COUNSELING,

COACHING, MENTORING

INFORMATION PACKET

DEVELOPED BY CH(CPT) JOE HUGHES

31 October 2002

“Developing The Spiritual Leadership Team” DRAFT is:

• written from a CPE-slanted adult learning model and:

-assumes a client-pastor privilege relationship in which confidentiality will be assured

- assumes the non-CPE graduate (who has never experienced the CPE model) will readily assent to this type of environment in a mandated mentorship relationship.

- assumes the chaplain has time to meet suspense of agreements, integrative reports, evaluation reports, et.al.

•inculcates Army/”SACRED” Values into mentorship model

•uses CPE supervisor, Individual Supervised Time, Group Work methods as vehicles in this model

•Does not cover military matters (not one item on p 3.14 “Discussion Topics: Options”):

-administration

-career planning

-options for assignments; what hinges on what path chosen

-how to write an OER/-1 properly

-what is really important in getting promoted

-how the Chaplain’s branch works: from the top down

THE DRAFT continued:

WHAT IS NEEDED:

A BALANCED VIEW OF MENTORSHIP THAT GOES

BEYOND A CPE (Clinical Pastoral Education) MODEL

MENTORING BEGINS ON DAY “1”

WHEN A CHAPLAIN ENTERS THE BRANCH AT BASIC

TRAINING

MENTORSHIP INVOLVES:

•COACHING

•TEACHING

•COUNSELING

DEVELOPING LEADERS

Mentoring is the proactive development of each subordinatethrough observing, assessing, coaching, teaching, counseling, andevaluation; which results in people being treated with fairness andequal opportunity. Mentoring is an inclusive process (not anexclusive one) for everyone under a leader’s charge. It is a life-longcommitment to a person’s success.

– Coaching involves a leader providing information as a result ofan assessment or observation and represents an effective andpositive way to develop subordinates

– Teaching is the process of giving knowledge or providing skillsto others, causing them to learn by way of example or experience

– Counseling is the subordinate-centered communication thatproduces a plan outlining actions necessary for subordinates toachieve individual and/or organizational goals

MENTORING AGENDA

•COACHINGCOACHING

•TEACHING TEACHING

•COUNSELINGCOUNSELING

LEADER DEVELOPMENTPROCESS

ASSESSMENT

FEEDBACK

REMEDIATION &REINFORCEMENT

EDUCATION &TRAINING

COUNSELINGAND

EVALUATION• SPONSORSHIP• RECEPTION• INITIAL ASSESSMENT• STANDARDS

COACHING

Step 1 - Observe and record leadership actions

Step 2 - Assess and compare what you see toperformance

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

COACHING AND PROVIDINGFEEDBACK

• 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 theright answers

SUMMARY

Ù Plan where and when to OBSERVE subordinate

performance

ÙRECORD performance using the START format

ÙCLASSIFY behaviors by applying leadership

doctrine

ÙRATE behaviors guided by performance

indications

ÙProvide FEEDBACK along the way - COACH!

ÙDevelop plan of action - DEVELOPMENTAL COUNSELING

MENTORING AGENDA

•COACHING COACHING

•TEACHINGTEACHING

•COUNSELINGCOUNSELING

TEACHING

“To cause to know something;

To guide the studies of;

To instruct by precept, example, or experience”

-Webster Dictionary

DEVELOPING SUBORDINATES

Step 1 - Observe and record leadership actions

Step 2 - Assess and compare what you see to performance

indicators; classify the observations todetermine if the behavior exceeds, meets, or

fails to meet the standard

Step 3 - Coach the subordinates - tell the subordinateswhat you saw and give them a chance to assess

themselves

Step 4 - Conduct developmental counseling

MENTORING AGENDA

•COACHING COACHING

•TEACHING TEACHING

•COUNSELINGCOUNSELING

COUNSELING

Subordinate-centered communication thatoutlines actions necessary for subordinatesto achieve individual and organizationalgoals.

3 Why should counseling lead to achievement ofgoals?

SUBORDINATE-CENTERED(TWO-WAY) COMMUNICATION

Subordinates assume an active role in thecounseling session and maintainresponsibility for their actions. Thefollowing skills assist leaders insubordinate-centered counseling:

- Active Listening

- Responding

- Questioning

3 Why should the subordinate be active in thesession?

LEADER ATTITUDES FOREFFECTIVE ACTIVE LISTENING

• STOP TALKING

• LOOK AND ACT INTERESTED• REMOVE DISTRACTIONS

• BE PATIENT• HOLD YOUR TEMPER OR OPINIONS

• USE NON-VERBAL SKILLS

FACTORS THAT LIMIT OURABILITY TO FULLY LISTEN

• DOING SOMETHING WHILE THE SUBORDINATEIS TALKING

• INABILITY TO STAY QUIET

• SELECTIVE LISTENING

• IGNORING NON-VERBAL MESSAGE(S)

• BIASES

THE LEADER AS A COUNSELOR

LEADERS HAVE A RESPONSIBILITY TODEVELOP THEIR SUBORDINATES.

DURING COUNSELING, THE LEADERACTS PRIMARILY AS A HELPER, NOT AJUDGE.

3 When should a leader counsel to developsubordinates?

3 How can a leader be both an evaluator/judge and ahelper/counselor?

THE LEADER AS ACOUNSELOR (Con’t)

The following qualities help the leader toassume an effective role duringcounseling:

- RESPECT FOR SUBORDINATES

- SELF AND CULTURAL AWARENESS

- CREDIBILITY

- EMPATHY

3How do these qualities assist leaders incounseling?

