2. WHAT WE ARE TRYING TO ACCOMPLISH
Learn how to develop subordinates according to the dimensions that define effective leadership
Improve skills for using the observe, assess, coach, counsel model
Inspire ourselves to become committed to leader development

3. HOW WE ARE GOING TO ACCOMPLISH IT
Apply the observe, assess, coach, and counsel model to classroom exercises
Develop an assessment summary by combining multiple assessments and determining overall strengths and weaknesses, potential causes, and potential actions
Role-play developmental counseling sessions

4. TERMINAL LEARNING OBJECTIVE
TASK: Provide assessments to develop a subordinate
CONDITION: In a classroom environment, given instruction about leadership doctrine, small group discussions, and practical exercises
STANDARD: While serving as a platoon leader or platoon sergeant, soldier completed a leadership task per the guidance outlined in FM

5. HOW YOU WILL BE EVALUATED
Assessment reports reflecting an unbiased record of observations made of videoclips
Assessment summary combining all observations to determine overall strengths and weaknesses, potential causes, and potential developmental actions

6. THE LEADER to Achieve Excellence
of Character and Competence ACTS...
“Be” “Know” “Do”
VALUES
ACTIONS
SKILLS
ATTRIBUTES
to Achieve Excellence
Loyalty Mental
Duty Physical
Respect Emotional
Selfless
Service
Honor
Integrity
Personal Courage
Interpersonal Influencing
Conceptual Operating
Technical Improving
Tactical

7. Army Values
Loyalty: Bear true faith and allegiance to the U.S. Constitution, the Army, your unit and other soldiers.
Duty: Fulfill your obligations.
Respect: Treat people as they should be treated.
Selfless Service: Put the welfare of the nation, the Army, and your subordinates before your own.
Honor: Live up to all the Army values.
Integrity: Do what’s right, legally and morally.
Personal Courage: Face fear, danger, or adversity (Physical or Moral)

8. Attributes “BE” Mental Physical Emotional Self-control Self-Discipline
Will
Self-Discipline
Initiative
Judgment
Confidence
Intelligence
Cultural Awareness
Mental
“BE”
Health Fitness
Physical Fitness
Military Bearing
Professional Bearing
Physical
Self-control
Balance
Stability
Emotional

9. CULTURAL AWARENESS Mental attribute of a leader
Leaders should focus on the similarities and differences between individuals
Leaders need to make use of the different talents individuals with different backgrounds bring to the team

10. Skills
“KNOW”
Interpersonal
Technical
Conceptual
Tactical

11. Leader Actions Improving Influencing Operating “DO” Developing
Building
Learning
“DO”
Influencing
Communicating
Decision Making
Motivating
Operating
Planning
Executing
Assessing

12. LEADERSHIP CORE DIMENSIONS

13. TRANSLATING DIMENSIONS
TO OBSERVATIONS
(+) (-)
VALUES (INTEGRITY)
HE'S TRUTHFUL, EVEN IF IN TROUBLE HE LIES UNDER PRESSURE
ATTRIBUTES (MIL BEARING)
APPEARANCE ALONE INSPIRES BAD UNIFORM, NO ENERGY
SKILLS (TECHNICAL)
STICKS TO AND USES TLPS CAN'T LAY HIS MORTAR
ACTIONS (DEVELOPING)
WENT TO COLLEGE CLASSES BLEW OFF THE HOMEWORK

14. SESSION I, SUMMARY
Why is subordinate development such an important leader responsibility and who benefits?
What do the 23 core leadership dimensions have to do with leadership development?
How do we go about developing our subordinates to achieve their full leadership potential?

15. DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership
actions

16. OBSERVATIONS
All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment
Ensure observations are complete
Observations must be objective

17. OBSERVATION (Con’t) Note and record elapsed time
Note actions NOT taken. They are equally important
Use direct quotes when possible
Use bullet comments rather than complete sentences
Record behaviors in chronological sequence
Do not allow winning, losing, or mission accomplishment to influence recorded behaviors
Use “START” format

18. “START” ACRONYM S - SITUATION: Record the situation in which
the leader is involved
T - TASK: Describe the task assigned to the
leader
A - ACTION: As accurately as possible, record
all actions taken by the leader during the accomplishment of the task
R - RESULT: What resulted from the leader’s
actions?
T - TIME: Include the date, time and duration of
the event

19. EXAMPLES Using “START” Format
RIGHT
WRONG S T A R
FTX; AT THE LDR REACTION CRS
EXECUTE LEADER REACTION CRS
SGT SMITH ANALYZED THE REQTS, DEVELOPED A PLAN, AND BRIEFED IT TO SQD MEMBERS
PLAN WAS ISSUED USING 5 PARA. FORMAT. SQUAD MEMBERS HAD CLEAR TASKS TO DO. SQUAD EXECUTED 3 STATIONS TO STANDARD.
12 SEPT 98; HRS.
RAINY, COLD, NO SLEEP
HARD PHYSICAL AND MENTAL TASK
SQD FAILED TO ACCOMPLISH TASK
IN ALLOTTED TIME.
SQUAD HAD TO RE-DO THE TASK TWICE.
NIGHT TIME.

20. DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership actions
Step 2 - Compare what you see to performance
indicators; classify the observations to
determine if the behavior exceeds, meets, or
fails to meet the standard

21. CLASSIFY BEHAVIORS Use all written, verbal, and nonverbal information
Use leadership dimension definitions and associated behaviors
Though a behavior may fit more than one dimension, list it under the most appropriate one (“best fit”)

22. RATING BEHAVIORS
E EXCELLENT. EXCEEDS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT.
S SATISFACTORY. MEETS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT.
NI NEEDS IMPROVEMENT. DOES NOT MEET REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT.

23. COACHING Step 1 - Observe and record leadership actions
Step 2 - Assess and compare what you see to performance
indicators; classify the observations to
determine if the behavior exceeds, meets, or
fails to meet the standard
Step 3 - Coach the subordinates - tell the subordinates
what you saw and give them a chance to assess
themselves

24. COACHING AND PROVIDING FEEDBACK
Be knowledgeable of the leadership dimensions
Be able to communicate your thoughts
Be trustworthy
Be positive
You are a facilitator; you may not have all the right answers

25. SESSION II, SUMMARY Plan where and when to OBSERVE subordinate
performance
RECORD performance using the START format
CLASSIFY behaviors by applying leadership
doctrine
RATE behaviors guided by performance
indications
Provide FEEDBACK along the way - COACH!
Develop plan of action - DEVELOPMENTAL COUNSELING

26. DEVELOP AN ASSESSMENT SUMMARY
Use the Developmental Counseling Form; attach applicable assessment reports
Summarize the ratings, by dimension
Identify overall strengths and weaknesses
Identify potential cause(s) for weaknesses
Identify potential action(s) to maintain strengths and address areas that require improvement

27. DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership actions
Step 2 - Assess and compare what you see to performance
indicators; classify the observations to
determine if the behavior exceeds, meets, or
fails to meet the standard
Step 3 - Coach the subordinates - tell the subordinates
what you saw and give them a chance to assess
themselves
Step 4 - Conduct developmental counseling

28. COUNSELING
Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals.
Why should counseling lead to achievement of goals?

29. SUBORDINATE-CENTERED (TWO-WAY) COMMUNICATION
Subordinates assume an active role in the counseling session and maintain responsibility for their actions. The following skills assist leaders in subordinate-centered counseling:
- Active Listening
- Responding
- Questioning
Why should the subordinate be active in the session?

30. LEADER ATTITUDES FOR EFFECTIVE ACTIVE LISTENING
Stop talking
Look and act interested
Remove distractions
Be patient
Hold your temper or opinions
Use non-verbal skills

31. FACTORS THAT LIMIT OUR ABILITY TO FULLY LISTEN
Doing something while the subordinate is talking
Inability to stay quiet
Selective listening
Ignoring non-verbal message(s)
Biases

32. THE LEADER AS A COUNSELOR
Leaders have a responsibility to develop their subordinates.
During counseling, the leader acts primarily as a helper, not a judge.
When should a leader counsel to develop subordinates?
How can a leader be both an evaluator/judge and a helper/counselor?

33. THE LEADER AS A COUNSELOR (Con’t)
The following qualities help the leader to assume an effective role during counseling:
- Respect for subordinates
- Self and Cultural Awareness
- Credibility
- Empathy
How do these qualities assist leaders in counseling?

34. APPROACHES TO COUNSELING
Directive
Non-directive
Combined

35. COUNSELING TECHNIQUES
Suggesting alternatives
Recommending
Persuading
Advising
Corrective training
Commanding

36. Non-select for school /
Counseling Cycle Continuous Process
EXIT
INTERVIEW
OER / NCOER
ARRIVE AT UNIT
- Sponsorship
- Reception and
Integration
Initial OER /
NCOER
Counseling (30 days)
PATHWAY TO
SUCCESS
JODSF /
NCOER
Checklist
JODSF /
NCOER Checklist
Personal Issues
Event:
Non-select for school /
promotion
Periodic Review
of OER Support
Form
(Rater/ SR Rater)
JODSF/NCOER
Checklist
MIDPOINT
6 MONTHS

37. CATEGORIES OF COUNSELING
Personal - Event Oriented
Reception and Integration - Crisis - Separation
Positive Performance - Promotion Counseling
Referrals - Corrective Training
Performance and Professional Growth
OER/NCOER
“Pathway to Success”
Developmental Process Based on Potential
Near Term <1 year
Long Term > 2-5 years

38. THE STAGES OF A COUNSELING SESSION
1. OPEN THE SESSION
Identify the purpose and establish a constructive and subordinate-centered tone.
2. DISCUSS THE ISSUE
Help the subordinate develop an understanding of the issues and viable goals to effectively deal with them.
3. DEVELOP A PLAN
Develop an action plan with subordinate. The plan that evolves from the counseling process must be action-focused, and facilitate both leader and subordinate attention toward resolving the identified developmental needs.
4. CLOSE THE SESSION
Discuss the implementation, including the leader’s role in supporting the subordinate’s effort. Gain the subordinate’s commitment to the plan. Ensure plan is specific enough to drive behaviors needed to affect the developmental needs.

39. PREPARATION FOR COUNSELING
1. Select a suitable place
2. Schedule the time
3. Notify the subordinate well in advance
4. Organize the information
5. Outline the components of the counseling session
6. Plan a counseling strategy
7. Establish the right atmosphere
Can counseling occur spontaneously without formal preparation?
What is an appropriate time?
What should a leader tell the subordinate?

40. PREPARATION FOR COUNSELING (Con’t)
1. Select a suitable place
2. Schedule the time
3. Notify the subordinate well in advance
4. Organize the information
5. Outline the components of the counseling session
6. Plan a counseling strategy
7. Establish the right atmosphere
Why should a leader prepare an outline?
What is a counseling strategy?

41. PART III - Summary of Counseling PART II - BACKGROUND INFORMATION
DEVELOPMENTAL COUNSELING FORM
Rank/Grade Date of Counseling
NAME (Last, First, MI)
Organization
Key Points of Discussion:
PART III - Summary of Counseling
Name and Title of Counselor
PART II - BACKGROUND INFORMATION
Purpose of Counseling:

42. PART IV - ASSESSMENT OF THE PLAN OF ACTION
Signature of Individual Counseled
Plan of Action:
Signature of Counselor
PART IV - ASSESSMENT OF THE PLAN OF ACTION
Assessment:
Date
Session Closing:
Individual counseled: I agree / disagree with the information above
Individual counseled remarks:
Leader Responsibilities:

43. OER SUPPORT FORM COUNSELING REQUIREMENTS
Rater:
Initial 30 day counseling session
Periodic follow-up performance counseling to make needed adjustments to objectives
Senior Rater:
Must initial after each periodic follow-up counseling session
Raters are required to articulate developmental counseling responsibilities as a performance objective on their

44. JODSF COUNSELING REQUIREMENTS
Supplements the OER support form requirements; both are needed for WO1 and LTs
Requires an initial counseling (within the first 30 days) and follow-up quarterly developmental counseling
Supervisor and rated officer formulate a set of developmental task - each task must be tied to a specific leader action and to one or more performance objectives on the officer's OER Support Form.

