Leadership Development Program

Leadership Development Program
LDP Leadership Development Program

LEADERSHIP DEVELOPMENT PROGRAM
(LDP)

DEFINED: A CONTINUOUS PROCESS OF TRAINING, ASSESSMENT AND FEEDBACK IN A VARIETY OF TRAINING ENVIRONMENTS PURPOSE: INSTILLING AND ENHANCING DESIRABLE BEHAVIOR IN MILITARY LEADERS FEATURES: STANDARDIZED ASSESSMENT TECHNOLOGY INDIVIDUAL FOCUS STRUCTURED LEADERSHIP OPPORTUNITIES PROVIDES DEVELOPMENTAL FEEDBACK ASSESSOR QUALIFICATION PEER RATINGS LINK TO ACCESSIONS Standardized Assessment Technology -Prescribed process -Common leadership dimensions -Common performance standards (Salmon Cards) -Standardize reports to document performance and potential (Blue Card / JPSC / CER) Individual Focus -Goal of process is to develop each cadet to their maximum individual potential -Cadets receive timely, developmental feedback after each leadership opportunity Developmental Feedback -After each leadership opportunity the evaluator addresses with the cadet: -notable strengths and weaknesses -specific means for improvement Structured Leadership Opportunities -Practical exercises in leading and caring for subordinates -Used as a training tool to emphasize key teaching points Assessor Qualification LDP derives its basic elements from Army leadership principles (FM , OER) with which cadre are familiar Cadet Command’s emphasis on leader development requires greater degrees of proficiency and standardization Assessors gain proficiency through School of Cadet Command, TAC Staff School, and OJT on campus and at camps Peer Ratings Utilize the viewpoint of other cadets to provide additional developmental feedback Identify trends, validate or refute cadre assessments, and provide developmental feedback from those most affected Link to Evaluation and Accessions -Performance of each cadet is thoroughly documented (on campus and at NALC) -Cadet performance and potential is fully documented on the Cadet Evaluation Reports that are entered into the cadet’s accession packet

What is the LDP? LDP is comprised of 16 leadership dimensions and 7 value dimensions Cadets are evaluated on a minimum of 5 leadership positions on campus and at LDAC Enables the production of both on campus and LDAC CER’s

LDP OPERATIONAL MODEL MS I&II MS III MS IV (DA Form 4856) + + Campus +
1st Semester 2d Semester MS I&II + (DA Form 4856) Blue Card JPSC CER Campus 67-9-1 67-9-1A + Campus Development Plan CER Campus CCF 7010 CCF 7011 MS III + Camp Blue Card CER Camp Camp Accessions Packet + Scored Events -Illustrates progressive nature of LDP – begins with basic counseling, culminates with the OER process -Commonality at all levels is periodic counseling -Yellow indicates formal requirements -Establishes individual goals and plan of development MS IV OER 2nd Sem 67-9-1 67-9-1A Development Plan

RECOGNIZE RECORD PROCESS OF ASSESSMENT
LEADERSHIP DEVELOPMENT PROGRAM CER ACCESSIONS ASSESS TRAIN RECOGNIZE RECORD BEHAVIOR COUNSEL - Transition to the step-by-step discussion of the LDP process. Step One: Recognize Step Two: Record Step Three: Classify Step Four: Rate Step Five: Counsel Step Six: Train Step Seven: Assess Focus of all steps is to modify/improve behavior. Process provides record of performance for the accessions board. CLASSIFY RATE PROCESS OF ASSESSMENT

ASSESS RECOGNIZE TRAIN BEHAVIOR RECORD COUNSEL CLASSIFY RATE
RECOGNIZING BEHAVIOR ASSESS RECOGNIZE TRAIN BEHAVIOR RECORD COUNSEL -Behavior is defined as the response of an individual to his environment; it is constantly present to one degree or another. -Leader behavior is behavior that impacts current (and future) leader effectiveness. CLASSIFY RATE

RECOGNIZING BEHAVIOR CRITICAL VS NON-CRITICAL BEHAVIOR CRITICAL - Significant impact on current or future leader effectiveness NON-CRITICAL – Little, if any, impact on leader effectiveness DIRECT AND INDIRECT OBSERVATION DIRECT – Observed behavior causes results INDIRECT – Observed results imply behavior occurred FIRST- AND SECONDHAND OBSERVATION FIRSTHAND – Personally Noted SECONDHAND – Behavior Related by Another -Assessors must be able to distinguish between: o Critical behavior – behavior that impacts leader effectiveness o Non-critical behavior – behavior that has little, if any, impact on leader effectiveness _____________________________________________________________________________________________ -Behavior may be directly or indirectly observed o aspects of physical behavior (appearance, interaction, displays of emotion) are directly observable o mental processes are not directly observable, but are evident in the individual’s behavior (i.e individual’s response to a crisis gives insight to the cadet’s conceptual skills) _______________________________________________________________________________________________ -Behavior may be recognized by first-hand or second-hand observation -Second-hand observation may be gained through: o observation of results o querying subordinates o observations made by other assessors -Important to assess each cadet’s behavior both in and out of leadership opportunities: o leaders are expected to exhibit character whether in charge or not o some cadets may do what we expect of them while in a leadership position, but revert to their true character when out of the leadership position -Particular attention should be paid to the slightest indications of: o alcohol or substance abuse - public drunkenness, drinking alone or throughout the day, unexplained change in performance o time management problems – inability to meet the demands of academic or work schedule o personality or psychological problems – inappropriate, irrational or antisocial behavior, lapses in judgment or maturity o academic difficulties – inability to grasp and apply concepts, signs of learning disabilities o family problems – spouse or child abuse, or similar issues with boyfriend or girlfriend o financial difficulty – recurring or habitual indebtedness, living beyond resources o dishonesty – habitual lying, failure to accept responsibility, stealing, tolerating or covering up others’ acts o lack of social skills – chronic immaturity, aggressive or combative, excessive shyness, inappropriate language, avoids contact with others, intolerant of peers o cultural or gender intolerance – racism, bigotry, harassment, inappropriate sexual behavior -Identifying trends and applying timely corrective action may stop incipient problems before they become life-long habits

RECOGNIZING BEHAVIOR RECURRING OBSERVATION OPPORTUNITIES ORDERS PROCESS PCIs / REHEARSALS MISSION EXECUTION AAR NON-RECURRING OBSERVATION OPPORTUNITIES PERSONALITY CONFLICTS CADET INITIATIVES BREACHES OF DISCIPLINE PERSONAL INTERACTION Observations like those on the bottom half of this slide may give the evaluator more insight into the cadet’s character and leadership ability. (problem solving skills, influencing skills) than observations on the top half of the slide. LEADERSHIP BEHAVIOR CAN BE OBSERVED IN VIRTUALLY ANY CIRCUMSTANCE--IN LEADERSHIP OR AS FOLLOWERS.

RECOGNIZING BEHAVIOR reaction to conflict within the team reaction to unanticipated problems level of supervision or participation event driver or event driven performance under stress Some other areas for observation that may help generate some discussion and help you steer evaluators towards considering all aspects of leader behavior (as opposed to focusing only on the technical aspects of the leader’s performance).

ASSESS RECOGNIZE TRAIN BEHAVIOR RECORD COUNSEL CLASSIFY RATE
RECORDING BEHAVIOR ASSESS RECOGNIZE TRAIN BEHAVIOR RECORD COUNSEL CLASSIFY RATE

Every note should have a purpose
RECORDING BEHAVIOR Written or mental notes Recommend detailed, organized notes Enhance developmental counseling Facilitate quick reference to support summary statement and CER development, and performance board and PMS inquires Every note should have a purpose Record only critical behavior Summarize recurring behavior (communication, technical, physical, etc.) rather than recording every instance -Mental notes--most appropriate when the time period spanned by the observation is short, the pace less rapid, or the behavior less complex. -Written notes--most appropriate when the time period is longer, pace more rapid, or behavior more complex. -Written notes should be detailed enough to enable the assessor to recall salient details.

