Evaluation System Rater and Senior Rater Good Morning/Afternoon. My name is _____________ and I am here to discuss the Evaluation System and the Roles and Responsibilities of Raters and Senior Raters, and to familiarize you with some tool that you can use as rating officials.

Outline Evaluations system facts Role of the Senior Rater Role of the Rater Rater Philosophy How to Assess Attributes and Competencies (CAL) Rater and Senior Rater Assessment Support Form Attributes and Competencies Narratives (Company Grade Form) Overall Performance Narrative Rater Box Check Defined Rater Profile Management Senior Rater Profile Management -These are the topics we will cover today- this briefing is a bit long but stick with me, this is important for you to understand and will provide you with some tools to make everyone’s job easier. We will complete a quick review of the Evaluation and Selection System Rater and Senior Raters roles and responsibilities, developing a rating philosophy assessment, box check, tips, profile management, use of support form and resources to assist raters with completing the new OER. 16

Evaluation System Facts Purpose: Identify Army’s best performers and those with the greatest potential Requires candor and courage; frank and accurate assessment Leaders must guard against “word inflation” The OER is an assessment tool -- the Support Form is a counseling tool OER is a forced distribution system Senior Rater top box (Most Qualified) restricted to <50% Rater Left Box (Excels) restricted to <50% Rater narrative focuses on quantifiable performance Senior Rater narrative focuses on potential (3-5 Years) Use the “top box” to identify your best officers and quantified narratives Commander is overall care-taker of all personnel systems Counseling is key The purpose of an Army evaluation is to: Provide selection boards and personnel managers adequate information to make their decisions. Ultimately, OERs assist selection boards with voting files for promotion. In our system, current leaders must identify future leaders, creating a “circle of life”. Because decisions are made based upon the information provided through Evaluations, it is incumbent upon rating officials to make frank and accurate assessments of the rated officer. Remember that the OER is an assessment tool and the Support Form is the counseling/development tool. Our evaluation system already restricts the ability of Senior Raters to identify all Officers as “the BEST” and now Raters will have the same restriction (to identify all Officers as “the BEST”). Each rating official is limited to maintaining their “TOP Performer or Top Potential” at less than 50% of their rated population. This forced distribution prevents inflation and provides confidence to all- that others cannot inflate (the system). I will cover how rater’s and senior rater’s profiles will work and some tools available later in the briefing. The OER, new or old, has a basis in Army values and links performance to mission accomplishment. It allows the field (YOU as rating officials) to have an impact on the selection of future leaders thorough your narrative. The key to this system is counseling- Officers that are senior need to communicate with officers that are junior what their performance Objectives & Standards are and measure those junior officers against them. NEXT SLIDE: So how does our promotion/selection system work?

Sr. Rater DA Label (& info within) 3 Senior Rater Population Size 4 What do boards focus on? Promotion selection system is based on Army requirements Boards use the Whole File Concept Based on a series of reports Cannot predict selection board results based on labels DA Photo ORB OMPF (OERs, Disciplinary Data) 1 Sr. Rater Narrative 2 Sr. Rater DA Label (& info within) 3 Senior Rater Population Size 4 Rater Label (& info within) 5 Rater Narrative So how does our promotion/selection system work? In a nutshell, The Promotion/selection system is based on Army requirements --- when requirements increase, promotion rates increase and vice versa. Once requirements are established, they are provided to selection boards in Formal Board Guidance. How do selection boards make their decisions? Boards use the “Whole File Concept “. The whole file concept means that selection boards look at your official file in its’ entirety. It is true that items ( in your restricted portion of your OMPF) are not seen by the board- in fact, even your Officer Record brief has things like marital status blacked out. The boards do see your photo and your Officer Record Brief (ORB)- but they spend most of their time in your Official Military Personnel File (OMPF) reading your OERS and any disciplinary information included therein. Decisions are based upon your series of reports – not just the last one. By itself, a single OER only tells about one year or six or even three months of time- the “history” of all of your evaluations seen side by side (the narrative of many raters and senior raters) tells your story. Cannot predict selection board results based on labels -- Selection Boards look at the job title, duty description and length of the report but, what do they focus on? Over the last 15 years, post board survey results show that: The Senior Rater Narrative, SR Box check indication and rater narrative weighed the most heavily during deliberations. The narrative on the evaluation(s) tells the story of your rating chains’ passion (or lack thereof) -- for you. Now that you have an idea of the Purpose of the Evaluation System and How boards use that information, lets move on to the rating chain… NEXT SLIDE

Role of the Senior Rater Do or ensure: Rating schemes are published and approved one level higher Rating schemes are known by Soldiers That Raters understand, and assess performance based on ADRP 6-22 Leadership Attributes and Competencies Develop a “Rating Philosophy” and communicate it to rated officers Oversee & participate in counseling Take appropriate action with problem rating officials as necessary Know current THRU dates of reports on file Anticipate and project “next” Evaluation Current thru date on file plus 12 months or known changes of rater Complete the record dates for those being considered by a board Notify rating officials of upcoming Evaluations Use ERS tools & EES - track rating officials counseling and reports Follow up on receipt and processing at HRC The Senior Rater is the overall caretaker for the evaluation and is who the Army hold accountable for submission…. On this slide, you see that above the line are the things Senior Rater does to ensure fair and accurate assessments are completed and that counseling meets the needs of the rated Officer for feedback and understanding of performance objectives. *** Note that rating schemes must NOW be approved one level higher – up to Three star level. It is important for senior raters to hold raters accountable for the conduct of counseling and it is important that you participate in the counseling process- In fact it is a direct and measurable part of the leadership competency of DEVELOPS. Below the line are the things the Rater and Senior Rater needs to know to ensure that assessments are timely, accurate and meet the needs of the Army. We’ll talk in more detail about some of the subjects in a moment… but first, let me explain the role of Rater. Next Slide

Role of the Rater Raters must read, understand, and assess performance based on ADRP 6-22 Leadership Attributes and Competencies Ensure rating schemes are published and understood Provide Support Form and Counsel those you rate (mandatory) Develop a “Rating Philosophy” and communicate it to rated officers Advocate Officer to the Senior Rater Recommend future Operational and Broadening Assignments on field grade form Clearly and concisely communicate rated officer’s most significant achievements Focus on narrative comments; selection board members use the rater’s assessment in their file deliberations _________________________________ Anticipate and project future evaluations Keep senior rating officials informed of upcoming evaluations Track evaluations from submission to HRC thru completion The RATER is the immediate supervisor of the rated officer and is in the best position to develop and assess the rated officer ….they are most responsible for the development of the rated officer outside of the rated officer themselves. Like the Senior Rater, Above the line are the things Rater does to ensure fair and accurate assessments are completed and that counseling meets the needs of the rated Officer for feedback and understanding of performance objectives. Below the line are the things the Rater and Senior Rater needs to know to ensure that assessments are timely, accurate and meet the needs of the Army. The rater’s role in any evaluation system is crucial to developing and assessing/evaluating a rated officer’s performance during the rating period: Raters are charged with making make a fair performance assessment using the Leadership Attributes and Competencies as defined in ADRP 6-22, Army Leadership. For those raters unfamiliar with ADRP 6-22, we recommend a thorough read and understanding of the attributes and competencies expected of leaders by grade. It is important to communicate/counsel with those you rate and to ensure rating schemes are understood. Provide the rated officer a copy of your support The new support form is mandatory for WO1-COL. ***The Evaluation Entry System (EES) provides a tool for support form completion and will aid in completion of the evaluation. When you counsel and use a Support Form, it is easier to track and sort the rated officer’s most significant accomplishments (what they did and how well they did it) from the completed support form and associate them with the respective attribute and competency as defined in ADRP 6-22. Then, concisely writing the narratives is easier. It is also important to be an advocate to the Senior Rater about the officer. It provides two things – the opportunity to point out things that the Senior Rater might not see and second, the ability to gain insight from the Senior Rater about assessing others. Like the Senior Rater, it is also important to anticipate/project preparation of evaluations and keep senior raters informed of upcoming evaluations. No Surprises! Once an evaluation is submitted to HRC, raters must track it through completion in EES. Also, raters can make recommendations on future Operational, Broadening, and Strategic Assignments for field grade and strategic officers. Raters and senior raters can and should comment on officers ability to employ mission command principles in narrative comments. Mission command principles are incorporated in ADRP 6-22 as well.

