Develops Subordinate Lead

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 LEADERof Character and Competence ACTS...

“Be” “Know” “Do”

to Achieve Excellence Loyalty Mental

Duty Physical

Respect Emotional

SelflessService

Honor

Integrity

Personal Courage

VALUES

Interpersonal Influencing

Conceptual Operating

Technical Improving

Tactical

ATTRIB

UTES SKILLS

ACTIONS

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 ValuesArmy Values

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

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

“KNOW”

Skills

Tactical

Technical Interpersonal

Conceptual

11

OperatingPlanningExecutingAssessing

Influencing

CommunicatingDecision Making

Motivating

ImprovingDeveloping

BuildingLearning

Leader Actions

“DO”

12

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, and cultural 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

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

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.

LEADERSHIP DIMENSIONS IN THE MOTOR POOL

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.

18

DEVELOPING SUBORDINATES

Step 1 - Observe and record leadership actions

19

OBSERVATIONS

• All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment

• Ensure observations are complete

• Observations must be objective

20

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

21

“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 taskR - RESULT: What resulted from the leader’s actions?T - TIME: Include the date, time and duration of the

event

22

EXAMPLESUsing “START” Format

S T

A

R

T

RIGHT WRONGFTX; 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.

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.

23



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

24

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”)

25

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.

26

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.

27

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

28

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!

30



Step 2 - Assess and compare what you see to performanceindicators; classify the observations todetermine if the behavior exceeds, meets, or fails to meet the standard

Step 3 - Coach the subordinates - tell the subordinateswhat you saw and give them a chance to assessthemselves

Step 4 - Conduct developmental counseling

31

COUNSELING

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

32

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.

33

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

34

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

35

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-waycommunication to develop subordinate leaders.

Be open and honest.

36

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

37

APPROACHES TO COUNSELING

Directive

Non-directive

Combined

38

COUNSELING TECHNIQUES

– Suggesting alternatives

– Recommending

– Persuading

– Advising

– Corrective training

– Commanding

39

- Reception and Integration

JODSF/NCOERChecklist

ARRIVE AT UNIT

MIDPOINT6 MONTHS

OER / NCOER

JODSF /NCOER Checklist

Personal Issues

Periodic Reviewof OER Support

Form (Rater/ SR Rater)

JODSF /NCOERChecklist

Event: Non-select for school /

promotion

EXITINTERVIEW

PATHWAY TOSUCCESS

Initial OER /NCOER Counseling (30 days)

- Sponsorship

Counseling Cycle Continuous Process

40

CATEGORIES OF COUNSELING

Personal - Event OrientedReception and Integration - Crisis - SeparationPositive Performance - Promotion CounselingReferrals - Corrective Training

Performance and Professional GrowthOER/NCOER“Pathway to Success”Developmental Process Based on Potential

Near Term <1 yearLong Term > 2-5 years

41

THE STAGES OF A COUNSELING SESSION

1. OPEN THE SESSIONIdentify the purpose and establish a constructive and

subordinate-centered tone.

2. DISCUSS THE ISSUEHelp the subordinate develop an understanding of the

issues and viable goals to effectively deal with them.

3. DEVELOP A PLANDevelop 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 SESSIONDiscuss 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.

42

PREPARATION FOR COUNSELING 1. Select a suitable place2. Schedule the time3. Notify the subordinate well in advance4. Organize the information 5. Outline the components of the counseling session6. Plan a counseling strategy7. Establish the right atmosphere

Can counseling occur spontaneously without formal preparation?

Yes, but free from distractions.

43

PREPARATION FOR COUNSELING 1. Select a suitable place2. Schedule the time3. Notify the subordinate well in advance4. Organize the information 5. Outline the components of the counseling session6. Plan a counseling strategy7. Establish the right atmosphere

Why should a leader prepare an outline?

It forces you to think about the counseling.

44

What is a counseling strategy?

It’s how the leader plans to develop the counseling session to achieve the intended results.

45

OER SUPPORT FORM COUNSELING REQUIREMENTS

Rater:Initial 30 day counseling sessionPeriodic 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

46

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.