CADET SELF ASSESSMENT REPORT
MANAGEMENT TOOLS CADET SELF ASSESSMENT REPORT ROTC Cdt Cmd Reg 145-3 REQUIREMENTS CONTROL SYMBOL ATCC-122 Unit Duty Position Length(Hours) Date Cadet SUMMARY OF PERFORMANCE (Describe the Situation, assigned Task, the Action taken, and the Results). Card ___ of ___ CDT CMD Form R Dec 95 Cadet Self-Assessment Report (Front)

MANAGEMENT TOOLS Cadet Summary of Counseling
My Strongest Dimensions: (list 1, 2 or 3 ) Dimensions I Need to Improve: (list 1, 2 or 3 ) Complete self-assessment to this point and turn it in prior to counseling Cadet Summary of Counseling My Strong Dimensions (As Noted by Evaluator): (list ) Dimensions to Improve (As Noted by Evaluator): (list ) Actions I Plan to Take: (sentences or bullets) Cadet’s Signature Date CC Form R (Reverse Side) Jun 97 Cadet Self-Assessment Report (Reverse)

REQUIREMENTS CONTROL SYMBOL ATCC-122
MANAGEMENT TOOLS LEADERSHIP ASSESSMENT REPORT CADET COMMAND REG 145-3 REQUIREMENTS CONTROL SYMBOL ATCC-122 PART I – RECORD OF OBSERVATIONS AND COUNSELING Check here if SPOT REPORT a. SUMMARY OF OBSERVATION: Summarize most significant observed leadership behaviors. Use sufficient detail to support summary ratings in Parts II and III. Use Continuation Card if necessary. b. COUNSELING: Comment on at least 1 “SUSTAIN” and 1 “IMPROVE” dimension as identified in Part II. (“IMPROVE” comments are required for each “N” entry in Part II) Not required for Spot Report. SUSTAIN: IMPROVE: RATED CADET NAME UNIT DUTY POSITION (Location if Spot Report) DATE RATED CADET SIGNATURE ASSESSOR NAME / INITIALS CADRE CADET CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD FORM R OCT 98 NOTE: Signature indicates that counseling was administered as reflected in Part 1b above, and does not imply agreement with ratings. Leadership Assessment/Spot Report (Front)

MANAGEMENT TOOLS PART II - CHARACTER: Disposition of the leader: combination of values, attributes, and skills affecting leader actions a. ARMY VALUES (Comments mandatory for all “NO” entries. Use Part I.) 4. SELFLESS-SERVICE: Places Army priorities before self Yes No 6. INTEGRITY: Possesses high personal moral standards; honest in word and deed 1. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the Army, the Unit, and the soldier b. LEADER ATTRIBUTES / SKILLS / ACTIONS: Mark “E”, “S”, or “N” for each observed dimension. IMPROVE comments in Part II are mandatory when rating of “N” is indicated. 1. ATTRIBUTES Fundamental qualities and characteristics ME MENTAL Possesses desire, will, initiative and discipline PH PHYSICAL Maintains appropriate level of physical fitness and military bearing EM EMOTIONAL Displays self-control; calm under pressure CN CONCEPTUAL IP INTERPERSONAL TE TECHNICAL Demonstrates sound judgment, critical/creative thinking, moral reasoning 2. SKILLS Skill development is part of self-development; prerequisite to action TA TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting Shows skill with people; coaching, teaching, counseling, motivating and empowering Possesses the necessary expertise to accomplish all tasks and functions E S N 3. ACTIONS Major activities leaders perform; influencing, operating and improving INFLUENCING Method of reaching goals while operating/improving OPERATING Short-term mission accomplishment IMPROVING Long-term improvement in the Army, its people, and organizations CO COMMUNICATING DM DECISION-MAKING MO MOTIVATING PL PLANNING EX EXECUTING AS ASSESSING DE DEVELOPING BD BUILDING LR LEARNING Displays good oral, written, and listening skills for individual / groups Employs sound judgment, logical reasoning, and uses resources wisely Inspires, motivates, and guides others toward mission accomplishment Develops detailed, executable plans that are feasible, acceptable, and suitable Shows tactical proficiency, meets mission standards, and takes care of people / resources Uses after-action and evaluation tools to facilitate consistent improvement Invests adequate time and effort to develop individual subordinates as leaders Spends time and resources improving teams, groups, and units; fosters ethical climate Seeks self-improvement and organizational growth; envisioning, adapting and leading PART III - OVERALL NET ASSESSMENT (Circle one) E S N 2. DUTY: Fulfills professional, legal, and moral obligations 3. RESPECT: Promotes dignity, consideration, fairness, & EO 5. HONOR: Adherence to the Army’s publicly declared code of values 7. PERSONAL COURAGE: Manifests physical and moral bravery Leadership Assessment/Spot Report (Reverse)

Summary of Ratings by Dimension
MANAGEMENT TOOLS JOB PERFORMANCE SUMMARY CARD Cadet SSN School Unit VALUES ATTRIBUTES SKILLS INFLUENCING OPERATING IMPROVING Date Position Assessor As Obsvd ME PH EM CN IP TE TA CO DM MO PL EX AS DE BD LR NET Summary of Ratings by Dimension APFT: PU SU RUN TOTAL LAND NAV: WR DY NT TOTAL BRM: SQUAD PEER: ______OF______ RECONDO: YES NO ROTC CDT CMD FORM A-R Job Performance Summary Card (Cadet Focused) (Front)

MANAGEMENT TOOLS VALUES ATTRIBUTES SKILLS INFLUENCING OPERATING IMPROVING Date Position Assessor Name As Obsvd ME PH EM CN IP TE TA CO DM MO PL EX AS DE BD LR NET As Obsvd ME PH EM CN IP TE TA CO DM MO PL EX AS DE BD LR NET VALUES ATTRIBUTES SKILLS INFLUENCING OPERATING IMPROVING ROTC CDT CMD FORM B-R Job Performance Summary Card (Cadet Focused) (Reverse)

MANAGEMENT TOOLS Job Performance Summary Card (Cadre Focused) (Front)
NET LR VALUES As Obsvd ME PH EM CN IP TE TA CO DM MO PL EX AS DE BD ATTRIBUTES SKILLS INFLUENCING OPERATING IMPROVING Date Position Cadet Name As Obsvd ME PH EM CN IP TE TA CO DM MO PL EX AS DE BD LR NET VALUES ATTRIBUTES SKILLS INFLUENCING OPERATING IMPROVING ROTC CDT CMD FORM B-R Job Performance Summary Card (Cadre Focused) (Front)

PEER EVALUATION REPORT
(ROTC Cdt Cmd Reg 145-3) I II REQUIREMENTS CONTROL SYMBOL (Check one) ATCC-122 CADET (RATER) UNIT DATE CADET (RATED) RANKING________________OF_____________ WHAT ARE THIS INDIVIDUAL’S STRONGEST (ONE, TWO, OR THREE) LEADERSHIP DIMENSIONS AND WHY? WHAT ARE THIS INDIVIDUAL’S WEAKEST (ONE, TWO, OR THREE) LEADERSHIP DIMENSIONS AND WHY? CDT CMD Form R Feb 96

ASSESS TRAIN RECOGNIZE RECORD BEHAVIOR COUNSEL RATE CLASSIFY
CLASSIFYING BEHAVIOR ASSESS TRAIN RECOGNIZE RECORD BEHAVIOR COUNSEL -Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results. RATE CLASSIFY

Initial Shot Group CLASSIFYING BEHAVIOR
1. You observe a cadet presenting an OPORD to his entire platoon during the first day of a joint FTX. You determine by the manner in which the cadet presents the OPORD that he is clearly in charge--the cadet displays good command presence. Which dimension is most appropriate? Ask each student to record the most appropriate dimension, without referring to the blue card or salmon card. Do not give the school solution now; will provide the answer to these questions in the next block of instruction.

CLASSIFYING BEHAVIOR VALUES Loyalty - Duty - Respect
Selfless Service Honor Integrity Personal Courage ATTRIBUTES Mental Physical Emotional SKILLS Conceptual Interpersonal Technical Tactical -Leader behavior is classified by breaking it down into its most basic elements, first by Area, then by Dimension. -In FM , the critical elements of leader behavior are generally categorized into six leadership areas. Each area highlights separate and distinct aspects of behavior that impact leader effectiveness. -Within each Area, behavior is further broken down into 23 individual dimensions. - At this time, highlight the six leadership areas as defined by FM (the same six areas depicted on the front of the Officer Evaluation Report). 1. Values 4. Influencing Actions 2. Attributes 5. Operating Actions 3. Skills 6. Improving Actions Illustrate how determining the appropriate area(s) can help the evaluator determine the most appropriate dimension(s). For example, you observe and record a cadet doing something that you think is smart. Initially you are not sure if ME, CN, or DM is appropriate. Before making up your mind, ask yourself what Leadership Area(s) apply to the behavior you observed. Did the cadet demonstrate a(n): Attribute--a fundamental characteristic (such as innate intelligence). Skill--in this example, the ability to apply his intelligence; to innovate. Influencing Action--if the cadet got people to do what he wanted them to do, then DM might be the appropriate dimension. -This may not make perfect sense to your audience yet. It should make sense by the time you finish this Classifying Behavior block (during which you will define each Leadership Area and Leadership Dimension). - Finally, point out that Cadet Command has adopted a standard definition for each dimension; the definition can be found at the top of each salmon card—not on the blue card. ACTIONS Influencing: Communicating - Decision Making - Motivating Operating: Planning Executing Assessing Improving: Developing Building Learning

CLASSIFYING BEHAVIOR - VALUES
Consistent with moral principles society considers desirable; largely determined by the expectations of others Forms the basis of trust: - National trust of Army - Army’s trust of its individuals - Individual’s assessment of leaders and self-worth May be demonstrated at anytime – in leadership or as a follower Behavior is often best captured in a Spot Report Statements often make the end of camp evaluation report (CER) - Highlight why behavior is best captured in a Spot Report—often get a better picture of the cadet’s values when they are not in a leadership position. - For example, most cadets will demonstrate loyalty ( to their chain of command) and attempt to fulfill all of the obligations of their job (duty) when in an evaluated leadership position. By observing whether or not cadets demonstrate the same degree of loyalty or sense of duty when they are not in leadership positions, you may gain a truer picture of their adherence to the Army Values. - Stress why it is important to record positive examples of values behavior (even though the dimensional rating for Values can be no higher than “S”): To reward/reinforce the positive behavior in the cadet. To instill similar behavior in other cadets. To feed the CER process--Values statements often go straight from the Blue Card on to the CER, and send a strong message to the Accessions Board.

