develop subordinates for oc · help the subordinate develop an understanding of the issues and...

VGT 1

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

VGT 2

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

VGT 3

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 6-22

VGT 4

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

VGT 5

THE LEADERof Character and Competence ACTS...

“Be” “Know” “Do”

to Achieve Excellence Loyalty Mental

Duty Physical

Respect Emotional

Selfless

Service

Honor

Integrity

Personal Courage

Interpersonal Influencing

Conceptual Operating

Technical Improving

Tactical

VGT 6

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

VGT 7

“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

VGT 8

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

VGT 9

“KNOW”

Skills

Tactical

TechnicalInterpersonal

Conceptual

VGT 10

OperatingPlanning

Executing

Assessing

InfluencingCommunicating

Decision Making

Motivating

ImprovingDeveloping

Building

Learning

Leader Actions

“DO”

VGT 11

Leaders of Character and Competence Act to achieve Excellence by providing

purpose, direction, and motivation.

VALUES

“Be”

ATTRIBUTES

“Be”

SKILLS4

“Know”

ACTIONS

“Do”

Loyalty Mental1 Interpersonal Influencing Operating Improving

Duty Communicating Planning Developing

Respect Physical2 Conceptual

Selfless Service Decision Making Executing Building

Honor Emotional3 Technical

Integrity Motivating Assessing Learning

Respect Tactical

1 The mental attributes are will, self-discipline, initiative, judgment, confidence, intelligence, andcultural awareness.

2 The physical attributes are health fitness, physical fitness, military bearing, and professional bearing.

3 The emotional attributes are self-control, balance, and stability.

4 The required interpersonal, conceptual, technical skills, and resulting tactical skills are different for the

direct, organizational, and strategic leaders.

LEADERSHIP CORE DIMENSIONS

VGT 12

(+) (-)

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

VGT 13

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?

VGT 14

DEVELOPING SUBORDINATES

Step 1 - Observe and record leadership

actions

VGT 15

OBSERVATIONS

• All acts (verbal and nonverbal), appearances,

and actions are valid opportunities for

assessment

• Ensure observations are complete

• Observations must be objective

VGT 16

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

VGT 17

“START” ACRONYM

• S - SITUATION: Record the situation in whichthe leader is involved

• T - TASK: Describe the task assigned to the leader

• A - ACTION: As accurately as possible, recordall actions taken by the leader during the accomplishment of the task

• R - RESULT: What resulted from the leader’sactions?

• T - TIME: Include the date, time and duration ofthe event

VGT 18

EXAMPLES

Using “START” Format

S

T

A

R

T

RIGHT WRONG

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.

VGT 19


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

VGT 20

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”)

VGT 21

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.

VGT 22

COACHING


Step 2 - Assess and compare what you see to performance




Step 3 - Coach the subordinates - tell the subordinates

what you saw and give them a chance to assess

themselves

VGT 23

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

answersVGT 24

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!

�Develop plan of action - DEVELOPMENTAL COUNSELING

VGT 25

• 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

VGT 26



Step 2 - Assess and compare what you see to performance




Step 3 - Coach the subordinates - tell the subordinates

what you saw and give them a chance to assess

themselves

Step 4 - Conduct developmental counseling

VGT 27

COUNSELING

Subordinate-centered communication that

outlines actions necessary for subordinates

to achieve individual and organizational

goals.

� Why should counseling lead to achievement of

goals?

VGT 28

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?

VGT 29

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

VGT 30

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

VGT 31

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?

VGT 32

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

� How do these qualities assist leaders in

counseling?

VGT 33

APPROACHES TO COUNSELING

– Directive

– Non-directive

– Combined

VGT 34

COUNSELING TECHNIQUES

– Suggesting alternatives

– Recommending

– Persuading

– Advising

– Corrective training

– Commanding

VGT 35

- 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

VGT 36

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

VGT 37

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.

VGT 38

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?

� What is an appropriate time?

� What should a leader tell the subordinate?

VGT 39

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

� Why should a leader prepare an outline?

� What is a counseling strategy?

