LEADERSHIP DEVELOPMENT

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LEADERSHIP DEVELOPMENT

• Lead people and they have direction for a day.
• Teach people to lead and they have direction for
  a life time.

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Leadership What is it?

• Leadership is influencing people by providing
  purpose, direction, and motivation - while
  operating to accomplish the mission and improving
  the organization. (FM 22-100, Chapter 1)

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• Leadership Skills
• Problem Solving
• Communicating
• Leading

• Cadre and MSL IV Charter
• Cadets in stretch zone during leadership
  positions (in one or more attributes)
• Cadets given opportunity to use decision making
  and leadership processes daily (leadership skills)

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CADET RESPONSIBILITIES
P L A T O O N L E A D E R

• Coordinate with the CO and XO
• Control Platoon Organization
• Establish Platoon Plan of Action
• Issue Platoon Operations Order
• Conduct Platoon Inspections and Rehearsals
• Supervise Platoon Execution

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CADET RESPONSIBILITIES
P L A T O O N S E R G E A N T

• Assist the Platoon Leader
• Coordinate with 1SG and Squad Leaders
• Organize Platoon Formations
• Prepare and Submit Accountability Reports
• Account for Absences
• Supervise Issue/Turn-in of Equipment
• Control Movement of the Platoon

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CADET RESPONSIBILITIES

• Issue Squad Operations Order
• Prepare Squad for All Missions
• Control Squad Accountability
• Control Movement of Squad
• Prepare and Submit Accountability Reports
• Ensure Squad is in Uniform with Proper Equipment
• Supervise and Inspect All Details Assigned to
  Squad
• Ensure Squad Draws Equipment and Rations

S Q U A D L E A D E R
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FM 6-22 New Army Leadership
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• Competent, Confident, and Agile

Warrior Team Leader Humanitarian Trainer
Mentor Ambassador
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Enduring themes and concepts
What changes
What stays the same

• Leadership Definition
• Be, Know, Do
• Support and Defend the
• Constitution
• Values Based
• Leaders of character and
• competence
• Levels of leadership
• (direct, organizational,
• strategic)
• Developmental counseling

• Added emphasis
• Warrior Ethos
• Leader roles by cohort
• (Officer, NCO, WO, Civ)
• Leader development
• (mentorship, multi-rater
• assessment)
• Leader teams
• Mission command
• Ethical reasoning
• More relevant examples
• Framework modified to
• attributes and competencies

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THE LEADER PENTATHLETE

• "In short, Army leaders in this century need to
  be Pentathletes multi-skilled leaders who can
  thrive in uncertain and complex operating
  environments ... innovative and adaptive leaders
  who are expert in the art and science of the
  profession of arms.

Dr. Francis J. Harvey Secretary of the Army,
2004-2007
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Dr. Francis J. Harvey Secretary of the Army,
2004-2007
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Assessing and Classifying Behavior
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ASSESSING LEADER BEHAVIOR
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CLASSIFYING LEADER BEHAVIOR
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THE ARMY VALUES
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CHARACTER TRAITS
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EMPATHY IN ACTION

• See things from anothers point of view
• Train Soldiers to survive and be competent to
  complete the mission
• Share hardships with subordinates
• Provide Soldiers with reasonable comfort and rest
• Have empathy for Army families, local populace,
  and even the enemy

