Develop Subordinates

WHAT WE ARE TRYING TO
ACCOMPLISH
HOW WE ARE GOING TO
ACCOMPLISH IT
• Learn how to develop subordinates according to
• Apply the observe, assess, coach, and counsel
model to classroom exercises
the dimensions that define effective leadership
• Develop an assessment summary by combining
multiple assessments and determining overall
strengths and weaknesses, potential causes, and
potential actions
• Improve skills for using the observe, assess,
coach, counsel model
• Inspire ourselves to become committed to leader
development
• Role-play developmental counseling sessions
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TERMINAL LEARNING
OBJECTIVE
HOW YOU WILL BE EVALUATED
• TASK: Provide assessments to develop a subordinate
• Assessment reports reflecting an unbiased
record of observations made of videoclips
• CONDITION: In a classroom environment, given instruction
about leadership doctrine, small group discussions, and
practical exercises
• Assessment summary combining all observations
to determine overall strengths and weaknesses,
potential causes, and potential developmental
actions
• STANDARD: While serving as a platoon leader or platoon
sergeant, soldier completed a leadership task per the
guidance outlined in FM 6-22
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Army Values
THE LEADER
of Character and Competence ACTS...
“Be”
“Know”
Loyalty: Bear true faith and allegiance to the U.S. Constitution,
the Army, your unit and other soldiers.
“Do”
Duty: Fulfill your obligations.
to Achieve Excellence
Respect: Treat people as they should be treated.
Loyalty
Mental
Interpersonal
Influencing
Duty
Physical
Conceptual
Operating
Respect
Emotional
Technical
Improving
Selfless
Service
Selfless Service: Put the welfare of the nation, the Army, and
your subordinates before your own.
Honor: Live up to all the Army values.
Tactical
Integrity: Do what’s right, legally and morally.
Honor
Personal Courage: Face fear, danger, or adversity (Physical or
Moral)
Integrity
Personal Courage
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Attributes
Will
Self-Discipline
Initiative
Judgment
Confidence
Intelligence
Cultural Awareness
CULTURAL AWARENESS
Mental
–
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
“BE”
Health Fitness
Physical Fitness
Military Bearing
Professional Bearing
Self-control
Balance
Stability
Physical
Emotional
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Skills
Leader Actions
Improving
Developing
Building
Learning
“KNOW”
Interpersonal
Technical
“DO”
Influencing
Conceptual
Operating
Communicating
Decision Making
Motivating
Tactical
Planning
Executing
Assessing
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LEADERSHIP CORE DIMENSIONS
Leaders of Character and Competence
VALUES
ATTRIBUTES
SKILLS4
“Be”
“Be”
“Know”
Loyalty
1
TRANSLATING DIMENSIONS
TO OBSERVATIONS
Act to achieve Excellence by providing
purpose, direction, and motivation.
ACTIONS
(+)
“Do”
Mental
Interpersonal
Physical2
Conceptual
Emotional3
Technical
Influencing
Operating
Improving
Communicating
Planning
Developing
(-)
VALUES (INTEGRITY)
HE'S TRUTHFUL, EVEN IF IN TROUBLE
Duty
Respect
Selfless Service
Honor
Integrity
Respect
1
2
3
4
HE LIES UNDER PRESSURE
ATTRIBUTES (MIL BEARING)
Decision Making
Executing
Building
Motivating
Assessing
Learning
APPEARANCE ALONE INSPIRES
BAD UNIFORM, NO ENERGY
SKILLS (TECHNICAL)
STICKS TO AND USES TLPS
Tactical
The mental attributes are will, self-discipline, initiative, judgment, confidence, intelligence, and
cultural awareness.
The physical attributes are health fitness, physical fitness, military bearing, and professional bearing.
The emotional attributes are self-control, balance, and stability.
The required interpersonal, conceptual, technical skills, and resulting tactical skills are different for the
direct, organizational, and strategic leaders.
CAN'T LAY HIS MORTAR
ACTIONS (DEVELOPING)
WENT TO COLLEGE CLASSES
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BLEW OFF THE HOMEWORK
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SESSION I, SUMMARY
DEVELOPING SUBORDINATES
• Why is subordinate development such an
important leader responsibility and who benefits?
