ssilrc.army.mil · Web viewTHE NCO LEADERSHIP CENTER OF EXCELLENCE. Advanced Leader Course . NCO Common Core Competencies. A204: Build Trust in Teams. Lesson Plan. Lesson Author:

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A204: Build Trust in TeamsLesson Plan

Lesson Author: Mr. Carl W. CarlsonCourse Manager: MSG Paul E. CaswellDate Prepared: March 2, 2020

1. REQUIRED TRAINING AID(S) AND RESOURCE(S):ALC Assessment PlanAppendix A, Advance Sheet and Learner HandoutsAppendix B, Facilitator Materials

2. SCOPE:At the end of this two-hour lesson, learners will have analyzed trust in teams including mutual trust, building trust, barriers to trust, maintaining trust, and rebuilding trust. As a result, learners will have a better understanding of creating and sustaining a climate of trust at the squad level.

3. LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession."

ELO: 400-ALC-NCO C3-A204Action: Analyze trust in teams.Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Analysis includes—

Mutual trust Building trust Barriers to trust Maintaining trust Rebuilding trust

Learning Domain: CognitiveLevel of Learning: Analyzing

Facilitator Note: The definition of the action statement verb ‘analyze’ is to study or determine the nature and relationship of.

NCO Common Core Competencies (NCO C3): Leadership.

4. ISSUE MATERIAL(S)/REFERENCE(S):a. Advance/Previous Class Issue: A204 Advance Sheet.b. During Class:

Mutual Trust in Teams (A-3 and A-4). Indicators of Mutual Trust and a Positive Climate (A-5). How to Strengthen Mutual Trust in Your Unit (A-6).

A204-LP-1

Wintrich Case Study Questions (A-7).

5. ASSIGNED LEARNER REQUIREMENT(S):a. Study: None. b. Read:

RA: FM 6-22, Leader Development, para 7-14 thru 7-18 (3 pp) [6 minutes]RB: ATP 6-22.6, Army Team Building, para 2-36 thru 2-56 (4 pp) [8 minutes]

c. Review: None.d. Scan: None.

6. FACILITIATOR ADDITIONAL READING(S)/MATERIAL(S):ADP 6-22, Army Leadership and the Profession, 31 July 2019 ATP 6-22.6, Army Team Building, 30 October 2015 FM 6-22, Leader Development, 30 June 2015 CALL Handbook No. 15-02, Leader’s Guide to Team Building, January 2015 Center for the Army Profession and Ethic, America’s Army – Our Profession Lesson Plans, January 2013, pp 35 thru 42

7. CONDUCT OF LESSON:

Facilitator Note: The times listed below reflect the total time allocated for the lesson. The facilitator should pace the lesson according to learners’ needs. Keep in mind that TRADOC PAM 350-70-9, Appendix B dictates a 10-minute administrative/break time after 50 minutes of instruction. While breaks may be written into the lesson plan at their anticipated time, each class may progress through the lesson at a different rate.

a. Lesson Timeline:First Hour: 05 minutes: CE (Slide 1)05 minutes: Publish & Process 40 minutes: GNI (Slides 2 thru 6)10 minutes: Break

Second Hour:10 minutes: GNI (Slides 7 thru 9)05 minutes: Develop 35 minutes: Apply (Slide 10)10 minutes: Break

b. Concrete Experience (05 minutes):

Facilitator Note: Do not introduce the lesson or discuss it before exposing learners to the Concrete Experience (CE). Only give the instructions required to execute the CE. The intent is to put learners in their affective domain. This prepares the learners to enter the cognitive domain and in turn allows learners to focus on the topic and retain knowledge gained.

A204-LP-2

[Show slide]

Slide 1, Concrete ExperienceFacilitator Note: Play the video “Trust.” (0:45)

c. Publish and Process (P&P) (05 minutes):

Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P /Develop) can aid in effective reflection and retention of material while journaling.

Facilitator Note: Questions are designed to get after what the learner felt during the CE. It is very important that you observe the learners reactions [an act (i.e. smirking, rolling eyes, smiling, or shaking head)] during the CE. Learners should share their emotions [what is felt (i.e. frustration, anger, irritation, happiness, or fear)] regarding the CE. Every learner should contribute to the P&P. Agreeing with another learner’s remark(s) is not an acceptable contribution. Facilitate the discussion using the following questions:

1. Can you describe the feelings you have when you trust someone? How about when you distrust someone?

2. How might those feelings affect relationships? 3. What foundation do you think trust is built upon? 4. Who can you trust? Why?