Developing a Rating Philosophy Mission: Identify your best Counseling – ensure counseling is accomplished. Those that can improve will Raters decide how to assess and use of Excels indication based on performance Senior Raters decide how to assess and use of Most Qualified Based upon potential. Write well – quantify and qualify in narrative; correspond comments with box check as the system allows. Use the narrative to paint the picture Plan ahead, think series of reports (number of times you will rate an officer) Before you begin rating, Raters and Senior Rater should consider developing and communicating a rating philosophy for those you rate. When you have a standard and communicate that standard, there are no surprises- your Officers know what right looks like, what they have to do, and how well they have to do it. As rating officials you need to have a plan – know your rated population and when they are eligible for promotion. Many of you will rate the same officer more than once- you need to think about what you want to say and how you intend to say it before the rating is due. Incorporate counseling into you rating philosophy. Remember the purpose of counseling is to provide feedback about how well the Rated Officer is doing and ways to improve (or strengthen an already good performance)- think of counseling and support from use as a Leadership In Progress Review (IPR). Conducting IPRs ensures a better outcome. Once you establish a philosophy, stick to it. Identify your best and hold those not performing accountable in your rating. NEXT WE WILL DISCUSS HOW TO ASSESS 15

Evaluation System – Key Points Mentor/Develop your subordinates Support Form (Required)- aids in defining/guiding goals and objectives tied to leadership attributes and competencies Understand how our Evaluation System works Fairly and accurately assess subordinates Narrative is key Exclusive vs. Strong Narrative to describe subordinate Quantify performance & potential…identify your best Be Careful… What you don’t say is just as damaging as what you do say Verify/Certify your subordinates on how to assess Monitor when reports are required, that they’re submitted on time, and unit rating schemes are current and accurate (Leader responsibility) Use Evaluations Reporting System (ERS) Use Evaluation Entry System (EES) In summary, these are some of the key points (imperatives) that you should remember – our core task as a Leader is first to develop then to assess. Next I will take a few minutes to give you a method to accomplish your task TASK: Develop and assess Officers

Assessing Attributes and Competencies Linking Doctrine to Leader Development In your previous briefing, Evaluation System, Rater & Rater Assessment and Profile Management, you were introduced to the Role of the Rater and a need for a rating philosophy. You also were introduced to the requirement for raters to make a fair and accurate performance assessment using the Leadership Attributes and Competencies as defined in ADRP 6-22, Army Leadership. Understanding where these requirements come from and the context of application is part of your charge as Professional Officers. Understanding the competencies and attributes in the Army Leadership Requirements Model is essential to make careful and accurate observations of a subordinate’s performance and potential. Under the current DA FORM 67-9 OER, the communication and assessment are more singularly focused. Raters focus for example, only about how the Rated Officer saved X amount of dollars in the course of his performance (Achieves), and almost never comment about such things as how the Soldier developed his/her subordinates, how they exhibited character in the performance of their duties, how their presence contributed to the team’s mission, etc. etc. Army leadership doctrine indicates there is so much more to being a Soldier. The new OER and Support Form are designed essentially to provide a tool to encourage communication between a rated Soldier and his/her rating chain throughout a “rating period” and remind Soldiers that all of the attributes and competencies should be shaping their performance of duties, not just one or two. YOUR Mission: Shift from not only discussing how a Soldier “achieved” during a rating period to encompassing all the attributes and competencies desired of Soldiers as part of their overall assessment and how he/she exhibits those attributes and competencies in the performance of their duties that support your unit METL. While we don’t have the time to deal with every possible combination or situation when assessing Attributes and Competencies I want to take a few minutes to show you a method to help you…. YOUR Mission: Shift from not only discussing how a Soldier “achieved” during a rating period to encompassing all the attributes and competencies desired of Soldiers as part of their overall assessment and how he/she exhibits those attributes and competencies in the performance of their duties that support your unit METL.

References Army Doctrine Publication (ADP) 6.0, Mission Command presents the Army’s guidance on command, control, and the mission command warfighting function. This publication concisely describes how commanders, supported by their staffs, combine the art of command and the science of control to understand situations, make decisions, direct action, and accomplish missions. Army Doctrine Publication (ADP) 6-22, Army Leadership, establishes the Army leadership principles that apply to officers, noncommissioned officers and enlisted Soldiers as well as Army Civilians. Army Doctrine Reference Publication (ADRP) 6-22, Army Leadership expands on the leadership principles established in Army doctrine publication (ADP) 6-22. ADRP 6-22 describes the Army’s view of leadership, outlines the levels of leadership (direct, organizational, and strategic), and describes the attributes and core leader competencies across all levels. http://www.apd.army.mil/ U.S. Army Performance Evaluation Guide ADRP 6-22 Leadership Requirements Model and Example Behavioral Indicators, Center for Army Leadership Fort Leavenworth Your unit’s Mission and Mission Essential Task List (METL) or JMETL First, in order to be successful in your mission, you need an understanding of the attributes and competencies and the relation to the Army’s leadership requirements model. As professional officers, developing an understanding of Army Doctrine is a must. Army Doctrine is provided for all to read and understand, and is available for download from WWW.APD.ARMY.MIL It takes some time to become versed in these topics but I encourage you to become a student of our Doctrine so that you and those you lead can benefit. The references listed provide the Army’s guidance on : (ADP6.0) Mission Command, Command, control, and the mission command warfighting function (ADP6-22) Army Leadership, Establishes the Army leadership principles that apply to all of us, (ADRP6-22) Army Leadership, provides a description of the Army’s view of leadership, the levels of leadership and the core leader competencies. Another tool that can help you understand and assess is the - U.S. Army Officer Performance Evaluation Guide, ADRP 6-22 Leadership Requirements Model and Example Behavioral Indicators, developed by the Center for Army Leadership Fort Leavenworth we will provide some examples of how that be used shortly.. Finally, you should know you unit’s Mission and the Mission Essential Tasks or Joint METL – JMETL .

Crosswalk During your first 30 days of observing your rated officer, you can use the US Army Performance Evaluation Guide to record the strengths and weaknesses of your rated officer prior to sitting down for initial counseling. The 6-22, ICW pages 4-5 of the support form will provide plenty of information to highlight your rated officer’s strengths to the selection board and talent managers on the OER.