VGT 40

DEVELOPMENTAL COUNSELING FORMRank/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:

VGT 41

Signature of Individual Counseled

Plan of Action:

Signature of Counselor

PART IV - ASSESSMENT OF THE PLAN OF

ACTION Assessment:

Date

Date

Session Closing:

Individual counseled: I agree / disagree with the information above

Individual counseled remarks:

Leader Responsibilities:

VGT 42

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

VGT 43

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.

VGT 44

INITIAL COUNSELING FOLLOW-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 skillsaffecting 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

MENTALPossesses desire, will, initiative, and

discipline

PHYSICALMaintains appropriate level of physical

fitness and military bearing

EMOTIONAL

Displays self-control; calm under pressure

CONCEPTUAL

Demonstrates sound judgment, critical /

creative thinking, moral reasoning

INTERPERSONALShows skill with people: coaching, teaching,

counseling, motivating and empoweringPossesses the necessary expertise to

accomplish all tasks and functions

TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting

TECHNICAL

ATTRIBUTESFundamental qualities and

characteristics

SKILLS (Competence)

PART II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS

JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2

LEADER CHARACTERRater expectations

Rated officer input

Relate to duties

INFLUE NCING: Communicating, Decision Making, Motivating

OPERATING: Planning, Executing, Assessing

PART III - DEVELOPMENTAL ACTION PLAN. Dev elopment t ask s t ha t ta rget maj or pe rf ormance ob jec tives on the DA Form 67-9-1. (See FM 22-100, P AR T THR EE)

Sk ill deve lopm ent is par t of s e lf-devel opment ; p rerequ isi te to act ion

JUNIO R O FFICER DEVELOPMENTAL SUPPORT FORMFor use of this for m, see AR 623- 105; the proponent agency is ODCSPER

PART I - INSTRUCTIONS. Use of this for m is mandator y for L ieutenants and WO1s; optional for all other r anks.Initial f ace-to-face (P art II and III)

- Discuss duty descript ion/m ajor performance objecti ves f rom DA F orm 67-9-1.

- Discuss Army leader values, att ributes and ski lls as related to future duty

perform ance and profess ional development (Part II : Leader Character)

- Complete Devel opmental A ction Plan (Part II I)- Record at least one

devel opm ental task for each leadership act ion that targets m ajor performance

object ives li sted on DA Form 67-9-1.

- Upon complet ion of the initi al f ace-to-face counseling, date and init ial Part IV

(verif icati on). Obtain senior rater's init ials . Rated of f icer and rater retain fil e

copy for use during l ater follow-up counseli ngs.

Quarterly F ollow-up Counsel ings (P art V - Reverse)

- Discuss major performance obj ect ives and progress made. A dj ust as needed.

- Discuss progress made on developmental tasks; update/modif y tasks as

needed to cont inue developmental process.

- Rater sum marize key points i n appropri ate block of P art V .

- Rater and rated of ficer init ial, date, and keep a f ile copy for use duri ng later

counselings.

COMM UNICATING. Art iculates writ t en and oral i deas/concepts c learly and concisely . Message received equals message sent . Displays effective lis teni ng skills .

MOT IV AT ING. Inspi res, m ot ivates, and guides others towards miss ion accom pl ishm ent . S ets the example by being in excellent physical / m ental condit ion and

consis tent ly display ing proper m ilit ary beari ng.

DE CIS ION M AKING. Reaches sound, logi cal dec is ions based on analys is /synthesis of informat ion, and uses sound judgement to al locate resources and select

appropriate course(s) of act ion.

DA Fo rm 67-9-1a

NAME OF RATED OFFICER (Last, Fir st, M I) SSN GRADE ORGANIZ ATION

FRONT SIDE DA FORM 67-9-1a

NOT E: Reference for Army Leadership Doct rine is FM 22-100.