Facilitator Note: Before showing slide 2, transition to Generalize New Information (GNI) by using a learner’s comment, and saying, “That is a great point and brings us to this lesson.” Then show the lesson title slide and introduce the lesson.

d. Generalize New Information (GNI) (50 minutes):

Facilitator Note: The GNI consists of facilitation, collaboration, and activities. The information in this lesson plan is provided to help you facilitate the GNI. You must study the lesson plan to understand the learning outcome, study the facilitator materials to understand the content, and prepare a plan to facilitate the lesson and achieve the learning outcome. Facilitate from the lesson plan not the slides. Facilitating from the slides will cause you to miss critical information. The advance sheet assigns the learner reading requirements. If you enforce the reading requirements, the learners are able to participate in the class discussion. The facilitator must generate new information for the learners by asking questions aimed at leading the learner’s conversation down the path of self-discovery. Ensure that learners are actively engaged in the discussion of all topics unless otherwise noted. Intervene only to get the learners back on track, or if the learners do not know the answers to the questions asked. Link the information back to the CE whenever possible.

A204-LP-3

[Show slide]

Slide 2, A204 Build Trust in TeamsFacilitator Note: Introduce the lesson.

[Show slide]

Slide 3, Lesson ScopeFacilitator Note: Allow learners to read lesson scope.

[Show slide]

Slide 4, Learning ObjectiveFacilitator Note: Read the learning objective to the learners. Ask if they have any questions concerning the objective.

A204-LP-4

Mutual trust (10 minutes):

[Show slide]

Slide 5, TrustFacilitator Note: Start the lesson with a brief refresher of “The Bedrock of Our Profession.” Mention how the American people and the Army Profession are mutually related when it comes to trust.

Mutual trust exists in two forms—external and internal, as described below.

General Martin E. Dempsey, the 18th Chairman of the Joint Chiefs of Staff said, “Trust is the bond with which we connect with those we serve, our leaders in government and the American people. It must be continually earned. Special trust and confidence is placed in military leaders. This trust is based upon the fact that the members of our profession remain apolitical and would never betray the principles and intent of the Constitution, even at the risk of their own lives.”

Our external trust with the American people reflects their confidence and faith that the Army will serve the Nation and accomplish the mission, in the right way. Such trust is earned and reinforced as the Army contributes honorable service, demonstrates military expertise, and exercises responsible stewardship, all with enduring esprit de corps. External trust with the Joint Force, Inter-agency partners, allies, and coalition forces is essential for success in all phases of multi-domain operations.

Ref: ADP 1-1 Authors Draft, p 4-1 (available on the Center for the Army Profession and Leadership (CAPL) website)

Within the Army, internal trust depends on the character, competence, and commitment of Army professionals to live by and uphold the Army Ethic. Mutual trust is earned and reinforced as Army professionals contribute to the mission by performing their duty, seeking and communicating the truth, and consistently making right decisions and taking right action. Mutual trust is essential to mission command and the exercise of mission command is necessary for the Army to prevail in multi-domain operations. To win in the right way, in lethal and unpredictable combat operations, competent and committed leaders of character are expected to exercise disciplined initiative and accept prudent risk.

Ref: ADP 1-1 Authors Draft, p 4-3 (available on the Center for the Army Profession and Leadership (CAPL) website)

General Mark A. Milley, the 20th Chairman of the Joint Chiefs of Staff stated, “That’s the very essence of mission command and it’s all built upon that single word that’s in the doctrine, the bedrock of the Army Ethic, which is trust. I trust that you will achieve the purpose and you will do it ethically and legally and morally.”

ASK: Describe the possible repercussions of a society where the American people no longer trust the Army Profession.ANSWER: Varies.

A204-LP-5

ASK: Based on the responses to the prior question, explain why it is so important that the American people trust the Army Profession. ANSWER: Varies.

ASK: What importance do you place upon mutual trust between you and your team members? Why do you feel this way?ANSWER: Varies.

Trust is assured reliance on the character, ability, strength, or truth of someone or something. Trust is the bedrock of our profession, and the bedrock of our relationship with the Nation and the American People. Our professional responsibility is to grow and preserve this earned trust. Trust is the bedrock in all Army Professional relationships.

Facilitator Note: For the remaining topics on trust, you will show the video, ‘CSA Trust Matters in Three Ways—in two parts. Refer learners to handouts (A-3 to A-6) as reinforcement to discussion points.