What you see here is the Leadership requirements model What you see here is the Leadership requirements model. It maps how the attributes and competencies of leadership are linked to the Outcomes expected for our Nation. Bottom line: (TOP OF THE SLIDE) The Army defines leadership as influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization (ADP 6-22). (SECOND BOX) The model establishes the core set what leaders must be, know, and do.. (CENTER) Effective leadership blends core leadership ATTRIBUTES (characteristics inherent to the leader that moderates how well learning and performance occur) with COMPETENCIES (groups of related leader behaviors that lead to successful performance and are common throughout the organization and consistent with the organization’s mission and value) Leader attributes are INWARD characteristics of the individual that shape the motivations for actions, the intensity of appearance, and how thinking affects decisions and interactions with others leader competencies include how Army leaders lead people; develop them-selves, their subordinates, and organizations; and achieve mission accomplishment. The competencies are the most outwardly visible signs of a leader’s performance. (BOTTOM HALF) Filtering these attributes and competencies through the levels of leadership be it direct, organizational or strategic, allows the Rater and Senior Rater to manage and set expectations for the rated officer. When you look at the evaluations forms in our new system, you should note that they too are organized along this methodology and the expectations of a new 2LT are not the same as those for a COL that is why we have changed from 1 from to 4 forms so that it is readily apparent how expectations change. (LAST BOX) The outcomes listed are some of the expected results that happen when our Army possesses, develops and applies strong Attributes and Competencies

Rater Counseling Responsibilities Provide Rater’s support form along with that of the Senior Rater to the rated Soldier. Discuss the scope of the rated Soldier’s duty description with the rated Soldier within 30 days after the beginning of the rating period. This counseling will include, as a minimum, the rated Soldier’s duty description and the performance objectives to attain. The discussion will also include the relationship of the duty description and objectives with the organization’s mission, problems, priorities, and similar matters. Counsel the rated Soldier - gives the rated Soldier a guide for performance while learning new duties and responsibilities Assess the performance of the rated Soldier, using all reasonable means, to include personal contact, records and reports, and the information provided by the rated officer OK now that you have a general frame of reference, you may recall, the ROLE of the RATER in the evaluation process included the responsibilities of counseling and assessing those people that you rate. But how do you as raters develop and assess leader attributes and competencies? On the next two slides I will demonstrate how to use the references I showed you earlier to identify strengths, developmental needs and standards associated with leader attributes and competencies How do I develop and assess leader attributes and competencies?

Attributes For example: A leader of Character demonstrates: Discipline (Character, Presence, Intellect) For example: A leader of Character demonstrates: Discipline DISCIPLINE • Development Need Fails to consistently adhere to rules, regulations, or standard operating procedures. • Standard Demonstrates control of one’s own behavior according to Army values and obeys orderly practice of administrative, organizational, training, and operational duties. • Strength Demonstrates discipline in one’s own performance and encourages others to follow good practices of discipline as well. As situations call for it, readily enforces discipline when others fail to adhere to Army Values or to other standard practices. The leader ATTRIBUTES are Character, Presence and Intellect and through your reading, you recognize that a leader of Character demonstrates “discipline” - personally and professionally This slide depicts the general layout of the US Army Performance Objective Assessment Guide it is a companion document and it lays out what leader attributes and competencies “look like” By looking through this document, you might gain some insight into the Army’s expectations and a frame of reference to guide you. In the example: • Development Need (describes indications of where a leader may need to improve) Fails to consistently adhere to rules, regulations, or standard operating procedures. • Standard (describes what the standard is) Demonstrates control of one’s own behavior according to Army values and obeys orderly practice of administrative, organizational, training, and operational duties. • Strength (describes indications of where a leader may be strong) Demonstrates discipline in one’s own performance and encourages others to follow good practices of discipline as well. As situations call for it, readily enforces discipline when others fail to adhere to Army Values or to other standard practices. By looking through this document, you might gain some insight into the Army’s expectations and a frame of reference to guide you in developing your rating philosophy , establishing standards and a means for counseling where you can clearly demonstrate any combination of needs, standards or strengths ADRP 6-22 US Army Performance Objective Assessment Guide Source: ADRP 6-22 US Army Performance Objective Assessment Guide

Competencies For example: What Builds Trust looks like: (Lead, Develop, Achieve) For example: What Builds Trust looks like: Developmental Need Inconsistently demonstrates trust. Displays respect differently to some without justification. Takes no actions to build rapport or trust with others. Fails to address problems caused by team members who undermine trust in the unit. Fails to follow through on intentions, undermining the trust others would have in this leader. • Standard Establishes trust by demonstrating respect to others and treating others in a fair manner. Uses common experiences to relate to others and build positive rapport. Engages others in activities and sharing of information that contribute to trust. • Strength Demonstrates trust in others when encountering new or unfamiliar situations. Bases trust on a thorough understanding of trustworthiness of others and self, Understands how much trust to project and to grant to others. No hesitation in addressing problems that undermine trust. The leader COMPETENCIES are Leads, Develops and Achieves and this slide depicts how you can use US Army Performance Objective Assessment Guide to identify what leader competencies “look like”.. Again the leader guide provides examples of Developmental Needs, Standards and Strengths that you can use Developmental Need Inconsistently demonstrates trust. Displays respect differently to some without justification. Takes no actions to build rapport or trust with others. Fails to address problems caused by team members who undermine trust in the unit. Fails to follow through on intentions, undermining the trust others would have in this leader. • Standard Establishes trust by demonstrating respect to others and treating others in a fair manner. Uses common experiences to relate to others and build positive rapport. Engages others in activities and sharing of information that contribute to trust. • Strength Demonstrates trust in others when encountering new or unfamiliar situations. Bases trust on a thorough understanding of trustworthiness of others and self, Understands how much trust to project and to grant to others. No hesitation in addressing problems that undermine trust. This document, along with Doctrinal reading will provide some insight into the Army’s expectations and a frame of reference to guide you in developing your rating philosophy , establishing standards and a means for counseling where you can clearly demonstrate any combination of needs, standards or strengths. Using these as an example can help you complete your rated officers’ support from and quarterly counseling.. Which brings me to the Support Form… next slide Source: ADRP 6-22 US Army Performance Objective Assessment Guide

OER Support Form Use of Support Form is mandatory for Colonel and below and must be approved one level higher (up to 3 Star Level) Aligns with the revised OER Focuses on Attributes and Competencies IAW ADRP 6-22 Initiate and complete in the Evaluation Entry System Even though there are three different versions of the OER, there will only be one support form because attributes and competencies are not limited by grade. The support form provides 3 pages of instructions that will assist raters with completing the form, and, by extension, the OER. There is a link to the ADRP 6-22 provided on the Evaluation Entry System Landing Page that will also assist with completing the OER Support Form and the OER. Online completion allows for data import to OER Once you have developed you rating philosophy and you have basic understanding of Leadership Doctrine and Assessment of Leadership Attributes and Competencies, lets talk about documentation and feedback.. Remember your mission: Shift from not only discussing how a Soldier “achieved” during a rating period to encompassing all the attributes and competencies desired of Soldiers as part of their overall assessment and how he/she exhibits those attributes and competencies in the performance of their duties that support your unit METL. The OER Support Form is a tool that will help you set performance objectives, assess those objectives and list significant contributions- It is a means of conveying expectations and providing feedback to the Rated Officer. It is Mandatory for COLs and below! The form is aligned with the revised evaluation. The support form can be completed online in the Evaluations Entry System. We will cover the actual form in the following slides. 16

Part I – Rated Officer data Part II – Rating Chain Part III – Counseling Part IV – Duty Title/Responsibilities Part V – Objectives/Contributions The front of the support from has five parts and contains Rated Officer data, Rating Chain identification, space to acknowledge counseling's, the duty title and responsibilities and some space for Major Performance Objectives and contributions. The meat of the support form is on the second page:

