1. Team Leader Training The Newbie
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2. The Newbie
Mary is the leader of a particularly large team and has been extremely busy recently. She is working to finish briefing slides for a recent project led by a new researcher on her team. The new researcher seems capable but is still learning the ropes after only a few months at ARI. She did a good job preparing an initial draft of the slides, but like many new researchers, the slides she prepared were too academic for the briefing audience and substantial revisions are needed to make it look and feel more like an ARI briefing. However, Mary is very short on time and has a ton of other things on her plate. Sending this back to the researcher along with some general comments would be extremely helpful in finishing the slides on time and would help her learn more about what ARI briefings typically look like.
However, an opportunity has just arisen in which this researcher could interact with an Army unit undergoing ARI-designed training for a week. Mary must decide whether to send the new researcher to observe the training or have her focus on the slides. If Mary sends her, she will have to revise the slides herself, submit a product that is less than it could be, or delay and miss the suspense.

3. Q1. What course of action would you choose in this situation and why?
Question & Answer Session
Q1. What course of action would you choose in this situation and why?

4. Q2. Detail your thought process as you reach a decision.
Question & Answer Session
Q2. Detail your thought process as you reach a decision.

5. Q3. What are the factors that go into your decision?
Question & Answer Session
Q3. What are the factors that go into your decision?

6. Lessons Learned, Slide 1 of 3
Mary explained the situation to the researcher and asked for her input. The researcher would prefer to attend the training and volunteers to check in during evenings and to be available via phone and for important questions. This seems reasonable to Mary, and so she decides to send her to the training. Given her other job demands, she was only able to make cosmetic changes to the briefing which suffered as a result. Mary’s chief indicated that the quality was “passable” but needs improvement. He expects a better product next time.
The researcher was grateful for the opportunity to observe the implementation of ARI designed training and has mentioned several times that she now has a much better feel for the type of work that ARI does. She also said that she understands the Army better than she did previously. An additional benefit is that she got to know several of the Soldiers involved in the training as well as the Captain in charge of running the program. In the weeks since, she has maintained casual contact with several of these new acquaintances. The Captain has asked ARI for assistance under Technical Advisory Service (TAS) to expand the experimental training program to additional hard-to-train skills.

7. Lessons Learned, Slide 2 of 3
In this scenario, two important priorities were competing. The first was the need to maintain immediate mission focus by completing the work at hand. With this priority, the outcome is real and tangible – briefing slides that are produced in a timely manner. On the other hand, the need to develop subordinates, especially new ones, was directly competing with the need for completion of the slides. The potential consequences of sending the researcher to the training were less tangible and less predictable. It is difficult to know how developmentally beneficial the experience might be beforehand. In the end, the researcher gained knowledge and developed military relationships. While the training turned out to be very valuable in this circumstance, it could have been a waste of time if it were less interactive and more observational.

8. Lessons Learned, Slide 3 of 3
Maintain focus on the mission, but do not forget the long-term benefits of meaningful developmental opportunities.
Take the time to consider the whole situation, not just the near-term target.
Themes
Breadth of Vision; Developing Subordinates; Planning and Organizing