VGT 1

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WHAT WE ARE TRYING TO ACCOMPLISH

• Learn how to develop subordinates according to
  the dimensions that define effective leadership
• Improve skills for using the observe, assess,
  coach, counsel model
• Inspire ourselves to become committed to leader
  development

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HOW WE ARE GOING TO ACCOMPLISH IT

• Apply the observe, assess, coach, and counsel
  model to classroom exercises
• Develop an assessment summary by combining
  multiple assessments and determining overall
  strengths and weaknesses, potential causes, and
  potential actions
• Role-play developmental counseling sessions

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TERMINAL LEARNING OBJECTIVE

• TASK Provide assessments to develop a
  subordinate
• CONDITION In a classroom environment, given
  instruction about leadership doctrine, small
  group discussions, and practical exercises
• STANDARD While serving as a platoon leader or
  platoon sergeant, soldier completed a leadership
  task per the guidance outlined in FM 22-100

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HOW YOU WILL BE EVALUATED

• Assessment reports reflecting an unbiased record
  of observations made of videoclips
• Assessment summary combining all observations to
  determine overall strengths and weaknesses,
  potential causes, and potential developmental
  actions

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THE LEADER
of Character and Competence ACTS...
Be Know Do
VALUES
ACTIONS
SKILLS
ATTRIBUTES
to Achieve Excellence
Loyalty Mental Duty Physical Respect Emotion
al Selfless Service Honor Integrity Personal
Courage
Interpersonal Influencing Conceptual
Operating Technical
Improving Tactical
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Army Values
Loyalty Bear true faith and allegiance to the
U.S. Constitution, the Army, your unit and other
soldiers. Duty Fulfill your obligations. Respe
ct Treat people as they should be
treated. Selfless Service Put the welfare of
the nation, the Army, and your subordinates
before your own. Honor Live up to all the Army
values. Integrity Do whats right, legally and
morally. Personal Courage Face fear, danger,
or adversity (Physical or Moral)
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Attributes
Will Self-Discipline Initiative
Judgment Confidence Intelligence Cultural
Awareness
Mental
BE
Health Fitness Physical Fitness Military
Bearing Professional Bearing
Physical
Self-control Balance Stability
Emotional
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CULTURAL AWARENESS

• Mental attribute of a leader
• Leaders should focus on the similarities and
  differences between individuals
• Leaders need to make use of the different talents
  individuals with different backgrounds bring to
  the team

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Skills
KNOW
Technical
Interpersonal
Tactical
Conceptual
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Leader Actions
Improving Developing Building Learning
DO
Influencing Communicating Decision
Making Motivating
Operating Planning Executing Assessing
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LEADERSHIP CORE DIMENSIONS
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TRANSLATING DIMENSIONS TO OBSERVATIONS

• () (-)
• VALUES (INTEGRITY)
• HE'S TRUTHFUL, EVEN IF IN TROUBLE HE LIES UNDER
  PRESSURE
• ATTRIBUTES (MIL BEARING)
• APPEARANCE ALONE INSPIRES BAD UNIFORM, NO
  ENERGY
• SKILLS (TECHNICAL)
• STICKS TO AND USES TLPS CAN'T LAY HIS MORTAR
• ACTIONS (DEVELOPING)
• WENT TO COLLEGE CLASSES BLEW OFF THE HOMEWORK

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SESSION I, SUMMARY

• Why is subordinate development such an
  important leader responsibility and who benefits?
• What do the 23 core leadership dimensions have
  to do with leadership development?
• How do we go about developing our subordinates
  to achieve their full leadership potential?

