
showing someone something; you repeat as much as necessary until
they are able to teach it back to you. It also means having
compassion and understanding for a person and also recognizing
each individual’s potential as well as acknowledging their true
capabilities and sometimes even limitations.”
Malachi
Master Chief
(M)
30/Retired-1
“I work by getting to know my boss, Chiefs Mess, sailors, and
civilians (if applicable). I am my sailors' voice when they are not
heard or recognized. I make it a point on a daily basis to get out on
the deckplates to see how and what sailors are doing and how they
are doing. Take care of your sailors, and they will take care of you.
I try to develop sailors by creating a foundation they can build off
of. I let them know it’s ok to make mistakes, but don’t make it
routine. I try to remove impediments that may be in front of them
so they can continue to navigate a true course and be successful in
all they do.”

Silas
Chief (M)
20/Active
“I start by having a genuine dialog, not senior to subordinate, about
expectations, (reiterate) standards, discuss work ethic, premise, and
autonomy. I then embody it all. I try to foster an environment that
functions compliance and adherence to established protocols and
directives yet also welcomes creativity and innovation to question
the status quo. I also encourage those under my charge that when
they fail, do so with purpose – to learn, grow, and get better.”

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Mentoring
The second theme that emerged from the procedural knowledge of developing others was
the use of mentoring. The responses indicated that participating Chief Petty Officers agreed that
mentorship in developing others was a vital deckplate leadership element. In the previous
section, training was viewed as creating the foundational knowledge base needed for
development. In this section, mentoring was perceived as supporting foundational knowledge
through the practical application of shared experiences related to development. Mentoring is
supported by the organization’s Brilliant on the Basics program. Developing others is a
significant consequence of mentoring. The Navy allows its leadership to mentor and manage the
development of others through the career development boards program. In the Navy, the most
structured opportunity to mentor Sailors is with career development boards. Career development
boards, as a part of the Brilliant on the Basics program, are mandated and regularly scheduled.
The purpose of career development boards is to develop others through documented career
guidance and planning. The career development boards present command leadership the
opportunity to officially review and document an individual’s career performance and
progression. The career development board also allows command leadership to listen and
provide guidance and mentorship related to personal and professional short- and long-term goals.
Table 16 represents the participating Chief Petty Officers' responses concerning procedural
knowledge related to developing others using mentoring.

84

Table 16
Developing Others Using Mentoring
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how you work or worked to develop others?
Adelaide
Master Chief
(F)
25/Retired-1
“You have to get to know your sailors first to find out what […]
mentoring will work.”
Dario
Chief (M)
15/Active
“I challenge those sailors who work alongside me. Always testing
them and placing them in positions to make decisions, whether it
affects the mission or developing the sailors.”
Dusty
Chief (M)
15/Reserve
“In the military, I was able to have one on one sessions with my
people to individually layout plans for them, both for promotion in
the military and with their civilian careers. Having a network of HR
professionals allowed me to shed some light on opportunities that
people may not have been aware of, which promoted positive
culture and morale within my units.”
Etienne
Chief (M)
20/Retired-1
“I got to know who my sailors were and what were their personal
and professional goals. Then we worked from there with […]
mentoring.”
Lydia
Chief (F)
10/Active
“I use my life experiences to mentor sailors. I also use the life
experiences of others to mentor me as I grow as a leader.”
Makayla
Senior Chief
(F)
25/Reserve
“I’m big on mentoring. I have had some great mentors and some
not so great mentors. So, I try my best to mentor sailor that I would
want to be mentored.”
Patryk
Master Chief
(M)
30/Retired-1
“I think we need more mentoring. Mentorship allowed me to
develop other leaders beyond their expectations.”

Knowledge Influence 3: Chiefs Petty Officers need to know how to demonstrate a visible
and engaging presence (Procedural)
The analysis of the interview responses confirmed participating Chief Petty Officers’
procedural knowledge related to demonstrating a visible and engaging presence. The Chief Petty
Officer Mission, Vision, and Guiding Principles also present deckplate leadership as
demonstrating a visible and engaging presence. The responses revealed that participating Chief
Petty Officers believed that getting from behind a desk and getting to know their sailors showed

85

a visible and engaging presence. The emerging themes related to demonstrating a visible and
engaging presence were (a) leadership by walking around and (b) active communication. The
findings revealed that participating Chief Petty Officers know how to demonstrate a visible and
engaging presence by walking around the deckplates and actively communicating with their
sailors.
Leadership by Walking Around
The first theme that emerged from the procedural knowledge of demonstrating a visible
and engaging presence was leadership by walking around. The responses indicated that
participating Chief Petty Officers used leadership by walking around strategies to establish a
presence. In this section, the leadership by walking around theme was reiterated and linked
explicitly to the MVGP’s definition of deckplate leadership as a visible and engaging presence.
The participating Chief Petty Officers specified getting out from behind your desk, and gaining
the trust of your sailors was crucial to a deckplate leader’s presence. A constant presence on the
deckplates was viewed as indicative of leading from the front. Deckplate leaders lead from the
front by getting out on the deckplates, and, if the situation allows, their first practice is
observation. The participating Chief Petty Officers warned against going into a new command
with the intent or mindset to change things just for the sake of change. Amy, an active duty Chief
with 15 years of service, said, “I truly believe that once your sailors know that you aren’t there
just to flex [your authority], you will gain their trust in you.” Observing first gives the deckplate
leader a chance to assess command practices and make adjustments to meet mission objectives.
Leonadis, a retired Senior Chief with 25 years, proclaimed he would observe for the first 90 days
at a new command, “in order to employ strategies to inspire them to perform to the next level.” If
changes become necessary, deckplate leaders include their sailors in the change process. The

86

inclusion of sailors in the development and execution of the change process cultivates confidence
and ownership. Deckplate leaders support their Sailors' confidence and ownership of their
presence, which is developed through leadership by walking around. Table 17 represents the
participating Chief Petty Officers' responses concerning procedural knowledge related to
establishing a presence through leadership by walking around.
Table 17
Establishing a Presence Through Leadership by Walking Around
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
Adelaide
Master
Chief (F)
25/Retired-1
“I established my presence by gain the trust of my sailors so they
could open up to me and help me enforce our standards.”
Amy
Chief (F)
15/Active
I like to use checking into a new command as the best
example. When you go somewhere new – observe, observe
observe! I don’t go in with the intent of changing processes just for
the sake of changing them. Watch what’s going on, and if
something needs to be adjusted, include your sailors in the
development and execution. This gives them confidence and
ownership. I truly believe that once your sailors know that you
aren’t there just to “flex,” you will gain their trust in you.
Antwan
Master
Chief (M)
30/Retired-1
“I stayed on the deckplates with my troops. Every time they turned
around; I was right there. So, they knew that whatever the
evolution, I was right there leading from the front.”
Asher
Master
Chief (M)
30/Retired-1
“I do establish a presence through active communication. Walking
throughout the command several times a day and having one-on-
one conversations, morning formations depending on the command
and or environment, meetings, career development boards, and
most importantly, by keeping my word to my sailors.”
Atticus
Chief (M)
25/Retired-1
“I walked around the workspaces and carried myself with military
bearing.”
Dario
Chief (M)
15/Active
“Always make time to be down in the dirt with the sailors. It’s
always important to be that leader who will do what you say you
are going to do.”
Jaylen
Chief (M)
20/Retired-1
“I always ensured my sailors knew they were important to me, the
command, and the mission. I walked my spaces or the command
every single day, checking the pulse of the sailors and the
command. I shook hands, asked how the family was doing, how
the job was going, and if they were getting everything they needed

87

Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
to accomplish the mission. If I saw the sailor required some extra
guidance to complete the task at hand, I either provided that
guidance, or I got someone in their chain of command to train them
how to properly complete the task. This action did two things for
the division or command; it showed that I or we cared about the
sailor, and it also promoted deckplate leadership training for the
sailor providing the extra guidance.”
Leilani
Chief (F)
20/Retired-1
“Actively communicating and making sure I was present on the
deckplates to answer any questions.”
Leonidas
Senior Chief
(M)
25/Retired-1
“I established presences by being the observer for the first 90
days. While in observation mode, I took note of daily business
practices, administrative protocols, rules, regulations, social norms,
and zeroed in on the go to sailors and what motivated them. Next, I
observed the mid-level performers and low-level performers and
studied their motivation in order to employ strategies to inspire
them to perform to the next level.”
Lexi
Chief (F)
20/Active
“I’m there every single day, every step of the way. I never ask
something of another person I am not willing to give myself. I
ensure my people are always taken care of, we discuss the mission
as a team to the greatest extent possible, and I look to my people
for possible solutions. I am there as a leader, but I know they are
often the subject matter expert. I embrace diversity in all respects.”
Lydia
Chief (F)
10/Active
“Walk around and talk to sailors . . . don’t just talk about work and
tasks.”
Makayla
Senior Chief
(F)
25/Reserve
“Observe first.”
Malachi
Master
Chief (M)
30/Retired-1
“I personally was always on the deckplates walking about smartly.
I engaged in conversation with my sailors and created small talk. I
would visit the smoking pit, stroll through berthing, the mess
decks, and workspaces to see how they were doing
Milo
Master
Chief (M)
30/Retired-5
“Be there. Be the first one there and last to leave. Leadership by
walking around is key. I am communicating to sailors when
walking passageways. Attend CPO training on a regular basis.
Attend Command Group PT.”
Seraphina
Senior Chief
(F)
15/Active
“Getting out on the deckplates.”
Solana
Senior Chief
(F)
15/Active
“By checking onboard and observing first.”

88

Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
Tamre
Chief (F)
20/Retired-1
“Walked through the department periodically to answer questions
and or make sure everyone was working together and equally.”

Active Communication
The second theme that emerged from the procedural knowledge of demonstrating a
visible and engaging presence was active communication. The responses indicated that
participating Chief Petty Officers engaged in an active connection through a blend of formal and
informal communication channels. In this section, a visible and engaging presence in concert
with leadership by walking around was achieved through connections as defined by the Navy
Leader Development Framework (Richardson, 2019). Connections are established with one-on-
one conversations, military formations, meetings, social gatherings, and career development
boards. Active communication between deckplate leaders and other stakeholders requires trust. It
is the responsibility of a deckplate leader to ensure that they keep their word to help build
confidence and trust. Dario, an active duty Chief with 15 years of service, said, “It’s always
important to be that leader who will do what you say you are going to do.” The trust that is
cultivated through active communication influences others and demands respect. Dusty, a
reserve Chief with 15 years of service, said, “If you come across weak, you lose respect. If you
come across harsh, you lose respect. If you come across solid, engaged, and smart, you are
respected. The deckplate leader communicates the importance of sailors to the command and its
mission objectives. One of the formal ways active communication is executed is through military
formations. The participating Chief Petty Officers preferred an organization-specific structure
characterized as Quarters. Quarters is the military equivalent of a private business meeting.
Quarters is used for personnel attendance, accountability and manning, inspections, and briefing

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information and instruction. The participating Chief Pretty Officers endorsed exercising self-
awareness and humility when you are communicating with sailors. Active communication begins
with the self-awareness and humility you gain from your personal and professional experiences
in the military and civilian world. Active communication of the participating Chief Petty Officers
was revealed as visiting sleeping, eating, and workspaces and engaging in conversation. Table 18
captures the participant’s quotes related to how they establish or have established a visible and
engaging presence.
Table 18
How Participants Establish or Have Established a Visible and Engaging Presence
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
Adelaide
Master Chief
(F)
25/Retired-1
“I established my presence by gaining the trust of my sailors so
they could open up to me and help me enforce our standards.”
Amy
Chief (F)
15/Active
“I like to use checking into a new command as the best example.
When you go somewhere new – observe, observe observe! I don’t
go in with the intent of changing processes just for the sake of
changing them. Watch what’s going on, and if something needs to
be adjusted, include your sailors in the development and execution.
This gives them confidence and ownership. I truly believe that once
your sailors know that you aren’t there just to “flex,” you will gain
their trust in you.”
Asher
Master Chief
(M)
30/Retired-1
“I do establish a presence through active communication. Walking
throughout the command several times a day and having one-on-
one conversations, morning formations depending on the command
and or environment, meetings, career development boards, and
most importantly, by keeping my word to my sailors.”
Dario
Chief (M)
15/Active
“Always make time to be down in the dirt with the sailors. It’s
always important to be that leader who will do what you say you
are going to do.”
Dusty
Chief (M)
15/Reserve
“Leadership is about influence. If you come across weak, you lose
respect. If you come across harsh, you lose respect. If you come
across solid, engaged, and smart, you are respected. Allowing your
people to make small decisions and delegating some larger tasks to
challenge them is a great way to be effective.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
Etienne
Chief (M)
20/Retired-1
“Communicated to gain their trust.”
Jaylen
Chief (M)
20/Retired-1
“I always ensured my sailors knew they were important to me, the
command, and the mission. I walked my spaces or the command
every single day, checking the pulse of the sailors and the
command. I shook hands, asked how the family was doing, how the
job was going, and if they were getting everything they needed to
accomplish the mission. If I saw the sailor required some extra
guidance to complete the task at hand, I either provided that
guidance, or I got someone in their chain of command to train them
how to properly complete the task. This action did two things for
the division or command: it showed that I or we cared about the
sailor, and it also promoted deckplate leadership training for the
sailor providing the extra guidance.”
Joaquin
Senior Chief
(M)
15/Active
“I hold morning quarters with my department and ensure I put out
the Plan for that particular day and any information that is relayed
from the upper Chain of Command. I then allow them to ask
questions and give feedback.
Kade
Chief (M)
15/Active
“Be yourself, be humble, and be honest. Be the leader that you
would want to have.”
Leilani
Chief (F)
20/Retired-1
“Actively communicating and making sure I was present on the
deckplates to answer any questions.”
Lexi
Chief (F)
20/Active
“I’m there every single day, every step of the way. I never ask
something of another person I am not willing to give myself. I
ensure my people are always taken care of; we discuss the mission
as a team to the greatest extent possible, and I look to my people
for possible solutions. I am there as a leader, but I know they are
often the subject matter expert. I embrace diversity in all respects.”
Lydia
Chief (F)
10/Active
“Walk around and talk to sailors . . . don’t just talk about work and
tasks.”
Malachi
Master Chief
(M)
30/Retired-1
“I personally was always on the deckplates walking about smartly.
I engaged in conversation with my sailors and created small talk. I
would visit the smoking pit, stroll through berthing, the mess decks,
and workspaces to see how they were doing.”
Milo
Master Chief
(M)
30/Retired-5
“Be there. Be the first one there and last to leave. Leadership by
walking around is key. I am communicating to sailors when
walking passageways. Attend CPO training on a regular basis.
Attend Command Group PT.”
Patryk
Master Chief
(M)
30/Retired-1
“Gain their trust with an open and honest line of communication.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you establish a presence?
Raelynn
Chief (F)
20/Retired-1
“Establish expectations and requirements immediately, learn what
motivates your team, and be open and transparent in
communications as much as possible.”
Silas
Chief (M)
20/Active
“I first try and gauge priorities, and whether the collective team is
attuned to them, or if they understand them. Based on that, I engage
the team with probing and thought-provoking questions and move
into the BLUF and tie it into what they do, or are currently tasked
with. I also inject humor into the dialog. I’ll say things like “fix it
like your kids were going to use it next,” or “draw it like your
grandmother was going to see it,” “get it done right the first time
like your liberty depended on it-oh, it does.”
Tamre
Chief (F)
20/Retired-1
“Walked through the department periodically. To answer questions
and or make sure everyone was working together and equally.”
Taryn
Chief (F)
15/Active
“I hold morning meetings to go over what is expected for the week
and check in on my sailors daily.”

Knowledge Influence 4: Chiefs Petty Officers need to know how to demonstrate an ability
to set the tone for commands (Procedural 3)
The analysis of the interview responses confirmed participating Chief Petty Officers’
procedural knowledge related to setting the tone for commands. The responses revealed that
participating Chief Petty Officers believed that setting the tone for commands starts with leading
by example with your words, actions, and deeds. The emerging theme related to setting the tone
for commands was leading by example. The findings revealed participating Chief Petty Officers
know how to set the tone for commands and that they accomplished this by leading by example.
Leading by Example
The first theme that emerged from the procedural knowledge of setting the tone for
commands was leading by example. The responses indicated that participating Chief Petty
Officers concurred that setting the tone for commands starts with leading by example. In this
section, it was revealed that an effective deckplate leader leads by example in setting the

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leadership example, which has the propensity to reduce barriers that hinder effective leadership
practice. Reducing barriers permits an effective deckplate leader to lead from the front or
represent their sailors in all respects. Also, lowering barriers allows the effective deckplate leader
to advocate on behalf of their sailors. For deckplate leaders, a key component to advocacy is
using the example that they set to align with leadership and champion support for their Sailors.
Leilani, a retired Chief with 20 years of service, said, “I got involved and engaged in the process
on behalf of my sailors.” Engaging for your sailors was operationalized in this study as
advocacy. Seraphina, an active duty Senior Chief with 15 years of service, said, “It is important
for me to advocate for my sailors.” Developing others is essential, but as a deckplate leader, you
fight for them and reduce barriers to their development. Deckplate leaders build creditability and
increase leadership capital through the example that they establish. The leadership example
deckplate leaders develop produces and supports the organizational standards that set the tone for
commands. Deckplate leaders gauge priorities and establish routines. Also, deckplate leaders
ensure expectations are aligned with the command mission. Getting to know your sailors in the
military, as well as social settings, was key to putting individuals into teams and ensuring unit
cohesion. Table 19 listed below captures the participant’s quotes related to how they set or have
set the tone for commands.
Table 19
How Participants Set or Have Set the Tone for Commands
Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you set the tone for commands?
Adelaide
Master
Chief (F)
25/Retired-1
“People who know me will tell you that I have no problem saying
what’s on my mind, but what I had to learn as I was advancing up
the ranks was that.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you set the tone for commands?
Amy
Chief (F)
15/Active
“I feel that setting the tone is a group activity and needs the support
of all leadership. However, you can absolutely be the change that
you want to see.”
Antwan
Master
Chief (M)
30/Retired-1
“First, it was about me understanding what our mission was and
then knowing the strengths and weaknesses of my Sailors. Once
that was done, it was about marrying the two together and
producing results. You know, meeting mission objectives.”
Asher
Master
Chief (M)
30/Retired-1
“To set the tone, a leader needs to know and understand the
mission and sailors first. One thing that remains important to me,
regardless of command or environment, is to keep a positive
attitude at all times and be flexible to adapt to rapid changes in
order to pass that on to my seniors and juniors.”
Atticus
Chief (M)
25/Retired-1
“Setting the tone is an all-hands evolution. A deckplate leader
cannot set the tone alone. It takes a team effort.”
Dario
Chief (M)
15/Active
“Establishing a battle rhythm is very important. Laying out the
expectations so that communication at all levels is transparent and
understood.”
Dusty
Chief (M)
15/Reserve
“Similar to my last answer, it starts with how you represent
yourself. Setting ridiculous goals and just being a dick gets you
nowhere. Setting attainable goals and rewarding people even for
small achievements creates a positive culture/environment.”
Etienne
Chief (M)
20/Retired-1
“I would just be myself.”
Jaylen
Chief (M)
20/Retired-1
“I provided my philosophy to the Chief Petty Officers, First Class
Petty Officers, and the Second-Class Petty Officers at the
beginning of my tour, and I re-enforced the philosophy throughout
my time in that command. Once all levels of leadership understand
what is expected, that message can be driven down to the lower
levels of the command.”
Joaquin
Senior Chief
(M)
15/Active
“Again, as stated in my previous answer, I set the tone for my
current command as far as doing Quarters because it was not being
done. sailors would just come in and do work and not understand
our mission.”
Kade
Chief (M)
15/Active
“Reliability and believe it or not being a comedian. Everyone is
functioning at a high level of stress; if they know you’re calm
under pressure, they will trust you. Crack a joke every now and
then; it eases the tension and keeps things in perspective. Praise
where praise is needed. Hold them at a high level of accountability.
People don’t care how much you know; it’s about how much you
care.”
Leilani
Chief (F)
20/Retired-1
“I got involved and engaged in the process on behalf of my
sailors.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you set the tone for commands?
Leonidas
Senior Chief
(M)
25/Retired-1
“By observing and asking questions. Junior subordinates are an
untapped resource; I set the tone by seeking guidance from sailors
at every level to employ many of their ideas. This helped them own
the process but also increased in them the courage to think outside
the box in order to support the command mission. Now that they
are ingrained in the process, this helps them to own the command's
mission.”
Lexi
Chief (F)
20/Active
“Setting a tone for a command is slightly different because
sometimes you have to support your leadership, and the tone you
set isn’t always your own, but you have to make it your own. This
means even when you disagree with your leadership’s approach to
something, you don’t get the liberty of showing or displaying your
disagreement to your people. From the outside looking in, you
have to always be fully aligned to your leadership.”
Lydia
Chief (F)
10/Active
“Knowing what the expectations are.”
Makayla
Senior Chief
(F)
25/Reserve
“I include all of my sailors in the process of setting the tone
commands.”
Malachi
Master
Chief (M)
30/Retired-1
“It’s about how you carry yourself, what you say, and how you say
it. I thought about the tone of the command every day. I made it a
point to have conversations with all levels of in the command to
hear it from my sailors on what’s working and not working. I hear
what’s working, but I zero in on what’s not working and try and fix
it to make it easier for my sailors to get their job done – smarter,
not harder. I always had conversations with my boss and advised
him/her of what’s happening on the deckplates and what we can do
to fix it.”
Milo
Master
Chief (M)
30/Retired-5
“I used active communication to set the tone. For example, I
checked onboard [a navy ship], and on my very first day, I called
an all-khaki meeting to ensure that I set the right tone out of the
starting block.”
Patryk
Master
Chief (M)
30/Retired-1
“In general, the first thing is to ensure the military exists within the
command. What that means is to upscale the military instruction
including, actual quarters, personnel inspections, citing the sailor's
creed, holding sailors accountable. Additionally, you set the tone
by communicating during Quarters and on deckplates. You set the
tone by leading by example, as in ensuring all CPOs and Officers
are attending command group PT.”
Raelynn
Chief (F)
20/Retired-1
“I established expectations and requirements immediately, I
learned what motivated my team, and I tried to be open and
transparent in communications as much as possible.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me how do (or did) you set the tone for commands?
Seraphina
Senior Chief
(F)
15/Active
“It is important for me to advocate for my sailors.”
Silas
Chief (M)
20/Active
“I try to challenge people to align themselves to the mentality of
“why,” Why I am doing this, why this is important; in my case
specifically, I would highlight that “we deliver the asset to the
fight, and that asset is a human with needs and responsibilities they
leave behind while they go do their duties.” I would also highlight
that in order to fully support our mission, we also need to take care
of ourselves, and I’d introduce work-life-balance, and what that
looks like.”
Solana
Senior Chief
(F)
15/Active
“I made setting the tone a team activity.”
Tamre
Chief (F)
20/Retired-1
“Keeping everything professional. There were too many blurred
lines with khaki and E6 and below getting way too personal with
each other.”
Taryn
Chief (F)
15/Active
“By getting involved in the command, committees, and being
accountable.”