LOYALTY - Bond based on sense of obligation to those relying on you
CLASSIFYING BEHAVIOR - VALUES LOYALTY - Bond based on sense of obligation to those relying on you Demonstrate devotion to: - Constitution - Higher HQ - Nation - Subordinates - Army - Family Allegiance to those who are reliant on the leader for support. Loyalty is required to ensure the success of the chain of command and subordinates, and generates loyalty and support in return. Expect a cadet in an evaluated leadership position to demonstrate loyalty; may get a better picture of the cadet’s loyalty (good or bad) when they are not in a leadership position. LO “Faithfully supporting family, friends, country, team”

DUTY - Meeting requirements of job, tasks or mission by fulfilling your obligations Fulfilling professional obligations with a strong work ethic Initiative compels the leader to exceed minimum standards Demonstrating a “mission first” attitude Pursuing excellence -Leaders with a strong sense of duty demonstrate and enforce high professional standards. - Again, expect most cadets in an evaluated leadership position to attempt to meet all of the requirements of the job; may get a better picture of their sense of duty (good or bad) when they are not in a leadership position. DU “Professional work ethic”

RESPECT - Treating people as they should be treated
CLASSIFYING BEHAVIOR - VALUES RESPECT - Treating people as they should be treated Recognition and Regard of Human Dignity Through: Tolerance for others Fairness in dealing with others Balancing mission and human needs Discretion and tact -Leader demonstrates the value of dignity and human worth, creating a positive command climate and projecting cultural tolerance. -Can cover equal opportunity issues with this dimension. RE “Treating others with dignity”

SS CLASSIFYING BEHAVIOR - VALUES
SELFLESS SERVICE - Putting the welfare of the nation, the Army, and subordinates before their own Willingly accept personal hardship and sacrifice Devote effort to others without expecting reward Willingly sharing credit with others “Team above self” attitude Foregoes personal comforts for the sake of others All done without the expectation, or prospect, of reward. Can use SS to recognize those cadets we find in almost every platoon/class who: Do their best both in and out of leadership positions. Work hard , without “taking over”, to ensure their peers are also successful. Always volunteer and rarely complain. SS “Placing personal interests aside”

HONOR – Demonstrates pride in personal behavior and encourages the same in others Compelled to live by personal values Does not lie, cheat, steal or tolerate those actions by others Possesses innate sense of responsibility – duty bound Seeks to set the example Selfless -Demonstrates a keen sense of ethical conduct. -Compelled to do the right thing. -The honorable leader protects the reputation of the profession through personal actions. -The all encompassing value; we describe honorable leaders as people who are duty bound, have great integrity, are completely selfless, etc. - An honorable leader not only adheres to the Army Values but obviously takes great pride in living by the value system and encourages others to do the same. HO “Compelled by a strong sense of right”

INTEGRITY – Reliably does what is legally and morally right
CLASSIFYING BEHAVIOR - VALUES INTEGRITY – Reliably does what is legally and morally right Consistently adheres to moral and legal obligations Trustworthy, truthful and upright at all times Honest in word and deed Does not lie, cheat or steal IT - Objectively record and deal with any violations; do not have to determine how much weight to give the violation (in your overall assessment of the cadet) until you prepare the CER. “Reliable and trustworthy”

PERSONAL COURAGE - Show physical and moral bravery
CLASSIFYING BEHAVIOR - VALUES PERSONAL COURAGE - Show physical and moral bravery Perseveres in the face of adversity Accepts responsibility for mistakes and shortcomings Takes responsibility for decisions and actions Adequately copes with stress and fears Leader is able to weigh the potential costs against the greater need, put the fear (both real and imagined) aside and do what is necessary to complete the mission. Can expect to see behavior similar to the middle two bullets on this slide in every After Action Review (AAR). Does admitting a mistake in an AAR demonstrate a noteworthy example of PC? Usually not. It is what we expect of leaders and is usually classified as AS. To determine whether or not you are seeing an example of PC, ask yourself if the behavior you are observing involves any significant personal cost to the cadet? PC “Overcoming physical and mental fears”

CLASSIFYING BEHAVIOR A T R I B U E S A C T I O N S S K I L ME - MENTAL
PH - PHYSICAL EM - EMOTIONAL CO- COMMUNICATING DM- DECISIONMAKING MO - MOTIVATING INFLUENCING A C T I O N S OPERATING PL- PLANNING EX- EXECUTING AS- ASSESSING CN - CONCEPTUAL IP - INTERPERSONAL TE - TECHNICAL TA - TACTICAL S K I L IMPROVING DE- DEVELOPING BD- BUILDING LR- LEARNING

B E K N O W D CLASSIFYING BEHAVIOR - ATTRIBUTES MENTAL EMOTIONAL
PHYSICAL Attributes, along with Values, form the “BE” in the Army’s “BE - KNOW - DO”. Attributes describe an individual’s fundamental make-up; who he or she is. To some degree, we are born with them and/or they are instilled in us during our upbringing. The physical and mental aspects of the individual that measure leader effectiveness. Since they often form the basis of the first impression, the leader’s initial effectiveness is particularly affected by Attributes. - Attributes help us assess the leader’s mental strength, physical strength, and emotional strength. A person’s fundamental qualities and characteristics.

MENTAL - Presence of intellectual capacity
CLASSIFYING BEHAVIOR - ATTRIBUTES MENTAL - Presence of intellectual capacity INTELLECTUAL CAPACITY & STAMINA MENTAL STRENGTH INITIATIVE WILL DRIVE With ME, many evaluators immediately think of intelligence, but the dimension includes more than just being smart. Should use ME to assess the individual's will, drive and initiative. In the area of intelligence, we use ME to describe: > the leader’s strength of mind and the ability to make decisions, even under conditions that strain personal limits > how smart the cadet is (book-smarts, grey matter); not how well the cadet can use/apply intelligence. ME

PH PHYSICAL - Presence of physical readiness
CLASSIFYING BEHAVIOR - ATTRIBUTES PHYSICAL - Presence of physical readiness PHYSICAL STREGTH AND FITNESS ENERGY AND STAMINA PROJECTION OF PHYSICAL STRENGTH BEARING PROFESSIONAL APPEARANCE -Projecting the appearance of strength, health, and ability to excel in demanding situations. Leader conveys a professional image of power through military bearing. Includes far more than the cadet’s performance on the APFT; cadet may have a mediocre APFT score but still provide an exemplary model of the PH dimension (because of bearing, command presence, stamina, and/or professional appearance). PH

EMOTIONAL - Maintaining presence during periods of stress
CLASSIFYING BEHAVIOR - ATTRIBUTES EMOTIONAL - Maintaining presence during periods of stress UNAFFECTED BY STRESS, CHAOS & RAPID CHANGE MAINTAINING POSITIVE OUTLOOK UNDER DURESS MAINTAINING BALANCE AND STABILITY SELF-CONTROL UNDER PRESSURE HANDLING COMPETING DEMANDS EMOTIONAL STRENGTH - Before assessing this dimension the evaluator must determine that the cadet is under stress (if the cadet is not under stress do not use EM). EM

B E K N O W D CLASSIFYING BEHAVIOR - SKILLS CONCEPTUAL TECHNICAL
TACTICAL -Ability to use knowledge effectively in execution of performance. -Skills are acquired and reinforced through training. INTERPERSONAL Core competencies expected of all leaders.