Part V – Objectives/Contributions Support Form (Back) Here is the second page of the support form. Note that it is structured most closely to the company grade evaluation report (Attributes and Competencies) but all evaluation forms have a requirement to assess based upon attributes and competencies. You will recall, we discussed “CHARACTER” earlier and that personal and professional discipline are a part of character. We also used the leader guide to give us a framework for translating into measurable performance objectives: OBJECTIVE: Demonstrate control of behavior according to Army values. Maintain an Operational Readiness rate in excess of 95% and complete all evaluations and training inspections 100% on time and to standard CONTRIBUTIONS: Demonstrated outstanding discipline in performance of duties resulting in a 98% operational readiness rate, all evaluations and counseling completed on time. Encouraged subordinates to follow good practices of discipline by demonstrating requirements and impacts to mission accomplishment when discipline fails. Corrected procedural errors being used to document vehicle maintenance and dispatch. Part V – Objectives/Contributions Continued linked to Attributes and Competencies - APFT Goals

Rater’s overall Performance Assessment Character – A true professional and leader, CPT Smith embodies the Army Values in all that he does. He is a caring leader who listens to Soldiers and cares for their needs. Joe tactfully instills discipline and the Warrior Ethos in his subordinates to the highest standards. He uses sound, informed judgment and upholds high ethical standards in his unit; his self-discipline, and his unit’s discipline is evidenced by his successful SHARP program. Rater’s overall Performance Superb performance! CPT Smith has demonstrated that he can out-perform most of the CPTs in this Battalion. His efforts resulted in a 98% operational readiness rate, and significant improvements to vehicle dispatch and safety. CPT Smith’s rare skills and abilities clearly separate him from his peers, and his demonstrated performance makes him the right choice for the difficult jobs that require innovative planning, meticulous execution, and critical or creative problem solving. A truly superior officer. Examples of Attribute Character in Narrative format and Raters overall assessment of performance ( From example of discipline). **note Overall performance looks like it is too long however in 10 pitch it is 3.5 lines ( form Standard)

Rater Tips Excels = Absolute top performers Proficient = Good performers, but less than the best Capable = Meets the expectations of grade (Not referred) Unsatisfactory = Failed one or more standards (Referred) Require OER counseling/mentorship from subordinates Be honest and forthright in your assessments Be prepared to explain/justify your rating LT/WO1 reports are masked after promotion to CPT/selection to CW3 Don’t be afraid of Referred Reports Clearly articulate success and failures and explain Know your rated population, e.g., how they perform, when they are eligible for boards, when reports will be due Review rating chains regularly and ensure they are current Know your profile at all times Understand how to manage and maintain your profile The Rater is the first rating official in the military rating chain. Raters should use their position and experience to evaluate the rated Soldier from a performance perspective. Rater’s assessment is the link to the day to day observation of the rated Soldier’s performance. Raters use the narrative and block check with definitions to provide this assessment. Use the support form as a communication tool and be honest and forthright. Reminder: that LT reports are masked upon promotion to CPT and WO1 reports masked upon selection to CW3 as these reports are considered developmental. There will be times when the Rater will have to make a hard call to identify weak performers, so be ready to explain your rating. Don’t be afraid of referred reports to hold substandard performers accountable! Put it in writing and tell rated officers what they need to do to improve. On the other side, ensure success is articulated and recognized. Raters must become familiar with their rated population of officers and track when reports are due. In addition, raters must always have an idea of their profile status and manage accordingly. We’ll discuss how to manage a profile during the next few slides.

Evaluation Narrative Selection boards should understand what input the Rating Chain is providing without having to guess Raters focus on specifics to quantify and qualify performance Raters and Senior Raters SHOULD comment on the rated officer’s abilities to execute mission command in their narrative comments. Mission command calls for leaders with the ability to build a collaborative environment, the commitment to develop subordinates, the courage to trust, the confidence to delegate, the patience to overcome adversity, and the restraint to allow lower echelons to develop the situation Senior raters need to amplify their potential box checks by using the narrative to clearly send the appropriate message to selection boards. Focus on potential (3 to 5 years; command, assignment, schooling and promotion) Cannot mention Box Check in the narrative Be careful with your narrative: - What is not said can have the same impact as what is said - Don’t say the same thing for all your people (Boards can easily detect repeated verbiage) Avoid using the same verbiage year to year for the same officer (modified cut and paste) Accurately and fairly assess all officers regardless of branch and functional area Don’t be afraid of Referred Reports In summary, for rating officials Selection boards should understand what input the Rating Chain is providing without having to guess Should comment on Mission Command - Mission command calls for leaders with the ability to build a collaborative environment, the commitment to develop subordinates, the courage to trust, the confidence to delegate, the patience to overcome adversity, and the restraint to allow lower echelons to develop the situation Raters focus on specifics to quantify and qualify performance Senior raters need to amplify their potential box checks by using the narrative to clearly send the appropriate message to selection boards. Focus on potential (3 to 5 years; command, assignment, schooling and promotion) Use the narrative to communicate and quantify performance compared to other officers you have rated in your career. Next lets talk about PROFILES Remember: Avoid cut and paste as selection boards have informed us that they can see duplicate comments quite easily when comparing files from same rating officials – you lose credibility. You cannot mention the block check in the narrative! You cannot say, “I would give this officer an Excels box check if I had the profile to support.”

Rater Box Check () () X PROFICIENT Rater overall assessment of rated officer’s performance compared to officers in same grade Limited to Company and Field Grade forms () EXCELS (49%) e. This Officer’s Overall Performance is Rated as: (Select one box representing Rated Officer’s overall performance compared to others of the same grade whom you have rated in your career. Managed at less than 50% in EXCELS.) I currently rate____ Army Officers in this grade. EXCELS PROFICIENT CAPABLE UNSATISFACTORY Comments: X Example Rater Label: () EXCELS (49%) HQDA COMPARISON OF THE RATER’S PROFILE AND BOX CHECK AT THE TIME THIS REPORT PROCESSED PROFICIENT RO: RANK SOLDIERS NAME SSN: xxx-xx-xxxx DATE: RATINGS THIS OFFICER: R: RANK/GRADE NAME TOTAL RATINGS: The Army will implement a Rater Managed Profile Technique for Company and Field Grade plates. The top block selection, “Excels” is limited to no more than 49.9% (less than 50%) for each grade. This addition reinvigorates the importance of the rater’s assessment to recognize the best performers. HRC will establish a Rater Credit of 3 “Proficient” box checks to ease the transition and allow Raters flexibility with immature profiles. The narrative comment in this section remains key to the performance assessment of the rated officer compared to other rated officers in same grade. Below is an example of what the overlaid DA Label will look like for the rater box check section. You can see it is very similar to the current senior rater label. The rater label contains information on the approved block check, rated officer, and rater’s profile.

Rater Box Check Defined Excels: Results far surpass expectations. The officer readily (fluently/naturally/effortlessly) demonstrates a high level of the all attributes and competencies. Recognizes and exploits new resources; creates opportunities. Demonstrates initiative and adaptability even in highly unusual or difficult situations. Emulated; sought after as expert with influence beyond unit. Actions have significant, enduring, and positive impact on mission, the unit and beyond. Innovative approaches to problems produce significant gains in quality and efficiency. Proficient: Consistently produces quality results with measurable improvement in unit performance. Consistently demonstrates a high level of performance for each attribute and competency. Proactive in challenging situations. Habitually makes effective use of time and resources; improves position procedures and products. Positive impact extends beyond position expectations. Capable: Meets requirements of position and additional duties. Capable of demonstrating Soldier attributes and competencies and frequently applies them; Actively learning to apply them at a higher level or in more situations. Aptitude, commitment, competence meets expectations. Actions have a positive impact on unit or mission but may be limited in scope of impact or duration. Excels: Results far surpass expectations. The officer readily (fluently/naturally/effortlessly) demonstrates a high level of the all attributes and competencies. Recognizes and exploits new resources; creates opportunities. Demonstrates initiative and adaptability even in highly unusual or difficult situations. Emulated; sought after as expert with influence beyond unit. Actions have significant, enduring, and positive impact on mission, the unit and beyond. Innovative approaches to problems produce significant gains in quality and efficiency. Proficient: Consistently produces quality results with measurable improvement in unit performance. Consistently demonstrates a high level of performance for each attribute and competency. Proactive in challenging situations. Habitually makes effective use of time and resources; improves position procedures and products. Positive impact extends beyond position expectations. Capable: Meets requirements of position and additional duties. Capable of demonstrating Soldier attributes and competencies and frequently applies them; Actively learning to apply them at a higher level or in more situations. Aptitude, commitment, competence meets expectations. Actions have a positive impact on unit or mission but may be limited in scope of impact or duration.