Research Question 2: What is stakeholder motivation related to deckplate leadership?

The second research question in this study revealed participating Chief Petty Officers’
motivation related to deckplate leadership. The section focused on Chief Petty Officers’ beliefs,
attitudes, and opinions on the utility-value of deckplate leadership and their self-efficacy in
demonstrating deckplate leadership in their practice. There are two motivation influences related
to this research question. The findings confirmed that the participating Chief Petty Officers
recognized the utility-value of deckplate leadership and were confident in their ability to
demonstrate deckplate leadership in their practice. The emerging themes aligned with the Chief
Petty Officers Mission, Vision, and Guiding Principles (MVGP) and the organization’s design
for maintaining maritime superiority. The interview questions used in this section helped to
reveal the responses of the participating Chief Petty Officers. Table 20 captures information

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related to motivation influences, emerging themes, and interview questions for the second
research question.
Table 20
Motivation Influences, Emerging Themes, and Interview Questions
KMO Influence Emerging Theme Interview Question
Chief Petty Officers need to
see value in demonstrating
deckplate leadership (Utility-
Value)
Developing others contributes
to combat readiness
How important is the ability
to develop others? (Utility-
Value)
A visible and engaging
presence conveys a
commitment
How important is presence in
a deckplate leader? (Utility-
Value)
Setting the tone for
commands builds esprit de
corps
How important is setting the
tone for commands? (Utility-
Value)
Deckplate leadership
contributes to the unity of
effort
How important do you
believe deckplate leadership
is to mission
accomplishment? (Utility-
Value)
Chief Petty Officers need to
feel confident in their ability
to demonstrate deckplate
leadership (Self-Efficacy)
Chief Petty Officers are
confident in their ability to
develop others, establish a
presence, and set the tone for
commands
How confident are you in
your ability in developing
others, establishing a
presence, and setting the
tone? (Self-Efficacy)
Chief Petty Officers are
confident in overall ability as
deckplate leaders
How confident are you in
your overall ability as a
deckplate leader? (Self-
Efficacy)
Leaders, peers, and
subordinates contributed to
Chief Petty Officers level of
confidence
Tell me what contributed to
your level of confidence?
(Self-Efficacy)

Motivation Influence 1: Chief Petty Officers need to see value in demonstrating deckplate
leadership (Utility-Value)
The analysis of the interview data confirmed participating Chief Petty Officers see the
utility-value in demonstrating deckplate leadership in their practice. The responses revealed that

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the participating Chief Petty Officers believed that there is value in demonstrating deckplate
leadership in their practice. The emerging themes related to the utility-value of demonstrating
deckplate leadership in practice were (a) developing others contributes to combat readiness, (b) a
visible and engaging presence conveys a commitment, (c) setting the tone for commands builds
esprit de corps, and (d) deckplate leadership contributes to the unity of effort. The findings
revealed the participating Chief Petty Officers’ recognition of the utility-value in demonstrating
deckplate leadership in their practice aligned with the Chief Petty Officers Mission, Vision, and
Guiding Principles (Leuci, 2015).
Developing Others Contributes to Combat Readiness
The first theme that emerged from the utility-value of demonstrating deckplate leadership
in practice was developing others contributed to combat readiness. The responses indicated that
participating Chief Petty Officers believed that combat readiness was achieved through the
development of well-trained individuals and teams. In this section, the participating Chief Petty
Officers agreed that well-trained individuals and teams foster confidence, which stimulates
success through increases performance and moral. The utility-value of developing others
contributes to combat readiness because it plays an influential role in the development of
individuals, teams, and organizations. Developing others builds confidence, and that confidence
leads not only to the individual and team success but also to mission success. Increased
performance and moral are accomplished through training your relief. Training your relief builds
future leaders. Developing future leaders should begin through early engagement. Building
future leaders through early engagement means providing training and growth opportunities
early in career progression. The training and growth at the lowest level require active
communication and portray the leadership performance behavior of an effective leader. An

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individual Chief Petty Officer preferred not to use the word develop. Milo, a retired Master Chief
with 30 years of service, said, “I think the keyword is provide.” He chose the word provide to
convey his belief that you can’t force someone to develop. You can only provide them with
resources. They have to decide to use the resources to develop. Table 21 listed below captures
the participating Chief Petty Officers’ responses related to the importance of the ability to
developing others.
Table 21
The Importance of the Ability to Developing Others
Name
Rate
(Gender)
Service
Yrs/Status
How important is the ability to develop others?
Adelaide
Master
Chief (F)
25/Retired-1
“Developing sailors was a top priority in my book, and I insisted
that the Chiefs in my mess did the same. I let them know right
upfront, I’m going to judge you based on your sailors. Because, at
the core of who we are as deckplate leaders, we develop our
sailors. That’s what we do!”
Amy
Chief (F)
15/Active
“The ability to develop others builds confidence and contributes to
individual and command success.”
Antwan
Master
Chief (M)
30/Retired-1
“You develop others to help them succeed and build their
confidence.”
Asher
Master
Chief (M)
30/Retired-1
“Developing our juniors is extremely important to accomplish the
mission while creating our future leaders. These are the sailors who
will soon take our place. They are the future of our Navy.”
Atticus
Chief (M)
25/Retired-1
“Training and developing your replacements ensure command
continuity and success.”
Dario
Chief (M)
15/Active
“To me, developing others is very important. There comes a time
when you have to move along. You know, hang the uniform up.
Retire. In that sense, developing others is about preparing your
reliefs. It is our responsibility to make sure that as we move on, the
Navy doesn’t miss a beat.”
Dusty
Chief (M)
15/Reserve
“The military specifically is fantastic about development. They
understand that people get promoted, move to different commands,
retire, and so on. So, that next sailor needs to be prepared to step up
and into a role they may not have originally had. Plus, as people
get promoted, their level of responsibility is immediately raised,
and this can’t be the first time they have been challenged.
Deckplate leaders must continue to develop others.”

99

Name
Rate
(Gender)
Service
Yrs/Status
How important is the ability to develop others?
Etienne
Chief (M)
20/Retired-1
“The military is a vacancy driven business. So, preparing your
relief to assume more responsibility is necessary for meeting
mission objectives.”
Jaylen
Chief (M)
20/Retired-1
“Due to the lack of formal leadership training at the lower levels of
leadership in the Navy, it is paramount that the Senior enlisted
leaders display great deckplate leadership and instill deckplate
leadership skills and traits in our young sailors at an early stage in
their careers.”
Joaquin
Senior Chief
(M)
15/Active
“It’s very important to develop others as deckplate leaders. You are
essentially training and developing your reliefs to take over your
job in the future.”
Kade
Chief (M)
15/Active
“The ability to develop others as a Chief is imperative and cannot
be understated. If you cannot develop others according to your
Mission, Vision, and Guiding Principles as a Chief, you are
essentially ineffective.”
Leilani
Chief (F)
20/Retired-1
“Ultimately, developing others is about building future leaders.
Developing others is immensely important due to high turn-over in
the Navy. What we do as leaders cannot remain a secret. Everyone,
regardless of their level in the organization, can lead to some
degree. One of the biggest complaints on the deckplates I heard
was that there was not happening; people were not being allowed
to lead at their respective levels, particularly First-Class Petty
Officers. Three years on a Man-of-War (2015-2017) at the E-7
level taught me that everyone is capable of leading in some
capacity; we just don’t give them the opportunity or freedom to do
so.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Developing others produces well-trained sailors. This is always
good because, as a deckplate leader, you want that continuity when
it comes to the capacity of your unit to complete the mission. If
someone drops out for whatever reason, its next woman or man
up!”
Lexi
Chief (F)
20/Active
“Developing others is any leader’s responsibility; otherwise, you
don’t have leadership; you have a dictatorship. In the case of a
deckplate leader, you are the first line at sometimes the lowest
level of development. You grow there, and your people grow there.
And in the end, as you trained them to take over for you, they end
up training their own relief to take over for them.”
Lydia
Chief (F)
10/Active
“You have to develop others; you talk about personal experiences
and what you learned from them. You show them that you are
human and that you’ve made mistakes along the way and how you
learned from those mistakes.”

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Name
Rate
(Gender)
Service
Yrs/Status
How important is the ability to develop others?
Makayla
Senior Chief
(F)
25/Reserve
“Developing others contributes to success because as you continue
to develop your troops, you will improve the efficiency and
effectiveness of mission results.”
Malachi
Master
Chief (M)
30/Retired-1
“It’s very important! Investing in the development of others is the
most important thing a leader can do. When you develop others,
they become smarter, more productive, and perform at a higher
level, which is what you want.”
Milo
Master
Chief (M)
30/Retired-5
“The word development is a bit premature. I think the keyword is
“provide.” Because as deckplate leaders, we provide the
knowledge and information that they can use if they choose to
‘develop’ and achieve their goals and excel accordingly. We know
that not every sailor is going to be a leader, but we at least provide
the necessary tools to get there.”
Patryk
Master
Chief (M)
30/Retired-1
“In the end, it’s all about meeting mission objectives, and
developing your sailors contributes to the success of that
endeavor.”
Raelynn
Chief (F)
20/Retired-1
“Developing others is very important. As a deckplate leader, you
should strive to train your department so well that the prolonged
absence of any team member does not adversely impact mission
achievement capabilities.”
Seraphina
Senior Chief
(F)
15/Active
“Developing others is important because it allows the deckplate
leader to shape, mold, and mentor the future leaders who will carry
the mission forward.”
Silas
Chief (M)
20/Active
“We should operate under the premise of training and developing
our reliefs so that they can be better iterations of ourselves. Our
future is dependent on the quality of those we develop in our time
of leadership.”
Solana
Senior Chief
(F)
15/Active
“Developing others is a key factor in the short- and long-term
success of a unit or command. And if you are not developing your
sailors, they will become disillusioned, morale will go down, and
they will start to tune out. You have, in effect, cut your own legs
from under you. You are now ineffective as a leader.”
Tamre
Chief (F)
20/Retired-1
“The most important aspect of leadership is to train and develop
your replacement.”
Taryn
Chief (F)
15/Active
“Developing others is a trait a leader must possess because it
allows people to be inspired, encouraged, and engaged. When
leaders care about the wellbeing of their people, it increases
performance and moral.”

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A Visible and Engaging Presence Conveys Commitment
The second theme that emerged from the utility-value of demonstrating deckplate
leadership in practice was a visible and engaging presence conveys commitment. The responses
indicated that participating Chief Petty Officers agreed that a visible and engaging presence
expresses commitment and links explicitly to the Navy core values (honor, courage,
commitment). In this section, a visible and engaged presence is an essential quality for a
deckplate leader because it expresses a priority and responsibility to the people and the mission
of the organization. Presence says to the troops that the deckplate leader cares about them and
the mission. Presence shows that the deckplate leader leads by example. A visible and engaged
presence resembles professionalism and conveys genuineness.
Moreover, professionalism and genuineness command respect and foster trust. The
combination of professionalism and authenticity makes a deckplate leader more relatable and
approachable. A deckplate leader who is relatable and approachable establishes connections
(U.S. Chief of Naval Operations, 2019), which cultivates an informed, proactive, leader that
recognizes problems early. A visible and engaging presence is flexible enough to be applied to
any command dynamic and is dependent on the job or mission at hand. The flexibility allows
others to see the decision-making process and invariably enable the leader to educate and train,
which contributes to the growth and development of the individuals and teams under their
command. Although a visible and engaging presence is separate from developing others, they are
explicitly linked in terms of the MVGP. This sets the example of exemplary leadership and
influences operational efficiency, which is a critical component of mission effectiveness. Table
22 listed below captures the participating Chief Petty Officers’ responses related to the
importance of presence in a deckplate leader.

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Table 22
The Importance of Presence in a Deckplate Leader
Name
Rate
(Gender)
Service
Yrs/Status
How important is presence in a deckplate leader?
Adelaide
Master
Chief (F)
25/Retired-1
“Presence is essential to understanding the pulse of a command.”
Amy
Chief (F)
15/Active
“I feel this is the most important thing about leading sailors.”
Antwan
Master
Chief (M)
30/Retired-1
“Extremely important to show presence, more of a do as I do type
feel.”
Asher
Master
Chief (M)
30/Retired-1
“Deckplate leaders are visible leaders who set the tone; therefore,
they have to be involved with their sailors first hand on a daily
basis.”
Atticus
Chief (M)
25/Retired-1
“Presence is key. It tells your troops that you are dedicated and
committed.”
Dario
Chief (M)
15/Active
“Presence is very important. You can’t be a deckplate leader if
you’re not a visible leader. Be the example by letting your actions
speak louder than your words.”
Dusty
Chief (M)
15/Reserve
“Presence is imperative for a good leader. You need to know your
people, their capabilities, and what strengths/weaknesses each of
them has. This allows you to do your job far easier.”
Etienne
Chief (M)
20/Retired-1
“Presence conveys loyalty. Loyalty to subordinates, peers, leaders,
and the organization as a whole.”
Jaylen
Chief (M)
20/Retired-1
“Presence is important because people react better to leaders who
show up and support them rather than a leader who only shows up
when the job is done, and accolades are passed out. It is very
important that a leader is regularly present on the deckplates so that
sailors know they are appreciated and that they should be doing the
job properly all the time.”
Joaquin
Senior Chief
(M)
15/Active
“Presence is very important in being the deckplate leader. It is vital
that your sailors and other Non-Commissioned Officers see you on
the deckplates interacting with others and getting your hands-on
documents, gear, arms, and ammunition, etc. It will make your
people know that he/she really does care about the overall mission
and us.”
Kade
Chief (M)
15/Active
Stage presence and being genuine is important. Don’t claim to be
somebody you’re not. If you do, the sailors will know and
disengage from the real message and intent that you are trying to
provide to them. Don’t be difficult, nobody likes or gravitates to
difficult people or people they don’t respect

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Name
Rate
(Gender)
Service
Yrs/Status
How important is presence in a deckplate leader?
Leilani
Chief (F)
20/Retired-1
“The second biggest complaint was that senior leaders aren’t
establishing a positive presence; they often hide behind entitlement
and hypocrisy. In a clearly “monkey see, monkey do” environment,
the biggest complaint of juniors against their leaders is the
prevalent mentality of, “Do as I say, don’t do as I do.” If the
Chiefs’ Mess and the Wardroom are to be effective leaders, we
must hold ourselves to account when things go wrong.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Presence is critical to the deckplate leader because a leader must
command respect and foster trust. Demanding either means you
have lost confidence in your ability to inspire others to follow
you.”
Lexi
Chief (F)
20/Active
“Deckplate leadership cannot be accomplished without presence.
You can’t be engaged if you don’t show up. A deckplate leader sets
the tone and leads by example.”
Lydia
Chief (F)
10/Active
“You have to be out there and be approachable; presence is
imperative.”
Makayla
Senior Chief
(F)
25/Reserve
“Presence is about being where your troops are.”
Malachi
Master
Chief (M)
30/Retired-1
“Presence is everything. Deckplate leaders must be visible. You
can establish presence by going to morning PT, which builds unit
cohesion. Other ways to show presence are: walking about the
deckplates and seeing what your sailors are doing; stopping by
their shop; walking through berthing or barracks; and during port
visits, walking through bars, restaurants, and wherever your sailors
are hanging out; this shows your presence and may give you an
opportunity to have social conversations with your sailors. If you
stay in your office, no matter what work you do for your sailors,
their perception of you will be negative. With your presence, you
may recognize problems you can fix while also sending a message
you care about their well-being.”
Milo
Master
Chief (M)
30/Retired-5
“Essential but also requires balance. Not enough presence, sailors
think you don’t care, too much presence, sailors think you don’t
have faith in them, or you are micromanaging them. CO and XOs
usually have difficulty with this one because they don’t understand
why they should stay away. The right balance depends on “your”
sailors. If your sailors are PO1s, presence may be less than if your
group of sailors is boot camp recruits during week 1.”
Patryk
Master
Chief (M)
30/Retired-1
“The presence of a deckplate leader can be demonstrated in many
ways. I have seen leaders who have big personas and those with
quiet personas. In both instances, they were effective because they

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Name
Rate
(Gender)
Service
Yrs/Status
How important is presence in a deckplate leader?
were confident in who they were and what they did and did not
know.”
Raelynn
Chief (F)
20/Retired-1
“That depends on the job. An effective deckplate leader can work
from anywhere and still accomplish what is needed. Recruiting is a
good example of this; the LCPO is not usually in the same
geographical area as most of the recruiting stations she is
responsible for, but they still make goal.”
Seraphina
Senior Chief
(F)
15/Active
“The presence of the leader allows others to witness the decision-
making process and see how to recover from mistakes, which could
boost enough confidence for spectators to be innovative and more
productive.”
Silas
Chief (M)
20/Active
“I believe presence needs to be catered to the environment; too
much and one can come off as mistrusting or overbearing; too little
and that can be construed as not engaged. Developing, cultivating a
symbiotic relationship with peers and subordinates will dictate the
level of presence a leader ought to have.”
Solana
Senior Chief
(F)
15/Active
“Without presence, you are just a ghost, and your sailors will not
respect you.”
Tamre
Chief (F)
20/Retired-1
“There’s a fine line because you have those sailors who use every
opportunity to chat with the Chief and waste time. It’s important to
be seen to verify that work is being done, and the mission is being
accomplished correctly. It’s important to keep things on a
professional level.”
Taryn
Chief (F)
15/Active
“Presence is very important. A leader who is not present shows a
lack of support or interest. A leader should always be engaged with
their sailors or employees.”

Setting the Tone for Commands Builds Esprit de Corps
The third theme that emerged from the utility-value of demonstrating deckplate
leadership in practice was that setting the tone for commands builds esprit de corps. The
responses indicated that participating Chief Petty Officers believed that setting the tone for
commands builds esprit de corps, which was critical to mission success. In this section, words
used to represent esprit de corps include camaraderie, unit cohesion, chemistry, and synergy. The
participating Chief Petty Officers viewed esprit de corps as critical to mission success because it

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set and reinforced organizational standards. The standards of an organization are essential to
setting the tone for commands because it reinforces structure, leadership, guidance,
accountability, and expectations. Deckplate leadership sets the tone for commands by providing
positive reinforcement and fair judgment needed to support the building of esprit de corps within
the framework of established organizational standards. Esprit de corps cultivates a transparent
atmosphere of camaraderie and growth opportunities. The transparent and open atmosphere of
growth opportunities lends to the creditability of deckplate leaders and deckplate leadership.
Table 23 listed below captures the participating Chief Petty Officers’ responses related to the
importance of setting the tone for commands.
Table 23
The Importance of Setting the Tone for Commands
Name
Rate
(Gender)
Service
Yrs/Status
How important is setting the tone for commands?
Adelaide
Master
Chief (F)
25/Retired-1
“Setting the tone for commands is key to combat-ready forces.”
Amy
Chief (F)
15/Active
‘Setting the tone for commands builds teamwork and morale.”
Antwan
Master
Chief (M)
30/Retired-1
“It’s important because you keep your teams on their toes and
ready to execute mission objectives at a moment's notice.”
Asher
Master
Chief (M)
30/Retired-1
“It is extremely important since our leadership and advice is key in
the creation of a combat-ready Naval Forces. It is not a coincidence
that we have earned the right and privilege to be known as the
Backbone of the Navy.”
Atticus
Chief (M)
25/Retired-1
“Setting the tone keeps our forces ready to respond anywhere in the
world.”
Dario
Chief (M)
15/Active
“It’s very important due to these being some of the critical thinking
intangibles for deckplate leadership.”
Dusty
Chief (M)
15/Reserve
“Setting the tone goes hand and hand with a visible and engaging
presence. You want to be approachable, so people tell you the
truth, and you want to have an atmosphere of comradery instead of
leader/subordinate.”

