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LDP

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Title: LDP


1
LDP
  • Leadership Development Program

2
LEADERSHIP DEVELOPMENT PROGRAM (LDP)
3
LEADERSHIP DEVELOPMENT PROGRAM
  • DEFINED
  • A CONTINUOUS PROCESS OF TRAINING, ASSESSMENT AND
    FEEDBACK IN A VARIETY OF TRAINING ENVIRONMENTS
  • PURPOSE
  • INSTILLING AND ENHANCING DESIRABLE BEHAVIOR IN
    MILITARY LEADERS
  • FEATURES
  • STANDARDIZED ASSESSMENT TECHNOLOGY
  • INDIVIDUAL FOCUS
  • STRUCTURED LEADERSHIP OPPORTUNITIES
  • PROVIDES DEVELOPMENTAL FEEDBACK
  • ASSESSOR QUALIFICATION
  • PEER RATINGS
  • LINK TO ACCESSIONS

4
What is the LDP?
  • LDP is comprised of 16 leadership dimensions and
    7 value dimensions
  • Cadets are evaluated on a minimum of 5 leadership
    positions on campus and at LDAC
  • Enables the production of both on campus and LDAC
    CERs

5
LDP OPERATIONAL MODEL
1st Semester
2d Semester
MS III

(DA Form 4856)
JPSC
CER Campus

67-9-1 67-9-1A
Campus
CER Campus
Development Plan
CCF 7010 CCF 7011

MS III
Camp
CER Camp
Accessions Packet
Camp
Scored Events

OER 2nd Sem
MS IV
67-9-1 67-9-1A
Development Plan
6
LEADERSHIP DEVELOPMENT PROGRAM
RECOGNIZE
PROCESS OF ASSESSMENT
7
RECOGNIZING BEHAVIOR
ASSESS
TRAIN
RECOGNIZE
BEHAVIOR
RECORD
COUNSEL
RATE
CLASSIFY
8
RECOGNIZING BEHAVIOR
LEADERSHIP DEVELOPMENT PROGRAM
  • CRITICAL VS NON-CRITICAL BEHAVIOR
  • CRITICAL - Significant impact on current or
    future leader
    effectiveness
  • NON-CRITICAL Little, if any, impact on leader
    effectiveness
  • DIRECT AND INDIRECT OBSERVATION
  • DIRECT Observed behavior causes results
  • INDIRECT Observed results imply behavior
    occurred
  • FIRST- AND SECONDHAND OBSERVATION
  • FIRSTHAND Personally Noted
  • SECONDHAND Behavior Related by Another

9
LEADERSHIP DEVELOPMENT PROGRAM
RECOGNIZING BEHAVIOR
RECURRING OBSERVATION OPPORTUNITIES
  • ORDERS PROCESS
  • PCIs / REHEARSALS
  • MISSION EXECUTION
  • AAR

NON-RECURRING OBSERVATION OPPORTUNITIES
  • PERSONALITY CONFLICTS
  • CADET INITIATIVES
  • BREACHES OF DISCIPLINE
  • PERSONAL INTERACTION

LEADERSHIP BEHAVIOR CAN BE OBSERVED IN
VIRTUALLY ANY CIRCUMSTANCE--IN
LEADERSHIP OR AS FOLLOWERS.
10
LEADERSHIP DEVELOPMENT PROGRAM
RECOGNIZING BEHAVIOR
  • reaction to conflict within the team
  • reaction to unanticipated problems
  • level of supervision or participation
  • event driver or event driven
  • performance under stress

11
RECORDING BEHAVIOR
ASSESS
TRAIN
RECOGNIZE
BEHAVIOR
RECORD
COUNSEL
RATE
CLASSIFY
12
RECORDING BEHAVIOR
  • Written or mental notes
  • Recommend detailed, organized notes
  • Enhance developmental counseling
  • Facilitate quick reference to support summary
    statement and CER development, and performance
    board and PMS inquires
  • Every note should have a purpose
  • Record only critical behavior
  • Summarize recurring behavior (communication,
    technical, physical, etc.) rather than recording
    every instance