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DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership
actions
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OBSERVATIONS

• All acts (verbal and nonverbal), appearances, and
  actions are valid opportunities for assessment
• Ensure observations are complete
• Observations must be objective

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OBSERVATION (Cont)

• Note and record elapsed time
• Note actions NOT taken. They are equally
  important
• Use direct quotes when possible
• Use bullet comments rather than complete
  sentences
• Record behaviors in chronological sequence
• Do not allow winning, losing, or mission
  accomplishment to influence recorded behaviors
• Use START format

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START ACRONYM

• S - SITUATION Record the situation in which
• the leader is involved
• T - TASK Describe the task assigned to the
• leader
• A - ACTION As accurately as possible, record
• all actions taken by the leader during the
  accomplishment of the task
• R - RESULT What resulted from the leaders
• actions?
• T - TIME Include the date, time and duration
  of
• the event

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EXAMPLESUsing START Format
RIGHT
WRONG

• S
• T
• A
• R
• T

FTX AT THE LDR REACTION CRS EXECUTE LEADER
REACTION CRS SGT SMITH ANALYZED THE REQTS,
DEVELOPED A PLAN, AND BRIEFED IT TO SQD
MEMBERS PLAN WAS ISSUED USING 5 PARA. FORMAT.
SQUAD MEMBERS HAD CLEAR TASKS TO DO. SQUAD
EXECUTED 3 STATIONS TO STANDARD. 12 SEPT 98
2200-2300 HRS.
RAINY, COLD, NO SLEEP HARD PHYSICAL AND MENTAL
TASK SQD FAILED TO ACCOMPLISH TASK IN ALLOTTED
TIME. SQUAD HAD TO RE-DO THE TASK
TWICE. NIGHT TIME.
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CLASSIFY BEHAVIORS

• Use all written, verbal, and nonverbal
  information
• Use leadership dimension definitions and
  associated behaviors
• Though a behavior may fit more than one
  dimension, list it under the most appropriate one
  (best fit)

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RATING BEHAVIORS

• E EXCELLENT. EXCEEDS REQUIREMENTS FOR
  SUCCESSFUL TASK ACCOMPLISHMENT.
• S SATISFACTORY. MEETS REQUIREMENTS FOR
  SUCCESSFUL TASK ACCOMPLISHMENT.
• NI NEEDS IMPROVEMENT. DOES NOT MEET
  REQUIREMENTS FOR SUCCESSFUL TASK
  ACCOMPLISHMENT.

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COACHING AND PROVIDING FEEDBACK

• Be knowledgeable of the leadership dimensions
• Be able to communicate your thoughts
• Be trustworthy
• Be positive
• You are a facilitator you may not have all the
  right answers

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SESSION II, SUMMARY

• Plan where and when to OBSERVE subordinate
• performance
• RECORD performance using the START format
• CLASSIFY behaviors by applying leadership
• doctrine
• RATE behaviors guided by performance
• indications
• Provide FEEDBACK along the way - COACH!
• Develop plan of action - DEVELOPMENTAL COUNSELING
  

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DEVELOP AN ASSESSMENT SUMMARY

• Use the Developmental Counseling Form attach
  applicable assessment reports
• Summarize the ratings, by dimension
• Identify overall strengths and weaknesses
• Identify potential cause(s) for weaknesses
• Identify potential action(s) to maintain
  strengths and address areas that require
  improvement

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DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership
actions Step 2 - Assess and compare what you see
to performance indicators classify the
observations to determine if the behavior
exceeds, meets, or fails to meet the standard
Step 3 - Coach the subordinates - tell the
subordinates what you saw and give them a chance
to assess themselves Step 4 - Conduct
developmental counseling
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COUNSELING
Subordinate-centered communication that outlines
actions necessary for subordinates to achieve
individual and organizational goals.

• Why should counseling lead to achievement of
  goals?

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SUBORDINATE-CENTERED (TWO-WAY) COMMUNICATION
Subordinates assume an active role in the
counseling session and maintain responsibility
for their actions. The following skills assist
leaders in subordinate-centered counseling -
Active Listening - Responding - Questioning

• Why should the subordinate be active in the
  session?

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LEADER ATTITUDES FOR EFFECTIVE ACTIVE LISTENING

• Stop talking
• Look and act interested
• Remove distractions
• Be patient
• Hold your temper or opinions
• Use non-verbal skills

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FACTORS THAT LIMIT OUR ABILITY TO FULLY LISTEN

• Doing something while the subordinate is talking
• Inability to stay quiet
• Selective listening
• Ignoring non-verbal message(s)
• Biases

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THE LEADER AS A COUNSELOR
Leaders have a responsibility to develop their
subordinates. During counseling, the leader acts
primarily as a helper, not a judge.