106

Name
Rate
(Gender)
Service
Yrs/Status
How important is setting the tone for commands?
Etienne
Chief (M)
20/Retired-1
“If you’re not developing others and setting the tone and presence,
your command won’t be able to meet the overall mission.”
Jaylen
Chief (M)
20/Retired-1
“It is extremely important to establish a presence and set the tone
within the command. Most sailors in my experience wanted and
accepted leadership and guidance without any issues, so leadership
must establish a presence and set the tone for all members within
the command.”
Joaquin
Senior Chief
(M)
15/Active
“It is very important to develop others and to establish a
presence/tone for your command as a deckplate leader. Deckplate
leaders (CPOs) run the Navy and ensure the mission is being
carried out as directed by the Chain of Command.”
Kade
Chief (M)
15/Active
“This is absolutely a collective effort, and the majority of all the
CPO Mess must understand the tone. Set the tone early, work hard,
and be inspirational. Sailors depend on it.”
Leilani
Chief (F)
20/Retired-1
“The tone of the command should be one of positive
reinforcement, accountability, and fair judgment.”
Leonidas
Senior Chief
(M)
25/Retired-1
“This is invaluable. Deckplate leaders are multipliers. By
developing the people around you, you encourage them to grow
exponentially. As they grow, they establish presence and begin to
set the tone for excellence throughout their interactions as they
become the deckplate leader.”
Lexi
Chief (F)
20/Active
“Setting the tone for the command is vital to building unit cohesion
and morale. When combined with your presence and your ability to
develop others, this is all deckplate leadership; there is nothing to
distinguish the importance separate from deckplate leadership.”
Lydia
Chief (F)
10/Active
“It builds teamwork and morale.”
Makayla
Senior Chief
(F)
25/Reserve
“It’s essential to combat-ready forces.”
Malachi
Master
Chief (M)
30/Retired-1
“It’s very important. Developing others so they can also can have a
positive impact on sailors is key. My influence in setting the tone is
paramount, and I make sure I set the example for others to emulate,
even when I’m not there.”
Milo
Master
Chief (M)
30/Retired-5
“This is all part of LEADERSHIP. The word deckplate just gave it
another word to get leaders' attention. Leading is leading; we
weren’t doing it, so they came up with “deckplate leadership.”
Lead by example. Communicate with your sailors. Really knowing
your sailors. Leading outside the box.”
Patryk
Master
Chief (M)
30/Retired-1
“Setting the tone is important because sailors have an expectation
that they will be properly led, cared for, and have all their needs
met. So, setting the tone establishes the organization’s expectation,

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Name
Rate
(Gender)
Service
Yrs/Status
How important is setting the tone for commands?
and sailors know that if they find themselves outside of the
policies, rules, and regulations of the organization that they will be
held accountable for their actions.”
Raelynn
Chief (F)
20/Retired-1
“These are very important in effective and efficient deckplate
leadership. However, some positions require a higher degree of
separation to set a tone for the command. For example, the CO is
being paid to be an executive leader; her skill set is better used in
that capacity than running a lathe in the machine shop to show the
Machinery Repairman she is one of them. Deckplate leaders need
to be able to help other leaders make this distinction and perform
accordingly.”
Seraphina
Senior Chief
(F)
15/Active
“Setting the tone for commands supports our efforts to be ready to
meet our mission objectives.”
Silas
Chief (M)
20/Active
“It is vital to sustaining credibility and operational tempo (Battle
rhythm).”
Solana
Senior Chief
(F)
15/Active
“My sailors know what my expectations are right up front, and
anything that falls outside of my expectations is a standard that is
unacceptable.”
Tamre
Chief (F)
20/Retired-1
“Probably the most important aspect. It keeps our forces combat-
ready.”
Taryn
Chief (F)
15/Active
“The leaders who are here today will not be here forever. We must
set up the next generation to take our spot. Leaders should mentor
sailors to take their place and know what is expected if I’m around
or not. By being a transparent leader, sailors are afforded the
opportunity to lead and know what is going on and what is
expected of them.”

Deckplate Leadership Contributes to Unity of Effort
The fourth theme that emerged from the utility-value of demonstrating deckplate
leadership in practice was deckplate leadership contributes to the unity of effort. The responses
indicated that participating Chief Petty Officers believed that the influence of deckplate
leadership drives individual and organizational push toward effective and efficient operations. In
this section, the utility value of deckplate leadership to mission accomplishment, as a form of
middle-management leadership, supports the organization’s deliberate unity of effort. Unity of

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effort operationalizes the One Navy Team memorandum (Richards, 2019) as working together,
as a team, to accomplish a goal while respecting and leveraging diversity to maximize strengths
for mission accomplishments (Richardson, 2018). Mission accomplishment is the achievement of
designated objectives or tasks that strengthen the Navy’s combat readiness in support of the
design for maintaining maritime superiority (Richardson, 2018). Deckplate leadership bridges
the gap between the officer and enlisted sailors on the strategic, operational, and tactical levels.
In broad terms, strategic is planning, operational is management, and tactical is the execution
levels of mission objectives. Occupying the middle-management position in the organization
allows Chief Petty Officers the ability to see the big picture, which contributes to better decision-
making. The ability to see the big picture helps leaders and managers who are more effective and
efficient in demonstrating deckplate leadership performance behaviors. In this study, the
deckplate leader’s ability to see the big picture influences and drives the unity of effort for
individuals and organizations. At its core, deckplate leadership is about being a multiplier
through the training and development of the team. This fosters a favorable and trustworthy
environment of teamwork, cooperation, and competency. It also contributes to a level of
accountability that keeps sailors motivated and hungry together as a team (unity of effort). Table
24 below captures the participating Chief Petty Officers’ responses related to the importance of
deckplate leadership to mission accomplishment.
Table 24
The Importance of Deckplate Leadership to Mission Accomplishment
Name
Rate
(Gender)
Service
Yrs/Status
How important do you believe deckplate leadership is to
mission accomplishment?
Adelaide
Master
Chief (F)
25/Retired-1
“Deckplate Leadership bridges the gap between enlisted and
officers.”

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Name
Rate
(Gender)
Service
Yrs/Status
How important do you believe deckplate leadership is to
mission accomplishment?
Amy
Chief (F)
15/Active
“Being absent from your sailors only shows them that you aren’t
willing to work side-by-side with them to accomplish the mission.
How do you keep people motivated and hungry if you aren’t
around – be present and available! Show sailors that they don’t
need to be afraid to ask for help.”
Antwan
Master
Chief (M)
30/Retired-1
“Again, it’s one team one fight; if the entire command is on the
same page, the mission will be easier to accomplish.”
Asher
Master
Chief (M)
30/Retired-1
“A senior enlisted force should remain responsive to the needs of
its sailors. By being on the “deckplates,” a leader is able to identify
first hand and resolve any issues that might affect personnel and,
therefore, the mission.”
Atticus
Chief (M)
25/Retired-1
“It provides tactical accountability.”
Dario
Chief (M)
15/Active
“Deckplate leadership is highly important to accomplishment. Lack
of active engagement results in things not being accountable for.”
Dusty
Chief (M)
15/Reserve
“I think it’s crucial. Having an understanding of the total picture
and being able to see and feel what your sailors are doing makes
you an informed leader, which leads to better decision-making.”
Etienne
Chief (M)
20/Retired-1
“It’s simple. Deckplate leaders are the ones who ensure that
everyone’s efforts stay focused on mission accomplishment.”
Jaylen
Chief (M)
20/Retired-1
“Deckplate leadership is paramount to accomplishing the mission.
If the sailors do not believe in the leader’s leadership, the mission
will eventually get done, but there will surely be re-work and many
missed deadlines. On the other hand, if the sailors believe 100
percent in the leader’s deckplate leadership, they will complete the
assigned tasks efficiently and on time. For example, on my second
ship, nobody respected the Leading Petty Officer, and the Chief
was the type of leader who showed up to yell and scream because
the tasks were not completed efficiently or on time. Of the twelve
or so tours I completed in 20-plus years, that ship was truly the
worst because the two leaders at the top of the division did not
exude good deckplate leadership.”
Joaquin
Senior Chief
(M)
15/Active
“I believe deckplate leadership is very important to accomplishing
the mission objectives. If you are just sitting behind your desk
barking orders and have no oversight of what your tasking your
troops to do, how do you know if they are doing the job right and
are meeting the overall mission objectives.”
Kade
Chief (M)
15/Active
“Deckplate leadership is important in the accomplishment of
mission objectives because it bridges the gap between Strategic and
Operational levels. This relationship is dependent on one another to

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Name
Rate
(Gender)
Service
Yrs/Status
How important do you believe deckplate leadership is to
mission accomplishment?
perform the necessary tasks but also understand the mission
strategy.”
Leilani
Chief (F)
20/Retired-1
“Immensely important. A vast majority of “deckplate leadership” is
molding juniors’ expectations and gauging their ability to learn,
uphold, and train others toward, the expected standards of the
institution. As it applies to the military model, specifically the
Navy, leadership is the tool used to create a desired environment,
one of knowledge, competency, and discipline. In the Navy,
knowledge is largely useless without understanding how to apply it
within the culture of the organization. Being able to lead is being
able to impart knowledge and motivate toward a unified end. The
ship must sail safely and accomplish her mission, and the crew will
only be able to achieve these goals through teamwork, cooperation,
and a high degree of competency.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Deckplate leadership is extremely important. However, many
executive leaders distort the essence of deckplate leadership by
implying a deckplate leader MUST work side by side with a
subordinate in order to lead by example. This is a gross distortion
of leadership principles and must be employed only during periods
of instruction and guidance. Deckplate leaders are multipliers and
should inspire subordinates to lead, dare to be ingenious, and to
make mistakes. This is growth.”
Lexi
Chief (F)
20/Active
“Deckplate leadership plays a vital role in mission
accomplishment. Most missions are accomplished through the
efforts of a team, not the act of an individual. It is the deckplate
leader’s responsibility to not only train individuals but also to unite
the team as one. Through training and development, a good team
knows how to support each other. They are cross-trained and
flexible and capable of taking on any role, including the role of
leader, should the mission call for it.”
Lydia
Chief (F)
10/Active
“It’s imperative that you lead from the front. Building trust means
that everyone is counting on you to do your job - if everyone does
their job, the mission is carried out effectively.”
Makayla
Senior Chief
(F)
25/Reserve
“During the execution of any mission, as the deckplate leader, you
have to be present and available to answer any all questions.”
Malachi
Master
Chief (M)
30/Retired-1
“It’s paramount! Deckplate leadership must be present up and
down the chain of command in order to be effective in meeting
missions. As deckplate leaders, we are committed to developing
sailors and enforcing standards; if done correctly, it will put us on
course to meet the mission.”

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Name
Rate
(Gender)
Service
Yrs/Status
How important do you believe deckplate leadership is to
mission accomplishment?
Milo
Master
Chief (M)
30/Retired-5
“In today’s world of millennials and future generation classes,
deckplate leadership is extremely vital to the success of the
mission. The new generation of sailors have a completely different
mindset. They need to know their leaders are supporting them and
giving them the guidance and mentoring needed to be successful.
They expect it. The generation from the 80s and part of the 90s
would ask the “why” because they were more complaining or
didn’t want to do the work, whereas, the new generation wants to
know the “why” so they can process it more inside their brain and
determine the most efficient way to achieve the task.”
Patryk
Master
Chief (M)
30/Retired-1
“Deckplate leaders provide a central point of reference for
accountability when talking about working together as a team.”
Raelynn
Chief (F)
20/Retired-1
“Leaders and managers who use deckplate leadership generally are
more effective and efficient in accomplishing objectives.”
Seraphina
Senior Chief
(F)
15/Active
“Deckplate leadership is extremely important in accomplishing
mission objectives. Deckplate leaders foster a positive and
trustworthy environment; therefore, motivating others to succeed.”
Silas
Chief (M)
20/Active
“I believe it is invaluable, and an absolute “cannot go out to sea
without” must-have. I believe the influence of deckplate leadership
drives the efforts to accomplish said objectives. One can direct
orders. However, when a leader can influence a team to work
together, cultivate trust and appreciation for one another. A
deckplate leader needs only to “point and shoot” after “pre-
loading” his and her ammo with the bottom line-up front. I use this
analogy because it illustrates well the weapon as the vehicle in
which the ammo is successful because all the parts worked together
effectively. The pre-loading is preparing our people for the task at
hand.”
Solana
Senior Chief
(F)
15/Active
“As deckplate leaders, we drive the effort toward mission
accomplishment.”
Tamre
Chief (F)
20/Retired-1
“Very important—without deckplate leadership, the mission will
get accomplished; however, with deckplate leadership, the mission
will get accomplished faster and with fewer issues.”
Taryn
Chief (F)
15/Active
“Not having someone to lead the team to accomplish a mission,
leads to confusion and delays the processes of completion. Having
someone to set the tone and carry out mission expectations allows
goals to be met.”

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Motivation Influence 2: Chief Petty Officers need to feel confident in their ability to
demonstrate deckplate leadership (Self-Efficacy)
The analysis of the interview data confirmed participating Chief Petty Officers were
confident in their ability to demonstrate deckplate leadership in their practice. The responses
revealed that participating Chief Petty Officers believed in their confidence to develop others,
demonstrate a visible and engaging presence, and set the tone for commands. Additionally, the
responses revealed that participating Chief Petty Officers were overall confident as deckplate
leaders and recognized what contributed to their level of confidence. The emerging themes
related to participating Chief Petty Officers’ confidence in their ability to demonstrate deckplate
leadership were (a) Chief Petty Officers are confident in their ability to develop others, establish
a presence, and set the tone for commands, (b) Chief Petty Officers are confident in their overall
ability as deckplate leaders, and (c) time, experience, leaders, peers, and subordinates contributed
to Chief Petty Officers level of confidence. The findings revealed participating Chief Petty
Officers are confident in their overall ability as deckplate leaders and in demonstrating deckplate
leadership performance behaviors. The finds also revealed that time, experience, and learning
from others as contributors to their level of confidence.
Chief Petty Officers are confident in their ability to develop others, establish a presence, and
set the tone for commands
The first theme that emerged from confidence in the ability to demonstrate deckplate
leadership in practice was that Chief Petty Officers are confident in their ability to develop
others, establish a presence, and set the tone for commands. The responses indicated that
participating Chief Petty Officers favored words like fairly, very, and extremely, in describing
their confidence levels. In this section, a deckplate leader’s confidence was said to build with

113

every successful sailor and every successful mission. Jaylen, a retired Chief with 20 years of
service, said, “In terms of deckplate leadership, I’m 100% confident in my ability in developing
others, establishing a presence, and setting a tone for commands.” Having confidence is a must
for deckplate leaders.
In contrast, confidence levels varied among some of the participating Chief Petty
Officers. Kade, an active duty Chief with 15 years of service, said that being a deckplate leaders
is “a little nerve-racking; however, once you get the mission and understand the strategy, it
becomes easy.” A deckplate leader sets out to understand the mission and strategy the first day at
a new command to set expectations and standards. Amy, an active duty Chief with 15 years of
service, declared she was fairly confident in her ability to develop others, establish a presence,
and set the tone for command. However, she said, “I would be lying if I said that I did not have
my doubts sometimes.” Amy’s confidence was increased by her knowing that she could rely on
fellow Chief Petty Officers. Amy’s faith in her fellow Chief Petty Officers is juxtaposed by
Leilani’s belief that her confidence decreased over time because of the lack of support she
received from her fellow Chief Petty Officers toward the end of her career. Leilani said,
“Initially, I felt fairly confident in my ability to lead sailors; however, over time, I began to feel
like I was the only one trying to learn and exhibit elements of effective deckplate leadership.”
She felt her leadership was undermined by others and saw it as losing, which is why she said she
retired. Lexi, an active duty Chief with 20 years of service, is confident but counters that by
saying, “I know that I may not always be the best choice or the strongest leader, but I know I’m
capable of meeting the mission.” Chief Taryn, an active duty Chief with 15 years of service,
qualified her confidence based on her motivation to perform her job of leading and training
Sailors. I recognized the Chief Petty Officers that expressed low levels of confidence were all

114

Chiefs, with the majority of them being female Chiefs and one male Chiefs. Although participant
responses indicated the Navy does an effective job of executing policy and practice in terms of
developing Chief Petty Officers, some responses indicated a need for continued improvement on
leader development earlier in the career progression with particular focus on the experiences of
female Chief Petty Officers. Table 25 listed below captures the participating Chief Petty
Officers’ responses related to confidence in the ability to demonstrate deckplate leadership
(developing others, establishing a presence, and setting the tone for commands) in practice.
Table 25
Confidence in the Ability to Demonstrate Deckplate Leadership
Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your ability in developing others,
establishing a presence, and setting the tone?
Adelaide
Master
Chief (F)
25/Retired-1
“I am extremely confident.”
Amy
Chief (F)
15/Active
“Fairly confident. However, I would be lying if I said that I did not
have my doubts sometimes. But knowing that I have the mess
helps.”
Antwan
Master
Chief (M)
30/Retired-1
“Again, extremely confident.”
Asher
Master
Chief (M)
30/Retired-1
“Very confident.”
Atticus
Chief (M)
25/Retired-1
“Very confident.”
Dario
Chief (M)
15/Active
“My confidence continues to build with every successful mission
and with every success of my sailors.”
Dusty
Chief (M)
15/Reserve
“Extremely confident.”
Etienne
Chief (M)
20/Retired-1
“Very confident.”
Jaylen
Chief (M)
20/Retired-1
“In terms of deckplate leadership, I’m 100% confident in my
ability in developing others, establishing a presence, and setting a
tone for commands. Many of the Chiefs and sailors who have
worked under my charge have gone on to be very successful in
both their Navy and civilian careers. In fact, I still have

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Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your ability in developing others,
establishing a presence, and setting the tone?
Commanding Officers and Executive Officers contacting me for
guidance in their new commands when things are not functioning
properly.”
Joaquin
Senior Chief
(M)
15/Active
“I am very confident in my ability to develop others and setting the
tone for the command. It starts from the first day you check
onboard. You have to set your expectations and standards and be
consistent and fair.”
Kade
Chief (M)
15/Active
“Very confident. At first, a little nerve-racking. However, once you
get the mission and understand the strategy, it becomes easy. My
philosophy, expect the easy and anticipate the hard work in what
lies ahead.”
Leilani
Chief (F)
20/Retired-1
“Initially, I felt fairly confident in my ability to lead sailors;
however, over time, I began to feel like I was the only one trying to
learn and exhibit elements of effective deckplate leadership.
Constantly undermined by the senior Chain-of-Command, and
often, surprisingly, my fellow Chiefs, I realized I was fighting a
losing battle.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Very confident.”
Lexi
Chief (F)
20/Active
“My confidence is there. I know that I may not always be the best
choice or the strongest leader, but I know I’m capable of meeting
the mission.”
Lydia
Chief (F)
10/Active
“Fairly confident.”
Makayla
Senior Chief
(F)
25/Reserve
“Extremely confident.”
Malachi
Master
Chief (M)
30/Retired-1
“I am very confident in developing others. I train sailors on
relevant leadership programs to keep them abreast of what’s going
on in the Navy. I challenge them to be darn good at what they do
and go above and beyond the task at hand. I speak to sailors about
presence, especially if they are in a leadership role. Setting the tone
for the command is very important, and I talk to the Chief Petty
Officer’s Mess about this very topic. Presence on the deckplate is
mandatory; it lets sailors know we are engaged, and we care.”
Milo
Master
Chief (M)
30/Retired-5
“Very confident.”
Patryk
Master
Chief (M)
30/Retired-1
“Extremely confident.”

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Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your ability in developing others,
establishing a presence, and setting the tone?
Raelynn
Chief (F)
20/Retired-1
“Very confident.”
Seraphina
Senior Chief
(F)
15/Active
“Very confident.”
Silas
Chief (M)
20/Active
“I am confident. I believe developing others, establishing a
presence, and setting the tone for commands is not difficult when
top to bottom buy-in exists. The top leadership must be willing to
exemplify what they expect.”
Solana
Senior Chief
(F)
15/Active
“Extremely confident.”
Tamre
Chief (F)
20/Retired-1
“Very confident.”
Taryn
Chief (F)
15/Active
“My job is to lead and train my sailors, so my ability to develop
them is what keeps me motivated. Being visible, engaged, and
involved shows my capabilities of setting the tone for the
command.”

Chief Petty Officers Are Confident in Overall Ability as Deckplate Leaders
The second theme that emerged from confidence in the ability to demonstrate deckplate
leadership in practice was that Chief Petty Officers are confident in overall ability as deckplate
leaders. The responses indicated that participating Chief Petty Officers favored the phrases fairly
confident and very confident when describing their confidence level in overall ability as
deckplate leaders. In this section, there were varying levels of confidence amongst the
participating Chief Petty Officers. Amy, an active duty Chief with 15 years of service, is
confident, “but cautious in saying I’m a solid deckplate leader.” Leilani, a retired Chief with 20
years of service, started confident, but her confidence level had faded by the time she retired. She
said, “I grew tired of being expected to hold myself and my sailors to a higher standard, but yet
not being supported in this effort by the Chain-of-Command and, and surprisingly, other Chiefs.”

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In contrast, Lydia, an active duty Chief with 10 years of service and just starting her
career as senior enlisted Chief Petty Officer, said, “As a Chief, I am still developing and trying to
balance it all. If we had more personnel, I could focus on leadership development more and
allow my troops to run the deckplates.” The growth and development process as a deckplate
leader continuous throughout the career progression. Joaquin, an active duty Senior Chief with
15 years of service, said, “I still continue to seek out other ways to improve upon my leadership
and get the best out of my personnel.” The growth and development point is reiterated by Milo, a
retired Master Chief with 30 years of service, “A Chief Petty Officer who says they are a perfect
deckplate leader doesn’t get it. A leader, a deckplate leader, is always growing and learning.
There is no end to improving your deckplate leadership abilities.” Deckplate leaders are
continuously looking for ways to improve their leadership, and even they don’t know the
answers right away, they know where to find the answers. As stated in the previous section,
leader development policies and practices are in place for the organization. However, the
responses in this section support the need for continuous leader development improvement at the
lower levels of command. Table 26 listed below captures the participating Chief Petty Officers’
responses related to confidence in overall ability as deckplate leaders.
Table 26
Confidence in Overall Ability as a Deckplate Leader
Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your overall ability as a deckplate
leader?
Adelaide
Master
Chief (F)
25/Retired-1
“Very confident.”
Amy
Chief (F)
15/Active
“I don’t know yet. I’m confident, but cautious in saying I’m a solid
deckplate leader, but I know that I try my hardest.”