13
MANAGEMENT TOOLS
CADET SELF ASSESSMENT REPORT
ROTC Cdt Cmd Reg 145-3 REQUIREMENTS CONTROL
SYMBOL ATCC-122
Unit
Length(Hours)
Date
Duty Position
Cadet
Card ___ of ___
SUMMARY OF PERFORMANCE (Describe the Situation,
assigned Task, the Action taken, and the Results).
CDT CMD Form 156-2-R Dec 95
Cadet Self-Assessment Report (Front)
14
MANAGEMENT TOOLS
My Strongest Dimensions (list 1, 2 or 3 )
Dimensions I Need to Improve (list 1, 2 or 3 )
Complete self-assessment to this point and
turn it in prior to counseling
Cadet Summary of Counseling
My Strong Dimensions (As Noted by Evaluator)
(list ) Dimensions to Improve (As Noted by
Evaluator) (list ) Actions I Plan to Take
(sentences or bullets)
Cadets Signature
Date
CC Form 156-2-R (Reverse Side) Jun 97
Cadet Self-Assessment Report (Reverse)
15
MANAGEMENT TOOLS
LEADERSHIP ASSESSMENT REPORT
CADET COMMAND REG 145-3 REQUIREMENTS CONTROL
SYMBOL ATCC-122
Check here if SPOT REPORT
PART I RECORD OF OBSERVATIONS AND COUNSELING
a. SUMMARY OF OBSERVATION Summarize most
significant observed leadership behaviors. Use
sufficient detail to support summary ratings in
Parts II and III. Use Continuation Card if
necessary.
b. COUNSELING Comment on at least 1 SUSTAIN
and 1 IMPROVE dimension as identified in Part
II. (IMPROVE comments are required for each N
entry in Part II) Not required for Spot Report.
SUSTAIN
IMPROVE
DATE
RATED CADET NAME
UNIT
DUTY POSITION (Location if Spot Report)
RATED CADET SIGNATURE
CADRE CADET
ASSESSOR NAME / INITIALS
NOTE Signature indicates that counseling was
administered as reflected in Part 1b above, and
does not imply agreement with ratings.
CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD
FORM 156-4-R OCT 98
Leadership Assessment/Spot Report (Front)
16
MANAGEMENT TOOLS
Leadership Assessment/Spot Report (Reverse)
17
MANAGEMENT TOOLS
Cadet
SSN
JOB PERFORMANCE SUMMARY CARD
Unit
School
VALUES
ATTRIBUTES
SKILLS
INFLUENCING
OPERATING
IMPROVING
Date
Position
Assessor
LR
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO
DM
MO
PL
EX
AS
DE
BD
NET
Summary of Ratings by Dimension
APFT PU SU RUN
TOTAL
LAND NAV WR DY NT
TOTAL
BRM
SQUAD PEER ______OF______
RECONDO YES NO
ROTC CDT CMD FORM 156-18A-R
Job Performance Summary Card (Cadet Focused)
(Front)
18
MANAGEMENT TOOLS
VALUES
ATTRIBUTES
SKILLS
INFLUENCING
OPERATING
IMPROVING
Date
Position
Assessor Name
LR
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO
DM
MO
PL
EX
AS
DE
BD
NET
LR
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO
DM
MO
PL
EX
AS
DE
BD
NET
VALUES
ATTRIBUTES
SKILLS
INFLUENCING
OPERATING
IMPROVING
ROTC CDT CMD FORM 156-18B-R
Job Performance Summary Card (Cadet Focused)
(Reverse)
19
MANAGEMENT TOOLS
Date
Position
Cadet Name
LR
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO
DM
MO
PL
EX
AS
DE
BD
NET
VALUES
ATTRIBUTES
SKILLS
INFLUENCING
OPERATING
IMPROVING
ROTC CDT CMD FORM 156-18B-R
Job Performance Summary Card (Cadre Focused)
(Front)
20
PEER EVALUATION REPORT (ROTC Cdt Cmd Reg 145-3)
REQUIREMENTS CONTROL SYMBOL
I II
(Check one)
ATCC-122
CADET (RATER)
UNIT
DATE
CADET (RATED)
RANKING________________OF_____________
WHAT ARE THIS INDIVIDUALS STRONGEST (ONE, TWO,
OR THREE) LEADERSHIP DIMENSIONS AND WHY?
WHAT ARE THIS INDIVIDUALS WEAKEST (ONE, TWO, OR
THREE) LEADERSHIP DIMENSIONS AND WHY?
CDT CMD Form 156-17-R Feb 96
21
CLASSIFYING BEHAVIOR
RECOGNIZE
COUNSEL
CLASSIFY
22
CLASSIFYING BEHAVIOR
Initial Shot Group
1. You observe a cadet presenting an OPORD to
his entire platoon during the first day of a
joint FTX. You determine by the manner in which
the cadet presents the OPORD that he is clearly
in charge--the cadet displays good command
presence. Which dimension is most
appropriate?
23
CLASSIFYING BEHAVIOR
VALUES Loyalty - Duty -
Respect Selfless Service - Honor Integrity
- Personal Courage
ATTRIBUTES Mental - Physical -
Emotional
SKILLS Conceptual - Interpersonal Technical
- Tactical
ACTIONS Influencing Communicating - Decision
Making - Motivating Operating Planning
- Executing - Assessing Improving
Developing - Building - Learning
24
CLASSIFYING BEHAVIOR - VALUES
  • Consistent with moral principles society
    considers desirable largely determined by the
    expectations of others
  • Forms the basis of trust
  • - National trust of Army
  • - Armys trust of its individuals
  • - Individuals assessment of leaders and
    self-worth
  • May be demonstrated at anytime in leadership
    or as a follower
  • Behavior is often best captured in a Spot Report
  • Statements often make the end of camp evaluation
    report (CER)