Step 1 - Observe and record leadership
actions
• 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?
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OBSERVATION (Con’t)
OBSERVATIONS
• Note and record elapsed time
• Note actions NOT taken. They are equally
important
• All acts (verbal and nonverbal), appearances,
and actions are valid opportunities for
assessment
• Use direct quotes when possible
• Ensure observations are complete
• Use bullet comments rather than complete
sentences
• Record behaviors in chronological sequence
• Observations must be objective
• Do not allow winning, losing, or mission
accomplishment to influence recorded behaviors
• Use “START” format VGT 16
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EXAMPLES
Using “START” Format
“START” ACRONYM
RIGHT
• S - SITUATION: Record the situation in which
the leader is involved
S
• T - TASK: Describe the task assigned to the
leader
RAINY, COLD, NO SLEEP
EXECUTE LEADER REACTION CRS
HARD PHYSICAL AND MENTAL TASK
SGT SMITH ANALYZED THE
REQTS, DEVELOPED A PLAN, AND
BRIEFED IT TO SQD MEMBERS
SQD FAILED TO ACCOMPLISH TASK
R
PLAN WAS ISSUED USING 5 PARA.
FORMAT. SQUAD MEMBERS HAD
CLEAR TASKS TO DO. SQUAD
EXECUTED 3 STATIONS TO
STANDARD.
SQUAD HAD TO RE-DO THE TASK TWICE.
T
12 SEPT 98; 2200-2300 HRS.
T
• A - ACTION: As accurately as possible, record
all actions taken by the leader during the
accomplishment of the task
A
• R - RESULT: What resulted from the leader’s
actions?
• T - TIME: Include the date, time and duration of
the event
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Page 3
WRONG
FTX; AT THE LDR REACTION CRS
IN ALLOTTED TIME.
NIGHT TIME.
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CLASSIFY BEHAVIORS
DEVELOPING SUBORDINATES
• Use all written, verbal, and nonverbal information
Step 1 - Observe and record leadership actions
• Use leadership dimension definitions and associated
behaviors
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
• Though a behavior may fit more than one dimension,
list it under the most appropriate one (“best fit”)
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RATING BEHAVIORS
E
COACHING
Step 1 - Observe and record leadership actions
EXCELLENT. EXCEEDS REQUIREMENTS
FOR SUCCESSFUL TASK ACCOMPLISHMENT.
S
SATISFACTORY. MEETS REQUIREMENTS FOR
SUCCESSFUL TASK ACCOMPLISHMENT.
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
NI
NEEDS IMPROVEMENT. DOES NOT MEET
REQUIREMENTS FOR SUCCESSFUL TASK
ACCOMPLISHMENT.
Step 3 - Coach the subordinates - tell the subordinates
what you saw and give them a chance to assess
themselves
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SESSION II, SUMMARY
COACHING AND PROVIDING
FEEDBACK
Plan where and when to OBSERVE subordinate
• Be knowledgeable of the leadership dimensions
performance
RECORD performance using the START format
• Be able to communicate your thoughts
CLASSIFY behaviors by applying leadership
doctrine
• Be trustworthy
RATE behaviors guided by performance
• Be positive
indications
Provide FEEDBACK along the way - COACH!
• You are a facilitator; you may not have all the right
answers
Develop plan of action - DEVELOPMENTAL COUNSELING
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DEVELOP AN ASSESSMENT
SUMMARY
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
• Use the Developmental Counseling Form; attach
applicable assessment reports
• Summarize the ratings, by dimension
• Identify overall strengths and weaknesses
• Identify potential action(s) to maintain strengths
Step 3 - Coach the subordinates - tell the subordinates
what you saw and give them a chance to assess
themselves
and address areas that require improvement
Step 4 - Conduct developmental counseling
• Identify potential cause(s) for weaknesses
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COUNSELING
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
Subordinate-centered communication that
outlines actions necessary for subordinates
to achieve individual and organizational
goals.
Why should counseling lead to achievement of
goals?
Why should the subordinate be active in the
session?