118

Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your overall ability as a deckplate
leader?
Antwan
Master
Chief (M)
30/Retired-1
“Extremely confident in my overall ability.”
Asher
Master
Chief (M)
30/Retired-1
“We measure ourselves by the success of our sailors. I can
confidently say that although I am proud of my record, I am even
prouder of the accomplishments obtained by the sailors I have had
the honor to lead throughout my career. I don’t think there is a
better feeling for a Chief than to see the accomplishments and
success of his/her sailors.”
Atticus
Chief (M)
25/Retired-1
“Very confident.”
Dario
Chief (M)
15/Active
“I’m very confident in my ability. Through experiences good and
bad, I’ve been able to forge a leadership style that breeds personal
and professional success at all levels.”
Dusty
Chief (M)
15/Reserve
“Right now, I am extremely confident.”
Etienne
Chief (M)
20/Retired-1
“Very confident.”
Jaylen
Chief (M)
20/Retired-1
“I am very confident in my ability as a deckplate leader. Possibly,
like many others, I might possibly think I am better than I am.
However, what I can say with 100% certainty is that I have led and
mentored many sailors over my 20 plus career, many of my former
sailors still reach out to me for mentorship and leadership
guidance. Based on my ability to lead and treat people with dignity
and respect, many of my former sailors send their shipmates and
friends to me for mentorship, leadership, and guidance still today,
years after I departed the service.”
Joaquin
Senior Chief
(M)
15/Active
“I am very confident in my ability as a deckplate leader. I still
continue to seek out other ways to improve upon my leadership and
get the best out of my personnel.”
Kade
Chief (M)
15/Active
“I am extremely confident; I have led 68 sailors in a combat and
garrison environment. No trouble makers and all were either
promoted, earned warfare qualification, selected for specialty
school, or completed rotation.”
Leilani
Chief (F)
20/Retired-1
“End the end, not very confident, which is why I chose to retire in
2017. I grew tired of being expected to hold myself and my sailors
to a higher standard, but yet not being supported in this effort by
the Chain-of-Command and, surprisingly, other Chiefs. I’m not
sure why it was like that, but I knew it was time for me to retire.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Extremely confident.”

119

Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your overall ability as a deckplate
leader?
Lexi
Chief (F)
20/Active
“(Jokingly) My confidence level depends on upon the day you ask
me, but overall, I believe in my ability as a deckplate leader. Every
day I ask myself what I could have done better, and I learn from
that. I acknowledge when I should have considered another
approach when I could have made a better choice in something,
and I never stop doubting my ability to adapt. No leader is perfect,
and I am no exception.”
Lydia
Chief (F)
10/Active
“I feel fairly confident. As a Chief, I am still developing and trying
to balance it all. If we had more personnel, I could focus on
leadership development more and allow my troops to run the
deckplates.”
Makayla
Senior Chief
(F)
25/Reserve
“Very confident.”
Malachi
Master
Chief (M)
30/Retired-1
“I am very confident in my ability to lead as a deckplate leader.
You must have confidence in yourself and get out in front of
sailors and lead. Sailors are observing you, watching your every
move, how you talk, how you walk, how your uniform looks, so I
must set the example and be confident in executing my
responsibilities for sailors and the command. ”
Milo
Master
Chief (M)
30/Retired-5
“Very, however, a Chief Petty Officer who says they are a perfect
deckplate leader doesn’t get it; a leader, a deckplate leader, is
always growing and learning, there is no end to improving your
deckplate leadership abilities.”
Patryk
Master
Chief (M)
30/Retired-1
“Overall, I am very confident.”
Raelynn
Chief (F)
20/Retired-1
“Very confident.”
Seraphina
Senior Chief
(F)
15/Active
“I am very confident as a deckplate leader because of time.”
Silas
Chief (M)
20/Active
“After much learning, education, and a lot of perseverance, I have
gained confidence and know-how on teaming, development, and
organizational climate.”
Solana
Senior Chief
(F)
15/Active
“Very confident.”
Tamre
Chief (F)
20/Retired-1
“Very confident.”

120

Name
Rate
(Gender)
Service
Yrs/Status
How confident are you in your overall ability as a deckplate
leader?
Taryn
Chief (F)
15/Active
“I am very confident with making executive decisions and leading
my sailors. I do not know everything, but I know where to find the
answers and who to go to if I need help.”

Time, Experience, and Learning from Others Contributed to Level of Confidence
The third theme that emerged from confidence in the ability to demonstrate deckplate
leadership in practice was that time, experience, and learning from others contributed to one’s
level of confidence. The responses indicated that participating Chief Petty Officers believed that
a multitude of things contributed to their level of confidence. In this section, one of the main
contributors to the participating Chief Petty Officer’s level of confidence was time and
experience (military and civilian). The introduction of time and experience led to opportunities to
observe other peers and leaders and assess how they managed varying situations and challenges.
Peers and leaders also served in the capacity of formal and informal mentors. The opportunity to
observe other peers and leaders in action contributed to the participating Chief Petty Officers’
level of confidence because it allowed them to learn from the successes and failures of others as
spectators. The peers and leaders who were observed were described as outside-the-box thinkers.
The outside the box thinking was associated with practical formal and informal training related
to personal and professional training experiences similar to on-the-job training. Also included in
time and experience was learning from past successes and failures. Also, the participating Chief
Petty Officers’ confidence was increased with every success of their sailors and every successful
mission. The feedback from the sailors, peers, and leaders helped participants adjust their
processes and practices as necessary to meet mission objectives, which contributed to their level
of confidence. Personal and professional morals, values, and ethics also contributed to

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confidence levels. Lastly, the use of formal and informal military and civilian education
contributed to confidence. The participating Chief Petty Officers communicated confidence
requires initiative, and you have to challenge yourself to work hard and become the technical and
institutional subject matter expert. Table 27 listed below captures the participating Chief Petty
Officers’ responses concerning the contributors to their level of confidence.
Table 27
Contributors to the Level of Confidence
Name
Rate
(Gender)
Service
Yrs/Status
Tell me what contributed to your level of confidence?
Adelaide
Master
Chief (F)
25/Retired-1
“Great leaders, peers, and mentors.”
Amy
Chief (F)
15/Active
“My sailors’ successes.”
Antwan
Master
Chief (M)
30/Retired-1
“Outside the box thinking.”
Asher
Master
Chief (M)
30/Retired-1
“The success of my sailors always contributed to my confidence as
a leader. When they shine, I shine.”
Atticus
Chief (M)
25/Retired-1
“Mentors, my peers, on-the-job training, and the experience of
watching other leaders.”
Dario
Chief (M)
15/Active
“I would say experiences good and bad helped.”
Dusty
Chief (M)
15/Reserve
“I’ve always been confident in general, but the training I received
help me hone in on how to be a great leader.”
Etienne
Chief (M)
20/Retired-1
“The training that held the most impact for me was the informal
on-the-deckplates training. It came from salty sailors with years of
experience. They taught me the stuff that couldn’t be found in the
technical manuals.”
Jaylen
Chief (M)
20/Retired-1
“One, I am very confident in my abilities based on my leadership
experiences as a youngster. Second, I had some great leaders along
the way to train me properly in deckplate leadership. Finally, the
sailors under my charge always gave me the energy and desire to
be strong, confident, and the best I could be in all my endeavors.”
Joaquin
Senior Chief
(M)
15/Active
“What has contributed to my level of confidence is my morals,
values, and ethics: My Code of how I live my life. Also, all the
training I have received throughout my career.”

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Name
Rate
(Gender)
Service
Yrs/Status
Tell me what contributed to your level of confidence?
Kade
Chief (M)
15/Active
“Exposure to all types of leadership styles, in recruiting, Full-Time
Support commands, Active Duty Commands, Selected Reservists
from both Officers and Enlisted. Education is to better prepare
yourself as a leader, but if you never educate yourself, how can you
better lead people and critically think through problems. Get Smart.
Training, train yourself and mentorship from senior CPOs and
listening to their perspective but also listening to the sailors'
opinions and concerns; 9/10 times the sailors' answer is in their
question. The solution is in front of you. You don’t have to look
far. Strategic Patience. Don’t make hasty judgments or quick
decisions; this will end in failure. Review information, is what I’m
doing legal, ethical, and moral? Ask questions. Do it right the first
time. Learn the processes, don’t take shortcuts. It will come back to
bite you.”
Leilani
Chief (F)
20/Retired-1
“The success and growth of my sailors.”
Leonidas
Senior Chief
(M)
25/Retired-1
“What contributed to my confidence were the leaders who
challenged me to read and study other leaders on a weekly basis.
Gave me opportunities to plan, organize, coordinate projects, and
then execute them and manage them to fruition. Afterward, I was
taught how to debrief after-action reports to the command
executives.”
Lexi
Chief (F)
20/Active
“Past successes and even sometimes, failures that I have learned
have given me the tools I need. Having my peers to turn to when I
need some assistance and not being afraid to ask for help ensures I
always have resources to turn to.”
Lydia
Chief (F)
10/Active
“Time and experience.”
Makayla
Senior Chief
(F)
25/Reserve
“Awesome leaders, mentors, and my fellow Chief Petty Officers,
education, and training.”
Malachi
Master
Chief (M)
30/Retired-1
“It was being around leaders who were confident in their ability to
lead and be successful in what they do.”
Milo
Master
Chief (M)
30/Retired-5
“Experience! Learning from prior superiors of what not to do.”
Patryk
Master
Chief (M)
30/Retired-1
“My peers and learning from other leaders and mentors.”

123

Name
Rate
(Gender)
Service
Yrs/Status
Tell me what contributed to your level of confidence?
Raelynn
Chief (F)
20/Retired-1
“Making sure I knew my job and was the technical expert, while
also developing communication skills to effectively convey
information. And I worked really hard.”
Seraphina
Senior Chief
(F)
15/Active
“Morals, values, ethics.”
Silas
Chief (M)
20/Active
“A lot of what contributed to my level of confidence have been my
failure points. I’ve learned a lot about myself, have validated, and
been validated in my efforts-even in failure. I’ve been able to
bounce back with a greater sense of self and understanding of
people. This, along with mentorship and exposure to out of the box
thinking, really have solidified my confidence.”
Solana
Senior Chief
(F)
15/Active
“The Chief’s mess and some great leaders who mentored me early
in my career.”
Tamre
Chief (F)
20/Retired-1
“Feedback from sailors.”
Taryn
Chief (F)
15/Active
“By challenging myself and overcoming what makes me
uncomfortable.”

Research Question 3: To what extent is the organization meeting its goal of developing
deckplate leadership?
The third research question in this study revealed the extent to which the organization is
meeting its deckplate leadership development goal. The section focused on the organization’s
cultural model and cultural setting. There are two organizational influences related to this
research question. Findings confirmed that the participating Chief Petty Officers shared belief in
the Chief Petty Officer’s Mission, Vision, and Guiding Principles and the organization’s Sailor
360 an on-the-job training program that supports deckplate leadership development. The
emerging themes aligned with the Chief Petty Officer’s Mission, Vision, and Guiding Principles
and the organization’s mission and vision. The interview questions used in this section helped to
reveal the responses of the participating Chief Petty Officers. Table 28 captures information

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related to organization influences, emerging themes, and interview questions for the third
research question.
Table 28
Organization Influences, Emerging Themes, and Interview Questions
KMO Influence Emerging Theme Interview Question
The organization needs to
support deckplate leadership
development through the
cultivation of a shared belief
in the Chief Petty Officer’s
Mission, Vision, and Guiding
Principles (Cultural Model).
An effective deckplate leader
needs to model the Chief
Petty Officer’s Mission,
Vision, and Guiding
Principles
What skills or knowledge do
you believe an effective
deckplate leader needs?
(Cultural Model)
The organization needs to
support deckplate leadership
development through on-the-
job training policy and
practice
(Cultural Setting).
Mentors and experience
helped to develop deckplate
leadership skills.
What kinds of things have
helped you develop your
deckplate leadership skills?
(Cultural Setting)
Formal and informal training
was most helpful in the
development of deckplate
leadership.
What kind of training did you
receive that you felt was most
helpful to the development of
your deckplate leadership?
(Cultural Setting)
Chief Petty Officers wished
they had more formal
training.
What kind of training do you
wish you had? (Cultural
Setting)

Organization Influence 1: The organization needs to support deckplate leadership
development through the cultivation of a shared belief in the Chief Petty Officer’s Mission,
Vision, and Guiding Principles (Cultural Model)
The analysis of the data confirmed a cultural model that supported the organization’s
deckplate leadership development goal. The responses revealed a shared mental model between
the participating Chief Petty Officers and the organization related to the skills and traits needed
to be an effective deckplate leader. The analysis of the Chief Petty Officer’s Mission, Vision, and

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Guiding Principles revealed that deckplate leaders provide leadership and advice to create
combat-ready forces. Deckplate leaders are also committed to the development of others,
enforcing standards, and conduct that is ethical and professional. The Chief Petty Officer’s
Mission, Vision, and Guiding Principles listed guiding principles that outlined the skills and
knowledge needed to be an effective deckplate leader. The overarching skills and knowledge
included a) institutional and technical expert, b) professionalism, c) character, loyalty, d) active
communication, and e) a sense of heritage. The responses revealed that participating Chief Petty
Officers’ shared belief of an effective deckplate leader was consistent with the Chief Petty
Officer’s Mission, Vision, and Guiding Principles. The responses were relatively consistent in
terms of paygrade, gender, years of service, and military status. The emerging theme related to
the extent to which the organization (Cultural Model) is meeting its deckplate leadership goal is
an effective deckplate leader needs to model the Chief Petty Officer’s Mission, Vision, and
Guiding Principles. The findings confirmed that the organization (cultural model) is meeting its
goal by supporting deckplate leadership development through the cultivation of a shared belief in
the Chief Petty Officer’s Mission, Vision, and Guiding Principles.
An Effective Deckplate Leader needs to Model the Chief Petty Officer’s Mission, Vision, and
Guiding Principles
The theme that emerged from the extent to which the organization (cultural model) is
meeting its deckplate leadership development goal was an effective deckplate leader needs to
model the Chief Petty Officer’s Mission, Vision, and Guiding Principles. The responses revealed
that participating Chief Petty Officers’ shared a belief that the Chief Petty Officer’s Mission,
Vision, and Guiding Principles were indicative of an effective deckplate leader. The Chief Petty
Officer’s Mission, Vision, and Guiding Principles were expressed as a combination of skills and

126

knowledge such as developing others, visibility, knowing your sailors and the mission, subject
matter expertise, enforcing standards, integrity, values, setting the tone, building esprit de corps,
moral courage, and communication skills.
In terms of support for deckplate leadership, the Chief Petty Officer’s Mission, Vision,
and Guiding Principles are reinforced through on-the-job training and the alignment with the
organization’s mission and vision. As such, the Chief Petty Officers expressed a notion that an
effective deckplate leader continuously strives to be an institutional and technical expert. The
responses aligned with the Chief Petty Officer’s Mission, Vision, and Guiding Principles
institutional and technical expertise guiding principle. Furthermore, the Chief Petty Officer’s
Mission, Vision, and Guiding Principles stated that Chief Petty Officers are not only expected to
be subject matter experts but to use that expertise to develop others. As such, an effective
deckplate leader needs to be an exceptional trainer as well. Atticus confirms this notion by
adding, “Being the expert means nothing if you can’t pass on the knowledge.” Accordingly, the
ability to train others was viewed as a paramount skill that an effective deckplate leader must
possess. Critical to the ability to train was the capacity to influence others. The responses
reflected the Chief Petty Officers’ shared belief that character and loyalty were integral to a
deckplate leader’s ability to influence others to get the job done. Additional skills and knowledge
included active communication and practical people skills. An effective deckplate leader was
also compassionate and demonstrated a level of emotional intelligence that was in alignment
with developing others, a visible and engaging presence, and setting the tone for commands. In
this section, the participating Chief Petty Officers’ shared a belief in the skills or knowledge
needed by an effective deckplate leader. Some of the required skills and knowledge included
institutional and technical expertise, the ability to train others, character, loyalty, active

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communication, and people skills, which aligned with the Chief Petty Officer’s Mission, Vision,
and Guiding Principles. The participating Chief Petty Officers operationalized the demonstration
of the needed skills or knowledge of an effective deckplate leader as modeling the Chief Petty
Officer’s Mission, Vision, and Guiding Principles. The participant’s responses also confirmed
that the organization is achieving its goal of supporting deckplate leadership through the
cultivation of a shared belief in the Chief Petty Officer’s Mission, Vision, and Guiding
Principles. Table 29 listed below captures the participating Chief Petty Officers’ responses
concerning the skills or knowledge needed for an effective deckplate leader.
Table 29
Skills or Knowledge Needed for an Effective Deckplate Leader
Name
Rate
(Gender)
Service
Yrs/Status
What skills or knowledge do you believe an effective deckplate
leader needs?
Adelaide
Master
Chief (F)
25/Retired-1
“Be adaptable.”
Amy
Chief (F)
15/Active
“Compassion is the cornerstone of being a good leader across the
board. Personnel know when you don’t really care about them as a
sailor or human. Also, the ability to admit being wrong and taking
accountability for your actions/mistakes.”
Antwan
Master
Chief (M)
30/Retired-1
“Must be personable and willing to listen. Adapt to change,
embrace change.”
Asher
Master
Chief (M)
30/Retired-1
“First and foremost, leading by example is key for any deckplate
leader. Deckplate leaders are visible leaders who set the tone;
therefore, they have to ensure to conduct themselves in a
consistently professional, ethical, and traditional manner. Other
skills are effective communication, strong character, and loyalty.”
Atticus
Chief (M)
25/Retired-1
“You need to be adaptable.” “The ability to be adaptable comes
from knowing what you know and training others because being
the expert means nothing if you can’t pass on the knowledge.”
Dario
Chief (M)
15/Active
“Situational awareness, I believe, is a great skill to have. Knowing
your environment and people goes a long way as well.”
Dusty
Chief (M)
15/Reserve
“Skills – they need to be a good listener, both up and down the
chain of command. When people complain, it does not mean you
react but instead think of a solution. You must also be a good

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Name
Rate
(Gender)
Service
Yrs/Status
What skills or knowledge do you believe an effective deckplate
leader needs?
communicator. If you are given orders that do not make sense or
will make things worse, you must be able to properly correct the
officer who gave that order, so they understand why it is a poor
choice. If they refuse to change, you must be able to communicate
that down to the troops without throwing anyone under the bus.
Communication is key to success as a leader.”
Etienne
Chief (M)
20/Retired-1
“Consistency.”
Jaylen
Chief (M)
20/Retired-1
“Patience, tenacity, tact, and diplomacy, affiliating, coercer, coach,
dictatorship skills. I believe a leader must have a little of all the
listed skills to be an effective deckplate leader.”
Joaquin
Senior Chief
(M)
15/Active
“A deckplate leader needs to be able to first be an effective
communicator, second listen to his subordinates, peers, and
seniors, be able to receive and deliver criticism. Be responsible and
accountable for his/her actions and be consistent.”
Kade
Chief (M)
15/Active
“Education: If you want to be an effective leader, you should know
how to explain to officers and leadership how you plan to
accomplish those tasks. Uneducated leaders revert back to
draconian leadership styles and ineffective archaic tactics, which is
useless and unneeded.”
Leilani
Chief (F)
20/Retired-1
“Know your job, know your people, and play fair. I think these are
the elements that, if lacking in superiors, are most noticed and
complained about by juniors, in that way, lessening the effect that
the leader has over their subordinates.”
Leonidas
Senior Chief
(M)
25/Retired-1
“A leadership certification program with opportunities to obtain
continuing education units.”
Lexi
Chief (F)
20/Active
“The best deckplate leaders are first and foremost consistent.
Whatever their leadership style is, it has to be consistent. Also,
communication and people skills are important, but you have to
remain true to who you are when communicating. For example,
don’t pretend to be a nice person. If that isn’t your natural
personality, your people will see right through you, and they won’t
trust you. The greatest asset you have is the trust and loyalty of
your people.”
Lydia
Chief (F)
10/Active
“Definitely needs to be a subject matter expert in their field. If I
don’t think you really know what you’re doing, I’m not going to
trust enough to go to you for help.”
Makayla
Senior Chief
(F)
25/Reserve
“Be adaptable.”

129

Name
Rate
(Gender)
Service
Yrs/Status
What skills or knowledge do you believe an effective deckplate
leader needs?
Malachi
Master
Chief (M)
30/Retired-1
“Deckplate leaders should have the ability to influence people (no
influence, no leadership); collaborate; lead change; advise; provide
solicited and unsolicited feedback to senior leaders;
inspire/motivate others; solve problems, analyze issues; and drive
results.”
Milo
Master
Chief (M)
30/Retired-5
“#1 skill is understanding what it really means of deckplate
leadership? What does it mean to “take care of sailors?”
Patryk
Master
Chief (M)
30/Retired-1
“An effective deckplate leader needs to be an effective
communicator.”
Raelynn
Chief (F)
20/Retired-1
“Technical expertise, motivation to get the job done, emotional
intelligence, and professional maturity.”
Seraphina
Senior Chief
(F)
15/Active
“To be an effective deckplate leader, one must be consistent.
Consistently is key in not only setting the tone but maintaining the
tone.”
Silas
Chief (M)
20/Active
“In-rate knowledge goes without saying. Emotional and cultural
intelligence, the ability to balance empathy and development, and
providing effective feedback.”
Solana
Senior Chief
(F)
15/Active
“Consistency is key.”
Tamre
Chief (F)
20/Retired-1
“How to empathize with a sailor and understand that when you
take care of sailors, they’ll take care of you.”
Taryn
Chief (F)
15/Active
“The ability to communicate, problem-solve, and be resourceful.”

Organizational Influence 2: The organization needs to support deckplate leadership
development through command, peer-led, on-the-job training (Setting)
The analysis of the data confirmed the organization’s cultural setting supported deckplate
leadership. The responses revealed that the organization provides significant opportunities for
deckplate leadership development through command programs, policies, processes, rewards, and
specific messaging. The document analysis revealed the organization’s visible and published
efforts to establish its cultural setting include the Design for Maintaining Maritime Superiority,

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Navy Leader Development Framework, Laying the Keel, Sailor 360, Brilliant on the Basics,
Chiefs Initiation, and the Chief Petty Officer Mission, Vision, and Guiding Principles. The
official example of the organization’s cultural setting support was operationalized for this study
in the Navy’s Sailor 360 and its Brilliant on the Basics initiative. As discussed earlier, Sailor 360
is an organization’s on-the-job training platform designed to provide flexibility in delivery and
alignment of mission and vision in support of deckplate leadership. However, Brilliant on the
Basics is a Navy-wide initiative that combines multiple programs designed to provide an
engaged cultural setting for sailors and commands. The primary goal of Brilliant on the Basics is
to foster the retention of sailors and their families. Brilliant on the Basics consists of six
programs annotated with the acronym SAILOR. Figure 6 represents information related to
Brilliant on the Basics.
Figure 6
Brilliant on the Basics (sailor)

The Command Sponsorship Program helps sailors and families get settled into the
command. The Command Indoctrination Program introduces and presents command policies and

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processes. The Career Development Boards are designed to provide a formal method of
providing career oversight and guidance to sailors. Mentorship focuses on cultivating
connections, both personal and professional. The Ombudsman Program functions as an
information link communication channel between the command and Navy families. Lastly, the
Recognition Program highlights outstanding performance through awards and rewards. In terms
of deckplate leadership development, Brilliant on the Basics provides Chief Petty Officers the
cultural setting to develop others, demonstrate a visible and engaging presence, and set the tone
for commands. Brilliant on the Basics is a training module taught explicitly to Chief Petty
Officers as part of Sailor 360. A Chief Petty Officer Development Guide documents Brilliant on
the Basics skills and knowledge with signatures from recognized subject matter experts and final
qualification signatures from the Command Master Chief or Senior Enlisted Leader. Figure 7
illustrates the final qualification card from the Chief Petty Officers Development Guide
(CPODG) issued for Sailor 360 that verifies demonstrated skills and knowledge.

