2. VGT 2 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

3. VGT 3 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

4. VGT 4 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

5. VGT 5 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

6. VGT 6 THE LEADER of Character and Competence ACTS... “Be” “Know”“Do” to Achieve Excellence LoyaltyMental DutyPhysical RespectEmotional Selfless Service Honor Integrity Personal Courage VALUES Interpersonal Influencing Conceptual Operating Technical Improving Tactical ATTRIBUTES SKILLS ACTIONS

7. VGT 7 Loyalty: Bear true faith and allegiance to the U.S. Constitution, the Army, your unit and other soldiers. Duty: Fulfill your obligations. Respect: 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 what’s right, legally and morally. Personal Courage: Face fear, danger, or adversity (Physical or Moral) Army Values

8. VGT 8 “BE” Attributes Self-control Balance Stability Health Fitness Physical Fitness Military Bearing Professional Bearing Will Self-Discipline Initiative Judgment Confidence Intelligence Cultural Awareness Physical Emotional Mental

9. VGT 9 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

10. VGT 10 “KNOW” Skills Tactical Technical Interpersonal Conceptual

11. VGT 11 Operating Planning Executing Assessing Influencing Communicating Decision Making Motivating Improving Developing Building Learning Leader Actions “DO”

12. VGT 12 LEADERSHIP CORE DIMENSIONS

13. VGT 13 (+)(-) VALUES (INTEGRITY) HE'S TRUTHFUL, EVEN IF IN TROUBLEHE LIES UNDER PRESSURE ATTRIBUTES (MIL BEARING) APPEARANCE ALONE INSPIRESBAD UNIFORM, NO ENERGY SKILLS (TECHNICAL) STICKS TO AND USES TLPSCAN'T LAY HIS MORTAR ACTIONS (DEVELOPING) WENT TO COLLEGE CLASSESBLEW OFF THE HOMEWORK TRANSLATING DIMENSIONS TO OBSERVATIONS

14. VGT 14 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?

15. VGT 15 DEVELOPING SUBORDINATES Step 1 - Observe and record leadership actions

16. VGT 16 OBSERVATIONS All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment Ensure observations are complete Observations must be objective

17. VGT 17 OBSERVATION (Con’t) 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

18. VGT 18 “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 leader’s actions? T - TIME: Include the date, time and duration of the event

19. VGT 19 EXAMPLES Using “START” Format STARTSTART RIGHTWRONG 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.

20. VGT 20 DEVELOPING SUBORDINATES Step 1 - Observe and record leadership actions Step 2 - Compare what you see to performance indicators; classify the observations to determine if the behavior exceeds, meets, or fails to meet the standard

21. VGT 21 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”)

22. VGT 22 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.

23. VGT 23 COACHING 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

24. VGT 24 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

25. VGT 25 SESSION II, SUMMARY Ù Plan where and when to OBSERVE subordinate performance ÙRECORD performance using the START format ÙCLASSIFY behaviors by applying leadership doctrine ÙRATE behaviors guided by performance indications ÙProvide FEEDBACK along the way - COACH! ÙDevelop plan of action - DEVELOPMENTAL COUNSELING

26. VGT 26 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 DEVELOP AN ASSESSMENT SUMMARY

27. VGT 27 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

28. VGT 28 COUNSELING Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals. 3Why should counseling lead to achievement of goals?

29. VGT 29 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 3 Why should the subordinate be active in the session?

30. VGT 30 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

31. VGT 31 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

32. VGT 32 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. 3 When should a leader counsel to develop subordinates? 3 How can a leader be both an evaluator/judge and a helper/counselor?

33. VGT 33 THE LEADER AS A COUNSELOR (Con’t) The following qualities help the leader to assume an effective role during counseling: - Respect for subordinates - Self and Cultural Awareness - Credibility - Empathy 3How do these qualities assist leaders in counseling?

34. VGT 34 APPROACHES TO COUNSELING –Directive –Non-directive –Combined

35. VGT 35 COUNSELING TECHNIQUES – Suggesting alternatives – Recommending – Persuading – Advising – Corrective training – Commanding

36. VGT 36 - Reception and Integration JODSF/NCOER Checklist ARRIVE AT UNIT MIDPOINT 6 MONTHS OER / NCOER JODSF / NCOER Checklist Personal Issues Periodic Review of OER Support Form (Rater/ SR Rater) JODSF / NCOER Checklist Event: Non-select for school / promotion EXIT INTERVIEW PATHWAY TO SUCCESS Initial OER / NCOER Counseling (30 days) - Sponsorship Counseling Cycle Continuous Process

37. VGT 37 CATEGORIES OF COUNSELING –Personal - Event Oriented – Reception and Integration- Crisis - Separation – Positive Performance- Promotion Counseling – Referrals- Corrective Training –Performance and Professional Growth – OER/NCOER – “Pathway to Success” – Developmental Process Based on Potential – Near Term <1 year – Long Term > 2-5 years

38. VGT 38 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 leader’s role in supporting the subordinate’s effort. Gain the subordinate’s commitment to the plan. Ensure plan is specific enough to drive behaviors needed to affect the developmental needs.

