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COUNSELING. Terminal Learning Objective. Action: Counsel Subordinates Condition: Given a counseling situation, references, notes, a Counseling Preparation Form and a Developmental Counseling Form .

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COUNSELING


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    1. COUNSELING

    2. Terminal Learning Objective • Action: Counsel Subordinates • Condition: Given a counseling situation, references, notes, a CounselingPreparation Form and a Developmental Counseling Form. • Standard: Prepared a Counseling PreparationForm prior to the counseling session, conducted a subordinate-centered counseling session and developed a Developmental Counseling Form during the session.

    3. Administrative Data • Safety Considerations: None • Risk Assessment: Low • Environmental Considerations: None

    4. Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals Why should counseling lead to achievement of goals? How is counseling related to leadership? Counseling

    5. 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? Subordinate-Centered (Two-Way) Communication

    6. 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 an evaluator and a counselor? The Leader as a Counselor

    7. The following qualities help the leader to assume an effective role during counseling: Respect for subordinates Self and Cultural Awareness Credibility Empathy The Leader as a Counselor How do these qualities assist leaders in counseling?

    8. To help subordinates develop in order to achieve organizational or individual goals. This overriding theme of “subordinate development” includes helping subordinates to improve performance, solve problems or attain goals. The Reason for Counseling

    9. Approaches to Counseling • Directive • Nondirective • Combined

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

    11. 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

    12. Common Counseling Mistakes • Leader’s: Likes Dislikes Biases Prejudices

    13. 1. Open the session 2. Discuss the issue 3. Develop a plan of action 4. Close the session The Counseling Session

    14. State the purpose of the session Establish a subordinate-centered tone How do you establish a subordinate centered tone? Why is it important to state the purpose of the session? (1) Open the Session

    15. Jointly develop an understanding of the situation Support points with facts or observations Establish relevance between the issue and individual or unit goals How do you “jointly develop” an understanding of the situation? Why is it important to support points with fact? (2) Discuss the Issue

    16. Actions should facilitate the attainment of goals Actions should be specific enough to drive behavior Plan may entail contacting a referral agency. Why must the plan be a “plan of action”? When should the plan include a referral? (3) Develop a Plan of Action

    17. Summarize the counseling session Discuss implementation of the plan Check for understanding and acceptance Identify leader’s responsibilities A soldier rejects the plan of action...now what? What is follow-up and why is it necessary? What is the leader’s role in implementing the plan? (4) Close the Session

    18. 1. Select a suitable place 2. Schedule the time 3. Notify the subordinate well in advance 4. Organize the information Can counseling occur without formal preparation? What is an appropriate time? What should a leader tell the subordinate? Preparation for Counseling

    19. 5. Outline the components of the counseling session 6. Plan a counseling strategy 7. Establish the right atmosphere Why should a leader prepare an outline? What is a counseling strategy? Preparation for Counseling

    20. Recording Counseling • Why should a leader document a counseling session? • What type of counseling sessions require written records of counseling?

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

    22. Plan of Action: Session Closing: Individual counseled: I agree / disagree with the information above Individual counseled remarks: Date Signature of Individual Counseled Leader Responsibilities: Signature of Counselor Date PART IV - ASSESSMENT OF THE PLAN OF ACTION Assessment: VGT22

    23. Observe the counseling session and evaluate the session using the Observer’s Worksheet Counseling Demonstration

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

    25. Record Behavior • Note and record elapsed time • Note actions not taken. They are 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

    26. RIGHT 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; SQD MEMBERS HAD CLEAR TASKS TO DO. SQD EXECUTED TO STANDARD 12 SEPT 97; 2200-2300 HRS. WRONG RAINY, COLD, NO SLEEP HARD PHYSICAL AND MENTAL TASK SQD FAILED TO ACCOMPLISH TASK IN ALLOTTED TIME SQD HAD TO RE-DO THE TASK TWICE NIGHT TIME EXAMPLESUsing the “START” Form START

    27. Classify Behavior • Use all written, verbal, and non-verbal information • Use leadership dimensions definitions and associated behaviors • Though a behavior may fit more than one dimension, list it under the most appropriate one (“best fit”) • Look deeper than just the obvious dimension to “see” complex behaviors

    28. Rate Behavior E S NI Excellent. Exceeds Requirements For Successful Task Accomplishment Satisfactory. Meets Requirements For Successful Task Accomplishment Needs Improvement. Does Not Meet Requirements For Successful Task Accomplishment

    29. Developing Subordinates (summary) • Plan where & when to OBSERVE subordinate performance • RECORD performance using the START format • CLASSIFY behaviors by applying leadership doctrine • RATE behaviors guided by performance indications • DEVELOPMENTAL COUNSELING • Consider other tools; self and associated assessment

    30. Summary • Counsel Subordinates • Counseling Sessions • Subordinate Centered Strategy