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Develop Subordinate Leaders in a Platoon

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  1. Develop Subordinate Leaders in a Platoon

  2. Purpose To provide information on the importance of ensuring that your subordinates are properly trained. This will play a vital role in your units mission accomplishment.

  3. References • FM 22-100

  4. Outline • 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

  5. 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

  6. THE LEADER of Character and Competence ACTS... “Be” “Know”“Do” VALUES ACTIONS SKILLS ATTRIBUTES to Achieve Excellence Loyalty Mental Duty Physical Respect Emotional Selfless Service Honor Integrity Personal Courage Interpersonal Influencing Conceptual Operating Technical Improving Tactical

  7. Army Values 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)

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

  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. Skills “KNOW” Interpersonal Technical Conceptual Tactical

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

  12. LEADERSHIP CORE DIMENSIONS

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

  14. LEADERSHIP DIMENSIONS IN THE MOTOR POOL • Absent any other guidance and on his own initiative, one of your platoon leaders, 1LT Monte, presented you with a request to do a much needed maintenance inspection for his platoon. He wanted all assigned company TO&E equipment laid out for an inspection, vehicle and commo mechanics present, and the squad leaders leading the conduct of each step in the training manual, step-by-step. You approved the inspection, scheduled it, and resourced it. • Five weeks later, you observed the maintenance inspection being conducted. The vehicles were getting the close attention they needed. You could hear 1LT Monte and the platoon sergeant quizzing and then coaching the squad leaders about the special checks needed to ensure equipment serviceability.

  15. Which skills are demonstrated? Conceptual, Interpersonal and technical. Which attributes are implied by these observations? Really only mental, good desire, will and initiative. Any values implied here? Perhaps “duty” by ensuring the readiness of his equipment.

  16. 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? Because today’s soldiers are tomorrow’s NCO’s. Everyone! It provides the foundation for leadership development. The observe, assess, coach and counsel model.

  17. DEVELOPING SUBORDINATES Step 1 - Observe and record leadership actions

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

  19. 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

  20. “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

  21. EXAMPLESUsing “START” Format RIGHT WRONG 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. FTX; AT THE LDR REACTION Course EXECUTE LEADER REACTION Course 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. S T A R T

  22. 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

  23. 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”)

  24. RATING BEHAVIORS E EXCELLENT: EXCEEDS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT. S SATISFACTORY: MEETS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT. NI NEEDSIMPROVEMENT: DOES NOT MEET REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT.

  25. 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.

  26. 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

  27. SESSION II, SUMMARY • Plan where and when to OBSERVE subordinate performance • RECORD performance using the START format • CLASSIFY behaviors by applying leadership doctrine • RATE behaviors guided by performance indications • Provide FEEDBACK along the way - COACH!

  28. 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

  29. COUNSELING Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals.

  30. SUBORDINATE-CENTERED (TWO-WAY) COMMUNICATION Subordinates assume an active role in the counseling session and maintain responsibility for their actions. The following skills assist leaders in subordinate-centered counseling: - Active Listening - Responding - Questioning • Why should the subordinate be active in the session? So he/she will take responsibility for the issue.

  31. 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

  32. 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

  33. THE LEADER AS A COUNSELOR Leaders have a responsibility to develop their subordinates. During counseling, the leader acts primarily as a helper, not a judge. • When should a leader counsel to develop subordinates? • How can a leader be both an evaluator/judge and a helper/counselor? Whenever there is a need for two-way communication to develop subordinate leaders. Be open and honest.

  34. 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

  35. APPROACHES TO COUNSELING Directive Non-directive Combined

  36. COUNSELING TECHNIQUES • Suggesting alternatives • Recommending • Persuading • Advising • Corrective training • Commanding

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

  38. 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

  39. 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.

  40. PREPARATION FOR COUNSELING 1. Select a suitable place 2. Schedule the time 3. Notify the subordinate well in advance 4. Organize the information 5. Outline the components of the counseling session 6. Plan a counseling strategy 7. Establish the right atmosphere • Can counseling occur spontaneously without formal preparation? Yes, but free from distractions.

  41. 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 • Why should a leader prepare an outline? It forces you to think about the counseling.

  42. What is a counseling strategy? It’s how the leader plans to develop the counseling session to achieve the intended results.

  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. 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 aspecific leader action and to one or more performance objectives on the officer's OER Support Form.

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

  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) INFLUENCING: Communicating, Decision Making, Motivating COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills. (1) Provide an oral OPORD brief to CO/XO during FTX in April. DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s). (7) Facilitate a discussion on the ethical decision making during June OPD. 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. (3,6) Lead Platoon PT every Monday in April- set the example! From Support Form: (1) Ensure the Plt is combat ready for NTC... Target performance objectives on Support Form At least one developmental task per leader action Tasks should be specific, measurable, and achievable

  47. JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PARTS IV AND V PART IV. VERIFICATION senior rater initials Date PART IV - VERIFICATION: Rater initials Rated officer initials PART V. DEVELOPMENTAL ASSESSMENT RECORD 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 candid participative NOT A RATING!! constructive positive Rated officer initials Rater initials Date 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

  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?