45. DISCUSS LEADER CHARACTER INITIAL COUNSELING FOLLOW-UP COUNSELINGS
PART I. INSTRUCTIONS
DISCUSS
Skill development is self-development;
prerequisite to action
PART II CHARACTER.
Disposition of the leader: combination of values, attributes, and skills
affecting leader actions. (See FM , PART TWO) 1.
HONOR:
Identifies with public code of Army values (honor) 2.
INTEGRITY:
Possesses sound moral values; honest in word and deed 3.
COURAGE:
Manifests physical and moral bravery 4.
LOYALTY
: Bears true faith and allegiance to the U.S. Constitution, the ARMY, the unit, and the soldier 5.
RESPECT:
Promotes dignity, consideration, fairness, & EO 6.
SELFLESS-SERVICE:
Places Army priorities before self 7.
DUTY:
Fulfills professional, legal, and moral obligations
MENTAL
Possesses desire, will, initiative, and
discipline
PHYSICAL
Maintains appropriate level of physical
fitness and military bearing
EMOTIONAL
Displays self-control; calm under pressure
CONCEPTUAL
Demonstrates sound judgment, critical /
creative thinking, moral reasoning
INTERPERSONAL
Shows skill with people: coaching, teaching,
counseling, motivating and empowering
Possesses the necessary expertise to
accomplish all tasks and functions
TACTICAL
Demonstrates proficiency in required professional knowledge, judgment, and warfighting
TECHNICAL
ATTRIBUTES
Fundamental qualities and
characteristics
SKILLS (Competence)
PART II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS
JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2
LEADER CHARACTER
Rater expectations
Rated officer input
Relate to duties

46. (1) Ensure the Plt is combat ready for NTC...
JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III
PART III. DEVELOPMENTAL ACTION PLAN
PART III - DEVELOPMENTAL ACTION PLAN.
Development tasks that target major performance objectives on the DA Form
(See FM , PART THREE)
COMMUNICATING.
Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills.
MOTIVATING.
Inspires, motivates, and guides others towards mission accomplishment. Sets the example by being in excellent physical / mental condition and
consistently displaying proper military bearing.
DECISION MAKING.
Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s).
INFLUENCING:
Communicating, Decision Making, Motivating
(1) Provide an oral OPORD brief to CO/XO during FTX in April.
(7) Facilitate a discussion on the ethical decision making during June OPD.
(3,6) Lead Platoon PT every Monday in April- set the example!
Target performance objectives on Support Form
At least one developmental task per leader action
Tasks should be specific, measurable, and achievable
From Support Form:
(1) Ensure the Plt is combat ready for NTC...

47. JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PARTS IV AND V
PART V - DEVELOPMENTAL ASSESSMENT RECORD.
Summary of key points made during follow-up counselings. Highlight progress and
strengths observed as well as developmental needs across values, attributes, skills, and actions.
1st Assessment Key Points
Rated officer initials Rater initials Date
PART IV - VERIFICATION:
Rater initials Rated officer initials
PART IV. VERIFICATION
PART V. DEVELOPMENTAL ASSESSMENT RECORD
NOT A RATING!!
participative
constructive
positive
candid
Summary of key points
-- discussion of values, attributes, skills
-- progress on developmental tasks and focus
-- noted strengths
-- further needs for focus/improvement
-- rater/rated officer initials and date of counseling
senior rater initials
Date

48. MAJOR PERFORMANCE OBJECTIVE CHECKLIST
IS THE PERFORMANCE OBJECTIVE:
Supportive of unit goals?
Relevant to an important aspect of the duty position?
Measurable with qualitative or quantitative criteria?
Results oriented and achievable?
Specific and clearly worded?
Set in a reasonable time?
Supported by authority and resources?
Backed by an action plan?

49. NCOER COUNSELING CHECKLIST/RECORD
Goal of counseling:
Set NCOs up for success
Look forward; don’t dwell on the past
Performance counseling:
Initial within first 30 days
At least quarterly thereafter
Mandatory for CPL and SFC and is optional for counseling other senior NCOs
A working copy of the NCOER must be utilized also