Rater Profile Management Rater profile established for raters of company and field grade officers Maintain less than 50% of reports written by grade in the “Excels” box (for raters of LTCs and below) Flexibility - Raters have a “credit” of 3 in the “Proficient” box to start profile Rater OER profiles calculated based on Profile LOCK date as evidenced by “LOCKING” the profile indication (Locking as a Rater is the same as signing and sending to HQDA for a Senior Rater); once an indication of performance is LOCKED, the rater cannot retrospectively change mind (undo) on block check without HQDA exception to policy. LOCKING cannot be completed earlier than 14 days before the THRU Date on the Evaluation. OERs are due at HRC within 90 days after the thru date of evaluation Maintain a working copy of your rater profile and monitor for accuracy EES will have built in profile calculators. This profile calculator is your profile. It does not predict your plans. Profile calculators are provided for raters to use (example on next slide) are available on the Evaluation Webpage at HRC. HRC will explore an automated “Profile Predictor” for future release. On this slide you’ll see some of the basic fundamentals of the new Rater Managed Profile Technique for raters of LTCs and below. The Managed Profile Technique ensures raters can have confidence that other Raters are not gaining an advantage and that they are still able to give their best officers a good rating without hurting other. Of course, the bottom line of the technique is that Raters must keep less than 50% of all OERs written, separated by grade, as a top box “Excels”. HRC will apply a credit of 3 in “Proficient” once the profile is started. The rater cannot mention the box check in any way as a means to ‘beat” the restriction. The rater cannot say: “if I had an Excels box to give”--- The rater cannot go back and “retrospectively” change the block check either. The profile is calculated upon rater’s LOCKING the report in EES. OERs are due at HRC within 90 days of Thru date on report, so plan accordingly. EES will assist raters and senior raters with profile management, but raters can always keep a separate tracker/calculator that I will show you later. 16

Rater Managed Profile Labeling Rules Rule #1: If the Rater checks “Proficient” box, then the report is always labeled “Proficient” Rule #2: If the Rater checks “Capable” or “Unsatisfactory” box, then the report is always respectively labeled “Capable” or “Unsatisfactory” - The sum of “Proficient,” “Capable,” and “Unsatisfactory” box checks should always be greater than 50% of total ratings Rule #3: If the Rater checks “Excels” box and rater’s use of “Excels” is less than 50%, then the report is labeled “Excels” - An entry of “Excels” will only be accepted if the mathematical result of the entry is less than 50% of the total number of reports rendered in that grade. Similar to how the current senior rater box check indication receives an HQDA label, the rater section will receive a label. There are four rules HRC uses in labeling reports. Rule #1: If a rater checks the “Proficient” box, then the label is “Proficient”. Rule #2: If the rater checks “Capable” or “Unsatisfactory” box, then the report will be labeled as indicated on the form. Rule #3: If the rater checks “Excels” and the rater’s profile (total number of “Excels” given in that grade divided by the total number of reports rendered in that grade) remains less than 50% including the current report, then the report will receive an “Excels” label. Rule #4: A MISFIRE occurs when the rater checks “Excels”, but the rater’s profile is 50% or higher, then the report is labeled “Proficient”. The Rater is still charged with an “Excels”. NOTE: Rule #4 is has a greater risk of occurring for mailed in or emailed reports to HQDA – The online entry system will prevent raters and prompt senior raters when checking blocks so MISFIRE situations should be minimal. Rule #4: MISFIRE – “If the Raters checks the “Excels” box and rater’s profile is equal to or greater than 50%, then the report is labeled “Proficient" and the rater is charged with Excels. Note: Online Evaluation completion will not allow Rater Misfires.

Example Rater Profile Calculator/Tracker Will be available thru Evaluation Entry System Website Instructions for Rater Profile Management Calculator   This worksheet is designed to assist raters in keeping track of ratings rendered under the Officer Evaluation Entry System using DA Form 67-10. This unofficial worksheet should mirror information found on the profile report. It is available thru Evaluation Entry System Website www.evaluations.hrc.army.mil Raters must maintain a separate worksheet for each rank, for the ranks of WO1, CW2, CW3, CW4, 2LT, 1LT, CPT, MAJ, and LTC. The rater will have one combined profile for each component: Active, USAR, and ARNG are not seperate. Promotable officers serving in positions authorized at the promotable grade are profiled at the higher grade by entering a rank with (P) in Part Ic on the OER. This is an unofficial worksheet, which may be modified to meet individual needs. Instructions for columns on the worksheet follow: 1. On the correct rank TAB at bottom of sheet, enter the Ratee’s Name, Type, and Date of Evaluation. 2. Enter a one in the corresponding Box Checks (grey box) column. You see a credit of 3 in Proficient Box to allow Raters some flexibility on issuing Excels for initial reports. 3. Annotate the box check the Rater made on the OER in the Profile (green box) column by adding a “1” to the respective box and carry the balances down from above. For computing and profiling purposes Proficient, Capable, and Unsatisfactory box checks are totaled, then the number of Excels issued is divided by the total number of reports completed to get % Excels (must remain under 50%). The total column (in yellow) calculates the total number of Evals completed for that rank. Information should be verified with HRC (by reviewing EES periodically). 4. Enter date due to HRC (forecast 90 days after thru date of evaluation) 5. Enter the actual date completed at HRC (verify in EES). 6. Total Excels % calculates number of Excels at far right of the sheet (tan), which must maintain less than 50%. POC: OER Profile Policy questions. Evaluation Systems Office, USA HRC, (502) 613-9019 (DSN: 983), usarmy.knox.hrc.mbx.tagd-eval-policy@mail.mil. 16

After first 10 Reports with Credit After first 20 Reports with Credit Rater Profile Credit Profile Credit of 3 – By Grade Profile Credit Start After first 10 Reports with Credit After first 20 Reports with Credit Rater profile credit of 3 in Proficient Box. Profiles are counted by grade, not cumulative for all grades Rater may submit: 6 of first 10 as Excels Excels box must be less than 50% profile limitation Rater may submit: 11 of first 20 as Excels Excels cannot exceed the 50% profile limitation This slide shows how the rater profile credit of 3 in “Proficient” effects the rater’s profile early on. The first chart shows the credit by rank. The credit counts towards total reports rendered. The second chart show what the rater’s profile looks like after rendering 10 additional reports with 6 being “Excels” yet the profile remains under 50% with the 3 credits. As the rater’s profile matures the credit has less impact, which is why we say the credit assists rater’s early on with immature profiles.