PART II CHARACTER. Disposit ion of the l eader: combi nat ion of values, att ributes, and skil ls affecti ng l eader actions. (See FM 22-100, P ART TWO)

1. H ONOR: Adherence to the Arm y's publi cly declared code of values

2. IN TEGRITY: Possesses high personal m oral s tandar ds; honest i n word and deed

3. C OUR AGE: Manifests physical and moral bravery

4. LOYALTY: Bears true faith and all egi ance to the U.S. Constituti on, the A RMY, the uni t, and the soldier

5. R ESP ECT: Promotes dignit y, considerati on, fairness, & EO

6. SELFLE SS-SER VI CE: Pl aces Ar my pr ioriti es before self

7. D UTY: Fulfi lls pr ofessional, legal, and moral obli gat ions

MEN TALPossesses desire, wi ll, ini tiat ive, and

disci pline

PH YSIC ALMaintai ns appropriate l evel of physical

f itness and mili tary bearing

EMOTION AL

Displays self -cont rol; calm under pressure

C ONC EPTU AL

Demonstrates sound judgment, criti cal /creative thi nk ing, moral reasoning

I NTERPERSONALShows skill wi th people: coaching, teachi ng,

counseling, m oti vating and empower ingPossesses the necessary expert ise toaccomplish al l t asks and functi ons

TACTICAL Demonstrates profi ciency i n required professional knowledge, judgm ent, and warf ighting

TECHN ICAL

AT TR IB U TE SFundamental qual iti es and

characteristics

S K IL LS (C omp etence)

PL AN N IN G . Uses criti cal and creative thinking to develop executable plans that are suitabl e, acceptable, and feasible.

EX EC U TI N G. Sho ws tact ica l and tech ni ca l prof ic i ency; m eets miss ion standards; takes care of people/ resources. Maximi zes the use of availabl e system s and

technol ogy. Performs well under physical and mental s t ress.

ARMY VALUES

VGT 45

INFLUE NCING: Communicating, Decision Making, Motivating

OPERATING: P lanning, Executing, Assessing

P ART I II - DEVE LOPME NTAL ACT ION P LAN. Development tasks that tar get major p er form ance objec tive s on the DA For m 67- 9-1. ( See F M 22-1 00, P ART THREE)

Skill deve lopm ent is part of self-

development; pr erequisi te to action

J UN IOR OFFIC ER D EVELOPMENTA L SUP PORT FORMFor use of t his form , see AR 623-105; t he proponent agency is ODCSPER

P ART I - INST RUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; opt ional for all other ranks .Init ial f ace- to -fa ce (Par t II and III)

- Discu ss dut y de scr ip tion/ ma jor per for ma nce ob jectives fr om DA F o rm 67 -9- 1.

- Discu ss Ar m y leader values , att rib ute s a nd s kills as r elat ed t o f ut ure d uty

pe rfo rm anc e a nd pro fes sion al de velopm en t (Part II: Lea der Ch ara cte r)

- Com plete De ve lop me nta l Ac tion Pla n ( Pa rt III) - Rec ord at leas t on e

de ve lopm en tal tas k f or eac h le ade rsh ip act ion tha t t ar get s m ajor per fo rm anc e

obje ctives lis ted on DA F or m 67- 9-1 .

- Upon co mp letio n o f t he init ial f ace -to -f ace cou nse ling , dat e a nd in itial Pa rt IV

(ver ifica tion) . O bta in s enior rat er's initials . R ated of fice r a nd r ate r r eta in file

cop y for us e dur ing lat er f ollow-u p co uns elin gs.

Qu art erly F o llo w-u p C ouns eling s ( Pa rt V - Reve rse )

- Disc uss m ajor pe rfo rm ance ob je ctive s a nd pro gre ss m ade . Ad just as ne eded .

- Disc uss pr ogr ess ma de on develo pm ental tas ks; up date /m odif y tas ks a s

n eede d t o con tinue develo pm ent al p roc ess .

- Rat er sum m ar ize key p oint s in ap pro pria te block of Part V.

- Rat er and r ate d o fficer init ial, dat e, and ke ep a f ile c opy f or use du ring late r

c ounse lin gs.

COM MUNI CATIN G. Art icula tes wr itte n a nd ora l id eas /co nce pts cle arly a nd concis ely. Mess age re ceived equ als me ssag e s ent . Displa ys eff ect ive list enin g s kills .

MOT I VATI NG. Ins pires , mo tivate s, and guide s oth ers to war ds missio n a ccom plis hm ent . Sets t he exam ple by being in e xc ellen t p hysica l / m en tal cond ition an d

cons iste ntly displa yin g p rop er m ilit ary bea ring.

