2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 1 of 17 Unit Performance Indicators Leadership Theory and Application 2 Energizer LDRSHIP values Energizer Divide cadets into seven groups, one for each letter represented on the chart paper around the room. Teams spell out the value and the key demonstration values for each word. Click on image to play.

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 2 of 17 Unit Performance Indicators Leadership Theory and Application 2 Reflection: Energizer How do you try to demonstrate the LDRSHIP values? Can you provide an example of how you have demonstrated one of the values?

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 3 of 17 Unit Performance Indicators Leadership Theory and Application 2 Student Learning Activity Review Student Learning Plan –Why is this important? –What will you learn to do? Outline a developmental counseling plan –How will you know when you are succeeding? –Knowledge and skills you will learn along the way. Inquire Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 4 of 17 Unit Performance Indicators Leadership Theory and Application 2 Inquire Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 5 of 17 Unit Performance Indicators Leadership Theory and Application 2 Inquire Phase Cadet partners discuss the skills they have learned so far in the JROTC program that can help them in a counseling process outlined in Visual 1: Characteristics of Effective Counseling, using a Think-Pair-Share. Create a T-chart with the effective counseling characteristics on one side and the leadership skills learned on the other. Student Learning Activity #1

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 6 of 17 Unit Performance Indicators Leadership Theory and Application 2 Purpose: Clearly define the purpose of the counseling. Flexibility: Fit the counseling style to the character of each subordinate and to the relationship desired. Respect: View subordinates as unique, complex individuals, each with a distinct set of values, beliefs, and attitudes. Communication: Establish open, two-way communication with subordinates using spoken language, nonverbal actions, gestures, and body language. Effective counselors listen more than they speak. Support: Encourage subordinates through actions while guiding them through their problems. Characteristics of Effective Counseling Visual 1: Characteristics of Effective Counseling

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 7 of 17 Unit Performance Indicators Leadership Theory and Application 2 Reflection: What did you learn from your fellow cadets and your instructor that would help you in the counseling process? How do you think the counseling process can be helpful to you and to others? Inquire Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 8 of 17 Unit Performance Indicators Leadership Theory and Application 2 Student Learning Activity #3 Think about what you have learned about effective counseling so far. Form teams of 3-4 cadets and create a visual tool to teach others what you have learned. Gather Phase The Leader as a Counselor Leader Counseling Skills The Leaders Limitations Types of Developmental Counseling Performance and Professional Growth Counseling Approaches to Counseling Counseling Techniques

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 9 of 17 Unit Performance Indicators Leadership Theory and Application 2 Student Learning Activity #3 (cont.) Create a Tree Map classifying key points about each section presented. Gather Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 10 of 17 Unit Performance Indicators Leadership Theory and Application 2 What have you learned about counseling? In what situations could counseling be important? What question could you ask about what you have learned? Reflection: Gather Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 11 of 17 Unit Performance Indicators Leadership Theory and Application 2 View Visual 2: Scenarios, select a member to counsel, one to be counseled, and an observer. Take five minutes to prepare a role play. Evaluate the roles played within each scenario using Exercise 1: Counseling Checklist.Exercise 1: Counseling Checklist. Cadets form into teams of 3. Process Phase Role Plays Student Learning Activity #5

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 12 of 17 Unit Performance Indicators Leadership Theory and Application 2 Scenarios Visual 2: Scenarios Scenario 1: Cadet Jones has been late to the project team meetings and has not completed his tasks between meetings. This behavior is holding back the team in accomplishing the project within the deadline. Others have begun to do Cadet Jones’ work in order to get the project done, but they have complained to you about Cadet Jones and his lack of loyalty to the team, and the Cadet Corps. Scenario 2: Cadet Smith is not attending the morning PT runs. She seems to be late to her classes and is not completing her homework, which is affecting her grades. Her physical appearance has been rather shabby lately – wrinkled clothing, dirty hair, etc. Her fellow cadets are concerned about the image she is portraying for the JROTC unit. Scenario 3: Cadet Rudy is working hard and learning to live up to the values of the JROTC program. He is always on time to class, has completed his work, and volunteers to be on project teams on a regular basis. His self- image is displayed through his posture, clean and pressed clothing and his skill of listening to others. You feel he is ready for the position of project team leader; however, you are concerned he needs some practice in setting and communicating project expectations.

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 13 of 17 Unit Performance Indicators Leadership Theory and Application 2 Reflection: How effective were the counseling sessions? What did you like most about the counseling techniques used? What would you do differently? What behaviors, words, actions kept you involved and open? Uninvolved? Closed? Process Phase

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 14 of 17 Unit Performance Indicators Leadership Theory and Application 2 Lead a discussion on the BE, KNOW, DO model presented in the text and on Visual 3. Relate values, attributes, skills, and actions of leadership to the model. Discuss areas you personally need to strengthen as a leader. Work with a partner Apply Phase Student Learning Activity #7

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 15 of 17 Unit Performance Indicators Leadership Theory and Application 2 Visual 3: Performance Indicators

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 16 of 17 Unit Performance Indicators Leadership Theory and Application 2 Develop a counseling plan for a fictitious cadet who has the same identified weakness you have using the Developmental Counseling Assessment Task.Developmental Counseling Assessment Task. Apply Phase Student Learning Activity #7 (cont.)

2 Chapter 4: Leadership Strategies Lesson 2: Performance Indicators Slide 17 of 17 Unit Performance Indicators Leadership Theory and Application 2 Reflection: In what areas do I need further development in living to the BE, KNOW, DO model? How can I develop further in these areas? What question would you like to ask? Apply Phase