25
CLASSIFYING BEHAVIOR - VALUES
LOYALTY - Bond based on sense of obligation to
those relying on you
Demonstrate devotion to - Constitution -
Higher HQ - Nation - Subordinates
- Army - Family
LO
Faithfully supporting family, friends, country,
team
26
CLASSIFYING BEHAVIOR - VALUES
DUTY - Meeting requirements of job, tasks or
mission by fulfilling your obligations
Fulfilling professional obligations with a strong
work ethic Initiative compels the leader to
exceed minimum standards Demonstrating a mission
first attitude Pursuing excellence
DU
Professional work ethic
27
CLASSIFYING BEHAVIOR - VALUES
RESPECT - Treating people as they should be
treated
  • Recognition and Regard of Human Dignity Through
  • Tolerance for others
  • Fairness in dealing with others
  • Balancing mission and human needs
  • Discretion and tact

RE
Treating others with dignity
28
CLASSIFYING BEHAVIOR - VALUES
SELFLESS SERVICE - Putting the welfare of the
nation, the Army, and subordinates before their
own
  • Willingly accept personal hardship and sacrifice
  • Devote effort to others without expecting reward
  • Willingly sharing credit with others
  • Team above self attitude
  • Foregoes personal comforts for the sake of others

SS
Placing personal interests aside
29
CLASSIFYING BEHAVIOR - VALUES
HONOR Demonstrates pride in personal behavior
and encourages the same in others
Compelled to live by personal values Does not
lie, cheat, steal or tolerate those actions by
others Possesses innate sense of responsibility
duty bound Seeks to set the example Selfless
HO
Compelled by a strong sense of right
30
CLASSIFYING BEHAVIOR - VALUES
INTEGRITY Reliably does what is legally and
morally right
Consistently adheres to moral and legal
obligations Trustworthy, truthful and upright at
all times Honest in word and deed Does not lie,
cheat or steal
IT
Reliable and trustworthy
31
CLASSIFYING BEHAVIOR - VALUES
PERSONAL COURAGE - Show physical and moral bravery
Perseveres in the face of adversity Accepts
responsibility for mistakes and shortcomings
Takes responsibility for decisions and
actions Adequately copes with stress and fears
PC
Overcoming physical and mental fears
32
CLASSIFYING BEHAVIOR
A T T R I B U T E S
ME - MENTAL PH - PHYSICAL EM - EMOTIONAL
INFLUENCING
CO- COMMUNICATING DM- DECISIONMAKING MO -
MOTIVATING
A C T I ON S
OPERATING
PL- PLANNING EX- EXECUTING AS- ASSESSING
CN - CONCEPTUAL IP - INTERPERSONAL TE -
TECHNICAL TA - TACTICAL
S K I L L S
IMPROVING
DE- DEVELOPING BD- BUILDING LR- LEARNING
33
B E K N O W D O
CLASSIFYING BEHAVIOR - ATTRIBUTES
MENTAL
A persons fundamental qualities and
characteristics.
34
CLASSIFYING BEHAVIOR - ATTRIBUTES
MENTAL - Presence of intellectual capacity
  • INTELLECTUAL CAPACITY STAMINA
  • MENTAL STRENGTH
  • INITIATIVE
  • WILL
  • DRIVE

ME
35
CLASSIFYING BEHAVIOR - ATTRIBUTES
PHYSICAL - Presence of physical readiness
  • PHYSICAL STREGTH AND FITNESS
  • ENERGY AND STAMINA
  • PROJECTION OF PHYSICAL STRENGTH
  • BEARING
  • PROFESSIONAL APPEARANCE

PH
36
CLASSIFYING BEHAVIOR - ATTRIBUTES
EMOTIONAL - Maintaining presence during periods
of stress
  • UNAFFECTED BY STRESS, CHAOS RAPID CHANGE
  • MAINTAINING POSITIVE OUTLOOK UNDER DURESS
  • MAINTAINING BALANCE AND STABILITY
  • SELF-CONTROL UNDER PRESSURE
  • HANDLING COMPETING DEMANDS
  • EMOTIONAL STRENGTH

EM
37
CLASSIFYING BEHAVIOR
A T T R I B U T E S
ME - MENTAL PH - PHYSICAL EM - EMOTIONAL
INFLUENCING
CO- COMMUNICATING DM- DECISIONMAKING MO -
MOTIVATING
A C T I ON S
OPERATING
PL- PLANNING EX- EXECUTING AS- ASSESSING
CN - CONCEPTUAL IP - INTERPERSONAL TE -
TECHNICAL TA - TACTICAL
S K I L L S
IMPROVING
DE- DEVELOPING BD- BUILDING LR- LEARNING
38
B E K N O W D O
CLASSIFYING BEHAVIOR - SKILLS
CONCEPTUAL
TECHNICAL
TACTICAL
INTERPERSONAL
Core competencies expected of all leaders.
39
CLASSIFYING BEHAVIOR - SKILLS
CONCEPTUAL - Skill in handling ideas and
concepts--using intelligence
  • Innovation
  • Creative thinking
  • Understanding improvising within the
    commanders intent
  • Analyze and synthesize
  • Improvise