Building Trust (10 minutes):

Facilitator Note: For the remaining topics on “Trust,” you will show the video, ‘CSA Trust Matters in Three Ways. The entire video is 11 minutes and 5 seconds long and split into two parts. Refer learners to the handouts on pp A-3 to A-6 to use as reinforcing discussion points.

[Show slide]

Slide 6, CSA: Trust Matters in Three Ways (Part 1) Facilitator Note: Play the video “CSA: Trust Matters in Three Ways (Part 1).” (7:04)

ASK: GEN Milley brought out some important concepts about building trust. What was one of them? ANSWER: Some possible answers include:

no undermining (expect loyalty and professionalism) no destructive competiveness (self-advancement at others’ expense [Courtney Massengale]) must exist upward, left and right, and downward

NOTE: Courtney Massengale is a character from the novel “Once an Eagle” by Anton Myrer. Massengale has no honor and rises in rank through staff positions by cunning and political connections. He is driven by lust for power and cares nothing for the welfare of Soldiers. The novel is frequently used for cadets in leadership training at West Point.

ASK: What are some techniques the Army leader can use to build trust? ANSWER: Varies. However, ATP 6-22.6, Army Team Building, paragraph 2-38, expresses the

A204-LP-6

following techniques: Expressing mutual trust in the team Providing opportunities for social interaction Taking advantage of breaks Facilitating relationship building when receiving new team members Increasing difficulty of training sessions Recognizing the importance of maintaining or rebuilding trust Providing feedback to team members Building trust by increasing transparency Mitigating distrust

Barriers to trust (20 minutes):

Activity – Barriers to Trust

Facilitator Note: Divide the room into groups of three to four learners. Ask each group to brainstorm some barriers to trust. Allow the groups 10 minutes to brainstorm and then discuss the results for 05 minutes. Use the information below to guide the discussion.

Trust plays a very significant role in team cohesion. Convey the fact to the learners that trust is the degree of confidence and reliability that people—team members—have in each other. It goes without saying that establishing trust requires work. The following barriers to trust impede team cohesion. Leaders must strive to overcome these barriers whenever they manifest themselves:

Army culture. Army personnel conform to a command structure. However, if teams operate using the standard Army modes of interaction, many junior team members may fear asking questions.

Time and opportunities for the interaction that building mutual trust requires. In some teams, members may be working with team members whom they already know and trust. In other teams, members will likely be working with others for the first time.

Integrating external personnel into a team. Personnel may come from organizations and agencies with differing agendas, different organizational cultures, differing views of the military, and different norms for interacting and conducting business. These differences could potentially create challenges to trust development and information sharing within a team.

Defensiveness, avoiding conflict, ignoring the importance of team membership, and suspicion about the motivation of other team members. Leaders should acknowledge these trust barriers—just like the ones above—and strive to break them down. This is especially important when building working relationships across boundaries, as trust barriers may be even stronger and more persistent.

Inaccurate information from others. People may hear something wrong about someone else and decide they do not want to trust that individual based on that information. Team members can remedy this by clarifying the inaccurate information quickly and preventing rumors and misinformation from spreading.

Competence misjudgment. Team members may believe that another individual(s) is incompetent or inexperienced. As a result those team members do not trust that person(s). When appropriate, team leaders highlight team members’ experiences and accomplishments to change these judgments. This action can also build confidence throughout the team.

A204-LP-7

Absence of similarities. When people perceive others as different from themselves, they are less likely to trust them. Team leaders find ways to identify similarities among team members.

Ref: ATP 6-22.6, Army Team Building, para 2-36 thru 2-56

ASK: Describe additional incidences where you experienced barriers to trust with your own leadership while you were coming up through the ranks. How did your leader(s) resolve these barriers?ANSWER: Varies.

Maintaining Trust and rebuilding trust (10 minutes):

[Show slide]

Slide 7, CSA: Trust Matters in Three Ways (Part 2)Facilitator Note: Tell the learners to consider the following question as they watch the video CSA: Trust Matters Three Ways (Part 2). (4:00)

ASK: What actions do you suppose a team leader must take to maintain or repair trust?

Facilitator Note: Emphasize the fact that the learners must be able to maintain or rebuild trust depending upon the situation. Engage the learners to discuss the repercussions of a prolonged lack of trust with regards to Soldier morale and the climate of a unit. Ensure the learners understand that maintaining or rebuilding trust takes serious work from all members of the chain of command. Use the information below to aid in facilitation.