39. VGT 39 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 3Can counseling occur spontaneously without formal preparation? 3What is an appropriate time? 3What should a leader tell the subordinate?

40. VGT 40 PREPARATION FOR COUNSELING (Con’t) 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 3Why should a leader prepare an outline? 3What is a counseling strategy?

41. VGT 41 DEVELOPMENTAL COUNSELING FORM Rank/Grade Date of Counseling NAME (Last, First, MI) Organization Key Points of Discussion: PART III - Summary of Counseling Name and Title of Counselor PART II - BACKGROUND INFORMATION Purpose of Counseling:

42. VGT 42 Signature of Individual Counseled Plan of Action: Signature of Counselor PART IV - ASSESSMENT OF THE PLAN OF ACTION Assessment: Date Session Closing: Individual counseled: I agree / disagree with the information above Individual counseled remarks: Leader Responsibilities:

43. VGT 43 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

44. VGT 44 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.

45. VGT 45 INITIAL COUNSELINGFOLLOW-UP COUNSELINGS PART I. INSTRUCTIONS DISCUSS Skill development is self-development; prerequisite to action PART II CHARACTER. Disposition of the leader: combination of values, attributes, and skills affecting leader actions. (See FM 22-100, PART TWO) 1. HONOR: Identifies with public code of Army values (honor) 2. INTEGRITY: Possesses sound moral values; honest in word and deed 3. COURAGE: Manifests physical and moral bravery 4.LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the ARMY, the unit, and the soldier 5. RESPECT: Promotes dignity, consideration, fairness, & EO 6. SELFLESS-SERVICE: Places Army priorities before self 7. DUTY: Fulfills professional, legal, and moral obligations MENTAL Possesses desire, will, initiative, and discipline PHYSICAL Maintains appropriate level of physical fitness and military bearing EMOTIONAL Displays self-control; calm under pressure CONCEPTUAL Demonstrates sound judgment, critical / creative thinking, moral reasoning INTERPERSONAL Shows skill with people: coaching, teaching, counseling, motivating and empowering Possesses the necessary expertise to accomplish all tasks and functions TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting TECHNICAL ATTRIBUTES Fundamental qualities and characteristics SKILLS (Competence) PART II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2 LEADER CHARACTER Rater expectations Rated officer input Relate to duties

46. VGT 46 JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III PART III. DEVELOPMENTAL ACTION PLAN PART III - DEVELOPMENTAL ACTION PLAN. Development tasks that target major performance objectives on the DA Form 67-9-1. (See FM 22-100, PART THREE) COMMUNICATING.Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills. MOTIVATING. Inspires, motivates, and guides others towards mission accomplishment. Sets the example by being in excellent physical / mental condition and consistently displaying proper military bearing. DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s). INFLUENCING: Communicating, Decision Making, Motivating (1) Provide an oral OPORD brief to CO/XO during FTX in April. (7) Facilitate a discussion on the ethical decision making during June OPD. (3,6) Lead Platoon PT every Monday in April- set the example! Target performance objectives on Support Form At least one developmental task per leader action Tasks should be specific, measurable, and achievable From Support Form: (1) Ensure the Plt is combat ready for NTC...

47. VGT 47 JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PARTS IV AND V PART V - DEVELOPMENTAL ASSESSMENT RECORD.Summary of key points made during follow-up counselings. Highlight progress and strengths observed as well as developmental needs across values, attributes, skills, and actions. 1st Assessment Key Points Rated officer initials Rater initials Date PART IV - VERIFICATION: Rater initials Rated officer initials PART IV. VERIFICATION PART V. DEVELOPMENTAL ASSESSMENT RECORD NOT A RATING!! participative constructive positive candid Summary of key points -- discussion of values, attributes, skills -- progress on developmental tasks and focus -- noted strengths -- further needs for focus/improvement -- rater/rated officer initials and date of counseling senior rater initials Date

48. VGT 48 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?

49. VGT 49 NCOER COUNSELING CHECKLIST/RECORD Goal of counseling: –Set NCOs up for success –Look forward; don’t 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