CN
Skill with ideas
40
CLASSIFYING BEHAVIOR - SKILLS
INTERPERSONAL - Skill with people
  • Gets along well with peers
  • Readily interacts with others
  • Earns trust and respect
  • Sought by others for expertise / counsel

IP
41
CLASSIFYING BEHAVIOR - SKILLS
TECHNICAL - Skill with things
  • Skill with equipment, weapons, systems
  • Competency in basic soldier skills
  • Understanding basic tactics, techniques
    procedures
  • Preparation of operations order
  • Proficiency in job related tasks

TE
Skill with equipment and procedures
42
CLASSIFYING BEHAVIOR - SKILLS
TACTICAL - Skill in using people, ideas and
things to accomplish tactical missions
  • Orchestrating available means to win
    engagements
  • Application of small unit tactics in training
    or war
  • Solving problems concerning the employment of
    units in combat scenarios

TA
Applied skills in the tactical environment
43
CLASSIFYING BEHAVIOR
A T T R I B U T E S
ME - MENTAL PH - PHYSICAL EM - EMOTIONAL
INFLUENCING
CO- COMMUNICATING DM- DECISIONMAKING MO -
MOTIVATING
A C T I ON S
OPERATING
PL- PLANNING EX- EXECUTING AS- ASSESSING
CN - CONCEPTUAL IP - INTERPERSONAL TE -
TECHNICAL TA - TACTICAL
S K I L L S
IMPROVING
DE- DEVELOPING BD- BUILDING LR- LEARNING
44
B E K N O W D O
CLASSIFYING BEHAVIOR INFLUENCING ACTIONS
COMMUNICATING
  • Getting people to do what you want them to do
  • Behavior noted and responded to by your team
  • Draw people to you as a leader through these
    actions

45
CLASSIFYING BEHAVIOR INFLUENCING ACTIONS
COMMUNICATING - Displaying oral, written and
listening skills
  • Conveys ideas concisely inspires interest
  • Conveys ideas with with conviction persuades
    others
  • Clear, concise, compelling grammatically
    correct
  • Assesses audience (how is message received?)
  • Presents expressions in organized manner
  • Uses visual aids

CO
46
CLASSIFYING BEHAVIOR INFLUENCING ACTIONS
DECISION MAKING Ability to drive events by
demonstrating conviction and resolve in your own
judgments
  • KEY Team responds to leaders resolve
    confidence leader affects
    the pace of action through his resolve
  • Gets subordinates to act through conviction
  • Acts with certainty on key issues
  • Quickly recovers after learning decision was
    incorrect
  • Makes and implements hard, right decision
  • Makes timely, confident adjustment to events

DM
Demonstrating resolve and conviction
47
CLASSIFYING BEHAVIOR INFLUENCING ACTIONS
MOTIVATING - Generating enthusiasm and energy in
others
  • Inspiring in subordinates the will to accomplish
    the mission
  • Gauging climate of unit and using tools to
    improve unit morale
  • Clearly and enthusiastically articulating
    expectations
  • Keeping subordinates informed providing
    rationale and early warning
  • Considering subordinates input

MO
Actively seeking ways to inspire better
performance
48
B E K N O W D O
CLASSIFYING BEHAVIOR OPERATING ACTIONS
  • Actions you take to accomplish the immediate
    mission
  • Conducting the mission proper in three distinct
    phases
  • Phase 1 - Planning, Phase 2 - Executing, Phase 3
    - Assessing

49
CLASSIFYING BEHAVIOR - OPERATING ACTIONS
PLANNING/PREPARING - Developing detailed,
executable plans that are feasible, acceptable
and suitableinvolves laying out the work and
making necessary arrangements FM 22-100
  • Detailed planning process (vs improvisation)
  • Formal, time and resource intensive process
  • Adheres to 1/3 - 2/3 rule sets priorities
    and suspenses
  • Balances competing demands within resources
  • Arranges support for exercise or operation
  • Includes incorporating time for, planning and
    conducting rehearsals

PL
Deliberate process of preparation for the
mission
50
CLASSIFYING BEHAVIOR - OPERATING ACTIONS
EXECUTING - Acting to accomplish the
missiondoing the job FM 22-100
  • Completing tasks to standard within
    commanders intent
  • Overcoming obstacles thriving in fluid
    environment
  • Maintaining accountability of people and
    equipment
  • Payoff based on all work gone on before
  • Acting to achieve goals to standard and on
    time
  • Making appropriate corrections to ensure
    success