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LEADER ATTITUDES FOR
EFFECTIVE ACTIVE LISTENING
FACTORS THAT LIMIT OUR
ABILITY TO FULLY LISTEN
• Doing something while the subordinate is talking
•
•
•
•
•
•
Stop talking
Look and act interested
Remove distractions
Be patient
Hold your temper or opinions
Use non-verbal skills
• Inability to stay quiet
• Selective listening
• Ignoring non-verbal message(s)
• Biases
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THE LEADER AS A
COUNSELOR (Con’t)
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.
The following qualities help the leader to
assume an effective role during
counseling:
- Respect for subordinates
- Self and Cultural Awareness
- Credibility
- Empathy
When should a leader counsel to develop
subordinates?
How can a leader be both an evaluator/judge and a
helper/counselor?
How do these qualities assist leaders in
counseling?
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COUNSELING TECHNIQUES
APPROACHES TO COUNSELING
– Directive
–
Suggesting alternatives
–
Advising
– Non-directive
–
Recommending
–
Corrective training
– Combined
–
Persuading
–
Commanding
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Counseling Cycle Continuous Process
EXIT
INTERVIEW
OER / NCOER
PATHWAY TO
SUCCESS
JODSF /
NCOER
Checklist
CATEGORIES OF COUNSELING
ARRIVE AT
UNIT
- Sponsorship
- Reception and
Integration
Personal Issues
Event:
Non-select for school /
promotion
JODSF/NCOER
Checklist
– Personal - Event Oriented
–
Initial OER /
NCOER
Counseling (30
days)
–
–
JODSF /
NCOER
Checklist
Reception and Integration
Positive Performance
Referrals
- Crisis
- Separation
- Promotion Counseling
- Corrective Training
– Performance and Professional Growth
Periodic Review
of OER Support
Form
(Rater/ SR Rater)
–
–
–
MIDPOINT
6 MONTHS
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OER/NCOER
“Pathway to Success”
Developmental Process Based on Potential
– Near Term <1 year
– Long Term > 2-5 years
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THE STAGES OF A
COUNSELING SESSION
PREPARATION FOR COUNSELING
1.
2.
3.
4.
5.
6.
7.
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.
Can counseling occur spontaneously without formal
preparation?
What is an appropriate time?
What should a leader tellVGT
the38subordinate?
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.
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PREPARATION FOR COUNSELING
(Con’t)
1.
2.
3.
4.
5.
6.
7.
Select a suitable place
Schedule the time
Notify the subordinate well in advance
Organize the information
Outline the components of the counseling session
Plan a counseling strategy
Establish the right atmosphere
DEVELOPMENTAL COUNSELING FORM
Rank/Grade
NAME (Last, First, MI)
Organization
Date of Counseling
Name and Title of Counselor
PART II - BACKGROUND INFORMATION
Purpose of Counseling:
Select a suitable place
Schedule the time
Notify the subordinate well in advance
Organize the information
Outline the components of the counseling session
Plan a counseling strategy
Establish the right atmosphere
PART III - Summary of Counseling
Key Points of Discussion:
Why should a leader prepare an outline?
What is a counseling strategy?
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OER SUPPORT FORM
COUNSELING REQUIREMENTS
Plan of Action:
• Rater:
– Initial 30 day counseling session
– Periodic follow-up performance counseling to make needed
adjustments to objectives
Session Closing:
Individual counseled: I agree / disagree with the information above
Individual counseled remarks:
Date
Signature of Individual Counseled
• Senior Rater:
– Must initial after each periodic follow-up counseling
session
Leader Responsibilities:
Signature of Counselor
Date
PART IV - ASSESSMENT OF THE PLAN OF
ACTION
Assessment:
* Raters are required to articulate developmental counseling
responsibilities as a performance objective on their 67-9-1
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JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2
PART I. INSTRUCTIONS
JODSF COUNSELING
REQUIREMENTS
INITIAL COUNSELING
FOLLOW-UP COUNSELINGS
PART
II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS
PART
II CHARACTER.