CONCEPTUAL - Skill in handling ideas and concepts--using intelligence
CLASSIFYING BEHAVIOR - SKILLS CONCEPTUAL - Skill in handling ideas and concepts--using intelligence Innovation Creative thinking Understanding & improvising within the commander’s intent Analyze and synthesize Improvise Ability to handle ideas, thoughts, and concepts using creative thinking, as well as critical and ethical reasoning. The leader uses innate intellect (Attribute-ME) to mentally carry out processes to their logical end and predict outcomes, weigh courses of action, and create solutions. Uses inductive and deductive reasoning as well as academic and experiential knowledge to assess the proper course of action. Instead of just raw intelligence (ME), CN allows us to assess the cadet’s ability to use intelligence. ME vs CN. Draw a contrast between book smart (ME) leaders and those who can apply their intellect (CN) to a real life situation. - Words that seem to help the most in cutting down on the overlap with ME (and even PL)--innovate, improvise and synthesize. CN “Skill with ideas”

INTERPERSONAL - Skill with people
CLASSIFYING BEHAVIOR - SKILLS INTERPERSONAL - Skill with people Gets along well with peers Readily interacts with others Earns trust and respect Sought by others for expertise / counsel IP -Interpersonal skills demonstrate the ability to gauge the audience and ensure two-way communication. -Leaders use interpersonal skills to present information and determine whether information was fully understood. A leader with good interpersonal skill recognizes that he/she must use different approaches with different people (some people need a pat on the back where others will need a kick in the pants). Relates to the leader’s skill with individuals or component parts of a group; a leader with good IP skills recognizes differences in the group and adapts his/her style to get the message across to all factions within the group. - Also use to assess how well the leader builds relationships within the group.

TECHNICAL - Skill with things
CLASSIFYING BEHAVIOR - SKILLS TECHNICAL - Skill with things Skill with equipment, weapons, systems Competency in basic soldier skills Understanding basic tactics, techniques & procedures Preparation of operations order Proficiency in job related tasks Leaders demonstrate technical skills on an individual level through task accomplishment, and on the collective level in the role of trainer. Usually have a lot of opportunities to assess this dimension—OPORD format, drill and ceremony, understanding of battle drills, etc. Must be careful that you do not allow the cadet’s technical ability (or inability) to over-shadow, or steer, the entire evaluation. Remember, TE is just one of 23 dimensions. Cadets may lag behind their peers in TE for a number of reasons (too many irons in the fire--Electrical Engineering major who works 25 hours a week and has a family; the quality of school training program; etc.) but still display exemplary behavior in other dimensions. TE “Skill with equipment and procedures”

CLASSIFYING BEHAVIOR - SKILLS
TACTICAL - Skill in using people, ideas and things to accomplish tactical missions Orchestrating available means to win engagements Application of small unit tactics in training or war Solving problems concerning the employment of units in combat scenarios Art and science of employing resources to win battles. Leaders demonstrate tactical skills by employing the other skills, in a coordinated effort, in a combat or combat training environment. - Use TA to assess the leader’s ability to orchestrate the other skills--with ideas (CN), people (IP), and things (TE)--in a tactical environment. TA “Applied skills in the tactical environment”

B E K N O W D CLASSIFYING BEHAVIOR – INFLUENCING ACTIONS COMMUNICATING
DECISION MAKING MOTIVATING -Leader behavior that moves the team toward current or future goals. -The manner in which the leader’s acts results in subordinate reaction (positively or negatively); effective leaders are aware of this relationship and use it to positively impact team dynamics. - Before applying one of these dimensions to a cadet’s behavior, ask yourself was the cadet getting people (or trying to get people) to do what he/she wanted them to do? If you assess a behavior as an Influencing Action, you should be able to identify how the leader influenced others. If the leader did not influence others (or at least attempt to do so) do not use an influencing action. - A possible exception to the above rule is communicating. We can assume that leader communication influences (positively or negatively) others, and do not have to clearly identify that influence every time we identify communicating. Getting people to do what you want them to do Behavior noted and responded to by your team Draw people to you as a leader through these actions

COMMUNICATING - Displaying oral, written
CLASSIFYING BEHAVIOR – INFLUENCING ACTIONS COMMUNICATING - Displaying oral, written and listening skills Conveys ideas concisely; inspires interest Conveys ideas with with conviction; persuades others Clear, concise, compelling; grammatically correct Assesses audience (how is message received?) Presents expressions in organized manner Uses visual aids - Not often confused with other dimensions. - Is often assessed in a wrap-up statement at the conclusion of the leadership opportunity. - Only caution--ensure you use it to assess how well the cadet communicates, not whether of not he communicated. If a cadet fails to put out information, that is not an example of poor CO. An “N” in communicating sends the message that the cadet cannot effectively speak or write—not that a cadet needs to better disseminate information. CO

DM CLASSIFYING BEHAVIOR – INFLUENCING ACTIONS
DECISION MAKING – Ability to drive events by demonstrating conviction and resolve in your own judgments KEY: Team responds to leader’s resolve & confidence; leader affects the pace of action through his resolve Gets subordinates to act through conviction Acts with certainty on key issues Quickly recovers after learning decision was incorrect Makes and implements “hard, right decision” Makes timely, confident adjustment to events Not just makes decisions right or wrong; FM defines DM as an influencing action; a decisive person is not necessarily an influential one. Demonstrating conviction and resolve in making tough decisions; the confidence and resolve displayed by the leader affect the pace at which subordinates respond. -In fast-paced situations, where even momentary hesitation cause the loss of valuable momentum, leaders must be able to make sound judgments (ME) and stand by them in a manner reflecting commitment (DM). Positive demonstration of DM--the leader shows confidence and resolve (in his decisions or actions) and the team acts quickly as a result of that confidence and resolve. Negative demonstration of DM--the leader is tentative or expresses uncertainty in his decisions; as a direct result of the leader’s lack of resolve, the team carries out the leader’s instructions in a half-hearted manner. - Confusion over whether DM or MO best applies to a situation can often be cleared up by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it? DM “Demonstrating resolve and conviction”

MOTIVATING - Generating enthusiasm and energy in others
CLASSIFYING BEHAVIOR – INFLUENCING ACTIONS MOTIVATING - Generating enthusiasm and energy in others Inspiring in subordinates the will to accomplish the mission Gauging climate of unit and using tools to improve unit morale Clearly and enthusiastically articulating expectations Keeping subordinates informed; providing rationale and early warning Considering subordinates’ input A deliberate attempt on the leader’s part to inspire (raise the energy level or enthusiasm) of the group. - Bullets on this slide provide examples (not definitions) of how the leader might motivate others. For example--clearly and enthusiastically articulating guidance--may at times (but not always) motivate others. Confusion over whether DM or MO best applies to a situation can often be cut down by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it? MO “Actively seeking ways to inspire better performance”

B E K N O W D CLASSIFYING BEHAVIOR – OPERATING ACTIONS PLANNING
EXECUTING ASSESSING -Leader behavior that directly impacts ongoing operations. -Operating actions are used by the leader to prepare the plan, execute the plan, supervise and make necessary adjustments to ensure task completion. -Key to preventing over use of these dimensions--focus on the immediate mission. Actions you take to accomplish the immediate mission Conducting the “mission proper” in three distinct phases; Phase 1 - Planning, Phase 2 - Executing, Phase 3 - Assessing

PL CLASSIFYING BEHAVIOR - OPERATING ACTIONS
PLANNING/PREPARING - “Developing detailed, executable plans that are feasible, acceptable and suitable…involves laying out the work and making necessary arrangements” – FM Detailed planning process (vs improvisation) Formal, time and resource intensive process Adheres to “1/3 - 2/3 rule”; sets priorities and suspenses Balances competing demands within resources Arranges support for exercise or operation Includes incorporating time for, planning and conducting rehearsals PL - Reserve this dimension for evaluating the leader’s ability to use the Army’s formal planning process (Troop Leading Procedures or Military Decision Making Process). - Generally, creating a formal proposal for executing a command decision and preparing the unit through training and rehearsal. - The planning process thoroughly analyzes the situation, fully develops courses of action and identifies contingencies and allocates resources. The leader effectively utilizes the time available to organize the plan and prepare the unit for the mission. Key to not confusing PL with CN--PL is a formal planning process where the leader has time to plan. “Deliberate process of preparation for the mission”

EX EXECUTING - “Acting to accomplish the
CLASSIFYING BEHAVIOR - OPERATING ACTIONS EXECUTING - “Acting to accomplish the mission…doing the job” – FM Completing tasks to standard & within commander’s intent Overcoming obstacles; thriving in fluid environment Maintaining accountability of people and equipment Payoff based on all work gone on before Acting to achieve goals; to standard and on time Making appropriate corrections to ensure success Implementing the plan to accomplish the mission. Use this dimension to assess actions the leader takes to directly impact the immediate mission; not to assess every action the leader performs. EX “Supervising the operational phase of the mission”

ASSESSING - Evaluating the effectiveness of the plan or operation
CLASSIFYING BEHAVIOR - OPERATING ACTIONS ASSESSING - Evaluating the effectiveness of the plan or operation Observes, records and offers feedback Sorts out important actual and potential problems; anticipates when conditions change Uses AAR to identify lessons learned Identifies necessary corrections (focused on mission accomplishment) Uses in-progress reviews Simply identifying a problem in the plan/operation (realizing that a problem exists or that change is necessary); not the implementation of a new plan or course of action. Analyzing ongoing operations to ensure intent is being followed, standards of performance are enforced, and critical timeline/tasks met. Effective leader recognizes when appropriate corrections need to be made in order to achieve goals. Typically see AS in the AAR and the Yellow Card (although cadets are capable of filling out a yellow card with out ever truly assessing anything). - Important to note that leaders can do this at anytime—not just at the end of the operation. AS “Systematic process of recognizing potential problems…”