EX
Supervising the operational phase of the mission
51
CLASSIFYING BEHAVIOR - OPERATING ACTIONS
ASSESSING - Evaluating the effectiveness of the
plan or operation
  • Observes, records and offers feedback
  • Sorts out important actual and potential
    problems anticipates when conditions change
  • Uses AAR to identify lessons learned
  • Identifies necessary corrections (focused on
    mission accomplishment)
  • Uses in-progress reviews

AS
Systematic process of recognizing potential
problems
52
B E K N O W D O
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS
  • Increasing personal, individual and
    organizational capabilities to accomplish future
    missions
  • Actions you take to leave the unit better than
    you found it

53
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS
DEVELOPING - Improving individuals
  • Enhances self-confidence, competence
    self-esteem of subordinates
  • Guides others in thinking through problems for
    themselves
  • Designs practice for an individuals area of
    weakness
  • Encourages initiative anticipates mistakes and
    offers assistance without being overbearing
  • Coaches, trains, mentors, encourages, inspires,
    leads by example
  • Makes spot corrections (focused on future
    operations)

DE
Working to improve the performance of
individuals for future operations
54
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS
BUILDING - Improving teams/units
  • Gets people to work together
  • Fosters an ethical climate ensures people are
    treated fairly
  • Adopts unpopular higher decisions gets team to
    act
  • Cooperative diligent follower helps build the
    larger team
  • Works up chain of command to resolve problems
  • Keeps team positive in confusing situations
  • Helps others after completing own work
  • Makes corrections (focused on future
    operations)

BD
Working to improve the effectiveness of the team
for future operations
55
CLASSIFYING BEHAVIOR - IMPROVING ACTIONS
LEARNING - Applying lessons learned on an
individual level improving yourself
  • Expands personal knowledge
  • Seeks self-improvement in weak areas
  • Actively seeks and uses feedback on performance
  • Demonstrates self-awareness and analysis
  • Applies lessons learned
  • Usually seen over time

LR
Self-improvement by applying previous experience
to current performance
56
Classifying Behavior Garrison Evaluations
57
Classifying Behavior Tactical Evaluations
58
CLASSIFYING BEHAVIOR
RECOGNIZE
COUNSEL
CLASSIFY
59
RATING BEHAVIOR
  • BASE THE NET ASSESSMENT ON HOW EFFECTIVE YOU
    THOUGHT THE LEADER WAS OVERALL
  • EVALUATOR AND SUBORDINATES ARE MAKING THE SAME
    (GUT) ASSESSMENT (ONLY DIFFERENCE--EVALUATORS
    ASSESSMENT IS BACKED UP WITH DIMENSIONAL
    FEEDBACK)
  • Excellent - Above what you reasonably expect of
    a cadet
  • Satisfactory - What you reasonably expect of a
    cadet
  • Needs Improvement - Below what you reasonably
    expect of a cadet

60
RATING BEHAVIOR
SATISFACTORY STANDARDS Usually generates
reasonable courses of action - ME Adequately
shows self-confidence - EM Generally conveys
ideas - CO Attempts to balance resolve -
DM Reasonably adheres to 1/3-2/3 Rule -
PL Generally shows accountability -
EX Attempt to meet subordinates needs- MO
  • POINTS TO REMEMBER
  • Evaluating based on what we expect of cadetsnot
    officers and NCOs
  • Satisfactory ratings allow room for mistakes
  • Beware dimensional Ns based on one negative
    observation

61
RATING BEHAVIOR
RATE EACH LEADERSHIP DIMENSION ACCORDING TO THE
LEADERSHIP PERFORMANCE INDICATORS USING THE
FOLLOWING SYSTEM OBSERVATIONS EXECUTED
INDICATED BY POSITIVE E GENERAL
LY NEUTRAL S or E NEGATIVE S or N
62
LEADERSHIP DEVELOPMENT PROGRAM (LDP)
LEADERSHIP PERFORMANCE INDICATORS
U.S. Army Cadet Command Examples of behavior
used in this document are designed to assist the
user in defining the appropriate leadership
dimensions. The examples are not all-inclusive
users will use judgment in situations where
observed behavior is not specifically referenced
in this document. The standards of behavior
quantify differences between Excellent and
Satisfactory levels of performance performance
not achieving standards for Satisfactory is
considered Needs Improvement.
63
-Positive behavior exhibited without regard to
personal cost or prospect of reward -Military and
non-military often most accurately exhibited in
off-duty behavior -Strongly influenced by group
acceptance/expectations
VALUES LO DU RE SS HO
IT PC
64
-Easily identified, often form the basis for
first impressions
ATTRIBUTES ME PH EM
65

Conceptual (CN) Skill with
ideas Excellent Strong judgment
critical/creative thinking and
reasoning Anticipates requirements or
contingencies Improvises within commanders
intent Can analyze/synthesize Comfortable in
realm of ideas innovative