Disposition of the leader: combination of values, attributes, and skillsaffecting leader actions. (See FM 22-100, PART TWO)
• Supplements the OER support form requirements; both are
needed for WO1 and LTs
1. HONOR: Identifies with public code of Army values (honor)
5. RESPECT: Promotes dignity, consideration, fairness, & EO
2. INTEGRITY: Possesses sound moral values; honest in word and deed
6. SELFLESS-SERVICE: Places Army priorities before self
3. COURAGE: Manifests physical and moral bravery
7. DUTY: Fulfills professional, legal, and moral obligations
4. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the ARMY, the unit, and the soldier
ATTRIBUTES
Fundamental qualities and
characteristics
SKILLS (Competence)
Skill development is self-developm ent;
prerequisite to action
MENTAL
Possesses desire, will, initiative, and
discipline
PHYSICAL
Maintains appropriate level of physical
fitness and military bearing
CONCEPTUAL
Demonstrates sound judgment, critical /
creative thinking, moral reasoning
INTERPERSONAL
Shows skill with people: coaching, teaching,
counseling, motivating and empowering
EMOTIONAL
Displays self-control; calm under pressure
TECHNICAL
Possesses the necessary expertise to
accomplish all tasks and functions
TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting
• Requires an initial counseling (within the first 30 days) and
follow-up quarterly developmental counseling
FRO NT SIDE DA FORM 67-9- 1a
JU NIO R O FFIC ER DEVELOPMEN TAL SU PPORT FOR M
For u se of this for m, see AR 6 23- 105 ; the propon en t agen cy is ODC SPER
NAME OF RATED OFFICER (Las t, Fir st, M I)
SSN
GRADE
ORGANIZ ATION
PART I - INSTR UCTIONS. U se of this for m is man dator y for L ieutenan ts and WO1s; op tional for all oth er r an ks.
Initial f ace-t o-f ace (P art II and III)
Quart erly F ollow-up Couns el ings (P art V - Reverse)
- Dis c uss dut y desc ript ion/m ajor perf ormance objec ti ves f rom DA F orm 67-9-1.
- Dis c uss Army leader v alues , att rib ut es and s ki lls as relat ed t o f uture dut y
perf orm anc e and prof ess ional development (Part II : Leader Charac t er)
- Complete Dev el opmental A c tion Plan (Part II I)- Rec ord at leas t one
dev el opm ent al tas k f or eac h leaders hip act ion t hat t arget s m ajor perf ormance
object iv es li st ed on DA Form 67-9-1.
- Upon c omplet ion of t he initi al f ace-t o-f ace c ouns eling, dat e and init ial Part IV
(v erif ic ati on). Obt ain s enior rat er's n
i it ials . Rat ed of f ic er and rater ret ain fil e
c opy f or use during l at er follow-up c ouns eli ngs .
- Dis c uss major performance obj ec t ives and progress made. A dj us t as needed.
- Dis c uss progress made on development al t as ks ; update/ modif y t as ks as
needed t o cont inue developmental proc es s .
- Rat er s um marize key point s i n appropri at e bloc k of P art V .
- Rat er and rat ed of fic er init ial, date, and keep a f ile c opy f or us e duri ng lat er
c ounselings .
NOT E: Ref erence for Army Leaders hip Doc t rine is FM 22-100.
PAR T II CHAR ACTER . Disposit ion of the l eader: c ombi nat ion of values, att ribut es , and s kil ls affec ti ng l eader ac tions . (See FM 22-100, P ART TWO)
ARMY VALUES
DISCUSS
1. H ONO R: Adherenc e t o t he Arm y's publi cly dec lared c ode of values
5. R ESP ECT: Promotes dignit y, considerati on, fairness , & EO
2. IN TEG RITY: Possesses high pers onal m oral s tandar ds; hones t i n word and deed
3. C OUR AGE: Manifest s phy sical and moral brav ery
6. SELFLE SS- SER VI CE: Pl aces Ar my pr ioriti es before self
7. D UTY: Fulfi lls pr ofes sional, legal, and moral obli gat ions
4. LO YALTY: Bears true faith and all egi anc e to the U.S. Cons tit uti on, the A RMY, the uni t, and the s oldier
AT TR IB U TE S
PH YSIC AL
MEN TAL
Fundamental qual iti es and
characteristic s
S K IL LS ( C omp e te nc e )
Sk ill de ve lopm ent is p ar t of s e lfd evel opment ; p r er e qu isi te to act ion
• 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.