Maintaining Trust. Is accomplished by monitoring and evaluating the level of trust within the team. Team leaders can discuss the importance of trust in the team and task the team members to monitor trust relationships. With this in mind, team leaders maintain trust when they—

Evaluate the level of trust with the team Keep people informed of goals, actions, and results Follows through on actions related to expectations of others Provide feedback to team members

Rebuilding Trust. Once broken, rebuilding trust is different and often harder to fix than building and maintaining mutual trust. If trust is damaged, it takes significant effort and time to mend. With this in mind, team leaders work to rebuild trust when they—

Assess factors or conditions that caused the distrust Hold each person responsible for the violation(s) of trust to apologize and explain the

violation Ensure the violator(s) of trust are sincere and show a genuine desire to earn the person’s

trust again Ask each party that damaged the trust to restate and renegotiate expectations for one another

for the future and agree to the terms Ref: ATP 6-22.6, Chap 2, pp 2-7 and 2-8, para 2-44 thru 2-50

A204-LP-8

e. Develop (05 minutes):

Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P/ Develop) can aid in effective reflection and retention of material while journaling.

Facilitator Note: This is when you challenge the learners to determine how they will apply this information at their unit or future assignment; how they will use the knowledge gained from this lesson in their MOS; what is the second and third order of effect associated with their plan to use this information; what value this information has for them; and what their take away is. Facilitate the discussion using the following questions:

1. Think about your squad/team/section at your organization. What method(s) might you apply to affect one of the aspects of trust (mutual trust, building trust, barriers to trust, maintaining trust, and rebuilding trust)?

2. What might you do to increase trust within your squad/team/section as new Soldiers arrive? 3. How can you promote conditions that result in trust relationships within your unit?

f. Apply (35 minutes):

Facilitator Note: This is how you determine if the learning outcome was met. This is accomplished through an assessment, and/or learning activities during the GNI.

[Show slide]

Slide 8, Trust Wintrich Case Study Facilitator Note: Play the video “Trust Wintrich Case Study.” (1:40)

Case study questions for groups can be found on A-7.

1. Divide the class into three groups.

2. Have learners watch the video on slide 10.

3. Assign each group a set of questions from Wintrich Case Study Questions (A-7).

4. Allow the groups to discuss the questions and generate the answers (15 minutes).

5. Have each group publish their answers to the class (15 minutes).

A204-LP-9

[Show slide]

Slide 9, SummaryFacilitator Note: Provide a brief summary and review of all information presented in the lesson by highlighting the ELO and supporting LS/As. See the facilitator note below.

Trust—the bedrock of our profession. The objective of this lesson was to analyze trust in teams by discussing mutual trust, building trust, barriers to trust, maintaining trust, and rebuilding trust. We heard from GEN Milley on trust, and then dove a little deeper by analyzing a case study concerning LTC Wintrich and the need for trust. Remember, without trust, our profession would fall apart in short order.

[Show slide]

Slide 10, QuestionsFacilitator Note: Ask learners if they have any questions regarding the lesson.

8. ASSESSMENT PLAN: See the ALC Assessment Plan in A200.

A204-LP-10

9. ADDITIONAL NOTES:

Administrative Information

Course Advanced Leader Course NCO Common Core Competencies

Clearance Access

Security Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.

Foreign Disclosure Restrictions

FD1. This training product has been reviewed by the training developers in coordination with the NCO Leadership Center of Excellence Foreign Disclosure Officer. This training product can be used to instruct international military learners from all approved countries without restrictions.

Safety Brief emergency exit/evacuation procedures including wires/cords, floor outlets, ramp/step, confined workspace, electronics, and beverages in the classroom.

Risk Assessment Level

Low

Environmental Considerations

NOTE: It is the responsibility of all Soldiers and DA Civilians to protect the environment from damage.

None

A204-LP-11

Appendix A Advance Sheet and Learner Handouts



A204: Build Trust in TeamsAdvance Sheet

1. SCOPE:At the end of this two-hour lesson, learners will have analyzed trust in teams including mutual trust, building trust, barriers to trust, maintaining trust, and rebuilding trust. As a result, learners will have a better understanding of creating and sustaining a climate of trust at the squad level.

2. LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession."

ELO: 400-ALC-NCO C3-A204Action: Analyze trust in teams. Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Analysis includes—

Mutual trust Building trust Barriers to trust Maintaining trust Rebuilding trust

3. STUDY REQUIREMENTS: a. Study: None. b. Read:

RA: FM 6-22, Leader Development, para 7-14 thru 7-18 (3 pp) [6 minutes]RB: ATP 6-22.6, Army Team Building, para 2-36 thru 2-56 (4 pp) [8 minutes]

c. Review: None. d. Scan: None.

Note: Scan material is not testable, but is graded through 1009A Assessing Attributes and Competencies.

4. HOMEWORK ASSIGNMENT(S):a. Journal: Throughout the course, we recommend you reflect on your thoughts on the learning

experiences with the topics covered by journaling on the questions/material covered during the lesson.

b. Classroom/Threaded Discussion: Come to class prepared to discuss the following:(1) Mutual trust. (2) Building trust and transparency. (3) Barriers to trust. (4) Maintaining trust. (5) Rebuilding trust.

A204-A-1

c. Bring to Class: (1) Writing tools.(2) Desired note-taking material.

d. Activity or Activities: Wintrich Case Study e. Other: None.

5. ASSESSMENT PLAN: See the ALC Assessment Plan in A200.

A204-A-2

THE NCO LEADERSHIP CENTER OF EXCELLENCE Advanced Leader Course


Lesson Plan for A204 Build Trust and Discipline in Teams

Mutual Trust in Teams

Leaders build trust to mediate relationships and encourage commitment among followers. Trust starts from respect among people and grows from common experiences and shared understanding.

Sets personal example for trust

Is firm, fair, and respectful to gain trust

Assesses degree of own trustworthiness

Takes direct actions to build trust

Fosters positive relationship with others

Identifies area of commonality (understanding, goals, and experiences)

Engages other members in activities and objectives

Corrects team members who undermine trust with their attitudes or actions

Sustains a climate of trust

Assess factors or conditions that promote or hinder trust

Keeps people informed of goals, actions, and results

Follows through on actions related to expectations of others

BUILDS TRUSTTrust enables influence and mission command. When high levels of trust exist, people are more willing and naturally accepting of influence and influence is more likely to occur in multiple directions.

Trust encompasses reliance upon others, confidence in their abilities, and consistency in behavior. Trust builds over time through mutual respect, shared understanding, and common experiences. Communication contributes to trust by keeping others informed, establishing expectations, and developing commitments. Sustaining trust depends on meeting those expectations and commitments. Leaders and subordinates earn or lose trust through everyday actions and attitudes.

It is important for leaders to promote a culture and climate of trust. To establish trust, leaders create a positive command climate that fosters trust by identifying areas of common interest and goals. Teams develop trust through cooperation, identification with other members, and contribution to the team effort. Leaders build trust with their followers and those outside the organization by adhering to the leadership competencies and demonstrating good character, presence, and intellect. Leaders need to be competent and have good character to be trusted.

Leaders who coach, counsel, and mentor subordinates establish close relationships that foster trust. These relationships built on trust enable leaders to empower subordinates, encourage initiative, reinforce accountability, and allow for open communication. Further, these relationships establish predictability and cohesion within the team.

A204-A-3

Failure to cultivate a climate of trust or a willingness to tolerate discrimination or harassment on any basis erodes unit cohesion and breaks the trust subordinates have for their leaders. Unethical behavior, favoritism, personal biases, and poor communication skills erode trust. Broken trust often creates suspicion, doubt, and distrust. Restoring broken trust is not a simple process – it requires situational awareness and significant effort on the part of all parties affected.

BUILDING TRUST OUTSIDE LINES OF AUTHORITYForming effective, cohesive teams is often the first challenge of a leader working outside a traditional command structure. These teams usually form from disparate groups unfamiliar with military customs and culture. Successful teams develop an infectious winner’s attitude. Problems are challenges rather than obstacles. Cohesive teams accomplish missions more efficiently than a loose group of individuals. While developing seamless teams is ideal, sometimes it will not be practical to bring disparate groups together.

Building alliances is similar to building teams, the difference being that groups maintain greater independence in alliances. Trust is a common ingredient in effective alliances. Alliances evolve by establishing contact with others, growing friendships, and identifying common interests.

Whether operating in focused teams or loose alliances, training and working together builds collective competence and mutual trust. A mutual trust relationship ultimately permeates the entire organization, embracing every member, regardless of gender, race, social origin, religion, or duty status.

The requirements for building trust and cohesion are valid for relationships extending beyond the organization and the chain of command. They apply when working with task-organized organizations, unified action partners, and noncombatants. If a special operations team promises critical air support and medical supplies to indigenous multinational forces for an upcoming operation, the personal reputation of the leader and trust in the United States as a respected, supportive nation, can be at stake.

