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Developing Subordinates

 

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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

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

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 22-100

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

(+) (-)

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

OBSERVATIONS

All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment

Ensure observations are complete

Observations must be objective

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

EXAMPLES
Using “START” Format

S

T

A

R

T

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”)

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.

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

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

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


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