B E K N O W D CLASSIFYING BEHAVIOR - IMPROVING ACTIONS DEVELOPING
BUILDING LEARNING Actions taken by the leader to incorporate lessons learned and develop self / individuals / teams for future operations. The effective leader takes observations of performance and organizes training to improve efficiency. Key to not over using these dimensions is to remember that they are future focused. Increasing personal, individual and organizational capabilities to accomplish future missions Actions you take to leave the unit better than you found it

DE DEVELOPING - Improving individuals
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS DEVELOPING - Improving individuals Enhances self-confidence, competence & self-esteem of subordinates Guides others in thinking through problems for themselves Designs practice for an individual’s area of weakness Encourages initiative; anticipates mistakes and offers assistance without being overbearing Coaches, trains, mentors, encourages, inspires, leads by example Makes spot corrections (focused on future operations) Working with individuals to increase their development; investing the time and energy to help them reach their fullest potential. Keys to properly applying this dimension: Focused on the individual; increasing a soldier’s competence Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation DE “Working to improve the performance of individuals for future operations”

BD BUILDING - Improving teams/units
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS BUILDING - Improving teams/units Gets people to work together Fosters an ethical climate; ensures people are treated fairly Adopts unpopular higher decisions; gets team to act Cooperative diligent follower; helps build the larger team Works up chain of command to resolve problems Keeps team positive in confusing situations Helps others after completing own work Makes corrections (focused on future operations) The leader is responsible for extracting the maximum efficiency from the team by matching strengths opposite liabilities and structuring roles accordingly. Usually seen prior to executing the mission (i.e. in the rear as opposed to on a STX lane or during a patrolling mission). Normally does not apply to actions the leader takes while actually executing the mission (where the leader is simply trying to survive the task at hand with no intent of building a better unit for future operations). Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation. BD “Working to improve the effectiveness of the team for future operations”

LR LEARNING - Applying lessons learned on
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS LEARNING - Applying lessons learned on an individual level; improving yourself Expands personal knowledge Seeks self-improvement in weak areas Actively seeks and uses feedback on performance Demonstrates self-awareness and analysis Applies lessons learned Usually seen over time LR Self-improvement demonstrated through individual effort and application of lessons learned (to future operations). Usually observed over time, but may also be noted in short-term observations. For example, a cadet initially has trouble with D&C duties as a PSG. If the cadet improves by the end of the leadership opportunity, (because he sought or was given assistance) you can assess learning. - Good technique to capture LR--identify areas the cadet has had problems with by reviewing the cadet’s last leadership evaluation and/or talking to the last person to evaluate the cadet. You will then be prepared to observe whether or not the cadet has improved his/her capabilities. “Self-improvement by applying previous experience to current performance”

usually always sometimes ME PH EM CN IP TE TA CODMMO PL EX AS DE BD LR
Classifying Behavior – Garrison Evaluations usually always sometimes ME PH EM CN IP TE TA CODMMO PL EX AS DE BD LR Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify during garrison/on-campus leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is running out of time, etc).

usually always sometimes ME PH EM CODMMO PL EX AS DE BD LR CN IP TE TA
Classifying Behavior – Tactical Evaluations usually always sometimes ME PH EM CODMMO PL EX AS DE BD LR CN IP TE TA Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify in FLRC, SQD STX and PTRL STX leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is issued a FRAGO, when the cadet comes under contact, or anytime the cadet is running out of time).

CLASSIFYING BEHAVIOR ASSESS TRAIN RECOGNIZE RECORD BEHAVIOR COUNSEL -Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results. RATE CLASSIFY

RATING BEHAVIOR BASE THE NET ASSESSMENT ON HOW EFFECTIVE YOU THOUGHT THE LEADER WAS OVERALL EVALUATOR AND SUBORDINATES ARE MAKING THE SAME (GUT) ASSESSMENT (ONLY DIFFERENCE--EVALUATOR’S ASSESSMENT IS BACKED UP WITH DIMENSIONAL FEEDBACK) Excellent - Above what you reasonably expect of a cadet Satisfactory - What you reasonably expect of a cadet Needs Improvement - Below what you reasonably expect of a cadet Determine the net assessment first; net assessment should be based on the level of performance we expect of a cadet. The next slide will help you illustrate what the satisfactory level of performance for a cadet looks like (i.e. the level of performance we expect of a cadet).

RATING BEHAVIOR SATISFACTORY STANDARDS: POINTS TO REMEMBER:
Usually generates reasonable courses of action… - ME Adequately shows self-confidence… - EM Generally conveys ideas… - CO Attempts to balance resolve… - DM Reasonably adheres to “1/3-2/3 Rule”… - PL Generally shows accountability… - EX Attempt to meet subordinate’s needs…- MO Illustrate the difference in these standards and the standards we have for officers and NCO’s. Point out that for a cadet, satisfactory performance implies that mistakes were made. Thus, consistently meeting the standard may equate to an overall “E” for a cadet. Because the satisfactory level of performance for cadets allows room for mistakes, evaluators should normally identify (and record) more than one negative observation before awarding a dimensional “N”. POINTS TO REMEMBER: Evaluating based on what we expect of cadets—not officers and NCO’s Satisfactory ratings allow room for mistakes Beware dimensional N’s based on one negative observation

RATING BEHAVIOR RATE EACH LEADERSHIP DIMENSION ACCORDING TO THE LEADERSHIP PERFORMANCE INDICATORS USING THE FOLLOWING SYSTEM: OBSERVATIONS EXECUTED INDICATED BY POSITIVE E GENERALLY NEUTRAL S or E NEGATIVE S or N Multiple positive demonstrations of the dimension (above what we would normally expect of most cadet leaders under similar circumstances) should result in a dimensional “E”. Multiple neutral demonstrations of the dimension (what we expect of most cadet leaders under similar circumstances) may result in a dimensional S or E. If this one confuses your audience, the next practical exercise should help illustrate this point. Multiple negative demonstrations of the dimension (less than what we normally expect to see of most cadet leaders under similar circumstances) should result in an overall “N”.

LEADERSHIP PERFORMANCE INDICATORS
LEADERSHIP DEVELOPMENT PROGRAM (LDP) LEADERSHIP PERFORMANCE INDICATORS U.S. Army Cadet Command Examples of behavior used in this document are designed to assist the user in defining the appropriate leadership dimensions. The examples are not all-inclusive; users will use judgment in situations where observed behavior is not specifically referenced in this document. The standards of behavior quantify differences between Excellent and Satisfactory levels of performance; performance not achieving standards for Satisfactory is considered Needs Improvement.

VALUES LO DU RE SS HO IT PC
Loyalty (LO) – Faithfully supporting family/friends/ country/team Respects the constitution and laws Has basic understanding of obligations to country/Army/self Observes higher HQ priorities Works within the system; does not try to manipulate the system to own advantage Duty (DU) – Professional work ethic Carries out requirements of job, tasks, or mission Consistently performs to standard Complies with policies and directives Aware of and performs to professional standards Respect (RE) – Treating others with dignity Considerate in offering criticism Deals with others fairly Frequently listens supportively Usually discreet and tactful Basically concerned about others; makes some checks Gets along with peers Selfless Service (SS) – Placing personal interests aside Perseveres despite hardship; does not shy away Balances mission and personal needs Able to balance needs and priorities Willing to assist others in completion of mission Works toward pursuing excellence Honor (HO) – Compelled by strong sense of right Has a clear sense of the public code of professional Army values Lives within the code of professional Army values Does not lie, cheat or steal, nor tolerate those things in others Integrity (IT) – Reliable and trustworthy Shows good moral judgment and behavior Abides by basic moral principles Personal Courage (PC) - Overcoming physical and mental fears Perseveres in face of adversity Adequately copes with stress and fears Responsible for own decisions/actions Accepts responsibility for mistakes -Positive behavior exhibited without regard to personal cost or prospect of reward -Military and non-military; often most accurately exhibited in “off-duty” behavior -Strongly influenced by group acceptance/expectations VALUES LO DU RE SS HO IT PC