Interpersonal (IP) Skill with people
Excellent Readily interacts with others
earns respect Gets along well with
others Actively contributes to problem-solving
and decision making process Sought out by
peers for expertise or counsel
Technical (TE)
Skill with equipment and procedures
Excellent Thorough knowledge of task
accomplishment standards Masters duty
tasks Strong grasp of basic tactics, techniques,
procedures Skilled in preparation of operations
orders Expert in basic soldier skills
Tactical (TA)
Applied skills in the tactical environment
Excellent Readily applies skills to
train for or to fight and win wars
Satisfactory Generally shows good
judgment, sound thinking and
reasoning Readily reacts to requirements and
contingencies Readily understands and follows
commanders intent Shows some analytical and
synthesizing skills Can function in realm of
ideas Satisfactory Adequately
interacts with others Gets along with most
peers Contributes, when asked, to problem solving
and decision making processes Sometimes
asked for counsel by peers
Satisfactory Working knowledge of standards for
task performance Strives for mastery of duty
performance Understands basic tactics,
techniques, procedures Prepares adequate
operations orders Competent in basic soldier
skills Satisfactory Has basic
skills to train for or to fight and win wars
-Junior Level reflect expectations of cadets
prior to commissioning
SKILLS CN IP TE TA
66
COMMUNICATING (CO) Ensuring complete
dissemination of critical information
Excellent Oral Conveys ideas and feelings
concisely in a single transmission Expressio
ns well-planned, organized and suited to
audience and situation inspires interest,
attention and conviction Recognizes
misunderstandings and resolves them clearly
in a positive, team-building manner Wins the
audience over Free from grammatical errorsterms,
phrases always fit the audience Clear,
concise visual aids smooth presentation
uses inflection to advantage Attentive,
supportive listener makes appropriate
notes good retention of critical
details Written Readily understood in single
rapid reading by intended audience Readily
legible both in form and content strong
command of written English Style varied, simple,
to the point uses active voice well Bottom
line up front ideas clear and compelling Stays
on topic well clear, concise Writing
consistently achieves stated purpose clearly
and completely meets requirements
Satisfactory Generally conveys
ideas, feelings, sincerity Expressions usually
well conceived with evidence of some
organization generally interesting and
convincing Acts to determine/recognize
misunderstandings and resolves them to large
extent Keeps audience on track Usually uses
grammatically correct terms and phrases Adequate
visual aids few distracting gestures or
sounds makes adequate use of inflection Listens
and watches attentively makes appropriate
notes can adequately convey to others the gist
of what was said or done Adequately
understood in single reading by intended
audience Form and content are generally legible,
with few spelling or grammar
errors Reasonably simple style generally uses
active voice Usually has bottom line up
frontgenerally clear Generally stays on
topic Writing usually achieves stated purpose
adequately meets requirements
INFLUENCING ACTIONS CO
67
INFLUENCING ACTIONS DM
DECISION MAKING (DM)
Demonstrating resolve and conviction
Excellent Drives events through smart,
timely decisions Thoroughly assesses
situation acts on key issues and likely
contingencies/consequences Makes the hard,
right decision rather than the easy
wrong Balances firm resolve and flexibility
recognizes a better idea and incorporates
into own decision Recovers quickly after
learning a decision was incorrect. Quickly
recognizes need and decides/acts in the
absence of guidance. Thoroughly considers
probable impacts and consequences of own
decisions
Satisfactory Makes decisions
keeps pace with events Adequately assesses
situation sorts out important aspects and
decides accordingly Usually puts being right
ahead of being popular or easy Attempts to
balance resolve and flexibility not afraid
of better ideas from other sources Pauses, but
remains decisive after learning a decision
was incorrect Eventually recognizes need to
decide/act in the absence of guidance and
does so Adequately considers probable impacts
and consequences of own decisions
-Influencing the pace of the operation by
demonstrating judgment -Instilling confidence in
subordinates through conviction -Visibly
clarifying intent and emphasizing priorities of
work
68
MOTIVATING (MO) Actively
seeking ways to inspire better performance
Excellent Clearly and positively
articulates expectations Inspires action by
appropriately rewarding good performance
and dealing with poor performance Skillfully
delegates consistent with requirements of
duty position and individuals capability and
developmental needs Meets subordinates needs,
keeps them informed, provides rationale and
provides early warning Actively listens, seeks
feedback and makes smart, timely
adjustments to actions or taskings
Satisfactory Adequately defines
requirements and guidance Acknowledges good and
poor performances takes some action
accordingly Gives thought to duty position,
capability and developmental needs when
delegating Attempts to meet subordinates
needs, keep them informed, provide
rationale and provide early warning Makes
some use of feedback to modify actions and
taskings in progress when needed
-Gauging climate of unit and using tools to
improve unit response -Generating enthusiasm and
energy in others -Short- or long-range impact
INFLUENCING ACTIONS MO
69
PLANNING (PL) Deliberate
process of preparation for future missions
Excellent Thoroughly addresses
commanders intent while establishing clear
course of action for own unit Plans well
focused on desired outcomes uses reverse
or battle sequence planning techniques to
advantage Balances competing demands with
priorities and resource allocations
thoroughly addresses likely contingencies Logical
, appropriately simple, readily understood plan
that clearly would accomplish
mission Incorporates easily understood controls
(e.g., time-phasing) provides clear
trigger points or culmination
points Carefully adheres to 1/3-2/3 Rule and
includes realistic periods for preparation
and rehearsal Delegates skillfully and
appropriately uses resources
efficiently Sets smart priorities and
suspenses Makes smart use of METT-T, OCOKA and
SOPs
Satisfactory Adequately abides by
commanders intent and adapts plan from
higher headquarters to own unit Plans are
generally based on desired outcomes Attempts to
balance competing demands with priorities and
resource allocations has some
flexibility Logical, appropriately simple,
readily understood plan that would likely
accomplish the mission Incorporates adequate
controls such as time-phasing others
generally understand when actions should begin
or end Reasonably adheres to 1/3-2/3 Rule
and makes some plan for preparation and
rehearsal Delegates adequately sufficiently
allocates resources Sets adequate priorities or
suspenses Considers METT-T, OCOKA and SOPs
OPERATING ACTIONS PL
70
OPERATING ACTIONS EX
-Directing the mission to ensure task
completion -Balances intent and flexibility
71
-Maximizes efficiency of supervisor -Checking to
ensure compliance -On-the-spot or AAR feedback
OPERATING ACTIONS AS
72
-Working with individuals (subordinate and peer
alike) to improve future performance -Getting
results in helping others improve -Giving others
tools for self-improvement
IMPROVING ACTIONS DE
73
IMPROVING ACTIONS BD
74
-Applying lessons learned to own
performance -Actively seeking self-improvement -De
monstrating personal growth
IMPROVING ACTIONS LR
75
SUMMARY STATEMENT DEVELOPMENT
A narrative summary (word picture) of
total performance during the observed period.
76
PAINTING THE PICTURE
  • THE BLUE CARD
  • Write the summary in the same manner you would
    describe what the cadet just did to one of your
    peers--Write what you see!
  • Well written summary statements
  • Facilitate quick, effective counseling by
    highlighting critical dimensional behavior
  • Tell the Platoon TAC Team, MS III Instructor and
    PMS what happened
  • Provide a record of counseling
  • Help build the cadets CER