Senior Rater Profile Senior Rater profile established for Senior Raters of company and field grade officers Maintain less than 50% of reports written by grade in the “Most Qualified” box (for raters of LTCs and below) Flexibility - Raters may indicate Most Qualified for 1 of the First 4 reports Senior Rater OER profiles are calculated based on date and time of receipt at HQDA; once an evaluation is completed, the rater cannot retrospectively change mind on block check OERs are due at HRC within 90 days after the thru date of evaluation Maintain a working copy of your rater profile and monitor for accuracy EES will have built in profile calculators. Profile calculators are provided for raters to use (example on next slide) available on Evaluation Webpage Senior raters must maintain less than 50% for all reports written on officers WO1-LTC in a single grade in the Most Qualified Box to retain the MOST QUALIFIED label at final processing. A rule in AR 623-3 allows any one of the first four OERs written in any grade to be a Most Qualified, even though the percentage might exceed the 50% rule. After the first four reports are rendered, any OERs for a given grade must maintain an Most Qualified percentage less than 50%. OER Senior Rater profiles are calculated based on date of receipt at HQDA. Multiple OERs received on the same day will profile as of DATE TIME OF receipt and will include HARD COPY (mailed or email copies) as of the synchronization date (day prior). If the rated officers name is not included in your profile numbers and his or her OER was not sent via EES, you may misfire. OERs process and profile at HQDA in date of receipt order. An OER received today will not complete processing and profiling before one of the same rank and same senior rater that arrived last week. The profile for any single grade may only be restarted if at least 3 OERs for the same grade have processed, senior raters obtain permission /authorization from their senior raters and at least one OER in this grade has already been documented as a misfire. The senior rater must notify HQDA Evaluations Systems Office (HQDA-ESO) and both must agree to the effective date and grade(s) for the restart.

Profile Restart for reports after 1APR14 Senior Rater Profile LTC & Below CURRENT   #RATINGS Rating% % Limit ABOVE CENTER OF MASS 4 44.44% <50%  CENTER OF MASS 5 55.56% Unlimited BELOW CENTER OF MASS RETAIN 0.00% BELOW CENTER OF MASS (DNR) 0% TOTAL 9 100% FUTURE   #RATINGS Rating% % Limit MOST QUALIFIED 4 44.44%  <50% HIGHLY QUALIFIED 5 55.56% Unlimited QUALIFIED 0.00% NOT QUALIFIED 0% TOTAL 9 100% Migrates to new system COL FUTURE   #RATINGS Rating% % Limit MUTLI-STAR 0.00%  <24.0% PROMOTE TO BG 25-49% REATIN AS COL 5 100.00% Unlimited  UNSATISFACTORY 0% TOTAL 100% CURRENT   #RATINGS Rating% % Limit ABOVE CENTER OF MASS 1 12.50%  <50% CENTER OF MASS 5 62.50% Unlimited BELOW CENTER OF MASS ® 2 25.00% BELOW CENTER OF MASS (DNR) 0% TOTAL 8 100% This slide depicts what your senior rater profiles will look like on 1 APRIL 14. Profile Restart for reports after 1APR14 Unclassified

Senior Rater Profile Calculator WO1-LTC Instructions for Rater Profile Management Calculator   This worksheet is designed to assist raters in keeping track of ratings rendered under the Officer Evaluation Entry System using DA Form 67-10. This unofficial worksheet should mirror information found on the profile report. Raters must maintain a separate worksheet for each rank, for the ranks of WO1, CW2, CW3, CW4, 2LT, 1LT, CPT, MAJ, and LTC. The rater will have one combined profile for each component: Active, USAR, and ARNG. Promotable officers serving in positions authorized at the promotable grade are profiled at the higher grade by entering a rank with (P) in Part Ic on the OER. This is an unofficial worksheet, which may be modified to meet individual needs. Instructions for columns on the worksheet follow: 1. On the correct rank TAB at bottom of sheet, enter the Ratee’s Name, Type, and Date of Evaluation. 2. Enter a one in the corresponding Box Checks (grey box) column. You see a credit of 3 in Proficient Box to allow Raters some flexibility on issuing Excels for initial reports. 3. Annotate the box check the Rater made on the OER in the Profile (green box) column by adding a “1” to the respective box and carry the balances down from above. For computing and profiling purposes Proficient, Capable, and Unsatisfactory box checks are totaled, then the number of Excels issued is divided by the total number of reports completed to get % Excels (must remain under 50%). The total column (in yellow) calculates the total number of Evals completed for that rank. Information should be verified with HRC (by reviewing EES periodically). 4. Enter date due to HRC (forecast 90 days after thru date of evaluation) 5. Enter the actual date completed at HRC (verify in EES). 6. Total Excels % calculates number of Excels at far right of the sheet (tan), which must maintain less than 50%. POC: OER Profile Policy questions. Evaluation Systems Office, USA HRC, (502) 613-9019 (DSN: 983), usarmy.knox.hrc.mbx.tagd-eval-policy@mail.mil. 16

Senior Rater Profile Calculator COL Instructions for Rater Profile Management Calculator   This worksheet is designed to assist raters in keeping track of ratings rendered under the Officer Evaluation Entry System using DA Form 67-10. This unofficial worksheet should mirror information found on the profile report. Raters must maintain a separate worksheet for each rank, for the ranks of WO1, CW2, CW3, CW4, 2LT, 1LT, CPT, MAJ, and LTC. The rater will have one combined profile for each component: Active, USAR, and ARNG. Promotable officers serving in positions authorized at the promotable grade are profiled at the higher grade by entering a rank with (P) in Part Ic on the OER. This is an unofficial worksheet, which may be modified to meet individual needs. Instructions for columns on the worksheet follow: 1. On the correct rank TAB at bottom of sheet, enter the Ratee’s Name, Type, and Date of Evaluation. 2. Enter a one in the corresponding Box Checks (grey box) column. You see a credit of 3 in Proficient Box to allow Raters some flexibility on issuing Excels for initial reports. 3. Annotate the box check the Rater made on the OER in the Profile (green box) column by adding a “1” to the respective box and carry the balances down from above. For computing and profiling purposes Proficient, Capable, and Unsatisfactory box checks are totaled, then the number of Excels issued is divided by the total number of reports completed to get % Excels (must remain under 50%). The total column (in yellow) calculates the total number of Evals completed for that rank. Information should be verified with HRC (by reviewing EES periodically). 4. Enter date due to HRC (forecast 90 days after thru date of evaluation) 5. Enter the actual date completed at HRC (verify in EES). 6. Total Excels % calculates number of Excels at far right of the sheet (tan), which must maintain less than 50%. POC: OER Profile Policy questions. Evaluation Systems Office, USA HRC, (502) 613-9019 (DSN: 983), usarmy.knox.hrc.mbx.tagd-eval-policy@mail.mil. 16

Develop a Rater Profile Rating Plan Example by Grade (Major) Name Position # of OERs Last OER/Type/Rating Projected OER to Subsequent Cohort Next Board/Date previously Codes: OER Type Rating DA (90days) YG Departure/ Received Change of Rater - CR How I Will the officer Next selection Promotion Change of Duty - CD Date of Type of would rate Date report receive more board the officer from current SR PCS - PCS next OER report (Use this officer needs to be reports from would be eligible for Annual - AN Codes) if I rated at DA you after (Use chart profile Com the Record -CTR everyone (except board the proj OER, management board SR Option - SO today reports need if so how many dates) Relief for Cause - RFC <50% in ACOM to get to DA Ratings : (Adjust as per board EXCEL/PROF/CAP/UNSAT events dictate) message) Black, A BN XO 1/35 IN 1 Jun-13 AN PROF Sep-13 Yes (1) 1999 BZ LTC- Jan 14 Nov-14 Smith, D BN S3 1/35 IN Jun 12/CR/EXCEL Dec-12 PCS EXCEL Mar-13 No 2001 BZ LTC-Jan-16 Dec-14 Jones, T BN XO 1/37 IN BZ LTC-Jan16 Jun-14 Davis, R BN XO 1/36 IN May-13 CD Aug-13 Pike, M BN S3 1/36Inf May-14 Bass, S BN S-3 1/37 IN 2 July 12/CD/PROF BZ LTC- Jan 14 Aug-14 Doe, J BDE S-1 Aug 12/PCS/EXCEL 2002 BZ LTC-Jan-17 Aug-12 Buck, J BDE CM Off Jun 12/CR/PROF Jun 12/CR/PROF Jun 12/CR/PROF EXCEL Jun 12/CR/PROF Example evaluation forecast plan……by name with data… Sep12 /CR/PROF Sep-13 AN PROF Dec-13 Yes (1) 2002 BZ LTC - Jan-17 Jun-14 Fawn, B BDE S-3 1 Sep 12/CR/EXCEL Apr-13 PCS EXCEL Jul-13 No 2003 BZ LTC-Jan-18 Apr-14 Rockfish, A BN S-3Support Jun 12/AN/PROF Jun-13 CD PROF Sep-13 Yes (1) 2003 BZ LTC- Jan 18 Jan-14 This tool is on the OERS Home Page - Managing Your Rater Profile WWW.HRC.ARMY.MIL/Evaluations 35

