Page 1
VGT 1
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
VGT 2
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
VGT 3
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 6-22
VGT 4
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
VGT 5
THE LEADERof Character and Competence ACTS...
“Be” “Know” “Do”
to Achieve Excellence Loyalty Mental
Duty Physical
Respect Emotional
Selfless
Service
Honor
Integrity
Personal Courage
Interpersonal Influencing
Conceptual Operating
Technical Improving
Tactical
VGT 6
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)
Army Values
Page 2
VGT 7
“BE”
Attributes
Self-control
Balance
Stability
Health Fitness
Physical Fitness
Military Bearing
Professional Bearing
Will
Self-Discipline
Initiative
Judgment
Confidence
Intelligence
Cultural Awareness
Physical
Emotional
Mental
VGT 8
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
VGT 9
“KNOW”
Skills
Tactical
TechnicalInterpersonal
Conceptual
VGT 10
OperatingPlanning
Executing
Assessing
InfluencingCommunicating
Decision Making
Motivating
ImprovingDeveloping
Building
Learning
Leader Actions
“DO”
VGT 11
Leaders of Character and Competence Act to achieve Excellence by providing
purpose, direction, and motivation.
VALUES
“Be”
ATTRIBUTES
“Be”
SKILLS4
“Know”
ACTIONS
“Do”
Loyalty Mental1 Interpersonal Influencing Operating Improving
Duty Communicating Planning Developing
Respect Physical2 Conceptual
Selfless Service Decision Making Executing Building
Honor Emotional3 Technical
Integrity Motivating Assessing Learning
Respect Tactical
1 The mental attributes are will, self-discipline, initiative, judgment, confidence, intelligence, andcultural awareness.
2 The physical attributes are health fitness, physical fitness, military bearing, and professional bearing.
3 The emotional attributes are self-control, balance, and stability.
4 The required interpersonal, conceptual, technical skills, and resulting tactical skills are different for the
direct, organizational, and strategic leaders.
LEADERSHIP CORE DIMENSIONS
VGT 12
(+) (-)
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
TRANSLATING DIMENSIONS
TO OBSERVATIONS
Page 3
VGT 13
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?
VGT 14
DEVELOPING SUBORDINATES
Step 1 - Observe and record leadership
actions
VGT 15
OBSERVATIONS
• All acts (verbal and nonverbal), appearances,
and actions are valid opportunities for
assessment
• Ensure observations are complete
• Observations must be objective
VGT 16
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
VGT 17
“START” ACRONYM
• S - SITUATION: Record the situation in whichthe leader is involved
• T - TASK: Describe the task assigned to the leader
• A - ACTION: As accurately as possible, recordall actions taken by the leader during the accomplishment of the task
• R - RESULT: What resulted from the leader’sactions?
• T - TIME: Include the date, time and duration ofthe event
VGT 18
EXAMPLES
Using “START” Format
S
T
A
R
T
RIGHT WRONG
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; 2200-2300 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.
Page 4
VGT 19
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
VGT 20
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”)
VGT 21
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.
VGT 22
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
VGT 23
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
answersVGT 24
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
Page 5
VGT 25
• 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
DEVELOP AN ASSESSMENT
SUMMARY
VGT 26
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
VGT 27
COUNSELING
Subordinate-centered communication that
outlines actions necessary for subordinates
to achieve individual and organizational
goals.
� Why should counseling lead to achievement of
goals?
VGT 28
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?
VGT 29
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
VGT 30
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
Page 6
VGT 31
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?
VGT 32
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?
VGT 33
APPROACHES TO COUNSELING
– Directive
– Non-directive
– Combined
VGT 34
COUNSELING TECHNIQUES
– Suggesting alternatives
– Recommending
– Persuading
– Advising
– Corrective training
– Commanding
VGT 35
- Reception and
Integration
JODSF/NCOER
Checklist
ARRIVE AT
UNIT
MIDPOINT
6 MONTHS
OER / NCOER
JODSF /
NCOER
Checklist
Personal Issues
Periodic Review
of OER Support
Form
(Rater/ SR Rater)
JODSF /
NCOER
Checklist
Event:
Non-select for school /
promotion
EXIT
INTERVIEW
PATHWAY TO
SUCCESS
Initial OER /
NCOER
Counseling (30
days)
- Sponsorship
Counseling Cycle Continuous Process
VGT 36
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
Page 7
VGT 37
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.