77
SUMMARY STATEMENT DEVELOPMENT
  • Bottom Line Up Front First sentence is a
    quantified statement of the cadets overall
    leadership effectiveness
  • Use the remainder of summary used to address
    critical leadership behavior
  • Include consistency, growth, challenges faced,
    level of difficulty of position held, etc. to
    help paint the picture
  • Use the statement to send a message to the cadet
    and his/her cadre (TACs PMS)
  • 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

78
THE BLUE CARD
LEADERSHIP ASSESSMENT REPORT
CADET COMMAND REG 145-3 REQUIREMENTS CONTROL
SYMBOL ATCC-122
Check here if SPOT REPORT
PART I RECORD OF OBSERVATIONS AND COUNSELING
a. SUMMARY OF OBSERVATION Summarize most
significant observed leadership behaviors. Use
sufficient detail to support summary ratings in
Parts II and III. Use Continuation Card if
necessary.
Cadet Taylors energy and enthusiasm were
instrumental in the success of the company. His
outstanding ability to react to unexpected
changes in the company commanders guidance was
critical to the companys meeting SP time.
Subordinates recognized his rapid reaction and
responded in kind. Throughout the day, he
faithfully supported an indecisive company
commander, tactfully guiding him at times to the
correct decision. Maintained the same level of
energy and appearance throughout the day in
spite of lack of sleep the previous night due to
inclement weather. Cadet Taylor continues to show
improvement in dealing with subordinates. Good
job of working with the 2d Plt Sgt on PCIs.
b. COUNSELING Comment on at least 1 SUSTAIN
and 1 IMPROVE dimension as identified in Part
II. (IMPROVE comments are required for each N
entry in Part II) Not required for Spot Report.
CN - Rapidly solves critical issues DM -
Demonstrated resolve energizes subordinates into
action AS Constantly seeks ways to improve
ongoing operations
SUSTAIN
IMPROVE
IP Need to demonstrate greater patience when
dealing with subordinates. You tend to
show frustration with what you consider dumb
questions
RATED CADET NAME
DATE
UNIT
DUTY POSITION (Location if Spot Report)
3A1
1SG
5 Jun 02
Taylor, Brian
RATED CADET SIGNATURE
ASSESSOR NAME / INITIALS
CADRE CADET
JLJ
Jeffrey L. Jacobs
X
NOTE Signature indicates that counseling was
administered as reflected in Part 1b above, and
is not intended to imply agreement with ratings.
CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD
FORM 156-4-R OCT 98
79
BLUE CARD VERSION 1
X
X
X
X
X
X
X
X
X
X
X
X
80
BLUE CARD VERSION 1
81
BLUE CARD VERSION 2
LEADERSHIP ASSESSMENT REPORT
CADET COMMAND REG 145-3 REQUIREMENTS CONTROL
SYMBOL ATCC-122
Check here if SPOT REPORT
PART I RECORD OF OBSERVATIONS AND COUNSELING
a. SUMMARY OF OBSERVATION Summarize most
significant observed leadership behaviors. Use
sufficient detail to support summary ratings in
Parts II and III. Use Continuation Card if
necessary.
Ronnie Bass excelled as a back-up high school
quarterback. Bass entered the state semi-final
game after the starting quarterback was knocked
out of the game by an all-state defensive
lineman. On the sideline, before entering the
game, Bass appeared nervous and hesitant as he
received instructions from the coach. Once he
reached the huddle, however, Bass projected an
image of complete poise and confidence to his
teammates. Bass developed and implemented a plan
to counter the all-state lineman. He greatly
inspired his teammates by placing himself at
risk and flipping the all-state lineman--knocking