Mental (ME) – Presence of intellectual capacity
Excellent Demonstrates strong will, self-discipline, initiative, confidence and intelligence Analyzes situations; combines complex ideas into feasible courses of action Demonstrates impressive common sense Recognizes, readily adopts better ideas Reliably completes mentally demanding endeavors Skillfully handles multiple demands Dynamic self-starter, originates ideas and actions Physical (PH) – Presence of physical readiness Sets example for physical fitness, military bearing Refuses to quit; reliably completes physically demanding endeavors Exemplary physical and professional appearance Proactive toward own health; recovers quickly from physically demanding event, ready for next Emotional (EM) – Sensible and stable under pressure Strong self-confidence and positive attitude Remains calm, under control, effective under pressure; never complains Unaffected by stress, chaos and rapid change Balances competing demands Satisfactory Shows evidence of some will, initiative, confidence and intelligence Usually generates reasonable courses of action through analysis of situations Usually or adequately shows common sense Shows ability to adopt better ideas Usually finishes difficult or mentally demanding endeavors Faced with multiple demands, handles most of them effectively Originates some ideas or actions Meets standards for physical fitness, military bearing Perseveres in face of adversity; completes most physically Good physical and professional appearance Attentive to own health; seeks medical assistance when necessary; fulfills treatment directives Adequately shows self-confidence, positive attitude Tries, with some success, to be calm and effective under pressure; rarely complains Functions under stress or amid chaos and rapid change Successfully balances most competing demands -Easily identified, often form the basis for first impressions ATTRIBUTES ME PH EM

Conceptual (CN) – Skill with ideas
Excellent Strong judgment; critical/creative thinking and reasoning Anticipates requirements or contingencies Improvises within commander’s intent Can analyze/synthesize Comfortable in realm of ideas; innovative Interpersonal (IP) – Skill with people Readily interacts with others; earns respect Gets along well with others Actively contributes to problem-solving and decision making process Sought out by peers for expertise or counsel Technical (TE) – Skill with equipment and procedures Thorough knowledge of task accomplishment standards Masters duty tasks Strong grasp of basic tactics, techniques, procedures Skilled in preparation of operations orders Expert in basic soldier skills Tactical (TA) – Applied skills in the tactical environment Readily applies skills to train for or to fight and win wars Satisfactory Generally shows good judgment, sound thinking and reasoning Readily reacts to requirements and contingencies Readily understands and follows commanders’ intent Shows some analytical and synthesizing skills Can function in realm of ideas Adequately interacts with others Gets along with most peers Contributes, when asked, to problem solving and decision making processes Sometimes asked for counsel by peers Working knowledge of standards for task performance Strives for mastery of duty performance Understands basic tactics, techniques, procedures Prepares adequate operations orders Competent in basic soldier skills Has basic skills to train for or to fight and win wars -Junior Level; reflect expectations of cadets prior to commissioning SKILLS CN IP TE TA

INFLUENCING ACTIONS CO
COMMUNICATING (CO) – Ensuring complete dissemination of critical information Excellent Oral Conveys ideas and feelings concisely in a single transmission Expressions well-planned, organized and suited to audience and situation; inspires interest, attention and conviction Recognizes misunderstandings and resolves them clearly in a positive, team-building manner Wins the audience over Free from grammatical errors—terms, phrases always fit the audience Clear, concise visual aids; smooth presentation; uses inflection to advantage Attentive, supportive listener; makes appropriate notes; good retention of critical details Written Readily understood in single rapid reading by intended audience Readily legible both in form and content; strong command of written English Style varied, simple, to the point; uses active voice well Bottom line up front; ideas clear and compelling Stays on topic well; clear, concise Writing consistently achieves stated purpose; clearly and completely meets requirements Satisfactory Generally conveys ideas, feelings, sincerity Expressions usually well conceived with evidence of some organization; generally interesting and convincing Acts to determine/recognize misunderstandings and resolves them to large extent Keeps audience on track Usually uses grammatically correct terms and phrases Adequate visual aids; few distracting gestures or sounds; makes adequate use of inflection Listens and watches attentively; makes appropriate notes; can adequately convey to others the gist of what was said or done Adequately understood in single reading by intended audience Form and content are generally legible, with few spelling or grammar errors Reasonably simple style; generally uses active voice Usually has bottom line up front—generally clear Generally stays on topic Writing usually achieves stated purpose; adequately meets requirements INFLUENCING ACTIONS CO

INFLUENCING ACTIONS DM
DECISION MAKING (DM) – Demonstrating resolve and conviction Excellent Drives events through smart, timely decisions; Thoroughly assesses situation; acts on key issues and likely contingencies/consequences Makes the “hard, right decision” rather than the “easy wrong” Balances firm resolve and flexibility – recognizes a better idea and incorporates into own decision Recovers quickly after learning a decision was incorrect. Quickly recognizes need and decides/acts in the absence of guidance. Thoroughly considers probable impacts and consequences of own decisions Satisfactory Makes decisions; keeps pace with events Adequately assesses situation; sorts out important aspects and decides accordingly Usually puts being right ahead of being popular or easy Attempts to balance resolve and flexibility; not afraid of better ideas from other sources Pauses, but remains decisive after learning a decision was incorrect Eventually recognizes need to decide/act in the absence of guidance and does so Adequately considers probable impacts and consequences of own decisions -Influencing the pace of the operation by demonstrating judgment -Instilling confidence in subordinates through conviction -Visibly clarifying intent and emphasizing priorities of work

INFLUENCING ACTIONS MO
MOTIVATING (MO) – Actively seeking ways to inspire better performance Excellent Clearly and positively articulates expectations Inspires action by appropriately rewarding good performance and dealing with poor performance Skillfully delegates consistent with requirements of duty position and individual’s capability and developmental needs Meets subordinates’ needs, keeps them informed, provides rationale and provides early warning Actively listens, seeks feedback and makes smart, timely adjustments to actions or taskings Satisfactory Adequately defines requirements and guidance Acknowledges good and poor performances; takes some action accordingly Gives thought to duty position, capability and developmental needs when delegating Attempts to meet subordinate’s needs, keep them informed, provide rationale and provide early warning Makes some use of feedback to modify actions and taskings in progress when needed -Gauging climate of unit and using tools to improve unit response -Generating enthusiasm and energy in others -Short- or long-range impact INFLUENCING ACTIONS MO

PLANNING (PL) – Deliberate process of preparation for future missions
Excellent Thoroughly addresses commander’s intent while establishing clear course of action for own unit Plans well focused on desired outcomes; uses “reverse” or “battle sequence” planning techniques to advantage Balances competing demands with priorities and resource allocations; thoroughly addresses likely contingencies Logical, appropriately simple, readily understood plan that clearly would accomplish mission Incorporates easily understood controls (e.g., time-phasing); provides clear “trigger points” or culmination points Carefully adheres to “1/3-2/3 Rule” and includes realistic periods for preparation and rehearsal Delegates skillfully and appropriately; uses resources efficiently Sets smart priorities and suspenses Makes smart use of METT-T, OCOKA and SOPs Satisfactory Adequately abides by commander’s intent and adapts plan from higher headquarters to own unit Plans are generally based on desired outcomes Attempts to balance competing demands with priorities and resource allocations; has some flexibility Logical, appropriately simple, readily understood plan that would likely accomplish the mission Incorporates adequate controls such as time-phasing; others generally understand when actions should begin or end Reasonably adheres to “1/3-2/3 Rule” and makes some plan for preparation and rehearsal Delegates adequately; sufficiently allocates resources Sets adequate priorities or suspenses Considers METT-T, OCOKA and SOPs OPERATING ACTIONS PL

OPERATING ACTIONS EX -Directing the mission to ensure task completion
EXECUTING (EX) – Supervising the operational phase of mission Excellent Thoroughly completes assigned tasks to meet standard within commander’s intent, while caring for people and resources Exceeds some standards Makes smart use of available time for preparations, checks and rehearsals Maintains thorough accountability of people and equipment; always clear who is supposed to do what Establishes and effectively uses procedures for monitoring, coordinating and regulating subordinates’ actions; makes thing happen right the first time Overcomes obstacles and difficulties; encourages initiative; thrives in fluid environment Ensures substandard work is redone until correct Satisfactory Generally completes tasks to standard and within commander’s intent, while adequately caring for people and resources Generally meets minimum standards Makes some use of available time for preparation, Generally shows good accountability of people and equipment; keeps adequate track of who is supposed to do what Generally establishes and uses procedures for monitoring, coordinating and regulating subordinates’ actions; helps things happen Adequately copes with obstacles or difficulties; shows some initiative and resilience; handles fluid environment Willing to make corrections (point out substandard work) -Directing the mission to ensure task completion -Balances intent and flexibility