DECI SIO N M AKI NG. Reac hes so und , lo gical decisio ns bas ed on an alysis/ synt hes is of info rm at io n, and use s s oun d jud gem ent to allo cat e r eso ur ces an d s elec t

ap pro pria te cou rse (s) of ac tion .

DA Fo rm 67 -9- 1a

NAME OF RATED OFFICER (Last, Fir st, M I) SSN G RADE ORGANIZ ATION

FRO NT SID E DA FORM 67-9-1a

NOT E: R efe ren ce f or Ar m y Lea ders hip D oct rine is F M 22 -10 0.

P ART I I CHARACTER. Disposition of t he l eader : combination of values, attr ib utes , an d sk ills affecting leader ac tion s. ( See FM 22- 10 0, PART TWO)

1. HONOR: Adherence to the Arm y's publ icly declar ed code o f values

2. INTE GRITY : Possesses high pers ona l mor al standar ds; ho nes t in word an d d eed

3. COURAGE: Manifests physical and moral br avery

4. L OY ALT Y: Bear s tr ue faith and all egiance to the U.S. Constitution, the ARMY, the unit, and th e s old ier

5. RE SP ECT: Pr omotes dignity, considerati on, fair ness, & EO

6. SEL FLE SS -SE RVICE: Places Ar my pr iorities before self

7. DUT Y: Fulfills pr ofession al, lega l, and m oral obl igat ions

MENTALPossesses desir e, will, ini tiat ive, and

disci pline

PHYS ICALMaintains a ppr opriate l evel of physical

fitness and military bear ing

EM OT IONAL

Displays sel f- cont rol; calm under pr essur e

CONCEP TUAL

Dem onst rates sound judgment, cr itical /

creative t hink ing, m oral r easoning

INTERPE RSONALShows skill wi th people: coaching, teaching,counseling, m otivating and empo wer ing

Possesse s th e ne cess ar y expertise to

accomplish all tasks a nd fun cti ons

TACT ICAL Dem ons tr ates profi cien cy i n r equired pr ofessio nal know ledge, j udgm ent, and war fighting

TE CHNICAL

ATT RI BUT ESF undame nta l q ual ities and

character istics

S KI L LS (Co m pe ten c e)

PL ANNI NG. U ses cr itica l an d c re ative th inking to develop exec uta ble plan s tha t are su it able , a ccep tab le, and fe asible .

EX E CUT IN G. S h ow s t act ical an d t ech ni cal p ro f ici en cy; me ets m ission st and ard s; t akes ca re of peo ple/ resou rce s. Maxim izes the us e of availa ble syste ms an dtec hnolo gy. Pe rfo rm s well u nder ph ys ical and m ent al st re ss.

ARMY VALUES

JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III

PART III. DEVELOPMENTAL ACTION PLANPART 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 andconsistently 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...

VGT 46

DEVELOPI NG. Teac hes , t rains , c oache s and coun sels su bo rd in ate s inc rea sing the ir k nowled ge, skills and con fide nce.

BU ILD ING . De velo ps eff ect ive, disc iplin ed, coh esive, tea m built on b onds of mutual trus t, resp ect, an d co nfide nce. Fost ers eth ica l climate .

A SSESSI NG. Us es aft er -act io n and e valuat ion tools to fac ilita te cons iste nt impr ovemen t.

LEARNIN G. Act ively seek s se lf-impro vemen t (in dividua l st udy, pr ofes siona l rea ding , et c.) , an d f oste rs a lea rnin g env iron men t in the un it (I PRs, AARs , N COPD , e tc .)

PART V - DEVEL OPM ENTAL ASSESSMENT RECORD. Summary of key points made during follow -up counselings. Highlight progress and

strengths observed as well as further development needed.

PART IV - VERIFICAT ION: Rater init ials Rated of ficer initials Date Senior rater init ials

1st As sess ment Key Poin ts

2n d Asse ssment Ke y Points

3r d Ass essment Key Point s

Rat ed office r initia ls R ater in it ials Date

Ra ted off icer initials Rat er initials Date

Rat ed of ficer initia ls Rat er initials Dat e

REV ERS E SIDE DA FORM 67-9-1a

IM PROVING: Developing, Building, Learning

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 initialsDate

VGT 47

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?VGT 48

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

develop subordinates for oc · help the subordinate develop an understanding of the issues and...

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