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THE WARRIOR ETHOS
I will always place the mission first I will
never accept defeat I will never quit I will
never leave a fallen comrade.
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LEADER ATTRIBUTES PRESENCE
Presence Impression that a leader makes on
others contributes to the success in them
Military Bearing (MB) Projecting a commanding
presence and professionalism Physically Fit (PF)
having sound health, strength and
endurance Confident (CF) Projecting
self-confidence and certainty Resilient (RS)
Recover quickly while maintaining mission and
organization focus
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LEADER ATTRIBUTES PRESENCE
Presence
EXCELLENT
SATISFACTORY
Exemplary physical and professional
appearance Sets example for physical fitness,
military bearing Demonstrates command presence
Cadets want to follow
Good physical and professional appearance Meets
standards for physical fitness, military
bearing Demonstrates adequate command presence
MILITARY BEARING
MB
Refuses to quit reliably completes physically
demanding endeavors Proactive toward own health
recovers quickly from physically demanding event,
ready for next
Perseveres in face of adversity completes most
physically demanding endeavors Attentive to own
health seeks medical assistance when necessary
fulfills treatment directives
PHYSICALLY FIT
PF
Remains calm, under control, effective under
pressure never complains Excels regardless of
stress, chaos and rapid change Balances competing
demands
Tries, with some success, to be calm and
effective under pressure rarely
complains Functions under stress or amid chaos
and rapid change Successfully balances most
competing demands
CONFIDENT
CF
Strong self-confidence and positive attitude
Adequately shows self-confidence, positive
attitude
Recovers quickly from setbacks, shock, injured,
adversity and stress while maintaining mission
focus
Recovers from setbacks, shock, injured, adversity
and stress while maintaining mission focus
RESILIENT
RS
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LEADER ATTRIBUTES INTELLECTUAL
Intellectual Capacity Ability to draw on the
mental tendencies and resources that shape
conceptual abilities
MA Mental Agility SJ Sound Judgment IN
Innovation IP Interpersonal Tact DK Domain
Knowledge
Mental Agility (MA) Flexibility of mind,
anticipate, adapt Sound Judgment (SJ) - Capacity
to assess situations and draw feasible
conclusions Innovation (IN) Ability to
introduce something new Interpersonal Tact (IP)
Effectively interact with others Domain Knowledge
(DK) Possessing facts, beliefs and logical
assumptions
I N T E L L E C T U A L
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INTELLECTUAL CAPACITY
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LEADER CORE COMPETENCIES
Competency Areas
Competencies
Leads others
Extends influence beyond chain
Leads
Leads by example
Communicates
Leadership is influencing people by providing
purpose, direction, and motivation while
operating to accomplish the mission and improving
the organization. (FM 6-22)
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CORE COMPETENCIES LEADS
Leads Application of character, presence,
intellect and abilities whiles guiding others
toward mission accomplishment
Leads Others (LD) Influencing Soldiers or Army
Civilians in the unit or organization. Extends
Influence beyond CoC (EI) Ability to operate in
an environment encompassing higher and lower
command structures. Leads by Example (LE)
Providing an example that others consider and use
what they do. Communicates (CO) Attain a clear
understanding of what needs to be done and why
Leads
LD Leads Others EI Extends Influence beyond
COC LE Leads by Example CO - Communicates
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CORE COMPETENCIES LEADS
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CORE COMPETENCIES LEADS (CONTINUED)
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CORE COMPETENCIES DEVELOPS
Develops An environment that fosters teamwork,
and acceptance of responsibility
Creates a Positive Environment (CP) Creates a
positive cultural and ethical climate. Prepares
Self (PS) Self study, self development and
becoming multi-skilled. Develops Others (DO)
Growing others into competent and confident
leaders.
CP Creates Pos Environment PS Prepares
Self DO Develops Others
Develops
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CORE COMPETENCIES DEVELOPS
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CORE COMPETENCIES DEVELOPS
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CORE COMPETENCIES ACHIEVES
Achieves Structuring what needs to be done so
results are consistently produced
Get Results (GR) Developing and executing plans
while providing direction, guidance and clear
priorities to guide others toward mission
accomplishment.
Achieves
GR Gets Results
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CORE COMPETENCIES ACHIEVES
Get Results (GR) Developing and executing plans
while providing direction, guidance and clear
priorities to guide others toward mission
accomplishment.
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Leader Development Tools
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LEADERSHIP DEVELOPMENT TOOLS
CDT CMD FORM 156-4-R, Leadership Assessment
Report (Blue Card) CDT CMD FORM 156-2-R, Cadet
Self-Assessment Report (Yellow Card) DA FORM
705, Army Physical Fitness Test Scorecard DA FORM
4856, Developmental Counseling Form CDT CMD FORM
157-R, Cadet Leadership Development Report
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Note Taking Tips

• Take specific, quantifiable notes (on 5 x 8
  cards)
• Examples
• BAD EXAMPLE Cadet Jones is a great guy.
• GOOD EXAMPLE Cadet Jones effectively
  supervised his 12-Cadet squad by ensuring all
  were in formation on time and in the prescribed
  uniform.
• During the formal SQD LDR evaluations, capture as
  many leadership dimensions as possible, but do
  not fish

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THE BLUE CARD FRONT SIDE (CC FORM 156-1-R)
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THE BLUE CARD BACK SIDE (CC FORM
156-1-R)
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GUIDES TO WRITING BLUE CARDS

• Prior to leadership opportunity, fill out
• - Rated Cadet Name
• - Unit
• - Duty Position
• - Date
• - Assessor Name / Initials
• Write topic sentence (BLUF) Cadet Smith
  performed ________ as SL on 15 June 08 while
  leading his squad through CWST.
• Write narrative focusing on critical behavior
  goal is to paint a picture for PMS. (Part I a.)
• List Sustains and Improves focusing on E / N
  ratings (Part I b.)
• Mark Values, Attributes, and Core Competencies.
  (Part II. a. b.)
• Circle and Initial E, S, or N.
  (Part III)

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GUIDES TO WRITING BLUE CARDS

• Read yellow card adjust blue card as needed.
• Counsel Cadet.
• Have Cadet sign blue card.
• Allow Cadet time to finish yellow card. (Cadet
  Summary of Counseling)
• Turn in blue/yellow cards stapled together.
• Helpful Questions
• What were my / our expectations of the Cadet?
• Was he / she effective?
• Was the mission accomplished?
• How did he / she compare to others performance?

