Counseling Subordinatecentered communication that outlines actions necessary for

Counseling Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals. 3 3 Why should counseling lead to achievement of goals? How is counseling related to leadership? VGT 2

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 3 Why should the subordinate be active in the session? VGT 3

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? 3 How can a leader be both an evaluator/judge and a helper/counselor? 3 VGT 4

The Leader as a Counselor (Cont. ) The following qualities help the leader to assume an effective role during counseling: - Respect for subordinates - Self and Cultural Awareness - Credibility - Empathy 3 How do these qualities assist leaders in counseling? VGT 5

The Reason for Counseling - To help subordinates develop in order to achieve organizational or individual goals. - This overriding theme of “subordinate development” includes helping subordinates to improve performance, solve problems or attain goals. VGT 6

Approaches to Counseling – Directive – Nondirective – Combined VGT 7

Counseling Cycle Continuous Process EXIT INTERVIEW OER / NCOER PATHWAY TO SUCCESS JODSF / NCOER Checklist ARRIVE AT UNIT - Sponsorship - Reception and Integration Personal Issues Event: Non-select for school / promotion JODSF/NCOER Checklist MIDPOINT 6 MONTHS VGT 8 Initial OER / NCOER Counseling (30 days) JODSF / NCOER Checklist Periodic Review of OER Support Form (Rater/ SR Rater)

Categories of Counseling – Personal - Event Oriented – – Reception and Integration Positive Performance Referrals - Crisis - Separation - Promotion Counseling - 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 VGT 9

Common Counseling Mistakes – Leader’s: – – Likes Dislikes Biases Prejudices VGT 10

The Counseling Session 1. 2. 3. 4. Open the session Discuss the issue Develop a plan of action Close the session VGT 11

(1) Open the Session - State the purpose of the session. - Establish a subordinate-centered tone. How does a counselor establish a subordinate centered tone? 3 Why is it important to state the purpose of the session? 3 VGT 12

(2) Discuss the Issue - Jointly develop an understanding of the situation. - Support points with facts or observations. - Establish relevance between the issue and individual or unit goals. How does a counselor “jointly develop” an understanding of the situation? 3 Why is it important to support points with fact or observations? 3 VGT 13

(3) Develop a Plan of Action - Actions should facilitate the attainment of goals. - Actions should be specific enough to drive behavior. - Plan may entail contacting a referral agency. Why must the plan be a “plan of action”? 3 When should the plan include a referral? 3 VGT 14

(4) Close the Session - Summarize the counseling session. - Discuss implementation of the plan; check for understanding and acceptance. - Identify leader’s responsibilities. What happens when a soldier does not accept the plan of action? 3 What is follow-up and why is it necessary? 3 What is the leader’s role in implementing the plan? 3 VGT 15

Preparation for Counseling 1. 2. 3. 4. 5. 6. 7. 3 3 3 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 Can counseling occur spontaneously without formal preparation? What is an appropriate time? What should a leader tell the subordinate? VGT 16

Preparation for Counseling (Cont. ) 1. 2. 3. 4. 5. 6. 7. 3 3 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 Why should a leader prepare an outline? What is a counseling strategy? VGT 17

Recording Counseling 3 Why should a leader document a counseling session? 3 What type of counseling sessions require written records of counseling? VGT 18

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: PART III - Summary of Counseling Key Points of Discussion: VGT 19

Plan of Action: Session Closing: Individual counseled: I agree / disagree with the information above Individual counseled remarks: Date Signature of Individual Counseled Leader Responsibilities: Signature of Counselor Date PART IV - ASSESSMENT OF THE PLAN OF ACTION Assessment: VGT 20

Counseling Demonstration - Observe the counseling session and evaluate the session using the Observer’s Worksheet. VGT 21

VGT 22

VGT 23

Observe Behavior • All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment • Ensure observations are complete • Observations must be objective VGT 24

Record Behavior 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 25

EXAMPLES Using the “START” Form RIGHT WRONG S FTX; AT THE LDR REACTION CRS RAINY, COLD, NO SLEEP T EXECUTE LEADER REACTION CRS HARD PHYSICAL AND MENTAL TASK A SGT SMITH ANALYZED THE REQTS, SQD FAILED TO ACCOMPLISH TASK IN ALLOTTED TIME DEVELOPED A PLAN, AND BRIEFED IT TO SQD MEMBERS R T PLAN WAS ISSUED USING 5 PARA. FORMAT. SQD MEMBERS HAD CLEAR TASKS TO DO. SQD EXECUTED 3 STATIONS TO STANDARD SQD HAD TO RE-DO THE TASK TWICE NIGHT TIME 12 SEPT 97; 2200 -2300 HRS. VGT 26

Classify Behavior • • Use all written, verbal, and non-verbal information Use leadership dimensions definitions and associated behaviors Though a behavior may fit more than one dimension, list it under the most appropriate one (“best fit”) Look deeper than just the obvious dimension to “see” complex behaviors VGT 27

Rate Behavior 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 28

Developing Subordinates (summary) • Plan where & when to OBSERVE subordinate performance • RECORD performance using the START format • CLASSIFY behaviors by applying leadership doctrine • RATE behaviors guided by performance indications • DEVELOPMENTAL COUNSELING • Consider other tools; self and associated assessment VGT 29

Summary Subordinate-Centered Strategy Counseling 3 3 Subordinate-centered Goal Oriented 3 3 3 Active Listening Responding Questioning The Session 3 3 Open the session Discuss the issue Develop plan of action Record and close the session Purpose 3 To develop subordinates The Process 3 3 VGT 30 Identify the need Prepare Conduct Follow-up