the lineman out of the game. As Bass led his
team down the field, he successfully completed a
pitch play--a play that he had previously
struggled with in practice and expressed doubts
about being able to perform just before he
entered the game.
b. COUNSELING Comment on at least 1 SUSTAIN
and 1 IMPROVE dimension as identified in Part
II. (IMPROVE comments are required for each N
entry in Part II) Not required for Spot Report.
CN Quickly developed a play, within the
coachs, play that neutralized the defensive
lineman PH - Demonstrated impressive physical
strength by hitting and flipping the lineman MO
Visibly inspired your teammates by placing
yourself at risk and knocking the lineman out of
the game EM Did not let your teammates see your
nervousness did not let your self-doubts cripple
you
SUSTAIN
IMPROVE
TE Continue to practice the pitch play until
you have complete confidence in your ability to
perform it
RATED CADET NAME
DATE
UNIT
DUTY POSITION (Location if Spot Report)
Titans
QB
5 Nov 02
Bass, Ronnie
RATED CADET SIGNATURE
ASSESSOR NAME / INITIALS
CADRE CADET
WCR
William C. Roebuck
X
NOTE Signature indicates that counseling was
administered as reflected in Part 1b above, and
is not intended to imply agreement with ratings.
CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD
FORM 156-4-R OCT 98
82
BLUE CARD VERSION 2
X
X
X
X
X
X
X
X
X
X
X
X
83
SPOT REPORTS
  • MARK X ON FRONT SIDE OF THE CARD
  • FOR NOTEWORTHY PERFORMANCE OR BEHAVIOR AS
    FOLLOWER OR TEAM MEMBER
  • USED DURING COMMITTEE TRAINING OR IN GARRISON
  • NOT USED FOR CADET CURRENTLY IN LEADERSHIP
    POSITION
  • PROVIDES AN OPPORTUNITY TO CAPTURE BLIND
    DIMENSIONS ON CADET JPSCS (CAN HAVE S RATING)
  • NO OVERALL RATING
  • REFUSAL OF ANY CONFIDENCE TRAINING NEGATIVE
    SPOT REPORT/CER COMMENT

84
AFTER ACTION REVIEW
85
AAR POINTERS
  • Maximize cadet involvement in the analysis of
    trainingfurther promotes leader development
  • Allow the participants to discover for
    themselves
  • 1) What happened?
  • 2) Why it happened?
  • 3) How to make it better?
  • Provide feedback to cadets as a team about the
    team performance

86
COUNSELING
RECOGNIZE
COUNSEL
CLASSIFY
87
COUNSELING
  • COUNSELING - Subordinate-centered
    communication that produces a plan outlining
    actions necessary for subordinates to achieve
    individual or organizational goals
  • FM 22-100

88
COUNSELING DISCUSSION
  • Goal Improve cadet performance through
    constructive, effective, timely feedback
  • Dos?
  • Donts?
  • Tips and Techniques?

89
POSSIBLE CADET REACTIONS TO COUNSELING
  • DENIAL
  • NERVOUSNESS
  • RATIONAL DISAGREEMENT
  • TOO EASY AGREEMENT
  • ATTEMPTS TO SHIFT BLAME
  • LOSS OF TEMPER
  • DESIRE TO QUIT
  • CRYING

90
CER
The CER is an LDP developmental counseling tool
that mirrors the Officer Efficiency Report (OER).
It is designed to utilize information generated
by the LDP to provide constructive feedback to
cadets on-campus and at LDAC.
91
7 Values
16 Leadership Dimensions
92
PLT TAC Overall Rating E/S/N
PLT TAC Bullet Comments
93
AAR CounselingTwo Events Two Purposes
AAR
  • Focus Collective
  • Addresses
  • Training objective
  • Team execution
  • Team sustainment/ improvement

1. Sustain 2. Improve 3. Corrective Actions
1. Mission / Concept What should have
happened? 2. What did happen / why? 3.What to do
differently next time?
94
LEADERSHIP DEVELOPMENT PROGRAM (LDP)
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