Backup

Attributes - What a Leader Is LEADER OF CHARACTER LEADER WITH PRESENCE LEADER WITH INTELLECTUAL CAPACITY GRADE COMPANY GRADE Creates a climate that embraces Army Values. Character is aligned with the Army’s Expectations Demonstrates good presence and confidence across expected duties of the position Conceptual capabilities, interpersonal tact and domain knowledge are effective for Company level and below operations FIELD GRADE Exhibits behaviors that are a clear outward expression that aligns personal character with Army expectations Demonstrates excellent presence, confidence and resilience in expected duties and unexpected situations Conceptual capabilities, interpersonal tact and Domain Knowledge are effective for operations at Battalion or equivalent command, all staff levels and JIIM organizations SENIOR GRADE Demonstrated sense of responsibility for the Army profession. Character is of absolute integrity Astutely manages complexity and anticipates transitions at strategic level. Viewed as champion of causes, diplomats and ambassador of high level interests Excels at complex thinking and multiple perspectives. Adept with Army design method. Broad and deep understanding of history, world situations, technological possibility, and dynamics of large organizations Attributes – what a leader is - are not unique to the activity of leadership, while the competencies are. (Leader attributes are less subject to change than leader competencies) Character, Presence and Intellectual capacity are attributes that all of us possess at varying levels. As leaders mature, the expectations for demonstrated leader attributes increases. For example, Character begins with the personal values each one of us bring to the Army and is combined with an acceptance of and adherence to the Army values. As Officers grow and understand the importance of the Army values, the outward demonstrated behaviors reflect that growth. Similarly, Presence and Intellectual capacity can grow through application. Each grows with experience, mastery of your craft, an understanding of history, current events and organizational behavior. This chart should give you a basic understanding of the expectations of the Army and a frame of reference by grade of those expectations Footnote* Extracted from Leader Development Strategy for a 21st Century Army, 25Nov09.

Competencies - What a Leader Does LEADS DEVELOPS ACHIEVES GRADE COMPANY GRADE Demonstrated troop leading procedures and employment of TTPs relevant to their unit Builds an environment of teams and teamwork; accurately and fairly assess Directs and prioritizes tasks for Company level and smaller units to include lower level organizational staff actions FIELD GRADE Demonstrated competence in resolving ambiguous and complex situations Proactive in developing others through individual coaching, teaching and mentoring subordinates; accurately and fairly assess; identifies future leaders Demonstrates ability to lead through complexity and time, decentralized operations and ill-structured problems. Prioritizes limited resources to accomplish mission SENIOR GRADE Sets vision for operational and strategic level operations Creates systems and adopts policies supporting professional and personal growth across the organization. Stewards the Army’s interest in caring for and managing people and other resources Demonstrates ability to develop and describe broad vision and framework. Organizes, resources, integrates and aligns efforts among organizations to achieve mission goals Leader competencies and their associated behaviors are perceptible and can be assessed more objectively than leader attributes because all of the leader competencies relate to skills or tasks that can be developed more readily This chart also gives you a basic understanding of the expectations of the Army and a frame of reference by grade of those expectations

Attributes Character – A true professional and leader, CPT Smith embodies the Army Values in all that he does and always takes the hard right over the easy wrong. He is a caring leader who listens to Soldiers and cares for their needs. Joe tactfully instills discipline and the Warrior Ethos in his subordinates to the highest standards. He uses sound, informed judgment and upholds high ethical standards in his unit; his self-discipline, and his unit’s discipline is evidenced by his successful SHARP program. Presence – CPT Smith displays confidence and enthusiasm while projecting a positive command presence that permeates throughout his unit. As a result, his company’s APFT average is 275, the best in the brigade. Joe possesses an uncanny ability to handle stressful situations and maintain a professional military bearing when faced with adversity. During the battalion’s recent MRX, his company maintained consistent operations despite personnel shortages and lack of guidance from senior staff members, which substantiated his ability to accomplish the mission regardless of conditions. Examples of Attributes in narrative format Intellect – CPT Smith is technically and tactically proficient. He seeks improvement and knowledge while maintaining the mental agility to multi-task several missions at once. Joe is a tactful leader who balances his professional and personal life and encourages his subordinates to do the same. He maintained equipment at a tactical operational readiness rate of 98%, yet still managed to qualify 99% of his company on their respective weapons system.

Competencies Leads - CPT Smith inspired and guided his team on a daily basis to accomplish his unit’s mission, which resulted in flawless execution of countless training operations and support tasks. He routinely empowered his subordinates to make decisions critical to maintaining unit cohesion by communicating instructions, orders, and directives from higher headquarters. Develops – CPT Smith encouraged his junior leaders and their subordinates to reach their full potential through regular use of online training resources and access to continued educational opportunities at local colleges. As a result, there was a 50% increase in the number of NCOs within his company with college degrees and 100% certification on Warrior Tasks and Drills. Joe approached each task as a training opportunity for his subordinates, creating a climate that expected and recognized superior performance. Examples of Competncies in narrative format Achieves - CPT Smith consistently considered the capabilities and development needs of his subordinates when assigning tasks, which ensured all tasks were executed in the time available resulting in not a single missed suspense. When problems regarding the deployment of new equipment surfaced, Joe was the first to determine causes, effects, and contributing factors and then made on the spot adjustments to ensure mission success.

Example Rater Overall Performance Narratives Exclusive: CPT Smith is my #1 performer of the 24 captains that I currently rate. His leadership style contributes to the positive command climate in his company, and the discipline he instills in his subordinates has led to the top scores in both PT and marksmanship in this command. He already performs at the level of a field grade officer. Strong: Superb performance! CPT Smith has demonstrated that he can out-perform most of the CPTs in this Battalion. CPT Smith’s rare skills and abilities clearly separate him from his peers, and his demonstrated performance makes him the right choice for the difficult jobs that require innovative planning, meticulous execution, and extra effort. A truly superior officer. Examples of Overall performance assessment in narrative format Unclassified

Example Exclusive Senior Rater Narratives Without question #1 of 59 hand selected captains and in the top 20 of 279 officers assigned to my organization, regardless of rank. Jim was hand selected as the right officer to handle one of my challenging tasks: learn everything there is to know about the Army Transportation System; Jim has done all that and more. On the path to becoming a future senior leader within our Army, groom him by selecting him for a development fellowship. Select immediately for promotion to major below the zone. Future Battalion Commander. CPT Smith is in the top 5% of all the Captains I rate, and his demonstrated potential places him as the number 1 logistician in the battalion. CPT Smith’s work ethic and logistical expertise have led to the success of countless training operations, support taskings, and the overall success of this battalion. He successfully completed the demanding Special Forces Assessment and Selection Course and will attend the SFQC. CPT Smith possesses unlimited potential. Promote below the zone to Major, and send to resident ILE. He has the potential to be a Battalion Commander. Unclassified