VGT 38
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?
VGT 39
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?
VGT 40
DEVELOPMENTAL COUNSELING FORMRank/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:
VGT 41
Signature of Individual Counseled
Plan of Action:
Signature of Counselor
PART IV - ASSESSMENT OF THE PLAN OF
ACTION Assessment:
Date
Date
Session Closing:
Individual counseled: I agree / disagree with the information above
Individual counseled remarks:
Leader Responsibilities:
VGT 42
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 67-9-1
Page 8
VGT 43
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.
VGT 44
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 skillsaffecting leader actions. (See FM 22-100, 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
MENTALPossesses desire, will, initiative, and
discipline
PHYSICALMaintains appropriate level of physical
fitness and military bearing
EMOTIONAL
Displays self-control; calm under pressure
CONCEPTUAL
Demonstrates sound judgment, critical /
creative thinking, moral reasoning
INTERPERSONALShows skill with people: coaching, teaching,
counseling, motivating and empoweringPossesses the necessary expertise to
accomplish all tasks and functions
TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting
TECHNICAL
ATTRIBUTESFundamental qualities and
characteristics
SKILLS (Competence)
PART II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS
JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2
LEADER CHARACTERRater expectations
Rated officer input
Relate to duties
INFLUE NCING: Communicating, Decision Making, Motivating
OPERATING: Planning, Executing, Assessing
PART III - DEVELOPMENTAL ACTION PLAN. Dev elopment t ask s t ha t ta rget maj or pe rf ormance ob jec tives on the DA Form 67-9-1. (See FM 22-100, P AR T THR EE)
Sk ill deve lopm ent is par t of s e lf-devel opment ; p rerequ isi te to act ion
JUNIO R O FFICER DEVELOPMENTAL SUPPORT FORMFor use of this for m, see AR 623- 105; the proponent agency is ODCSPER
PART I - INSTRUCTIONS. Use of this for m is mandator y for L ieutenants and WO1s; optional for all other r anks.Initial f ace-to-face (P art II and III)
- Discuss duty descript ion/m ajor performance objecti ves f rom DA F orm 67-9-1.
- Discuss Army leader values, att ributes and ski lls as related to future duty
perform ance and profess ional development (Part II : Leader Character)
- Complete Devel opmental A ction Plan (Part II I)- Record at least one
devel opm ental task for each leadership act ion that targets m ajor performance
object ives li sted on DA Form 67-9-1.
- Upon complet ion of the initi al f ace-to-face counseling, date and init ial Part IV
(verif icati on). Obtain senior rater's init ials . Rated of f icer and rater retain fil e
copy for use during l ater follow-up counseli ngs.
Quarterly F ollow-up Counsel ings (P art V - Reverse)
- Discuss major performance obj ect ives and progress made. A dj ust as needed.
- Discuss progress made on developmental tasks; update/modif y tasks as
needed to cont inue developmental process.
- Rater sum marize key points i n appropri ate block of P art V .
- Rater and rated of ficer init ial, date, and keep a f ile copy for use duri ng later
counselings.
COMM UNICATING. Art iculates writ t en and oral i deas/concepts c learly and concisely . Message received equals message sent . Displays effective lis teni ng skills .
MOT IV AT ING. Inspi res, m ot ivates, and guides others towards miss ion accom pl ishm ent . S ets the example by being in excellent physical / m ental condit ion and
consis tent ly display ing proper m ilit ary beari ng.
DE CIS ION M AKING. Reaches sound, logi cal dec is ions based on analys is /synthesis of informat ion, and uses sound judgement to al locate resources and select
appropriate course(s) of act ion.
DA Fo rm 67-9-1a
NAME OF RATED OFFICER (Last, Fir st, M I) SSN GRADE ORGANIZ ATION
FRONT SIDE DA FORM 67-9-1a
NOT E: Reference for Army Leadership Doct rine is FM 22-100.