A204-A-4

Indicators of Mutual Trust and a Positive Climate

• Teamwork, fair play, and information sharing

• Open, candid communications

• Soldier job satisfaction

• Soldiers and families attend unit social/sports activities

• Reenlistment rates are high

• Clear priorities and goals are set

• There is a fair system of recognition, reward, and punishment

• Leaders have the courage to admit when they are wrong

• Leaders actively seek input from subordinates

• Leaders act on feedback they have been provided

• Leaders have the authority to make decisions when they are consistent with commander’s intent

or guidance

• Leaders lead by example and serve as good role models

• Leader behavior is consistent with the Army Ethic and Army Values

• Leaders lead from the front, sharing hardship

A204-A-5

How to Strengthen Mutual Trust in Your Unit

Start with yourself Set the example Make decisions and actions consistent with the Army Ethic Demonstrate the Army Values Demonstrate respect Extend trust

Provide clear intent Start with yourself Explain your identity Explain your vision Clarify expectations

Listen To subordinates To peers To superiors, coaches, and mentors

Create transparency Open, candid communications Confront reality – state truth Build consensus Engage Soldiers in being part of the solution

Keep commitments Match your deeds to your words Build confidence by doing – deliver results Balance subordinate needs with mission requirements Right wrongs Resolve conflict Foster teamwork

A204-A-6

Wintrich Case Study Questions

GROUP 1 Wintrich talks about the importance of trust and how it is developed over time. A) How is trust

developed between leaders and subordinates? B) Between Soldiers and their peers?

Why does Wintrich say, “If you don’t trust, you’re not leading very well?” What is the correlation between trust and effective leadership?

How does the level of expertise in a unit relate to how well the Soldiers and leaders trust one another?

How does trust relate to the esprit de corps of a unit?

GROUP 2 What are some ways trust is built when you first arrive at your organization or unit? What are

specific actions or behaviors that leaders use to develop trust?

Wintrich uses the phrase, “people earn trust.” A) How is trust “earned” in the Army? B) Between Soldiers? C) Between leaders? D) Between Soldiers and leaders?


GROUP 3 What are the possible consequences of distrust between leaders and subordinates? Between

Soldiers?

Wintrich mentions having units spread out over several kilometers. A) What are some of the challenges of being geographically separated from your higher headquarters? B) From your subordinate units? C) What are some specific ways you can resolve those challenges?


A204-A-7

Appendix B Facilitator Materials



A204: Build Trust in TeamsFacilitator Materials

1. Reference List:ADP 6-22, Army Leadership and the Profession, 31 July 2019 ATP 6-22.6, Army Team Building, 30 October 2015 FM 6-22, Leader Development, 30 June 2015 CALL Handbook No. 15-02, Leader’s Guide to Team Building, January 2015 Center for the Army Profession and Ethic, America’s Army – Our Profession Lesson Plans, January 2013, pp 35 thru 42

2. Slides: 1-12

List of Slides Description/Title1 Concrete Experience2 A204 Build Trust in Teams3 Lesson Scope4 Learning Objective5 Trust6 CSA: Trust Matters in Three Ways (Part 1)7 CSA: Trust Matters in Three Ways (Part 2)8 Summary9 Questions

10 Trust Wintrich Case Study

3. Video(s):Trust CSA: Trust Matters in Three Ways (Part 1) CSA: Trust Matters in Three Ways (Part 2) Trust Wintrich Case Study

4. Interactive Element(s): None.

A204-B-1

Appendix C Test(s) and Test Solution(s)



A204: Build Trust in TeamsTest(s) and Test Solution(s)

This appendix contains the items listed in this table─

Title/Synopsis Page(s)None

A204-C-1

Appendix D Practical Exercise(s) and Solution(s)



A204: Build Trust in TeamsPractical Exercise(s) and Solution(s)

This appendix contains the items listed in this table─

Title/Synopsis Page(s)None

A204-D-1

Appendix E Lesson Training Outline (from TDC if used)



A204: Build Trust in TeamsLesson Training Outline

None.

A204-E-1

Documents

ssilrc.army.mil · Web viewTHE NCO LEADERSHIP CENTER OF EXCELLENCE. Advanced Leader Course . NCO Common Core Competencies. A204: Build Trust in Teams. Lesson Plan. Lesson Author: