us army sergeants major academy advanced leader …lesson plan for a204 nco professional development...
TRANSCRIPT
AS-1
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A212
Coaching, Counseling, and Mentorship
Appendix D
Learner Handouts
This appendix contains the items listed in this table--
Title/Synopsis Page(s)
A212-Advance Sheet AS-1 and 2
NCOER Evaluation Counseling Tips (SSG to SGT) H-1
NCOER Evaluation Report Support Form (DA Form 2166-9-1A) H-2 to 5
The Algorithm of Strong NCOER Statements H-6
Writing NCOER Impact Statements Activity H-7
Practical Exercise Scenarios H-8 and 9
Observer Tool #1 H-10
Observer Tool #2 H-11
AS-2
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A212
Coaching, Counseling, and Mentorship
Advance Sheet
Lesson Developer: Mr. Greg Woolfolk
Department Author: MSG Paul Caswell
1. SCOPE:
At the end of this lesson learners will acquire techniques to effectively coach, counsel, and mentor
their subordinates by comparing various techniques through roleplay using the fishbowl technique,
discussing the Noncommissioned Officer Evaluation Report (NCOER) and its role in their
professional development, and discussing the facilitator/instructor Certification Path and it’s benefits
to their professional development.
2. LEARNING OBJECTIVES:
This lesson supports ALC-LCC TLO 400-ALC-A200.3, Human Dimension, as listed in the A200
advance sheet.
ELO: 400-ALC-A212
Action: Demonstrate Effective Coaching, Counseling, and Mentorship Techniques
Condition: As a learner and leader attending the ALC-LCC, acting as a squad leader using an
organizational-level leadership perspective in a classroom environment, given references, complex
scenarios, practical exercises and classroom discussions.
Standard: Demonstration includes―
Developing effective coaching techniques
Developing effective counseling techniques
Discussing the NCOER and its role in your professional development
Discussing the Instructor/Facilitator Certification Path and its benefits to your professional
development
Developing effective mentoring techniques
Learning Domain: Cognitive
Level of Learning: Apply
21st Century Learner:
Lifelong Learner
Character and Accountability
Communication and Engagement
Teamwork and Collaboration
Adaptability and Initiative
Critical Thinking and Problem Solving
Characteristics of the Future Operational Environment:
None
AS-3
Linking Warfighting Challenges to Required Capabilities:
Adapt the Institutional Army and Innovate
Enhance Realistic Training
Improve Soldier, Leader, and Team Performance
Develop Agile and Adaptive Leaders
3. ASSIGNED LEARNER REQUIREMENTS:
a. Read: FM 6-22 Leader Development Chapter 3 Section III – Enhancing Learning; Chapter 7 Learning
and Development Activities, 7-60. Counsels, Coaches, and Mentors, Table 7-42. Counsels,
coaches, and mentors.
Coaching Newsletterv5.pdf
TRADOC Regulation 600-21, Chap 3, pp 11 and 12, para 3-2a and 3-3
TRADOC Regulation 350-70, Chap 7, pp 90 and 91, para 7.7d thru 7-8
FM 6-22 Coaching
NewsletterTRADOC Reg
600-21.pdf
TRADOC Reg
350-70, Army Learrning Policies and Systems, 6 Dec 11.pdf Scan:
DA Pam 623-3, Evaluation Reporting System, 10 Nov 2015. Chap 3, Section I, pp 72 thru 94,
para 3-1 thru 3-7, Table 3-5; and, Appendix C, pp 148 and 149. (25 pp.)
AR 350-1, Chap 1, p 4, para 1-11d(1). (1 p.)
DA PAM 623-3 AR 350-1 Army
Training and Development, p 4, para 1-11d(1).pdf
b. Classroom Discussion: Come to class prepared to discuss the following:
Effective coaching techniques
Effective counseling techniques
Effective mentoring techniques
4. ASSESSMENT:
Refer to the A200 Advance Sheet for information on all assessments.
H-1
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A204
NCO Professional Development
NCOER Evaluation Counseling Tips (SSG to SGT)
The rater with help of the senior rater writes the NCOER for SGTs using the DA Form 2166-9-1. The
NCOER is written at the end of the rating period. Towards this end, the rater uses the counseling form
DA Form 2166-9-1A to record information such as points made, and how well (or not) the rated NCO
responded to those points. The rater drafts the rated NCO’s NCOER directly from the DA Form 2166-9-
1A counseling form.