PART II CHARACTER. Disposit ion of the l eader: combi nat ion of values, att ributes, and skil ls affecti ng l eader actions. (See FM 22-100, P ART TWO)
1. H ONOR: Adherence to the Arm y's publi cly declared code of values
2. IN TEGRITY: Possesses high personal m oral s tandar ds; honest i n word and deed
3. C OUR AGE: Manifests physical and moral bravery
4. LOYALTY: Bears true faith and all egi ance to the U.S. Constituti on, the A RMY, the uni t, and the soldier
5. R ESP ECT: Promotes dignit y, considerati on, fairness, & EO
6. SELFLE SS-SER VI CE: Pl aces Ar my pr ioriti es before self
7. D UTY: Fulfi lls pr ofessional, legal, and moral obli gat ions
MEN TALPossesses desire, wi ll, ini tiat ive, and
disci pline
PH YSIC ALMaintai ns appropriate l evel of physical
f itness and mili tary bearing
EMOTION AL
Displays self -cont rol; calm under pressure
C ONC EPTU AL
Demonstrates sound judgment, criti cal /creative thi nk ing, moral reasoning
I NTERPERSONALShows skill wi th people: coaching, teachi ng,
counseling, m oti vating and empower ingPossesses the necessary expert ise toaccomplish al l t asks and functi ons
TACTICAL Demonstrates profi ciency i n required professional knowledge, judgm ent, and warf ighting
TECHN ICAL
AT TR IB U TE SFundamental qual iti es and
characteristics
S K IL LS (C omp etence)
PL AN N IN G . Uses criti cal and creative thinking to develop executable plans that are suitabl e, acceptable, and feasible.
EX EC U TI N G. Sho ws tact ica l and tech ni ca l prof ic i ency; m eets miss ion standards; takes care of people/ resources. Maximi zes the use of availabl e system s and
technol ogy. Performs well under physical and mental s t ress.
ARMY VALUES
VGT 45
INFLUE NCING: Communicating, Decision Making, Motivating
OPERATING: P lanning, Executing, Assessing
P ART I II - DEVE LOPME NTAL ACT ION P LAN. Development tasks that tar get major p er form ance objec tive s on the DA For m 67- 9-1. ( See F M 22-1 00, P ART THREE)
Skill deve lopm ent is part of self-
development; pr erequisi te to action
J UN IOR OFFIC ER D EVELOPMENTA L SUP PORT FORMFor use of t his form , see AR 623-105; t he proponent agency is ODCSPER
P ART I - INST RUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; opt ional for all other ranks .Init ial f ace- to -fa ce (Par t II and III)
- Discu ss dut y de scr ip tion/ ma jor per for ma nce ob jectives fr om DA F o rm 67 -9- 1.
- Discu ss Ar m y leader values , att rib ute s a nd s kills as r elat ed t o f ut ure d uty
pe rfo rm anc e a nd pro fes sion al de velopm en t (Part II: Lea der Ch ara cte r)
- Com plete De ve lop me nta l Ac tion Pla n ( Pa rt III) - Rec ord at leas t on e
de ve lopm en tal tas k f or eac h le ade rsh ip act ion tha t t ar get s m ajor per fo rm anc e
obje ctives lis ted on DA F or m 67- 9-1 .
- Upon co mp letio n o f t he init ial f ace -to -f ace cou nse ling , dat e a nd in itial Pa rt IV
(ver ifica tion) . O bta in s enior rat er's initials . R ated of fice r a nd r ate r r eta in file
cop y for us e dur ing lat er f ollow-u p co uns elin gs.
Qu art erly F o llo w-u p C ouns eling s ( Pa rt V - Reve rse )
- Disc uss m ajor pe rfo rm ance ob je ctive s a nd pro gre ss m ade . Ad just as ne eded .
- Disc uss pr ogr ess ma de on develo pm ental tas ks; up date /m odif y tas ks a s
n eede d t o con tinue develo pm ent al p roc ess .
- Rat er sum m ar ize key p oint s in ap pro pria te block of Part V.
- Rat er and r ate d o fficer init ial, dat e, and ke ep a f ile c opy f or use du ring late r
c ounse lin gs.
COM MUNI CATIN G. Art icula tes wr itte n a nd ora l id eas /co nce pts cle arly a nd concis ely. Mess age re ceived equ als me ssag e s ent . Displa ys eff ect ive list enin g s kills .
MOT I VATI NG. Ins pires , mo tivate s, and guide s oth ers to war ds missio n a ccom plis hm ent . Sets t he exam ple by being in e xc ellen t p hysica l / m en tal cond ition an d
cons iste ntly displa yin g p rop er m ilit ary bea ring.