EMOTION AL
Pos sess es des ire, wi ll, ini tiat ive, and
disci pline
Maintai ns appropriate l evel of phys ical
f itnes s and mili tary bearing
C ONC EPTU AL
I NTERPERSONAL
Demons trates s ound judgment, criti cal /
c reative thi nk ing, moral reasoning
Dis plays s elf -c ont rol; c alm under pres sure
TECHN ICAL
Shows skill wi th people: c oac hing, teac hi ng,
c ouns eling, m oti vating and empower ing
Poss esses t he neces sary ex pert is e to
accomplish al l t ask s and functi ons
TACTICAL Demons trat es profi ciency i n required professional knowledge, judgm ent, and warf ighting
PAR T III - DEVELOPMENTAL ACTION PLAN. Dev elopme nt t ask s t ha t ta rg et maj or pe rf or man ce ob jec tive s on the DA
INFLUE NC ING: Commun icatin g, D eci sion Making , Motivatin g
For m 67 - 9- 1. ( Se e FM 2 2- 10 0, P AR T THR EE)
COMM UNI CATING. Art ic ulat es writ t en and oral i deas /c onc ept s c learly and conc isely . Mes sage rec eived equals mes sage sent . Dis plays eff ec tiv e lis t eni ng s kills .
DE CIS ION M AKING. Reac hes s ound, logi cal dec is ions based on analys is / sy nt hes is of informat ion, and us es s ound judgement t o al loc at e res ourc es and s elec t
appropriate c ours e(s ) of ac t ion.
LEADER CHARACTER
MOT IV AT ING. Ins pi res , m ot iv at es , and guides ot hers towards mis s ion ac com pl is hm ent . S et s t he example by being in ex cellent phys ic al / m ental c ondit ion and
c ons is t ent ly dis play ing proper m ilit ary beari ng.
Rater expectations
Rated officer input
Relate to duties
OPERATING: Pl an nin g, Execu tin g, Assessi ng
PL AN N IN G . Us es c riti cal and c reativ e t hinking t o develop exec ut able plans that are s uit abl e, acc ept able, and f eas ible.
EX EC U TI N G . Sho w s t a ct ic a l a nd t ec h ni ca l prof ic i e nc y ; m eets mis s ion s t andards; t akes c are of people/ res ourc es. Maximi zes t he us e of availabl e s ys t em s and
tec hnol ogy. Performs well under phys ic al and ment al s t res s .
DA Fo rm 67-9-1a
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JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III
JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PARTS IV AND V
PART III. DEVELOPMENTAL ACTION PLAN
PART III - DEVELOPMENTAL ACTION PLAN.Development tasks that target major performance objectives on the DA Form 67-9-1.(See FM 22-100,
INFLUENCING: Communicating, Decision Making, Motivating
PART THREE)
PART IV. VERIFICATION
COMMUNICATING.Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills.
PART IV - VERIFICATION:
(1) Provide an oral OPORD brief to CO/XO during FTX in April.
Rater initials
Rated officer initials
senior rater initials
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.
DECISION MAKING.Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s).
1st Assessment
(7) Facilitate a discussion on the ethical decision making
during June OPD.
Date
PART V. DEVELOPMENTAL ASSESSMENT RECORD
Key Points
candid
participative
J UN IOR OFFIC ER D EVELOPMENTA L SUP PORT FORM
For use of t his form , s ee AR 623-105; t he proponent agency is OD C SPER
SSN
G RADE
ORGANIZ ATION
P AR T I - INST RUC TI ON S. U se of this form is mandat ory for Lieut enant s and WO1s; opt ional for all other ranks .
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.
Init ial f ace- to -fa ce (Par t II and III)
- Discu ss dut y de scr p
i 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 kf 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 n
i 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 lo 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.
2. IN TE GR ITY : Possesses high pers ona l mor al standar ds; ho nes t in word an dd eed
3. C OU RA GE: Manifests physical and moral br avery
A SSESSI NG. Us es aft er -act o
i n and e valuat ion tools to fac ilita te cons iste nt im pr ovem en t.
IM PROVI NG: Develo ping, B uilding, Learning
DEVEL OPI NG. T eac hes , t rains , c oache s and coun sels su bo rd n
i ate s inc rea sing the ri k nowled ge, skills and con fide nce.