• When should a leader counsel to develop
  subordinates?
• How can a leader be both an evaluator/judge and a
  helper/counselor?

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THE LEADER AS A COUNSELOR (Cont)
The following qualities help the leader to assume
an effective role during counseling - Respect
for subordinates - Self and Cultural Awareness -
Credibility - Empathy

• How do these qualities assist leaders in
  counseling?

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APPROACHES TO COUNSELING

• Directive
• Non-directive
• Combined

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COUNSELING TECHNIQUES

• Suggesting alternatives
• Recommending
• Persuading

• Advising
• Corrective training
• Commanding

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Counseling Cycle Continuous Process
EXIT INTERVIEW
OER / NCOER
ARRIVE AT UNIT
- Sponsorship
- Reception and Integration
Initial OER / NCOER Counseling (30 days)
PATHWAY TO SUCCESS
JODSF / NCOER Checklist
JODSF / NCOER Checklist
Personal Issues
Event Non-select for school / promotion
Periodic Review of OER Support Form (Rater/ SR
Rater)
JODSF/NCOER Checklist
MIDPOINT 6 MONTHS
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THE STAGES OF A COUNSELING SESSION
1. OPEN THE SESSION Identify the purpose and
establish a constructive and subordinate-centered
tone. 2. DISCUSS THE ISSUE Help the
subordinate develop an understanding of the
issues and viable goals to effectively deal with
them. 3. DEVELOP A PLAN Develop an action
plan with subordinate. The plan that evolves
from the counseling process must be
action-focused, and facilitate both leader and
subordinate attention toward resolving the
identified developmental needs. 4. CLOSE THE
SESSION Discuss the implementation, including
the leaders role in supporting the subordinates
effort. Gain the subordinates commitment to the
plan. Ensure plan is specific enough to drive
behaviors needed to affect the developmental
needs.
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PREPARATION FOR COUNSELING
1. Select a suitable place 2. Schedule the
time 3. Notify the subordinate well in
advance 4. Organize the information 5.
Outline the components of the counseling
session 6. Plan a counseling strategy 7.
Establish the right atmosphere

• Can counseling occur spontaneously without formal
  preparation?
• What is an appropriate time?
• What should a leader tell the subordinate?

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PREPARATION FOR COUNSELING (Cont)
1. Select a suitable place 2. Schedule the
time 3. Notify the subordinate well in
advance 4. Organize the information 5.
Outline the components of the counseling
session 6. Plan a counseling strategy 7.
Establish the right atmosphere

• Why should a leader prepare an outline?
• What is a counseling strategy?

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OER SUPPORT FORM COUNSELING REQUIREMENTS

• Rater
• Initial 30 day counseling session
• Periodic follow-up performance counseling to make
  needed adjustments to objectives
• Senior Rater
• Must initial after each periodic follow-up
  counseling session
• Raters are required to articulate developmental
  counseling responsibilities as a performance
  objective on their 67-9-1

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JODSF COUNSELING REQUIREMENTS

• Supplements the OER support form requirements
  both are needed for WO1 and LTs
• Requires an initial counseling (within the first
  30 days) and follow-up quarterly developmental
  counseling
• Supervisor and rated officer formulate a set of
  developmental task - each task must be tied to a
  specific leader action and to one or more
  performance objectives on the officer's OER
  Support Form.

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MAJOR PERFORMANCE OBJECTIVE CHECKLIST

• IS THE PERFORMANCE OBJECTIVE
• Supportive of unit goals?
• Relevant to an important aspect of the duty
  position?
• Measurable with qualitative or quantitative
  criteria?
• Results oriented and achievable?
• Specific and clearly worded?
• Set in a reasonable time?
• Supported by authority and resources?
• Backed by an action plan?

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NCOER COUNSELING CHECKLIST/RECORD

• Goal of counseling
• Set NCOs up for success
• Look forward dont dwell on the past
• Performance counseling
• Initial within first 30 days
• At least quarterly thereafter
• Mandatory for CPL and SFC and is optional for
  counseling other senior NCOs
• A working copy of the NCOER must be utilized also

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