DECI SIO N M AKI NG. Reac hes so und , lo gical decisio ns bas ed on an alysis/ synt hes is of info rm at io n, and use s s oun d jud gem ent to allo cat e r eso ur ces an d s elec t
ap pro pria te cou rse (s) of ac tion .
DA Fo rm 67 -9- 1a
NAME OF RATED OFFICER (Last, Fir st, M I) SSN G RADE ORGANIZ ATION
FRO NT SID E DA FORM 67-9-1a
NOT E: R efe ren ce f or Ar m y Lea ders hip D oct rine is F M 22 -10 0.
P ART I I CHARACTER. Disposition of t he l eader : combination of values, attr ib utes , an d sk ills affecting leader ac tion s. ( See FM 22- 10 0, PART TWO)
1. HONOR: Adherence to the Arm y's publ icly declar ed code o f values
2. INTE GRITY : Possesses high pers ona l mor al standar ds; ho nes t in word an d d eed
3. COURAGE: Manifests physical and moral br avery
4. L OY ALT Y: Bear s tr ue faith and all egiance to the U.S. Constitution, the ARMY, the unit, and th e s old ier
5. RE SP ECT: Pr omotes dignity, considerati on, fair ness, & EO
6. SEL FLE SS -SE RVICE: Places Ar my pr iorities before self
7. DUT Y: Fulfills pr ofession al, lega l, and m oral obl igat ions
MENTALPossesses desir e, will, ini tiat ive, and
disci pline
PHYS ICALMaintains a ppr opriate l evel of physical
fitness and military bear ing
EM OT IONAL
Displays sel f- cont rol; calm under pr essur e
CONCEP TUAL
Dem onst rates sound judgment, cr itical /
creative t hink ing, m oral r easoning
INTERPE RSONALShows skill wi th people: coaching, teaching,counseling, m otivating and empo wer ing
Possesse s th e ne cess ar y expertise to
accomplish all tasks a nd fun cti ons
TACT ICAL Dem ons tr ates profi cien cy i n r equired pr ofessio nal know ledge, j udgm ent, and war fighting
TE CHNICAL
ATT RI BUT ESF undame nta l q ual ities and
character istics
S KI L LS (Co m pe ten c e)
PL ANNI NG. U ses cr itica l an d c re ative th inking to develop exec uta ble plan s tha t are su it able , a ccep tab le, and fe asible .
EX E CUT IN G. S h ow s t act ical an d t ech ni cal p ro f ici en cy; me ets m ission st and ard s; t akes ca re of peo ple/ resou rce s. Maxim izes the us e of availa ble syste ms an dtec hnolo gy. Pe rfo rm s well u nder ph ys ical and m ent al st re ss.
ARMY VALUES
JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III
PART III. DEVELOPMENTAL ACTION PLANPART III - DEVELOPMENTAL ACTION PLAN.Development tasks that target major performance objectives on the DA Form 67-9-1.(See FM 22-100, 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 andconsistently 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...
VGT 46
DEVELOPI NG. Teac hes , t rains , c oache s and coun sels su bo rd in ate s inc rea sing the ir k nowled ge, skills and con fide nce.
BU ILD ING . De velo ps eff ect ive, disc iplin ed, coh esive, tea m built on b onds of mutual trus t, resp ect, an d co nfide nce. Fost ers eth ica l climate .
A SSESSI NG. Us es aft er -act io n and e valuat ion tools to fac ilita te cons iste nt impr ovemen t.
LEARNIN G. Act ively seek s se lf-impro vemen t (in dividua l st udy, pr ofes siona l rea ding , et c.) , an d f oste rs a lea rnin g env iron men t in the un it (I PRs, AARs , N COPD , e tc .)
PART V - DEVEL OPM ENTAL ASSESSMENT RECORD. Summary of key points made during follow -up counselings. Highlight progress and
strengths observed as well as further development needed.
PART IV - VERIFICAT ION: Rater init ials Rated of ficer initials Date Senior rater init ials
1st As sess ment Key Poin ts
2n d Asse ssment Ke y Points
3r d Ass essment Key Point s
Rat ed office r initia ls R ater in it ials Date
Ra ted off icer initials Rat er initials Date
Rat ed of ficer initia ls Rat er initials Dat e
REV ERS E SIDE DA FORM 67-9-1a
IM PROVING: Developing, Building, Learning
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 initialsDate
VGT 47
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?VGT 48
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