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Figure 7
CPODG Final Qualification Card

The emerging themes related to the extent to which the organization is meeting its
deckplate leadership goals were (a) mentors and experience helped to develop deckplate
leadership skills, (b) Formal and informal training was most helpful in the development of
deckplate leadership, and (c) Chief Petty Officers wished they had more formal training. The
findings confirmed that the organization is meeting its deckplate leadership development goal by
providing programs that foster a cultural setting that aligns with developing others,
demonstrating a visible and engaging presence, and setting the tone for commands
Mentors and Experience Helped to Develop Deckplate Leadership Skills
The first theme that emerged from the extent to which the organization is meeting its
deckplate leadership development goals was that mentors and experience helped to develop

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deckplate leadership skills. The responses indicated that participating Chief Petty Officers
believed that mentorship cultivated trust and resulted in higher authority and responsibility,
which led to more opportunities to gain experience. In this section, mentoring is executed
through a command and backed by command instruction. Mentoring is a natural occurrence that
happens in an organic manner that reflects a commitment between a protégé and mentor. The
Navy does not have an overarching directive requiring commands to implement a mentorship
program. However, the Navy highly encourages commands, through Sailor 360 and Brilliant on
the Basics, to establish command level mentorship programs. A mentor program at the command
level presents a level of flexibility that allows commands to tailor their programs to fit the
command’s operational mission. The most significant benefit of a mentorship program is the
opportunity for mentors to share their experiences with their protégés. The sharing of
experiences creates personal and professional connections that are in alignment with Brilliant on
the Basics policy and practice. Experience was operationalized as military and civilian
experiences such as duty assignments, leadership opportunities, education (military and civilian),
childhood upbringing, and watching and learning from others. The responses revealed that
experience was a significant contributor to the development of deckplate leadership skills.
Mentors and experiences included formal and informal formats that presented opportunities to
learn. More specifically, the mentors and experiences offered opportunities to watch and learn
from others. Two lessons the participating Chief Petty Officers shared that was vital to their
growth as deckplate leaders were first recognizing when to ask for help and second not being
afraid to ask for help. Learning how to network and self-study (military and civilian) also
contributed to the development of deckplate leadership skills. Lastly, the participating Chief
Petty Officers asserted that a deckplate leader must get from behind their desk and out on the

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deckplates (leadership by walking around) because it allows them to get to know their sailors.
Table 30 listed below captures the participating Chief Petty Officers’ responses concerning
things that have helped develop deckplate leadership skills.
Table 30
Things That Have Helped Develop Deckplate Leadership Skills
Name
Rate
(Gender)
Service
Yrs/Status
What kinds of things (other than training) have helped you
develop your deckplate leadership skills?
Adelaide
Master
Chief (F)
25/Retired-1
“Both formal and informal mentorship helped me to develop my
leadership approach.”
Amy
Chief (F)
15/Active
“Just getting to know my sailors and discovering their motivations.
Also, knowing when to ask the Mess for help when I’m faced with
something, I am unable to handle on my own.”
Antwan
Master
Chief (M)
30/Retired-1
“Learning from others and never establishing lanes, it was always
one team one fight.”
Asher
Master
Chief (M)
30/Retired-1
“It’s said that practice makes perfect, and in my case, practice
made me a better leader. Practicing active communication was the
key to encouraging open and frank dialog. Listening to sailors first
hand, energized the communication flow up and down the chain of
command while increasing unit efficiency, mission readiness, and
mutual respect. Also, self-motivated military and academic
education and training assisted me with providing proactive
recommendations and solutions that were well-founded, thoroughly
considered, and linked to mission accomplishment.”
Atticus
Chief (M)
25/Retired-1
“Mentorship.”
Dario
Chief (M)
15/Active
“Repetitive nature of always being actively engaged. Learning
ways to improve on these skills from my peers, seniors, and
subordinates.”
Dusty
Chief (M)
15/Reserve
“Honestly, the Chiefs’ initiation is what solidified this mentality
for me. I used to be a bit of a credit hound, looking for challenges
that may help my career without too much concern for what others
were doing. Taking that step back and realizing that leadership is
not about you but about the people you lead really made a
difference for me. Plus, seeing other leaders following this method
and seeing the positive results really helped.”
Etienne
Chief (M)
20/Retired-1
“I have to say it was Mentorship.”

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Name
Rate
(Gender)
Service
Yrs/Status
What kinds of things (other than training) have helped you
develop your deckplate leadership skills?
Jaylen
Chief (M)
20/Retired-1
“Great deckplate leaders, formal Navy leadership training, reading
self-help, and leadership books. Also, being the eldest child in my
family, I was thrust into a leadership role early in life by my
mother, and I believe those experiences also helped me develop my
deckplate leadership skills during my time in the Navy.”
Joaquin
Senior Chief
(M)
15/Active
“I would have to say first, all the networking and mentoring you do
while as a Chief Petty Officer or Non-Commissioned Officer in
other branches helps develop your skills as a deckplate leader.”
Kade
Chief (M)
15/Active
“Experience within the job, preparation of obstacles and
anticipation, and education (higher education) and not necessarily
Navy preparative related material.”
Leilani
Chief (F)
20/Retired-1
“I felt that there was very little training provided to me once I
reached middle management. I didn’t consider the training
delivered in the Chiefs’ [Initiation] period to be all that effective
toward developing a sound leader.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Traditional formal training courses such as Navy Leader
Development Program (NAVLEAD), Drug and Alcohol Program
Advisor (DAPA), Alcohol and Drug Abuse Managers/Supervisors
(ADAMS), Sexual Assault Prevention and Response (SAPR) and
Command Managed Equal Opportunity (CMEO) inspired me to
learn as much as I could about the Navy’s personnel management
programs.”
Lexi
Chief (F)
20/Active
“Developing leadership skills doesn’t happen overnight, and it
takes a lot of mentoring and self-awareness. Sometimes even trial
and error. I always have a mentor. I turn to my peers when I don’t
know the answer. I attend formal training, and I’m constantly
trying to improve my “people” skills, especially when it comes to
communication. I learn from everyone around me. Even bad
leaders teach us valuable lessons of what not to do.”
Lydia
Chief (F)
10/Active
“Having superiors who believe in teamwork and camaraderie.
When everyone is on the same page and is clear on the mission and
expectations, the organization succeeds. Learning through good
and bad leaders helps mold you into your own leadership style.”
Makayla
Senior Chief
(F)
25/Reserve
“For me, its mentorship and on-the-job training on both the formal
and informal side.”
Malachi
Master
Chief (M)
30/Retired-1
“Networking, attending the Master Chief Petty Officer Executive
Leadership Symposium, various leadership training symposiums,
having discussions with other leaders across the Navy such as
Fleet, Force and Command Master Chiefs where we share
thoughts, ideas, best practices, and have conversations about
what’s going on in our Navy and how we can get better.”

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Name
Rate
(Gender)
Service
Yrs/Status
What kinds of things (other than training) have helped you
develop your deckplate leadership skills?
Milo
Master
Chief (M)
30/Retired-5
“My generation was more of learn as you go. However, I have also
had some great mentors who have guided me on development of
my leadership skills. I’ve had [junior and senior enlisted] who have
all provided me with mentoring and guidance on Navy writing,
communication, leading from the front, and understanding how to
be a people person and lead more from inspiration rather than from
fear and intimidation.”
Patryk
Master
Chief (M)
30/Retired-1
“Getting throughout the command and being known as willing to
assist all through on the job training and mentorship helped me be
a better leader.”
Raelynn
Chief (F)
20/Retired-1
“Educating myself to be the technical expert in all aspects of my
job, knowing who the other technical experts were in other fields,
so I knew who to reach out to when I didn’t know the answer to an
issue, and being empathetic to others in the workplace. It is
important to understand as a leader that doing the right thing is
sometimes the unpopular decision. Experience and a thorough
knowledge of the objectives and goals are needed to make the best
decision. You can be afraid to be reviled because you’ve made an
unpopular decision, but you can’t let that fear impact your
capability to make the best decision.”
Seraphina
Senior Chief
(F)
15/Active
“Watching other deckplate leaders is the primary source I use to
develop my deckplate leadership skills. Also, the success or
failures of those I lead, and the feedback is used to develop my
skills. I have had both (formal/informal) on-the-job training and
[Navy] leadership development training. Although both are
effective, I developed more skills by watching other deckplate
leaders in action.”
Silas
Chief (M)
20/Active
“A healthy combination of education, mentorship, and trial and
error; I believe I’ve learned the most when I’ve experienced
failure.”
Solana
Senior Chief
(F)
15/Active
“Mentors inspired me to study Navy history, complete Senior
Enlisted Joint Professional Military Education (SEJPME) formal
training course, and to enroll in civilian leadership courses by
Maxwell and Covey.”
Tamre
Chief (F)
20/Retired-1
“Going to sea with the best Mess in the Navy.”
Taryn
Chief (F)
15/Active
“Trust and delegation were probably one of the hardest things for
me to learn as a leader because you know how you want things. I
realized that in order for sailors to grow and learn, you have to let
them make mistakes and not always rely on the [favored] person.”

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Formal and Informal Training Were Most Helpful in Development of Deckplate Leadership
The second theme that emerged from the extent to which the organization is meeting its
deckplate leadership development goals was formal and informal training was most helpful in
the development of deckplate leadership. The responses indicated that participating Chief Petty
Officers believed that formal and informal training was most helpful to the development of their
deckplate leadership. In this section, formal training was viewed as most effective when focused
on technical training and facilitated by experienced leaders. Some examples of formal training
include Navy development courses such as the Senior Enlisted Academy, Sailor 360 Chiefs
Initiation, Active Communication, and the Defense Equal Opportunity Management Institute.
Another example of a formal form of on-the-job training is Chief Petty Officer Training, also
called Chiefs Mess Training. Chiefs Mess Training is command, peer-led, on-the-job training
that provides additional training to Chief Petty Officers on topics such as ethics, suicide
awareness, sexual assault prevention, hazing prevention, decision-making, and conflict
resolution. In terms of informal training, the most accessible format was on-the-job training,
which provided practical guidance on the application of deckplate leadership skills and
knowledge. An example of informal on-the-job training includes open and honest conversations
with leaders or mentors, and Informal on-the-job training's effectiveness comes from its
connections and the sharing of information based on the past experiences of others. On-the-job
training can also be formal if formatted as after-action debrief, which typically that follows a
major evolution. The after-action debrief is designed to highlight the positives and mitigate the
negatives for future evolutions. Formal training was most helpful in providing the foundational
knowledge needed to be the technical expert, and informal on-the-job training guided the
practical application of that technical expertise. Table 31 listed below captures the participating

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Chief Petty Officers’ responses concerning training that was most helpful to the development of
deckplate leadership.
Table 31
Training Most Helpful to the Development of Deckplate Leadership
Name
Rate
(Gender)
Service
Yrs/Status
What kind of training did you receive that you felt was most
helpful to the development of your deckplate leadership?
Adelaide
Master
Chief (F)
25/Retired-1
“Formal and informal on-the-job training.”
Amy
Chief (F)
15/Active
“I don’t feel that the Navy has proper training across the board to
teach us how to be leaders with soft skills, per se. We learn about
leadership starting on day one of our military service. But, in my
experience, the training is all about the mission. And don’t get me
wrong, it’s absolutely necessary. However, we have sailors who
are [committing suicide], and the leaders who have the greatest
impact on their well-being are inadequately trained or prepared
with soft skills. Again, this is just my experience. I mean, from the
standpoint of mission first and people always. PowerPoints make
everyone zone out, and repetition or lack of [progressive ideas]
leads to stagnant training. This does not include the [Senior
Enlisted Academy] training. I’ve not attended and cannot
personally speak to its effectiveness.”
Antwan
Master
Chief (M)
30/Retired-1
“Naval Leadership Courses.”
Asher
Master
Chief (M)
30/Retired-1
“The Chief Petty Officer (CPO) season is definitely one of the
most helpful trainings we currently have. The season not only
serves as a training tool for the newly selected Chiefs, but also to
all Chief Petty Officers while stimulating Chiefs’ pride, Chief Petty
Officer’s mess cohesion, and esprit de corps. During this time, we
also learn from the experiences shared by our fellow brothers and
sisters.”
Atticus
Chief (M)
25/Retired-1
“On-the-job training, both formal and informal.”
Dario
Chief (M)
15/Active
“CPO 365 played a very crucial role in helping my development
skills.”
Dusty
Chief (M)
15/Reserve
“The whole Chief Petty Officer [initiation] process. There is no one
thing that was said or done that led me down that path. Without the
months of training, I wouldn’t have been as effective.”

139

Name
Rate
(Gender)
Service
Yrs/Status
What kind of training did you receive that you felt was most
helpful to the development of your deckplate leadership?
Etienne
Chief (M)
20/Retired-1
“the formal on-the-job training was good, but the informal on-the-
job training was most effective because it taught me things that
weren’t in the manuals.”
Jaylen
Chief (M)
20/Retired-1
“Navy Leadership training (formal) was pretty good, and I applied
some of the skills I learned in those trainings in my work centers,
divisions, departments, and commands.”
Joaquin
Senior Chief
(M)
15/Active
“I believe that every Chief Petty Officers and Non-Commissioned
Officers in other branches should be able to go to their Senior
Enlisted Academy once they are selected and [put on] the uniform
for that paygrade. As a recent graduate of the Navy Senior Enlisted
Academy, it opened up my eyes to other situations. As Navy and
world situations, we are facing vice just being in my own little
bubble. It taught me a lot about what I thought and who I was as a
leader and helped me develop some other leadership tools for my
toolbox.”
Kade
Chief (M)
15/Active
“I received some formal training, but also observing and listening
to sailors and Marines concerns and their feedback and then
tailoring it to what is necessary to correct deficiencies and create
more efficiencies within the Navy environment.”
Leilani
Chief (F)
20/Retired-1
“Aside from the very little actual training provided in leadership
principles during the period of time that was specifically set aside
for this purpose, I felt that most of the Initiation period was a
“testing phase” rather than actual leadership training. I developed
my leadership skills by watching others whom I felt were effective
leaders, both Chiefs, and Officers.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Navy Leadership Development Program (NAVLEAD), Executive
and Master Life Coach Training in the civilian sector.”
Lexi
Chief (F)
20/Active
“In terms of formal training, lessons on communication has proven
to be one of the most valuable. As part of communication, learning,
and understanding different personality types of the people I work
with and around every day has proven to be one of my greatest
benefits. When you can understand how a person thinks, it allows
you to adapt and more effectively communicate.”
Lydia
Chief (F)
10/Active
“Training is important, but learning as you go is how most people
adapt to their own leadership techniques. Having strong leaders
who have your best interest at heart is where I learn and get
leadership traits.”
Makayla
Senior Chief
(F)
25/Reserve
“Official on-the-training and unofficial on-the-job training by my
peers and mentors.”

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Name
Rate
(Gender)
Service
Yrs/Status
What kind of training did you receive that you felt was most
helpful to the development of your deckplate leadership?
Malachi
Master
Chief (M)
30/Retired-1
“The Senior Enlisted Academy and the Command Master Chief-
Chief of the Boat course was very helpful for me in order to be a
better deckplate leader.”
Milo
Master
Chief (M)
30/Retired-5
“Overall, the best training is experience! CDI school Collateral
Duty Instructor, it forced me to lead from the front and be more
comfortable with public speaking and communicating with a crowd
or sailors. Senior Enlisted Academy. This was a great format for
Senior Enlisted, particularly for those who need help in writing. As
a Chief Petty Officer and above, writing becomes such a vital part
of leadership, especially in taking care of your sailors.
Understanding how to write [performance] evaluations, sailor of
the Year [nomination] packages, Navy Achievement Medal
[nominations], and so on is very important to ensure your sailors
have their best chance to excel. Also, the Senior Enlisted Academy
[requires] all [students] complete public speaking with
presentations, I was amazed at how some of the [Chief Petty
Officers] seem petrified to get up and publicly speak! Crazy! The
Senior Enlisted Academy, for me, was more of a refresher, but I
can see for others it is extremely beneficial in helping them with
some of the skills needed, such as writing and public speaking.”
Patryk
Master
Chief (M)
30/Retired-1
“On-the-job training and Navy leadership courses and training
(formal and informal)”
Raelynn
Chief (F)
20/Retired-1
“Technical training from experienced leaders in all three of my
rates was invaluable to my success as a sailor.”
Seraphina
Senior Chief
(F)
15/Active
“The most significant training I received that helped me most as a
deckplate leader is watching other deckplate leaders.”
Silas
Chief (M)
20/Active
“The most helpful training I received has been at the Defense
Equal Opportunity Management Institute (DEOMI), where I
completed the Equal Opportunity Advisor Course; it taught me
more than just Equal Opportunity. I learned a lot about human
social behavior.”
Solana
Senior Chief
(F)
15/Active
“On-the-job training on the deckplates (Formal and Informal).”
Tamre
Chief (F)
20/Retired-1
“Training by the Chief’s mess to understand the different aspects
of personalities and getting to know the person behind the uniform.
It was said that [Navy Corpsman] ‘eat their young,’ and I realized
this was true, so I made it a point to try to change that atmosphere.”

141

Name
Rate
(Gender)
Service
Yrs/Status
What kind of training did you receive that you felt was most
helpful to the development of your deckplate leadership?
Taryn
Chief (F)
15/Active
“Each month, I receive Khaki training with officers and enlisted.
We have reading assignments and leadership development courses
we must take. This allows me to enhance my leadership skills.”

Chief Petty Officers Wished They Had More Formal Training
The third theme that emerged from the extent to which the organization is meeting its
deckplate leadership development goals was Chief Petty Officers wish they had more formal
training. The responses indicated that participating Chief Petty Officers wanted more formal
training on people skills. In this section, people skills were operationalized in this study as
communication, empathy, emotional intelligence, conflict resolution, and self-awareness. The
responses revealed that the organization has a sufficient amount of formal training but needed
more focus on people skills. The formalized training on people skills needs to happen earlier in
the career progression and on all levels of leadership. The formalized people skills training
should include real scenario-based training for practical application on the deckplates. Some of
the participating Chief Petty Officers believed that the organization should embrace more
civilian sponsored training like Lean Six Sigma. Raelynn, a retired Chief with 20 years of
service, wanted more training on service member benefits topics. Her recent retirement
experience potentially influenced her response. In terms of Chief Petty Officers, there was a
thought that the Chief Petty Officer’s Initiation should be longer and more focused on practical
leadership skills and knowledge rather than a so-called proving ground. All of the Master Chiefs
said they received enough training. But three of them wished they’d had mentors earlier in their
careers. Malachi, a retired Master Chief with 30 years of service, recommended attending the

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Navy Senior Leader Seminar. Table 32 listed below captures the participating Chief Petty
Officers’ responses concerning training the participating Chief Petty Officer wished they had.
Table 32
Training the Participating Chief Petty Officers Wish They Had
Name
Rate
(Gender)
Service
Yrs/Status
What kind of training do you wish you had?
Adelaide
Master
Chief (F)
25/Retired-1
“I had all the training I needed.”
Amy
Chief (F)
15/Active
“I wish there was something besides the one-week Chief Petty
Officer Indoctrination for selectees. I think the Sailor 360 program
is headed in the right direction; however, there is no benchmark for
what ensures effectiveness.”
Antwan
Master
Chief (M)
30/Retired-1
“I received all the trained that I needed to lead.”
Asher
Master
Chief (M)
30/Retired-1
“More than training, I wish I had a mentor earlier in my career.”
Atticus
Chief (M)
25/Retired-1
“Communication and people skills training.”
Dario
Chief (M)
15/Active
“I feel like the training already in place is very beneficial at all
levels. Bringing back Enlisted Development training requirements
is a big win.”
Dusty
Chief (M)
15/Reserve
“I wish I would’ve experienced something like the Chief Petty
Officer initiation earlier in my career.”
Etienne
Chief (M)
20/Retired-1
“Communication and people skills training.”
Jaylen
Chief (M)
20/Retired-1
“I wish the Navy did training at every level of leadership as they do
in the Army and Air Force. I truly believe that would help our
sailors at the E4 and E5 levels to lead better. We place these
sailors, sometimes as young as 20 years old, in leadership positions
without any leadership training. I believe we set them up for failure
when we put them in these situations.”
Joaquin
Senior Chief
(M)
15/Active
“Just more training on how to communicate within your
organization and across other services.”
Kade
Chief (M)
15/Active
“More TED talks, more Lean Six Sigma courses, more formalized
training. The Fleet Chief Petty Officer training is a joke, and
Command Master Chiefs need to be teaching their Chiefs
consistently and not sitting back and collecting a paycheck.”