OPERATING ACTIONS AS -Maximizes efficiency of supervisor
Excellent Systematically observes, records and offers feedback on completed actions and actions in progress; makes spot corrections effectively Maintains a thorough assessment of the situation; anticipates when conditions will change Conducts systematic and orderly in-progress reviews during long-term preparations and actions Consistently correctly judges work in progress based on appropriate standards and determines causes, effects and contributing factors Conducts and facilitates after action reviews; clearly identifies lessons learned, sorts out important actions and problems Clearly sorts out important actual and potential problems ASSESSING (AS) – Systematic process of recognizing potential problems and making appropriate corrections Satisfactory Generally observes records and gives feedback on completed actions and actions in progress; makes some effort to make spot corrections Makes adequate assessment of the situation; notes when conditions change Shows evidence of using in-process reviews during long-term preparations and actions Usually correctly judges work in progress based on appropriate standards Usually conducts and facilitates after action review; often identifies lessons learned Attempts to sort out the important problems -Maximizes efficiency of supervisor -Checking to ensure compliance -On-the-spot or AAR feedback OPERATING ACTIONS AS

DEVELOPING (DE) – Working to improve the performance of individuals for future operations
Excellent Effectively expands and enhances the self-confidence, competence and self-esteem of subordinates Guides and coaches subordinates; encourages initiative; leads by example; inspires people; designs and/or leads effective ways to practice Clearly specifies standards and expectations; uses recognition or reward to effectively encourage excellence Actively creates or contributes to a positive command climate Builds on successes, actively seeks to improve upon weaknesses Satisfactory Attempts to expand or enhance self-confidence, competence or self-esteem of subordinates Frequently coaches subordinates; often encourages initiative; visibly tries to lead by example; makes some effort to design ways to practice Generally sets expectations; shows evidence of dealing appropriately with both good and poor performance Contributes to a positive command climate Attempts to build on successes and improve upon -Working with individuals (subordinate and peer alike) to improve future performance -Getting results in helping others improve -Giving others tools for self-improvement IMPROVING ACTIONS DE

IMPROVING ACTIONS BD BUILDING (BD) – Working to increase the effectiveness of the team for future operations Excellent Effectively improves the collective performance of the unit in compliance with and support of organizational goals Inspires by example; motivates people to work together; promotes and participates in team achievement Fosters ethical climate; ensures people are treated fairly Cooperative, diligent follower; helps build the larger team (nest higher unit) as well as own team Helps others after or while completing own work Adopts unpopular higher headquarters decisions as own; gets team to act accordingly Willingly accepts, acts on tasks even on short notice Effective at working up the chain of command to get problems solved there Spurs the team to remain positive in confusing or changing situations Satisfactory Attempts to improve the collective performance of the unit and to comply with or support organizational Actively works well with others; active participant in team efforts; effective team player Attempts to foster ethical climate and treat people fairly Gives same good effort whether in charge or not; contributes to success of own team Gets own share of work done Properly executes unpopular higher headquarters decision Accepts and acts on assigned tasks Attempts to work up the chain of command when a problem must be solved there Remains positive when situation is confused or changing

IMPROVING ACTIONS LR -Applying lessons learned to own performance
LEARNING (LR) – Self-improvement by applying previous experience to current performance Excellent Expands personal and unit knowledge and capabilities Readily applies lessons learned Consistently listens actively; asks incisive questions Actively seeks feedback on performance from superiors, peers and subordinates; incorporates it for team and self-improvement Shows mature level of self-awareness Satisfactory Attempts to expand personal and unit knowledge and capabilities Attempts to find ways to apply lessons learned Listens; asks sound questions Accepts feedback from others; seeks to improve performance with it Exhibits some elements of reasonable self-awareness -Applying lessons learned to own performance -Actively seeking self-improvement -Demonstrating personal growth IMPROVING ACTIONS LR

SUMMARY STATEMENT DEVELOPMENT
A narrative summary (word picture) of total performance during the observed period.

THE BLUE CARD PAINTING THE PICTURE
Write the summary in the same manner you would describe what the cadet just did to one of your peers--Write what you see! Well written summary statements: Facilitate quick, effective counseling by highlighting critical dimensional behavior Tell the Platoon TAC Team, MS III Instructor and PMS what happened Provide a record of counseling Help build the cadet’s CER

SUMMARY STATEMENT DEVELOPMENT
Bottom Line Up Front – First sentence is a quantified statement of the cadet’s overall leadership effectiveness Use the remainder of summary used to address critical leadership behavior Include consistency, growth, challenges faced, level of difficulty of position held, etc. to help “paint the picture” Use the statement to send a message to the cadet and his/her cadre (TACs & PMS) Clearly spell out justification for “N” dimensional ratings; justification should consist of more than one observation Do not attempt to write a chronological series of action statements Do not address insignificant or non-critical behavior

THE BLUE CARD LEADERSHIP ASSESSMENT REPORT CADET COMMAND REG 145-3 REQUIREMENTS CONTROL SYMBOL ATCC-122 PART I – RECORD OF OBSERVATIONS AND COUNSELING Check here if SPOT REPORT a. SUMMARY OF OBSERVATION: Summarize most significant observed leadership behaviors. Use sufficient detail to support summary ratings in Parts II and III. Use Continuation Card if necessary. Cadet Taylor’s energy and enthusiasm were instrumental in the success of the company. His outstanding ability to react to unexpected changes in the company commander’s guidance was critical to the company’s meeting SP time. Subordinates recognized his rapid reaction and responded in kind. Throughout the day, he faithfully supported an indecisive company commander, tactfully guiding him at times to the correct decision. Maintained the same level of energy and appearance throughout the day in spite of lack of sleep the previous night due to inclement weather. Cadet Taylor continues to show improvement in dealing with subordinates. Good job of working with the 2d Plt Sgt on PCIs. b. COUNSELING: Comment on at least 1 “SUSTAIN” and 1 “IMPROVE” dimension as identified in Part II. (“IMPROVE” comments are required for each “N” entry in Part II) Not required for Spot Report. SUSTAIN: CN - Rapidly solves critical issues DM - Demonstrated resolve energizes subordinates into action AS – Constantly seeks ways to improve ongoing operations - An example from the LDP Handbook. IMPROVE: IP – Need to demonstrate greater patience when dealing with subordinates. You tend to show frustration with what you consider “dumb” questions RATED CADET NAME UNIT DUTY POSITION (Location if Spot Report) DATE Taylor, Brian 3A1 1SG 5 Jun 02 RATED CADET SIGNATURE ASSESSOR NAME / INITIALS JLJ CADRE CADET Jeffrey L. Jacobs X CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD FORM R OCT 98 NOTE: Signature indicates that counseling was administered as reflected in Part 1b above, and is not intended to imply agreement with ratings.

BLUE CARD – VERSION 1 PART II - CHARACTER: Disposition of the leader: combination of values, attributes, and skills affecting leader actions a. ARMY VALUES (Comments mandatory for all “NO” entries. Use Part I.) 4. SELFLESS-SERVICE: Places Army priorities before self Yes No 6. INTEGRITY: Possesses high personal moral standards; honest in word and deed 1. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the Army, the Unit, and the soldier b. LEADER ATTRIBUTES / SKILLS / ACTIONS: Mark “E”, “S”, or “N” for each observed dimension. IMPROVE comments in Part II are mandatory when rating of “N” is indicated. 1. ATTRIBUTES Fundamental qualities and characteristics ME MENTAL Possesses desire, will, initiative and discipline PH PHYSICAL Maintains appropriate level of physical fitness and military bearing EM EMOTIONAL Displays self-control; calm under pressure CN CONCEPTUAL IP INTERPERSONAL TE TECHNICAL Demonstrates sound judgment, critical/creative thinking, moral reasoning 2. SKILLS Skill development is part of self-development; prerequisite to action TA TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting Shows skill with people; coaching, teaching, counseling, motivating and empowering Possesses the necessary expertise to accomplish all tasks and functions E S N 3. ACTIONS Major activities leaders perform; influencing, operating and improving INFLUENCING Method of reaching goals while operating/improving OPERATING Short-term mission accomplishment IMPROVING Long-term improvement in the Army, its people, and organizations CO COMMUNICATING DM DECISION-MAKING MO MOTIVATING PL PLANNING EX EXECUTING AS ASSESSING DE DEVELOPING BD BUILDING LR LEARNING Displays good oral, written, and listening skills for individual / groups Employs sound judgment, logical reasoning, and uses resources wisely Inspires, motivates, and guides others toward mission accomplishment Develops detailed, executable plans that are feasible, acceptable, and suitable Shows tactical proficiency, meets mission standards, and takes care of people / resources Uses after-action and evaluation tools to facilitate consistent improvement Invests adequate time and effort to develop individual subordinates as leaders Spends time and resources improving teams, groups, and units; fosters ethical climate Seeks self-improvement and organizational growth; envisioning, adapting and leading PART III - OVERALL NET ASSESSMENT (Circle one) E S N 2. DUTY: Fulfills professional, legal, and moral obligations 3. RESPECT: Promotes dignity, consideration, fairness, & EO 5. HONOR: Adherence to the Army’s publicly declared code of values 7. PERSONAL COURAGE: Manifests physical and moral bravery X X X X X X X X X X X X