First Counseling (Initial) counseling for NCOs—
Rated Soldiers preparation:
(1) Within 30 days
(2) Request copies of rater’s support forms; review rating chain
(3) Draft and provide duty description, performance goals and expectations, and major
performance objectives on DA Form 2166-9-1A using input from rater’s and senior rater’s
support form
Raters preparation:
(1) Provide rated NCO copies of rater’s/senior rater’s support form containing performance
objectives and blank DA Form 2166-9-1A with initial drafted duty description, valid rating
chain, and specified goals and objectives
(2) Review draft DA Form 2166-9-1A NCOER support form
(3) Make outline/plan for counseling session
Follow-up Counseling for NCOs—
Timeframe: Quarterly for RA and AGR NCOs; at least semiannually for USAR and ARNG
NCOs (including USAR NCOs performing IDT)
Rated Soldiers preparation:
(1) Prepare to discuss revisions, performance, changing policies, and progression
toward meeting goals and expectations
(2) Outline target areas for development and corresponding tasks or objectives
Raters preparation:
(1) Observe and assess rated NCO
(2) Review record of observation and assessment
(3) Make outline and plan for conducting session
NOTE: The rater reviews and makes comments to the rated NCO regarding the rated NCO’s progress or
lack of progress during the previous or initial counseling session. The rater performs this action in part
IV of the DA Form 2166-9-1A. Refer to DA Pam 623-3, Appendix C, p 149, para C for a Counseling
outline.
Ref: DA PAM 623-3, Chap 3, Section I, p 72, para 3-1; Appendix C, p 148, Table C-1; Chap 3, pp 88 and
93, para 3-6 and 3-7
H-2
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A204
NCO Professional Development
NCOER Evaluation Report Support Form (DA Form 2166-9-1A)
H-3
H-4
H-5
H-6
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A204
NCO Professional Development
The Algorithm of Strong NCOER Statements
The weight of a bullet comment depends on its result or impact. After studying hundreds of bullet
comments across a variety of occupational specialties, it was determined that, in general, the impact of a
bullet comment is expressed in 9 ways:
1. Achieved a Quantity. This type of result or impact statement is used when the quantity itself is
the significant achievement: number of missions completed, number of insurgents captured,
number of miles driven, number of flights supported, etc.
2. Achieved an Objective. This type of impact description is used when the named objective is
universally recognized as being significant and no further explanation is needed: completed
successful rotation, finished an inspection, repaired, restored capability, etc.
3. Reduced an Undesirable Condition. This type of impact statement describes initiative that
results in a better condition: a reduction in the number of equipment failures, in the number of
incidents of sniper activity, number of late reports or awards, length of time required, etc.
4. Improved a Condition. This type of result is another way of describing improved conditions or
processes: increased readiness, streamlined admission procedures, combined efforts, increased
efficiency, etc.
5. Prevented Undesirable Condition. This type is used to describe proactive efficiency:
surveillance prevented IED use, analysis of route prevented threat to personnel, PMCS prevented
equipment failure, etc.
6. Maintained Ops Tempo. This impact type is used to document significant and critical
achievement: maintained operational rate of 95%, ensured readiness, maintained 100% accuracy,
zero errors, etc.
7. Comparison to Peers. This method is usually used in Recognition bullet comments and is an
effective way of making the ratee standout: qualified 2 months ahead of peers, chosen over others
of equal rank, etc.
8. Timeliness. Achievements related to time use this type of impact statement: completed ahead of
schedule, finished before required, no late reports, guaranteed zero delays, etc.
9. Name Dropping. This type is used when the name of the event specified is universally
recognized as being highly significant and so important that it becomes the impact and no further
explanation is needed: supported ops in Sunni Triangle, key to the success of OEF III, completed
over 100 missions ISO OPERATION ANVIL TREE, etc.
H-7
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A204
NCO Professional Development
Writing NCOER Impact Statements Activity
Instructions: Given the following NCO descriptions write some draft impact statements for their
NCOER. Be prepared to present and justify your statements to the class.
NCO Counseling #1
You are a SSG assigned as a squad leader in an Air Defense Unit. You have provided several counseling
sessions to SGT Mitch Kennedy, a member your squad who is not performing to his full potential since
returning from two deployments. You have counseled him informally for successfully completed the
new inventory system course, which was on his current IDP. He also successfully completed the Unit
Inventory Report with 100% accuracy a week ahead of the set deadline, saving the Unit $10,000 on
equipment repairs and purchases. He was recognized by the Command for his hard work. However, you
also had to formally counsel him on an APFT Failure. In your counseling sessions you informed SGT
Kennedy of his responsibilities to maintain standards, and mapped out a plan of action, which included
enrolling him in the unit’s Extra Conditioning Physical Readiness Training Program monitored by the
unit MFT, have SGT Kennedy download the Army PRT app to his smartphone so he can track is
progress, and a scheduled a retest in 90 days. As part of your responsibilities, you monitored his progress
and did PRT with him to give him moral support and to ensure that he is working on his weak areas. On
the retest, SGT Kennedy passed his APFT.
You are preparing to conduct a NCOER Counseling Session with your Soldier. Write impact statements
for SGT Kennedy in Part IV of the NCOER.