143

Name
Rate
(Gender)
Service
Yrs/Status
What kind of training do you wish you had?
Leilani
Chief (F)
20/Retired-1
“I believe that the Chiefs’ Initiation period needs to be solely
focused on imparting leadership fundamentals, teaching various
leadership styles and effective tools for positive motivation and
discipline, rather than functioning solely as a testing phase or a
proving ground. The Navy leadership has already chosen who it
wants to fill these quotas based on past performance. Now it is time
to ensure that they grasp the finer points of effective leadership, not
whether or not they are up to task.”
Leonidas
Senior Chief
(M)
25/Retired-1
“Franklin Covey’s The 4 Essential Roles of Leadership and The
Four Disciples of Execution is a course I took on my own. I wish it
were available to all of our sailors as part of the Navy’s leader
development strategy.”
Lexi
Chief (F)
20/Active
“I think one of my greatest struggles is empathy vice
accountability. There’s a fine line sometimes between the two, and
as a very logical thinker, I often find it a struggle as to how to
handle more emotional matters with individuals and still hold them
accountable. I would like a lesson on that.”
Lydia
Chief (F)
10/Active
“I wish we had more real-life scenario simulations.”
Makayla
Senior Chief
(F)
25/Reserve
“More formalized training.”
Malachi
Master
Chief (M)
30/Retired-1
“Depending on one’s career and their milestones, the Navy Senior
Leader Seminar would be a good course to attend. This course is
designed for senior officers (O6/O5), senior civilians (GS-15) and
Fleet & Force Command Master Chiefs with an intensive 9-day
executive education program that introduces the latest "best
practices" in strategic planning, goal setting, strategic
communication, effects-based thinking, risk management, financial
management, and innovation. The program provides participants
with the knowledge and skills required to manage and lead
effectively in complex organizations. Learning is enhanced by the
use of case studies, small-team exercises, practical applications,
seminar-style discussions, peer learning, and faculty
presentations.”
Milo
Master
Chief (M)
30/Retired-5
“I think the key is not so much classroom training, but more of
actual leadership from the First Class Petty Officers, Chief Petty
Officers and above. There is no substitute for one on one
leadership that specifically mentors sailors. The key for classroom
training is delivery, who the facilitator is, determines the
effectiveness of the training, regardless of the subject. I think we

144

Name
Rate
(Gender)
Service
Yrs/Status
What kind of training do you wish you had?
underestimate the need and effect of actual leadership for each
sailor.”
Patryk
Master
Chief (M)
30/Retired-1
“None, I received the right amount of training.”
Raelynn
Chief (F)
20/Retired-1
“We need more awareness of the benefits available to service
members; although it has improved tremendously over the years, it
was more limited back in 1988 when I joined the Navy.”
Seraphina
Senior Chief
(F)
15/Active
“Although I received leadership development, I wish it would have
focused more on topics like self-awareness, understanding various
personalities, and maintaining resilience.”
Silas
Chief (M)
20/Active
“We get a lot of training. However, I wish I had actual formal
training early on that focused more on emotional intelligence,
conflict resolution, and design thinking.”
Solana
Senior Chief
(F)
15/Active
“Training on people skills like communicating with difficult
people.”
Tamre
Chief (F)
20/Retired-1
“How to handle officers who refuse to follow the rules and
regulations or who bully junior sailors.”
Taryn
Chief (F)
15/Active
“Other branches have leadership development courses that are four
to six weeks long while in paygrades of E5 to E6. I think the Navy
waits too long to send leaders to a professional development setting
once you make Chief and Senior Chief. I say this because sailors
are promoting fast and lack leadership skills.”

Summary
In Chapter 2, the literature review identified five knowledge, motivation, and
organization influences that could either prevent or support Chiefs’ deckplate leadership
development (Clark & Estes, 2008). In Chapter 3, the focus was to design a research
methodology, employing individual interviews and review of available and relevant historical
documentation, that would generate the empirical evidence to determine if the identified gaps
could be validated or not. Chapter 4 reintroduced stakeholder group study and presented critical
findings organized by research questions and knowledge, motivation, and organization

145

influences. In Chapter 5, I recommend solutions for each of the eight validated gaps will be
presented as well as implementation and evaluation plans.

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CHAPTER FIVE: RECOMMENDATIONS
The purpose of this study was to measure knowledge, motivation, and organizational
influences of deckplate leadership development and its effect on Chief Petty Officer within Force
Command (Clark & Estes, 2008). The analysis examined deckplate leadership development
practices from the Chief Petty Officers' perspective and the challenges they faced in
demonstrating deckplate leadership in their practices. The Laying the Keel initiative influences
deckplate leadership development within the enlisted community. The Laying the Keel initiative
directly aligned with the Chief of Naval Operations’ Navy Leader Development Framework and
the Design for Maintaining Maritime Superiority. Also, the initiative supported the Chief of
Naval Operations’ demand for full engagement of deckplate leadership (Richardson, 2018;
Richardson, 2019) concerning retention and developing the Navy the nation needs (U.S. House
Armed Services Committee, March 21, 2018). The guiding questions in this qualitative study
are:
1. What is stakeholder knowledge related to deckplate leadership development?
2. What is stakeholder motivation related to deckplate leadership development?
3. To what extent is the organization meeting its goal of developing deckplate leadership?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organization resources?
Introduction and Overview
Preceding chapters resolved the first three research questions regarding deckplate
leadership development at Force Command and its effect on Chief Petty Officers. The results
presented are aligned with Clark and Estes’ (2008) knowledge, motivation, organization (KMO)
framework with key findings and implications synthesized and expressed. This chapter answers
the final research question concerning recommendations for organizational practice in the areas

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of knowledge, motivation, and organization resources. Specific recommendations concerning
knowledge, motivation, and organization (Clark and Estes, 2008) are provided, coupled with an
implementation and evaluation plan that incorporates solutions framed in the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The chapter concludes with the critical
analysis of the study’s strengths, weaknesses, limitations, delimitations, and recommendations
for future research.
Recommendations for Practice to Address KMO Influences
The Sailor 360 leader development practice continues to enable commanding officers to
build on-the-job leadership development training. The program explicitly supports formal leader
development practices rooted in foundational leadership courses. Sailor 360 is presented year-
round, to all paygrades, with a specific focus on flexibility in the delivery of on-the-job leader
development material. In addition to foundational training, Sailor 360 incorporates the Brilliant
on the Basics concept, which sets six leadership engagement principles that assist in the
execution of deckplate leadership performance behaviors. Data collection and analysis of the
study revealed Chief Petty Officers’ declarations related to the definition of deckplate leadership
and procedural knowledge regarding (a) developing others, (b) a visible and engaging presence,
and (c) setting the tone for commands. The data sources for this study verify that Chief Petty
Officers see the utility-value of deckplate leadership and are confident in their ability to
demonstrate deckplate leadership in their practice. Also, the organization sustains its support of
on-the-job leader development training through cultural models and settings that espouse shared
beliefs, policies, and practices. Chief Petty Officers assigned to Force Command were the
stakeholder group of study, and the study revealed a promising practice of deckplate leadership
development among this group. However, the limited focus on this group restricted critical

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analysis of Sailor 360 and its KMO effect on other stakeholder groups assigned to Force
Command. Therefore, a final recommendation is that future studies on deckplate leadership
development practices include a focus on a) leader development execution earlier in the career
progression, b) the intersection of gender with race/ethnicity, c) analysis across multiple
command types, and d) and a research method that includes interviews, document analysis, and
observations.
Knowledge Recommendations
Clark and Estes (2008) asserted that stakeholder knowledge impacts achievement and the
goals of the organization, and understanding knowledge types could contribute to solutions and
outcomes. Declarative and procedural knowledge were significant contributors to the Chief Petty
Officers’ knowledge related to deckplate leadership. The Chief Petty Officers’ demonstrated
declarative and procedural knowledge through their definition of deckplate leadership, their
understanding of the deckplate leadership performance behaviors, and how deckplate leadership
led to results (Krathwohl, 2002). On-the-job training supported by job aids and facilitated by
peers enhanced the Chief Petty Officers’ declarative and procedural knowledge. The peer
facilitators modeled deckplate leadership “to-be-learned” behaviors (Denler et al., 2014) that
demonstrated an ability to develop others, a visible and engaging presence, and setting the tone
for commands.
The procedural knowledge in this study aligns with the Clark and Estes (2008)
framework and a supporting principle. Table 33 provides recommendations to continue the
practice of addressing the declarative (D) and procedural knowledge (P) influence of Chief Petty
Officers identified in the literature review, data collection, and analysis.

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Table 33
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated as a
Gap?
Yes, High
Probability or
No
(V, HP, N)
Principle and
Citation
Context-Specific
Recommendation
Chief Petty
Officers know the
definition of
deckplate
leadership (D)
N Increasing germane
cognitive load by
engaging the learner in
meaningful learning
and schema
construction facilitates
effective learning
(Kirschner et al.,
2009)
Continue to provide Chief
Petty Officers on-the-job
training supported by job-
aids that present and
promote the performance
behaviors that define
deckplate leadership
Chief Petty
Officers know
how to
demonstrate an
ability to develop
others (P)
N Modeling to-be-
learned strategies or
behaviors improve
self-efficacy, learning,
and performance
(Denler et al., 2014)
Continue to provide Chiefs
on-the-job training
supported by job-aids and
facilitated by peers who
model the “to-be-learned”
behaviors that set forth steps
of how to demonstrate an
ability to develop others
Chief Petty
Officers know
how to
demonstrate an
engaging presence
(P)
N Modeled behavior is
more likely to be
adopted if the model is
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has
functional value
(Denler et al.,
2014)

Continue to provide Chiefs
on-the-job supported by job-
aids and facilitated by peers
who model the “to-be-
learned” behaviors that set
forth steps of how to
demonstrate an engaging
presence

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Chief Petty
Officers know
how to
demonstrate an
ability to establish
a positive tone (P)
N Modeled behavior is
more likely to be
adopted if the model is
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has
functional value
(Denler et al.,
2014)

Continue to provide Chiefs
on-the-job training
supported by job-aids and
facilitated by peers who
model the “to-be-learned”
behaviors that set forth steps
of how to demonstrate an
ability to establish a positive
tone

Declarative Knowledge
The findings of this study indicated that 100% of the Chief Petty Officers know the
definition of deckplate leadership as defined by the performance behaviors outlined in the Chief
Petty Officer Mission, Vision, and Guiding Principles. A recommendation rooted in cognitive
load theory was selected to continue the development and strengthen this declarative knowledge.
Kirschner et al. (2009) found that increasing the germane cognitive load through meaningful
learning and schema construction facilitates effective learning. This would suggest that engaging
individual learners by providing meaningful learning and schema constructions is more likely to
increase germane cognitive load and facilitate effective learning. Therefore, the recommendation
is to continue to provide Chief Petty Officers on-the-job training supported by job-aids that
present and promote the performance behaviors that define deckplate leadership.
The definition of deckplate leadership is captured in the performance behaviors of
developing others, developing a visible and engaging presence, and setting the tone for
commands. The Chief Petty Officers Mission, Vision, and Guiding Principles (Leuci, 2015) and
the Chief Petty Officer Performance Evaluation (U.S. Chief of Naval Personnel, 2010; U.S.
Chief of Naval Personnel, 2007) codified and aligned the performance behaviors and deckplate
leader expectations. Chief Petty Officers with a sustained performance that greatly exceeds Navy

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standards in demonstrating deckplate leadership are used to model expected behaviors and traits
(U.S. Department of the Navy, 2016). The long and storied history of Chief Petty Officer
leadership and development advance the credibility of the Chief Petty Officer institution (Leuci,
2015; Leahy, 2004). Therefore, Chief Petty Officers that exemplify deckplate leadership that
greatly exceeds Navy standards facilitate on-the-job training supported by job-aids to fortify
procedural knowledge in terms of developing others, demonstrating a visible and engaging
presence, and setting the tone for commands.
Procedural Knowledge
The findings of this study indicated that 100% of Chiefs possess the procedural
knowledge in terms of developing others, demonstrating an engaging presence, and establishing
a positive tone. A recommendation rooted in social cognitive theory was selected to continue the
development and strengthen this procedural knowledge. Denler et al. (2014) found that modeling
to-be-learned behaviors improve self-efficacy, learning, and performance. Additionally, modeled
behavior is more likely to be adopted if the model is credible, similar (e.g., gender, culturally
appropriate), and the behavior has functional value (Denler et al., 2014). This principle would
suggest that providing learners with credible models that demonstrate valued strategies and
behaviors are more likely to be adopted and increase self-efficacy, learning, and performance.
The recommendation then is to continue to provide Chiefs on-the-job training supported by job-
aids and facilitated by peers who model the “to-be-learned” behaviors that set forth steps of how
to demonstrate an engaging and visible presence.
Deckplate leadership is developing others, demonstrating a visible and engaging
presence, and setting the tone for commands. These deckplate leadership performance behaviors
support the Navy’s goal of maintaining maritime superiority and sustainability (Richardson,

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2018; Richardson, 2019). A renewed effort was executed to help reach the organization’s
purpose (U.S. House Armed Services Committee, March 21, 2018). The Navy established a
leadership development strategy (Greenert, 2013) and implemented it via the Navy Leader
Development Framework (Richardson, 2019). Therefore, on-the-job training supported by job-
aids is executed to fortify procedural knowledge and strengthen deckplate leadership
performance behaviors of developing others, demonstrating an engaging and visible presence,
and setting a positive tone.
Motivation Recommendations
This section includes the recommendations for continued efforts in terms of motivation
influences. Motivation causes individuals in pursuit of a goal to engage by choice, exert effort,
and persist regardless of challenges or barriers. Table 34 describes the assumed motivational
influences on Chief Petty Officers, the utility value of deckplate leadership, and the ability to
demonstrate deckplate leadership in practice.
Table 34
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Validated as a
Gap
Yes, High
Probability, No
(V, HP, N)
Principle and
Citation
Context-Specific
Recommendation
Chief Petty Officers see
value in demonstrating
deckplate leadership
performance traits (UV)
N Rationales that
include a discussion
of the importance
and utility value of
the work or learning
can help learners
develop positive
values (Pintrich,
2003)
Continue to include
rationales about the
importance and utility
value of demonstrating
performance traits
related to deckplate
leadership

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Chief Petty Officers feel
confident in their ability
to demonstrate deckplate
leadership performance
traits (SE)
N Feedback and
modeling increases
self-efficacy (Schunk
and Pajares, 2009)
Continue to use models
to demonstrate, provide
guided practice, and
targeted feedback on the
performance traits
related to
deckplate leadership

Utility Value
The findings of this study indicated that 100% of Chief Petty Officers see value in
developing others, demonstrating a visible and engaging presence, and setting the tone for
commands. A recommendation rooted in task value theory has been selected to continue
fostering positive values. Pintrich (2003) found that rationales that include a discussion of the
importance and utility value of the work or learning can help learners develop positive values.
This principle would suggest that efforts to foster positive values include rationales about the
importance and utility value of the task. The recommendation then is to continue to provide
Chief Petty Officers on-the-job training (job aids) that include rationales on the significance and
utility value of developing others, demonstrating a visible and engaging presence, and setting the
tone for commands. Therefore, the significance and utility value rationale built into the
organization’s on-the-job training supported by job aids will support Chief Petty Officers’
development of positive values related to developing others, demonstrating a visible and
engaging presence, and setting the tone for commands.
Rueda (2011) and Clark and Estes (2008) asserted that utility value is extrinsic and
relates to a task’s perceived usefulness to attaining future goals. Leahy (2004) and Leuci (2015)
posited that Chief Petty Officers’ belief in the value of developing others, demonstrating a
visible and engaging presence, and setting the tone for commands is a good indicator of

154

deckplate leadership that supports leadership development goals. The authors went on to state
that Chief Petty Officers wield an immense amount of middle-management influence that is
central to the success of accomplishing the mission of the organization. Richardson (2018)
further illustrated the importance of Chief Petty Officers seeing the usefulness of deckplate
leadership in the design for maintaining maritime superiority by strengthening the Navy team
through leader development. From a theoretical perspective, then continuing on-the-job training
supported by job aids for Chief Petty Officers that includes the importance and utility of
demonstrating an ability to develop others, showing a visible and engaging presence, and setting
the tone for commands will foster positive values.
Self-Efficacy
The findings of this study indicated that 100% of the Chief Petty Officers feel confident
in their ability to develop others, demonstrate a visible and engaging presence, and set the tone
for commands. A principle rooted in the self-efficacy theory was selected to continue to cultivate
self-efficacy. Schunk and Pajares (2009) assert that feedback and modeling increase self-
efficacy. This principle would suggest that the use of models to demonstrate, provide guided
practice, and targeted feedback increases self-efficacy. The recommendation then is to continue
to provide Chiefs on-the-job training supported by job aids that include opportunities to observe
credible, similar models engaged in behaviors that have functional value, goal-directed practice,
and targeted feedback. This combination of model observation, goal-directed practice, and
targeted feedback within the on-the-job training supported by job aids will support Chiefs’
continued growth in self-efficacy.
Rueda (2011) stated that self-efficacy is a belief in one’s ability to perform a task. Rueda
further stated that motivation increases when self-efficacy combines with confidence in one’s

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competence and their expectations for positive outcomes. Ross (2014) said that self-efficacy is
associated with motivation toward success, is central to development, and influences willingness
to seek out development opportunities. Rueda added that highly motivated individuals will
engage more, persist longer, and work harder at a task. The U.S. Navy War College, College of
Leadership and Ethics (2017) reports that there is a need for Navy stakeholders, including Chief
Petty Officers, to perceive that learning situations can facilitate change in a direction acceptable
to them. The U.S. Department of the Navy, Office of the Master Chief Petty Officer of the Navy
(2019), presented the Sailor 360 practice for deckplate leadership development. This on-the-job
training supported by job aids continues to cultivate Chief Petty Officers’ competence, character,
and connections (Richardson, 2019). From a theoretical perspective, increasing self-efficacy in
Chief Petty Officers through Sailor 360 and Brilliant on the Basics will increase the deckplate
leadership performance behaviors to develop others, demonstrate a visible and engaging
presence, and set the tone for commands.
Organization Recommendations
This section annotates organizational recommendations for continued efforts that sustain
cultural models and settings that support deckplate leadership development at force command.
Also included are context-specific implementation recommendations that include structured
development policies and espoused belief systems rooted in Chief Petty Officer Mission, Vision,
and Guiding Principles. Table 35 shows the assumed organizational influences related to force
support command and its cultural context.

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Table 35
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence

Validated as a
Gap
Yes, High
Probability, No
(V, HP, N)
Principle and Citation

Context-Specific
Recommendation
Force Command
supports the vision of
on-the-job leader
development training
through a shared belief
espoused in Chief
Petty Officers’
Mission, Vision, and
Guiding Principles
(CM)
N Organizational
effectiveness increases
when leaders identify,
articulate, and focus the
organization’s effort on
and reinforce the
organization’s vision;
they lead from the why.

Focusing the work on
the school’s vision was
correlated with
improvements in
student learning
outcomes (Waters,
Marzano & McNulty,
2003).
Continue to
periodically check that
the on-the-job leader
development training
vision and goals of the
organization are
aligned.
Force Command
ensures systems, social
opportunities, and
physical space(s) are
in place to support
deckplate leadership
through on-the-job
leader development
training policy and
practice (CS)
N Effective organizations
ensure that
organizational
messages, rewards,
policies, and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark &
Estes, 2008)
Continue to monitor
organizational
messages, rewards,
policies, and procedures
that govern the on-the-
job deckplate
leadership development
training practiced.