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EXAMPLE
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IDENTIFY AND CLASSIFY BEHAVIOR
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BLUE CARD SUMMARY

• Bottom Line Up Front First sentence is a
  quantified statement of the Cadets overall
  leadership effectiveness
• Use the remainder of summary to address critical
  leadership behavior
• Paint the Picture include consistency, growth,
  challenges faced, level of difficulty of position
  held, etc.
• Clearly spell out justification for N
  dimensional ratings justification should consist
  of more than one observation
• DO NOT attempt to write a chronological series of
  action statements
• DO NOT address insignificant or non-critical
  behavior

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HOW TO WRITE A SPOT REPORT

• Fill out Cadet Name, Unit, Location, Date.
• Mark Part III only E or N
• Mark leadership dimensions and / values.
• Short summary of what happened.
• Counsel Cadet and have him / her sign blue card.
• Turn in to CDTs STO, PTO, or CTO.

POSITIVE
OR
NEGATIVE
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SPOT REPORT EXAMPLE
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SPOT REPORT BACKSIDE
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CADET SELF-ASSESSMENT YELLOW CARD

• Cadet completes a self-assessment using a Yellow
  Card (CCF 156-2-R)
• Done minimum twice (2X) during LTC
• Should use the S-T-A-R T-A-R T-A-R format
• Cadre assessor evaluates the writing and content
  of the card and includes in the Cadets overall
  assessment
• Cadre assessor returns the card to the Cadet to
  allow them to write a summary of actions to
  sustain or improve performance
• Cadet must assess themselves an overall E, S, or N

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CADET SELF-ASSESSMENT EXAMPLE
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YELLOW CARD BACKSIDE
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JOB PERFORMANCE SUMMARY CARD (CC FORM 156-18A)
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Counseling
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DEVELOPMENTAL COUNSELING
This is CPT Foster you need to get your head
out of your _at_ and into the game!
The purpose of counseling is to improve the
Cadets performance through constructive
counseling and effective, timely feedback
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EFFECTIVE COUNSELING CHARACTERISTICS

• RESPECT - Cadets are unique, complex individuals
  with their own sets of values, beliefs, and
  attitudes
• COMMUNICATION - open and two-way, using both
  verbal and non-verbal actions and gestures
• SUPPORT - encourage through actions and interest
• MOTIVATION - help to realize potential
• PURPOSE - develop responsible and self-reliant
  individuals who can solve their own problems
• FLEXIBILITY - fitting counseling style to the
  unique character of each individual

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COUNSELING PITFALLS

• Personal Bias
• Rash judgments
• Stereotyping
• Loss of emotional control
• Amateur character analysis
• Improper follow-up
• Reluctance to counsel

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BASIC COUNSELING SKILLS

• Attending
• Squarely face the person
• Open posture
• Lean forward when appropriate
• Eye contact
• Relax be natural
• Listening
• Do not interrupt
• Summarize back / rephrase
• Occasionally nod
• Questioning
• Open-ended questions
• Avoid why questions
• Guidance

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EFFECTIVE COUNSELORS

• Phrase questions so they are easily understood
• Be calm and undisturbed during the session
• Follow up on Cadet cues in conversation
• Make the conversation two-way (as appropriate)
• Grant the Cadet strict confidence, but record
  info
• Keep a sense of humor
• Observe Cadet behavior

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INEFFECTIVE COUNSELING

• DO NOT
• Argue, hurry, or rush
• Be too easily satisfied get appropriate
  responses
• Give advice unless you are qualified
• Embarrass / belittle the Cadet in front of
  others
• Write during the session unless very necessary
• Postpone counseling more than 24 hours
• Take ownership of the Cadets problem

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INEFFECTIVE COUNSELING

• DO NOT
• Jump from subject to subject
• Wait to involve superiors in serious
  deficiencies
• Criticize personal traits that cannot be
  changed
• Imply answers to Cadet questions
• Preach to the Cadet
• Set the Cadet up for failure
• Solve the problem for the Cadet

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COUNSELEE REACTIONS

• Nervousness
• Cooperation
• Denial
• Disagreement
• Avoid a too easy agreement
• Determination to argue
• Attempt to shift blame
• Loss of temper
• Crying
• Desire to QUIT

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DEVELOP SUBORDINATE LEADERS

• Plan an Evaluation of Subordinate Leaders
• Conduct Objective Observation
• Assess Behavior IAW Leader Attributes and Core
  Competencies
• Develop a Summary Outline a Plan of Action
• Counsel Subordinate Leaderships
• Assess the Results

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ARMY LEADERS
A Leader of.
Presence Character Intellect
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STX 15
And you think your MSL IV job stinks