APPROACHES TO COUNSELING

– DIRECTIVE

– NON-DIRECTIVE

– COMBINED

COUNSELING TECHNIQUES

• SUGGESTINGALTERNATIVES

• RECOMMENDING

• PERSUADING

• ADVISING

• CORRECTIVETRAINING

• COMMANDING

- Reception and Integration

JODSF/NCOERChecklist

ARRIVE ATUNIT

MIDPOINT6 MONTHS

OER / NCOER

JODSF /NCOER

Checklist

Personal Issues

Periodic Reviewof OER Support

Form(Rater/ SR Rater)

JODSF /NCOERChecklist

Event:Non-select for school /

promotion

EXITINTERVIEW

PATHWAY TOSUCCESS

Initial OER /NCOERCounseling (30days)

- Sponsorship

COUNSELING CYCLE CONTINUOUS PROCESS

CATEGORIES OF COUNSELING

– PERSONAL - EVENT ORIENTED– Reception and Integration - Crisis - Separation– Positive Performance - Promotion Counseling

– Referrals - Corrective Training

– PERFORMANCE AND PROFESSIONALGROWTH

– OER/NCOER

– “Pathway to Success”– Developmental Process Based on Potential

– Near Term <1 year– Long Term > 2-5 years

THE STAGES OF ACOUNSELING SESSION

1. OPEN THE SESSIONIdentify the purpose and establish a constructive and

subordinate-centered tone.

2. DISCUSS THE ISSUEHelp the subordinate develop an understanding of the

issues and viable goals to effectively deal with them.

3. DEVELOP A PLANDevelop an action plan with subordinate. The plan that

evolves from the counseling process must be action-focused,and facilitate both leader and subordinate attention towardresolving the identified developmental needs.

4. CLOSE THE SESSIONDiscuss the implementation, including the leader’s role in

supporting the subordinate’s effort. Gain the subordinate’scommitment to the plan. Ensure plan is specific enough to drivebehaviors needed to affect the developmental needs.

PREPARATION FORCOUNSELING

1. SELECT A SUITABLE PLACE

2. SCHEDULE THE TIME

3. NOTIFY THE SUBORDINATE WELL INADVANCE

4. ORGANIZE THE INFORMATION

5. OUTLINE THE COMPONENTS OF THECOUNSELING SESSION

6. PLAN A COUNSELING STRATEGY

7. ESTABLISH THE RIGHT ATMOSPHERE3 Can counseling occur spontaneously without

formal preparation?3 What is an appropriate time?

3 What should a leader tell the subordinate?

PREPARATION FOR COUNSELING(Con’t)

1. SELECT A SUITABLE PLACE

2. SCHEDULE THE TIME

3. NOTIFY THE SUBORDINATE WELL INADVANCE

4. ORGANIZE THE INFORMATION

5. OUTLINE THE COMPONENTS OF THECOUNSELING SESSION

6. PLAN A COUNSELING STRATEGY

7. ESTABLISH THE RIGHT ATMOSPHERE

3 Why should a leader prepare an outline?

3 What is a counseling strategy?

MENTORING IS MORE THAN “WARMED OVER” CPE

“…mentoring is a process.” (-p. 3.25, “Developing the Spiritual Resource Team”DRAFT) (What are the “issues” being developed here? Is it only about Values and Character….or did the Chaplain leave those at the “Basic” door with his civilian clothes?)

MENTORING ALSO INCLUDES:•GUIDING THE NEW AIT BATTALION CHAPLAIN IN CORRECT COUNSELING TECHNIQUES W/”RIGHT-SEATING”

•PROVIDING SPECIFIC/CORRECT GUIDANCE ON THINGS MILITARY…FROM HOW TO WEAR THE UNIFORM, TO VISITING HIS UNIT, TO PUBLIC PRAYER, AND PULPIT “PERFORMANCE”

•HOW TO FILL OUT AN OER/-1

•WORKING THE CMRP ISSUES

•HOW TO USE ARMY FORMS

•CAREER PLANNING AND EXPECTATIONS

•THE COMMANDER/CHAPLAIN RELATIONSHIP

•PROTOCOL ISSUES

•WRITING EFFECTIVE NEWSPAPER ARTICLES FOR THE INSTALLATION OR UNIT

•COUNSELING DISCRETION

•USE OF COMPUTERS/TELEPHONE

•RELATIONSHIPS WITH COMMANDERS/CADRE

•RELATIONSHIPS WITH CHAPLAINS/ASSISTANTS

•et.al.

BUT THOSE CHAPLAIN-SPECIFIC LEARNING POINTS (PREVIOUS TWO

SLIDES) WILL NEVER BE COVERED IF...

“Mentees are encouraged to use mentors who are not in their rating scheme”. (p. 3.27

“Developing the Spiritual Resource Team DRAFT).

IF EXPERIENCED CHAPLAINS DON’T MENTOR THE NEW CHAPLAIN IN

THOSE ISSUES, WHO DOES?

THE TRADITIONAL “BE, KNOW, DO” HAS BEEN ALTERED TO INCLUDE THE CPE

MODEL, TO NOW INCLUDE “NEED DESCRIPTION, THE GOAL STATEMENT,

AND LEARNING STRATEGIES.”

THIS INJECTS THE CPE THEME OF “INTERACTING”: “..what is happening inside

of you.” -(p. 4.2 Developing The Spiritual Leadership Team” DRAFT)

This theme continues on Pages 5.2-5.3 of the DRAFT, and could have been copied from the

CPE/ACPE Handbook for CPE Residents.