47

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 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

MENTALPossesses desire, will, initiative, anddiscipline

PHYSICALMaintains appropriate level of physicalfitness and military bearing

EMOTIONALDisplays self-control; calm under pressure

CONCEPTUALDemonstrates sound judgment, critical /creative thinking, moral reasoning

INTERPERSONALShows skill with people: coaching, teaching,counseling, motivating and empowering

Possesses the necessary expertise toaccomplish all tasks and functions

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

TECHNICAL

ATTRIBUTESFundamental qualities andcharacteristics

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

INFLUENCING: Communicating, Decision Making, Motivating

OPERATING: Planning, Executing, Assessing

PART III - DEVELOPMENTAL ACTION PLAN. Development tasks that target maj or performance objectives on the DA Form 67- 9-1. (See FM 22-100, PART THREE)

Skill deve lopm ent is part of self-development ; prer equisi te to act ion

JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORMFor use of this form, see AR 623-105; the proponent agency is ODCSPER

PART I - INSTRUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; optional for all other ranks.Initial face-to-face (Part II and III)

- Discuss duty description/major performance objectives from DA Form 67-9-1.- Discuss Army leader values, attributes and skills as related to future duty performance and professional development (Part II: Leader Character)- Complete Developmental Action Plan (Part III)- Record at least one developmental task for each leadership action that targets major performance objectives listed on DA Form 67-9-1.- Upon completion of the initial face-to-face counseling, date and initial Part IV (verification). Obtain senior rater's initials. Rated officer and rater retain file copy for use during later follow-up counselings.

Quarterly Follow-up Counselings (Part V - Reverse)- Discuss major performance objectives and progress made. Adjust as needed.- Discuss progress made on developmental tasks; update/modify tasks as needed to continue developmental process.- Rater summarize key points in appropriate block of Part V.- Rater and rated officer initial, date, and keep a file copy for use during later counselings.

COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective lis tening 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 judgement to allocate resources and select appropriate course(s) of action.

DA Form 67-9-1a

NAME OF RATED OFFICER (Last , Fir st, M I) SSN G RADE OR GANIZATION

FRONT SIDE DA FORM 67-9-1a

NOTE: Reference for Army Leadership Doctrine is FM 22-100.

PART II CHARACTER. D isposition of the leader: combi nati on of values , attributes, and sk ills affecti ng leader actions. ( See FM 22-100, PART TWO)

1. HONOR: Adherenc e to the Arm y's publ icly dec lared code of values

2. INTEGRITY: Possesses high pers onal moral s tandar ds; honest i n w ord and deed

3. COURAGE: Manifests phy sical and moral bravery

4. LOYALTY: Bears true fai th and all egi anc e to the U.S. C onstitution, the ARMY, t he uni t, and the soldier

5. RESP ECT: Promotes dign ity, considerati on, fair ness, & EO

6. SELFLESS-SERVICE: Places Army pr iorit ies before self

7. DUTY: Fulfills pr ofessional, legal, and m oral obl igat ions

MENTALPossesses desir e, w ill, ini tiat ive, anddisci pline

PHYSICALMaintains appro priate l evel of phys icalfitness and mili tary bearing

EMOTIONALDisplays sel f-cont rol; calm under pr essure

CONCEPTUALDemonstrates sound judgment , cr itic al /creative think ing, mor al r easoning

INTERPERSONALShows skill wi th people : c oaching, tea ching,counseling, m oti vat ing and empower ing

Poss esses the necessary expertise toaccomplish al l task s and fun cti ons

TACTICAL Demonstrates proficiency in re quir ed professional know ledge, judgm ent, and war fighting

TECHNICAL

ATTRIBUTESFundamenta l qual iti es andcharacteristics

SKILLS (Competence)

PLANNING. Uses critical and creative thinking to develop executable plans that are suitable, acceptable, and feasible.

EXECUTING. Shows tactical and technical proficiency; meets mission standards; takes care of people/resources. Maximizes the use of available systems andtechnology. Performs well under physical and mental stress.

ARMY VALUES

48


OPERATING: Planning, Executing, Assessing

PART III - DEVELOPMENTAL ACTION PLAN. Development tasks that target maj or performance objectives on the DA Form 67-9-1. (See FM 22-100, PART THREE)

Skill developm ent is part of self-development ; prerequisi te to act ion

JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORMFor use of this form, see AR 623-105; the proponent agency is ODCSPER

PART I - INSTRUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; optional for all other ranks.Initial face-to-face (Part II and III)

- Discuss duty description/major performance objectives from DA Form 67-9-1.- Discuss Army leader values, attributes and skills as related to future duty performance and professional development (Part II: Leader Character)- Complete Developmental Action Plan (Part III)- Record at least one developmental task for each leadership action that targets major performance objectives listed on DA Form 67-9-1.- Upon completion of the initial face-to-face counseling, date and initial Part IV (verification). Obtain senior rater's initials. Rated officer and rater retain file copy for use during later follow-up counselings.