NOT E: R efe ren ce f or Ar m y Lea ders hip D oct rine is F M 22 -10 0.
constructive
P AR T I I C HAR AC TER . Disposition of t he l eader : combination of values, attr bi utes , an dsk ills affecting leader ac tion s.( See FM 22- 10 0,PART TWO)
AR MY VA LU ES
1. H ON OR : Adherence to the Arm y's publ ci ly declar ed codeo f values
REV ERS E SIDE DA FOR M 67-9 -1 a
NOT A RATING!!
FRO NT SID E DA FORM 67-9-1a
NAME OF RATED OFFICER (Last, Fir st,M I)
5. RE SP EC T: Pr omotes dignity, considerati on, fair ness, & EO
6. SEL FLE SS -SE R VIC E: Places Ar my pr iorities before self
7. DU T Y: Fulfills pr ofession al, lega l, andm oral obl igat ions
BU ILD ING . De velo ps eff ect ive, disc iplin ed, coh esive, tea m built on b onds of m utual trus t, resp ect, an d co nfide nce. F ost ers eth ci a l clim ate .
positive
4. L OY ALT Y: Bear str uefaith and all egiance to the U.S. Constitution, the ARMY, the unit, and th es old ier
(3,6) Lead Platoon PT every Monday in April- set the example!
A TT R I B U T ES
MEN TA L
PH YS ICA L
EM OT ION A L
Maintains a ppr opriate l evel of physical
fitness and military bear ing
Displayssel f- cont rol; calm under pr essur e
F undame nta lq ual ities and
character si tics
Possesses desir e, will, n
i i tiat ive, and
disci pline
S K I L LS (C o m pe ten c e)
Skill deve lopm ent is part of selfdevelopment; pr erequisi te to action
C ON C EP TU AL
IN TER PE R SONA L
TE CH N IC AL
Dem onst rates sound judgment, cr itical /
creative t hink n
i g, m oral r easoning
Shows 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
L EARNIN G. Act ively seek s se lf-im pro vem en 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 .)
Rated officer initials
TAC T IC A L Dem ons tr ates profi cien cy i nr equired pr ofessio nal know e
l dge, j udgm ent, and war fighting
P AR T I II - DEVE LOPME NTAL ACT ION P LA N. D evelopment tasks that tar get
major p er form ance objec tive s on the DA For m 67- 9-1. ( SeeF M 22-1 00, P AR T TH R EE)
Rater initials
Date
INFLUE NC ING: Communic ating, Decision Making, Motiv ating
COM MUNI CATIN G. Art icula tes wr itte n a nd ora lid 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 .
P ART IV - VE RI FICAT ION:
Rater init ials
Rat ed of ficer initials
Date
Senior rat er init ials
PART V - DEVEL OPM ENTAL AS SESS MENT RE CORD. Summary of key point s made during follow -up counselings. Highlight progress and
strengt hs observed as well as further development needed.
1st As sess ment
Key Poin ts
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 o
i 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 .
From Support Form:
(1) Ensure the Plt is
combat ready for NTC...
Rat ed office r initia ls
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 liit ary bea ring.
Date
2n d Asse ssm ent
Ke y Points
OPER ATI NG: P lanning, Exec uting, Assessing
PL A N N I N G . U ses cr itica l an d c e
r ative th inking to develop exec uta ble plan s tha t are su ti able , a ccep tab le, and fe asible .
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
EX E C U T 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 d
tec hnolo gy. Pe rfo rm s well u nder ph ys ical and m ent al st re ss.
Target performance objectives on Support Form
At least one developmental task per leader action
Tasks should be specific, measurable, and achievable
DA Fo r m 67 -9- 1a
VGT 45
Ra ted off icer initials
Rat er initials
Date
3r d Ass essm ent
Rat ed of ficer n
i itia sl
Rat er initials
Dat e
Key Point s
VGT 46
NCOER COUNSELING
CHECKLIST/RECORD
MAJOR PERFORMANCE OBJECTIVE
CHECKLIST
• Goal of counseling:
– Set NCOs up for success
– Look forward; don’t dwell on the past
IS THE PERFORMANCE OBJECTIVE:
•
•
•
•
•
•
•
•
R ater n
i ti ials
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?
• 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
VGT 47
VGT 48
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