VGT 2 WHAT WE ARE TRYING TO ACCOMPLISH Learn how to develop subordinates according to the dimensions that define effective leadership Improve skills for

VGT 2

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 3

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 4

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 22-100

VGT 5

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 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

ATT

RIBU

TES SKILLS

ACTIONS

VGT 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

VGT 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

VGT 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

VGT 10

“KNOW”

Skills

Tactical

Technical Interpersonal

Conceptual

VGT 11

OperatingPlanningExecutingAssessing

Influencing

CommunicatingDecision Making

Motivating

ImprovingDeveloping

BuildingLearning

Leader Actions

“DO”

VGT 12

Leaders of Character and Competence Act to achieve Excellence by providingpurpose, 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 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

VGT 14

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 15

DEVELOPING SUBORDINATES

Step 1 - Observe and record leadership

actions

VGT 16

OBSERVATIONS

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

• Ensure observations are complete

• Observations must be objective

VGT 17

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 18

“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, 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 19

EXAMPLESUsing “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 20


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 21

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 22

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 23

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 24

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

VGT 25

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 26

• 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 27



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 28

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 29

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 30

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 31

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 32

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 33

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 34

APPROACHES TO COUNSELING

– Directive

– Non-directive

– Combined

VGT 35

COUNSELING TECHNIQUES

– Suggesting alternatives

– Recommending

– Persuading

– Advising

– Corrective training

– Commanding

VGT 36

- 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

VGT 37

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 38

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.

VGT 39

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 40

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 41

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 42

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 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

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

VGT 45

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 developm 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 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 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 ORGANIZATION

FRONT SIDE DA FORM 67-9-1a

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

PART II CHARACTER. Disposit ion of the l eader: combi nati on of values, attributes, and sk ills affecti ng l eader actions. ( See FM 22-100, PART TWO)

1. HONOR: Adherence to the Arm y's publ icly declared code of values

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


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

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

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

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

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

PHYSICALMaintains appropriate l evel of physicalfitness and mili tary bearing

EMOTIONAL

Displays sel f-control; calm under pr essure

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

INTERPERSONALShows skill wi th people: coaching, teachi ng,counseling, m oti vat ing and empower ing

Possesses the necessary expertise toaccomplish al l tasks and functi ons

TACTICAL Demonstrates profi ciency i n requir ed professional know ledge, j udgm ent, and war fighting

TECHNICAL

ATTRIBUTESFundamental 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

VGT 46


OPERATING: Planning, Executing, Assessing

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

Skill developm 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.



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 l eader: combi nati on of values, attributes , and sk ills affecti ng l eader ac tions. ( See FM 22-100, PART TWO)

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

2. INTEGRITY: Possesses high personal m oral s tandar ds; honest i n w ord and deed


4. LOYALTY : Bears true faith and all egi ance to the U.S. C onstituti on, the ARMY, the uni t, and the soldier

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

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

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

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

PHYSICALMaintains appropriate l evel of phys icalfitness and mili tary bearing

EMOTIONAL

Displays sel f-control; calm under pr essure

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

INTERPERSONALShows skill wi th people: coaching, teachi ng,counseling, m oti vat ing and empower ing

Possesses the necessary expertise toaccomplish al l tasks and functi ons

TACTICAL Demonstrates profi ciency i n requir ed professional know ledge, j udgm ent, and war fighting

TECHNICAL

ATTRIBUTESFundamental 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

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)



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

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 47

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

VGT 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?

VGT 49

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

Documents

VGT 2 WHAT WE ARE TRYING TO ACCOMPLISH Learn how to develop subordinates according to the dimensions that define effective leadership Improve skills for