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