Example Strong Senior Rater Narratives MAJ Green is among the very finest and professional officers with whom I have had the privilege to work in my 26 years of service. Calm under intense pressure, analytical of extremely complex problems, and she always produces well throughout solutions and recommendations. A self-starter, MAJ Green sought out the hardest projects to produce first class results. An all-star performance across the board. If it were within my authority, I would promote her to LTC today and keep her close until the end of my career. Brilliant, absolutely brilliant. Superb! MAJ Jones’s performance in an extremely difficult and challenging assignment has been absolutely outstanding. A selfless and dedicated officer, MAJ Jones masterfully handled all the tough jobs in the directorate. His demonstrated potential makes him the right choice for the difficult jobs that require innovative planning, meticulous execution, and extra effort. Absolutely unlimited potential. Promote immediately and assign to tough positions of maximum responsibility. A truly superior officer. Unclassified

Develop a Senior Rater Profile Rating Plan Example by Grade (Major) Name Position # of OERs Last OER/Type/Rating Projected OER to Subsequent Cohort Next Board/Date previously Codes: OER Type Rating DA (90days) YG Departure/ received in Change of Rater - CR How I Will the officer Next selection Promotion current Change of Duty - CD Date of Type of would rate Date report receive more board the officer position PCS - PCS next OER report (Use this officer needs to be reports from would be eligible for (include Annual - AN Codes) if I rated at DA you after (Use chart profile previous Com the Record -CTR everyone (except board the proj OER, management board SR's OERS) SR Option - SO today reports need if so how many dates) Relief for Cause - RFC <50% in ACOM to get to DA Ratings : (Adjust as per board MQUAL/HQUAL/QUAL/NOTQ events dictate) message) Black, A BN XO 1/35 IN 1 Jun-13 AN High Qual Sep-13 Yes (1) 1999 BZ LTC- Jan 14 Nov-14 Smith, D BN S3 1/35 IN Jun 12/CR/Most Qual Dec-12 PCS Most Quak Mar-13 No 2001 BZ LTC-Jan-16 Dec-14 Jones, T BN XO 1/37 IN Most Qual BZ LTC-Jan16 Jun-14 Davis, R BN XO 1/36 IN May-13 CD Aug-13 Pike, M BN S3 1/36Inf May-14 Bass, S BN S-3 1/37 IN 2 July 12/CD/High Qual BZ LTC- Jan 14 Aug-14 Doe, J BDE S-1 Aug 12/PCS/Most Qual 2002 BZ LTC-Jan-17 Aug-12 Buck, J BDE CM Off Jun 12/CR/High Qual Jun 12/CR/Most Qual Jun 12/CR/High Qual Jun 12/CR/Most Qual Most Qual Example evaluation forecast plan……by name with data… Sep12 /CR/High Qual Sep-13 AN High Qual Dec-13 Yes (1) 2002 BZ LTC - Jan-17 Jun-14 Sep 12/CR/Most Qual Most Qual Fawn, B BDE S-3 1 Apr-13 PCS Jul-13 No 2003 BZ LTC-Jan-18 Apr-14 Jun 12/AN/High Qual Rockfish, A BN S-3Support Jun-13 CD High Qual Sep-13 Yes (1) 2003 BZ LTC- Jan 18 Jan-14 This tool is on the OERS Home Page - Managing Your Senior Rater Profile WWW.HRC.ARMY.MIL/Evaluations

Profile Credit of 5 for Colonel Report Profile Credit at Implementation After first 5 Reports with Credit After first 10 Reports with Credit Senior Rater may submit: 2 of first 5 reports as MULTI-STAR 24% 2 of first 5 as PROMOTE TO BG. Top two boxes cannot equal (50%) cumulative profile limitation for the top two boxes Senior Rater may submit: 3 of first 10 reports as MULTI-STAR 24% 4 of first 10 as PROMOTE TO BG. Top two boxes cannot equal (50%) cumulative profile limitation for the top two boxes Senior Rater Limit: No more than 24% for Multi-Star No more than 25-49% for Promote to BG This slide shows what the math will look like once the Colonel profile has been reset and given a credit of 5 in the “Retain as Colonel” category. -The second box shows what the profile will look like after the first 5 reports with credit of 5 factored in. A senior rater can give up to 2 “Multi-star” and 2 “Promote to BG.” The cumulative percentage of both Multi-star and Promote to BG is 40%. The third box shows what the profile will look like after the first 10 reports with credit of 5 “Retain as Colonel” factored in. Three of the first 10 reports can be given a “Multi-star” and 4 of the first 10 can be “Promote to BG.” The combined total of Multi-star and Promote to BG is 46% which is just below the maximum percentage of 49%. Upon system restart, your profile will look like this. Unclassified

Mission Command Per Chapter 1, 1-4, ADRP 6-22 Mission command is the exercise of authority and direction by the commander using mission orders to enable disciplined initiative within the commander’s intent to empower agile and adaptive leaders in the conduct of unified land operations (ADP 6-0). Mission command calls for leaders with the ability to build a collaborative environment, the commitment to develop subordinates, the courage to trust, the confidence to delegate, the patience to overcome adversity, and the restraint to allow lower echelons to develop the situation. Specifically, mission command requires that leaders receive training, education, and experience to become: Critical and creative problem solvers, agile and able to make decisions in operational environments with uncertainty, complexity, and change Skilled at applying the Army Design Methodology and the operations process Skilled communicators able to create shared understanding and support for the mission Practitioners able to integrate their efforts with unified action partners, sensitive to the operational and strategic implications of their actions Inspirational leaders who are able to engender utmost trust and confidence with and among subordinates and fellow leaders Lifelong students of the Army profession Adaptive leaders skilled in the art and science of influence, including negotiation and mediation Per the CSA’s leader development task force, raters and senior raters must understand that they SHOULD comment on the rated officer’s abilities to execute mission command in their narrative comments. Mission command calls for leaders with the ability to build a collaborative environment, the commitment to develop subordinates, the courage to trust, the confidence to delegate, the patience to overcome adversity, and the restraint to allow lower echelons to develop the situation.

SHARP Guidance Applies to evaluation with a FROM date of 28 SEP 13 Heightens awareness of the SHARP/EO/EEO programs Discussed during counseling (Support Form) and assessed on the evaluation Soldiers will actively seek opportunities to improve the climate in their organization Applies to all Soldiers; not just Commanders Applies to the DA 1059 Including elements on an evaluation will change behavior (360 eval caused an increase in the number of visits to the website) Measure of excellence should be a decrease in formal SHARP/EO complaints Questions have be asked pertaining to the definition of “organization” and “up to two levels above the organization. Example of SHARP issue at the Company Level: SGT Smith “grabs” SGT Jones in the motor pool: SGT Jones reports the incident to the motor-sergeant; Motor Sergeant handles the complaint IAW published SHARP procedures (investigation, reports to his chain): SGT Smith NCOER has a “NO” annotated in the RESPECT/EO/EEO box with comments from both Rater and SR Motor Sergeant’s NCOER has a comment in “Leadership” that mentions his actions to resolve the SHARP issue. (1 Level) 1LT Johnson’s OER will also be annotated in some fashion that he contributed to “fostering a climate of dignity and respect.” (2 Level) Expect that the seriousness of the violation (Grade of offender, foul language vs. rape) will dictate if the Chain of Command elevates to higher than 2 levels. Unclassified