BLUE CARD – VERSION 1 LEADERSHIP ASSESSMENT REPORT RATED CADET NAME UNIT DUTY POSITION (Location if Spot Report) DATE RATED CADET SIGNATURE ASSESSOR NAME / INITIALS CADRE CADET a. SUMMARY OF OBSERVATION: Summarize most significant observed leadership behaviors. Use sufficient detail to support summary ratings in Parts II and III. Use Continuation Card if necessary. b. COUNSELING: Comment on at least 1 “SUSTAIN” and 1 “IMPROVE” dimension as identified in Part II. (“IMPROVE” comments are required for each “N” entry in Part II) Not required for Spot Report. PART I – RECORD OF OBSERVATIONS AND COUNSELING SUSTAIN: IMPROVE: NOTE: Signature indicates that counseling was administered as reflected in Part 1b above, and is not intended to imply agreement with ratings. CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD FORM R OCT 98 CADET COMMAND REG 145-3 REQUIREMENTS CONTROL SYMBOL ATCC-122 Check here if SPOT REPORT Bass demonstrated the necessary expertise to successfully lead his team and was instrumental in his team’s success. He completed all assigned tasks to standard, and showed good initiative and analytical skills. Bass persevered in the face of adversity and gained the trust and support of his subordinates. During the leadership opportunity, Bass successfully accomplished tasks that he had previously struggled with. Bass performance reflects great credit upon himself, his cadre and his unit. CN – Created a solution to a serious problem confronting his unit PH – Exhibited great physical strength MO – Fired up his subordinates EM – Remained calm under pressure TE – Continue to practice individual tasks Bass, Ronnie Titans QB X 5 Nov 02 William C. Roebuck WCR

BLUE CARD – VERSION 2 LEADERSHIP ASSESSMENT REPORT CADET COMMAND REG 145-3 REQUIREMENTS CONTROL SYMBOL ATCC-122 PART I – RECORD OF OBSERVATIONS AND COUNSELING Check here if SPOT REPORT a. SUMMARY OF OBSERVATION: Summarize most significant observed leadership behaviors. Use sufficient detail to support summary ratings in Parts II and III. Use Continuation Card if necessary. Ronnie Bass excelled as a back-up high school quarterback. Bass entered the state semi-final game after the starting quarterback was knocked out of the game by an all-state defensive lineman. On the sideline, before entering the game, Bass appeared nervous and hesitant as he received instructions from the coach. Once he reached the huddle, however, Bass projected an image of complete poise and confidence to his teammates. Bass developed and implemented a plan to counter the all-state lineman. He greatly inspired his teammates by placing himself at risk and flipping the all-state lineman--knocking the lineman out of the game. As Bass led his team down the field, he successfully completed a pitch play--a play that he had previously struggled with in practice and expressed doubts about being able to perform just before he entered the game. b. COUNSELING: Comment on at least 1 “SUSTAIN” and 1 “IMPROVE” dimension as identified in Part II. (“IMPROVE” comments are required for each “N” entry in Part II) Not required for Spot Report. SUSTAIN: CN – Quickly developed a play, within the coach’s, play that neutralized the defensive lineman PH - Demonstrated impressive physical strength by hitting and flipping the lineman MO – Visibly inspired your teammates by placing yourself at risk and knocking the lineman out of the game EM – Did not let your teammates see your nervousness; did not let your self-doubts cripple you IMPROVE: TE – Continue to practice the pitch play until you have complete confidence in your ability to perform it RATED CADET NAME UNIT DUTY POSITION (Location if Spot Report) DATE Bass, Ronnie Titans QB 5 Nov 02 RATED CADET SIGNATURE ASSESSOR NAME / INITIALS WCR CADRE CADET William C. Roebuck X CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD FORM R OCT 98 NOTE: Signature indicates that counseling was administered as reflected in Part 1b above, and is not intended to imply agreement with ratings.

BLUE CARD – VERSION 2 PART II - CHARACTER: Disposition of the leader: combination of values, attributes, and skills affecting leader actions a. ARMY VALUES (Comments mandatory for all “NO” entries. Use Part I.) 4. SELFLESS-SERVICE: Places Army priorities before self Yes No 6. INTEGRITY: Possesses high personal moral standards; honest in word and deed 1. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the Army, the Unit, and the soldier b. LEADER ATTRIBUTES / SKILLS / ACTIONS: Mark “E”, “S”, or “N” for each observed dimension. IMPROVE comments in Part II are mandatory when rating of “N” is indicated. 1. ATTRIBUTES Fundamental qualities and characteristics ME MENTAL Possesses desire, will, initiative and discipline PH PHYSICAL Maintains appropriate level of physical fitness and military bearing EM EMOTIONAL Displays self-control; calm under pressure CN CONCEPTUAL IP INTERPERSONAL TE TECHNICAL Demonstrates sound judgment, critical/creative thinking, moral reasoning 2. SKILLS Skill development is part of self-development; prerequisite to action TA TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting Shows skill with people; coaching, teaching, counseling, motivating and empowering Possesses the necessary expertise to accomplish all tasks and functions E S N 3. ACTIONS Major activities leaders perform; influencing, operating and improving INFLUENCING Method of reaching goals while operating/improving OPERATING Short-term mission accomplishment IMPROVING Long-term improvement in the Army, its people, and organizations CO COMMUNICATING DM DECISION-MAKING MO MOTIVATING PL PLANNING EX EXECUTING AS ASSESSING DE DEVELOPING BD BUILDING LR LEARNING Displays good oral, written, and listening skills for individual / groups Employs sound judgment, logical reasoning, and uses resources wisely Inspires, motivates, and guides others toward mission accomplishment Develops detailed, executable plans that are feasible, acceptable, and suitable Shows tactical proficiency, meets mission standards, and takes care of people / resources Uses after-action and evaluation tools to facilitate consistent improvement Invests adequate time and effort to develop individual subordinates as leaders Spends time and resources improving teams, groups, and units; fosters ethical climate Seeks self-improvement and organizational growth; envisioning, adapting and leading PART III - OVERALL NET ASSESSMENT (Circle one) E S N 2. DUTY: Fulfills professional, legal, and moral obligations 3. RESPECT: Promotes dignity, consideration, fairness, & EO 5. HONOR: Adherence to the Army’s publicly declared code of values 7. PERSONAL COURAGE: Manifests physical and moral bravery X X X X X X X X X X X X

SPOT REPORTS * MARK “X” ON FRONT SIDE OF THE CARD
* FOR NOTEWORTHY PERFORMANCE OR BEHAVIOR AS FOLLOWER OR TEAM MEMBER * USED DURING COMMITTEE TRAINING OR IN GARRISON * NOT USED FOR CADET CURRENTLY IN LEADERSHIP POSITION PROVIDES AN OPPORTUNITY TO CAPTURE BLIND DIMENSIONS ON CADET JPSCS (CAN HAVE “S” RATING) NO OVERALL RATING * REFUSAL OF ANY CONFIDENCE TRAINING = NEGATIVE SPOT REPORT/CER COMMENT

AFTER ACTION REVIEW

AFTER ACTION REVIEW AAR POINTERS
Maximize cadet involvement in the analysis of training—further promotes leader development Allow the participants to discover for themselves: 1) What happened? 2) Why it happened? 3) How to make it better? Provide feedback to cadets as a team about the team performance

COUNSELING ASSESS TRAIN RECOGNIZE RECORD BEHAVIOR COUNSEL - In terms of developing the cadet; counseling is the most important step in the process RATE CLASSIFY

COUNSELING COUNSELING - “ Subordinate-centered communication that produces a plan outlining actions necessary for subordinates to achieve individual or organizational goals” FM

COUNSELING DISCUSSION
Goal: Improve cadet performance through constructive, effective, timely feedback Do’s? Don’ts? Tips and Techniques? Use to generate discussion about effective counseling techniques.

COUNSELING POSSIBLE CADET REACTIONS TO COUNSELING DENIAL NERVOUSNESS
RATIONAL DISAGREEMENT “TOO EASY” AGREEMENT ATTEMPTS TO SHIFT BLAME LOSS OF TEMPER DESIRE TO QUIT CRYING

CER The CER is an LDP developmental counseling tool that mirrors the Officer Efficiency Report (OER). It is designed to utilize information generated by the LDP to provide constructive feedback to cadets on-campus and at LDAC.

7 Values 16 Leadership Dimensions

PLT TAC Overall Rating E/S/N PLT TAC Bullet Comments

AAR & Counseling Two Events; Two Purposes
Focus: Individual Leader Values Attributes Skills Actions Individual LDP Counseling Focus: Collective Addresses: Training objective Team execution Team sustainment/ improvement Green Card observations 1. Sustain 2. Improve 3. Corrective Actions 1. Mission / Concept: What should have happened? 2. What did happen / why? 3.What to do differently next time? - Can utilize this slide to summarize the differences between AAR and individual counseling

(LDP)

Leadership Development Program

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