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Continue to monitor and periodically check that the vision and goals of the organization are
aligned
The findings of this study imply that 100% of Chief Petty Officers attached to Force
Command shared a belief in the organization’s vision of “on-the-job” deckplate leadership
development. This shared mental schema cultivated a normative understanding that contributed
to organizational effectiveness. A principle rooted in leadership theory was selected to continue
to periodically check that the vision and goals of the organization were aligned. Clark and Estes
(2008) stated that effective organizations ensure that organizational messages, rewards, policies,
and procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values. This principle suggests that an organization’s leadership
development should be supported by organizational practices that include identification and
articulation of efforts focused on reinforcing the vision of its “on-the-job” training. The
recommendation is for the organization to continue to monitor and periodically check the
alignment of Chief Petty Officers’ Mission, Vision, and Guiding Principles and Force
Command’s program and policy goals. As an example, a program review of Chief Petty Officers
deckplate leadership development is conducted annually, at the command level, before the start
of the Sailor 360 Phase II training cycle.
The Navy acknowledged the need to renew leader development efforts in response to
global demands (U.S. House Armed Services Committee, March 21, 2018). Several high-profile
incidents affected combat readiness and caused the loss of life (Spencer, 2017). Reports show an
area of concern in the human performance element (Davidson, 2017) and related leadership
performance behaviors (U.S. Department of the Navy, 2015). As such, a revised design to
maintain maritime superiority prescribed strengthening the Navy team through leaders’

158

development (Richardson, 2018). Sailor 360 serves as a command level, leadership development
practice executed as on-the-job training supported by job aids for deckplate leadership
development (U.S. Department of the Navy, Office of the Master Chief Petty Officer of the
Navy, May 2019). The Navy Leader Development Framework provides how-to guidance for
leader development (Richardson, 2019). The hierarchical structure and unity of effort related to
meeting leader development vision and goals support organizational combat readiness (U.S.
Chief of Naval Operations, 2012). Walters et al. (2003) correlated student learning outcome
improvements with work reinforcing the school vision. This research supports the
recommendation for the organization to continue to monitor and periodically check the
alignment of Chief Petty Officers’ Mission, Vision, and Guiding Principles and Force
Command’s deckplate leadership development program and policy goals.
Continue to monitor organizational messages, rewards, policies, and procedures that govern
the on-the-job deckplate leadership development training that’s practiced
The findings of this study demonstrated that Force Command continues to provide
consistent support for on-the-job deckplate leadership development through command-specific
support, rewards, policies, practices, and messages such as the Plan of Actions & Milestones
documentation used to capture training dates, times, and places. A principle rooted in Clark and
Estes’ (2008) gap analysis framework concludes that effective organizations ensure that policies,
rewards, and practices align with organizational goals. Force Command continues to support
deckplate leadership development efforts by consistent monitoring command alignment with the
purpose of Sailor 360 and Brilliant on the Basics. This principle would suggest that continued
monitoring of rewards, policies, and practices maintain a cultural setting that ensures systems,
social opportunities, and physical space remains in place to support deckplate leadership

159

development. Thus, the recommendation is that the organization continues to support on-the-job
deckplate leadership development through continued monitoring of organizational messaging,
rewards, policies, and practices that govern the Sailor 360 program and Brilliant on the Basics.
Sailor 360 and Brilliant on the Basics at force command operates on a regular schedule
supported by the Commanding Officer. The practice continues to be facilitated by peer models,
and the organizational messaging expresses the importance of deckplate leadership and the role it
plays in combat readiness and mission accomplishment. For example, pictures identifying peer
leaders are prominently displayed at Force Command and represent a platform of recognition
concerning excellence in achieving development goals and values. Lastly, multiple Chief Petty
Officers during this study noted that the organization’s overall leadership development policy
and practices were supportive of its personnel. This principle suggests that the continued review
of policy and practice to ensure alignment with leadership development goals cultivates a
cultural setting that supports deckplate leadership development practice.
Limitations and Delimitations
Since this study relied solely on qualitative research methods, without the mutual support
of quantitative research, there were limitations to the research. However, steps were taken to
counter such constraints. First, since qualitative research is an interpretive process, it is
vulnerable to bias, subjectivity, and ambiguity that can skew the study’s findings (Bogdan &
Biklen, 2007; Creswell, 2014). However, I tried to offset the limitations in interpretation by
reflexively acknowledging my potential biases and positionality that may influence the research
(Creswell, 2014). I discussed biases and positionality with greater clarity and detail in the Ethics
section of this study. However, as an added measure, I used reflective field notes (Bogdan &

160

Biklen, 2007) throughout the research process to monitor and control my subjective
interpretation of the research.
Second, qualitative interviews were highly subjective and complicated for both me (as
the researcher) and the participating Chief Petty Officers (Merriam & Tisdell, 2016), resulting in
the Chief Petty Officers and I bringing to the study “biases, predispositions, attitudes, and
physical characteristics that affect the interaction and the data elicited” (Merriam & Tisdell,
2016, p. 130). I did not have access to individual performance evaluations, so 5.0 performance
marks were self-disclosed during interviews. Therefore, the potential exists for the
embellishment of performance marks. Again, as an added measure, reflective field notes were
used to mitigate the subjectivity and complexity of qualitative interviews (Bodgan & Biklen,
2007).
Lastly, document analysis in qualitative research presented limitations. According to
Merriam & Tisdell (2016), documents collected for qualitative research may not align with a
study’s purpose primarily because there is a high probability that documents were not created
specifically for the study (Merriam & Tisdell, 2016). However, documents can still provide
insightful data that may align with a study’s purpose and research. Additionally, this study has
other limitations. For example, I was an inexperienced qualitative researcher. Also, the sample
size was relatively small as it relates to the total Chief Petty Officers’ population in the Navy.
Recommendations for Further Research
This study focused on the knowledge, motivation, and organization influences related to
deckplate leadership development of Chief Petty Officers and their ability to demonstrate
deckplate leadership in their practice. Deckplate leadership is defined by developing others, a
visible and engaging presence, and setting the tone for commands. The findings confirm

161

participating Chief Petty Officers’ knowledge and motivation related to deckplate leadership.
The findings also confirm that the organization is meeting its leader develop goals. Lastly, the
data in this study confirmed a direct alignment between Chief Petty Officers deckplate leadership
development and the Navy’s overall leadership development goals. However, during data
collection and analysis, a specific area was uncovered, which presented an opportunity for future
research.
An interview response indicated that the leaders and peers at a command before Force
Command did not fully support deckplate leadership development. The interview response
claimed that the lack of support for deckplate leadership development at this prior command was
due to the command type. More specifically, the command was said to be a sea-going command
where the operational tempo or battle rhythm is exceptionally intense. In essence, the response
presumed the command’s attitude was that meeting combat readiness objectives were more
critical than deckplate leader development. The uncovering of this information created a new
question. Is the quality of deckplate leadership development affected by the command type or
duty? The Navy has various command types, which include active duty and reserve Ships,
Submarines, Aviation Squadrons, Construction Battalions, Amphibious Groups, and Special
Warfare Units. Therefore, the recommendation for future research would be to conduct a
deckplate leadership development study to include multiple commands. The commands should
be a mixture that includes various duty types or numerous commands of the same duty type (i.e.,
multiple shore duty commands). The findings from a study suggest that the deckplate leadership
goals are being met, but it only focused on one command on shore duty. I surmise that it would
be advantageous to include multiple commands in future research because it would help leaders
compare knowledge, motivation, and organization influences that help or hinder active deckplate

162

leadership development. Therefore, a final recommendation is that future research on deckplate
leadership development includes a focus on a) leader development execution earlier in the career
progression, b) the intersection of gender with race/ethnicity, c) analysis across multiple
command types, and d) and a research method that includes interviews, document analysis, and
observations.
Conclusion
The U.S. Navy battle force that our nation needs to meet world demand requires
deckplate leaders with character, competence, and connections. As the U.S. Navy seeks to grow
a suitable battle force with a corresponding workforce, deckplate leaders must demonstrate a
visible and engaging presence, develop others, and set the tone for commands. The Navy Chief
Petty Officers, led by their mission, vision, and guiding principles, represent the essence of
deckplate leadership demonstrated in the performance behaviors needed to influence training and
mentoring. The Navy Chief Petty Officers function as strategic, operational, and tactical middle-
management deckplate leaders who exercise the highest degree of influence on the retention of
the workforce. The Navy, as an organization, recognizes the importance of deckplate leaders to
the workforce and has established strategies and frameworks to support deckplate leadership
development. Overall, current leader development efforts provide the foundation needed to affect
deckplate leadership performance behavior standards. Despite that fact, past instances of
deficient leaders failing to meet minimum deckplate leadership performance behavior standards
symbolize the need for vigilant oversight of the process and program advancements. The
demonstration of inadequate deckplate leadership performance behaviors cultivates mistrust in
the organization that precipitates sailors not renewing their enlisted contract and leaving the
Navy taking with them the invaluable knowledge and skills developed by education, training,

163

experience, and mentorship. The Navy’s Sailor 360 and Brilliant on the Basics programs support
deckplate leadership development efforts at the command and provides the platforms necessary
to train and retain a workforce capable of supporting The Navy’s 21st battle force. The recent
firing of the Command Officer of a U.S. Navy Aircraft Carrier during COVID-19 illustrated the
need for continued deckplate leadership development. The firing makes a great case of study and
forces the organization, and its stakeholders, to take a hard look at the type of deckplate leaders
needed to ensure combat readiness. The organization should ask the question, are we developing
leaders willing to make the hard decisions or leaders who want to make popular decisions?

164

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178

Appendix A
Chief Petty Officer Mission, Vision, and Guiding Principles (MVGP)

179

Appendix B
General Order No. 409

180

Appendix C
U.S. Navy Regulation Circular No. 1

181

Appendix D
Chief of Naval Operation’s Charge of Command

182

Appendix E
Chief of Naval Operation’s One Navy Team Memo

183

Appendix F
Sailor 360 leadership development (360 approach)

184

Appendix G
Interview Protocol

Organization’s Name ____________________________________________________________
Participant’s Name ______________________________________________________________
Title of Participant ______________________________________________________________
Location ______________________________________________________________________
Interviewer ____________________________________________________________________
Time Start ____________ End ____________ Total ______________

Primary Stakeholder Group Member:
Interview Introduction
“Before we start, I want to thank you for setting aside this time to participate in this study on
deckplate leadership development. I’m a doctoral student at the University of Southern
California and studying how the Navy develops its Chief Petty Officers. Your experience and
responses to the questions during this interview will help contribute to the depth of this study and
the deckplate leadership development knowledge base.”
“All information you share during this interview will remain confidential. You will not be
identified, and your comments will not be attributed or traceable back to you in any way. You
can choose to skip any question and may end the interview at any time. We are scheduled for 45
minutes; however, there is usually 15 minutes allocated at the end for follow up or any questions
that you might have.”
“Lastly, I would like your permission to record our interview. Doing so will allow me to focus
my complete attention on our interview and your responses. I would also like to give you
complete assurance, there will only be one copy of our recorded interview, and upon completion
of the study, the recording will be destroyed. May I record our interview? Before we begin, what
questions do you have of me?”

“I would like to start the interview with this first question,”
1. How do you personally define deckplate leadership?
2. What skills or knowledge do you believe an effective deckplate leader needs?
3. How important is the ability to develop others?
4. Tell me how you work or worked to develop others?
5. How important is presence in a deckplate leader?
6. Tell me how do or did you establish presence?

185

Appendix G (cont)
Interview Protocol
7. How important is setting the tone for commands?
8. Tell me how do or did you go about setting the tone?
9. How confident are you in your ability in developing others, establishing presence, and setting
the tone?
10. How confident are you in your ability overall as a deckplate leader?
11. Tell me what contributed to your level of confidence?
12. How important do you think deckplate leadership is to the accomplishment of mission
objectives?
13. What kinds of things have helped you develop your deckplate leadership skills?
14. What kind of training did you receive that you felt was most helpful to the development of
your deckplate leadership?
15. What kinds of training do you wish you had?
“Thank you. That was our final question. As we close out this interview, I would like to thank
you again for sharing you’re your time, knowledge, and experience with me. If you don’t have
any questions, thank you and have a wonderful day (or evening).”

186

Appendix H
Documents and Artifacts Collection Protocol
Document Source Requested Received
2015 Demographics: Profile of the
military community
U.S. Department of
Defense
10/6/2017 10/6/2017
2014 Navy Retention Report Snodgrass & Kohlmann 4/1/2017 4/1/2017
A Design for Maintaining Maritime
Superiority 2.0
J. M. Richards 12/27/2018 12/27/2018
A Tradition of Change: CPO initiations
to CPO 365
J. L. Leuci 4/1/2017 4/1/2017
Advancement Manual for the Enlisted
Personnel of U.S. Navy and U.S. Navy
Reserve
U.S. Chief of Naval
Personnel
7/17/2018 7/17/2018
Brilliant on the Basics
U.S. Chief of Naval
Operations
4/1/2017 4/1/2017
Chief Petty Officer 365 Development
Guide
U.S. Department of the
Navy
4/1/2018 4/1/2018
Command Senior Enlisted Leader
program
U.S. Chief of Naval
Operations
7/17/2018 7/17/2018
Comprehensive Review of Recent
Surface Fleet Incidents
W. Moran 10/18/2018 10/18/2018
Current Population Survey
U.S. Bureau of Labor
Statistics
2/1/2020 2/1/2020
Early Separation Policy
U.S. Chief of Naval
Operations
6/24/2018 6/24/2018
Evaluation & Counseling Record (E7-
E9)
U.S. Chief of Naval
Personnel
7/17/2018 7/17/2018
Laying the Keel: Developing the
Backbone of our Navy
U.S. Department of the
Navy
6/1/2019 6/1/2019
National Defense Strategy
U.S. Department of
Defense
4/9/2018 4/9/2018
Navy Leader Development Framework
version 3.0
J. M. Richards 6/1/2019 6/1/2019
Navy Performance Evaluation System
U.S. Department of the
Navy
9/2/2018 9/2/2018
Standard Organization and Regulations
of the U.S. Navy
U.S. Chief of Naval
Operations
7/17/2018 7/17/2018
Statement of Vice Admiral Robert P.
Burke to House Armed Services
Committee
U.S. House Armed
Services Committee
8/21/2018 8/21/2018
The Charge of Command J. W. Greenert 4/9/2018 4/9/2018
The Navy Leader Development
Strategy
J. W. Greenert 4/9/2018 4/9/2018

187

United States Navy Demographic Data
U.S. Department of the
Navy
12/2/2019 12/2/2019
United States Navy Uniform
Regulations
U.S. Department of the
Navy
7/17/2018 7/17/2018

188

Appendix I
Participating Chief Petty Officers Invitation to Participate in Study

INVITATION TO PARTICIPATE IN STUDY
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Deckplate Leadership: A Promising Practice Study of Chief Petty Officer Development

You are invited to participate in research concerning leader development because of your
position in an organization with promising leadership practices. Participation is voluntary, and
you have the right to withdraw from the study at any time. Thank you in advance for your
consideration. Your input will add to the depth of this study on promising leadership practices.
Contact me if you have any questions.

PURPOSE OF THE STUDY. The purpose of this promising practice study is to measure
knowledge, motivation, and organizational influences of leader development training for
deckplate leadership performance and its effect on Chief Petty Officers within the organization.
This study will address the following research questions:
1. To what extent is the organization meeting its goal of developing deckplate leadership skills?
2. What is the stakeholder knowledge and motivation related to developing deckplate leadership
performance training?
3. What is the stakeholder knowledge and motivation related to demonstrating deckplate
leadership in their practice?
4. What is the interaction between organizational culture and context and stakeholder knowledge
and motivation?
5. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?

PARTICIPANT INVOLVEMENT. If you agree to take part in this promising practice study you
will be asked to participate in a 45-minute recorded interview and/or field observation(s). The
interview may take place by phone, in-person, or a video call. You may refuse to answer any
question(s). If you don’t want to be recorded, handwritten notes will be taken. Observations may
take place during meetings or training(s).

PAYMENT/COMPENSATION FOR PARTICIPATION. You will not be paid or compensated
for this study. You have the right to not participate, refuse to answer question(s), and withdraw
from the study at any time. Your relationship with the organization will not be affected whether
you participate or not.

CONFIDENTIALITY. This is a confidential study and no personal identifiable information (PII)
will be used in this study. Your responses will be coded with a pseudonym and maintained

189

separately. The researcher will destroy interview recordings after they have been transcribed.
The University of Southern California’s Human Subjects Protection Program (HSPP) may access
the data as a review and overview process to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION. Principal Investigator: Sylvester Sullivan,
slsulliv@usc.edu (email) or 224-627-6181 (cell phone)

IRB CONTACT INFORMATION. University Park Institutional Review Board (UPIRB), 3720
South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

190

Appendix J
Participating Chief Petty Officers Invitation to Participate in Study (Email)

EMAIL INVITATION TO PARTICIPATE IN STUDY
Email: (address of participant)
Greetings,
I am a student working on my Doctorate in Education in Organizational Change and Leadership
(OCL) at the University of Southern California. For my dissertation, I am conducting an
academic promising practice study on the knowledge, motivation, and organizational influences
on leader development training and deckplate leadership performance traits and its effects on
Chief Petty Officers.

I am focusing this study on Master Chief Petty Officers who have achieved recognized levels of
experience and expertise in mission accomplishment, mentorship, and the development of others
through engaged and visible deckplate leadership that promotes command climates in keeping
with Navy ethos and core values.

I am reaching out to you because I believe you have a unique background and insight that could
help to contribute to the current body of knowledge around this important issue of deckplate
leader development.

Please see the attached document (Official Participation Invitation) for more detailed information
concerning this academic promising practice study.

Thank you for your participation.

Peace and Blessings,
Sylvester Sullivan

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Appendix K
Levels 1 and 2 Evaluation
1. How would you describe your interest in the deckplate leadership development
training during the session? (Level 1: Engagement)
2. How would you describe the relevance of the deckplate leadership development
training sessions to your role as a deckplate leader? (Level 1: Relevance)
3. How would you describe your satisfaction with the deckplate leadership development
training (Level 1: Customer Satisfaction)
4. As a deckplate leader, what are your responsibilities to a junior sailor? (Level 2:
Procedural Knowledge)
5. What is the significance of facilitating the training sessions as recommended,
encouraging active participation from the Mess, and managing discussion time wisely to
complete the training sessions in the allotted time? (Level 2: Procedural Knowledge)
6. What value does deckplate leadership bring to a Mess or a Command? (Level 2:
Attitude)
7. How do you feel about your ability to access resources that are available to help in the
deckplate leadership development training? (Level 2: Confidence)
8. Why is it important for all deckplate leadership training participants to commit to
reciting the sailors Creed at the beginning of every training session? (Level 2: Commitment)

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Appendix L
Blended Evaluation (Level 1, 2, 3, 4)
1. What training information was most relevant to your role as a deckplate leader? (Level
1 Relevance)
2. What training information was least relevant to your role as a deckplate leader? (Level
1 Relevance)
3. What training information should be added to this training in the future to increase its
relevance to deckplate leadership development? (Level 1 Relevance)
4. What are the characteristics of an effective deckplate leader? (Level 2: Procedural
Knowledge)
5. How has your confidence in using your deckplate leadership skills on the job changed
since the training session? (Level 2 Confidence)
6. Why is it important to continue alignment of on-the-job deckplate leader development
training Plan of Action & Milestones (POA&M) with Sailor 360? (Level 3: Transfer)
7. Why is it important to continue to develop on-the-job deckplate leader development
objectives, requirements, and training methods aligned with Sailor 360? (Level 3: Transfer)
8. Why is it important that peer facilitated on-the-job deckplate leader development
training performance topics continue to reflect competence, character, and Brilliant on the
Basics? (Level 3: Transfer)
9. How do demonstrating the “to-be-learned” behaviors or strategies relate to deckplate
leadership and Brilliant on the Basics? (Required Driver: Reinforcing)

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Appendix L (cont)
Blended Evaluation (Level 1, 2, 3, 4)
10. How would you describe the level of encouragement you’ve experienced related to
deckplate leadership training modeling, frequency, and utility value? (Required Driver:
Encouraging)
11. What are your thoughts concerning Chief Petty Officer social protocols such as The
Chief’s Pinning Ceremony and The Khaki Ball? (Required Driver: Rewarding)
12. Who is responsible for monitoring and reviewing of organizational messages,
rewards, and policies as they relate to on-the-job deckplate leadership training and how often
should they check? (Required Driver: Monitoring)
13. What are the key elements of a Chief Petty Officer leader development on-the-job
training Plan of Action & Milestones (POA&M)? (Level 4: Internal Outcome)
14. What considerations are required to ensure Chief Petty Officer leader development
on-the-job training is established at the command level? Do you have a program established at
your command? (Level 4: External Outcome)

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Appendix M
Integrated Implementation and Evaluation Plan
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The framework for this study’s integrated implementation and evaluation plan was rooted
in Kirkpatrick’s (2016) New World Model. There are four levels of training ranked from highest
to lowest (Kirkpatrick & Kirkpatrick, 2016). Level 4 addresses results and concentrates on
evaluating fulfillment of planned outcomes through the provided training and support. Next,
Level 3 focuses on behavior and to what degree the participants can transfer what they learned to
their on-the-job experience. Level 2 concentrates on learning and determines the attitude,
commitment, confidence, knowledge, and skills participants developed from the training and
support provided. Finally, Level 1 centers on reaction and estimates the degree to which
participants identify the training to be favorably engaging and relevant to their job (Kirkpatrick
& Kirkpatrick, 2016). The New World model presents a structure that governs the
implementation and evaluation framework for the study.
Organizational Purpose, Need, and Expectations
The mission of Force Command is to provide, through augmentation and reinforcement, a
force that supports the primary mission of the organization. The primary role of Force Command
Chief Petty Officers is to develop others, demonstrate a visible and engaging presence, and set
the tone for commands. Sailor 360 and Brilliant on the Basics supports the Chief of Naval
Operations’ Design for Maintaining Maritime Superiority (Richardson, 2018). The
organization’s mission, vision, values, and strategic plan support the need to continue to develop
leaders of competence, character, and connections.