NCO Counseling #2
You are a SSG assigned as a squad leader in a Signal Unit. You had to counsel SGT Yvonne Canady, one
of the more outgoing members of your squad, for Disrespect to a Senior Noncommissioned Officer. The
first incident, SGT Canady got into a heated discussion with 1SG Rodderick over the numbers for a
manpower report for the Commander. Even though she was right about the calculations being incorrect,
she was wrong for calling him stupid and storming out of the meeting. You discussed her responsibility
to maintain standards/good order and discipline, appropriate way to address and show respect to
Noncommissioned Officers, and possible consequences of continued behavior. You proposed the
following that SGT Canady provide a class to the Squad/Platoon on Proper military and Professional
Bearing, Order, Discipline, and Respect. You explained that the class is not a punishment, but corrective
training aimed at gaining a greater understanding of military leadership attributes. She is a hard worker
but her attitude has hindered in many areas and cost her some great opportunities for career advancement.
As part of your responsibilities, you conduct assessments and mentorship on a weekly basis until the
problem is corrected. Unfortunately, SGT Canady had another confrontation with 1SG Sanchez from
Alpha Company over a miscommunication about a meeting time. She was very resistant and aggressive
in your counseling session.
You are preparing to conduct a NCOER Counseling Session with your Soldier. Write impact statements
for SGT Canady in Part IV of the NCOER.
H-8
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A212
Coaching, Counseling, and Mentorship
Practical Exercise Scenarios
Coaching Scenario A
You have been working with your Soldier for about four months in developing his/her skills in two
specific areas: (1) increasing his/her expertise in leading a team and, (2) negotiating more effectively with
peers in gaining better cooperation. In your meetings, you have provided concrete suggestions/ideas,
some of which have been utilized and others have been disregarded. You are meeting with your Soldier
today and as you begin your session, he/she says, “I have something difficult to talk about with you. I
don’t know how to express this but I think that perhaps this relationship is not working, at least not for
me. I’ve already discussed this with the First Sergeant and he has advised me to discuss it with you.”
Coaching Scenario B
You notice that SGT Bobbins has been acting differently lately. She has been acting withdrawn, has been
very quiet, and has been hanging out alone every time you see her. You notice these behaviors and
decide to talk to her. She says that she is really homesick, that no one in the unit likes her, that she is tired
of being the only female, her squad sucks and that she wants to go to Charlie Company.
Counseling Scenario A
You notice that SGT Woods has been acting differently lately. He has been regularly skipping formation
and you have heard rumors that he’s been out frequently and drinking excessively. One day, he looks like
he hasn’t slept all night and you notice that he smells like alcohol from going out the night before. You’re
worried about him, so you decide to confront him with your concerns. SGT Woods is very reluctant about
meeting with you and suspects you are on to him. You begin the counseling session and he is very
defensive.
Counseling Scenario B
You notice that SGT Green has been acting differently lately. She has put on a lot of weight, is wearing
baggy clothes, has circles under her eyes, once you thought she had a black eye, and overall doesn’t look
“good.” On several occasions, you overhear others in your squad talking about her, particularly that they
think she is in an abusive relationship with MSG Walker from Alpha Company and are worried about her.
You know MSG Walker, you have been close since deploying together a few years ago. He has mentored
you and you know he is married with three kids and one on the way. The First Sergeants tells you to see
what’s going with her. You already know but don’t want to be bothered. You bring her in for counseling
and she tells you that she is five months pregnant. She says MSG Walker is pressuring her to get an
abortion. The last time he hit her when she told him no. You don’t want to get your friend in trouble so
you hint that maybe she should take him up on the suggestion.
H-9
Mentorship Scenario A
You have just been assigned a mentee who has a different ethnic background from you. You find yourself
somewhat uncomfortable and sense that your mentee is feeling the same. Since this is a sensitive subject,
you believe that the best approach is to share your own experiences and advice on how s/he should
proceed in developing the skills you have both identified. It’s what worked for you and it’s how you feel
you can be most helpful. Over the course of time, you find that your mentee appears to be polite but not
fully engaged in the process.
Mentorship Scenario B
You and your mentee have been communicating frequently and enjoying the naturalness of the
relationship and the chemistry between you feels great. You have agreed to meet during the workday but
as the day wears on, you’ve had to postpone the meeting and now have agreed to meet after hours at a
local restaurant. Your conversation goes well, as always, and the atmosphere is relaxed. At some point in
the conversation, you ask your mentee for feedback on how the relationship is going. The mentee
responds that s/he is quite happy and goes on to share that s/he feels very comfortable with you and is
beginning to develop “feelings” for you and would like to explore the possibility of pursuing a more
intimate relationship.
H-10
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A212
Coaching, Counseling, and Mentorship
Observer Tool #1
Statement that you agree with
Statements that you disagree
with
Statements that you’re unsure of
CO
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H-11
US ARMY SERGEANTS MAJOR ACADEMY
Advanced Leader Course
Leader Core Competencies
Lesson Plan for A212
Coaching, Counseling, and Mentorship
Observer Tool #2
Positive Behaviors
Negative Behaviors
Improvements
CO
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NA
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NA
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ME
NT
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NA
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