Quarterly Follow-up Counselings (Part V - Reverse)- Discuss major performance objectives and progress made. Adjust as needed.- Discuss progress made on developmental tasks; update/modify tasks as needed to continue developmental process.- Rater summarize key points in appropriate block of Part V.- Rater and rated officer initial, date, and keep a file copy for use during later counselings.

COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills.


DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgement to allocate resources and select appropriate course(s) of action.

DA Form 67-9-1a

NAME OF RATED OFFICER (Last , Fir st, M I) SSN GRADE OR GANIZATION

FRONT SIDE DA FORM 67-9-1a

NOTE: Reference for Army Leadership Doctrine is FM 22-100.

PART II CHARACTER. Disposit ion of the leader: combi nation of va lues , attributes , and skills affecti ng l eader actions. ( See FM 22-100, PART TWO)

1. HONOR: Adherenc e to the Arm y's publ icly dec lared code of values

2. INTEGRITY: Possesses high personal m oral s tandards; honest in w ord and deed

3. COURAGE: Manifests physical and moral bravery

4. LOYALTY : Bears true faith and allegi ance to the U.S . C onstitution, the ARMY, the uni t, and the s oldier

5. RESPECT: Promotes dign ity, considerati on, fair ness, & EO

6. SELFLESS-SER VICE: Places Army pr iorit ies before self

7. DUTY: Fulfills professional, legal, and m oral obl igat ions

MENTALPossesses desire, w ill, ini tiative, anddisci pline

PHYSICALMaintains appropria te level of phys icalfitness and mili tary bearing

EMOTIONALDisplays sel f-cont rol; calm under pr essure

CONCEPTUALDemonstrates sound judgment, cr itic al /creative think ing, mor al r easoning

INTERPERSONALShows skill wi th people: c oac hing, teachi ng,counseling, m otivat ing and empower ing

Possesses the necessary expertis e toaccomplish al l task s and functions

TACTICAL Demonstrates profi ciency i n required professional know ledge, judgm ent, and war fighting

TECHNICAL

ATTRIBUTESFundamenta l qual ities andcharacteristics

SKILLS (Competence)

PLANNING. Uses critical and creative thinking to develop executable plans that are suitable, acceptable, and feasible.

EXECUTING. Shows tactical and technical proficiency; meets mission standards; takes care of people/resources. Maximizes the use of available systems andtechnology. Performs well under physical and mental stress.

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.


DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s).


(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...

49

DEVELOPING . Teaches, trains, coaches and counsels subordinates increasing their knowledge, skills and confidence.

BUILDING . Develops effective, disciplined, cohesive, team built on bonds of mutual trust, respect, and confidence. Fosters ethical climate.

ASSESSING. Uses after-action and evaluation tools to facilitate consistent improvement.

LEARNING. Actively seeks self-improvement (individual study, professional reading, etc.), and fosters a learning environment in the unit (IPRs, AARs, NCOPD, etc.)

PART V - DEVELOPMENTAL ASSESSMENT RECORD. Summary of key points made during follow-up counselings. Highlight progress and strengths observed as well as further development needed.

PART IV - VERIFICATION: Rater init ials Rated officer initials Date Senior rater initials

1st Assessment Key Points

2nd Assessment Key Points

3rd Assessment Key Points

Rated officer initials Rater initials Date



REVERSE SIDE DA FORM 67-9-1a

IMPROVING: 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


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

50

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?

51

NCOER COUNSELING CHECKLIST/RECORD

Goal of counseling: Set NCOs up for successLook forward; don’t dwell on the past

Performance counseling: Initial within first 30 daysAt least quarterly thereafter

Mandatory for CPL thru SFC and is optional for counseling other senior NCOs

A working copy of the NCOER must be utilized also

52

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

53

What are your Questions?

54

Conclusion

This overview should provide you with enough information so you will be able to develop subordinate leaders in your unit. Again, this will play a vital role in your units mission accomplishment.

Develops Subordinate Lead

Documents

Transcript of Develops Subordinate Lead