195

Appendix M (cont)
Integrated Implementation and Evaluation Plan
This study assessed the knowledge, motivation, and organizational needs related to the
goal of achieving deckplate leadership development for Chief Petty Officers. Multiple
stakeholders benefit from this goal including Junior Enlisted, Junior Officers, Senior Officers,
and Flag Officers. However, the focus of this study is the Chief Petty Officer and covers E7, E8,
and E9 military paygrades. Proposed recommendations include continued utilization of job aids
that support the on-the-job training practices, continued development of training that
demonstrates deckplate leadership performance behaviors, and continuing to provide job aids
that include communication and reiteration of the value and vision of on-the-job deckplate
leadership development.
Level 4: Results and Leading Indicators
Leading indicators provide organizations with targeted outcomes and a methodology of
monitoring and tracking their results (Kirkpatrick & Kirkpatrick, 2016). Therefore, when internal
outcomes are achieved, then external outcomes are achieved as well. Table 36 outlines the
proposed Level 4 results and leading indicators, including the internal outcomes and the external
outcomes.
Table 36
Outcomes, Metrics, and Methods for External and Internal Outcomes

196

Appendix M (cont)
Integrated Implementation and Evaluation Plan

197

Appendix M (cont)
Integrated Implementation and Evaluation Plan

198

Level 3: Behavior
Critical behaviors. Critical behaviors are leadership actions that Chief Petty Officer
regularly demonstrate to affect the outcomes framed in level four (Kirkpatrick & Kirkpatrick,
2016). Each critical behavior aligned with the Chief Petty Officer’s Mission, Vision, and
Guiding Principles and their commitment to deckplate leader development. The first critical
behavior is that Chief Petty Officer will continue to conduct alignment of on-the-job training
deckplate leadership development Plan of Action & Milestones (POA&M) with Sailor 360 and
Brilliant on the Basics practices. The second critical behavior is that Chief Petty Officer will
continue to develop on-the-job training deckplate leadership development that includes
objectives, requirements, training methods and topics aligned with Sailor 360 and Brilliant on the
Basics practices. The third critical behavior is that Chief Petty Officer will continue peer-
facilitated deckplate leadership performance behavior topics that reflect competence, character,
connections, and Brilliant on Basics. Table 37 provides each critical behavior, measure of
success, data collection methods, and their frequency.
Table 37
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing

199

1) Chief Petty
Officers will
continue to conduct
alignment of on-the-
job leader
development training
Plan of Action &
Milestones
(POA&M) with
Sailor 360 and
Brilliant on the
Basics
Most recent Chief
Petty Officer
deckplate leader
development on-the-
job training Plan of
Action & Milestones
(POA&M)
Master Chiefs or
Senior Enlisted
Advisors, along with
their Chief Petty
Officer’s Mess, will
continue to evaluate
their Chief Petty
Officer deckplate
leader development on-
the-job training Plan of
Action & Milestones
(POA&M) and
document review date
in POA&M
Annually (Oct 1)
or
After every Change
of Command (New
Commander)
or
Update to Navy
instruction(s)
or
New MCPON
guidance
or
Master Chief/Senior
Enlisted Advisor
direction
or
Start of Sailor 360
Phase II (May-June)
or
Whichever is the
most recent
2) Chief Petty
Officers will
continue to develop
on-the-job deckplate
leader development
training that includes
objectives,
requirements,
training methods
aligned with Sailor
360 and Brilliant on
the Basics
Most recent Chief
Petty Officer
deckplate leader
development on-the-
job training Plan of
Action & Milestones
(POA&M)
objectives,
requirements, and
training methods
Master Chiefs or
Senior Enlisted
Advisors, along with
their Chief Petty
Officer’s Mess, will
continue to assess their
Chief Petty Officer
deckplate leader
development on-the-
job training Plan of
Action & Milestones
(POA&M) objectives,
requirements, training
methods, and annotate
assessment date in
POA&M
Annually (Oct 1)
or
After every Change
of Command (New
Commander)
or
Update of Navy
instruction/guidance
or
Master Chief/Senior
Enlisted Advisor
direction
or
Start of Sailor 360
Phase II
or
Whichever is the
most recent

200

3) Chief Petty
Officers will
continue peer-
facilitated on-the-job
deckplate leadership
performance topics
that reflect
competence,
character,
connections, and
Brilliant on Basics
Most recent Chief
Petty Officer
deckplate leader
development on-the-
job training Plan of
Action & Milestones
(POA&M) training
topics and peer
facilitator roster and
qualification(s)
Master Chiefs or
Senior Enlisted
Advisors, along with
their Chief Petty
Officer’s Mess, will
continue to review
their Chief Petty
Officer deckplate
leader development on-
the-job training Plan of
Action & Milestones
(POA&M) training
topics and peer
facilitator roster and
qualification(s) and
annotate review date in
POA&M
Annually (Oct 1)
or
After every Change
of Command (New
Commander)
or
Update of Navy
instruction/guidance
or
Master Chief/Senior
Enlisted Advisor
direction
or
Start of Sailor 360
Phase II
or
Start of every
training session

Required Drivers
Required drivers are components of support and accountability that reinforce, encourage,
monitor, and reward critical behaviors that ultimately produce the desired level four (Kirkpatrick
& Kirkpatrick, 2016). Chief Petty Officers have sufficient knowledge of developing others,
demonstrating a visible and engaging presence, and setting the tone for commands. Further,
Force Command has accountability measures or incentives in place that support Chief Petty
Officers’ execution of such policies and practices. The required drivers identified in Table 38
support Chief Petty Officers’ execution of critical behaviors through on-the-job training aids,
which include leader development training rationales that highlight the value of demonstrating
deckplate leadership, and, facilitated by peers modeling, desired deckplate leadership
performance behaviors.

201

Table 38
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Continue to provide Chief
Petty Officers on-the-job
training in the form of job-
aids facilitated by peers that
present and promote the
performance behaviors that
define deckplate leadership
enabled through the
execution of Brilliant on
Basics (SAILOR)

Sponsorship (Inbound)
Assign (Assign a mentor)
Indoctrination (Command)
Leadership (Career Boards)
Ombudsman (Civilian)
Recognition (Awards)

Ongoing 1,2,3

202

Continue to provide Chief
Petty Officers on-the-job
training in the form of job
aids facilitated by peers who
model the “to-be-learned”
behaviors that set forth steps
of how to demonstrate an
ability to develop others as
enabled through the
execution of Brilliant on
Basics (SAILOR)

Sponsorship (Inbound)
Assign (Assign a mentor)
Indoctrination (Command)
Leadership (Career Boards)
Ombudsman (Civilian)
Recognition (Awards)

Ongoing 1,2,3
Continue to provide Chiefs
on-the-job training in the
form of job aids facilitated by
peers who model the “to-be-
learned” behaviors that set
forth steps of how to
demonstrate an engaging and
visible presence as enabled
through the execution of
Brilliant on Basics (SAILOR)

Sponsorship (Inbound)
Assign (Assign a mentor)
Indoctrination (Command)
Leadership (Career Boards)
Ombudsman (Civilian)
Recognition (Awards)

Ongoing 1, 2, 3

203

Continue to provide Chiefs
on-the-job training in the
form of job-aids facilitated
by peers who model the “to-
be-learned” behaviors that set
forth steps for how to
demonstrate an ability to set a
positive tone as enabled
through the execution of
Brilliant on Basics (SAILOR)

Sponsorship (Inbound)
Assign (Assign a mentor)
Indoctrination (Command)
Leadership (Career Boards)
Ombudsman (Civilian)
Recognition (Awards)

Ongoing
Encouraging
Continue to include
rationales about the
importance and utility value
of demonstrating deckplate
leadership performance
behaviors.

Ongoing 1,2,3
Continue to use models to
demonstrate, provide guided
practice, and targeted
feedback on deckplate
leadership performance
behaviors
Ongoing 1,2,3
Continue to conduct regularly
scheduled deckplate
leadership development
sessions per POA&M for the
congregation of peers,
mentors, and protégées to
allow room for discussion(s)
Ongoing 1,2,3

204

Rewarding
Continue to conduct Chief
Petty Officer social protocol
functions and gatherings,
such as the Khaki Ball
(pseudo-formal Chief Petty
Officer celebration
welcoming new Chief Petty
Officers to the mess), to
recognize the impact of the
Chief Petty Officer as it
relates to Navy customs,
tradition, and ceremony
Annually
Every 90 days until the end of
the fiscal year 2019
(September 2019)
1,2,3
Continue to conduct Chief
Petty Officer pinning
ceremony (formal ceremony
frocking new Chief Petty
Officer allowing them to
wear their new Chief Petty
Officer’s uniform)
Annually
Every 90 days until the end of
the fiscal year 2019
(September 2019)
1,2,3
Monitoring
Continue to periodically
check that the on-the-job
training deckplate leadership
development vision and goals
of the organization are
aligned.
Ongoing 1,2,3
Continue to monitor
organizational messages,
rewards, policies, and
practices that govern the on-
the-job training for deckplate
leadership development.
Ongoing 1,2,3

205

Continue review of POA&M
ensuring on-the-job training
for deckplate leadership that
development is relevant and
aligns with Sailor 360 and
Brilliant on Basics
Annually (Oct 1)
or
After every Change of
Command (New Commander)
or
Update of Navy
instruction/guidance
or
Master Chief/Senior Enlisted
Advisor direction
or
Start of Sailor 360 Phase II
or
Start of every training session
1,2,3
Continue assessment of
POA&M to ensure on-the-job
training deckplate leadership
development requirements
are satisfied per the Design
for Maintaining Maritime
Superiority, Navy Leader
Development Framework
Laying the Keel, Sailor 360,
and Brilliant on the Basics
Annually (Oct 1)
or
After every Change of
Command (New Commander)
or
Update of Navy
instruction/guidance
or
Master Chief/Senior Enlisted
Advisor direction
or
Start of Sailor 360 Phase II
or
Start of every training session
1,2,3

Organizational support. The recommendations identified in this study reflect complete
support from the organization in which it provides the resources and accountability measures
necessary to ensure an effective deckplate leadership development practice. Force Command is a
highly structured hierarchical organization with a top-down communication framework. The
commitment to deckplate leadership development is a shared goal throughout the organization.
Therefore, Force Command’s deckplate leadership development policy and practice originate
from the top down. Organizational regulations dictate subordinate compliance with orders and

206

direction from higher authority. Consequently, Commanding Officers support Chief Petty
Officers’ critical behaviors through the authorization and utilization of command spaces,
material, policy, messages, and time to train. Lastly, one of the most critical aspects of
organizational support is the appearance and demonstration of the Commanding Officer’s
outward endorsement and support, verbally and physically, throughout the organization. The
support of the Commanding Officer allows Chief Petty Officers to be successful in their
endeavor to facilitate on-the-job training for deckplate leadership development by removing
potential organizational barriers such as policy, messaging, and mission alignment.
Level 2: Learning
Learning goals. Chief Petty Officers possess specific knowledge and skills that enable their
execution of the critical behaviors identified in Table 37 (Kirkpatrick and Kirkpatrick, 2016).
The continuance of context-specific recommended solutions makes it possible for Chiefs to:
1. Define deckplate leadership (Declarative Knowledge)
2. Demonstrate an ability to develop others (Procedural Knowledge)
3. Demonstrate an engaging and visible presence (Procedural Knowledge)
4. Demonstrate an ability to set a positive tone (Procedural Knowledge)
5. See the value in demonstrating deckplate leadership (Utility-Value)
6. Feel confident in their ability to demonstrate deckplate leadership (Self-Efficacy)
Brilliant of Basics. The learning goals listed in the previous section continue through the
execution of a deckplate leadership development practice that builds on foundational training.
Deckplate leadership development practice like Sailor 360 builds on prior training and broadens
the leader development process through on-the-job training. Because the development practice is
on-the-job, it affords Commanding Officers the flexibility to design local iterations of training to
meet command-specific mission requirements and outcomes. Central to guiding the deckplate
leadership development of Chief Petty Officers, emphasized as component of Sailor 360, is

207

Brilliant on the Basics. The practice of Brilliant on the Basics from a Chief Petty Officer's
perspective enables a structured approach to demonstrate the critical behaviors annotated in
Table 37. Brilliant on the Basics uses the acronym SAILOR to align and guide a unity of effort
toward deckplate leadership development and retention. Figure 6 shows general information
related to the Brilliant on the Basics and the SAILOR acronym.
Figure 6
Brilliant on the Basics (SAILOR)

Sponsorship. Sponsorship provides a solid foundation for newly reporting sailors and
their families. Command Sponsor Program responsibilities begin upon receipt of orders to a new
duty station and continue as the sailor becomes a part of the new duty station and is fully
cognizant of all policies, programs, services, and responsibilities available through the command.
Proactive interaction by a sponsor and Ombudsman reduces many issues and concerns before the
sailor and family arrive on station. The goal of the Navy’s sponsorship program is making each
sailor and their families feel like a genuine part of their new duty station. The Navy asserts that a

208

smooth transition from an old duty station to a new duty station cultivates family commitment to
support the sailor and ensures success for all stakeholders.
Assign a Mentor. Assigning a mentor is a crucial component of Brilliant on the Basics.
It has proven to be a cornerstone for the Navy’s successful Petty Officers, Chief Petty Officers,
and Officers. The assigning of a mentor through a command program establishing a command
instruction for a formal program can provide essential guidance and expectations that enable
leadership growth and development while creating a culture of Shipmates helping Shipmates.
Providing this guidance also ensures that routine engagements occur to ensure the success of the
program that includes monthly monitoring and evaluation. A natural occurrence that develops as
junior sailors learns through a formal program to reach out to those they desire to emulate.
Mentorship is a selection process made by either mentor or protégé. This selection usually occurs
through respect for the leadership observed, or the potential seen through work ethic and
determination to excel. When a subordinate observes another sailor displaying traits they admire,
they are more likely to seek guidance from that sailor. The reverse is possible for a senior person
who observes a hard-working individual with a desire to learn. This method is one of respect and
integrity, where honor, courage, and commitment must prevail to eliminate the potential for
inappropriate relationships.
Indoctrination. Indoctrination Program is the Navy’s official program to facilitate the
integration of sailors into their new working and living environment. Commands are responsible
for ensuring indoctrination for all assigned personnel within 30 days of reporting or within three
drill weekends. The official verbalization of command mission policy and standards takes place
at this required command-level course of instruction. Chief of Naval Operations has provided
guidelines to allow each command to tailor this training to their specific platform and mandates

209

the inclusion of Navy Pride and Professionalism information in the course. Indoctrination also
sets the tone of expectation for sailors and leadership. This process is essential to set professional
development goals and command expectations. When sailors have a clear understanding of job
requirements and the command mission, they perform better. Indoctrination correlates with long
term success, personally and professionally. Including spouses in the indoctrination process can
also provide high returns in family support and understanding. A well-organized indoctrination
program lays the foundation for a successful and rewarding tour for our sailors and families.
Leadership. Leadership represents Career Development Boards. Leadership
involvement, primarily by the command senior enlisted advisor or leader (CMC/COB/CSC), the
Chief’s Mess, and the Command Career Counselor (CCC), is critical to the success of every
sailor. The Navy mandates Career Development Boards within 30 days of a sailor reporting on
board, and again at 6 and 12 months. Reserve Component sailors must have a Career
Development Board before completion of their third drill weekend. Career Development Board
membership includes but is not limited to the Command Senior Enlisted Leader, Command
Career Counselor, Education Services Officer, Department and Division Leading Chief,
Department and Division Career Counselor, Division Officer, Leading Petty Officer, and most
importantly, the sailor. An effective Career Development Board will include information and
discussion on watch and warfare qualifications, education, advancement, pay and financial
management, family readiness, rating health, Perform To Serve process and considerations,
Learning and Development Roadmap, command expectations, and defining the sailor’s personal
and professional goals. The Career Information Management System (CIMS) tracks Career
Development Board recorded notes to ensure progress is monitored and can be reviewed by
commands that sailors may transfer to beyond their current command.

210

Ombudsmen. The ombudsmen, professionally trained information and referral
volunteers, are the vital two-way communication link between the command and family
members. The Role of the Ombudsman includes:
• Personalized support and guidance to command families in adapting to the challenges of a
mobile military lifestyle and extended operations in meeting the Navy's maritime strategy.
• Resource referrals and resolution assistance on family issues before they become a crisis.
• Family assistance and coordination in preparing for deployments.
• Attending Ombudsman Assembly and advanced training sessions which enable Ombudsmen to
expand knowledge and improve skills.
It is the responsibility of each command to ensure that command family members have access to
the services of an Ombudsman by appointing sufficient Ombudsmen to provide the necessary
support. Small commands or tenant commands may make arrangements to share Ombudsman
services with another command or the installation command.
Recognition. Recognition of a sailor or civilian is a continuous process. Recognition
includes specific action awards, Flag Letters of Commendations, Letters of Appreciation,
highlighting accomplishments in the Plan of the Day and other public venues, or nominations for
special programs. Be creative, praise in public, and make sure sailors know they are appreciated
and valued. The Power of Positive leadership is infectious, and every leader has the tools of
recognition available to them to ensure outstanding performance is reinforced and always
appreciated. Meritorious Mast is for publicly and officially commending a member of the
command for noteworthy performance of duty. A Commanding Officer can recognize sailors for
outstanding performance at mast. Such a proceeding is called a "meritorious mast." Recognition
may extend to the civilians of the Navy team. Awards help document the performance

211

justification during performance reviews and ensure the proper rewarding of sailors and
civilians.
Evaluation of the components of learning.
Demonstrating declarative and procedural knowledge is often necessary as a precursor to
applying the knowledge to solve problems. Thus, it is essential to evaluate learning of declarative
and procedural knowledge taught. It is also vital that learners value the training as a prerequisite
to using their newly learned knowledge and skills on the job. However, they must also be
confident that they can succeed in applying their knowledge and skills and be committed to using
them on the job. As such, Table 39 lists the recommended evaluation methods and timing for
these components of learning.
Table 39
Recommended Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using question and answer
(Q&A) prompts during individual and group
“instruction” facilitated by peer models
Periodically during the execution of Sailor
360 training sessions
Knowledge checks using question and answer
(Q&A) prompts during individual and group
“activities” facilitated by peer models
Periodically during the execution of Sailor
360 training sessions
Procedural Skills “I can do it right now.”
Demonstration of the skill to develop others
via teach-back activity and feedback from
peers
Periodically during group and individual
execution of Sailor 360 training sessions

212

Demonstration of the skill to present an
engaging presence via teach-back activity and
feedback from peers
Periodically during group and individual
execution of Sailor 360 training sessions
Demonstration, in groups and individually, of
the skill to establish a positive tone via teach-
back activity and feedback from peers
Periodically during group and individual
execution of Sailor 360 training sessions
Attitude “I believe this is worthwhile.”
Comments from participants on the value in
learning on-the-job deckplate leadership
Periodically during group and individual
execution of Sailor 360 training sessions
Comments from participants on the value in
demonstrating on-the-job deckplate leadership
Periodically during group and individual
execution of Sailor 360 training sessions
Confidence “I think I can do it on the job.”
Discussions following prompts during
individual and group “instruction.”
Periodically during group and individual
execution of Sailor 360 training sessions
Discussions following prompts during
individual and group “activities.”
Periodically during group and individual
execution of Sailor 360 training sessions
Commitment “I will do it on the job.”
Affirm the sailors Creed (All participants) Beginning of every Sailor 360 training session
Discussions about deckplate leadership
development goals
Periodically during group and individual
execution of Sailor 360 training sessions

Level 1: Reaction
Assessing the level of participants’ engagement, relevance, and satisfaction in terms of the
training programs is considered a level 1 evaluation (Kirkpatrick & Kirkpatrick, 2016). Table 40
identifies the components recommended to collect the reactions of Chief Petty Officers to
deckplate leadership development practices.

213

Table 40
Recommended Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observation by facilitator Periodically during group and individual
execution of Sailor 360 training sessions
Interview participants Periodically after group and individual
execution of Sailor 360 training sessions
Attendance tracking Periodically during group and individual
execution of Sailor 360 training sessions
Relevance
Observation by facilitator Periodically during group and individual
execution of Sailor 360 training sessions
Interview participants Periodically after group and individual
execution of Sailor 360 training sessions
Customer Satisfaction
Observation by facilitator Periodically during group and individual
execution of Sailor 360 training sessions
Interview participants Periodically after group and individual
execution of Sailor 360 training sessions

Evaluation Tools
Formative and summative assessment techniques are recommended to assess the level 1 reaction
of Chief Petty Officers to Sailor 360 deckplate leadership development practices in the areas of
engagement, relevance, and satisfaction. Formative assessment involves using evaluation tools

214

during or immediately following the training, while summative assessment includes the
utilization of evaluation tools up to a couple of weeks after the training session (Kirkpatrick &
Kirkpatrick, 2016). The recommended assessment and timing of implementing the evaluation
tools are summarized below.
Immediately following the program implementation. Observation and knowledge
check by the facilitator should be used to assess the Force Command Chief Petty Officers’
reaction to the Sailor 360 on-the-job training sessions. The facilitator of the training should
observe the degree to which the participants were receptive to the model trainer. The facilitator
should conduct a knowledge check during the training session to quickly assess the Chief Petty
Officers in terms of training efficiency and effectiveness. Additionally, the facilitator’s
observation and knowledge check should assess Chief Petty Officers’ reaction to how the
training was going and if they were finding the training to be useful. The facilitator should use
this information to assess the overall reaction to the training program and relate findings to the
researcher(s).
Delayed for a period after the program implementation. A blended evaluation
approach should be used within a month of completion of the training session. Feedback from
Chief Petty Officers should be captured in the organization’s training Plan of Action &
Milestones (POA&M). A Chief Petty Officers’ meeting should be conducted at a location that
allows the research(s) to attend. The researcher(s), within operational security protocols should
be allowed to review the training POA&M on site but could not retain a copy. During the
meeting, Chief Petty Officers who participated in the previous training should be queried to
assess the four levels of training outlined in the New World Model. Appendix O provides an
example of the blended evaluation approach.

215

Data Analysis and Reporting
It is recommended that the Level 4 goal be measured by monitoring the number of trainings, job
aids, and supportive interactions that occur. The reviewer (peer models) should monitor the
number of job aids provided, feedback and coaching conducted, and acknowledgments that
occurred during individual supervision and group meetings. An example of POA&M is provided
below as a recommendation to be used as an accountability tool to measure and monitor
progress. The POA&M serves as a hard data tool or document for additional data analysis and
reporting.

Abstract (if available)

Abstract As the U.S. Navy seeks to grow a suitable battle force with a corresponding workforce, deckplate leaders must demonstrate a visible and engaging presence, develop others, and set the tone for commands. The Navy Chief Petty Officers, led by their mission, vision, and guiding principles, represent the essence of deckplate leadership. The Navy Chief Petty Officers function as strategic, operational, and tactical middle-management deckplate leaders who exercise a high degree of influence on the workforce. The Navy, as an organization, recognizes the importance of effective leadership to the workforce and has established on-the-job training strategies and frameworks to achieve its leader development goals. The purpose of this study is to measure knowledge, motivation, and organizational influences of deckplate leadership development and its effect on Chief Petty Officers’ ability to demonstrate deckplate leadership in their practice. The critical analysis of deckplate leadership allows for examination of policy and practices designed to build deckplate leaders. The stakeholder group interviewed for this study was 25 Chief Petty Officers. The sample was selected using a purposeful snowball method and included active duty, reserve, and retired Chief Petty Officers, ranging from pay grades E7 through E9. Documents and artifacts were studied to determine the current status of the stakeholders’ and organization’s efforts in terms of deckplate leadership development. The findings revealed an on-the-job training program that uses robust policy and practice to meet its leader development goals. The findings also revealed that participating Chief Petty Officers were knowledgeable and motivated in terms of their ability to demonstrate deckplate leadership. Future research may include a focus on a) leader development execution earlier in the career progression, b) the intersection of gender with race/ethnicity, c) analysis across multiple command types, and d) a research method that includes a triangulation method that includes observations.

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Asset Metadata

Creator Sullivan, Sylvester (author)

Core Title Deckplate leadership: a promising practice study of chief petty officer development

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/25/2020

Defense Date 06/24/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag chief petty officers,deckplate leadership,Development,Knowledge,middle management,Military,Motivation,OAI-PMH Harvest,on-the-job training,organization,U. S. Navy

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Canny, Eric (committee member), Phillips, Jennifer (committee member)

Creator Email seatrojanone@gmail.com,sylvesterlsullivan@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-339292

Unique identifier UC11663519

Identifier etd-SullivanSy-8757.pdf (filename),usctheses-c89-339292 (legacy record id)

Legacy Identifier etd-SullivanSy-8757.pdf

Dmrecord 339292

Document Type Dissertation

Rights Sullivan, Sylvester

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA